School Board Meeting - May 27, 2020

Thank you for being here today.

I'm now calling the May 27th 2020 regular board meeting to order.

We live and serve in a city that is the ancestral homeland to the Duwamish people Muckleshoot Nation and Suquamish Nation.

We acknowledge them as custodians of this land since time immemorial.

As guests and in many of our cases as settlers on this land We extend our deepest gratitude and respect to their ancestors and elders past present and future.

Now we'll move to roll call.

Miss Wilson-Jones the roll call please.

Director Hampson here.

Director Harris here.

Director Hersey Director Hersey.

I think Director Hersey has just joined.

We're just calling roll.

Director Hersey.

I'll come back in a moment to Director Hersey.

Director Mack.

Here.

Director Rankin.

Director Rankin.

Director Rivera-Smith.

Here.

Director DeWolf.

Here.

And then I think now we have Director Rankin are you there.

Yep I'm here.

And Director Hersey are you there.

We are having trouble hearing Director Hersey but I can see you.

We can hear you now.

So that's all the directors on the line now.

Thank you Ms.

Wilson-Jones and welcome directors and staff.

Superintendent Juneau is joining us for today's meeting and additional staff will be briefing the board as we move through the agenda.

This meeting is being held remotely consistent with the governor's March 24th 2020 proclamation prohibiting meetings such as this one from being held in person.

And I'll note that members of the public may also be joining via phone or online streaming.

I will not be asking members of the public to identify themselves.

Thank you to those of you for joining us.

As stated on the agenda there will not be a public comment opportunity today for per the board policy per the board's March 11th 2020 vote to waive relevant provisions of board policy 1430 and board procedure 1430BP as well as board resolution 2019 slash 20 dash 29. Public comments are always collected by e-mail to the board by fax and by camera on the agenda.

I know we've received a handful in our e-mails.

To facilitate this meeting I will ask all participants to ensure that you are muted when you are not speaking.

Staff may be muting participants to address feedback and ensure we can hear directly.

Directors and staff.

And just as a personal note we do have a rather packed agenda so.

Let's just dive right in.

I will now turn it over to Superintendent Juneau for her comments.

Thank you President DeWolf.

I just want to first start by thanking Dr. Scarlett and her team for putting together the policy 0030 report and sharing it at the executive committee last week.

That report will be posting soon for all to see.

Second I know there I heard there was some interest in Talking about a resolution declaring the first Friday in June to be National Gun Violence Awareness Day and there was not enough time to get it on this agenda to be vetted by the full board.

So I am going to read it the resolution and I will sign it and then board directors if they would like to can sign in their own personal capacity as a director and so it won't be a full board resolution so I'd just like to read that.

Declaring the first Friday in June to be National Gun Violence Awareness Day.

This proclamation declares the first Friday in June to be National Gun Violence Awareness Day in the Seattle School District to honor and remember all victims and survivors of gun violence and to declare that we as a country must do more to reduce gun violence.

Whereas the protecting whereas Washington State has 753 gun deaths every year.

with a rate of 10 deaths per 100,000 people.

Washington has the 39th highest rate of gun deaths in the U.S.

And whereas protecting public safety and the communities they serve is the district's highest responsibility.

And whereas in January 2013 Hydeia Pendleton a teenager who marched in the presidential inaugural parade was tragically shot and killed just a few weeks later should now be celebrating her 23rd birthday.

And whereas to help honor Hadiyah and the more than 100 Americans whose lives are cut short every day and the countless survivors who are injured by shootings every day a national coalition of organizations has designated June 5th 2020 the first Friday in June as the 6th National Gun Violence Awareness Day.

And whereas we renew our commitment to reduce gun violence and pledge to do all we can to keep firearms out of the wrong hands and encourage responsible gun ownership to keep our children safe.

Now it is therefore proclaimed that Seattle Public Schools declares the first Friday in June June 5th 2020 to be National Gun Violence Awareness Day and encourages all schools to support their local communities efforts to prevent the tragic effects of gun violence and to honor and value human lives.

And so.

That will be a proclamation that's created.

I will sign on and then of course all the board directors are free to sign on as well in their own director capacity not as a board.

And so what I wanted to make sure that we cover today is the less talk tool.

I know we've had previous conversations about it.

And building trust with our Seattle Public School community has been a goal of mine since arriving here.

And to build trust we must be responsive to our community and provide accurate and timely information.

And as you all know last spring we piloted a sort of a software that's called Let's Talk.

It's an online customer and engagement tool that's in support of this goal.

This tool helps us streamline customer service and communication while making sure families students and staff get the information they need.

We've now expanded Let's Talk to multiple departments.

It's been really successful.

We've received a lot of positive feedback both from staff and from our broader SPS community.

And so.

I've asked Heidi Henderson-Lewis the customer service manager and ombudswoman to share how Let's Talk works.

She's been really project managing this and working this through and has just been a phenomenal leader on this effort.

And so I've asked her to highlight how the use of the tool has improved customer service during the pilot and the benefits of expanding Let's Talk to the board office.

We know that you guys we all get a lot of email coming into the school board at SeattleSchools.org and this is really a phenomenal time after you learn about it maybe to have conversations about whether you would like to include that email address in the Let's Talk platform so that we can get everything answered in a timely way with accurate information.

So one caveat that I will make because of the packed agenda and because we want to make sure we're clear on all the questions, we won't really have time for questions today.

So I do want to gather those questions though.

So please send those questions directly to Heidi after this short presentation.

So with that, I'm going to turn it over to Heidi.

Thank you, Heidi, for being here with us today.

Is Heidi on.

Oh okay.

Sorry about that.

I just did my whole speech and now I'm.

So thank you Superintendent Juneau.

I was saying that because this is Let's Talk is maybe new to a lot of people who are on the call that I have prepared a short 60 second video just to do an overview of what Let's Talk is and then I'll chat for a few minutes touching on what some of the benefits are.

And I believe Ellie's working on uploading that for us.

There.

Hello.

Oh, wonderful.

Introducing Let's Talk, the cloud-based community engagement and customer experience solution that helps school leaders build trusted relationships with their communities.

Let's Talk can be accessed through any device, anywhere, at any time.

Community members submit their feedback, including questions, suggestions, and concerns through your school district website or via mobile app.

Each submission or dialogue flows into a universal inbox where important or sensitive messages are marked as critical.

The system immediately routes each message to the right team or person for a timely response.

A back-end dashboard helps you track and measure response times and shows you what issues are trending.

are asked to rate the quality of each interaction.

School leaders use that information to keep improving.

Let's Talk is a simple way to streamline communication and build and nurture community trust.

Try it today.

Great.

Thank you Ellie.

So so that's a quick overview of what Let's Talk is for those who haven't had a chance to understand what it is.

We're transitioning here that video we're going to I'm going to chat a little bit about the benefits of it.

I would say as someone who has been working with schools families and communities for all of my career from a position from a school staff as a parent as a community partner as a central office staff it feels good to have a predictable and consistent operational system where we have been able to create like a centralized hub for questions concerns inquiries even compliments.

with the ability to collaborate internally for a more seamless customer experience.

Now that was a lot but it is a big deal to have a system like this that can allow us to be smarter work faster and it's just robust in many ways and allows us to provide a more efficient service to anyone who's reaching out to our district using this tool.

So you had mentioned Superintendent for us to for me to mention maybe some of the benefits and how this can support the board office.

Anyone who uses it I think it'll support their their work.

As I'm chatting here I'm going to pull up my screen so we have a view of what one way that you can access Let's Talk here on our website if everyone can see this.

We have this little tab that pops out.

This is one way to access Let's Talk.

And because now that we have this robust data-driven dashboard with all the internal capabilities including collaboration capacity we are able to provide the students and families and employees and even the general public a more faster response time from the most qualified department.

So let's say someone is not sure what to do.

They can click on that tab.

They can you know select one of these topics here or just a other question.

They can also go to some of our, these are like our top departments right now that get a lot of flows.

So we put them here for easy access.

They can click on one of those departments and send their information.

And if they get the wrong department, it's okay because we have this internal dashboard, as the video showed, where we can reassign it to the best department for the fastest response.

So if we, like for an example, I just click other questions.

You can select I'm a student or employee.

All this information comes into our system.

It's really nice because as described in the video, we can add buttons based on trends.

So if we notice we're getting a lot of questions on a particular topic, we can add that topic button here.

We can also add another department.

So that way, we can cut out the middleman.

If everything's coming in through a general question, then we have to get it to someone else.

that slows down response time.

So because of some of the mechanisms that the system allows us to provide we can get faster response times which is one of the number one one of the number one areas that needs improvement where families and community and everyone like people aren't responding fast enough.

It also provides us an opportunity to score a customer.

So when this is all done and the issue or the question is answered the.

And the person who reached out could, is sent a survey and they're allowed to score us a one through 10 and give feedback, type in what worked well and what didn't work well for them.

And we have been able to actually follow up with people who say like, oh, I, you know, they didn't answer my question at all or something, you know, wasn't right.

We were able to follow back up and say, well, you know, we're really sorry about that.

Let's get it right.

Which is a great benefits and is a game changer, quite frankly, as it relates to quality assurance.

There's not a really a way to ensure that people, when they reach out to us electronically, that they had a successful engagement with us and this allows us to do that.

Another really nice benefit of this tool is that with Outlook you really it's only for the English language.

Like if someone sends us something in another language there's no there's no way to respond immediately.

This tool actually has a language option so you know parents can select a language our top languages are there and they can communicate in their language.

And when they do that it will come to us in English and then we can type and it translates using thank you to Bing.

It's not perfect but it's great.

And we've been able to communicate with parents in their language.

And so that's been a nice feature to our to our communicating through electronics.

So whether it's the board office or the ombuds office or or the customer service or any department in the middle of the night as a parent I know sometimes in the middle of night I want to send a message I want to reach out I want to say something and maybe in the morning have a response or in the afternoon.

And when you don't speak English, it's hard to do that, but with this tool, they can actually do that.

So that's one of my favorite features.

Another one of my favorite features is that you can actually text to the system.

So parents who don't do email or public people who don't do email, they can actually send a text that comes into our system and we're able to get it to the right department for proper follow-up.

So I love that.

So those are a few of the couple of the benefits I think are really nice.

adds to this Outlook engagement.

And let's see, what are, let's see, one other thing I wanted to show you guys here is, real quick, we also have this great ability to pull data.

So like, for example, I pulled our data from April 2019 through May 25th, and we have 7,825 dialogues.

And mind you, we didn't, this is a soft launch, just putting it on our website for a few, you know, one department, And we're able to pull this, like right now, our average response time is 1.5.

That's the national average response time is 3.8.

We have average customer experience of 8.0, national average is 8.6.

And, you know, quite frankly, I've been looking at the data, I think it would be a lot higher.

There's a lot of user error where people are getting used to it.

We're able to pull things that people are saying about the system, and then look at the frequently visited departments.

So we have this Intel where we can make sure we're, you know, making sure the departments are staffed up and ready to respond.

And then here I put a little note at the end of March 2020, SPS began utilizing the Let's Talk feature, turning on the phone calls and texts into dialogues, which has been a great hit for a lot of our parents.

They're really excited about that feature.

So anyways, that's it.

I will, cause I know there's lots to talk about.

And so those are some of the benefits I think of the board office was to utilize the system and they can, you know, get it, the right person.

If something comes in is not for the board office, they can change it and send it to another department easily within the system and know that that person is going to get a response.

And if there are any if there's anything that from today that you have questions about something you want me to drill down more on because this is just a super quick overview.

You can't even do the system justice in this little bit of time.

But I wanted to put this out there.

Please feel free to send me an email.

Reach out to me and teams if you're a staff person.

And I'm happy to attend an executive committee meeting in the future to discuss this further.

President DeWolf I would offer any questions to go to Heidi in email form and then maybe we'll collect those and present at an executive committee meeting to talk further about potential use of this tool for the school board email.

You can see that there's.

A lot of great data that comes out of it and really good information and it allows us to continually review information with ourselves so that we can get better and understand how we can communicate better with our community families students and parents.

And so it's a great tool.

I know Heidi's been a great leader on this.

I am totally bought into it and would just like to have further conversation with the executive committee about it.

Thank you.

Okay.

We have now reached the consent portion of today's agenda.

May I have a motion for the consent agenda.

I move approval of the consent agenda.

This is Director Hampson.

Second Director Harris.

Thank you directors.

Approval of the consent agenda has been moved by Director Hampson and seconded by Director Harris.

Do directors have any items they would like to remove from the consent agenda.

Hi this is Director Rivera-Smith.

I would like to remove the minutes from the public affairs and budget work session from the consent agenda.

I don't I don't see that.

Ellie am I missing that on my.

Those would be the April 22nd work session minutes.

Thank you.

Sorry.

Yes.

Sorry about that.

Yeah.

No no no that's good.

Thank you Director Rivera-Smith.

Okay so may I have a revised motion for the consent agenda as amended.

I move approval of the consent agenda as amended.

This is Director Hampson.

Second.

Thank you Director.

Approval of the consent agenda as amended has been moved by Director Hampson and seconded by Director Harris.

All those in favor of the consent agenda as amended please signify now by saying aye.

aye aye aye aye.

Those opposed.

Okay.

Here this the consent agenda has passed unanimously.

So we will see we'll look at the April 22nd 2020 work session.

Is there a motion to approve this item.

This is Director Hampson.

I move for the approval of the meeting minutes from the April 22nd 2020 work session.

Thank you.

And can we specify in a minute that it's public affairs work session budget as well please.

And then second.

Thank you.

Thank you Director Harris.

All right.

So this motion has been moved by Director Hampson and seconded by Director Harris.

I'll now call under directors on the director who removes item and then I'll do go through the directors alphabetically for comments and questions.

So for this item we'll start with Director Rivera-Smith.

Thank you.

I just wanted to quickly so in going through the minutes for this work session both the public affairs side and the budget I just found a number of typos missing words things like that.

And after three or four I decided maybe just it'd be better to pull it all together.

I can talk offline with whoever produced these minutes just to get them cleaned up.

It's not there nothing huge I think completely substantial except that you know our minutes are our record and I really think that it would be good to correct some of the.

typos errors admissions in them.

Thank you Director Rivera-Smith.

Chief Counsel Narver can you clarify the process around this just to make sure I'm not missing anything as far as being able to adjust some grammar and typos and how that fits in here.

Right.

This is we did something similar recently with the minutes from the retreat.

They had been on the board agenda and then were moved to a later board meeting.

to make some make some changes.

So the motion that would be offered here would be to defer consideration of these minutes to the next regular board meeting and then that would give an opportunity for Director Rivera-Smith to work with staff on changes that she thinks are necessary.

So that that motion could be brought by Director Rivera-Smith and then if there were a second that could be put to the board.

So Greg can you clarify the process for that.

We just we just basically just made a motion but it sounds like there might be a.

Lisa needs to make a separate motion.

Yes.

You would recognize her to bring a motion to defer consideration of the minutes from the April 22nd work sessions to the next regular board meeting.

And then if there were a second that motion would be voted on.

If it passed then we would remove that item would be removed from the agenda today.

Presumably the minutes would be worked on and then they'd come up for consideration at the board meeting two weeks from now.

Okay.

All right.

I'm ready to do that.

I'll make a motion to defer the minutes from the April 22nd work session to be taken back and corrected the errors and edits from that and bring it back to the next board meeting for approval.

Thank you.

Understood.

Thanks Director Harris.

This has been moved and second moved direct moved by Director Rivera-Smith and seconded by Director Harris.

So Greg now we just take roll call for this item correct.

Correct.

That's correct.

Okay.

So Ms. Wilson-Jones can you do roll call for us.

Director Hampson.

Aye.

Director Harris aye Director Hersey aye Director Mack aye Director Rankin aye Director Rivera-Smith aye Director DeWolf aye.

This motion has passed unanimously.

We will now move to the action item on today's agenda.

As I stated before we have three items on our action on our action excuse me on our action item agenda and I think I saw the number 18 on our introduction items.

So as we move through these items and later the introduction items I will first call on the committee chairs and then I'll call the remaining directors alphabetically for questions and comments.

So now we will move to Action Item Number 1. High School Chemistry B Instructional Materials Adoption.

May I have a motion for this item.

This is Director Hampson.

I move that the Seattle School Board approve the recommendation of the Instructional Materials Committee to adopt the district-developed Chem B High School Instructional Materials as recommended by the High School Science Instructional Materials Adoption Committee.

These materials were developed by Seattle Public Schools Chemistry teachers in collaboration with university partners.

The materials will be used as core instruction materials for Seattle Public Schools High School Chemistry B Chem B science classrooms.

I further move that the Seattle School Board authorize the superintendent to enter into agreements and incur costs as detailed in Section 5 Fiscal Impact Revenue Source to implement the Chem B instructional materials for all Seattle Public Schools High School Chemistry B Chem B science classrooms for an amount not to exceed $367,845 covering school years 2020-21 through 2027-28.

Second the motion.

Thank you.

Thank you directors.

This item Director Hampson and seconded by Director Harris.

We'll now move to directors for any comments or questions for Chief Academic Officer Dr. Diane DeBacker before we vote.

So I will now start with Director Rankin who is our current Curriculum and Instruction Policy Committee Chair.

Thank you.

I do not have any questions or comments.

We've I feel like seen this item quite a few times since it was introduced in committee and I'm excited to move it forward.

Thank you Director Rankin.

Okay now we'll move to Director Hampson.

No questions for me.

Thank you.

Thank you Director Hampson.

Director Harris.

Deep breath first.

As many of you all can recollect the adoption of our new science curriculum was very painful a year ago and the vote that I took to approve it was very painful.

And I think that I've heard more about that than any other single item from frustrated parents and teachers.

And I go back to my initial question the first time this was brought up by central office staff and an impressive group of science teachers that had been working very hard for a couple of years prior to the boards being even advised that this was on the agenda.

I do not understand why we need to grow our own when other school districts around the country are using curriculum that we did not have to put together ourselves and which may be vetted more thoroughly.

I will be voting no on this agenda item.

Thank you.

Okay next we'll have Director Hersey.

No questions from me.

Thank you.

Director Mack.

Good afternoon.

Director Mack here.

I have no questions or comments at this time but I plan to abstain on this vote.

All right.

Next one Director Rankin excuse me Director Rivera-Smith.

Sorry I wasn't ready.

No I I hear I hear Director Harris's concerns.

I also you know I also really value that our instructors came together to create this and I appreciate their work they put into it.

You know I think that the most you can tailor something to your own to your own classrooms the better.

Not to say that the more national curriculums can't do that too but anyhow I I just want to give that comment but I have no other questions.

Thank you.

Thank you Director Rivera-Smith.

And I also have no questions at this time.

I know we've got to talk about this issue over the last couple months.

I will now turn it over to Miss Wilson-Jones for the vote.

Director Mack.

Director Rankin aye Director Rivera-Smith aye Director Hampson aye Director Harris no Director Hersey aye Director DeWolf aye has passed with a vote of 5 to 1 to 1.

Thank you.

Okay and we will now move on to action item number 2. Approval of the successor collective bargaining agreement between Seattle Public Schools also known as the district and the Seattle King County Building and Construction Trades Council also known as the council for September 1 2019 through August 31st 2022. This came through the executive committee on May 20th for approval.

May I have a motion for this item.

This is Director Hampson.

I move that the school board approve the CBA and authorize the superintendent to execute the agreement with the council with the wage schedules and other attachments in the form of the draft CBA for the period September 1st 2019 through August 31st 2022 as attached to the school board action report with any minor additions deletions and modifications deemed necessary by the superintendent and to take any necessary actions to implement the CBA.

Immediate action is in the best interest of the district.

Thank you directors.

This item has been moved by Director Hampson and seconded by Director Harris.

This agenda excuse me this item is on the agenda for introduction and action today.

So I'd like to invite Chief Human Resources Officer Dr. Korver-Codd.

I believe you will be briefing us.

Yes good afternoon everybody.

This is Clover Codd.

I'm also joined by Chief JoLynn Berge for financial questions and Director of Labor Relations Tom Polis if there are questions at the end of this short presentation.

So this BAR is for the approval of a new CBA between Seattle Public Schools and the Seattle King County Trades Council which would expire on August 31st.

The past one did expire on August 31st 2019. So the Trades Council represents a variety of crafts and trades employed by the district.

They maintain our electrical plumbing fire alarm locks electronic systems throughout the district as well as many other critical maintenance functions.

I'd like to give a little shout out to our crafts and trades for the work that they do in our district and thank them for their dedication.

This new CBA if approved will have a term beginning September 1 2019 through August 31st 2022. The parties have been negotiating since late August of 2019 met 9 separate times including a variety of phone meetings and reached a tentative agreement on April 16th 2020. The union membership ratified the tentative agreement on April 29th 2020. And the wage increases in this tentative agreement are as follows.

across-the-board wage increases of 5.4 percent in 19-20 retroactive to September 1st 2019. September 1st excuse me.

Electricians will receive a $2.50 per hour increase in their base wage prior to that 5.4 percent increase to address significant recruitment and retention concerns.

Across the board wage increases of 2.1 percent in 2021 or the state-funded and authorized inflationary increase whichever is higher.

And then across the board wage increases of 2.0 percent in 21-22 or the state-funded and authorized inflationary increase whichever is higher.

The methodology that the district has been using when we approach wage increases in our recent bargains has been to identify nearby school districts or comparables And we try to ensure that each of our job classifications ranks at 4th or 5th place out of approximately 10 comparable districts and not dropping below that 5th place.

The wage increases herein do meet that methodology and the $2.50 per hour bump for the electricians was necessary because when we started they were 10th out of 10 in comparables prior to this new CBA.

Other economic changes.

A $0.50 increase in the swing shift differential.

Increases in the bonus provided to employees who don't take leave during peak work times in the summer.

A new $50 per day on-call bonus for General Foreman.

A new $1.50 per hour premium for temporary employees whose insurance we can no longer fund under the new SEB insurance paradigm.

And the non-economic changes outlined here we're moving all employees to receiving electronic pay step statements.

Language changes to comply with the Janus Supreme Court decision regarding union dues.

Language to reflect the new SEB insurance program and updates to Washington state law regarding sick leave.

And a requirement that when negotiating future wage increases the parties will review comparable school districts during negotiations.

And with that overview I will open it up for questions.

Thank you Dr. Clover Codd.

Now to direct now I'll move to directors for any comments or questions before we move to the vote.

And I will start with myself as the executive committee chair.

But mostly if anything I just want to share thank you to Dr. Clover Codd and your team for bringing this forward and putting this together.

I know this is a lot of hard work and I know our labor partners have been really working on this.

So I'm grateful that you're bringing this before the board and I have no questions at this time.

So now we'll move to Director Hampson.

Thank you for this work.

And I am grateful to have the opportunity to provide some I believe if I recall from our meeting and executive session that this gets this particular trades class for Seattle Public Schools.

Correct me if I'm wrong Chief Berge to 5th in terms of district pay for this particular job class.

And I think it's absolutely critical that we're able to maintain equitable pay opportunities for our all of our employees and union members.

With median income in the City of Seattle over one hundred and ten thousand for a family of four.

We're at a point where folks qualify for for low income housing at at ninety five thousand dollars and it's absolutely imperative that we're able to remain competitive as a district if in fact we want to accomplish our goals and and allow our staff to live where they work.

and make it possible possible for them to to have a fair living wage in this in this very costly area.

So I appreciate the work and I hope that this does get us partway to where we need to be.

I think we should be number one in terms of our pay but I know that there's been a lot of hard work trying to get us there and I appreciate the work on both sides to make that happen.

That's all from me.

Thank you.

Thank you Director Hampson.

Next we'll move on to Director Harris.

No questions and thank you Tom and your team for negotiating this.

And to echo Director Hampson's comments finding skilled trades workers in the midst of the construction boom at least pre-COVID is is a neat trick.

And I think that East Podesta and the operations folks can can speak to that and I'm glad that we're upping our game and we were convinced by Chief Berge that we can expect to afford this raise and that it is in line with other raises.

Thank you.

Thank you Director Harris.

Next we'll have Director Hersey.

No questions for me at this time but just a huge thank you for the huge lift that this was and I am just excited that we are working toward economic enfranchisement for our labor partners.

So big big big thank you for this and hope to see more agreements like it in the future.

Thank you Director Hersey.

Next we'll have Director Mack.

Hello good afternoon.

I am very much in support of the agreement as it's been verbally expressed.

At the same time there the documents that are attached to the board action report have a number of inconsistencies in terms of referring to things that aren't where they say they're going to be on which page and including the MOU is actually not attached.

So my question is about whether or not those kind of technical aspects to the documentation that need to be cleaned up and corrected including the MOU which isn't isn't present in the documents that are posted.

How can we go about having the actual documents that we are approving today

be correct and accurate.

Chief Counsel Narver can you help us here.

I'm sorry the the in terms of correcting inaccuracies in the documents.

Just I think what Director Mack's asking about is given that there's been elevation that there are some problems for example it says This content is on this page and the contents table of contents but it's actually on a different page.

Can you share with us the process for both correcting that.

And then I think there was another question with Director Mack but I think that was at least the first one I heard.

I think that there's a just to clarify the there's a number of kind of editorial references that are mistakes typos I'm not sure.

But the primary concern is that the MOU which should be attached is not included.

So there's a large portion of the document that's not there as well as a number of other issues with the materials that are presented.

Okay so.

So in terms of.

This is Director of Labor Relations Tom Polis.

So the MOU on electronic pay statements the tentative agreement was to have that MOU Outside of the collective bargaining agreement in case we needed to modify it after moving to electronic pay statements slightly.

So that is why it's not part of the.

And as for the other reference errors, the motion that the board is considering does give the superintendent, the authority to make minor additions, deletions and modifications.

And we also have an agreement from the trades council to work on those reference issues.

If this is approved.

Yeah I'll add to that.

Oh sorry.

I was going to just add to that.

I was just going to say Director DeWolf.

Chief Counsel Norbert go ahead.

Okay.

I was going to just say that consistent with what Tom just said about the authorization and the motion for those kinds of changes it is not at all unusual with a particularly a lengthy document that that's gone through a lot of edits and changes that there will be references to Section 9 that later got renumbered to Section 8 or table of contents that don't measure up and so that it doesn't have to keep coming back before the board as those minor changes are discovered.

That's why that that language is in the motion.

And as Tom said there's been contact already with the Trade Council and an agreement that that'll all get all get cleaned up.

So any issues along those lines can easily be resolved and doesn't doesn't stand in the way of board approval of the CBA today.

Director DeWolf just for clarification on the question of the MOU and it being outside of this CBA agreement the just I.

I just like verbal clarification on which things will be corrected in the documents so that we're clear on what we're approving and the clarification around the MOU not being a part of the CBA.

Just I would just like to appreciate what Mr. Narver has stated but I think for the record we need clarification on what things will be corrected.

And the MOU is kind of a big one to have that stated that it won't be a part of this.

So if we can verbally have whatever clarification to that I would be much appreciative.

So this is Chief Clover Codd.

The the MOU is drafted but it's not 100 percent final.

So the we may need to make minor edits as we look at sort of the first month of implementation.

The MOU would not change in substance and it would not have an economic impact on the collective bargaining agreement.

We often have MOU's with.

labor partners that do not come before the board if they do not change substantive language in the collective bargaining agreement itself.

And so the trades ask that we not include this language in the actual CBA but that the language be done in an MOU.

Director DeWolf this is Director Hampson.

Director Hampson.

I just want to restate as I think it's very clearly covered in the motion that the my my motion was that with any minor additions deletions and modifications deemed necessary by the superintendent and to take any necessary actions to implement the CBA and I believe the MOU as implemented particularly with respect to electronic electronic payments and as we have seen with MOUs before falls falls under that and is all well within the guidelines of what we're approving.

Okay.

Thank you.

Director Harris.

Thank you.

And this is I believe a question to Chief Codd.

Is there someplace on the website that has a listing of all the MOUs.

This keeps coming up that we've got.

Director Harris.

Yes sir.

I was just gonna say can I actually just make sure Director Mack doesn't have any more questions and then I will hold to let you ask your questions.

Would that be okay.

That's fine.

Thank you sir.

Okay.

Director Mack any other.

Just the clarification as I understand it is that the MOU is not finalized and not part of the CBA and it will be negotiated separately and that the motion we're passing is the general content of the CBA as it is.

That's my understanding of.

Is that an accurate assessment Mr. Narver.

I believe so.

I am not the right person to speak to the MOU.

I think Clover addressed that but in terms I think we you said you wanted for the record a clarification of what was going to be corrected.

I read that motion more as saying look things are going to be discovered in a long document and I don't know that there's necessarily an exhaustive list ready of corrections to the table of contents for example or or references that don't exactly match up.

But that as long as we're talking about things that are on that level the authorization has been made to the superintendent to make those technical corrections.

So I I don't think it's part of the task today to catalog what those what those corrections are going to be as long as they're at that level of minor modifications additions.

Any other Director Mack.

So yeah so actually that's where the clarification is needed.

The documents state that the MOU is part of the CBA.

But as I'm understanding the staff it is not expected to be part of the CBA.

So that's not a minor clarification.

Can you share where you're seeing that Director Mack.

I'm not seeing it in the motion.

It's actually in the documentation and it states — Director DeWolf and Director Mack maybe I can help answer that.

This is Clover.

So it is very common for MOUs to be attached as addendums at the in the appendices of a CBA.

If you were to go on our website and look at the Seattle Education Association B.A.

you would see that there are over 30 MOUs attached and uploaded on the Internet.

And so they're outside the CBA but they are sort of appendices in the CBA.

So it would be essentially an attachment.

Thank you.

Director Mack I'd like to move to Director Harris.

I think she had a question that is very relevant to this.

Yeah that's no problem.

Come back to me if I don't get it.

Answered.

Thank you.

Thank you.

Director Harris.

And I think I may have half an answer from Chief Codd just a moment ago.

Is there a place where all of the memorandums of understanding are uploaded with respect to our CBA.

I can't count the number of times that we've referred to that and our jaws drop because we're unaware of it.

So the MOU's that are associated with any given collective bargaining agreement and I just gave the example Seattle Education Association they are all attached.

If you go on our website all of the CBA's are attached and the MOU's that are applicable and still within the timeline of that CBA should also be attached as appendices.

Thank you very much.

Thank you.

Okay.

Director Rankin.

Hi sorry.

I do not have any questions.

I'm just going to echo some of the earlier comments of appreciation for bringing especially for electricians because I know that can be a challenge to hire because our pay hasn't been as competitive.

So just appreciating that we are working towards that as the largest school district in the state.

You know we want to have the.

the best workforce that we can and also offer the best that we can to to those workers.

So that's great.

Thank you.

Thank you Director Rankin.

Director Rivera-Smith.

Thanks.

Yeah I had the same concerns that Director Mack has already outlined.

I'm hearing somebody else sorry.

So I guess last.

Director Rivera-Smith is speaking.

There's somebody still.

Thank you.

Director Rivera-Smith.

Thank you.

And I appreciate there is a part of this motion that is to with any modifications and all that part.

So my question there is then so since there are clearly a number of inaccuracies on the table of contents and referring to items that don't exist in the documents.

certain sections that aren't actually even there anymore.

Those are going to get modified.

I trust that.

It's just been brought back to us so that we can see that that all happened and that those corrections and whatever as modifications and adjustments are made is that ever brought back.

That's my question.

Not for a vote but just for you know informational kind of sharing.

Director Rivera-Smith this is Clover Codd.

When we have a complete and final 100 percent corrected actual collective bargaining agreement that's been agreed upon we can send you a link.

It will be posted on our website and we can send you a link to that so that everyone can see the final product.

Okay like in a Friday memo or someplace like that.

I mean.

Yes.

Thank you.

Yes.

All right.

No no further questions.

Thank you.

All right.

Let's move to roll call.

Ms.

Wilson-Jones.

Director Director DeWolf the question that you asked me was where is the where is my concern.

And the concern is still when I look at the documents the actual CBA lists as part of the CBA on the title page as well as the table of contents that the MOU is included.

Director Mack I think it has been well stated that there will be modifications and I don't think we can get any more answers on this so I just would like to move on to a vote because I think they've answered this question a few times.

Okay.

Well because the documents are not actually final and we're not voting on a final product I cannot vote yes even though I agree with the intent here.

That's absolutely right.

Okay.

Miss Wilson-Jones roll call please.

Director Rankin aye Director Rivera-Smith aye Director Hampson aye Director Harris aye Director Hersey aye Director Mack oh sorry yes Director Mack no Director DeWolf Aye.

This motion has passed with a vote of 6 to 1.

Thank you directors.

We will now move to Action Item Number 3 as 1 55 p.m.

This is Action Item Number 3 Approval of Board Resolution Number 2019 slash 2 0. to affirm the district's continuous learning plan and support the district's application to the State Department of Education to waive lost instructional hours due to the novel coronavirus otherwise known as COVID-19 pandemic.

This came through C&I on May 19th for consideration.

May I have a motion for this item please.

This is Director Hampson.

I move the school board approve board resolution number 2019-20-36.

as attached to the board action report affirm the district's attached continuous learning plan and approved the district to apply to request a waiver of instructional hours from the State Department of Education.

Immediate action is in the best interest of the district.

If I can actually just restate that to be consistent with the BAR to apply to request a waiver of instructional hours and days from the State Department of Education immediate action is in the best interest of the district.

Thank you.

That gives the motion.

Thank you Director Harris.

All right.

This item has been moved by Director Hampson and seconded by Director Harris.

This item is on the agenda for introduction and action today.

Chief of Schools and Continuous Improvement Wyeth Jessee I believe you will be briefing us today.

Yes I will.

Good afternoon.

Wyeth Jessee Chief of Schools and Continuous Improvement.

Moving this forward to due to the recent actions under COVID-19 the state has updated its own WAC in regards to emergency waiver request regarding school days and instructional hours.

And so under that particular request districts are supposed to provide a a board resolution which is attached to this particular BAR.

as well as a continuous learning plan which has a number of attachments that we have already sent to staff that support the continuous learning plan where we are stating the type of services we are the amount of time we are the supports student engagement as well as calendaring and grading.

Those are the particular areas that are containing the continuous learning plan that is attached to this BAR.

And again these are the things that we have put out to staff both teachers support staff as well as principals to make sure that they're clear about not only the learning expectations for our students but also staff expectations for daily and weekly engagement and instruction for our students.

as well as our families.

We are more reliant on our families as we are partnering in this actions.

The reason we have to amend the amount of hours that we're providing we're usually supposed to provide an average of 1027 hours and 180 school days but because of the closure mid-March and with the directive by the governor as well as OSPI to have a remote learning starting on March 30th.

And then the closure by the governor on April 6th that we would not be reopening schools this school year.

So we are submitting our plan.

And so that's what I have in front of you is not only the board resolution again as well as our continuous learning plan that we've already been implementing and will implement as we close out the school year on June 19th.

If we do not pass this we will be forfeiting our two hundred forty three million dollars on out on our annual allocation for basic education apportionment.

Okay.

Thank you Chief Jessee.

Now I will move to directors for any comments or questions before we move to the vote.

Again I will start with our committee chair for Curriculum and Instruction Policy Committee and that is Director Rankin.

Thank you President DeWolf.

Yeah we heard this at our last what.

Can I just ask a quick question.

Can you just share some of the high level stuff that you also talked about in committee just so we get a sense of some of the discussion from your committee.

Yes.

Thank you.

Yeah so we heard this her her talk discuss this item in committee.

knowing that it was coming today for introduction and action.

And something that I want to reiterate that we talked about in committee is that this is not a what should we do what could we do you know looking far into the future document.

This is a right now document about what what we have been doing and what the what the learning plan has been.

And I also want to I guess note that the continuous learning plan is the plan and that I know that people's experiences have not necessarily been directly reflective.

What.

Oh I thought I heard something.

Sorry.

That.

You know I've had ongoing discussions with Chief Jessee and other staff about the need for consistency and reliability across the district and there's a lot of different factors and reasons why people might not be experiencing everything the same way.

But so just for for clarity and transparency I guess that what's in the document is how Things that we've that we as a board have seen already because they were things that were kind of happening in real time as we responded to this crisis and what teaching and learning could look like right now or or yeah did look like right now.

So a lot of the documents and the outlining of various goals and items that and expectations are things that we as board directors had the opportunity to read as they were being pushed out.

And that they just include things about there's there's you know grade level standards expectations for for families expectations of educators expectations of you know directives towards building leaders and all of these things that come from central office as the the set of expectations.

And Between the times that those documents are created and as they go out to buildings sometimes things go I don't know take a left turn.

And you know I'm very aware that the experience and the goals laid out in these documents are not what every child at every school in every building every classroom experienced.

And so I don't want to.

I don't want to I don't want to I guess I don't want to not call attention to that because someone could look at this and say well that's not what happened for us.

So just just to clarify this is in response to a mandate from the state to ask us what the plan had been and this this the documents here are pieces that were the intention and goal and the the what am I looking for.

The accountability and the consistency for the school level experience is something that I am still continuing to ask about and that the public and our families can expect that we are continuing to ask about to see if we can figure out you know where things if they did get off track where they where they did and why this information isn't making it all the way into classrooms and being carried out.

But it's primarily yeah about expectations about setting some grade level clarity around number of lessons number of contacts with with students and and that type of thing.

And it is my hope and expectation that should we need to have a similar document for the fall depending on what learning looks like that we will get that we will be able to work with with all of our labor partners and our building leaders and and our educators and and and come up with a way to ensure a consistent quality experience for everybody.

So that's probably more than enough for me so.

Thank you.

Thank you Director Rankin.

Okay next we'll move to Director Hampson.

Hi thank you.

I do believe that this provides well just for for me it's always important to look at things in context and what this represents is just as we have had to do with our contracts with the city to provide services these are effectively the our accountability to the state to provide education services which as this document described experienced a radical change in a very short period of time and that plane that we built while flying it is is laid out here in the form of a framework and I think it does that fairly.

And as Director Rankin said even if not implemented with anything but you know kind of erratic fidelity is is an accurate representation.

And I think it'll be an important document because it is just it's relatively succinct and and and yet also I think complete.

It will give us serve as an important benchmark for us to look back at what we did well and what we didn't do well.

in planning for next year as I'm sure staff and I know staff is already doing and I hope that we have the opportunity to have that discussion as a board looking at this and saying okay this is this was the framework that we set up for this period of time which is you know we've only we've got less than four weeks left.

And how did that go.

What did we do well.

What did we do not so well.

What needs drastic improvement.

So I appreciate all the work that went into it.

then and throughout this period.

And I know that that everybody's been working tirelessly to do these things.

It's a lot.

And definitely what we need in order to make sure that we are able to move forward with our waivers and with our payments or with our revenues.

So thank you.

That's all from me.

Thank you Director Hampson.

Director Harris.

This reminds me of all those happy conversations about the CSIP plan and that they don't have to be correct or enforced they just have to be turned in.

We would forfeit two hundred and forty million dollars if we don't vote yes for this yet it's not important enough to have a work session with all the board.

And frankly I find the the phrase erratic fidelity to be brilliant.

And the frustrations and concerns that we are hearing about several times daily from our families and our students about the difference in application of online learning depending on your school and depending on your school leaders and your director.

I'm going to be abstaining on this one because I don't think we're there yet and I think it's a hugely important document.

Just like our CSIPs are and have been.

Thank you.

Thank you.

Director Hersey.

We discussed this pretty thoroughly excuse me in committee and I'm just really excited to have this document so that we can begin thinking about how you know echoing what Director Hampson said a moment ago how we can build upon this knowing that we are going to be in a similar situation.

potentially as soon as four or five months from now.

So I'm really excited to highlight the opportunities where we can improve.

Family engagement is a huge one that we've been hearing about and this document will help us identify how exactly we can do that in an actual policy right.

Actual action.

So I'm excited about it.

Thank you.

I don't have any further questions.

But I would like to echo the idea of having sometime in the future a work session around this document to see how can we use this in a way to be responsive to what our families were missing during school closures as a result of COVID-19.

Thank you Director Hersey.

Next we'll move to Director Mack.

Good afternoon again.

I have two lines of questions in specific to the WAC that was formed by OSPI and the there's four different sections of what we have to be attesting to here when we're signing off on this resolution of the continuous learning plan.

And I'll take the second one first I did contact staff ahead of time to let them know I was going to be asking these questions so I hope that that was enough leeway to find where in the document our plan is actually responsive to what OSPI is asking for.

The under the WAC number 3 section A says the local education agency's plan for continuous learning must establish a district or school-based system of collecting information regarding the student engagement daily or weekly to determine if the students are responding to district or school-initiated communication and participating in continuous learning.

Local education agencies are not required to collect student attendance information for the purpose of reporting.

So my question about the record of student engagement in the continuous learning plan I didn't find narrative speaking to that requirement that we're to report on that we're supposed to have a system of collecting information and then so I'm not sure where that is in the document and what our system is.

And secondly How is that being reported to the board.

So the information that you're referring to is titled student and family engagement.

It is on from pages 5 through 7 in the continuous learning plan that's attached to the BAR.

And it provides a information regarding a system The system as you can see just even in the WAC itself really should start at the school level.

That's where the engagement is for our educational staff to engage with our families and our students.

Many of our students are younger so that engagement is really critical for them to reach out.

We do talk about the different modes of communication via email phone or online.

about different tools the resources we we have provided and then oversight and the oversight portion is where we have our staff monitoring for who is on the different meeting the different meetings classroom meetings or accessing their lessons online and then we also have Administrators checking in with staff.

They look and review the lessons for engagement.

Are they engaging themselves.

They go into the online meetings to check on that.

Then they work with their staff when we're not receiving the levels of engagement from family from students and work with the families to get students re-engaged or more further engaged working along a continuum.

And then as far as central office We are reliant on our common tools.

I think that's some of the deficiencies and the things that Director Hampson is talking about is when you know you're trying to turn around an organization where not everybody was using all the same platforms.

Many of staff you have used or are continuing to use some of the other platforms for online.

And so we are reliant on Schoology Usage is our primary mode of monitoring and so we do collect that information over time.

We do weekly monitoring and then I have worked with the directors of schools to go out and work with inquiry with through principals.

And so we've seen increases in that that level but I'm not you know that's the system that we've created but I'm not a.

I'm not in requirement of obviously reporting that data per the statute of collecting not required to collect student attendance which is different than the term engagement.

What was the other question Director Mack.

No I I I appreciate the description of the system that's in place and that there is some narrative that speaks to it.

I'm just not sure if from my perspective it's actually clear enough in the documentation and in what you just described to be responsive to this establish a district or school based system of collecting information because I I don't know how that information is being collected like this.

The full system is is not really clear and in what you said there's a lot of kind of piecemeal things but establishing a system is I think a little bit more specific and comprehensive.

So I'm not sure how responsive it is to this requirement from OSPI but I appreciate the answer.

The other question that I had was around number two the learning standards.

And it says under the local education agency's plan for continuous learning administrators principals and teachers must determine which Washington State student learning standards skills and knowledge are most essential for success in students next course's content grade level or post-secondary pursuit.

Where in the document in the plan does it talk about the Washington State student learning standards And that we've established this as it was stated here in the in the WAC.

I'm sorry Wyeth you might be muted.

Sorry about that.

So that is also in the addendum under SPS educator guidance and expectations for continuity of learning.

And so starting on page 50 it goes over and we use the term critical and power standard.

That is we're learning to the academic learning standards set by the state.

And so those are that is in reference directly to learning standards for our students.

And so we've highlighted those elements.

I know also Chief DeBacker might also have commentary regarding your question.

Chief DeBacker.

Mr. Jessie can you say again what page that was on or where that was?

Yep sure.

So if you can you hear me?

Yes.

Okay thank you.

Just if you go if you're scrolling sorry the length of this document again it's I think it does speak to the breadth of the plan.

Diane's telling me she got dropped from the call.

Sorry.

The if you go all the way to page 50 in the document it starts to lay out what are low state standards.

We actually link those directly to OSPI.

Chief Jessee can you can you read the title of that page so folks understand because there's 50 of the full packet and there's 50 of the document.

Thank you.

Yep.

It is underneath Addendum B1.

The prologue is on page 49. And then it starts to go into specifics regarding the content areas.

It starts with literacy and language development.

And it says like the first questions we have how can I determine critical power standards.

So then it lists into what are those particular standards that we're working on for our students.

Where can I find this scope and sequence.

That's a link.

And then where do I get those materials.

And so that also links them to the other supports that we have available for them.

And then if they had questions and as we think about our other learners where can you receive that information and who can you contact.

And so we move through those documents that goes into math and numeracy but I just wanted to point out for you.

Regarding Director Mack's question is what are the learning standards and right here are spelled out just those particular critical and power standards as we needed to abridge obviously our lessons because of the less amount of instructional time we have directly with our students matching the guidance and the developmental needs of our students pre-K through 12.

And this is Diane again I'm sorry I got dropped from the call.

I'm back on and staying for any other questions but I'm assuming that others have answered it adequately.

OK.

Any more questions Director Mack before I move on.

No thank you for pointing out the page number which that one existed.

I think my only comment would be that.

Regarding the system of establishing the district or school-based system of collecting information regarding student engagement.

I still don't feel like this document is actually responsive enough and I'm really look forward to when we're going to get information about how we're doing that on on the comprehensive level that that we're being requested to do so.

Thank you.

Thanks Director Mack.

Director Rivera-Smith.

Hi thank you.

Yeah I I've been taking this all in because this is we had a very very robust as I say conversation in C&I about this one.

And my notes just say CLPOMG because there was a lot there and and as a few of you have have mentioned this is it's a plan but how it's being rolled out and how it's being actually experienced by different populations is definitely something that needs a lot of gap closing because we have we just we know we've been hearing from a lot of families a lot of people reaching out about the parts that they're not they feel their children are not receiving.

And it's not just special ed who we hear from too.

We've been hearing a lot of concerns from but even just our general populations.

We did talk about this Chief Jessee about the The minutes I will you and Director Mack and I have it in my notes here about the minutes per online minutes and there is minimums and some given in different pages and sections and I have here that you mentioned at that meeting that you would have you are happy to add minimum number of minutes for live instruction.

But I don't has anything this hasn't changed since committee correct.

There's nothing in here has been changed.

Is that correct.

Yes we did make those changes as I had informed the C&I committee.

So I did make a change that changes on page 37 of the document.

That is in reference to the high school minutes so we're underneath the guidance of OSPI.

And so I did spell out the minutes there as part of our conversations.

I want to make sure that was reflected.

OK so page 37 I'm looking at it now.

37. Yep.

And then we also revisions to the just the updates to page 20. I'm sorry 26. Also for middle school just to make sure that it's reflective of the guidance in relations to OSPI and what we are working with our educators on.

Thank you.

Okay.

I just said usually the agenda says updated to you know whenever and I didn't see that note on there so.

So sorry yeah I was not.

Thank you for clarifying that.

So again though this you know I like Director Hersey and Director Harris have mentioned I would really appreciate a work session or would have appreciated a work session on this.

And obviously that there's still an opportunity for that going forward.

This is as also noted that this is purely for this school year that we're finishing out right now.

And I really do see this this time right now as sort of is very much a learning experience.

This is this is the this is definitely the We're making our guesses and trying things that seem what works.

We're collecting feedback collecting the data.

Because we haven't clearly perfected this and this and parents know that and the staff knows that.

And we're hearing concerns there too about just lack of direction lack of clarity on things.

So it's everywhere.

And I get that.

We jumped in.

This was.

thrown at us and I mean as a district you know this is a big endeavor.

And but looking forward I really want to know that we are going to be adjusting our expectations.

We're going to be adjusting whatever plan we have for that going forward and having you know work sessions where we're all getting a chance to sit down and look at this together so that as directors we can bring in that perspective and feedback from community and from families.

So you know I.

It's hard this is interaction right now I know we're I know we have to do this or we're going to lose a whole ton of funding here.

So I appreciate all the work that's gone into it.

I want to know I want to feel and I you know I want to trust that we are going to take this as a learning and take this and build upon it and use all the all like you mentioned all the information gathering we can from it and listen to community as they're telling us where things are not happening because We can't fail our students.

I know that this pandemic has put us in a tight situation but we still have that on us and I want to know that we're doing that.

So again looking forward to how we can move forward with this and how we can adjust those experiences and expectations.

No further questions.

Thank you.

Thank you Director Rivera-Smith.

Great questions.

I just have a couple quick questions Chief Jessee.

So the first one was can you I think Director Rankin was mentioning that this is a look back

as opposed to the forward correct.

That is correct.

That is all about the plan that we had to develop within one week of the governor's directive.

And so that's what a lot of those artifacts are.

Thank you.

And then I think the only other question I had was for Chief Berge is according to the alternatives it says not approving a resolution would mean the district would not receive approximately 243 million dollars in state funding.

Can you clarify the do you have a sense of the percentage or of our budget that that number is.

Hi this is JoLynn.

Well I think I think it's basically the the apportionment the number of days that we wouldn't get waived.

So whatever those percent of the days are of the 180 $240 million out of a billion dollar budget maybe I don't know 20 20 percentage.

Yeah.

I didn't think of it in that way.

I just I just thought of it as we calculated how much apportionment would we get each day and if we don't get the apportionment for those days because we don't apply for the waiver what would we lose.

Sure.

I appreciate that.

We've had a really great discussion today so I won't ask any more questions because it's been really great.

I will now ask Ms. Wilson-Jones for the vote.

Director Rivera-Smith aye Director Hampson aye Director Harris abstain Director Hersey aye Director Mack abstain Director Rankin aye Director DeWolf aye.

This motion has passed with a vote of 5 to 0 to 2.

Thank you.

And as a reminder to folks if you do have requests for work sessions I know that discussion is forthcoming around kind of the criteria for work sessions I think an executive committee but I believe you can talk to your committee chair about a work session.

So I don't want you to think that there's not possible paths forward that there are ways forward.

Just just work with your committee chair.

We will now move to introduction items.

This the time is 2 27 p.m.

so we'll now move to introduction item number one which is approval of the operations data dashboard.

This came through the Executive Committee last week on May 20th for consideration and I'll ask Senior Advisor the Superintendent Sherri Kokx to brief the board.

Thank you President DeWolf and good afternoon directors.

Before I get into this I just want to first thank Anna Cruz, Eric Anderson and Erin Bennett for doing this.

operations data dashboard to the stages that it's in now.

As a reminder to directors I just want to point out that we did review the operations data dashboard at the retreat in March which I think may have been the last time we actually saw each other in person.

And then this came to the exec committee as this BAR.

And also a reminder that it is part of the superintendent's evaluation for the 19-20 school year.

And it's meant to be a companion to the academic data dashboard.

The two documents will look similar so that to the general public's viewing they would not necessarily know the difference between the academic data dashboard and the operations data dashboard.

And the reason is that is because we see these two documents being closely tied together.

I did want to just point out that this the thinking that went into this by central office staff centered our student voices particularly our African-American boys when we were thinking through the operational parts of our system that play the biggest impact on student outcomes.

And we focused on thinking through the operations goal strategic plan the predictable and consistent and we really honed in on the language that spells out to meet to consistently meet the high service levels that provide school leaders students and families the information and daily experience that allows them to experience a safe and productive learning environment.

And so centering students in that language we Came out with the operations data dashboard that is presented here today.

A couple of things to just point out per our conversation and exec last week, we did add the language around the significance of each of these measures and why they were selected.

And then there was a question around the concern around transportation based on the West Seattle bridge being down and Chief Podesta can't be with us today but he did want me to share that quote we will need to plan for mitigation for the bridge and students will still need to get to school on time.

So he does not see that we would want to change that goal based on the bridge being down.

We've also added the corrected survey dates as fall of 2021 and we've added the student satisfaction survey to this document as well.

I did want to call out that if we were not under our current COVID-19 closures we we would have worked on policy 1010 changes to be in alignment with our new operations data dashboard but due to the necessary and routine orders that work will come later.

And at that Director DeWolf I will answer any questions that directors might have.

Thank you.

Thank you Sherri.

So now I'm going to call on directors to ask questions and comments on this item.

Again these are introductions we're not voting today but we'll obviously we'll start with committee chairs again and so since this is executive committee I will start the questions.

So this came through for consideration and I think a part of it you've addressed with some of the clarification around student satisfaction survey and the transportation.

The one question I had that I think that came up in committee was just an understanding how divisions will be sharing their KPIs.

Good good question.

Thank you President DeWolf.

I did want to also point out that while these are just the measures that will be forward facing each division even though not on the operations data dashboard will be utilizing KPIs similar to the ones they've used in the past and in alignment to the KPIs that are recommended by the great city schools for example.

And in thinking through Superintendent Juneau's evaluation for 2020-21 school year that does include kind of a general section it made most sense that you would get updates on other KPIs especially pertaining to some of the measures in her evaluation that you would get those updates when you got updates on her progress of her evaluation throughout the year and including on her final year-end evaluation.

Thank you Sherri.

Okay.

Now we will move to directors for questions and we'll start with Director Hampson.

Hi can you come back to me in the end.

I had a took a lot of air time during the executive session so I'd like to give other board members time to ask questions first.

Understood.

Thank you Director Hampson.

We will move to Director Harris I believe.

She's back.

I'll pass as well for the same reasons.

Thank you.

Thank you Director Harris.

Next up is Director Hersey.

No questions from me at this time.

Thank you.

Thank you, Director Mack.

Yes I I yes thank you.

I am just today having a chance to look at this.

I had missed that it was it came through EXEC and being operations data dashboard I'm sad that I missed that that was coming through EXEC and given our current situation with COVID and limited meetings etc.

I can understand why this came through EXEC and didn't come through Ops.

But I haven't had a chance to kind of dive in deeply into the metrics and how they relate to our existing policies and various things.

So, at this time, I don't have any specific questions.

It looks.

Reasonable.

Certainly it looks more visually pleasing and helpful.

But I do need to take a little time to understand the exact metrics that are being used and how they're being determined before I can provide any meaningful feedback.

And I'll I'll do that in between now and the the action time.

Thank you.

Thank you Director Mack.

And if you could if you do have questions or things that come up please email whoever appropriately obviously needs and CC me because I'd love to make sure that by the time the vote comes at our next meeting that I can follow up on on any questions or concerns you had too.

Next up is Director Rankin.

Hi sorry I was looking at the document couldn't click over fast enough.

I sort of similar to Director Mack I am going to take some more time between now and the next time we see this to look it over.

I I I have some questions in general about how.

Folks please mute your phone you can hear a song.

Sorry that's it no it's me.

It's in my house.

I'm sorry.

No worries.

It's I just have a question about how we how we're deciding what to put on here and and and what to share and what to track on the dashboard.

So but I will I will continue that thought offline.

Okay and I guess Director Rankin I would point you to the third and fourth well actually the remaining three pages that do go into a little bit of an explanation about the significance of each of the measures that was chosen to be on the dashboard.

And I'm happy to answer any other questions you have between now and action.

Thank you Sherri.

Thank you Director Rankin.

And finally we'll have Director Rivera-Smith.

Thank you.

Thank you.

I yeah I so I attended the exit committee meeting where this was discussed and so I appreciate the discussion you all had about this.

I appreciate that the that there has been an addition for the student feedback because that was one of the things that was noted at your meeting was the lack of representation of student input or feedback there.

So I see that's there now so that's good.

I also remember that there was some talk about that some of these metrics were going to be measured via the family engagement surveys or family surveys I guess that are not happening this spring.

And I'm trying to read through my notes to see where that landed.

Was there going to be.

It sounds like it was just it was confirmed there was not any there won't be the family surveys.

So I'm looking just to know how that measurement will be represented.

Director Rivera-Smith there will not be family satisfaction surveys done this spring because of the closures but and that's why the language on the operations data dashboard changed to say fall of 2021 where we will have well we don't know what situation we'll be in for school but we will hope to have family satisfaction surveys going out next spring as we have had in similar springs.

Okay is that is that area there on this dashboard the only place where that information would come into play or I know there's.

Yeah that's that's the only place it is at the bottom of the first page of the operations data dashboard itself.

Those charts at the very bottom those four are the survey results and it would give overall satisfaction.

Okay and and then I recall there was and I'm sure Director Hampson or Director Harris will fill in more on this but there was concern about how we're using these surveys to decide to represent figures on this dashboard and some there's still some consideration to be given that these those surveys do not accurately represent necessarily enough of our district or enough populations So I'll leave it at there because I remember that was part of that I'm sure they're going to talk more about that.

Otherwise I don't have any further questions or comments.

Thank you.

And to go to that point Director Rivera-Smith as a reminder Eric Anderson and his team have been working in partnership with the University of Washington as well as CSEC to learn with those organizations on how to get a better representation of our families furthest from educational justice because we know and are dedicated to getting the input from those families because we know they participate at a lower rate than our White families from a traditional online survey.

So thank you for that.

Yes thank you.

Okay.

Thank you everybody.

Excuse me.

Introduction Item Number 2. This is the Satterberg Foundation Elementary Feeder School — Director DeWolf.

Oh I'm so sorry Director Hampson and Director Harris I forgot to come back to you.

Director Hampson you have some you go ahead.

Well I do.

I want to ask for for those of you that didn't have time to dive into it.

I hope that you will take that time as soon as possible and get that back to staff.

I think this is pretty critical.

There's a lot of work that's gone into this.

And we I don't think it's fair to let them get too far down the road without providing substantive feedback.

We did have a very rich discussion in our executive session and I think and I really appreciate the additions.

They they give it a lot more weight and and then the providing the greater context I think is helpful.

It's probably still hard to look at this as a outside of the organization and understand and we want to get to that to that point.

I think the thing that is still missing for me while I agree with the statements around the prospective impact of each of these metrics I'm still not because there's it's not talked about here in a quantitative context.

I'm still not feeling really as strongly as I as I would like to about how these metrics are in fact indicators.

Meaning how is it that these drivers I mean that these particular metrics are in fact drivers of student outcome.

So What is the correlation.

What do what do we how are they moving together.

How are student outcomes moving together with these particular data points.

And what are the data points.

So you added the definition you say the significance of the measure having a high quality teacher in the classroom the single most important in-school factor in supporting student outcomes.

How so.

Like to what degree and in what way.

What what goes up and down and moves like what do we see that correlates with that.

that is consistent with our strategic plan.

So that's what I'm looking for.

And you know I keep thinking that we're at some point Eric's going to be on this one of these calls and we can ask him some more detail.

But and the same thing with you know you can use the nutrition example.

The the rate of lunch participation.

So for every X increase in lunch participation We can expect Y increase in well we're not using standardized tests now are we but we can expect you know kids performing or attendance going up or better maybe it's even better attendance in the afternoon for high school students something to that effect where you're actually you're looking at data and showing the direct correlation.

Can I can I chime in for a second.

This is Director Rankin.

Is that okay.

I just I just wanted to sort of support what Director Hampson is saying and reiterate I feel it was kind of what I was trying to get at also is like I feel like this is a lot of of what and what I want to see and what I think Director Hampson also wants to see is the is so what.

is sort of the storytelling behind it and the connection the connection of these numbers to the experience and outcomes.

You know the data is is a piece but I want to know what makes us as a district feel like these points are are relevant and why they're things that we're we're making note of and following.

And if we can't answer that then we should be looking at other measures.

That's it thanks.

That's that's enough for me as well.

Director DeWolf.

Thanks Director Hampson.

Director Harris.

Thank you.

I'll echo what Director Rivera-Smith said about the family engagement surveys and I appreciate the clarification Senior Advisor Kok very much.

I still have significant concern about adding on-time buses given the missing West Seattle Bridge and the complete corked traffic jam now during COVID-19 on the 1st Avenue Bridge and South Park and Georgetown.

with our bus barn being south of the First Avenue bridge.

We need to be able to do the possible and Lord knows we understand the impossible with COVID-19 and certainly those of us in West Seattle and South Seattle are extraordinarily concerned about our bus scenario.

Thank you Director Harris.

Director DeWolf I just wanted to add one other thing that goes actually back to your question is that.

Yes.

Some of the data in the KPIs that teams are measuring throughout the year will come to the board in oversight work sessions as well.

So the superintendent's evaluation check-ins the final evaluation as well as the oversight work sessions you will see KPIs that other departments are tracking along the way.

Thank you Sherri.

Yes.

Yes yes.

Can we put out that information.

We seem to lose it between conversation drafting plans and if we could put note it we have something to look back on about those KPIs in the other department.

Understood.

Yes.

And that was I think partly why I asked it and brought it up from our executive committee.

So Sherri does that make sense.

Sorry, I'm just looking through here to see if it's in the bar anywhere and getting a text from Aaron saying that it's not currently in the bar.

But we could.

Oh, Aaron is telling me that it was too quick turnaround.

So how about if we get some language in the bar that says that it'll be spelled out in.

That you'll hear in oversight work sessions as well as super.

superintendent evaluation check-ins and the final eval you'll see other KPIs.

You won't see necessarily every single KPI that the organization is measuring but you will get a fuller view across the system.

Is there a reason we wouldn't just get the full slate of KPI information.

I mean I don't think we know every department reports out every single KPI they're measuring.

I mean.

you could look at how that would come to you all.

I'm not I'm not opposed Director DeWolf I just don't think that's been past practice.

Certainly.

Director Harris does that answer your question or anything else we can.

Well I'd prefer they if the aspects are footnoted on the big pictograph so it's loud and proud but I'll take what we can get.

Thank you Director Harris.

Okay we will now move to Introduction Item Number 2. It is 249 p.m.

and this is called the Satterberg Foundation Elementary Feeder School Grant.

This came through the Audit and Finance Committee on May 18th for approval.

Chief Financial Officer JoLynn Berge I believe you will be briefing us.

Yes.

Thank you President DeWolf.

So this board action report would accept $950,000 from the Satterberg Foundation to target literacy acceleration at 10 Title 1 elementary schools that feed into Aki Demi and Mercer Middle School pathways.

The schools are listed in the BAR.

This is the I believe the 4th year this BAR has come before the board.

This is will be our 4th year of the grant.

Specifically this grant funds literacy coaches.

In Audit and Finance we had a good conver — oh I should say I'm sorry.

This work is also in alignment with our strategic plan So while our 13 priority schools are under the STRAP plan have a focus on the lower grades the Satterberg schools kind of come on top and support those upper grades in those elementary schools.

So it is really something that we're coordinating with our other efforts.

And in Audit and Finance Committee directors had questions and so we had made some changes.

to the BAR where we the Smarter Balanced Proficiency Growth was listed as percent and they asked that to be changed to percentage points.

And they also asked for clarification.

So 9 out of 10 Satterberg schools saw proficiency growth by grade level in percentage points on the Smarter Balanced English Language Arts between 17-18 and 18-19 the 2 years that we have data for.

The one school that did not make growth in percentage points received extra support by the Satterberg team and is on a very positive trajectory.

And that would conclude my comments and I would be happy to take questions.

Thank you Chief Berge.

I will now move to our directors for questions and comments starting with the Audit and Finance Committee Chair Director Hampson.

Thank you President DeWolf.

Yeah we had a good conversation about this.

I it's I appreciate having the opportunity although I think it can be tiresome for staff I think it's really important to have the opportunity to look at how outside sources of funds are utilized to to to work towards the closing of opportunity gaps.

And this is an important source of that funding.

that allows us to stretch our dollars for lack of a better term.

So I'm grateful to the Satterberg Foundation for that and appreciate the work to represent with fidelity the the data as it's laid out.

I'm glad that we have some good data from those schools about progress that's being made and I think that's about all I have and I'll let other directors that were part of Audit and Finance add any of their comments about the the grant but I fully support its acceptance.

Thank you.

Thank you Director Hampson.

Director Harris.

Beyond grateful for their generosity and for sticking with us.

And I'm just sorry they're not here so we can't give them a round of applause and Who knows maybe by the time we pass this and accept it we can do that and have folks show up to be thanked in person.

But this really matters especially when it's rated with the Nesholm Foundation and those middle schools.

So it's a pipeline and it's a pipeline to success and money does talk.

Thank you.

Thank you Director Harris.

Next we'll have.

Director Hersey.

No questions just huge thank you's and looking forward to it.

Next we'll have Director Mack.

I just appreciate the targeted supports for literacy that are being provided and that's all.

Thank you.

Thank you Director Mack.

Agreed a million.

Okay next we'll go to Director Rankin.

Just repeat.

support what everybody said and I know this has been something that our schools and communities have benefited from for a while to good results.

So thank you so much to the Satterberg Foundation and I don't have any questions.

Thank you.

Okay.

Director Rivera-Smith.

No questions or comments.

Thank you.

Thank you.

And I have just gratitude to the Satterberg Foundation and Really great to see those results for those schools.

So I don't have any other further questions or comments.

So now we'll move to introduction item number 3. Approval of contracts for specially designed instruction tutoring services and other compensatory education services RFQ 0 2 7 5 8. This came through Audit and Finance on May 18th for consideration.

Chief of Student Support Services Dr. Concie Pedroza I believe you'll be briefing us today.

Yes I will.

Thank you.

Good afternoon everyone.

I also have Chief Berge and Director Campbell from the Special Education Department.

They're also present as well to answer questions later on.

In terms of this intro action for a specially designed instruction contract I just want to give a little bit of an update.

This is an annual BAR that is presented for approval each year.

These contracts are in place to provide specialized instruction for students per their individual education plan.

While we can't divulge any specific information but some examples of these services would be students with significant behaviors or students requiring specific mental health supports as an example.

And these are services that Seattle Public Schools does not have the ability or staffing to offer and we are required by law to meet the IEP needs of the students.

I just want to add that at the Audit and Finance Committee meeting some additional information was requested.

There was a question about community engagement.

We added language to provide more information on what engagement takes place which is with the impacted family.

We collaborate and we coordinate with individual families to meet the specific needs for each student and support the process of choosing the right vendor to meet the student's individual needs.

Directors also asked about whether this was a per hour rate change and the rates have not changed at this time.

The hourly rate rate ranges from 50 to $50 to $125 per hour.

And these rates are negotiated with each vendor.

There was a question and I'm going to leave this one up to Chief Berge but there was a question around racial equity within the RFQ process.

So I just wanted to make sure that Chief Berge do you have any comments about the racial equity process.

My comment would be that we're getting this question and it would be a change overarching about the questions that we ask our vendors during an RFQ or an RFP process.

And we would also need to kind of consult with legal about what questions can be asked and how those questions can be rated in the context of an RFP or an RFQ.

Thank you.

And so I've just I've concluded my comments.

Are there any questions.

Thank you Dr. Pedroza.

We will start with our Audit and Finance Committee Chair Director Hampson.

Thank you President DeWolf.

So we did have some good discussion.

I know Director Harris will will talk about the notion of provided having to contract out for these services rather than providing them internally.

I think when we have it's always a debate whether it's curriculum or special education services when it it makes the most sense to use internal knowledge versus external.

In this case it's it's truly a level of service and expertise that as a parent slash guardian slash advocate that has worked with students navigating through any number of these different both this one and the next intro item that we'll we'll look at that are that are that need to be served but for which we have no existing structures either in within the context of our CBA or our funding models that provide the supports that really allow these students to access any form of education.

And so when the district and families get to this point and and do these through the IEP process and get to the place of needing to contract out it is not a decision that is taken on lightly.

It's not preferable.

It's what we ultimately get to because there's a desperate need to serve the student.

And so I do really sincerely appreciate what the special education department provides in terms of getting from that large group IEP setting with the student and the family and ultimately getting to the point of of a service that that can truly meet the needs of the student.

I wish more than anything that we could provide these services internally.

It would require such a wholesale redesign of our special education services model from from my perspective.

And so I'm really grateful that that the district when we do these things it's always for a really critical reason.

And it's it's very expensive.

And it just goes to how great the need is.

And so I hope it's something people will take seriously in terms of how we advocate as elected officials for these kinds of services to be more broadly available through our school systems and but also through other agencies in the state.

And that's that's all for me.

Thank you Director Hampson.

Next up is Director Harris.

I agree with all that Director Hampson had to say but if memory serves me correctly for the last four years previous chief or assistant superintendents whatever have said that we're making progress and we'll bring this in-house at some point.

If we're not going to let's just be honest about it and say so and Let's also when we're dealing with our legislators and our fine folks at OSPI in Olympia we already know that the special ed funding is not sufficient and that these critically needed services and oftentimes legally mandated services well they're always legally mandated in terms of IDEA but sometimes they're results of settlements etc. that that we need more help than we've got now.

And we need to raise that up on the priority level.

Thank you.

Thanks Director Harris.

Next up is Director Hersey.

No comments.

Thank you.

Thank you.

Next up is Director Rankin or excuse me Director Mack.

My apologies.

No worries.

Thank you.

I think two questions.

The first is. kind of procedural as to why the items on the agenda today 3 4 5 6 and 7 are all you know kind of combining various special education services.

And I'm just curious why they're all broken out and not combined or if it's possible to combine them.

It feels very disjointed when there's a number of these.

I mean maybe having it individually discussed is one thing but I'm curious to know why they're set up in separate board actions.

Director Mack if it were all combined you'd be upset about that because of the transparency Director Harris said.

Maybe so.

And actually Director Mack we did discuss that in Audit and Finance and my understanding is that the RFQ process is different for each of these categories.

I agree that it would be easier to approve them together but my understanding is that this is broken out because they are in fact different RFQs.

Thank you.

That's that's fine.

I just was curious about that.

My other question though specific to this number 3 BAR is in the board action it does list the number of students served per agency or organization.

And I think that's something that we had in previous years asked to be included so that we had a sense of the magnitude.

What I don't have a sense of though is are there more or fewer students this year than last year.

And actually kind of the corollary is are any students that were previously experiencing these or having these services have they been exited and are no longer having these services.

I'm going to have Director Campbell speak on that.

Director Campbell.

Hi there.

Thank you.

Yes these services are often services that students may use for a brief period of time or these services are services that a student may require through the duration of their education.

So so the the number of students served under this BAR is about the same as it's been in previous years.

The reason why it's hard to really pinpoint a number is because of the nature the IEP process where students come into service and then they may no longer need the service.

So that that it's a little bit more fluid when we're talking about these specially designed instruction services under this BAR.

Just just to clarify what you just said.

So the total number of students being served is still approximately the same but.

whether or not they're the same students that previously were receiving these services and no longer are is is undetermined or you don't know.

That's that's correct.

So this these services may be on like a student receives their IEP their an IEP team determines that a student requires this level of service.

And then really the goal is for that student to become more independent.

This may be a temporary service that is placed that is put on the IEP and then the IEP meets again and they determine the student no longer needs that service.

So these these services that are under this category tend to be they they can change based on the student's needs.

So it's around the same amount of students that are being served as it's been in previous years.

The the students are not the same.

I think I think I answered your question Director Mack.

I'm not sure.

Yes thank you.

Yeah.

Thank you.

Thank you Director Mack.

All right Director Rankin.

Hi.

I just.

Yeah I wanted to kind of respond generally to a couple of things I heard other other directors say which was Director Hampson's comment about needing to you know to to allow for some of these to be provided in-house.

We would need to completely redo how we deliver special education services.

Nothing would please me more than to do that.

But given our current structure where we send students to services instead of services to students that isn't possible.

So I know that some of these services are for you know very much more highly impacted students than is the average need of a student receiving special education services.

I think it's important to remember that special education services are and the IDEA protects students' rights to access free and appropriate public education.

So you know if if someone sees this and thinks like oh that's so much money you know why did that family get that.

It's it's not a it's not a luxury service.

It's actually that student or this group of students requires much more support in order to access the education that that they're typically developing peers are accessing.

I also want to just say you know I'm not sure the different RFPs or RFQs require them to be broken out but I also just generally really appreciate seeing them broken out because these are very very different services for totally different needs.

So the item 3 that we're looking at right now you know that is one where I would be more interested or interested in knowing how those are things we could maybe bring you know be provided by Seattle Public Schools in some way at some point.

But therapeutic day service you know an agreement with a hospital residential placement.

Those are things that are just you know we can't as a district provide that.

And it doesn't even it doesn't really make sense for us to even if we could just based on the very specialized services and support and programs that have been built up around meeting the needs of a child that might need that and and the the relatively low number of children that would need to access that.

It wouldn't it makes a lot more sense for a smaller number of entities to provide those highly specialized services rather than every school district try to do that for the small number of students that they may or some years may not have.

And so yeah I just I appreciate getting to see this information and kind of put a not a face because obviously the kids are it's private information but just to really have the opportunity to not only obviously approve the funds but also just acknowledge and talk about all the different type the range of services and supports that students and families are seeking and need access to.

And you know I think a lot of times these families feel very invisible and very powerless.

So I just I just kind of want to make note that this really it's not extra.

It's not it's not something that you know people are are trying to get.

It's it's these children and these families need and deserve this support to access the education that are typically developing students.

have access to.

And so it's it's really important.

And so I just yeah.

Thanks.

Thank you Director Rankin.

Director Rivera-Smith.

Thank you.

I so we did have a great conversation about this in A&F and I appreciate it.

I really don't have much to add that people didn't know to cover.

Just to say that I'm We were definitely concerned or you know we were looking into the whole community engagement piece of this and I see that has been expanded on.

But you know it's still the takeaway was still sort of for me that it focuses more on vendor engagement and not so much with direct engagement with this with any advocacy groups like such as Seattle Special Ed PTSA or things like that groups that can give us that insight.

I see that obviously we're engaging with the families who receive these services of which there are very few so.

It's hard to argue with that but just looking at and as people were saying all these BAR's seem to be on the same sort of vein of me and what the contracts entail.

So just knowing that we perhaps do give a look at how we're engaging with community in these as opposed to leaving it to a kind of like almost in financial viewpoint perspective of doing it to the RFQ's.

But that is all I have for now.

Thank you.

Thank you Director Rivera-Smith.

Sorry sorry President DeWolf it's Director Rankin.

Can I ask throw in another question.

Certainly.

I have a curiosity in general that can be answered offline for Dr. Pedroza and Director Campbell.

I have curiosity about the demographic information for students receiving the services.

If there's a way that the board can view that without compromising student identity.

I am very curious about the provisions of these services and ensuring that they're being equitably applied or if there's other information that might help us better serve students by knowing that that the racial information.

So I guess that's just a request doesn't have to be answered now.

Okay.

Thank.

I was just going to interject that we have we do keep that data and so I'll work with the team to figure out how to get it to you in a in a in a in a good time frame.

Thank you.

Thank you so much.

Thank you Director Pedroza.

And my question well I guess is first a statement which I I believe that special education services are basic education.

I also understand that we are not being fully reimbursed for this form of basic education.

So I was curious if either Dr. Perdoza or Chief Berge could provide the gap between what we provide in special education services and what the state reimburses us because I know there's a large millions millions of dollars of gap.

And if it's not easily available now I can wait till action.

Director DeWolf this is JoLynn.

The state is shorting us about 70 million dollars a year.

That's how much more we pay.

And then as far as these contracts the way the state funding formula works is funny.

It's either if you have super expensive kids there's a whole nother mechanism to go ahead and get service paid for through safety net.

So a very high cost student can be almost fully reimbursed for us where a student That is maybe $5,000 or $10,000 above what the state provides us not.

Thank you.

OK.

We will move to it is doing a time check.

It's 315. We'll move on to introduction item number 4 approval of contracts for therapeutic day treatment service.

This came through the Audit and Finance Committee on May 18th.

Dr. Pedroza I believe you will be briefing us again.

Yes I will.

So similar in the same vein just just to let everyone know this is also an annual BAR that is presented for approval each year.

These contracts are in place to provide therapeutic treatment services that SPS is not Seattle Public Schools is unable to provide in the comprehensive school settings.

These services are determined by students IEP teams and we are legally mandated to provide as determined by the IEP teams.

Just in response to what the board asked previously in regards to this BAR what are these services.

Therapeutic day treatment services support students in academic and social emotional areas in a separate educational setting.

Due to FERPA concerns we are unable to share specific examples in the setting but could provide more information individually.

And that concludes my comments.

If there's any comments or questions.

Thank you.

Okay we'll we'll start with Director Hampson who is our Audit and Finance Committee Chair.

Yeah I made basically combined my comments under the last intro item.

So nothing additional from me.

Thank you.

Understood.

Thank you.

Director Harris.

Go ahead and box up all of my comments.

They're the same ones.

Okay.

For issues number 4 through 5.

Thank you.

Okay.

Thank you Director Harris.

Director Hersey.

No comments from me.

We can't keep going.

Thank you.

Director Mack.

I'm just curious to know on this one if there is an increase in the number of students year over year for this board action.

For therapeutic treatment.

Mm hmm.

Director Campbell can you answer that question please.

I sure can.

There are approximately the same number of students that are being treated in their or receive their services in therapeutic day service placements.

So a slight change up or down per year but typically the same number of students.

Thank you.

Does that answer your question Director Mack.

Yes thank you.

Director Rankin.

Thank you.

Director Rivera-Smith.

I'm so sorry.

No questions for me.

No worries.

And I have no questions at this time.

Okay we'll move on to Introduction Item Number 5. Approval of agreement with Seattle Children's Hospital for hospital-based educational services.

This came through Audit and Finance Committee on May 18th for approval.

Dr. Pedroza I believe you'll be briefing us once more.

Yes.

Again this is also an annual BAR that is presented for approval each year.

Seattle Children's Hospital provides hospital-based instruction in the form of tutoring as supported by OSPI funds.

Per state law we are required to act as a flow through agency for Seattle's Children's Hospital to access the OSPI funds to support the education of the students at Children's Hospital.

As the flow through agency Seattle Public School processes education payments and reports yearly to OSPI.

And that concludes my comments.

Thank you.

And I believe Director Hampson and Director Harris have said that their comments apply to this so I'll move to Director Hersey.

Actually Director DeWolf.

I'm sorry Director Hampson go ahead Audit and Finance Committee Chair.

Yeah I said that for the last time but for this one I did want to just note for the record that though we have no influence over the programming that occurs at this site because we are a pass-through entity I do think it's worth exercising our our modest influence and discussing with OSPI about the cultural appropriateness of that programming at Children's Hospital.

The experience from families as this is in in my district in my community that are furthest from educational justice has been that they've struggled struggled to find them it to be a culturally responsive.

environment and so I plan to take that those questions at an appropriate time to OSPI.

Thank you Director Hampson.

Director Hersey.

No questions.

Director Mack.

No questions at this time.

Thank you.

Thank you Director Rankin.

Yeah I we have a policy in place.

So this doesn't as Director Hampson was saying in terms of the content or what the service is that we're passed through.

I am wondering though how this dovetails with our we our policy around students at a hospital that provides I think it's mostly just kind of canned online curriculum and access to a tutor of some sort.

So I'm I am curious about that.

And I also in terms of hospital-based educational services in thinking about something that Director Director Hampson and I had discussed the need for in Seattle Public Schools pre-COVID is a more robust distance learning policy that provides access.

That's that's more than a policy that gives permission essentially for a student to access something that's completely online without a classroom teacher but that would move us towards a distance learning policy whereby a student with an extended hospital stay or home home stay or they're unable to to attend school for an extended period of time for whatever reason I would really like to see this type of thing incorporated into a distance learning policy so that a student staying at the hospital if they wanted to and if they were able to could somehow participate in more of a classroom schedule.

So I'm just sort of putting that out there in the general the general sphere that I know that a distance learning policy is is now now there's a little more urgency around it whereas before when we brought it up it was positively received but not seen as something urgent.

It is pretty urgent.

But I think not only in the context of students being at home right now in the midst of a global pandemic but also for a child who is in non-pandemic times away from school for a time.

I would like us to be able to to find ways to influence or have control over what what we can provide to them more than this kind of agreement of a pass-through so that kids can stay connected with their classmates and their schools and their teachers.

So that's it.

Thank you Director Rankin.

Director Rivera-Smith.

No questions or comments from me.

Thank you.

Thank you.

And I have none at this time as well.

Thank you Dr. Pedroza.

So now let's move to Introduction Item Number 6. This is Approval of Contact Tracts for Sign Language Interpreter Vendors RFQ 11641. This came through Audit and Finance Committee on May 18th for approval.

Dr. Pedroza.

Yes.

Thank you.

Excuse me.

Sorry sorry sorry.

Really quickly before we move on just giving a heads up at 3 excuse me at 4th I'm on different time.

In about seven minutes I'm going to have to hop out to take a call with a student from Federal Way.

So if I sign off that is why.

Understood.

Thank you Director Hersey.

Thank you.

So this is the annual BAR that is presented annually.

Seattle Public School students with individual education programs may require sign language interpretation services and at times the district is unable to provide that service so we do while we do have a staff of ASL interpreters SPS is not able to recruit and hire enough sign language interpreters to meet all of the needs of our students.

That concludes my comments.

Thank you Dr. Pedroza.

Now we'll start with Director Hampson Audit and Finance Committee Chair.

Yeah so back to kind of some of the other comments.

I didn't have any specific.

comments or questions about this item.

Thank you.

And did I did I skip one folks.

I want to make sure I.

Did I skip number five which is Seattle Children's Hospital.

No you didn't skip it.

I'm sorry.

They're all these five are blended together.

Apologies.

Director Harris.

I'm sorry you actually said you're good through 7 so Director Hersey.

No additional questions for me.

Thank you.

Thank you.

Director Mack.

No questions on this BAR.

Thank you.

Thank you.

Director Rankin.

No questions.

Thank you.

Director Rivera-Smith.

No questions.

Thank you.

And none from me here Dr. Pedroza.

So now we'll move to Introduction Item Number 7. Approval of Residential Contracts with the New England Center for Children and Lake Mary Center.

This came through Audit and Finance Committee on May 18th for approval.

Dr. Pedroza one last time.

Yes.

Thank you.

And I'll just repeat that this is an annual BAR that is presented annually for approval.

These contracts are in place to provide residential services that we are unable to provide in Seattle Public Schools comprehensive school settings.

These services are determined by students IEP teams and we are legally mandate to provide these services.

Students who receive services in residential settings are served out-of-state and at school out-of-state.

And we are able to give specific or detailed information due to FERPA considerations.

Thank you.

All right we'll start with Director Hampson our Audit and Finance Committee Chair.

Hi.

Yeah just repeat the my gratitude that we're able to support families in finding these options particularly given that they that they don't exist closer to home.

That's got to be one of the hardest decisions that school communities and particularly families have to make.

So I'm grateful that we're able to do this and I'll pass it on.

Thanks Director Hampson.

Next we'll move to Director Hersey.

I'm just echoing Director Hampson's sentiment and with that I'm going to go ahead and step out to meet with my student and I hope everybody has a great rest of your day.

Thanks everyone.

Thank you Director Hersey.

Director Mack.

No questions.

Thank you.

I'm sorry.

Did I not come through.

I had no questions.

Thank you.

Thanks Director Mack.

Next up is Director Rankin.

Yeah I to echo what Director Hampson said that these residential contracts that we have through Seattle for families and students in Seattle Public Schools are very very far away because Washington State does not does not has not invested in making these resources available to people here where they live.

And while it's a good thing that we are able to still provide services for these kids I really can't imagine having a child in need of this care and these services.

And and having the only choice be to send them you know a six hour flight away from me.

So that's just sort of a general call out to our state legislature that we don't we don't have the resources in our state to serve the residents of our state with this type of service and also just we have a real gap in mental health care and counseling in general especially for children.

Thank you Director Rankin.

Director Rivera-Smith.

No questions or comments for me.

Thank you.

Understood.

Thank you.

And I have no questions as well Dr. Pedroza but thank you for sticking with us and for all of your support.

Thank you.

You guys have a great afternoon.

Thank you.

We'll now move to Introduction Item Number 8. Review and Approval of the 2020 Career and Technical Education Annual Plan per Board Policy Number 2170. This came through curriculum and instruction on May 19th for approval.

So Chief Academic Officer Dr. Diane DeBacker I believe you'll be briefing us today.

Thank you President DeWolf.

Can you confirm that you hear me.

We do hear you.

Thank you.

You're welcome.

It's my pleasure to introduce the CET or the CTE plan.

This is part of a requirement under policy 2170 that requires that we annually share this plan with you.

And for the past three years we have organized this plan around the seven strategies as shown on the plan or in the plan beginning on page 5 and through page 13. And this year we've also included our five-year plan that we submit to OSPI.

A few highlights for the plan that you may be interested in.

An overview of enrollment.

We have seen an increase in overall headcount across all the CTE programs in middle school high school and at the Seattle Skills Center over the past five years.

But there may be some questions about the chart that you see within the BAR because it looks like the headcount's going down.

That's actually due to a change in how we had to calculate full-time enrollment.

That was changed through a WAC revision a few years ago.

So we can answer more about that if anybody's interested.

We're also very happy and pleased with how the racial equity analysis has come into play during this particular year's BAR.

It's amazing what a difference a year makes.

I think about As we brought this plan to the board last year we didn't have really our strategic plan in place not the way that we have it now.

Part of the strategic plan we commonly refer to as goals 4 and 5 which is 9th grade on track and college and career ready.

And we know that our students furthest from educational justice especially our African-American males are really highlighted.

in the plan and also in our CTE plan that we have here.

We have tried to promote enrollment for students furthest from educational and just educational justice by making sure that we have seven sustainable pathways as you've seen within this plan.

We also are doing direct marketing and recruitment to students.

We're working with an agency that conducted focus groups around student interest in CTE.

And I know that in the past and with past boards they've been very interested in how do we increase enrollment and how do we make sure that students are aware that these opportunities are for them.

Another thing that has happened in the past year is the the community workforce agreement that the board has worked very hard on and ensuring that we are able to offer our students some opportunities.

with some very lucrative positions in Seattle and in some of our CTE areas.

We also had the summit last year with our industry partners which allowed us to open the doors and work with more partners in all areas of the continuum of CTE from having introduction to different careers to all the way up to doing internships.

This was presented at C&I a few weeks ago and we did have some questions and we responded to those questions.

One of those was around the breakout for the ethnicity and race of our CTE educators.

So we have added that in.

We have also talked about how there is the intersection between the Student Community Workforce Agreement and our Skills Center.

We also on page five about the participation of our special ed students.

So we have addressed that in terms of percentages.

And I believe that that is enough of introduction at this point.

I want to give thanks to Caleb Perkins and his team, Jane and Dan and others for the work that they put into this.

And I think that some of them are on the line too if we have specific questions.

That's all from me President DeWolf.

Thank you Dr. Diane DeBacker.

We will now move to directors for questions and comments starting with our Curriculum and Instruction Policy Committee Chair Director Rankin.

Thank you.

Yeah we had a great explanation or presentation of this in our last committee meeting.

And yeah super big shout out to Caleb Perkins and Jane Hendrickson And that Dan, whose last name Dan Glossman.

Miss Hendrickson in particular was so enthusiastic and supportive and excited to share about the work of this of the CTE program that it was just.

It was a really nice bright spot, honestly, in a lot of kind of.

that's happening right now to to hear the passion for our students and how participation is going.

It was really really great.

And it was particularly as Dr. DeBacker said about the racial equity piece.

It was really awesome to see how much how how closely the demographics of the students participating in CTE mirror the demographics of our district.

including in special education.

So I think it's it's great that these opportunities are being made available and that we're working hard like to really advertise and reach students instead of it just being like a thing that's available.

Because as we know these are you know can lead to highly skilled careers really well-paid union family wage work.

So I just really appreciated the presentation and I'm excited to keep talking about it.

So thank you.

Thank you Director Rankin.

All right.

Next we'll move to Director Hampson.

Hi.

Thank you.

I appreciated this presentation and the read.

I think my my primary question has to do with kind of how the distance learning digital education component works and I saw it presented but I was having a hard time kind of grokking the proposed transition or what what the expectations are for how this would look.

It looked in the presentation like it was something that would be developed over a period of four years versus there being a more comprehensive plan for the distance learning version of this for 2020-21.

And maybe that's because like everything that we're trying to plan for for next year we don't know exactly what the possibilities are or if there will be in-person possibilities.

So I was just wondering.

if you could speak to that a little bit.

How did you weave that into this presentation.

So this is Jane Hendrickson.

Thank you so much for having me here today and I will talk to the CTE piece.

So as far as transition of courses you know during this COVID crisis and into looking at what next year might look like.

Our our CTE teachers in our courses have transitioned.

I mean fortunately for us and CTE a lot of it is you know there is a lot of influence of technology in what we do.

We do have some challenges in a couple of different areas.

One of those is our worksite learning which is our internship program.

And so in looking at what that will look like for students moving forward and certainly ones who are already in that place and we were able to transition that as well into you know and honoring their work starting in March.

And so our teachers have been very creative.

I've seen some major major innovation happening across all of our buildings.

One of the areas though we we do look at and how we will address best works is in our labs in our skilled based labs.

And so that is definitely one area that is we're actively talking about how do we move towards that and what does that look like moving forward for next year.

So our our four year plan is it's definitely looking at the future right.

So how do we address digital learning in this area.

And this is something we had to pivot real quick.

So you know moving forward what does that look like for us is is definitely in our forefront of our discussion right now.

And Director Hampson this is Dan Goldsman principal of the Skills Center.

I can add a little bit more detail if you like for the immediate this summer for the Skills Center and just give an example a concrete example.

And yeah great question.

It's it's not easy to do hands-on learning in a remote setting.

But one strategy that we've been using this year or you know this spring and will continue in the summer for our medical classes like nursing and medical office assistant in our in our summer class the intro to medical careers we're looking into purchasing sets of stethoscopes and blood pressure cuffs for each student and then we'll deliver those to the students so that they can use those at home practice on their family practice on themselves and still get that hands-on experience but at a in a remote way following the governor's orders.

And so additionally we're planning on having daily Teams or Zoom class time for each class at least one or two hours a day on Teams and then independent work in between those those meetings so that there will still be some face-to-face classroom time some hands-on learning and some equipment that they can get used to and use.

Does that answer your question Director Harris.

Thank you very much.

Thank you.

Okay.

Next is Director Harris.

Yeah I'd like to know how many internships we managed to get post that conference that we had at the Ports Conference Center where lots and lots of promises were made.

Did we follow up.

Did we snag them.

Jane.

Yes this is Jane Hendrickson.

So yeah so a little bit we are pivoting so that because of COVID we had many of our partners that we scheduled out for summertime have pulled back in that and we certainly have an understanding that they are you know trying to rethink about how they're hiring back their own staffing in a lot of these ways.

However we do have Skilled Trades launched 206 Companies still on board for this summer.

So we do have I believe at this is active conversation.

I believe there's four companies at this time and there is definitely talk about connecting with the city as well to bring their internship their internship program on on par with our launch 206. So that's an active conversation with our city partners as of yesterday.

And if we could have more frequent communication and rah-rah in the Friday memo.

Nobody loves success like success and it breeds more.

Please.

Thank you.

Thank you.

Thank you Director Harris.

Next up we'll have Director Hersey.

Oh excuse me.

Next up we'll have Director Mack.

Yes thank you.

CTE is so important and I'm I'm excited to see a plan that is looking to expand and in particular consider providing expanded services through Rainier Beach when it's renovated and having those conversations now about how to increase our CTE offerings and engage students.

So really this report's very thorough and really appreciate all the work that went into it.

My one question is related to maritime CTE pathway and the engagement or conversation about how our students may access that pathway once I believe it is it Highline who is it was planning on implementing a a high school or is it a different district.

I can't remember which.

Highline.

Highline.

This is Director Rankin.

Highline will manage it.

And but it's it's in cooperation.

We we have Seattle Public Schools is included.

And that's so that's the clarification that I'd like to have is exactly how that works for Seattle Public Schools students or will work in the future.

Yeah this is Diane and that is that's still being discussed as I mean obviously some of it the progress slowed down a little because of COVID but the Maritime High School is still being discussed through the Port of Seattle and yes Highline would be the sponsoring district and each district probably they're talking about the roadmap districts that are in this region.

would each have a certain number of slots of students that they could send to the Maritime High School.

But all of all of the details are you know we we really haven't had any discussions since COVID closure.

And I can thank you Dr. DeBacker.

This is Dan Goldsman skills center director.

I can add a little bit of detail kind of in the in the immediate future.

As you know you know fortunately we have our Maritime Vessel Operations course that we run out of Seattle Maritime Academy.

We have the summer course and we have the school year course.

So in a normal year, we expect, you know, at least 25 or more students to run through our summer programs.

And, you know, we're working on getting more and more students in the school year class.

So, you know, presently we certainly have a pathway for students interested in maritime vessel operations.

And then of course there's students at Ballard High School have access to those programs as well.

But you know our goal is as part of the Youth Maritime Collaborative who you know as as the port is also part of that Youth Maritime Collaborative we're all working together to make sure that we're really just expanding opportunities for students.

So that's you know anything from those summer well even anything from those spring break trips like we did this last year.

We didn't get to do our spring break trip but we did our winter.

mid-winter break experience learning experience for students in Maritime.

You know all the way up to advanced skill center classes or eventually those high school the options for high school that Highline is considering hosting.

Thank you.

Appreciate the information.

No further questions for me.

Thanks Director Mack.

Director Rivera-Smith.

Thank you.

I would just add on.

I know it's already been mentioned that we're we're super excited and want to celebrate CTE program for having such a representative demographics that mirror our our our district as a whole.

Also wanted to just give a quick recognition recognize that we don't talk much about how CTE how CTE is exploration is in is represented in elementary schools but I notice in here that it says We do have Amazon FIRST Robotics in 20 elementary schools.

So I'm really excited to see that and I'm happy to know that that is starting there.

And also just one small piece to just add on.

I mentioned this in committee that on page 18 there are some some just I feel like I'm being copy editor police today but there's some repeat causes in the 2020-21 column.

The first second and a little bit of the third bullet are then repeated again in that same column.

Just a little cleanup there I guess but otherwise it looks great.

Thank you for all the work and information.

No further questions or comments.

Thank you Director Rivera-Smith.

And I just have a few quick questions.

It mentioned something about a mentoring program.

Can you share a little bit more about that.

It's on it's within the background well equity analysis it talks about the mentoring program the short-term goal is that every SPS African-American

Yes.

Is that you Dr. Perkins?

Yes.

That's part of the STRAP plan.

I'll just I'll tee it up a little bit.

That's part of the STRAP plan in as we refer to as goals four and five.

So go ahead Dr. Perkins.

Yes thank you.

I just wanted to add that as Dr. DeBacker said you know what a difference a year makes.

So Our strategic plan work has overlapped heavily with the CTE planning work.

So in developing initiatives for Goal 5 around career readiness as has been shared in C&I one of the key initiatives is going to be around mentoring that Dr. Williams' team will be leading up and that mentoring has been informed by a workgroup that includes many of our former and current CTE partners.

So it is part of the overall effort to implement Goal 5 is to ultimately provide mentors to all of our African-American male 9th grade students so that they can consider both post-secondary options in terms of college as well as career.

So we thought that would be important to include in the CTE plan as a as a close connection between the strategic plan work and our CTE plan.

And the other curiosity I had was it mentions about we launched our new medical and health course pathway at Rainier Beach Garfield Nathan Hale this year and we'll be expanding access to this high demand pathway in 2021 and one of those includes Seattle World School.

So I just a couple of questions of how how are you justifying that it's high demand.

I don't necessarily disagree but how do we know it's high demand.

And particularly at Seattle World School do you happen have a sense about if it will be in additional languages or other different supports for students there.

I'll start with the high demand question and then I'll ask Ms. Hendrickson to connect on on the connection to Seattle World School.

Just one thing that Seattle and King County has a lot of is a lot of analysis on labor statistics and one that you know database that we've taken advantage of that now Washington STEM helps develop is just a projection of all the future careers in the in the area of in the Puget Sound area as well as in Washington State.

And we can share that tool per Director Harris's idea maybe of a Friday board memo.

But just there's a lot of data on projected job growth in the area which of course evolves.

But health and medical is is routinely in the top three of those areas where that where we project those family wage jobs that will be in high demand going forward.

So that's how we're basing it.

We're relying on labor statistics that others have analyzed.

So I will answer to the second part of that question at Seattle World School specifically.

They are our newest add-on to our to launching this program next year.

So we're working very closely with our principal at Seattle World School who assured us that all of their teachers are prepared to work with students of different languages.

And so and that was the uniqueness of of that particular school.

So that was so again this is this is a fairly new decision based on students interest and enrollment.

A previous or initial enrollment or interest sheets and so We just began working with Seattle World School in the last I would say since COVID.

So in the last four weeks four or five weeks.

Thank you.

And then my last question is about it also says for example as you will see in strategy 1 we continue our efforts to increase access for students furthest from educational justice to non-traditional pathways such as health and medical which we just described skills trade skilled trades and IT slash STEM.

My question is.

What are we actually doing to increase access for students.

Is there more money.

Are there more classrooms.

Is there more are there more teachers.

Are we just using that word or is there actual something that illustrates that we are increasing that access.

So thank you.

That's a great question.

I appreciate you asking.

Absolutely.

We are targeting funding to our high demand pathways and most specifically looking at our schools that are in greatest need.

And so yes we we support staffing we support equipment purchases we were supporting marketing and working with the schools to make sure that we are at in this case a little bit differently this year because we didn't have our family nights but we are working at not only our feeder schools into those high schools but we're bringing in industry career panels to those middle schools as well.

So we are definitely targeting not only time and effort but we also have our industry advisories that are working on career-connected learning outreach activities to engage students at those middle schools interest in wanting to register in to that program.

Thank you.

Thank you very much.

Yeah absolutely.

Then those are all my questions and comments.

So now we'll move to introduction item number nine.

This is BEX IV excuse me approval of budget transfer and award contract P5132 bid number B012042 to CDK Construction Services Inc. for the Whitman Middle School seismic improvements project.

This came through operations committee on April 27th for consideration.

And I believe we have Director of Capital Projects and Planning Richard Best briefing us.

Correct Director DeWolf.

I'm going to check and make sure you can hear me.

We can.

Great.

Thank you.

So we are recommending that the contract be awarded to CDK.

CDK is the low responsive bidder.

I should say low responsive responsible bidder.

Seattle Public Schools received seven bids for this project.

The low bid amount was one million five hundred sixty thousand dollars.

This is to implement priority one so life safety seismic improvements at Whitman Middle School.

These are voluntary seismic improvements.

I want to be clear with all the school board members this will not bring the school up to current seismic codes but it will implement life safety seismic improvements throughout the school.

We do need a budget transfer and the budget transfer amount for this is from the BEX IV program contingency and it's fifty three thousand eight hundred seventy one dollars.

And so with that I will open it up to questions.

Thank you Richard.

Okay we'll we'll we'll move on to directors for comments and questions starting with our operations committee chair Director Mack.

Yes thank you Mr. Best.

There's a few questions that have come through via fax around some of these contracts related to why the bid documents are not included.

I think that question comes for 9 10 11 12 many of those and on down the line.

So if you could clarify.

The question of why the bid information is is or is not included in this BAR at this time.

So about a year ago Director Mack Capital Projects in consultation with legal counsel concerning the ADA consent decree started making bid tabulation forms available in the Capital Projects Office.

We do not have not been attaching them to the board action request forms because of their they are not ADA accessible and so it requires you know yet another cover sheet be placed on.

We've just made folks aware that they are available in our office if the public has an interest in seeing them.

And are they posted somewhere online or not.

No they are not posted online.

They I believe there is a copy in the board office and then they're available in the capital projects office.

And this changed from a year ago.

A year ago we used to include them and now we're not.

As part of our ADA consent decree we do not we no longer include those bid tabulation forms with our documents we just note who the low bidder is.

And this has been consistent practice over the last year.

Yes it's been consistent practice for probably more than a year but safe to say a year.

Okay great.

Thank you for that clarification.

I'm not sure if I have any concerns around that practice or not.

I just wanted to daylight that that question was raised and that's the reason for why that does not exist here.

Specific to this BAR there was also a question about why a one-time transfer from the BEX IV contingency fund.

And then I'll kind of tack onto that as to well I guess I share that same question as to why are we tapping into the contingency fund for this project.

The project bid just slightly over what our estimate was when we did an analysis of the overall project budget we thought it important to daylight to the school board that we'd need a transfer of funds and it's fifty three thousand eight hundred seventy one dollars just based upon the the low responsive bidder paying some additional Washington State sales tax paying some additional Project permit costs and then placing just a small amount of funds in the construction contingency for the project.

And it is slightly over.

I want to emphasize to the school board members it's just slightly over our architect's estimate.

OK.

Thank you.

The last thing I'll say and I'll just say this for the future ones coming up too to not repeat it again but all of these that had required bid information are up for consideration because when we discussed these projects and ops those processes had not yet been done yet and so that the the information was not yet complete.

And with that I'll allow other folks to ask any questions or raise any concerns.

Thanks Director Mack.

Next up is Director Hampson.

No questions from me.

Thank you very much.

Thank you Director Harris.

Director Harris.

No questions from me and I have to bail as the other job called.

My apologies and.

Great day everybody.

Thank you.

Thank you Director Harris.

Yes I know and apologies we had a jam-packed schedule today so appreciate you.

Director Rankin.

No questions for me.

Thank you.

Director Rivera-Smith.

Thank you.

I have just a question to follow up on the on the attachments question.

I was wondering what if Richard Best could explain maybe what it would take to.

be able to attach those.

What would we need to make those APA compliant and get those attached.

It would Director Rivera-Smith it would take just revising the forms that we have that we've utilized for our bid tabulation forms.

I could work with our contracting services to do that so that they are you know Potentially ADA.

I know we've had conversations about this in the past.

We've looked at this in the past and the determination was made to just make them available upon request to our office.

So but I could review that again and get that information to you.

And I could include that in a writing memo to the board.

Yeah and I think if the committee you know decides that is a priority that would be great to look into.

But thank you.

Thank you.

Thank you.

And I have no questions.

Mr. Best.

Thank you.

Next up we'll move to Introduction Item Number 10. BEX V Award Contract P5145 for Athletic Field Lighting Projects at Whitman Middle School.

This came through the Operations Committee on April 27th for consideration.

Mr. Best you'll be briefing us again.

Thank you.

So the Whitman Middle School field lighting project we are recommending be awarded to KCDA and Musco Lighting in the amount of $757,256.

KCDA is a purchasing cooperative and has bid field lighting.

If and if Seattle Public Schools were to bid lighting Musco would be the only competitor that would meet the City of Seattle's light spill requirements.

And so KCDA has a competitive situation in which they have bid and received pricing from several different field lighting firms in which Musco was their low bid.

And so it allowed for a competitive situation utilizing the KCDA purchasing cooperative for this purchase.

I would note that this is placing field lights at Whitman Middle School.

Historically we have had field lights placed at our high schools.

When the decision was made by the school board to implement a later start time at high schools one of the require one of the problems identified in the programmatic EIS was community and access to our fields.

The way Seattle Public Schools is responding to community access to our fields is to increase the amount of fields that we have lit by adding middle schools to field lighting.

I will also note that we did add field lighting projects at Ballard High School Roosevelt Franklin Cleveland Garfield and Robert Eagle Staff Middle School.

So this is just a continuation of that program to address this programmatic environmental impact statement condition.

So this at Whitman Middle School will light both the soccer field soccer football field and the softball baseball field and provides 11 light poles 9 of them which are 80 feet I think and two which are 70 feet.

And I think that narrative yeah is in the in the background information.

I'll open it up to questions Director DeWolf.

Thank you.

We'll start with Director Mack Operations Committee Chair.

Yes thank you.

We've passed in the previous boards a number of field lighting projects and that the new lighting Systems are more directive and have less spillage so they're not as bright and challenging for neighbors.

We have gotten some community questions and comments around the community engagement around this project and the impact of the light as well as whether or not the environmental impact or environmental impact statement has been done SEPA requirements etc.

Can you briefly go over what community engagement has been done on this project as well as the environmental impact SEPA requirements.

Sure.

We've had two community meetings concerning the field lighting project at Whitman Middle School.

We have previously had a community meeting also associated with our SIPA.

Again that is a practice that we have suspended and no more no longer are implementing SIPA.

Those meetings primarily became meetings in which you know it garnered opposition and an individual would lead you know would utilize those meetings to garner opposition and so consequently consequently we have suspended those meetings.

But we did have two community meetings in which it came out and we presented the projects we addressed questions and we did address community concerns.

We implemented a traffic analysis to understand what the parking would be like.

We do have a large parking lot at Whitman Middle School and So I feel like we have addressed the SEPA.

We did have our SEPA appealed.

The hearing examiner affirmed the SEPA documents that we did and there's been no administrative action taken Director Mack.

And administrative action would be in a in a legal setting.

The administrative

Have we heard a lot of community of the neighbors concern around the potential light spillage and whether or not that should be a concern or that there may be further I don't know neighborhood contesting of this project.

So the City of Seattle has a very rigorous light spill requirement.

literally point two foot candles at your property line and we work with our lighting consultants to make sure that we are well within those guidelines and I will note Musco's lighting project product allows you to direct light so that it is on the field at the playing surface and not spilling out beyond the playing surface.

So they have a very superior product to what else is on the market.

I will also note that with light emitting diodes or commonly referred to as LED technology that also has helped not have the light spill that you used to have with the large metal halide lights that were previously utilized.

Great.

Thank you.

I don't have any other questions at this time.

Just wanted to get that onto the record for clarification around those specific points as there were some emails and faxes sent asking those things.

I rest at this point.

Thank you Director Mack.

Director Hampson.

No further questions for me at this point.

Director Mack covered them.

Thank you.

Director Rankin.

Yep.

Same for me.

I was going to ask about the email that we received.

So thanks for that information.

Thank you.

Director Rivera-Smith.

Yeah likewise.

I was I was interested in that because we did get a couple emails from patients in regarding this and honestly I mean I'm I'm I'm less concerned with property values of neighbor.

I mean it's not that's not important but you know same it's the city it's with growth.

What I'm more concerned with is the idea you know the accusation that that this project is not in line with our with the BEX guiding principles.

So I'm wondering if Richard if you can offer any more justification for this being in line with those guiding principles.

Director Rivera-Smith we are working on first we were working on installing field lights at the high school athletic fields throughout the city of Seattle.

And now we are beginning installing having completed the high schools we're beginning installing field lights at our middle schools.

And just I don't understand where that comment is coming from.

From an equity standpoint we're literally installing field lights throughout the district.

Mercer Middle Schools like would note would just be done when we replace Mercer Middle School.

We're looking at trying to create a field with field lights at that school site.

That is potentially a landmarked building so it could be impacted by that.

But Aki Kurose does not have that's a parks field But that is lit.

We have lit Cleveland High School.

So I'm not sure where that's coming from.

Yeah.

Well I guess so I guess I guess you haven't seen this email.

I'm sorry I shouldn't assume you've seen it.

I think there are ones that this person is specifically claiming is that under the guiding principle of building conditions and educational alignment that There's claiming that this this project is really not consistent with that of serving our students because the idea is that this is mostly to provide lighting hours for Seattle Public for the Seattle Parks Department's use of our fields which isn't directly our students I guess.

And this that's one of their claims.

Another is just about the the financials the environmental and financial stability principle because on top of the lighting that we're going to put in there we're also committing to Clearly the energy usage costs energy management for the system and maintenance costs.

And then maybe a question about the SEPA but we talked about that already.

And I will just note that we do get reimbursed for our field use when it's outside when it's scheduled by the community through the parks district.

The Seattle Public Schools does get reimbursed for the lighting costs.

We're trying to provide more access.

Today many of our club sports are on parks related fields and we're trying to get our club sports back on Seattle Public Schools fields and one of the ways to do that is to provide opportunities for more for more access in the nighttime given the change in secondary school times and so the field lighting projects are achieving that objective.

Thank you.

And so and then again like I said the writer wrote about the SEPA which I know Director Mack already addressed and you mentioned that there were a couple there were two actual in-person community.

We did have two community meetings associated with this project but we did not have a SEPA specific community meeting associated with this project.

And then you know the dates of those community meetings.

No but I can get that for you and we can include it in an updated BAR and I'll just make a note.

Thank you very much.

Okay.

Thank you Director Rivera-Smith.

My question Mr. Best is just about you had talked about the two candles length and then who how do we get approval or I guess how is the city involved with you know giving us a thumbs up that what we've done follows the letter of the law.

How do we.

So as part of the commissioning process for the field lights Director DeWolf we will be out there with a foot candle measure making sure that we comply with City of Seattle's requirements.

Understood.

I guess what I'm saying is who who affirms that you've done what you said with with the candle.

We affirm to the City of Seattle that we've done what we said we were going to do.

And then if it's questioned that they will they have a permit enforcement division and they will come out and look to confirm that it is accurate.

But we will be taking foot candle measurements at property lines to note that the theoretical is actual is is being complied with in actuality.

Thank you.

One can I come on this is Director Rivera-Smith.

I had one last thing I forgot.

I'm sorry.

Can I ask real fast.

It was in relation to Richard.

He's going to add the dates for those meetings.

Could you also Richard add the steps you took to add you guys took to advertise for those meetings so we know how people could have found out about them.

Thank you.

Okay and we'll now move to introduction item number 11. This is BEX V award construction contract P5 1 4 0 bid number B 0 3 2 0 6 2 to Field Turf USA for the athletic field improvements at Ballard High School project.

This came to the Operations Committee on April 27th for consideration.

And just a time check for folks we have about it's about 415 and we have about nine items to go.

So Mr. Best I believe you'll be briefing us.

Yes and I'm sorry I scrolled by Ballard High School and went to Nathan Hill.

Sorry about that.

So Ballard High School we are recommending awarding the contract to field turf.

We are essentially replacing a synthetic field with a synthetic field.

The one significant difference is and again this is a prior board.

I think Director Mack and Director DeWolf you're familiar.

We now utilize a cork infill in lieu of crumb rubber in our fields and this will replace the crumb rubber Synthetic field at Ballard High School with a cork infill manufactured by FieldTurf.

Cost of the project is $663,566.

And this is just it's reached the end of its life.

A synthetic field lasts about 10 years and so we do resiliency testing in the 9th and 10th year to kind of look at its longevity as to when it needs to be replaced and Ballard High Schools needs to be replaced this summer.

Thank you Mr. Best.

I will start with our Operations Committee Chair Director Mack and then call on question question excuse me on directors for questions or comments and alphabetical order after that.

Thank you.

I'll just note that the question around why the bid contract documents are not included was answered previously and I don't have any specific questions to this other than support for Cork versus the other alternative and that having safe fields for our students use is incredibly important.

Thank you.

Director Hampson.

Yeah thanks for this.

I remember when the when the board voted to go to to Cork and I'm just curious do is it too soon to say how it's faring.

I know they started first up on at Cal Anderson.

Do we have any sense of whether it's faring better than the.

The we we struggled the first year Director Hampson with maintenance with the cork because it's lighter it needs to get settled into the to the you know the turf element.