We're on action items number one approval of purchase of equipment from black box to replace existing voice network that supports desktop telephones and a five year software and hardware support for three million six hundred seventy one thousand five hundred seventy five dollars and 40 cents.
This came to Ops on April 5th for.
Consideration.
Approval of this item would approve a five year contract for the telephone system upgrade with black box and note an FAQ attachment was added to the BAR yesterday.
I move the board of directors authorize the superintendent to execute a five year contract with black box to provide a telephone system upgrade in the amount of three million six hundred and seventy one thousand five hundred and seventy five and 40 cents plus Washington state sales tax and to take any necessary actions to implement the contract.
I second the motion.
Mr. Kroll could you give us a brief introduction to this action item please.
Yes.
Good evening.
John Kroll chief information officer.
First I'd like to thank all the teachers for what they do out there.
An update from the introduction.
We provided more information on the longevity of the product.
We got a 10 year support letter from the vendor.
I put some information about the average length is about five to seven years and our current system actually lasted about 20 years.
So we're very confident that we have a good support plan and look forward to your consideration for this item.
Questions comments concerns from my colleagues.
Director Patu.
I guess my concern is it says five years but you you're saying that it will go to 10 years in comparison to our last one that lasted a lot longer.
So is it actually five to 10 years that this will last?
Chances are it's going to last you know 10 to 20 years given the history of this vendor.
In this current contract we're signing a five year contract for support which includes next day repair after five years.
That's when we will come with additional support and that's when we may have the parts depot and that type of thing as we move forward.
But the vendor has agreed to support the product for for 10 years.
So oftentimes especially with consumer products the vendor might only support it for like a year with computers.
You're lucky to get three years of of support before it's hard to find those parts with this vendor.
They've agreed to provide support for those parts and for 10 years.
Thank you General Counsel.
Can you come to the box please.
Point of clarification is the 10 years part of the contract and part of the bar or do we need to amend said bar.
I apologize.
I don't know I have not seen their letter on 10 years so I don't know whether it's incorporated into the contract not perhaps Mr. Cole could answer how that how they've conveyed that to us.
We have it as a as a letter and it will be part of the contract.
I would suggest that Mr. Kroll and Mr. Treat sit down figure out whether we need an amendment so that the 10 years is legally binding.
This is real money and this is a terribly important contract for the district especially with respect to emergency services.
Director Burke.
Just a point of clarification as I look at the document here it looks to me like the contract itself is five years but the vendor is stating through written communications that their expectation is the product will be supportable for 10. But we do not have additional money in the contract which would be required to support it between that five plus years.
So creating an amendment that's correct would require a financial commitment as well.
Do you all want to do a sidebar and we move on and we bring you in at number seven to the action agenda.
Sure.
Thank you sirs.
Appreciate very much.
Number two BEX IV award construction contract P 5 0 9 9 to CDK.
Point of personal privilege or point of process or point of whatever we have a motion and a second.
Do we have to table it or I mean what's the.
We can table.
May I have may I have a non-debatable motion to table this to after action agenda item number six.
So moved.
Seconded.
Those in favor say aye.
Aye.
Aye.
Those opposed.
Thank you.
No sorry I was an aye.
I appreciate the heads up.
Thank you sir.
Number two BEX IV award construction contract P 5 0 9 9 to CDK Construction Services Inc. for the Eckstein Middle School seismic improvement project.
This came before Ops on April 5th for.
Approval.
Approval of this item would authorize the superintendent to enter into a construction contract in the amount of two million nine hundred seventeen thousand six hundred seventy two dollars for the Eckstein middle school seismic improvement project.
Motion please.
I move that the school board authorize the superintendent to execute construction contract P 5 0 9 9 to C.D.K. Construction Services Inc. for the Eckstein Middle School seismic improvements project in the amount of two million nine hundred and seventeen thousand six hundred and seventy two dollars including alternate numbers 1 and 2 plus Washington State sales tax with any minor additions deletions and modifications deemed necessary by the superintendent and to take any necessary action to implement the contract.
I second the motion.
Questions comments concerns from my colleagues.
We discussed this previously on introduction.
Questions comments concerns from my colleagues.
Seeing none roll call please.
Director Burke.
Aye.
Director DeWolf aye Director Geary aye Director Mack aye Director Patu aye Director Pinkham aye Director Harris aye.
This motion has passed unanimously.
Number three approval of guiding principles for the building excellence BEX V capital levy.
This came before Ops April 5th for.
Consideration.
Approval of this item would approve the board's guiding principles for the BEX V capital levy and I'll note that the action report was edited since introduction.
May I have the motion please.
I move that the board approve the guiding principles for the BEX V capital levy as attached to this board action report.
I second the motion.
Questions comments concerns from my colleagues and may I state a personal thank you to the chair of operations for a heavy lift on this and for working in a collaborative fashion with the rest of your colleagues and with senior staff.
You're welcome.
Thank you.
And thank you everyone for working on this.
Just as a recap.
What this does is it sets our guiding principles for the BEX V levy the things that are important to us and for further clarification which wasn't clear when upon introduction that we've added to the BAR now to make it more clear.
These guiding principles will be used to assist us in our decision making around VEX because they get turned into scores that are for each individual guiding principle as well as in the policy there's also some priorities that we have listed.
Each of these get a score which will help us inform our decision making on VEX and our our prioritization.
And staff will be bringing the specifics of those scoring the actual calculations what's going into those things.
So for example equity will have various factors that go into determining what the scoring rubric is.
And for each of these guiding principles as well as the priorities that are stated in the policy 6901 they will come to us in a work session on May 30th.
Dr. Herndon.
If you could elaborate a little bit more I'm not feeling very eloquent.
Yeah that's correct Flip Herndon associate superintendent for operations and facilities.
Director Mack is correct.
We do have a work session scheduled for the end of May and at that time taking these guiding principles into account we would have that ability to look at and receive feedback from the board about this is what the scoring looks like for each of these guiding principles and then have any feedback and modify if necessary.
Director Burke.
One one question one comment.
So regarding the rubrics and metrics obviously that's a really important body of work.
Is there clarity around what that process looks like to get from the guiding principles to an actual rubric document that we can use.
Is that going to be done at the work session or prior to the work session or using how does that work.
So staff have actually already started working on this.
So this is the priorities that were stated in the policy have been scored and adopted by previous boards for previous BEX or BTA.
Those have been included in the building conditions report.
So there is overlap between those priorities and our priorities.
And in working with staff I think we've called it down to seven distinct priorities.
Names and some of those will use some of the existing rubrics that are in the conditions report.
Equity is one that needs to be created and staff is already working on that have already created a draft chart and so that will be coming together and all that information will be available for us.
OK so to mirror back the at the work session we will have a near final work product that we'll be able to look at comment on or will that be final.
What comes to the work session and we'll be applying it.
No it will it will not be final at that point.
It'll be that this is this is what we're proposing.
This is how the these are the specific calculations for each of the priorities and how it's how the rubrics are set up.
And staff will take feedback on that.
Additionally another bar that is coming forward next is the task force.
If that is approved as well.
The task force will also review.
those and their matrices and provide additional recommendations and thoughts to us to give us an additional oversight.
Thank you.
So then the comment relates to the second guiding principle about right size capacity.
And I've mentioned before you know some of my concerns around how we calculate that.
I want to be really cognizant that.
If the state is asking us to reduce our K 3 staffing ratios but is not providing full funding for the capital infrastructure I'm reluctant to go out to our voters and ask them to do that.
And so if all of our computations of right size use the the adjusted ratios then that has the effect of creating essentially voter funded Class size reduction.
And so I'm just cognizant that that's a component of our BEX dollars that we have to either decide yes we're we're open to that.
We're looking to our voters to fund that as compared to the state.
My personal feeling as a as a director is that that's not.
The highest priority.
So I just want to understand how that fits in to the dialogue and it doesn't have to be now because I know that's probably not a good DAIS concept but as part of our work session if we could understand.
Clarification question if I might.
When you say voter funded are you talking about local levy voter funded.
Yes I would be talking about funded through our BEX V if we have a right size capacity that is based on adjusted state adjusted ratios but that doesn't consider state allocated extra capital dollars.
Unfunded mandate.
Yes.
Thank you.
Or partially funded unfunded mandate because there have been some K-3 class size reduction dollars that have come down from the state not sufficient by any means to the need.
I your point is duly noted and in having conversations with staff around the development of the facilities master plan and the capacity analysis.
We've had that conversation around do we show the capacity analysis what right size capacity is including K 3 size class size reduction and not including and having those two separated out so that we can actually weigh those.
Thank you.
I do understand that this is a complicated issue and that we're part way through it and that it's partly funded and so it may not be possible to extract it but I just want to be conscious that.
At some point we lose our opportunity to have this discussion.
I have a point of clarification if I might.
So previous boards have put together guiding principles.
How is it that we missed Rainier Beach High School and some of our other Title 1 high needs schools for so long.
It's a good question I can't necessarily answer since I wasn't around during those conversations but I think as with most levies just as you as a board are going through this you do have your guiding principles that you adopt and in some cases didn't prioritize what those are.
So you have let's say five guiding principles of equal weight.
And then as a board debating which items given all of the feedback from community and the size of the particular levy you feel you can deliver on.
Noting some of the major issues that we've talked about safety and security building condition and capacity.
And that's you know I've had conversations I think with all of you about that kind of balance that you have between capacity and condition and it's a challenge.
Can't really go all one way can't really go all the other.
So it's how you figure out what that is.
But as as far as I know I can't I can't explain previous decisions about.
including or not including projects on previous.
And it's my understanding we didn't have a race and equity component on the previous guiding principles.
Correct.
So if we are going to be consistent on policy 0 0 3 0 would it then necessarily follow that dollars follow dollars and commitment follow to our high needs schools.
Well I think there are a couple of ways that you can look at that but I believe the intent of 0 0 3 0 is to take a look at what the equitable distribution of resources are throughout the district and that includes capital dollars.
And again previously for BEX IV policy 0 0 3 0 didn't exist at least in the implementation phase of that.
So I think this is an excellent opportunity to see how that particular policy looks in action for a very public and sizable investment of capital dollars throughout our city.
Director Mack please.
I think that's particularly that's that's particularly why I'm really excited about adopting these guiding principles.
Presumably that we do adopt them because we have identified that equity is a priority and we will have a scoring matrix so to have you know it will we are going to have that as part of our decision making and it will be more clear as.
to potentially which projects might you know rate higher on an equity score versus other projects and that will help inform my decision making.
And I I feel really proud of doing that.
Of working to ensure that we state that priority very clearly.
Other questions comments concerns Dr. Larry Nyland.
I would predict principles on one end that are kind of vague and squishy.
I agree with the principles.
They're great principles but they don't vote.
So ultimately you have to balance them out.
And then we're talking about a rubric and a scoring mechanism.
My prediction is that in the end it's going to be a discussion about that and that Depending on how rigorous the rubric is, then it's going to be well, how does this one turn out?
How does that one turn out?
And if we wait equity a little bit more, what happens over here?
If we wait age of buildings a little bit more, how does that happen?
I think Flip gave a great answer in terms of Rainier Beach.
As far as I know none of us know the real answer to that.
But even if you just constrain it to the Meng report and the condition of the building that we've paid somebody thousands of dollars who know how to do this to go through every single building you still get to this point where Rainier Beach would beg to differ but I think there's a lot of schools on that list that have greater need according to the engineers than Rainier Beach does.
So you're going to figure out how much money goes to capacity how much money goes to condition how much money goes to these other issues like safety seismic etc.
And then we're going to look at the equity part and say who benefits and is that fair and equitable and should we reposition some of the money and probably quite frankly take it away from some of the buildings that maybe have a condition issue and use more of it for equity or take it away from some of the places where we have capacity needs and give it to equity.
So.
I think it's a great opportunity and it's a great exercise and we know that there's not going to be enough money in the end to do it all.
So it's still going to come down to tough decisions.
Thank you.
Other questions comments concerns.
Director Pinkham.
So flashing back to the time when Loyal Heights was being constructed and we had some community concerned about play space and is also brought up in public testimony in the guiding principles we do mention sufficient core spaces and safe playgrounds and the right size capacity we mentioned to match student enrollment demand and appropriate lot coverage.
Are those two combined?
are we're assuming that that means that we'll have safe playgrounds that are also going to be appropriate size.
Or do we need to call it specifically that we want to make sure that our we have safe playgrounds that are appropriate sized.
Do we need a specific call that out.
Director Mack and then Dr. Herndon please.
So my sense and in how we have.
laid it out here in the guiding principles is that it is it's stated as a priority safe playgrounds and enough space.
And it's stated in both ways.
It is the challenge when we look at specific projects whether or not they are actually potentially reducing lot coverage.
So those are the kind of things that we will be looking at when we score these things for right size capacity.
Is it you know is it meeting this.
So I think.
I do believe that it is included in the priorities and that it's it more clearly states that that is our our goal.
I would agree with that.
I think each particular location and building has challenges that are unique to that sites.
Not all of our sites are the same.
They vary in their acreage size they vary in the age of the buildings they vary in the core spaces that they already have available.
So to compare a place like Magnolia which is tiny tiny.
doesn't have 40000 square feet to begin with a play space.
There is no way to even incorporate that much play space for that particular spot.
So I think to your point to try and look at each of the projects and say OK if we're looking at the design of these schools.
Outdoor play space is important for the development development of our children as well as well as the interior space.
What's the best balance that we have given the lot and uniqueness for each one of those projects.
Director Pinkham.
Yeah so like with the Webster now and like building that gymnasium and how much the outdoor play space that's taking up.
How do we measure those and come to terms and so those kind of jobs.
I know it's going to be tough.
You know we need the space you know class size room reduction means we need more room so we can have smaller teacher to student ratios.
But again if we're not being funded for it and we were limited on the land space that we have it's going to be difficult.
So.
I hope that we will make sure that we keep both of those in mind and not treat them separately.
I think what you might be able to see even is in the possible projects we can take a look at what that balance is.
You know we strive for an acre of exterior play space for a spot for each of the elementary schools.
And for the most part most of our schools do have that.
There are some clearly that don't though just because of the size of the lot.
Two acres is tough to get half of that as exterior play space.
Director Mack.
I also want to since you use Magnolia as an example Magnolia used to have a beautiful play area at the back of it which is now a city park.
So our joint use agreements can come into play in some of our facilities when we reopen buildings and think about as well.
So I just want to remind us of those opportunities of working with the city to.
To you know potentially find ways to utilize these parks that were school playgrounds previously.
And I would suggest to you that the MOU in November has a couple of hooks that we can hang our hat on.
Other comments questions concerns Director Burke.
Other comments questions concerns seeing none.
Roll call please.
Director DeWolf aye Director Geary aye Director Mack aye Director Patu aye Director Pinkham aye Director Burke aye Director Harris aye.
This motion is passed unanimously.
Number four task force for facilities master plan.
Approval of this item would create a task force intended to support the school board's oversight of capital planning by reviewing elements of the district's draft long range facilities master plan.
Please note that on May 8th the action report and attachment were edited.
Motion please.
I move that the school board authorize and approve the formation and charge of the task force for facilities master plan as attached to this board action report.
I might add this did go through executive committee it's not listed on here but it came through executive committee and our ops chair picked up the baton with the assistance of staff and support of staff.
I second the motion.
Thank you.
Director Mack.
So this task force at the moment we don't have a task force or advisory committee focused on capacity facility planning activities.
We have in the past.
We just had the high school boundaries task force which ended their work.
Last year there was capacity management task force.
We do have the BEX BTA oversight committee and they do a little forward looking but it's not their main.
Worked I mean work is kind of looking as the projects are coming through to review those projects as they're coming through.
So the facilities master plan is the basis of our planning for our all of our buildings across the district.
And that plan is what informs our selection of BEX projects.
That that plan is being worked on by staff right now.
It has a pretty long table of contents and it's you know it's it's comprehensive in terms of.
capacity analysis enrollment projections the conditions assessment all the buildings that are not opened etc.
There's lots of pieces of facilities master plan because of the short time frame that we have for adopting the priorities of projects for BEX V. and the need to have some support from the community and additional community engagement some oversight support.
This task force will specifically look at.
Two key aspects of the facilities master plan not the entire thing because we don't have as much time to do the entire thing but the two key aspects will be the capacity analysis to review that and provide any recommendations in general of yes that area of the city seems to need more seats for X reasons that sort of thing.
As well as the scoring of our priorities to review those and give an extra eye on.
Yes the scoring kind of makes sense or you didn't consider this aspect and that sort of thing so that can help inform the facilities master plan as well as us with BEX V project selection.
The other thing that was added to this BAR.
And was a part of it before but also is more clearly stated is that not only is equity one of the priorities that will be part of the scoring matrix that the task force will be reviewing and that we've stated that but we will be using the racial equity toolkit with this task force.
Step one I've already drafted.
Step two is actually specifically reviewing data by community.
So that is exactly what the task force is doing.
And we will have with the task force we'll have some training.
We'll start the conversation off around racial equity.
That's how we're going to launch the task force.
And so I'm super excited about the support from staff.
It's a it's a short time frame but I think we can we can do some really good work and get some community engagement on this.
Director Herndon it's my impression that staff is very much in favor of this.
Correct.
Comments questions concerns from my colleagues.
Director DeWolf please.
Thank you President Harris.
I just wanted to reiterate to one of the spent a long good conversation with Eden earlier this week.
in trying to really be thorough in our commitment to racial equity.
And I don't I don't want to necessarily get lost but one of the things we are going to we're trying on this task force and I hope will be a model for how all of our future task forces committees subcommittees sub work groups et cetera et cetera commissions councils.
advisory groups all of those folks.
What we're excited to do for this what I think is different than anything else is that each of the folks will participate in a racial equity training that will ground the work.
And so this is kind of a new new concept and so I'm really excited about the addition of that.
So thank you Eden for working together on that.
And I. We'll be eagerly awaiting to hear how that goes with that that team and that group and then looking to maybe find a way to include that in our future task forces and and commission committee subcommittee work.
So thank you for finding the common ground there.
OK.
I have a question for general counsel.
Our other task forces that we're launching presently the information technology advisory council and the advanced learning.
There's nothing in those bars or charges that would prevent racial equity training is there.
No absolutely not.
Mandate it but it wouldn't prevent it.
No there's absolutely nothing in either either of those charges that would prevent that.
then I would respectfully suggest that the senior staff whose portfolios those reside in would take the hint.
I think that's a that's a good modeling.
Thank you.
Questions comments concerns from my colleagues.
Director Mack Director Burke.
I just wanted to add really quick that I believe that we're ready if this passes tonight to advertise this out.
You know potentially by the end of the week and the advertisement will will be directly sent to folks that have participated on enrollment planning slash capacity facilities management task forces in the past.
The experts that we know of so folks like from the capacity management task force that's BTA etc. will get direct e-mails on notifying them of this task force and asking for their potential participation as well as broadly advertised.
And who on the comms team is leading community engagement for this.
And where is the community engagement plan for it.
That one director Mack and I were speaking about that as we were talking about how to broadcast this out best.
We were going to speak after tonight's meeting to figure out what our best plan for it is.
So I can't answer that right now but we want to identify that and make sure we can get this out as quickly as possible.
But as well as possible.
Absolutely.
Absolutely.
OK thank you.
That was a concern of the last couple of task force bars.
And if we're going to do it let's do it right.
Other comments questions concerns.
Director Burke.
Thank you for your comments which almost covered it.
I just wanted to understand the timing and how we were doing the outreach when we were doing the outreach.
It sounds like that is a little bit of an evolving plan but because it's potentially a little bit narrow recruiting more narrow recruitment we have already have a a target the timeline on this shows basically May through August.
Do we actually anticipate that work will start in May or is that something that like you know that's that's three weeks.
I think that instead of sometimes task force go out and say OK we're going to be meeting every Monday you know every third Monday at this time and that's already set before the task forces.
members have been selected.
In this case because of the short term nature of the work we essentially have June July August and there's not a lot going on in the district in July.
So we have less than three months and we're envisioning maybe four to six meetings.
So essentially the idea is to.
see who might be available and is interested in engaging and work together to find timing that will work best for most people as well as the facilitator.
And we also need to narrow in on exactly how those agendas would flow.
But I believe that we can we can very effectively tee up the the session so that they have information ahead of time.
We have the questions clear that we're asking them to answer and that sort of thing.
So.
OK.
The other aspect of that is recognizing that this work is to provide recommendations for this facilities master plan.
Is there a date certain at which the facilities master plan will be.
Anchored.
This is a very good question.
The first draft of it is supposed to be coming to Ops June and then it's supposed to be adopted in August.
If I if I know that's correct.
So that's the plan at this point.
Our BEX V project list etc. has to be adopted by end of November at the very latest.
So there's a little bit of squishy room in there for the facilities master plan to get completed.
But the goal right now is to have it come and be finalized in August.
And so the task force is working in parallel with staff on that.
And would we be having a work session for the entire board with the task force's participation prior to it coming to the full board?
Do you anticipate that?
I would suspect so currently I do believe we have a May work session a June work session and an August work session with the board around BEX V. So I would guess probably not the May one.
Maybe the June one or definitely the August one.
So we have tried to schedule out.
I don't know if we have a date yet for August but I do believe we have May and June set already.
Director Harris.
Terrific.
Dr. Nyland please.
I'm I'm concerned.
We've got a lot of players.
So we've got we've tried to get public engagement.
We haven't gotten a lot.
We're now trying to set up a task force.
I think we need to be very careful to clarify in the beginning.
what the level of decision making is in my mind maybe not in the mind of the board but that should be clarified.
They are not recommending they are not deciding body.
And we're in the process of having political conversations with the city of Seattle.
So we're trying to balance public engagement that we've said that we want to do more of.
We haven't done that in my mind very successfully yet.
We've done what we usually do and we've done that well.
But when we go out to the voters and ask for a billion dollars and we point backwards and say that we have engaged how many hundred and twenty five people so far in person in person.
And then we go through a rubric which again what I said earlier I don't think it will be conclusive.
I don't think we'll be able to point to the rubric and say we scored everything perfectly and we put the cut off right here.
And there'll be no questions about that.
I think that just as we heard tonight people will see different parts of the rubric the way that they would like to see it and we'll hear back from them in those in those ways.
And as we've had the conversation with the city recognizing that Rainier Beach is a big project recognizing that high school number 12 is a big project.
and safety is important.
There's not a lot of money left over.
So or we need to go out for a really really really big ask.
And I won't say what I was going to say.
We need to.
Yeah.
We're just setting in play a lot of moving pieces and I'm worried about how all of them are going to land in a way that Yeah kind of no good deed goes unpunished.
It's kind of like we're going to try really really hard and yeah I'll stop.
Thank you.
Director Mack.
I agree that you know the entire process of developing BEX V is all of those moving parts are already in play.
It's all there.
What setting the guiding principles does what doing the rubrics does what having a task force that engages in the conversations around what the capacity analysis is not telling us yes do this project they're just telling us Capacity analysis.
Yes in this area of the city there may need to be additional seats for such and such.
And then also looking specifically at the priorities and the way that those are scored.
They're not tasked with giving us specific recommendations on specific projects.
They're helping us to support the analysis that staff is doing that we are going to be relying on to do our decision making.
And I think that deliberation will add value to our process and help us clarify.
It still makes the decisions difficult and we'll still have those.
But I feel a lot more comfortable having some additional analysis and support to do this work and be able to make this decision soundly.
Director Burke.
From the conversation that I'm hearing here would it be a valid assessment to say that this task force is like a public way of helping us identify our potential blind spots.
Yes.
Director Burke.
Yes.
And I would add in that perhaps by being better listeners had we not closed nine schools some years ago.
And had we had a collaborative conversation would be much farther ahead in both the monetary and the trust departments.
Roll call please.
Director Geary aye Director Mack aye Director Pinkham aye Director Patu aye Director Burke aye Director DeWolf aye Director Harris aye.
This motion is passed unanimously.
Number five review and approval of career and technical education 2018 annual plan per policy 2 1 7 0. This came before C&I April 17 for.
For consideration.
Approval of this item would approve the 2018 career and technical education annual plan.
The motion please.
I move that the board approve the 2018 career and technical education annual plan as attached to this board action report.
I understand that there.
I'm sorry.
I second the motion.
I understand that there is a Scrivener's amendment that was not caught previously sir.
Yes ma'am.
Thank you for for raising President Harris.
Caleb Perkins director of college and career readiness.
I'll just acknowledge that we have Jane Hendrickson here our CTE program manager and Dan Golosman our principal of the skills center.
Excited to have the opportunity to present the plan for vote.
Appreciate how collaborative and inclusive and positive the development of this plan has been.
And we are excited to begin formally implementing the plan as well as continuing to make this a living document through the SMART goal process and a number of other conversations to make these ideas really come to life.
In that spirit I do want to acknowledge that Director Pinkham made an excellent suggestion and request last time we met on this to add the word reference to a tribal government on page 33 in the description of career pathways.
and clusters and thus I would like to apologize for that oversight.
It is not in the version that's before you and would like to subsequently request a motion from the board to add a reference to tribal government so that on page 33 under government and public administration it would say something to the effect of planning and executing government functions at the local state federal and tribal levels.
I appreciate you considering that request.
May I hear such a motion for an amendment.
Sure.
I move that we amend which what do we call on this amend the Appendix B career classes and pathways bullet government and public administration to read planning and executing government functions at the local state federal and tribal levels rather than as stated currently in the form.
Second.
Second.
May I have a roll call on the amendment please.
Director Burke aye Director DeWolf aye Director Hersey aye Director Mack aye Director Patu aye Director Pinkham aye Director Harris aye.
This amendment has passed unanimously.
OK.
May I hear comments questions concerns from my colleague for the bar as amended.
Support.
I'm enthusiastic.
Roll call.
I think it's a great report.
Thank you.
And may I just say that this is really hitting one of my interim personal goals.
I appreciate the heavy lift.
I appreciate the new energy.
I appreciate the collaborative nature that the teaching and learning and career corrected connected corrected connected learning is brought to the table.
Much appreciated.
Thank you.
And to your teams.
Director Geary.
I think it's a really great tool for all of us to use in all of our outreach and talking to just community partners.
It seems to me that there are a lot of people out there who as you have conversations they want to know how they can get involved and it can be anywhere.
And it's so nice to have something so comprehensive to refer to and to give them as a starting point to inspire just that outlook and Yeah.
So it's really good work.
Thank you very much.
Director Pinkham.
Yeah and I too want to echo thanks for this and part of kind of address we're going to run before that as we look at this current technical education that does fill the needs of the community.
What are we missing.
What do we need that our community doesn't have it.
You know like you talk about health services we don't have health service here and we need health services to have a good community.
So let's see if we can help provide that so our community becomes more enhanced and rich.
So appreciate it.
Thank you.
Of course.
Director Harris.
I would also like to reach out to other staff to share some of their expertise.
I think one of the things that I've struggled with as a as a director is how to engage support partners in this work.
And I think there's lots of examples you know in our community partnership.
group with Dr. Jones and and his expertise.
And so I would just ask you to reach out to those individuals which I believe you already are working with to understand how we're building a partner network in a way that's scalable and sustainable.
I appreciate the suggestion.
Seeing no further comments questions concerns roll call please.
Director Burke aye Director DeWolf aye aye Dr. Geary aye Dr. Mack aye Dr. Patu aye Dr. Pinkham aye Dr. Harris aye.
This motion as amended has passed unanimously.
Thank you.
Number six expansion of Native American educational programming.
This BARB came before C&I April 17th for approval.
Approval of this item would approve two hundred fifty thousand dollars of additional baseline funds to expand the Native American educational program including the addition of Sakachib.
Close?
No.
Program in the north.
Staff for after school programs and a secondary liaison case manager in the north motion please.
I move that the school board approved two hundred and fifty thousand dollars of additional general funds beginning on the 2018 19 school year to expand the Native American educational program including the addition of a Sakachi program in the north staff for after school programs and a secondary liaison case manager in the north.
I second the motion.
Short introduction please.
As pointed out in the motion this would add two hundred fifty thousand dollars to our Native American Native American education programming in Seattle Public Schools.
I will ask Gail Morris to speak to more specific opportunities that these funds would provide.
First Nations Native American education manager.
Okay, I'm going to tell you how to say it.
I'll send it to you in an email as well.
It's And it's southern Lushootseed from this here area of the Duwamish and it means we lift you up in the highest of honor.
So it's She-Ka-Cheeb.
So I want to talk about how this funding would support our program.
First of all we need to meet our students where they're at.
And our students are distributed all over and we need to be able to give them the same opportunities that they're seeing at Chief Sealth.
One thing that was mentioned earlier by Director DeWolf was our population of homeless students throughout and then also our native students.
We have a lot in this in the south and so our Chicago Chief is able to help those students with wraparound services.
We keep things in the classroom for them.
It also helps students to come in and get extra support to stay in school.
This is really important for our students are oftentimes our students don't feel.
inclined to work through their problems.
And I'm talking about the ones that need help not all students.
And so we have that support system from Miss Boo and Mr. Ben who are out there constantly working all day through IEP meetings and giving that added support for students to stay in school while they can still play football while they can still play an instrument or take a language or any of those things.
that they want in a neighborhood school.
I also want to talk about when we were looking at developing this program we were looking at Proyecto Saber.
Proyecto Saber are in quite a few schools middle schools and high schools.
This program benefits those students like Proyecto Saber does for their students.
And so that's really needed in the schools.
When our students go it's a place for them to just take a breath to put their head down to figure out what they're going to do next.
How they could have done something differently or just get their paper in for the last minute.
I also want to talk about a little bit more in detail about the wraparound services that we're able to provide students there.
It isn't always just for homelessness or mental health or food or helping them through McKinney-Vento getting you know cleats for football.
But it's also we have BFI.
It's a publishing company in Greenwood and so our students write this amazing book and they talk about who they are in this book and I've handed them out before.
But that's an opportunity for students and two of our students stories were picked this just this year and it's going into a bigger book that's going to be distributed in bookstores and I Ms. Boo called me and said it's even going to be at Tulalip.
And so she was really excited about that that two of our students were actually picked at a higher level you know and they want to work more in our program.
They're writing bigger grants to write more to get more money to have more of our native students write.
So when I look at the extra funding not only for the classroom but I'm looking at how we help students in schools to stay in school.
One of our objective is high school dropout prevention.
We can go to the schools and advocate for students.
We can talk to counselors.
Counselors are actually our best friends for high school students.
So we work very closely with counselors all over in all the schools.
In fact we just sent out today to all the counselors for our summer school program our high school credit retrieval.
My program works year round academics year round.
So we are so excited that we're now looking at placing students into our summer school program at Meany Middle School.
So these are just some of the things that will help with that funding to bring on more people to do more outreach into the schools.
It is needed.
A lot of our students need that extra support just to get through.
There are a few other things I wanted to talk about but so many people touched base on that tonight.
So I just want to leave that there just that you understand that the work that we do.
Well it's.
A lot of work we don't have.
I don't have enough staff there already maxed out.
I think in combined caseloads we're probably reaching out to at least 350 to 400 students at any given time with a family support worker as well.
So yeah we could use some help.
Shekachib.
Shekachib.
Yes.
Thank you.
Director Pinkham then Director Mack.
No.
Director Pinkham.
Yeah I had no Shikashi.
There's no credit tied to this so it's more a service for our students.
Right.
So it is credit.
There is credit and the credit goes towards and hopefully will be wrapped into the 24 credits that's required to graduate on how soon is it any credit in middle school or is it.
Since we've had Shikaki, Bett, Denny and Sealth every student every student that is in the classroom gets point five credits as a native leadership class.
Point five you said.
Thank you.
It's elective.
Other questions comments concerns.
I have a question.
Yes.
We heard a great deal this evening and previously about an Indian heritage high school.
This is not an either or proposition is that correct.
Correct.
OK.
And could this be potentially a step towards exploring that but meeting the immediate needs.
So.
I. I'm looking for a framing reference here.
Sure.
Let me. give an example of this classroom.
So in first of all thank you Dr. Nyland because he understands how this works by being in Marysville.
Most tribes give money into school districts to have these type of classrooms.
They may have a tribal school they may not have a tribal school but they do give money to districts to have these classrooms for native students to attend.
And so.
In looking at this class it had in creating these classrooms like Proyecto Saber it was not tied to anything other than just meeting students where they're at in the classroom.
In my mind and the conversations I've had the funding would not go away.
And like I said earlier about tribes doing this just because they have a tribal school they don't pull their money out of the local educational agencies around them.
They still continue to support their students that attend those schools that aren't a tribal school or any of those schools.
Does that answer your question.
Not necessarily.
But you bring up another thread.
Do we have tribal financial support for this.
And is it something that we have explored.
We don't have any tribal funding for this.
The Duwamish are not federally recognized nor are they state recognized so there's no funding available there.
That's why we get the funding through baseline here.
I've not explored it.
I have not asked Suquamish or Muckleshoot if they would fund it because they fund their own districts that surround or bump up against their reservations and tribal lands.
So I don't know how that would look coming into here.
I mean you could ask right.
doesn't mean that they will do it but they're not obligated to.
No.
Director DeWolf please.
I was just going to add to I think that there.
There is room and some potential for us to be better partners with the surrounding tribes.
So I see some promise.
I mean no guarantee but definitely some potential.
And I think building those relationships out may facilitate that.
No promises but we.
Full landscape of opportunity ahead of us.
So.
Thank you.
Director Patu.
Just for clarification.
Is the proactive program the same as the Native American program.
It was the framework around it is the same but it isn't.
So Shikachib is for Native American students and so we look at what students are in the schools and then we work with the counselors into building them into the classroom so that they can have an opportunity to come in.
We we recruit students so that it isn't just where a principal could say oh let's just put them in this class because that's not what it's for.
It's for a place for native students to have priority to go into that class.
Now having said that.
Are all of our students 100 percent native?
No.
We have a few students that have come in that are not native.
Not a lot but you know.
Last question I think.
Have we decided where this north end Chukachib will be placed?
We've talked about it.
We are in the process of putting together a briefing paper that will consider the options.
Ideally the considerations are around the proximity of students that would be served in a North End where is the highest population density for that consideration.
The model that we currently have that is successful at Denny South is serving both middle school students and high school students on that campus.
And we would like to see if that's a possibility in the north as well.
That would of course point us in the direction of Nathan Hale and Jane Adams.
The other option would be say Eagle Staff and Ingram or something like that because of the distance between schools we would not be able to replicate exactly the model that we have in the southwest.
So those are considerations in going into the briefing paper.
But a final decision has not been made at this time.
Director Pinkham.
And we've brought this up before as far as again identifying our native students.
And I know you've been working on it.
So when you look at the demographics are we pulling maybe those multiracial native students that may be counted as Hispanic.
So those aren't getting lost.
So that's my fear is a lot of our native students are multiracial and.
Ask them just to check only native isn't really fair because then they're denying half of themselves basically.
So are we able to with the numbers that you said hey we have a number of students at Nathan Hill jams that that includes those that may be two or more races or Hispanic.
Thank you Director Pinkham.
If you remember in my presentation and I showed you several different categories of how we look at Native American students one was those that self-identify.
Those are the ones that are two or more races and then there's under Hispanic and then there's our 506. That's what we work with all the time.
It's tedious and it's a lot of work.
Well we did put on the new enrollment 2B box 2B we have our own but we still haven't figured out how we can get all the data to correspond with one another because quite frankly the one in the Hispanic box that's where we find a lot of I mentioned this in my presentation before was that we get a lot of Mexican families that say other American Indian.
That's where they check the box.
So we literally have to call.
We have to work with Spanish speaking people because they think that perhaps we're ICE checking on them when we're talking about a federally recognized tribe.
So there's a lot of there's a lot of work that we do but we're very intentional when we're looking for native students and families know how to find us as well.
Yeah thanks for just for getting that on the record.
Thank you.
Absolutely.
OK.
Roll call please.
Director Burke aye Director DeWolf aye Director Geary aye Director Mack aye Director Patu aye Director Pinkham aye Director Harris aye.
This motion is passed unanimously.
Thank you very much.
OK let's go back to number one.
Approval of purchase of equipment from black box to replace existing voice network that supports desktop telephones and five year software and hardware support for three million six hundred seventy one thousand five hundred seventy five dollars and 40 cents.
Approval of this item would approve a five year contract for the telephone system upgrade with black box.
Can Mr. Kroll and Mr. Treat report back as to your sidebars on the 10 year piece please.
John Kroll chief information officer after speaking with the general counsel we will need to pull this item in order to add something that we can add to add to the contract.
So I will have to meet with the vendor and negotiate something like that.
Thank you for your understanding.
It's a tough job sometimes to push back but this is the public's money.
Thank you.
Thank you.
Introduction items number one.
Point of clarification.
Excuse me sir.
Question on that.
I just want to make sure that if if we're looking at a an adjustment to this that includes an incremental cost.
that we're deliberate about are we paying more for that extra five years and what that amount is.
I'm not ready to make a blanket decision that yes we should do an extended warranty for the foreseeable future.
So I want to be cognizant that that hasn't been discussed in committee and would need some.
Director Geary.
Thank you.
Good point.
That's a good point.
And what I understood the letter to say is that they're assuring us that should we need service 10 years out they would be able to provide it not that we are guaranteed to pay for it.
So it would seem to me that that assurance could be clarified within the contract even without creating an extra fiduciary obligation on our part.
But if you can negotiate a tenure for the same price because of your ornery board that would be awesome too.
Thank you.
And your CEO can watch us on YouTube.
Number one introduction approval for it'll come back to us.
Approval for contract amendment with school data solutions for school based implementation of MTSS student data portal RFP 0 9 6 1 5. This came before C&I April 17th for.
And was moved forward for consideration.
Approval of this item would authorize the superintendent to execute a contract amendment with school data solutions in the amount of two hundred seventy four thousand dollars for the student data portal homeroom in the form of the contract amendment dated March 28 2018. Chief Jesse would you like to give us a short presentation.
I'll highlight the word short.
Hi Wyatt Jesse chief of student support services.
This is a continuation of our contract with school data solutions.
Actually just met with them today.
Really excited about this work.
Again our vision is so that every staff member here in Seattle Public Schools can know each and every student's story strength and need.
And that's critical to eliminate an opportunity gap.
You can't address a student's needs unless you know what's going on with them.
And so the problem is.
Too often some of our staff don't have the whole story don't have all the information in one spot.
This provides that.
In addition as we talked about at C&I a lot of schools and staff use spreadsheets spreadsheets are oftentimes incomplete or they get into the hands of people or access to where it's just not appropriate around FERPA.
So this helps us provide some better solutions ease of access.
And so that's what I move forward to you today is a contract for $274,000 to continue our work in the 2018 19 school year.
Questions comments concerns.
I'll bring up the concern that I go ahead please.
Director Geary.
I would like to hear more about the discussion in C&I around this.
My concern that I brought up in home in C&I about homeroom is how many of our schools are actually using this and with what kind of of deep dive robustness fidelity etc.
It feels slow from what we voted on last year.
So this is the first year of implementation in all fairness.
And so we have one thousand I believe I.
that's in your packet has one thousand seven hundred thirteen current homeroom users and that tracks somewhere between monthly usage rates of a thousand to two thousand which is actually quite a lot.
And I will agree with you definitely in this.
I think in your in your comment or that.
Collecting that conversation that we had from board president Harris is just around increasing the usage.
And so we have a further more robust homeroom PD online plan outline plan I'm sorry for addressing this needs.
The trickiness with homeroom is.
It's not something that just is easy to just pick up on a quick guide video.
You actually as requested people like to get to use that tool just like anybody else with any other sense of technology is use it as you are doing the work to use it for not just by itself.
So and that's what our plan is.
And so I will hold us accountable.
I said I would come back to C&I with those uses rates and report out on that and that's what we'll do.
Director Burke did you wish to address this.
I think that that was was definitely one of the you know at C&I the conversation was really understanding how it's used frequency of use and sort of use use across the district.
Was it used by every teacher all the time.
Was it used by you know I think that where we converge on that was that this is a tool for like MTSS groups.
So it's not an everyday type of thing.
But it's something that is part of more of like a you know like a periodic intervention or evaluation cycle because it's not like this has daily updates of data.
So I was wondering if maybe you could just kind of quickly brief us on what are the data elements that roll up into it so we can get an idea of what's the granularity of that data.
Yes so the assessment data that's in the district assessment calendar goes into it anywhere from our state testing that we perform to the interims we're working on right now so that data can be there but it migrates into it.
Grades attendance the missed instructional log which we've been working on for five years.
So the miss instructional log that we've been working on for five years has awesome reports we've had rave reviews on that and that was completed finally this spring.
I think that the thing that I would say from being a principal former principal in this district is.
I think it's so easy to ask for it's so much harder behind the scenes to actually migrate and integrate data and any industry faces some of those same similar challenges.
Here's a great opportunity for us to have an opportunity to see the statewide data coupled with their own school wide data.
The Faunus Pinnell data is in there and you can see the elements of their attendance and behavior.
I was just going in the back here during this meeting.
with one of the executive directors we were going over some data at a school that we were talking about and we drilled down to individual student to see exactly what their suspension was and then also what their grades are and talking about some individual kids at one of our high schools.
That's powerful.
Thank you so much for that.
And my last request would be I know there's there's training opportunities directors had had an invite I think on the first round to sit in on a demo.
I'm wondering is there an opportunity where we would be able to get trained at the next training cycle where we could be trained in the use of the tool as well.
Yeah I think a great time would introduce yourselves to some of our new staff.
So in August this August we'll have all new teachers and as you know many with the reduction in class size.
That'd be a great opportunity to make sure you guys get the invite.
I'll write that down right here.
Give us give us.
Thank you.
Not last minute.
Director Mack.
I'm just curious about how long it takes to actually enter the data into this like you know take a school.
How many different people and how much time are they spending punching information into the system.
So so it's actually an efficiency tool because instead of passing paper around all the time the really the best trick of this for example with Faunus Pinal right and everybody should be familiar with the reading inventory and what level is your student at.
I'm trying to explain this quickly is so instead of each and every staff member all they do is just put it onto a shared spreadsheet and one person just uploads it in.
It goes that fast.
You can do it all on the same day.
It's actually just hours a couple hours worth of work to have all the staff at least give you the letter for the kids and then upload it so everybody can have access to it.
So I believe I asked this question in C&I.
Is this a mandatory use tool for our teachers.
And the comparison was updating I believe it's schoolology and you have five teachers and you have three that update it with fidelity and you have two that aren't going to do it because it's not a mandatory do and it's not part of our collective bargaining.
Can you address that issue please.
Yes, I can.
So we have now mandated that people don't use a couple other vehicles.
One is, for example, a particular product called Swiss, where they had entered their incident data.
That has been sunset.
We just actually send that out to principals so they can no longer use their data.
So we are by forcing out the other types of usage and software it is requiring them and channeling them towards the use of homeroom.
And I know as part of that conversation I can force people to do a lot of things.
I think that detracts from our particular culture of where I need to integrate the work that they do And again not the singular sessions for a homeroom because that does not work either for adult learning but is actually when they're doing their PLC's I have a facilitator there to help them access their information show them how them do it monitor that and grow them towards independence of actually using this tool to inform what's going on with each and every student's story strength of need and adapting their instruction and supports to match it.
Director Harris.
Just I'm wondering given the slowness of its uptake if you were to do go back again back to last summer when we approved the initial contract for the hundred and four schools would it have been wiser to originally contact with a fewer schools and roll it up sequentially to save money and then get more people using it within each of the sites.
Rather than us having brought all 104 and having it only one sixth of our teachers using it.
All right so now we're into really big detail.
So one I don't believe in the characterization this is going slowly.
I think when you say 2000 users in a month that is quite actually heavy usage rate as Director Burke was saying it's not an everyday usage.
You're not going to the only the administrators and the people doing some of the database decision making will pump reports out to people and print them out.
We don't want teachers sitting mining data all day long.
We want teachers planning.
But by having this information really readily available it provides them with that opportunity.
So I just want to get some clarity around that.
But I do appreciate most certainly around the issue that we have around the rollout.
That's why we did a field test last year.
And so we did a field test only with about I believe it's 25 schools and rolled that up to do a rollout this year.
And one of those challenges and I know you know this is schools are all over the place with this work.
And so that's that's actually where some of our challenges the site based leadership and as director Nyland why move that pendulum and get it towards the middle.
That's what I'm that's what I'm essentially trying to do and that's why we are sunsetting those other things.
Hold me accountable for moving forward for the usage rates.
I'd be really excited about that.
We're going to do a big kick off with this tool at this SLI.
We were not able to migrate the data for the last August SLI.
That was one part of the problems.
I have not.
We have not talked about today.
Director Pinkham and then Dr. Nyland.
So what is it I guess the lift with this for our staff and teachers.
Is there a huge learning curve to use this or is it pretty straightforward.
Here's the tool upload the papers or the documents and you're good to go or.
And can then parents also access what teachers are saying about their students.
So we have another vehicle for the access to the parents so I'll just set that up off to the side.
This is this tool is strictly meant for instructional purposes and having that information for those folks.
The nice thing is you could print a report for your student for upcoming parent teacher conferences that would be a more appropriate usage for them.
I would say it's no more complex than using an Excel spreadsheet.
That's my best analogy within the world of technology.
So whoever struggles with Excel may.
Well they're not apples to oranges.
They're an apples to oranges comparison.
I'm just trying to talk about just a skill difficulty if you'll allow me.
And would you give it put a cost on that for what it would take to train the instructors to use this?
Yeah and so the training is really best again integrated within the schools and so central to that is obviously school leaders and usage and then those experts so we do have data leads at each school and we've gone out and given them those trainings so that's that's worked in a great sense and again you know I'll go back to quite a few people are using this if I have right now currently The current usage rate is one thousand seven hundred thirteen.
That's a that's a really good pretty robust number of people looking at data across this district when you have around 4000 teachers.
So our current users can train new users.
How do you have to bring in someone from the homeroom today.
Here's how to use how to use it.
That's why in that handout you'll notice that we're just gunning for new teachers.
That'll be helpful to get an entry point as opposed to somebody who's been 20 years saying I've seen this I'll wait until I'm really required to do this.
Director Nyland excuse me Dr. Nyland.
As Wyeth said it's about moving the pendulum.
So thank you to the board for keeping the focus on four years or three years or five goals or whatever it is.
We're keeping the focus and that means that I envision I haven't gotten this one to you in a graphic form but I envision the MTSS work in stair steps.
So this year we've been really working on the MTSS teams and knowing the students by story strength and need making sure that they're in a program and we're learning from the green schools who have already known how to do this for some time.
We're coordinating PD so that the yellow schools get the idea and then Wyeth and his team are out meeting with the 20 schools that aren't there yet.
and doing really good coaching around what all do you have going?
What seems to be what did you say that you would do six weeks ago and have you done it?
What are your issues right now?
How is it going to move the needle?
And how can we support you?
And we're doing that we're moving the pendulum back and we're moving it very appropriately to what we can identify as best practice.
And we're doing it with coaching and support and love and affection and determination that you will do this.
Meanwhile second level is homeroom.
So homeroom was rolled out as we've just talked about it with enthusiastic support from 15 schools or something like that.
And then it was rolled into the rest of the schools and made available.
As I've talked with the schools they're all in different places for good reasons.
Somebody might have a climate issue that they're working on.
Somebody might have a CCC implementation of new curriculum issue that they're working on.
Someone else may have a teacher that they need to put on probation.
And so some of the principals principals that aren't there yet for homeroom are saying it's working for me.
It's on a spreadsheet.
I've got my plate full.
I'm working my spreadsheet and we'll work on bringing teachers along as we go through the year.
And meanwhile we continue to work bugs out with homeroom we have more supporters we have more people using it and part of SLI will be principals hearing from principals Yeah this works really awesome.
This is how we use it in our building.
So it is the old joke about how many people it takes to change a light bulb only one but the light bulb has to want to.
It's kind of there's some readiness factor here that will continue to work on it and will continue to bring people along and then back to where I started.
As long as the board can keep the focus on those goals it helps us.
I mean Wyeth and his team can continue to do that.
It's kind of like OK now we've got everybody who has MTSS teams.
Now we need to get better on the data and through next year get everybody to the point where yes homeroom is what we use and everybody does it and here's your support and you can talk to a colleague that shows you how to do it.
I believe that if we're spending.
This kind of money this kind of talent this kind of human capital and we.
are committed to this work that there has to be an accountability loop in this and that waiting for folks to come along or for the pendulum to swing another direction is not good enough.
I think that we need to either evaluate principles based on how many of their teachers are working homeroom since you know we hear I don't have the tools.
to do my job.
Well now we gave him the tools and it's hard for me to tell a parent that two of their five teachers don't use schoology with fidelity or keep our taxpayers parents advised.
And we bought a shiny new tool that can make us breakfast and I'm really excited about this tool.
I want to see real fidelity and real implementation and I want to see some consequences for not using it.
That's my two bits.
And the other comments concerns or questions.
And with that we are adjourned at 9 p.m..
Thank you.
And we will be moving into executive session to discuss potential litigation.
We're going to take five minutes.
you