School Board Meeting June 28, 2017 Part 2

Director of Audit and Finance will read the audit announcement into the record.

At the June 13th quarterly audit and finance meeting the Office of Internal Audit presented six internal audit reports.

The audits included historic Horace Mann School construction follow up audit.

Genesee Hill Elementary School design follow up audit.

West Seattle High School audit.

Orca K-8 audit.

Disbursements audit.

Employee leave time audit.

All findings and recommendations were discussed at a public audit and finance meeting and the completed reports are available online at the Office of Internal Audits public web page.

Click on departments under the district tab then click on internal audit.

We have now come to the board comments section of the agenda and my fellow colleagues if you would keep in mind what a long and lovely evening this is and if you could keep them short we'd be grateful.

Thank you.

Director Geary.

Hello everybody.

So many of you gone now and I've already spoken several times so I will keep it Sure.

The one thing I haven't spoken on is the ethnic studies proposal and I guess Isabella McMurchie was one of our early students and I don't think anybody could say it as eloquently as she did.

And the idea that ethnic studies is going to benefit everybody and we really do need to make this part of our curriculum in a meaningful way.

Not just necessarily embedding it in history but really figuring out how we're going to make it age appropriate from K through 12 in a way that's going to be meaningful and make sure that our kids from all different cultures can come together.

We had I want to comment there was an article out of KUOW.

Myself and Director Blanford were mentioned somewhat.

And I'm going to stand by I can't remember there's been so much that's happened since then even that that starts to fade where I thought I was going to come up here and talk about that for some time and I'm not going to other than to say I was sorry that my comment ended with a violent imagery of parents taking up arms because that was never the intent and so The one thing I do recall saying in that interview that wasn't put out was that it was my experience that shaming parents at this point as we're trying to engage in these conversations isn't going to be the way we're going to move forward in this city that has so much separation.

And so I really appreciate as well Kim Fergus coming with her article because again I think this was an article that was printed and there were some comments about it, you know, and the voice that it had not being exactly the right voice.

But it was a voice that dared to throw itself out on a really difficult topic.

And maybe she did it from her View Ridge soccer mom perspective to some degree.

But you know that's the start.

And we have to welcome that start.

And we have to keep inviting those conversations across the lines.

So I was sorry that the article on KUOW had that militant piece because I don't ever want anybody to think that arming or using that imagery in any way is appropriate.

And to the extent that people felt it was shaming, I wouldn't have approved of that.

But I think it is conversations and we have to continue to have them.

And that's why I'm going to say Charlene Lyle's name, say her name, you know.

That is just been, I, I can't shake it.

It's been a tragedy.

My district, you know, we go along.

It's Northeast Seattle.

People, you know, don't need to worry about them too much.

And, but we do.

We do.

Because this happened in my district to Charlina Lyles, one of the moms.

Charlina.

Charlina.

Okay.

Thank you.

Okay.

Charlina Lyles.

Um, and I'm gonna tie this around because we We need to continue to keep the conversation between the city and the county and the state as we put these families we create these housing units so we have these families in Magnuson and we haven't appropriately supported them and there are people that continue to go to the city saying you've got to support these kids you've got to support these families and frankly I was I was surprised it was a mom and not one of the kids that ended up in in a conflict with the police.

And we're gonna see the same thing happen potentially with Fort Lawton.

And so as we move forward in these conversations I'm gonna say it right now that's a perspective I'm gonna take about what we do when we're placing housing in our affluent neighborhoods and are the families gonna show up and wrap around them or walk away from them.

Is our city going to wrap around them and make sure that they're supported.

Is our county going to do it and is our state going to do it.

So we have some opportunities in terms of our Magnuson families coming up and I will keep on it and I will let people know when I know we have a good ask but we're going to have to wrap everybody around and I hope Our families will show up for that ask and that they'll show up for the Fort Lawton ask and that we continue these conversations together not by building barriers between each other.

Thank you.

Thank you.

Other directors.

Director Pinkham.

I just want to thank all the people that commented tonight and shared their views and perspectives because you know you're the ones that put us up here in the dais and still listen to your voice and thank you to all of our staff you know that We're all here for the same reasons and you know we're bringing in different views and perspectives and I value that and some decisions are going to be tough some decisions are not so tough but they're decisions that we have to eventually make because we have students out there waiting for us waiting for us to provide them a place to get educated waiting for us to let them know that you know we care about them and I I want to let them know that yeah we do care about you but I don't know, sometimes as adults we get carried away in some of the minutiae, I guess we would say.

But I'm proud to be up here on the board and thank you for electing me to be here and ask that you bear with us, bear with me as we progress.

I just want to keep it short saying, you know, I just see us improving no matter which way we go and we're going to make the Seattle School District a better place for everyone as we embrace ethnic studies embrace keeping families together the best that we can as we embrace the students that we're in charge of.

I know time is tight but I just want to acknowledge and thank everyone for coming here this evening.

Director Burke.

Also being brief I want to thank everyone who gave their comments and have shared their input on email.

We have received a prolific amount of enthusiastic support for For a deeper understanding of the Fort Lawton's situation and boundaries around that.

And I think that the...

I come back to this regularly that we on the board are supposed to be operating at the 30,000 foot level.

And the staff also has to implement things that are system-wide.

And really understanding what are the impacts that happen in the schools.

We rely on our families, our educators, our students to help us find places where we can make things better.

Where we've got common problems that we can then look at as systemic problems.

That we can then try to address at the policy level and improve organizationally.

We recognize that we're operating a budget deficit and it looks like that's going to be our mode for the foreseeable future which means we have to be really thoughtful and deliberate about what we do and I say that as the person who said oh it's just 1.9 million dollars.

So I recognize I'm talking out of both sides of my mouth there but what we have to do is we have to be thoughtful about the services we're providing to our families the importance of stability the importance of maintaining Our families keeping them in the district keeping the revenue going keeping our schools at high and consistent levels of enrollment so that we don't have staff turnover.

When we have to turn over staff in schools we bear costs to recruit retain train.

The schools have the disruption of bringing new people on having to cut people.

So.

The sort of disruption and churn that's created by our funding and some of our policies is sort of a self-fulfilling prophecy where we create situations or situations are created for us maybe we shouldn't take all the blame for it.

So a lot of it's the state and funding.

But these situations drive us to make decisions that are disruptive and then we end up in a reactionary mode and we don't have the time or the focus to fix it.

And so I think people bringing things to us with a level of intensity that we can identify common problems but also with the recognition that we are working at a system level and sometimes it takes a little bit longer.

And I'm grateful for the people who have shared that with me that that's sort of their perspective.

I know that around the Fort Lawton the enthusiasm of the community and of the board and of the staff has you know we've we are engaging with the city to try to understand what we have for placeholders there whether it's a short term thing it doesn't look like we actually have a short term need but to have a potential piece of property that could be a school is something that we have to consider in the long term.

I'll defer on my topic level discussions to when we're introducing the items around ethnic studies.

Some of the other great things that are coming up we have an assessment policy that's being introduced and also the career and technical education annual report and plan coming out of the curriculum instruction committee.

So I'll speak a little bit to those when they're introduced.

I wanted to just say in closing that I had the pleasure thank you to my colleague Director Harris for Gifting me with two of her graduations at Chief Self and West Seattle while she was out of state on a work related event.

For me not having any high schools it's great to be able to experience the enthusiasm and energy that permeates those events and it's just it's really uplifting to see the kids and how excited they are about you know their journey and their future.

So thank you to the community.

Thank you to the colleagues.

Thank you to staff and I hope everybody has a wonderful summer.

If we don't see you on the 5th.

Director Patu.

I would like to say thank you to everyone who came to share their concerns with us today.

I would also like to congratulate Rainer Beach High School students for their consistency in letting us know that they continue on to fight for a new building for their school, for their students.

As I actually have come to the end of the school year I realize that it takes good leaderships and staff to really to create an excellent schools for our students Who are attending those schools.

So I would like to really to congratulate all the principals, all my principals in the southeast and their staff for a job well done.

Being a principal is not a very easy thing to do when you're running a school.

But I want to say thank you for the patience and the continued great leadership in terms of a successful year.

at each one of my schools.

So thank you very much for the good job well done and thank you for the staff for taking good care of our students.

Also I'd like to say that this has been a I guess an in between here in terms of being a board director and actually running for one more term.

But I think out of all of this is just having the opportunity to be up here and be able to hopefully to make a difference in the lives of students and giving parents the opportunity to have a voice.

And it's just been a pleasure to serve all of the community and the parents in terms of me being a school board director and hopefully we'll be able to continue on the next four years in serving you and your students and your children in terms of leading on to an excellent education for all students.

This has been a pretty rough year for me in terms of my own personal life.

I've actually had I'm sorry.

As you continue to work in public you never know what people look at or see in terms of what's going on within each community.

This last couple of weeks my granddaughter actually got shot accidentally by people that she doesn't even know.

And it has been really a hard time for me in the last two weeks.

You know sometimes I ask myself what more can we do to actually to provide opportunities for kids and making them realize that life is important and that educating them is actually the best thing that we can do to provide them opportunities to a better life and not into violence and The last thing that I was expecting was actually having my own granddaughter's life almost been taken away from me.

But I thank God that she's actually recovering and that life continues.

But as I think about the work that I do here and the school board is providing opportunities for all kids and hopefully continue on to do that.

Making sure that all our kids are safe and making sure that they get the best education that Seattle Public School can ever provide.

Thank you.

Director Blanford.

Thank you, Director Patu, for sharing those remarks.

I'm sorry to hear that that happened to your family and hopefully Hopefully the convalescence is quick.

It's been an interesting couple of weeks.

I always have last week, the week of June when our graduates walk across the stage and we preside over the events.

I always have that circled on my schedule as a special time.

As you know from watching these meetings, we're frequently dealing in numbers and people and policies.

But when you get the opportunity as we do as board directors sometime in June to watch our students walk across the stage, for me personally it is a nice payment for all of the work and the time that we spend.

We get to see the fruits of our labor, the children that are walking across the stage into their futures With some knowledge that we've had some impact on that.

Hopefully more positive than negative, but when you get a chance to shake hands with students who are bright eyed and bushy tailed and ready to go off into their future, it's a pretty inspiring thing.

And so to the graduates at Garfield High School at Nova and at the World School that the three schools and all the graduates in Seattle Public Schools a hearty congratulations.

I over the weekend got the opportunity to attend two parties for graduates and both of them were spirited.

They were in opposite sides of the city so we had to do a little bit of traveling to get there.

But it was a heartwarming experience to know that I had some role along with parents and teachers and community members who had much larger roles, but some role to play in helping them to get across that stage.

I also going to the opposite end of the spectrum the week before had the opportunity to participate in the Beacon Hill International School Young Authors Day where kids come and they share their writing with selected community members and school board director parents.

And because my daughter went to Beacon Hill International School I have great fondness for that school and have watched with interest as it's gone through its ups and downs but had the opportunity to listen to several of our students share their persuasive writing and a couple of them when they discovered that I was a school board director Ran back to the room and came back with their persuasive arguments for why we should have a Starbucks in their school or why we should change the uniform policy at that school.

And so it was a great opportunity to get some face to face feedback from our constituents in such a way that I don't know if we'll be changing the uniform policy right away but it was good to know that our students are learning persuasion.

They're learning their persuasive skills on the fly.

To the point that director Gary made earlier about the KUOW story.

It was an interesting conversation about an event that had happened last fall involving our Garfield football team and their choice to kneel during the national anthem.

That precipitated a number of emails that came both from people inside of our community, which by and large were very supportive of their right to make that statement.

And a number of emails that came from national sources primarily fomented by Fox News and other outlets that were exceptionally negative and called our students embarrassing words that I will not repeat.

That then culminated in a number of different events that happened and spread from the south end of Seattle all the way to the north end.

And as we were looking at the emails that were coming and all of us school board members got a chance to see these emails.

We wanted to be supportive of our principals and our teachers who were taking a stand, particularly around Black Lives Matter, but in support of social justice and all its manifestations.

And so I wrote a letter in support of those educators and that generated a story.

KUOW did a Freedom of Information request, saw what I had written and then reached out to me to have a conversation about that.

And some of the feedback that I've gotten hasn't been totally positive.

I do not apologize for wanting to push our community as a whole to really like has been articulated earlier today to really investigate and interrogate what I see is our what I call our passive progressiveness our ability to be to vote on the right sides of issues but not necessarily to think about the implications of our our advocacy on different groups of people.

And so I hope that I hope that what I said wasn't taken out of context and I hope that it served with the intent that I uttered the words which was to be a catalyst and to hopefully stir on some conversation about These issues because I believe in my heart of hearts that we in Seattle and particularly in Seattle Public Schools have a responsibility to serve all of our students and to serve them in such a way that we can't make predictions about who will be successful or not successful based on where they live in our city or what the color of their skin is.

And as I said, I'm unapologetic about that.

I believe that that is what our community by and large wants.

And so we have to continually interrogate ourselves to make sure that we are living up to that.

Finally I will say that for those that are still remaining I alluded to the fact that we had a rambunctious community meeting this past week where several members of the community that I represent were articulating a strong position statement about where we should be going with our wait times.

And I tried to I tried to articulate that as a board director I have the responsibility For the welfare of that particular school as well as the other schools in my district and the other schools in Seattle Public Schools.

I think we all share that responsibility and we have to figure out ways to strike a balance so that we're able to maintain all of our schools.

I don't believe that anybody around this table is Is interested in closing schools.

So we have to be very intentional about providing enough resources to individual schools so that they can all get through these lean times that we're in currently and get to a place where hopefully where budgets are flush and we're able to do what needs to be done for each and every school.

So I'll end on that on that comment but like my colleagues I consider it a pleasure and an honor to serve as a school board director.

I'm not planning on doing so after November of this year but I consider it the one of the highlights of my life to have had this honor.

Thank you.

Thank you.

I'm up.

Sixty eight point two million dollars.

Sixty eight point two million dollars is the total of the McCleary one hundred thousand dollars per day fines issued to the legislature by the Washington State Supreme Court.

And here we sit.

Two days.

Before the end of the third legislative session with a Friday shutdown looming.

And I do not understand it.

I do not understand how our teachers can teach this extraordinary civics lesson.

But I sincerely hope we make this a civics case study and we embed it in our curriculum.

To suggest that our children the 54,000 children in this city and the million children around the state are not worthy of attention and support is appalling to me.

Do I suggest that we shut down the government?

No because we have very very vulnerable populations.

But what's going on in Olympia is not my definition of leadership and it's not the state I grew up in and I resent it greatly.

On another note.

While I was in Washington D.C.

last week on work and Director Burke was I'm quite jealous attending West Seattle and Chief South International High School graduations which I just adore and Director Pinkham was at Middle College High School feeling very sorry for myself having done three all nighters which I have not done in a row since college I was rewarded I walked in the front door of the Westin Hotel and who should walk out in the same doorway with me but Secretary of Education Betsy DeVos.

I did a pirouette.

I was surrounded by very big tough Secret Service folks as she jaunted into her SUV.

Please let me say hello.

I am an elected Seattle School Board member.

No can't help you.

I said no no no no no no.

I was elected in a city of 600 thousand plus people and I have a 50 million dollar deficit that I want to talk to her about.

They laughed at me.

They suggested that they were going to bring up some staff from the basement and if I just stood by it would be their pleasure.

And some poor young staffer came up and The secretary is so sad that she missed you.

And I said I'm thinking not.

Secret Service is laughing at this point.

And he looked at me Like who is this crazy woman.

And I said no no no no you don't understand.

We have a 50 million dollar budget deficit and y'all aren't helping.

And moreover I come from the great state of Washington and my senator Patty Murray did rather a good job in her appointment process.

Oh.

I wish I had a card for you.

Here you may have Secretary DeVos' and I said and you may have mine.

I'll await her call.

I do have some self restraint.

I did not trip her.

I did not go to jail.

That was my good deed for last week.

Some of the comments we heard this evening about the timber industry.

I believe the facts are that the state gave us free money for using timber in that particular school.

If I'm wrong I'll own it.

But I believe that was a gift.

With respect to ethnic studies I'm absolutely in favor of same.

But again it needs Really robust professional development as was mentioned as has been mentioned at several CNI committee meetings.

We have not funded time immemorial worth a darn either.

So if we're going to do this let's please please please do it right and let's do it with our internal experts and our teachers.

I believe we have.

Extraordinary curriculum that is being taught in this district every day and we need to bring it together and lift it up and replicate and personalize and we can do this and I think it makes a huge difference for all of us.

Fort Lawton.

Thank you to the community for bringing this issue to our attention.

Thank you to senior staff.

Associate Superintendent Herndon General Counsel Treat for putting up with my incessant emails.

On Wednesday and Thursday to make sure we did not miss a deadline and a once in a lifetime opportunity.

And we have not done so.

And perhaps at some point we'll get the city's attention and we'll get a couple of seats on the Hallett Commission.

Now that would be cooperation.

My next community meeting is July 15th at the Southwest Public Library from 3 to 5 and I'm going to make lasagna for everybody that shows up and it's good lasagna.

As has been said by my colleagues it is an honor and a privilege darn difficult at times but an honor and a privilege and I thank you very much for showing up and getting counted.

Let's move on to action items.

Approval of the board's governance priorities and superintendents evaluation tools for 2017 18 instrument smart goals accompanying rubrics.

This was passed by the executive committee on June 1 for approval.

Approval of this item would approve the 2017 18 board governance priorities superintendent smart goals for 2017 18 and the 2017 18 superintendent evaluation instrument.

I move that the school board 1 approve the 2017-18 board governance priorities.

A eliminate the opportunity gap.

B improve systems and supports.

C create culturally inclusive school family community engagement.

2 approve the superintendent's smart goals and accompanying rubrics for 2017-18 as attached to the board action report and 3 approve the 2017-18 superintendent evaluation instrument as attached to the board action report.

I second the motion.

And who's presenting to us tonight?

Good evening.

Erin Bennett, Executive Director of Government Relations and Strategic Initiatives.

We gave a brief presentation at introduction and the goal owners are here to answer any questions that you may have.

I'm happy to walk through a little bit more if you'd like me to or for the sake of time.

I think we have a long agenda.

So let's find out whether we have comments, questions or concerns from my colleagues.

Any comments, questions, concerns from my colleagues?

Director Burke.

I just wanted to thank staff recognizing that when this was introduced it was sort of at the end of a long crank and I know that folks had had waited for a while and I want to emphasize that this is a big deal and we've had a work session around this.

This is going to drive budget decisions and we hope really thoughtful system improvement activities over the next year.

So I don't want this to go by without a word of gratitude to the team that's really helped put it together because you're the ones that are going to be on the hot seat as we're talking about this throughout the year.

So thank you.

Superintendent Nyland did you want a few words on this one.

Definitely I echo those comments.

Thank you to the board for continuing the focus for the fourth year on three of those goals.

And I guess the budget will be with us for a while and it will continue to consume our attention.

I would echo Director Burke's comments about thanks to the staff for the work.

Thanks to Erin for her shepherding the work.

This completes our transition from a November to November to a June to June.

So that meant that we kind of did Two sets of work this year as well for the rest of the staff as well.

And I would note that we made a pretty significant pivot based on the evaluation from the 16, 17 SMART goals in the middle of the year.

And that information is reflected in the 17-18 goals of trying to be responsive to the board's concerns about clarity of school by school data and replication of best practices.

It helps with keeping all of those areas lined up and also appreciate the board's commitment to even in tough times provide funding to keep the focus moving on those important goals.

So thank you.

Director Blanford.

For anyone that watches this process, this particular process or participates in it, sometimes it can be quite the unpleasant process.

But in my mind it is closely related to what you frequently hear around this table which is a Priority around transparency and transparency is one thing but accountability is what I believe this is is an instrument that helps us to increase our accountability to the goals that have been set and as we clearly articulate the goals the problem statement the theory of action we can we can better use the resources the limited resources we have to Increase outcomes for all of our students.

And so whereas this isn't the most pleasant process for us all to go through, my hope is that it actually propels us forward in lean times and in fat times if we have the discipline to routinely go through this process.

And so for those out in the audience, I encourage you if there are documents that you Have an interest in actually going through this is one that if you look at it and then you look next year it's one way of seeing what progress has been made and evaluating whether or not those of us around this table and those around that around that table over there are actually performing the work that we've been entrusted with.

Any other board comments questions or concerns Ms. Shaikh the roll call please.

Director Blanford aye Director Burke aye Director Geary aye Director Patu Director Pinkham aye.

Director Harris aye.

This motion has passed unanimously.

Number two BEX IV capacity flexibility approval of a budget transfer for the Maple Elementary School cross laminated laminated timber project.

I believe this went to Ops May 18 for.

This item was heard by the Ops Committee on May the 18th and moved forward for approval.

Approval of this item would approve a one time budget transfer from the BEX IV capacity flexibility fund to the Maple Elementary School CLT project in the amount of $350,000.

I move that the school board approve a one time budget transfer from the BEX IV capacity flexibility fund to the Maple Elementary School CLT project in the amount of $350,000.

I second the motion.

Point of personal privilege.

Did we get a grant from the state that was essentially free money on this project?

Yes.

I was going to comment Director Harris on your comment.

This is a pilot project that the state of Washington is implementing.

Three of these pilot projects are on the west side of the Cascade Mountains.

Two are on the east side of the Cascade Mountains.

The other two school districts on the west side besides Seattle Public Schools are Mount Vernon and Squim.

As part of the pilot project the Department of Enterprise Systems has to write a report back to the Washington State Legislature and one of the things I'm hoping that they say in the report is that construction costs are more expensive in Seattle than in outlying areas outside of the City of Seattle.

And so that's one of the things that I will be editing if it's not included in that report.

They have indicated that we'll get opportunities to comment.

We selected the location for the cross laminated timber project at Maple Elementary School because of its proximity to the existing buildings.

That increased some utility costs for the state of Washington.

We opted to pick up those utility costs because it was above the state of Washington's appropriation for the project because we thought it had educational benefits.

In addition, there are some standards and we gave you a document in your board package that articulated what the costs were for.

But we located the new addition on the playground.

The principal made a reasonable request.

Could you recreate that playground on my site?

That also is some of what these monies are going for.

In addition, we are purchasing the furniture fixtures and equipment.

We're purchasing curriculum.

We're purchasing the technology to outfit these new classrooms that we are going to receive.

That also is in this budget that we're requesting.

Last week Associate Superintendent Flip Herndon and I had a conversation with Senator David Fracht.

We had reached out to OSPI.

We had asked could we use the K3 class size reduction dollars in lieu of the capacity flexibility dollars.

He has not gotten back to us yet but he was very favorable.

He's working with Richard Ramsey in the state legislators budget office to review our request.

We're hoping That we will get approval of utilizing those grant dollars for this.

But at this moment in time we do not have that.

We want these schools to come online or these classrooms to come online this fall.

We need three of them for third grade.

And so we're asking for approval tonight as the way it's currently written.

Board comments concerns and questions.

Director Pinkham.

Just in regards to your last question about asking to use that K through three classes reduction in the motion or the bar here it does say that it was denied but you're just you're saying we haven't heard back.

OSPI OSPI has denied this.

We then reached out to our legislative representative Senator Frack to question if why OSPI denied it because this is K3 class size reduction.

We're intending to use these classrooms for third grade.

So part of the denial was the fact that originally OSPI believed that this money was being used for portables.

So that K3 class size reduction dollars were not allowed for, Seattle was not allowed to use K3 class size dollars for portables.

So we clarified that with the Senator and OSPI.

So that's why they're going back and taking a look at it.

Quite honestly, as much as I wanted a response from Senator Fracht, I'd much rather have them working on the overall budget for this week.

Thank you.

So is there a need to clarify that in this bar that

It was it was just denied and so the timing of this was we were hoping to get an answer between the operations.

A between the operations introduction then the original board introduction and then this final action and we just haven't been able to get that confirmation yet.

And then just one more follow up kind of question to this as well.

So the additional costs is.

Is that what other school districts they'd have that covered in this grant from the state or whatever we're calling this gift from the state or the costs that are listed out in this itemized item is that typically included?

The appropriation was the same for all five school districts.

Director Pinkham because where we located this building it may have increased costs greater than the appropriation that the state of Washington gave the department enterprise systems to build this project.

I can't comment on what you know happened with Mount Vernon and and Squim.

I haven't been up To look at those nor have I talked to my colleagues at those school districts.

Yeah because my question is like relocating the playground.

I don't know if the other schools had to do that but that to me I think that for us we picked that up if we chose to put it someplace.

But of these itemized items are just curious and which ones would have been included such as what the utilities have been included with the electrical data.

Yes costs are higher here.

I do know that our permit costs are substantially higher than any they have commented the Department of Enterprise Systems has commented on that that they did not anticipate the permit costs be as significant within the City of Seattle as as they were.

So yeah so what I'm driving to kind of like if we can ask to request the funds that hey these are costs that you didn't anticipate to be higher so it seems like the state they should give us my whereas if we added costs we should pick that up.

Correct.

Director Geary.

I just wanted to comment as the legislative delegate that this was one of the ways that while our legislative delegation has been trying very hard to get the full funding of basic ed they've also continued to look for ways to build in opportunities for Seattle Public Schools when they can.

And so this laminate timber thing came up.

And the team quickly put something together, some options and responded.

And I think it became more important for us to participate in this to show that we were recognizing their efforts to continue to look out for us and to show up and be a partner with them in this process.

So they had to respond very quickly in terms of coming up with options and making it work as well.

It was two way, but I think it was a good collaboration.

Other comments questions or concerns.

Would you also suggest that that we are making an investment with folks in Olympia to show them we can be rock stars.

And that this might in fact.

Inure them.

To partner with us in the future.

Is that a yes.

Yep.

I will follow up with them.

Miss Shake the roll call please.

Director Burke.

Aye.

Director Patu.

Aye.

Director Pinkham.

Aye.

Director Geary.

Aye.

Director Blanford.

Aye.

Director Harris.

Aye.

This motion has passed unanimously.

Number 3. Decks 4 and BTA 4 Lincoln High School Modernization.

Budget increase for exterior improvements including modification to Bassetti architects contract P 1 4 3 6 and adjustments to lighted construction contract P 5 0 8 4. Came before ops.

It came for ops on May the 18th as a point of personal privilege.

I'm wondering if we should introduce the motion and get a second and then get the referral from the appropriate committee as we normally do.

Thank you for your guidance.

Approval of this item would approve the transfer of funds from the BTA for program contingency to the Lincoln High School modernization project in the amount of seven million dollars nine hundred eighty nine thousand five hundred and eight for exterior improvements.

I move that the school board approve the transfer of funds from the BTA IV program contingency to the Lincoln High School modernization project in the amount of $7,989,508 for exterior improvements including masonry cladding improvements and window replacement on the Lincoln High School project.

And modify contract P1436 Bassetti architects by $445,685 for design services and increase the GMP with contract P5084 lighting construction GCCM from $56,749,750 to $63,116,691.

I second the motion.

The Chair of Ops please.

Again?

I just did it.

Fair enough.

Could you please speak to this sir?

Yes.

This has a in your budget bar you have a breakdown of the cost for what this work is scheduled to implement but it is cladding improvements at Lincoln High School for the masonry and then it is also approximately four million dollars to replace the existing windows At Lincoln High School with aluminum clad wood windows.

And then on the north wing, on the northwest wing, on the north elevation in the new library, we would actually be replacing those windows with matching steel windows because those are a steel window into that library.

Um, we've given you a breakdown of what is currently in the design development, um, budget and then what the added scope of work will be, um, to implement this.

We have concerns that if we were not to take, um, this, we'd have some, um, creature comfort issues with inside the building for the thermal, uh, environment.

And then we also have some concerns about the, um, condition of the existing masonry.

And so we're recommending that you transfer the money from the BTA IV program contingency to this project.

Director Burke at our introduction asked the question I think was very astute and he said if we didn't have this money what would you cut out of it?

And I posed that question to our design and construction team and they indicated that they would Recommend closing or removing the 12 classroom addition that is incurring in the north wing where the historic indoor track is.

That is not a recommendation that I can make.

I believe that for a couple of reasons.

One is While we may not open this school at 1,600 students I know that when we do open this school the school is going to continue to grow and we'll need those classrooms.

Two is the timing.

This building is going to be empty and there's no better time to add that addition than when this building is empty.

It will cost more if this is an occupied building.

The last thing I will note is that that's only a three million dollar item.

It is not a eight million dollar and we could not come up with a recommendation that would total eight million which I think speaks to the priorities we've established in this project.

I think from a school standpoint there are some things where we're highlighting educationally I think educationally the library the makers lab and the Commons are going to be very nice spaces Commons all students are in libraries the heart of the school makers lab entices school students to explore different Educational pathways and CTE pathways as well.

The rest of the school is essentially two by four, two by two ceilings.

It's architecturally finished with painted walls and either carpet or linoleum as the floor finish.

There are not, there's not a lot of floor architectural niceties.

This is at Bare Bones High School.

And so we couldn't answer his question, but we struggled to get to the information I shared tonight.

Thank you.

Board comments, concerns, or questions?

Director Burke.

Thank you for asking the team to go through the exercise because I think this is while I want to put on my number one Lincoln High School advocate hat I also have to put on my fiduciary responsibility hat and say well I look at the scope of this work and I look at the description of the windows and the masonry masonry repair.

This is not an enhancement thing.

And how this could not be built into the original project scope is the thing that I'm struggling with.

And so this project really feels like one that has a level of scope creep that makes me uncomfortable.

Although I really want it to succeed and I want it to be high quality and I want it to be sustainable and I want to do the work efficiently as a package deal.

And so I'm intending to somewhat reluctantly support this because I believe it's the right thing to do but I believe it's through the wrong methodology and so my hope is that We can be more thoughtful on how we scope our project so that these things don't creep up on us.

Can I respond?

Director Burke, we did have this as an identified item in BTA 4. BTA 4, the building portion, just the building portion, when we were looking at this in July of 2015, was over $600 million.

We were asked to reduce that to A little over 330 million by the board that was sitting at that time.

This was one of the items we said we know we need to do but we also know that we need to create parity throughout the school district.

We have similar improvements planned at Franklin High School and We're coming back now as we've done more design investigation and saying we really need to make these improvements at Lincoln at this time as well or we'll have similar issues to what we have at Franklin High School.

I will note as we're planning BEX V we are hiring an envelope consultant to go through the projects that we're looking at on BEX V so we get better clarity as to what the scope of work is for our roofing projects and for our envelope windows and historic doors projects.

Thanks for the clarity.

I have a question.

Were you here for public testimony and did you hear some of the criticism of the architects on this piece?

I was upstairs watching public testimony but I missed the first few individuals.

I was having dinner.

Fair enough.

Thank you.

Any other comments questions or concerns?

Director Pinkham.

Did I hear you correctly that you said maker labs that are going to be in Lincoln?

Yes.

Have we reached out to the University of Washington to see how given the proximity of the schools because I know the University of Washington has maker labs as well.

And I think this would be a great opportunity to kind of, oh, hey, let's partner with a local high school, the University of Washington, to share some ideas and strengths with each other.

We visit their maker labs, they visit our maker labs, so we can get some collaboration going.

Again, I don't want to tell my own horn being at the College of Engineering, but just see how we can develop a better maybe pipeline through that kind of idea.

I will comment that the architectural firm that we utilize does do work at the University of Washington as well.

I know that the planning principal who comes on board on July 1st is very excited about these spaces and I'm sure she'll be exploring those partnerships.

Director Pinkham.

Okay.

Thank you.

And so just again as we get the language guaranteed maximum Price.

Price.

Yep.

So the 56 wasn't necessarily the guarantee.

We want the 63 another 10 percent.

We are adding scope to this project so I'll go back to.

Okay so it's not increasing the cost for what we contracted them to do.

We're asking them to do some more.

Correct.

We are asking them to do additional work above and beyond what was originally anticipated.

Okay so this is an ask for them saying hey we need more money.

This is we haven't gone to bid yet.

This is getting your approval to include this scope of work in our bid documents knowing that it's going to increase the budget.

Okay thank you.

Yeah.

Miss shake roll call please.

Director Geary.

I. Director Burke.

aye Director Blanford aye Director Pinkham aye Director Patu no Director Harris aye this motion has passed by a vote of five to one

We are at introduction items number one repeal board policies H61.00 food service H61.01 breakfast and lunch program and H62.00 Breakfast and lunch program free and reduced price meals and adopt board policy number six seven zero five food service and student nutrition.

Approval of this item would adopt policy number six seven zero five food service and student nutrition and repeal policies H six one point zero zero H six one point zero one and H six two point zero zero.

Yeah thanks.

Please.

Good evening.

Excuse my apologies kind sir.

We'll get it.

This item was heard by the operations committee on May the 18th and moved forward for for approval.

I'm sorry.

Thank you.

Good evening, Directors and Superintendent Nyland.

My name is Teresa, Director of Nutrition Services.

Before I begin on the policy before you tonight, I want to thank you for your approval of the food contracts for 17-18 school year that were on the consent agenda this evening.

And I would like to let you know and the public know that today was the first day of the summer feeding program that we partner with the City of Seattle and we're providing free meals to children ages 1 to 18 and over 100 community centers, recreation centers and churches, 35 school sites along with our summer programs.

The program provides nutritious meals to all and we encourage everyone to take advantage of it.

Thank you indeed.

So tonight we're introducing two policies for your consideration.

Policy 6705 food service and student nutrition and policy 6706 food service for school and community programs.

These policies changes are driven by the board phase 2 policy updates.

The next steps regarding nutrition following your adoption of policy 3405 student wellness in October of 2015. Updates to the USDA requirements, the recommendations from Prismatic Report, which was the review of Nutrition Services Department, and the recommendation of the Nutrition Services Policy Task Force.

Policy 6705, Food Service and Student Nutrition repeals the old board policy, H61, last revised in September of 2004. Procedure H6101, also revised in September of 2004. And policy 862 which was last revised in April 1992. It also incorporates recommendations from the model policy of the Washington State School Directors Association and the final rule of the U.S.

Healthy Hunger Free Kids Act of 2012. which we are a heavily regulated department.

The work on policy 6705 began with the formation of the Nutrition Services Policies Task Force Group, a group of 23 members, including several members of the Lunch and Recess Matters Group, community-based providers, the Seattle King County Public Health Department, and several staff.

As the task force began their work, Nate Van Duser of the board office provided some training on what policies and procedures are.

They heard about school finance and budget, master scheduling, and the racial equity analysis toolkit.

Additionally two panels provided perspective.

A panel of well-informed students from South High School and a community-based provider panel also gave input.

On the wall next to the board office you'll see that the work that the student panel did to guide their presentation that's been there for a while.

Policy 6705 begins with an aspirational statement by the board about the connection between healthy eating and student learning.

How behavior improves when students are well fed.

How the nutrition program helps close the opportunity gaps and how meals provide an important social interaction time for students during the day.

The policy also provides guidance on having a welcoming environment Encouraging culturally diverse menus using locally grown foods is available and the use of innovative practices like breakfast after the bell.

The policy goes on to outline the amount of time schools need to allow for meals.

Principals on the task force ask for this clarity to help them as they develop their schedules for the school day.

This includes 10 minutes of seated time for breakfast, 20 minutes of seated time for lunch, a goal for school and nutrition staff of no more than five minutes of waiting in line and sufficient passing to get to lunch.

This last point aligns but is slightly different than what the task force recommended which was to specify five minutes of passing time.

As staff began operationalizing this and reviewed with more principals and staff, it became apparent that differences in building structure like one or two story buildings, distances to cafeterias and ages of students being served could cause problems with the five minute rule.

So staff is recommending the use of the word sufficient passing time.

We are in the process of finalizing the superintendent procedures to accompany this policy that will be in place for the start of the 2017-18 school year after we hear from the board on the policy and receive any more updates from the state or federal government.

And I would be happy to answer any questions you may have about policy 6705.

Questions comments or concerns.

Director Pinkham.

Thank you for this and you didn't know that kind of it's a goal for the five minute 20 online but did you also say it's a goal for 10 minutes to eat lunch and 20 minutes to or 10 minutes to eat breakfast and 20 minutes to eat lunch or is that a requirement?

It's a requirement that at least 10 minutes to eat breakfast and 20 minutes to eat lunch.

Okay so then we're seeing some one of the comments this today they're talking about buses not getting there.

Yes.

In time.

Yes.

So then how does I guess can you get more information on the breakfast after the bill.

So we have several schools that have started a breakfast after the bell program with partnership with United Way.

So the students come in to get breakfast and they could either eat in the lunchroom or they can go up to the classroom and have breakfast.

Or and also there's a nutrition break for some schools that have breakfast after the bell.

Do we know if those are schools that are having buses arriving late?

I do not have that answer.

Assistant Superintendent McAvoy.

Thank you.

Yes that does support some of the schools that were having difficulty with the buses arriving on time.

We've also talked with Greenwood which was the school of concern from our speaker tonight and they are very interested in doing breakfast after the bell.

And again it's something that the school has to want to do because it does require some adjustments in the how the teaching works within the school.

So we're delighted that they were able to and think they will be able to accommodate that.

So want versus have to doesn't policy say they have to provide 10 minutes.

We certainly whenever the buses are there on time we are serving breakfast actually longer than 10 minutes.

It's really if in fact the buses come on time and as you know we had some difficulty with on time arrivals.

Most of the schools were very very flexible about that.

They made sure that the kids could eat.

Some schools weren't able to do that or the students felt like they weren't able to do that and those were some of the schools that we've been working with.

Additionally we had some schools that weren't able to provide 20 minutes for lunch based on how they were sequencing things and we were able to work with them through the school year also.

Okay so I just want to hopefully get in that we're getting into policy versus practice again.

I don't want that to come back and bite us.

Thank you.

Any other questions concerns and comments.

Mr. Burke.

I think mine is very similar to what Director Pinkham was asking about recognizing that there is there's some community concerns about some of our past practices and what's what's specified here sounds like it's been socialized fairly well with the schools.

So the question will come up around accountability.

Do we have a mechanism in place to.

Ensure that it's happening but also in a non punitive way and support the schools in helping them build those schedules recognizing some of them have three lunches and lots of kids.

Thank you.

We have been working with the schools particularly some of the ones that felt like they were struggling this year and we do know that some of the schools had been thinking about identifying 15 minutes for lunch and 15 minutes for recess when in reality what was happening they were really providing 20 minutes for lunch.

Kids were leaving at 15 minutes to go out to the playground so it was really a way that they were talking about things.

So one of the things that we did was we consulted with them this year and said no you've got to really reflect that you're allowing kids to say the full 20 minutes and it would be 10 minutes for lunch.

You would have supervision out there for 15 minutes of those kids left early but that would help to actually make sure that their schedules reflected what the school board policy was.

Additionally in order to bring forth some more accountability Teresa and I have gone out to schools this year to actually time the last kid in line to make sure that they the lines were short enough and that they were able to have the full amount of time for their lunch and we'll continue to do that through this year and then if schools seem to be having difficulty we're going to problem solve with them so that they can ensure that we're meeting the policy.

Director Blanford.

I'll just say really quickly that this is deja vu all over again in that during the time where the where there were very active parent groups who were lobbying us around insisting that there be 20 minutes allowed for all students all the time.

We had a number of principals who were pushing back saying that there are challenges, there are logistical challenges with getting all kids into the line and fed and having enough time to go outside and have recess and all of that.

And they were pleading for some measure of flexibility to be able to manage their buildings and there were several of them, several of them who are long standing principals highly regarded by their colleagues.

We're saying, you know, to impose a hard and fast rule that we have to observe all the time puts us in a really difficult position and puts at risk kids in classrooms learning.

Kids learn in all different stages.

They learn in the recess room.

They learn in the cafeteria as well as in the classroom.

And so I think all of this to say that I think it is A responsibility that we have to listen to all of the different constituents, particularly the building leaders that we entrust with trying to manage the building and make sure that it operates efficiently.

And I would say that we had very outspoken principals on the nutrition task force and they were doing a lot of polling of their principals that they were working with to make sure that those considerations were discussed at the task force.

Superintendent Nyland you had something to add sir.

The parties have put into this.

So I think we've kind of covered the waterfront.

We continue to ask schools to do incredible things.

So it's meet all of the minutes that the state requires.

It's meet all of the lunch requirements.

It's meet all of the playground requirements.

It's Make sure that every kid is learning and that we're closing gaps.

And we really, really, really do try hard to do that.

When we then So we went back and forth on this one a couple of times.

I asked all of these questions and I went back several times and I said, I know that we can do this in most places.

We're promising to do this in every place.

Are we sure we can do this in every place?

Peggy just shared our commitment is that if we aren't able to do that and Michael has been very clear in his directions to principles as to what the expectation is.

If they're not able to do that we'll come out and work with them.

So I am How many schools do we have?

I'm 96 percent certain that we can deliver on this.

I know that when we went through this a year or two ago, I know I bumped into a few schools that just had capacity problems.

They couldn't get all the kids through the line quickly enough.

Maybe point of sale will help with that.

They couldn't get all the P.E.

time involved without giving the P.E.

teacher extra time off and shorting teachers on PCP time.

The reasons weren't endless but in each case I'm sure that there were cases where we just needed to suck it up and do what the policy said.

But in at least a half a dozen cases, there were legitimate issues that principals needed help with.

And so we're committed to doing that.

We will live with this language.

We will make it work.

It's just kind of the ongoing challenge of when we chase too many things to the nth degree, we can't keep our eye on the ball and work on closing the opportunity gaps.

So we don't want to willy nilly ignore board directives but we want to try to keep the main thing the main thing at the same time.

Appreciate those comments.

Are we also working with the education directors in terms of problem solving and exchanging information for some of these hard to.

Hard to fit schools.

Absolutely.

And usually what will happen is we'll go out to the school first problem solve with the principal see if we can help.

And sometimes it just takes more brains to figure out solutions so we're always bringing people in as needed.

Thank you.

Director Pinkham.

I know it's kind of a long journey.

Sorry.

So do we have any data that would help us know what would be a right size school to allow for all this lunch versus having so many students at one school and only one cafeteria that it does become a challenge for our principals to schedule in the necessary time.

Do we have anything that we can share as we build new schools and say this is going to be the capacity but we only have one cafeteria.

I don't have any.

If I may.

It's not the new schools.

It's the old schools.

BF day was one of them.

It's kind of like we've got this tiny tiny tiny little cafeteria and in the case Director Pinkham mentioned we will guarantee them a spot in the lunchroom to eat their lunch if they want to stay and eat their lunch.

We cannot make a schedule that guarantees every kid separate.

How do I want to say this.

We can't have a whole group of kids come in, stay 20 minutes, ring the bell, have another group of kids come in and stay 20 minutes.

We have to say OK you've finished your lunch you can go out and play and 15 minutes into that lunch period we have to ring the bell and we have to bring the next group of students in so that we can do it.

So creative minds will find a way to do it.

Some of our watchdog parents then say well my kid didn't get the 20 minutes.

Well Maybe but we're guaranteeing that the student has a safe place to sit and eat their lunch for the full 20 minutes if they need it and if they want it.

We can't force them and actually I've been at Alki not Alki Fairmont Park.

And it's kind of like you stay here and you sit with the kids and you make them sit here for 20 minutes and you take care of the consequences when they start to get out of hand.

So then it becomes a supervision issue.

So again we are doing our darndest to balance all of those needs to make sure that kids get a good lunch.

They get time to eat lunch and at the same time that we give them time to play.

And we maintain the ability to supervise the kids with limited staff supervision and limited principal supervision.

Thank you.

Number two repeal board policies H6300 food services for special programs H64.00 providing meals for private school students H65.00 joint use agreement And H 65.101 food services for school functions and adopt board policy number 6706 food service for school and community programs.

Approval of this item would adopt board policy 6706 food service for school and community programs and repeal policies H 63 H 64 H 65 and H 65.01.

This item was heard by the operations committee on May the 18th and moved forward for approval.

Please and if we could shorten our presentations and the board will ask questions for more information given the time and the length of our agenda.

Thank you.

So the nutrition services policy task force heard from again the panel of community based providers about the need for access to nutrition services facilities outside of the school day to provide food for after school programs as the district is pressed for space due to growing enrollment.

Nutrition services and building rental staff will continue to coordinate with providers.

So these facilities are available.

In fact there's little change in the content therefore the policy revisions are mostly routine as discussed in the operations committee for the phase two board policy review work.

And one more point is this policy keeps the district in compliance with the state requirement to offer services to private schools.

However Seattle Public Schools has not received any requests from private schools in the district and does not serve them at this time.

Thank you.

Board questions comments and concerns.

Moving on.

Thank you very much.

Thank you.

Have a good evening.

Number three.

Resolution 2016 17 dash 17 supporting ethnic studies in Seattle Public Schools.

Approval of this item would adopt resolution 2016 17 17 supporting ethnic studies in Seattle Public Schools.

May we hear from the chair of C&I please.

This was heard in the and discussed in the curriculum instruction policy committee for several months and brought forward just recently June 12th for consideration.

Thank you.

Good evening.

Kyle Knoshta, Chief of Curriculum Assessment and Instruction.

You have before you the resolution.

In terms of inception, I think credit is where credit is due.

It was the NAACP resolution in January that pointed out the importance of ethnic studies in terms of eliminating the opportunity gap as well as combating the effects of institutional racism.

And as you can see it reflects obvious community support that we saw tonight as well as with the 30 endorsements.

Resolution clearly reaffirms the stance in policy 0030 in terms of educational racial equity in terms of the provision of instructional materials that reflects the diversity of students and staff.

The resolution is also action-oriented and it directs staff to take positive action and utilize the resources that exist currently as well as to further develop and improve ethnic studies.

It directs the superintendent to create a schedule in the calendar year 2017 to implement plans for district-wide integration of ethnic studies into existing and future K-12 curriculum.

to provide the associated professional development while taking into consideration budget constraints and report regularly to the board.

As well it directs ethnic studies to be a part of the foundational superintendent SMART goals of the district and my colleague Dr. Jones will actually speak for a minute on that.

Good evening, Brent Jones, Strategy and Partnerships.

Yes, this effort aligns with SMART Goal 2. And specifically, what's called out in SMART Goal 2, the element is to do an inventory of the good work that we're already doing and have a pilot for 17, 18 with ethnic studies.

And I'd like to also kind of mention some of the, I'd like to thank Director Patu for sharing about your granddaughter.

Director Geary, your experience, I think, with Charlene and Lyles, I think this is part and parcel to that work.

And this is that work that we've heard the community talk about that's not going to be quiet.

It's not going to be easy.

But this is an effort that's supported by a wide range of people.

And so our community engagement has been powerful and we've learned a lot through the process.

So I just wanted to add that for context.

Thank you.

Board comments questions concerns Director Burke and then Director Patu.

Yeah I appreciate the opportunity to kind of kick off the board discussion on this because this has been you know a complex process.

It hasn't always been easy but I want to make a couple of thank you points to the staff to the community the NAACP for bringing this to our to our to our forefront.

And I want to highlight that the level of enthusiasm and support for this is really Overwhelming and appropriate and I've been telling people that there's there's there's sort of four parts to the process where one of them is the NAACP came forward with a resolution and that was our our stimulus that generated an intent and a work process for the board to create a resolution.

The purpose of that resolution is to ask the superintendent to do an inventory and figure out how to implement something.

So that's step three.

Step four is to actually do the implementation.

So we're here looking at the resolution talking about bringing it forward but the superintendent and staff has already started With the district component of that and it's well underway and approaching a recommendation.

So this is going you know the work is in some sense outpacing our directive to ask for it.

And so I want to have that public and I want to know that there's from my point of view there's there's really a sense of gratitude that It feels like sometimes our board processes and policy development is really cumbersome with you know getting engagement from the community and all of the individuals and making sure that we are legally compliant and you know getting the processes through our our own gates can sometimes feel like it's a burden and somehow the staff has been able to take the actionable part of this work and accelerate it.

So thank you for that.

And then one of the really important elements that came up in some of the testimony was around how we do this systemically but also how we do this sustainably.

And so I just wrote down on my little notes systemic sustainability which really rolls off the tongue.

So I want you to kind of keep that in mind as you're doing this work systemic sustainability.

Thank you.

Director Patu.

Just wanted to ask what grade level are we starting this with?

We're actually beginning with grades 9 through 12, but, you know, as the task force discussed this, they don't want to limit it to that.

And so we'd like to explore how we can actually take ethnic studies.

Obviously, it would be not too much of a stretch to take it to middle school, but also to explore how to do it in an age appropriate way in the K-5 grades.

Thank you.

Director Geary.

Just on that note I would say that that was one of the changes that we made in committee and so making sure that we were looking at this from K through 12 because as was pointed out the formation of perception happens right away and we need to be We are the one body and I'll say it over and over that can stem the tide of self separation that we see throughout and that starts early and we have to develop the curiosity and the acceptance in our youngest so that they can carry it up through school and out into the world.

Director Blanford.

I'm just wondering in the committee's conversations if there is a working definition of what we're talking about when we're talking about ethnic studies because in the research there are several different manifestations of what it means to have an ethnic studies course or program or work and so just in the interest of clarity so we all know what we're talking about has there been a working definition that has been developed?

Yes there are a couple of definitions in the research that is actually on the agenda to actually complete that work.

We'll be taking a hiatus in July of course but in August we hope to come together and you know really clearly define for Seattle Public Schools what the definition of ethnic studies is and what its scope is.

Other board comments, questions, concerns.

Director Pinkham.

I just want to comment that I definitely support this resolution and I think the tough thing is going to just say since time memorial is you know finding that training who are we going to bring in to provide the training and knowing just within each community there's different perspectives that sometimes I fear that when we bring one perspective for a particular community then that creates a stereotype for that community whereas you know For myself as being an American Indian I have perspectives that my personal perspectives that shouldn't represent all American Indians that we do have to watch that kind of delicate line that one voice doesn't supposedly speak for them all.

In particular things that come up for me are usually for ethnic groups that voluntarily relocate to those that involuntarily relocate.

You'll see differences with amongst those groups just if they get from the same ethnic background but the voluntary involuntary can have huge impacts on perspectives that are viewed.

So I'd be interested to see how this progresses and how we vet who's going to be doing the training and get as much of our community members involved.

Thank you.

Director Blanford.

I'm just going to add one more thought and this comes less from my role as a school board director and more from my professional work which I work with educators around issues around multicultural education and equity in particular.

And putting back on my school board director hat and thinking back to my first year as a school board director and the what I believe is a pretty significant need to have robust professional development for all of our educators who will be implementing this curriculum when it when we get to the point where it's fully developed.

It cannot be overemphasized that the types of conversations that happen when we're rolling out an ethnic studies curriculum can be challenging and we have a responsibility to all of our students to challenge them But to do so in a way that doesn't marginalize any one student's growth.

And when we don't pay attention to that, we get ourselves in trouble.

We get lawsuits filed.

We get teachers, you know, that are rightly so challenging.

But But if someone feels ostracized or alienated or marginalized as a result of the conversation then we have to deal with that as a system.

So my plea or my call is as we're going down this path to explore what it means to have a robust ethnic studies curriculum delivered in our schools that we are particularly clear about How to deliver that in such a way and make sure that our educators are well skilled and trained so that they can deliver an ethnic studies curriculum in such a way that it'll have the most resonance for all of the students in the system.

I think that's an imperative.

And I'll finish up with I am in favor of this wholeheartedly.

I am however skeptical that we have the money and the bandwidth presently to do this correctly and robustly.

And I think we're going to have to be darn creative much like we are being now in terms of taking an inventory of the great work that's being done.

When you compare this and this has been said several times in curriculum and instruction as well as it was fed back to us tonight.

When you compare this to the fact that a state statute mandated curriculum since time immemorial has not been implemented it's very very distressing and I'm not interested and making a statement without having extraordinarily robust follow-up and it's my hope that this becomes a permanent committee with very thoughtful engagement because this is one of those places we can make a heck of a difference.

Thank you.

Yes.

I did want to note and show my appreciation to the board this year.

They allotted some of their underspend at the beginning year and we were able to conduct some professional development around since time immemorial.

And, yes, resources will be tight, but whenever we can, we'll take the best advantage of them.

Associate Superintendent Dolly, were you intending to speak?

OK.

Thank you.

Let's excuse me.

Director Burke please.

I wanted to just throw one more quick comment on to try to reply a little bit to some of the concerns that were brought up by.

I also didn't I would be remiss if I didn't thank all of the members of the ethnic studies task force that are working on that recommendation and I had the pleasure of joining them for half of a meeting.

And so some of the conversations that we're having were alive and well in that group.

Some of the items that come up on the you know the post it notes include things like you know rigorous professional development and you know the appropriate level of training for teachers and supporting and protecting teachers that are having some of these courageous conversations so they can operate in a safe place as they're putting themselves some ways out there.

on behalf of this initiative and so I just wanted to let folks know one of the other directives was around the definition of ethnic studies because even the people in that room if you asked each of them gave them a three by five card said write down what this means to you for people that are all on the same page about how important this is you would probably get five different results and so we're not going to hit that goal If we don't have that upfront alignment so that's part of the work that they're doing.

Define it.

Identify what we have in the district the inventory and look at it as a gap analysis.

What are we missing to get from where we are to where we need to go and then we can look at some sort of a phased implementation.

So I think there's there's really thoughtful work going on there and I'm super excited to see it progress.

So thank you again.

Thank you very much and thank you very much the folks in the audience that are here for this resolution.

Much appreciated and for your hard work to get it here.

Number four adopting policy number two zero eight zero assessments approval of this item would adopt policy number two zero eight zero assessments.

May we hear from the chair of C&I please.

This was also discussed for multiple months this year and was brought forward on June 12th for consideration.

Good evening.

Presenting again on this, before you draft policy 2080 on the assessment policy, its purpose was to solve the overlap and gaps between policy 2090 program evaluation and 2163 supports and interventions.

The original policy text was developed through benchmarking other districts' corresponding policies And in the months since that time, there was considerable public engagement as well as board review that resulted in a large amount of feedback and some pretty clear revisions in two major areas.

One set of revisions involves student and parent rights and connections with test administration, particularly with assessments such as a smarter balance assessment.

There is explicit language added to ensure that students were not in any way provided a negative experience when not participating in the test for any reason.

In fact, we, instead of using the word opt-out or otherwise, we changed that language to simply say, not participating for whatever reason.

The language is added to the corresponding parts of the superintendent procedure that was also developed.

Another set of revisions involved how district-wide assessments were selected and the board's involvement.

Although the draft does not include a specific board adoption process, it does expand greatly the board review of adoptions of assessments.

All assessments, for example, for district-wide use will be reviewed by the board with exception, of course, of any test mandated by state or federal accountability.

And the policy takes note of the role of the Seattle Public Schools SEA Joint Assessment Steering Committee in terms of its role in reviewing and identifying district-wide assessments.

And developing recommendations as well as finding ways to reduce the impact of testing on instructional time and student access to resources.

It also discusses how that committee will review how any test adopted by the district is valid, reliable, unbiased.

Consideration of the needs of all students including those who are receiving special education services as well as ELL services as well and the fact that this information is something that needs to be reviewed by a curriculum assessment committee as well.

And lastly in the service of transparency annual assessment report will be prepared for the full board which indicates all assessments being used district wide within the Seattle schools as well as an overview of the selection processes being utilized for assessments not mandated by state or federal requirements.

And, of course, all assessments that have contracts exceeding the threshold set forth in policy number 6220 will continue to be reviewed for approval by the school board as is the practice currently.

So I'll stop and take any questions.

Thank you.

Comments, questions, concerns by my colleagues.

Director Pinkham.

And part of the superintendent policy.

Section C school leaders will just know there's actually a typo in the second last bullet point.

It says develop a plan that provides learning activities for students who do not participate in an assessment.

Doesn't say they have to implement the plan.

They just said they have to develop one.

I think it is implied that part of our supervisory duty is to ensure that test administration aligns with both the policy and the procedure.

Okay yeah because I know some of the community's concern was when they opted out that they their child wasn't in an opportune learning environment.

It was loud and noisy.

They couldn't really get anything done.

So if we can definitely make sure that those plans will allow for such learning to occur.

One of the suggestions by Director Geary was to actually beyond the procedure actually you know develop more explicit ideas and how that can occur.

Director Blanford.

Dr. Kenoshta, I'm wondering if given your background in education, I'm wondering if you can speak to whether or not the changes in our policy are aligned with what education theory says we should be doing in order to Ensure that we are instructing our students and then adequately assessing whether or not we have done good instruction of our students.

Is that too big of a question?

I know it's not as specific as you might like.

I'll take a crack at it and those sections which actually explain the different types of assessment and their purposes are there to indicate that what we have in the practice of Seattle Public Schools spectrum or continuum of types of assessments that can assess, for example, how well a system is educating its students as a whole.

Whether they're important opportunity gaps that exist in our system, but right down to the, you know, micro level in which we're assessing by the minute in terms of a formative way how well are students acquiring concepts in the classroom.

So the idea there is that we're trying to, you know, portray assessment is really integrally connected to both learning as well as the functioning of our system.

So to follow up on that point which I think is an important point and I'm glad that you made it.

I struggle with the language of opt out or people being able to make choices because I know that participation in our assessments creates larger sample sizes and with larger sample sizes you get better data and you can make You can make decisions based on that data that you can't make when the sample size gets too small.

And so whereas I believe in free choice and people have a right to make those decisions, I also struggle with what it means for us to I'm sure the language doesn't encourage people to opt out but it makes it we continue to make it easier and easier for people to make that choice and it has implications for our system as a whole.

Would you agree with that notion or would you challenge that in any way?

In terms of the policy, you know, the policy is very neutral in that regard.

It does demonstrate that we actually have to adhere to state and federal regulations and directives around assessment.

But it does acknowledge the fact that parents and students do have rights.

But in response to your earlier question, what we're trying to do also is to really see whether we can hopefully minimize the effects of the really high-stakes nature of some of the large-scale summative assessments and hopefully use them for the benefits for which I think they were intended, which was to really help, you know, really measure the effectiveness of our system as a whole and see whether our system as a whole is really intending kids as we intended.

Other comments questions concerns Director Geary.

I continue to have concerns that we don't have a statement that says to the extent that the test isn't going to impact a particular student's education.

It should be have a smaller impact on the educational environment.

And to the greater extent that teachers can use it then it seems like something we should invest in in time.

And I've said this before and just say it publicly because I still don't think we get there.

And I thought we talked about somehow referencing the board's resolution about assessment and I'm still not seeing it referenced even if it was in the cross references.

And was that a decision made.

I would have to look back at our notes, but I know that was some very early feedback to look at the resolution from last year.

We did study it, and actually the sections regarding parent and student rights were somewhat enhanced by the examination of it.

Part of the issue is that that was a very clear positional statement for advocacy.

Policy pretty much states how the system is going to operate.

So what we did do is try and borrow that language that really emphasized the fact that students and parents have rights when they do choose not to participate.

And so I don't see any harm in us putting it in the cross reference so that each time this resolution or this policy comes up the resolution would have to be referenced and at some point potentially changed based upon the makeup of the board at that time but not forgotten in subsequent revisions of the policy itself that should be in the cross reference at a minimum.

And then I continue to also be concerned that somebody's interpretation of not punitive and I know we talked about the examples and I just continue to be concerned that somebody who offers rewards to the kids who takes tests may not have the perception that other students would perceive that as a punishment.

But that's how children perceive things.

And so I want to make sure that at least in the procedures if we're not going to state it in the policy that we put something that says rewards for one you know just something that calls that out because that's how children process it.

If they don't get the piece of candy then they feel that they have somehow been punished for not participating.

Director Burke.

This is maybe a minutia question but one of the things that came out of the the CNI committee when this was moved forward for consideration were two requests which look like they've been been implemented one of them was to clarify the language of district wide assessment it was around you know the intent was if we're going to have a policy that governs assessments and covers just governs district wide assessments we should have a definition of the scope and so that is page three Of the of the policy paragraph one.

And it says all assessments for district wide use will be reviewed by the school board.

Sorry old document new document.

It says.

Districtwide assessments are those that are funded centrally and used by all district schools for which they are intended.

And so that used by all district schools for which they're intended doesn't quite roll off the tongue if if it's not used by a school does that mean all of a sudden it's not.

Well, some assessments are specifically, you know, intended by level.

For example, there's a grade two reading assessment and obviously you wouldn't do that one at any other level except elementary.

So we did struggle a little bit with that, but the idea was is that if you're developing a test for a particular level, you know, elementary, middle, high, and it is across the system by grade level, then it would be a district wide assessment.

Okay I guess I.

Director Burke might you suggest some editorial Scrivener changes in the interim.

I guess I'd like to take that offline I just wanted to first understand the intent behind that I don't want to take the time here to wordsmith and you know that's.

Appreciate the feedback on that and thank you for including those and doing this work which is a significant body of work that to celebrate includes a brand new policy and a brand new superintendent procedure both brought forward to the board simultaneously.

I'd like to wrap up the discussion if I might.

I'd like to second what Director Geary had to say and I believe I attended every CNI meeting that this was brought up because as one of the associate superintendent says CNI is where the sexy stuff is.

We need to recognize the previous board resolution and reference it if not in the text but most definitely on the cross reference and and and this got off to less than a terrific start because of that omission and and Let's build on our strengths I guess is what I'd like to say.

And as I was about to say and has been pointed out to me folks it is 9 0 5 and we have 21 more intro items.

Again I request the staff to condense your comments.

I request.

My fellow colleagues to ask pertinent questions and so that we can get out of here before the lights turn off.

Thank you sirs.

Amending policy number 3 1 1 5. Homeless students enrollment rights and services.

Approval of this item would amend policy board policy number 3 1 1 5 homeless students enrollment rights and services.

May I hear from the chair of ops please.

This item was heard by the ops committee on the 15th of June and moved forward for consideration.

Thank you.

Please.

Good evening.

Pat Sander, Executive Director of Coordinated School Health.

And I have with me this evening Tyra Williams, our program manager or liaison for McKinney-Vento.

And we are here to bring you edits to board policy 3-1-1-5.

to meet new requirements in the Every Student Succeeds Act that took effect October 2016. These changes emphasize the district's need to remain in compliance with the federal regulations that govern the rights of students and unaccompanied youth experiencing homelessness in accordance with the McKinney-Vento Act as well as amendments to the state law and we've incorporated changes from lessons learned this current school year.

Third substitute House Bill 1682 the Homeless Student Stability and Opportunity Gap Act amend state laws related to improving educational outcomes for homeless students through increased identification services in school supports and housing stability.

A new requirement was added to establish building level contacts at secondary schools, middle schools, junior highs and high schools in districts that have identified 10 or more unaccompanied youth.

We also have Clarified the eligibility determination that will be made here centrally.

Once students are identified by schools, they will refer those identified students to the McKinney-Vento Homeless Liaison and her staff, and we will determine the eligibility.

We've also provided additional clarity on the roles of school based points of contact.

We will now provide an additional point of contact in our secondary schools that have extracurricular activities.

Example athletics.

So the athletic directors will be an additional point of contact so that we will be able to provide the right kind of oversight of the homeless eligibility requirements.

Thank you.

Board comments, questions, concerns.

Director Geary.

I want to say thank you for taking time to talk with me about this.

I see the changes that I was hoping for reflected and one of the big changes was that to include at the very beginning our aspirational language about our expectation to prepare these students as any other student for a great future because I think given our recent history We all want to stay focused that these kids are scholars and it's our job to make sure that we're providing them as many pathways as possible into a great future.

So I see those changes reflected and I appreciate it very much.

Thank you.

I'm sorry I meant to call that out.

I was trying to keep the brevity so I didn't mention that.

I also want to comment that Tyra and her staff do a really outstanding job of keeping track of data as far as our homeless students and graduation requirements and that's been one of the goals that she said personally each year to try to increase those graduation rates.

Director Blanford.

We did have a rich conversation about this issue in the Ops Committee.

One of the saddening aspects of it for me was that we see the numbers increasing for homeless students and we had the opportunity to consider a fair amount of data on that subject.

And it highlights in this community that is among the wealthiest in the United States the stark disparity that members of our community don't have a place to go at night and particularly students of ours don't have a place to study at home.

So it highlights how important it is for us to get this right so that we are doing the best that we can for those students.

Tyra has been very closely connected with the City of Seattle this past school year and so we have been invited to fly down on July 10th for a visit to a program that's being offered in San Francisco.

So she and I will be going with the city group to take a look at this program also.

Thank you.

Other comments questions concerns.

Thank you very much.

Thank you.

Number six amending policy number five two zero one drug free schools community and workplace.

Approval of this item would amend board policy number five two zero one drug free schools community and workplace.

And as the chair in A&F June 8th we moved it for approval.

Dr. Codd assistant superintendent for HR.

Yes.

Hello.

Good evening directors.

Superintendent Nyland.

So we're here to propose amending the school board policy 5201 our drug free schools community and workplace.

The proposed change shifts from a mandatory reporting of any prescribed or over the counter medication to one supervisor To where we are asking an employee to take the appropriate steps to consult their physician and follow any proper personnel procedures which could include asking for a leave a change of assignment and or notifying their employer.

This is an employee friendly amendment and we did consult our labor partners on this proposed change and they were all supportive of it.

Colleagues, questions, concerns?

Thank you so much.

Number eight.

Approval of Seattle Public Schools 2017 dash 2021 affirmative action plan.

Approval of this item would approve the Seattle Public Schools 2017 through 2021 affirmative action plan to be submitted to OSPI and implemented by the responsible parties in human resources.

Item seven.

Thank you so much.

Number seven review and approval of career and technology technical education 2017 annual plan per policy number 2170 approval of this item would approve the career and technical education 2017 annual plan.

May I hear from the chair of C&I please.

This was brought to C&I on June 12th then move forward for consideration.

My name is Jane Hendrickson.

I'm the interim CTE program manager and I have the pleasure this evening to share the 2016-17 CTE annual board report.

This report is required per SPS board policy number 2170. The CTE annual report outlines an overview of our current CTE programs enrollment trends and equitable access to our courses and credit bearing opportunities.

The report also includes six strategies we have been using this year to improve our CTE programs.

Our CTE programs are supported strongly by our municipal labor and industry and community partnerships where they are actively engaged in advisories and providing guidance and ongoing support to eliminate barriers to opportunities for all of our CTE and skill center programs.

These outline strategies will continue to guide our work into this 2017-18 school year and we will provide an update on progress with deliverables and outcomes related to those goals in January of 2018.

Thank you.

Board questions comments concerns.

Director Burke.

Hello thank you for bringing this forward and thank you for incorporating some of the items that were discussed at the last CNI meeting as we move this forward.

Some of the updated information on the data and the benchmarking that was requested by colleagues.

So I want to thank you for that.

And to put a very specific request on the record that the previous schedule for this report was essentially a January report.

This one was postponed for a variety of reasons but partly to integrate some of the plan components and I think what we have in this document around the plan, the six strategies, reflect conversations that have been had, what we would consider high level strategies but when I think of an implementable plan, I would be looking for more specific tactics benchmarks milestones and so I just wanted to be on record that when when this goes through the next revision for January that we flesh out those six strategies and I know this is something that work is already underway and there's conversations around it but to have that explicitly incorporated in the report will help the board build on it and you know hook up other folks to help support those.

Thank you.

Questions, comments, concerns?

I'll add to mine.

You've heard them before in CNI and on one-on-one conversations.

I think we have not taken advantage of the extraordinary relationships that are available in this city From mentorship programs from labor and we can and must do so much better and elevate and exponentiate our opportunities and I look forward to it.

The other is the datum process that the used to be called community colleges use on a regular basis where they incorporate employment data I think deserves a good solid look see and appreciate your work very much.

Thank you.

Thank you.

Number eight again.

Approval of Seattle Public Schools 2017 dash 2021 Affirmative action plan.

Approval of this item would approve the Seattle Public Schools 2017 through 2021 affirmative action plan to be submitted to OSPI and implemented by responsible parties and human resources.

This came before the A&F committee June 8th for consideration.

Dr. Codd.

Yes.

Good evening.

I'm here with my colleague Sheila Reddick, our Director of HR Strategy and Operations to present our proposed affirmative action plan for 2017 through 2021. School Board Policy 0030 ensuring educational and racial equity outlines our commitment to closing the opportunity gap and providing and creating learning opportunities that provide support and academic enrichment for all of our students.

In order to achieve educational equity for our students we have a responsibility to also ensure that we have a workforce equity.

This plan will guide HR goals and strategies for increasing diversity in our workforce.

And I'm going to turn it over to Sheila Reddick at this time to present an overview of what's inside this plan.

Thank you.

Good evening directors.

Dr. Codd and I are very excited to bring forth this new five year plan.

I'll do my best to explain it's a pretty thorough plan.

While it's required by law Dr. Codd referred to policy 0030 which really helped guide the work with this.

I do want to talk briefly about the method of analysis.

It's actually dictated by OSPI.

So what they do is to have us look at census data for King County and the available workforce and then we compare that to our own workforce and see where we are meeting exceeding or under utilizing persons of color and females in our workforce.

For example in King County twenty three point two percent of the available workforce for our job groups is comprised of people of color.

In Seattle Public Schools thirty two percent of our overall workforce is comprised of people of color which is eight point eight percent more than you would expect given local availability.

We did this analysis for multiple job groups from school administrators teachers classified support staff And we were able to see where we were meeting those expectations and where we were under utilizing staff.

From there we set goals in those places where we are under utilizing persons of color and females.

And we've set a goal sort of a broad goal that we think is both achievable but ambitious and in any group where there's 2 percent or more under utilization we have a goal of increasing that by 2 percent to 5 percent over the next five years.

We're excited about the report because the previous report, while well intentioned, we think lacked in specificity in terms of concrete analysis, concrete numbers, concrete action steps and goals.

So we've built in very concrete analysis.

We have set forth very actionable strategies around recruitment, selection and retention.

We call those out and you have a PowerPoint and also the plan itself.

We've also, I'm sorry, while we want to focus on recruitment, a lot of people tend to think of affirmative action as all about recruitment, but we know that you have to take further steps.

So we can cast a wide net and recruit, but if we aren't thinking about how we're training managers on implicit bias, then we tend to hire folks who look like ourselves.

Finally we also have to focus on retention otherwise we end up with a bucket with a hole in it and we're going to just turn those populations if we don't focus on that as well.

Once approved what we'll do is submit the plan as required to OSPI and begin implementing strategies.

We've actually already started implementing strategies But we'll start to track that and every year we will come before you and show you where we are against that 2 to 5 percent goal in those areas where we have under utilization.

Thank you so much.

Questions concerns comments from my colleagues.

Director Blanford.

As I was looking at the data, because I'm writing a report currently, it's on my computer right now, where I had to look at the Washington State data for the diversity or lack thereof of both our teachers and our administrators.

And as I look at the data on this, I'm glad to see that our numbers are significantly more diverse Then the state as a whole frequently will judge ourselves based on what the state averages are and it's nice to see that we're significantly better than the state in terms of our diversity.

A question as I was going through these materials is anytime I see the term affirmative action I always think of initiative 200. Past, what, in the mid-90s, right, that has some potentially could have some constraints on what we can do.

Were these, is this report cognizant of and reflective of the constraints that the initiative put on governmental agencies?

I would say yes.

Recruitment in and of itself is about casting a wide net.

Obviously we have to make sure that we're selecting the best people but we also have to be very intentional about that net that we cast to bring folks in.

For that reason I do think that it aligns with those restrictions.

We're not dictating that you have to select certain people but we just want to make sure we're being very intentional about how we're targeting our recruitment in a more In a more diverse way.

General Counsel Treat if you might address this as well please.

Thank you.

Yeah Noel Treat General Counsel and I would just reaffirm what was just stated about Initiative 200. It does allow us to do targeted recruiting and even have goals.

It wouldn't allow us for instance to have quotas or to pick a candidate purely based on that candidate's race or ethnicity.

And in terms of the term affirmative action, that's still the term that's used in the OSPI regulation.

So that's part of why this report uses that terminology.

Thank you.

My personal ask is that you work with communications and you get loud and proud about this.

This is good stuff and we need to recognize it and show it off.

Thank you.

Thank you.

Number nine renewal.

Excuse me.

Did I miss you.

OK.

Number nine renewal of Washington state risk management pool coverage for fiscal year 2017 through 18 approval of this item would accept the proposed WSRMP coverage agreement from 2017 18 fiscal year and that the expenditure of one million nine hundred forty five thousand Five hundred eighty five dollars in premium contributions to the WSRMP loss funding pool be authorized.

Mr. Stout risk manager take it away.

Seattle Public Schools has been a member of the Washington Schools Risk Management Pool since 2002. It's a wonderful collaboration of 135 roughly school districts, schools working together to protect schools.

We pool resources, we pool learning.

We've come before you every year for the last two or three years to request what's really a routine approval of the expenditure.

There's very little Option for our coverage that would come close to the comprehensiveness of the coverage that's brought into us through the WSRMP.

Two other points if I might add on as the Chair of Audit and Finance.

We've gotten a particularly good rating because we haven't had any accidents or rateable issues in the last several years.

And two we talked about your previous service on the board of this cooperative and perhaps having others in our district look at a board position in the future.

Do I have comments questions or concerns from my colleagues.

Thank you very much.

I am starting to try and recruit other people.

I fear that other people don't find that insurance is the most sexy thing which is probably why I'm never going to be invited to curriculum and instruction.

But we still need representation otherwise you're going to be on that board for life.

It's a possibility.

Thank you for your concern.

Thank you sir.

Number 10. City of Seattle's Families and Education Levy F.E.L. and Seattle Public Schools S.P.S. Personal Services Contract PSC's for Seattle Parks and Recreation City Year of Seattle and University Tutors of Seattle Public Schools.

Approval of this item would authorize superintendent to execute contracts for a combined total of $1,876,382 with City of Seattle Parks and Recreation Department.

$543,492.

University tutors for Seattle schools $522,890.

And city year $810,000 for the school year 2017-18 for the purpose of providing family and education levy FEL funded activities.

This came before A&F on June 8th for consideration.

Mr. Stone take it away.

Good evening, directors.

Yes, I'm bringing forward our three largest contracts so far that have topped the 250 mark for approval.

Since Audit and Finance, the numbers have been locked in.

As you can see, 500 And $22,890 for university tutors, $543,492 for parks and rec and $810,000 for city year.

Again, they're going to be at multiple schools and the scope of work will be continuing the same that they've been doing over the past three years.

Comments, questions, concerns from my colleagues.

I don't know what the history is around this but I would hope that and I'm not a member of the executive committee but I'd hope this would be a item that would not be on the consent agenda for the next meeting so that we'll have the chance to spend more time with it.

So noted.

Thank you for that input.

Anyone else.

Thank you Mr. Stone.

Number eleven approval for contract amendment with school data solutions for school based implementation of MTSS student data portal in parens RFP 09615 for approval of this item would authorize the superintendent to execute a contract amendment with school data solutions in the amount of three hundred sixty six thousand seven hundred fifty dollars for the student data portal homeroom.

Chief Jesse.

Thank you.

Good evening board directors.

Superintendent Nyland.

You took away all my stuff there Director Harris.

It's really just about.

Excuse me.

I need to back up if I might please.

My apologies.

And we hear from the chair of CNI.

So this was also a June 12th item considered by CNI moved forward for consideration.

Please continue, sir.

Thank you very much.

Just again, this is around moving, amending our current contract with school data solutions.

They have a product called Homeroom.

We did 15 schools field tested this, this year, which includes elementary, kids, middles, and high schools.

And so from that we had extremely positive feedback.

And so we want to move that to all schools, 102 schools next year.

Questions concerns comments from my colleagues.

Director Burt.

I just want to reaffirm I had a dialogue with with you Jesse earlier about if other directors were interested in getting a demonstration for this product it was something that we've had a dialogue around and I wanted to give him an opportunity to extend the invitation if folks were interested.

Thank you very much Director Burke.

Yes tomorrow it would be the most opportune time to actually learn from the school.

So we have a couple principals presenting tomorrow SLI at Garfield High School right there in the Commons area from at 10 15 to noon and love to love to see a couple of you out there to learn a little bit what it is to apply this tool and how they're using it.

Thank you.

I have a question if I might.

I'm sorry I didn't see you in my peripheral vision.

We got some data as to how often this was accessed by some of the 15 pilot schools and it had a pretty wide range.

Are we going to have that kind of data when we implement it district wide.

Yeah some of the schools are small.

I mean there's just a variety of sizes staff anywhere from Montlake for a little over 200 to obviously our comprehensive high school like Ballard.

And so we'll be monitoring that.

There's always a little bit of a as you roll things out there's the goers then there's the ones that are right there and Work with the stuff and then other ones need more support and so that whole continuum of development I would anticipate initially seeing some of that but we'll be monitoring it for.

Was it 15 pilot the 15 schools for the pilot project self selecting.

Yes they were.

Okay I hope we have more robust buy in than what we've seen so far.

Thank you.

Other questions concerns Superintendent Nyland.

I just wanted to say thank you to the board for supporting this through our SMART goals and we're still debating the fine tuned pieces of it but that funding would also provide for some data coaches how much we're trying to determine that would help Bring along the schools that don't speak data quite as readily as others.

But this will make kind of what the board has asked for in terms of school based data instantly available to all of us.

So I can see it.

EDS can see it.

The principal can see it.

Their team at the school can see it.

This is a lot of stuff that people have been keeping on spreadsheets.

It's going to be accessible and in one place with some training.

Thank you.

Other questions comments concerns.

OK.

Thank you so much.

Yes sir.

Quick clarification out of that was 15 schools who applied out of 30. So I just that was not they self selected to apply not that they self selected.

Fair enough.

Thanks so much.

Award number 12 award contract RFP 04772 to Thought Exchange by Fulcrum Management Solutions Inc. for the community engagement platform.

Approval of this item would authorize superintendent to execute contract RFP 04772 without exchange in the amount of three hundred twenty five thousand seven hundred twenty five dollars for a district wide engagement platform over a three year period from 2017 through 2020. May we hear from the chair of ops please.

This item was heard by the ops committee on June the 15th and moved forward for consideration.

Chief engagement officer.

Good evening.

I'm Gary Campbell.

I'm the chief engagement officer for the district.

So tonight I'm presenting a contract for thought exchange a new two way engagement tool.

And as already mentioned is it for a three year contract for three hundred twenty five thousand seven hundred twenty five dollars.

There were three vendors that applied for the RFP.

We believe that this tool help us surface what really matters to our community provide insights that we don't currently have access to and bring forward voices that we aren't hearing from.

Representatives from the community engagement task force both provided feedback on the criteria for the RFP as well as sat on the selection committee.

We also use the racial equity tool to guide our discovery process and questions asked of other districts that are using Thought Exchange.

Right now there are 39 in Washington State.

So I believe we're ready for questions.

Comments, questions, concerns.

Director Burke.

The same question that I just had for Chief Jesse applies.

Is there an opportunity where directors could could hold the puppy?

Maybe not a real puppy but yes.

So do you want to speak to that?

So Senior Project Manager Technology.

So if you have already reached out to the vendor and most likely we'll be scheduling something for Friday to do a demo that the board can attend to see what the tool looks like and how it works.

Other questions, comments, concerns?

I want to add my personal thanks if I might.

This is really exciting and it's exciting to have seen the cross departmental work.

It's exciting to me that we brought in members of the community to to beta test it to criticize it to shake it up to shake it out.

We need this really badly and I'm very excited about it.

Director Pinkham did you have something to answer.

Yeah, so is this a web-based, wanna make sure I'm following this correctly, a tool?

So it's both web based and it can be used on a smartphone.

And so one of the questions that we asked all of the vendors we had some criteria that was pretty specific to reaching underrepresented voices and stakeholders.

And we asked for a tool that has been demonstrated in other districts to both broaden engagement but also bring forward voices that we're not hearing from.

So you can use it on a smartphone application.

I think the thing to stress and as outlined in the bar is that the tool itself is built on best practices in community engagement.

So it can be applied and has been applied in real live settings where there are focus groups and the participants are using the same methodology as the technology solution.

Yeah because I'm just curious as to how then people will access this.

Will they have to set up an account to use this or is it just going to be open that anyone can comment it because I think back to when we had the Black Lives Matter and the email that we got inundated with from people outside of our district that seemed to not have very good comments.

So it can be both.

Initially I anticipate that we'll be setting it up as a targeted engagement.

So they're called engagements if the tool is adopted.

And we'll use the already provided emails that our families give to us to do targeted outreach.

If we wanted to go broader with the community, there is a registration system that they could use.

One of the suggestions from Highline, who used Thought Exchange to pass a bond that was very difficult to pass, part of their focus was to build trust with the community, is they...

Oh, I've just lost my train of thought.

It's getting late.

Here's your question.

Repeat your question.

As far as who can access this and provide input because I hate to see that someone outside of the community starts getting a campaign and ending us with information to lead us one way then really isn't our community talking.

Yeah so it's a pretty contained space but what Highline recommended is that we actually have a plan to address unsolicited feedback.

So the way that it works is you ask two to three open-ended questions, and you get a lot of feedback.

And it's about what matters to the community, what concerns do they have, what's working really well.

And as part of the SMART goal that you just approved, on the distinguished side is to have an action plan around how to address unsolicited feedback that's not related to the question.

But we would keep our parameters on who provides input pretty tight.

Question.

Could we set up the demonstration for the rest of the board prior to action.

Yeah.

So Sasha mentioned we're working to set it up for Friday so Director Burke asked today if that was a possibility.

So as soon as we have the time we'll send it out to all of you.

Thank you so much.

You're welcome.

Okay.

Director Blanford please.

Just really quickly as you were talking about lots of feedback coming from various communities.

Is there a text analysis feature that allows just rather than someone having to read and compile all the data that's involved in this?

I don't know on the technical side.

So the tool actually is moderated by the vendor itself.

So they're the ones who are reading through the feedback and they're putting it in themes for us to be able to sift.

Sift through the information and really understand what feedback has been provided.

So the vendor actually provides all those services for us.

So the district staff really just needs to work with the vendor to frame the questions that we want to ask the community.

Okay.

Thank you.

Okay.

Please Director Burke.

I just wanted to inquire around the pricing structure.

I was just going through the materials here.

It looks like the, what is it, San Juan Unified or San, what was the?

San Juan Unified, they have a five-year agreement for, it looks like $392,000.

We have a three-year agreement for $325,000.

And so I'm curious if there's a, are we getting, you know, for the extra 70 grand, could we get the extra two years or is there a significant difference in the scope of that?

So the pricing is actually based on per pupil so which is why the amount is much higher.

I ask that because from the profile that they talk about the San Juan unified looks like they have 46,000 students so it's a little bit less than us but not order of magnitude less and it just sort of quickly trying to triangulate it the the numbers didn't.

So we can go back and look at that a little more and provide more information during action.

Thank you so much.

Okay number 13 RFP 0 1 5 4 5 athletic trainer support services final renewal of contract for the athletic trainers program 2017 18 approval of this item would authorize the superintendent to execute a personal services contract final renewal with Seattle Children's Hospital and the amount of three hundred thirty thousand dollars to provide Basic athletic training services for 24 hours a week at 10 Seattle high schools beginning August 1 2017. May I hear from the chair of ops please.

The ops committee heard this item on or considered this item on the 15th of June and moved it forward for approval as it did for items 14 and 15 in the interest of efficiency.

I thought I'd just put that out there.

Thank you sir.

Good evening.

This is a pretty straightforward contract that comes to us every year.

This is a renewal for our trainers.

As you know we've had we have had a few conversations previously about our athletic trainers and the great support that we receive and we've been very happy with Children's Hospital and the support that they give all of our teams and looking after our athletes.

So we appreciate that and would like to continue to do business with them.

Director Nyland you had something to add sir.

Just that this is an awesome partnership and we've debated whether we should have it on the list of groups to be recognized.

They're a little different than other groups in that they are contracted with us but they also provide far more services than we contract with them for.

So it's just a great partnership and we're blessed to have them as being part of the services that we're able to provide to our families.

Thank you for that.

Well noted.

Comments questions concerns.

Associate Superintendent Dr. Herndon have you had an opportunity in your spare time to continue the conversation with Stan Herring.

No and it's it is on my list though to continue all the items that we said we're going to follow up with.

So that's what I'm hoping to do during the summertime is to connect with him and have a time where the two of us can sit down and continue that conversation.

To me that represents a really exciting opportunity.

Yes.

Thank you.

Yes.

OK.

I would like to combine 14 and 15. Excuse me.

I did not see you Director Geary.

That's okay.

I was just hoping that the 330,000 we corrected the typo before we went to.

Right.

On 13.

Yep.

Was that already mentioned.

It was not.

Okay.

Thank you.

Okay.

Like to combine 14 and 15 because they are similar.

Approval of agreement with King County to purchase Orca Business Passport Products Metro Transportation.

Approval of this item would authorize the superintendent to execute a contract with King County for $2,461,364.60.

And the next would be 15, approval of a contract with American Traffic Solutions for stop paddle cameras and King County interlocal agreements.

Approval of this item would approve the use of cameras to detect school bus stop paddle violations and authorize the superintendent to execute a contract with American Traffic Solutions and interlocal agreements with King County.

May I hear from the Chair of Ops, please?

You already heard from me on both of them already.

Okay then, please.

Okay, members of the board, Dr. Nyland, Cathy Catterhagen, Director of Logistics.

And the ORCA card contract is a contract that you guys have seen every year for a number of years.

And just to give you some quick facts about this, we have 8,500 students who are eligible for ORCA cards.

At the beginning of the year, the cost is $290 per card.

Which is like $29 per month for the school year.

If a student comes in and becomes eligible throughout the year, the cost drops down to $2,352.

And any lost or damaged cards are replaced at $5 the first time and $25 the second time.

The students sign a contract for a ridership behavior and usage of the card when they receive the card.

But I'd be happy to answer any questions that you might have.

Director Patu.

Are these cards given to students on a discount or are they getting free or?

The students don't pay for the card.

Oh we are.

We pay for the card and they're issued to the students on the first day of school.

Is that for every student?

That's for the 8500 students at the beginning of the year who are eligible who reside outside the Waxam secondary students.

Thank you.

Director Burke.

I think this has come up in previous discussions I want to just be on the record again asking to continue to work with the city around how we can expand this program beyond the limitations that we have in our walk zones.

I think You know my own personal experience as a parent having three kids that all went through their phase with their ORCA card and I believe that it's made the city a safer place because I can tell you that for my kids there were two years between 16 and 18 where they were not driving because they all had ORCA cards and they were transportation friendly or public transportation friendly and so while maybe that isn't one of our aspirations you know but Having teenagers not on the roads during I see some head nodding not having 16 to 18 year olds or you know that that sensitive age on the roads in cars.

This just further contributes to reducing traffic public safety student health all those things.

Thank you.

I think that one was unanimous.

Director Pinkham.

So the number of cards that we get you're saying that is at a reduced price for students.

Is there an option for maybe some students or families to opt in and get paid for their own at that reduced price as well so they can kind of piggyback if there are families boy I don't qualify but be nice if I could get the same price.

We don't have that included in our contract at this time.

So there are opportunities with the city to actually purchase reduced cards for youth and they are just starting that out and they're using initially I believe the Prop 1 funds and so they're considering expanding that program and we'll be working with them as they continue to consider that.

Okay.

Then I assume that lost cards are paid by the students.

We don't pick up the lost cards or do we.

They're paid by the student.

Generally, they're paid by the student.

Other concerns, comments, questions?

Okay.

Can we talk about paddle cameras?

Thank you.

Okay.

The stop paddle camera program is an effort that we've worked on with First Student, our bus contractor, and American Traffic Solutions, which I call ATS, and King County.

How this works is the district contracts with ATS to install 120 cameras on the first student buses that will capture the images of motorists when they illegally pass a bus.

And ATS will forwards the images to the King County Sheriff's Office for review and approval or rejection.

And then ATS will mail the violation to the registered motorist.

The registered motorist will either pay the violation, transfer liability, you know, say, hey, I wasn't driving that car, or request a hearing to contest the citation.

King County Court District will hear the contested violations and then the citations are treated as a non-moving motorist violations, just like a parking ticket.

So the reason that we brought this program forward is because in prior years we heard so many complaints from bus drivers saying that when they stopped the bus and put the paddle camera out or the paddle stop paddle out that the motorist would just pass by.

They would just blow by the buses which is very unsafe for students who are getting on and off the bus.

We did a pilot program earlier in the year just to validate that that was happening and in 112 days we recorded 595 cars that were illegal of illegally passing the buses it was very shocking so and didn't that include a city bus

There are many different vehicles passing the buses.

That's King County Metro, dear.

So in hopes of improving the safety for our students and modifying the motorist behavior in Seattle, we're bringing forward this program and asking for your support.

You can see in the Action Memo Section 5 shows the fiscal impact And the estimates to administer the program and the balance of the funds are directed towards school zone safety which is required by an RCW for having this type of program.

Similar to the other districts that have this program such as Highline, Bellevue, Marysville, Mercer Island, Renton School Districts.

We're going to have an extensive outreach program throughout the summer to the communities to inform them of this camera program.

And then we will have a one month warning period where the images will be taken but the motorist won't receive a citation but they'll receive a warning letter and information about the rules of the road when you're passing the bus.

That you just can't do it.

Once that paddle is out, you have to stop your car.

So I'd be happy to answer any questions on this.

Director Patu.

So when they violate this, when they pay the fee, who does the fee goes to?

The fee will come back to the court and then they will take their cut.

You can see in Section 5 of the bar shows the pie chart of where the funds, the citation money goes.

So there's a payment that King County will get for the court fee and for the law enforcement to review the images.

There's a fee to ATS for—it's their cameras that are going on the buses that upload the images every day to them for an initial review and sent to the King County Sheriff's Office.

And then the remaining funds will come back to the district.

Is this something new that we're starting or has this been happening?

This is happening in we're actually it's happening in all types of districts all over the nation actually.

I know but I said it is new for us.

It is new for us.

Okay.

Thank you.

Director Burke.

As much as I love the idea of another revenue source I want to be really careful and deliberate that we are looking at student safety as paramount because there's some really big dollar amounts here in terms of you know I think of how how a motorist could be impacted by receiving one of these tickets you know if if they were in a situation where they didn't have the ability to pay something like that.

it's a chunk of change as compared to you know parking violations moving violations this one is a big deal with that that dollar amount so it's and a you know a reasonable sized portion of it does go to the administration So the dollars aspects makes me a little bit nervous that it it has more of a revenue producing spin than a safety encouraging spin.

And so my question with that is kind of the backstory does this implementation include like clear signage on the buses that say stop cameras in use for example and you know emphasizing that Stop cameras in use 470 whatever dollar fine for passing a school bus so that people really recognize at point of potential violation that they could be at risk of incurring that.

So our primary concern here is the student safety and that is the reason why we're not putting the cameras on all of the buses, just a small amount of them.

And our hope is to modify the behavior of the motorist.

We realize that the citation amount is quite large And we're hoping that by informing the public throughout the summer months and then issuing the warning letters for that one month that the news would get out there that this is what we're doing.

Thank you.

And then a more minutia question.

When I look at the financial impact it's not really clear to me do we have an annual cost That represents you know the which line item represents our annual cost and what budget does it hit.

You know they.

It's a cost per per image.

So there's there's this is.

The bar represents it as an item that's over two hundred fifty thousand dollars but that's a cumulative.

Cost plus revenue component.

You know that's it's really the cumulative effect of it.

So there's not a one time expenditure or one time revenue stream.

Thank you.

And for what budget.

Does this go to operations.

It's designated for transportation student and student safety.

OK.

Thank you.

Director Pinkham and Director Blanford.

Now running past the paddle if it's out is currently against the law correct?

And there is a fine associated with it.

Do we currently collect a portion of that?

No.

We don't take images at this time.

Unless there is a police officer there watching somebody do it at this point there's no way for us to document it.

That's what the cameras will be used for in the future.

So if a police officer is there and they catch someone do we get part of that fund right now.

So right now we don't even get part of anything.

Director Blanford.

I came to a different conclusion than my colleague to the right.

The cost is high no doubt but the cost of one of our children being injured is far higher than that.

And we have documented evidence that it's occurring more frequently than we would like and therefore requires some sort of an intervention.

We had this conversation in the operations committee about the need to communicate to the broader public how important it is That we're going to be watching in a different way than we were before.

But I don't necessarily support the notion that we need to broadcast out to on the buses to people who that this is coming.

In my mind it's very clear in all the information that folks get when they get their license then going past a bus is not okay.

And I'm very sensitive to the idea that some student would be hurt.

And I'm glad, I'm very pleased that the technology now allows us to be able to document.

So it's almost incontrovertible that someone was passing the bus, the paddle's out, the picture of the paddle is out, and their drivers, their license plate is clear in that picture.

So there's not going to be a lot of ways to escape The sanction that comes with passing our buses.

I hope no one in our community takes this as though this is a revenue stream.

This is primarily about student safety.

And I think the fine should be severe to encourage those who might want to go around one of our buses to know that's not okay.

And there's a price to be paid for that.

Director Pinkham.

So as I go back so if we get cameras put on these buses is the city police or whatever going to stop and fortune they're overseeing over this and then if they catch someone doing it they'll still keep that money.

None of that money will come to us.

So anything that they write up will go to them.

So then kind of brings me to another question.

Can we maybe invest in the school zones cameras if that belongs to the city and they're collecting money from the school zone cameras for speeding.

Were we ever considering investing in cameras so we would enforce that because it seems like almost safety for our students in the school zones or in buses is a concern of us and we're able to generate revenue again.

We don't want to see this as revenue for more safety for our students.

Well we certainly as a district have worked with the city as they put the speed zone cameras in because we were concerned about student safety and we didn't see it as a revenue generating except for the fact that when money was became available through that program they were then using that money to put more sidewalks in more cameras around other schools that actually were having some speeding problems.

So that's really where I think the work has gone related to that.

I don't think that we have any interest at this point in putting our own cameras out there in front of our schools.

OK.

Any other comments questions or concerns.

Mr. General Counsel may.

We're good.

Thank you so much.

I've got a question of clarification here.

17 through 21 are very similar motions.

And is there a way to combine these without reading every word presently?

And when can we do it like the legislature and do the first and last word.

Yeah no especially here in introduction you have quite a bit of flexibility so I think it's fine for you to use a truncated approach and just say we'd now like to group items 17 through 21 and have those all come forward in a batch.

I think that's that's completely fine.

If you were if you were in action you'd have to do it more formally.

I appreciate that and I appreciate the distinction and thank you for your guidance.

I would say do what you want to do.

17 through 21. We are truncating the reading.

16. 16.

I apologize profusely.

Sixteen awarding refuse disposal and mixed waste recycling collection services bid number B 0 1 7 5 3. Approval of this item would authorize the superintendent to execute a contract with Recology Cleanscapes covering the period from August 1 2017 to July 31 2020 in the amount of $803,994.

and sixty six cents annually or two million four hundred eleven thousand nine hundred eighty three dollars and ninety cents over the three year term of the contract may I hear from Ops chair please.

The Ops committee heard this item on June the 15th and moved it forward for approval.

Good evening.

Bruce Scarra, Director of Facilities.

I'll keep this brief.

So this contract was bid in April and Recology CleanScapes was the winning bidder.

They are also our current vendor and have fulfilled the contract successfully.

So and it is a three year contract with potentially two one year renewals.

Thank you.

Comments, concerns or questions from my colleagues?

Thank you so much.

OK.

Number 17 through 21 we are going to combine.

We are going to get an abbreviated update.

We talked about this at some length in audit and finance and we move them all 19 20 and 21 forward for approval.

And seventeen and eighteen for consideration and may I take a point of personal privilege and thank Michaela Clancy for her service to the district and Clover Park School District is their gain our loss.

Thank you very much.

It's been a pleasure.

So yes.

So we also did an informational item to curriculum and instruction.

So you all have heard this.

So I'm going to be very brief.

We've also provided the updates within the bar that were requested in committee.

There's specific updates around the individual education programs that are in the bar that requested in committee and the therapeutic day treatment around the oversight and the overall amounts of those contracts were updated from the committee updates as well.

And then our RFQs are both in process for items 20 and for items 21. No, just for items 20, we're still in process and item 18. We're still in process with those RFQs as noted in your amendments.

So if there's any questions right now.

Questions, concerns, comments.

Thank you ever so much.

Thank you very much.

Number 22 BEX 4 approval of purchase order with catalyst workshop workplace activation Inc. for furniture procurement for schools opening in 2017. Approval of this item would authorize the purchase of furniture for schools opening in 2017 from catalyst workplace activation Inc. in the amount of two hundred ninety three thousand Six hundred thirty five dollars and sixty eight cents.

Plus Washington state sales tax chair of ops please.

This item was heard by the Ops Committee on June the 15th and moved forward for approval as were items twenty three twenty four twenty five and twenty six.

Thank you sir.

So Richard Best, Director of Capital Projects and Planning.

What I want to emphasize with this item for catalyst workplace activation is we are not increasing the budget.

We are simply asking the board's permission to utilize the purchasing cooperative U.S. communities in the amount exceeded $250,000.

We had previously come to the board in January of this year, sought approval for eight of nine contracts, furniture contracts.

We are simply modifying one of those contracts to purchase items that we received feedback on that were not holding up well and were not functionally performing well.

And so we went and reviewed Our product listing found a product that staff preferred and it's available through this purchasing cooperative.

So we're just asking the board's permission to take the funds that were allocated and allow us to utilize them in this manner.

Thank you.

Questions, comments, concerns?

Director Burke.

I'm interpreting what you said as cost neutral.

Is it the same quantity, same type of description, or in terms of the scope of supply?

It's probably a higher quality product, some greater costs for the product, less quantity that we're purchasing, so that it is cost neutral.

Does the lower quantity still meet the needs of the school community?

Yes, it does.

Thank you.

Any other questions comments concerns.

Thank you Mr. Best 23 and I might add to my colleagues we have 10 minutes until the tape runs out otherwise we take a five minute break to finish up.

So if we talk fast but I don't want to pressure anybody and to not Conveying information the board should have or from the board doing their fiduciary duty.

Number 23 BEX IV award contract P1542 to Roluta architects for architectural engineering services for the Eckstein Middle School seismic improvements project.

Approval of this item would authorize superintendent to execute contract P1542 with Roluta architects in the amount of 492 thousand $633 plus 6000 in reimbursable expenses for architectural and engineering services.

We've already heard from the chair of ops.

Thank you.

Please continue sir.

So the fee amount is within the Washington state guidelines for architects fees for a project of this type.

This is standard any contract we're able to get this negotiated with so we'd like to get them started this summer to perform this work.

Thank you.

Comments questions concerns from my colleagues.

Number 24 BEX 2 BEX 3 approval of authorization number 2017 dash 0 8 9 A 1 and contract number 2000 2 0 1 7 4 dash 0 8 9 G in parens 1 dash 1 for implementation of the solar photovoltaic systems project at six Seattle Public Schools already approved by ops as conveyed approval of this item would authorize superintendent to provide the Department of Enterprise Services and notice notification of funding approval for authorization number 2017 dash zero eight nine a one and contract number As referenced previously in the amount of two million dollars one hundred seventy four thousand eight dollars and three cents in accordance with provisions of interagency agreement K three eight six five for the implementation of an energy efficiency project at six schools utilizing solar technology.

So these are design and construction contracts that we've entered into with the Department of Enterprise Services.

They have an energy performance contracting service they provide to local government entities including school districts.

We have been Notified that we are the recipient of a Department of Commerce grant in the amount of $500,000.

That was the largest grant that the Department of Commerce awarded this year.

We just received that notification on June 14th.

And this is a project that if we were to go to financial institutions to seek lending, we would actually have a positive cash flow on this with that grant.

Last thing I will note is that we are in conversations with Seattle City Light.

They have just announced their grant program and while the dollar amount is zero there we do anticipate that we will get grants.

We will be submitting on July 31st for one grant opportunity for three schools and we'll be submitting again in September for a grant opportunity for an additional three schools.

We could be awarded up to two hundred thousand dollars for each grant submission.

So there could be more good news concerning this project.

Questions comments concerns from my colleagues.

Director Burke.

In the happy case where we are awarded those grants would those be additional sites or would those funds apply towards these sites.

Those funds would apply towards these sites and these sites will be named in those grants.

So you're stacking the funds is what you're doing.

We would be not utilizing probably some of the BEX 2 and BEX 3 funds that are currently allocated correct.

Terrific.

OK.

Thank you.

Twenty five and twenty six we're going to combine multiple funding sources resolution 2016 17 dash 16 board acceptance of building commissioning report for Seattle World School at TT minor modernization project.

Number 26. Resolution 2016 slash 17 dash 25. Resolution of new in lieu replacement options for the Wing Luke Elementary School project.

That is number 26. The end of our agenda.

Please comment.

Yes.

Item number 25, the commissioning report, your approval is required so that we can submit this for OSPI Form D11.

Mike Kennedy, our mechanical electrical coordinator, has indicated that the contractor has complied with the contract requirements.

Item number 26. We intend to not utilize the buildings that will be demolishing at Wing Luke Elementary School for instructional purposes.

OSPI requires that we pass a resolution that notes that.

Because we could potentially lose scat funding for a long period of time if we were to violate that.

And so they just want to make sure the board's aware that these buildings will not be utilized for instructional purposes.

Our intention is to demolish all of them.

Thank you.

Questions, concerns, comments from my colleagues?

Hearing none, it is 1015 and this meeting is adjourned.

Thank you.