Seattle Public Schools - November 18, 2020

takes us live.

After a brief pause I will call us to order.

Good afternoon again.

Tansi.

Okimawa P.E. Sim.

Nitisi Nikason.

This is Director DeWolf.

I am now calling the November 18th 2020 Regular Board Meeting to order at 330 p.m.

It's also important we do acknowledgement of and protocol here so we live and go to a school in a city that is the ancestral homeland to the Duwamish people the Muckleshoot Nation and the Suquamish Nation.

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

As guests and 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.

Ms. Wilson-Jones.

Roll call please.

Director Hampson here.

Director Harris present.

Director Hersey here.

Director Mack here.

Director Rankin Director Rankin Doesn't sound like she's joined quite yet.

Director Rivera-Smith.

Present.

And Director DeWolf.

Present.

Thank you Ms. Wilson-Jones.

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

As we begin this meeting I would also like to welcome welcome Bella Kniep.

who is joining us as a student representative from Garfield High School today.

And we will also be hearing from Bella's peer excuse me from Bella's peer later in that meeting as well who is Garfield sophomore Monet Davis who will be leading off our testimony list.

This meeting today is being held remotely per the governor's proclamation prohibiting meetings such as this one from being held in person.

The public is being provided remote access today by phone and through SPS-TV by broadcast and streaming on YouTube.

To facilitate today's meeting I will ask all participants to ensure you are muted when you are not speaking.

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

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

Okay thank you President DeWolf and directors and welcome Bella.

First I just want to thank everybody for everything that you've been doing and especially the board.

I know governing and even virtually meeting is not easy.

We've all been in this remote setting for really a long time now and I know that we are all feeling a little weary and no one is immune to this level of disruption and uncertainty and none of us We're really prepared to educate or work during a pandemic.

In addition to remote learning we all have our regular lives going on as well.

And I know that many of our staff and you and our families are all you know some have children at home while remote working and some of you are taking care of elders in your family and some of you may feel isolated as the stay-home orders become more strict.

And I think that really is just what's so hard about all of this.

What would be usual life struggles are so amplified right now.

And you know as the virus continues to spike and do its damage so many of us now know family friends and colleagues who have contracted the virus who have been sick who've been hospital hospitalized or who have died.

I just continue to hear from a lot of different audiences.

How difficult the situation is for our students families and staff.

I do want to thank our educators families and students for completing the Pulse Survey.

The Remote Learning Task Force will review this data and make recommendations on how we can make this remote learning better for everyone.

Central office leaders are using this data to make adjustments to our operational systems I have visited with our school leaders and educators and they express a need for some relief from the weariness and the big workload that results from being in a remote setting.

So starting Monday November 23rd through the December break as we're heading into holidays schools will be reducing their office hours to 10 hours per week.

So people should please check with your school for the hours of operation.

And also central office staff we're looking for ways to reduce the workload for elementary teachers on Wednesdays at least through the end of the semester.

More information about this will be coming soon as we work through all the ins and outs.

Last I have dedicated $100,000 from the superintendent's budget to support the social emotional needs of the adults at Seattle Public Schools.

I know that our social-emotional health must be strong in order to support the needs of our students and I am more committed than ever to ensuring the health and wellness of staff and students in SPS.

And as you heard last night at the work session it's important for everyone to know that the Ethnic Studies Program Manager position has posted.

I want to thank Dr. Scarlett and Dr. Al-Ansi for their work with community including NAACP the NAACP Youth Council the Ethnic Studies Advisory Group and others to ensure that we are meeting the community needs with this position.

I just look forward to watching this work flourish under their leadership.

President DeWolf this concludes my remarks and thanks and welcome again to everybody.

Thank you Superintendent Juneau.

Okay.

I again I would like to welcome Bella Knipp Bella is a sophomore at Garfield High School and is involved in student government as the class of 2023 treasurer and is also involved in wrestling and track and field.

Bella I'll turn it over to you.

Good afternoon everybody.

I'm super happy to be here today.

Good afternoon to Superintendent Juneau School board members and everyone watching today on Microsoft Teams.

My name is Bella Kanipe and I am a sophomore at Garfield High School home of the Bulldogs.

We as scholars and educators see our school as an active diverse and dedicated community.

Garfield's academics is a major focus at Garfield.

Last year 100 percent of our seniors graduated on time.

Garfield High School's population of 1,857 students has grown by 14 percent over the past five years.

Last year our boys and girls basketball varsity team won state.

Our band and orchestra is a large part of Garfield especially during our pep assemblies and sports games.

There is always lots of hype and spirit.

We have over 800 athletes that participate in Garfield sports.

At Garfield there are over 50 clubs during lunch and after school that you can join.

You can even start your own.

We had a very successful virtual club fair today.

It was awesome.

Garfield isn't just a school for arts and sports and band and orchestra but it was also a place of culture individuals athletes activists writers musicians actors and actresses and artists.

When Principal Howard announced school was out on March 13th we didn't know we'd be facing a global pandemic.

COVID-19 has impacted everyone emotionally and physically.

Both students and teachers have found new ways to learn and educate in ways we never thought was possible.

Garfield would appreciate the school board's increase in support so we can continue to thrive during these uncertain times.

I thank you for your time and go Bulldogs.

Thank you so much Bella and yes go Bulldogs.

We didn't know we'd be facing a global pandemic.

COVID-19 has impacted everyone

Okay.

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

May I have a motion for the consent item consent agenda please.

I move approval of the consent agenda.

I second the motion.

Okay.

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.

Yes.

Director Harris.

Director Mack Director Harris first.

Fair enough.

I would like to remove Item Number 5 Memorandum of Understanding with Principals Association of Seattle Schools.

Thank you.

Thank you Director Mack.

Yeah I'd like to remove Number 4 Approval of the Forest Successor Collective Bargaining Agreements between Seattle Public Schools and the International Union of Operating Engineers 609.

Thank you.

May I have a revised motion for the consent agenda as amended please.

I move approval of the consent agenda as amended.

I second as amended.

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 by saying aye.

Aye.

Aye.

Aye.

Aye.

All those opposed.

Okay.

This motion is passed unanimously.

I do want to for the record make sure that Director Rankin is included and she joined us at about 333. So please adjust the record to reflect that.

Yes we have now reached we have now reached the public testimony portion but as it is not yet 345 I would like to ask directors if they would like to give board committee reports now in lieu of taking a 4-minute recess.

And so we can begin the testimony at 345 p.m.

Are directors ready to share board committee reports.

If we could keep these to about just 2 minutes high level.

Are any directors willing to volunteer for to go first.

Director Mack this was your your request to the to the board for our agenda so I'm curious if you'd like to give a board committee report from Operations Committee in the next 4 minutes before our public testimony begins.

Yeah I wasn't prepped and ready to do that but I'm happy to to do it on the fly.

I've been adding that to my board comments at the end of the meeting and I didn't realize it was on the agenda so appreciate that it is now.

So yeah Operations Committee next meeting's on December 3rd and Obviously a good number of items today on our agenda from the last meeting.

Upcoming we have a couple of special attention items that folks may find interesting as Traffic Safety Committee site planning guidance that Traffic Safety Committee is actually a City of Seattle committee about traffic safety that we support and sit on.

And additionally we'll have a presentation around the Mercer boundaries process kind of where we're at with community engagement and proposals et cetera.

And the West Seattle Land Exchange which I think there's been two by twos with folks on but may be of interest as well as capacity mitigation for the next school year.

And a good number of final acceptances which are always my favorite when we are able to close out great projects.

And yeah high level that's that's what I got for you.

Thanks for.

putting this back onto the agenda so that we can hear from each other about what's going on in committees.

Of course.

Thank you.

And in these few moments before we begin public comment I can just share our executive committee kind of report out.

So this this month we focused on this the CBA's and MOU both with PASS and 609 which were just pulled from consent.

We also heard from the ITAC they presented their annual report.

In addition we started conversations around Policy 1005 which is Responsibilities and Authority of the Board as well as Policy 1640 which is Responsibilities and Authority of the Superintendent.

That conversation will also take place in December and we'll also be inviting we have invited our labor partner the Principals Association PASS to join us for December and we'll also hear an update on our government relations as we head into legislative session.

So with that I will get us started with some housekeeping before we move into public testimony as we are about a minute to go.

So we will next move to public testimony.

We'll be taking public testimony by teleconference today as stated on the agenda.

For any speakers watching through SPS-TV please call in now to ensure you're on the phone line when your name is called.

Board Procedure 1430BP provides the rules for testimony and I ask that speakers are respectful of these rules.

I will summarize some important parts of this procedure.

First testimony will be taken today from those individuals called from our public testimony list and if applicable the waiting list which are included on today's agenda posting on the school board website.

Only those who are called by name should unmute their phones and only one person should speak at a time.

Speakers from the list may cede their time to another person when the listed speaker's name is called.

The total amount of time allowed will not exceed two minutes for the combined number of speakers and time will not be restarted after the new speaker begins.

In order to maximize opportunities for others to address the board each speaker is allowed only one speaking slot per meeting.

If a speaker cedes time to a later speaker on the testimony list or waiting list person to whom time was ceded will not be called to provide testimony again later in the meeting as there is only one speaking slot per person.

Those who do not wish to have time ceded to them may decline and retain their place on a testimony or wait list.

Finally the majority of the speaker's time today should be spent on a topic they have indicated they wish to speak about.

I'll now turn it over to Ms. Wilson-Jones for final logistical notes.

Thank you Director DeWolf.

Speakers please remain muted until your name is called to provide testimony.

When your name is called please be sure you have unmuted on the device you are calling from and also press star-6 to unmute yourself on the conference call line.

Each speaker will have a 2-minute speaking time and a chime will sound when your time is exhausted and then the next speaker will be called.

First on today's public testimony list is Monet Davis.

Monet you can go ahead.

Good afternoon to Superintendent Juneau the school board everyone who's watching and on the Teams meeting.

My name is Monet Davis a sophomore at Garfield High School home of scholars champions and legends.

I'm here today to talk about Garfield's concerns regarding how our education and community is going so far in this unfortunate school year.

We would like to see changes and more resources brought to our school.

Turning on mics or maybe even turning on cameras in class for a couple of days during the week would be nice.

So not only students will be engaged but teachers will know that students are focused.

This can build community and help students feel more comfortable because school should be a safe place.

That being said we believe using Zoom instead of Microsoft Teams would be more effective for everyone.

In larger classrooms students have experience getting logged out in the middle of meetings and most of the time aren't able to hear one another on Teams.

Zoom provides more resources and is less complicated when it comes to bad internet connection or large meetings.

We want ethnic studies to continue to be a focus for all students in the school district.

In terms of finding a new principal for our dear high school students and staff want to help decide who will be hired as our next principal.

Mr. Howard was a great principal and we want someone just as great as him.

The only people who understand the issues and solutions needed at Garfield are the Bulldogs.

And I want you guys to hear our concerns strong and strongly take our advice.

Thank you for thank you for what you're doing for Seattle Public Schools during this pandemic.

Take care.

Stay safe and stay healthy.

Go Dawgs.

Thank you so much Monet.

Next is Leilani Norman.

Leilani Norman.

Can you hear me.

Yes.

Go ahead.

Can you hear me.

Yes we can hear you.

Okay.

Okii nii taniku.

Otsukoi nisimaki.

I'm from the Blackfeet Nation and I am a sophomore at Chief Sealth High School.

My name is Yellow Buffalo Stone Woman.

My English name is Leilani Norman.

Today I will be talking about the negativity and the corruption in the Seattle Schools academics.

A little backstory when I was in eighth grade my history class had had to learn about the good perspective of Columbus.

And in 9th grade my reading and writing classes taught that reservations is the most terrible place that anyone can live on.

As a person who has family and has lived there I have felt as if it is a very degrading lesson.

Our First Nations should not be looked upon from a White egotistical perspective and be taught to students who don't know the real life of our First Nations people.

They should not be taught that reservations are filled with drunks drug addicts trash and much more homo horrible ways to put it.

Our people and myself are sick of having stereotypes shoved down our throats.

We are sick of asking 24-7 to the Seattle schools to be respectful and teach the truth and that it's not hard to connect with our existing cultures.

Therefore I'm requesting more focus and respect in the curriculum and more emphasis and empowerment for our First Nation students.

Now everything is like Disney Sherman Alexie's experience and that spoke signals isn't the only way to teach for teachers to teach about reservations and the history of our First Nations people.

This is a long overdue and SPS and our parents our grandparents and our elders have been trying to change this for a long time.

And now our youth should be heard in respect of our First Nations people.

As I'm asking for these to be made immediately.

Thank you for your time.

Next on the testimony list is Chris Jackins.

Chris Jackins.

My name is Chris Jackins.

Box 84063 Seattle 98124. On the bargaining agreements with Arbor Day Engineers Local 609. Two points.

Number one it appears that the removal of pesticide usage from a job description does not mean that the district is eliminating pesticides.

but rather that employees will no longer get a premium for such work.

Number two summary point number 14 states that district may unilaterally transfer employees if it ends a disruption to the educational or work environment.

This sounds like employees are losing a right of review that is central to their jobs.

Please vote no on the Outdoor Education Task Force.

Please amend the proposal to include specific early target dates such as February 2021 for large-scale implementation of outdoor education on the condition that coronavirus levels allow it.

On the contract for Lincoln three of the four attachments to the report are only available upon request.

Attachments which are not attached should not be called attachments.

Please delay action by two weeks.

On new rules for appeals four points.

Number one the district seems to want to discourage appeals because it believes its environmental documents are very accurate.

Number two on the recent West Seattle Elementary decision the district provided an incorrect address for the school.

Number three the district has issued new rules that only allow people with email to ask for further environmental review on district projects.

Number four this is discriminatory and violates district claims of transparency.

Please change this.

Thank you.

Next on the testimony list is Dr. Carol Simmons.

Dr. Carol Simmons.

Dr. Simmons please press star-6 to unmute if you're on the line.

A Seattle Public Schools strategic plan has not yet identified and addressed the inequities that exist.

with regard to Native education.

The goals objectives and theory of action are laudable but they are not designed for 30 percent of Native students who continue to be enrolled in special education and are disproportionately negatively affected in academic achievement and disciplinary sanctions.

The language in the plan's theory of action was meant to improve underserved students education but the action has not followed the intent of the theory.

Washington's House of Representatives Education Chair Santos writes quote I urge you board of directors to reconsider your decision to terminate the longstanding partnership between the district and Urban Native Education Alliance.

This action contradicts the stated mission of Seattle Public Schools and its adoption of the strategic plan.

When the focus of ensuring racial equity in our educational system and unapologetically addresses the needs of students of color who are furthest from educational justice.

The action of terminating a successful program that served Native youth is contradictory to the strategic plans theory of action, which is to directly work in partnership with families and communities who represent students furthest from educational justice." Please follow your theory of action and work in partnership with UNEA families and communities rather than closing Native schools terminating Native programs and evicting Native students from their historic cultural sites. Thank you.

Next for testimony is Sarah Sense Wilson.

Sarah Sense-Wilson.

Go ahead Sarah.

In honor of Native Heritage Month UNEA would like to continue our tradition of advocacy for Indian education and Native students.

A history lesson in Seattle Public School legacy of broken promises and trail of mistrust and dishonesty.

In 2013 SPS board member Sharon Peasley and several Pinehurst parents and staff approached UNEA pleading for help with saving Pinehurst Alternative School from impending closure.

UNEA along with a collective of Native educators elders parents and youth formalized a partnership proposal to transform Pinehurst into a Native-focused K-8 school.

The board approved this proposal outlined a number of and outlined a number of Seattle Public School commitments including number one MOU with UNEA and also resources to co-develop a culture-based framework to support both a climate and culturally enriched environment to achieve our vision.

The school board approved the proposal but has failed to uphold the Native Community Partnership.

As part of SPS's trend to gentrify and redline Seattle schools SPS has evicted and relocated Licton Springs from Robert Eagle Staff and in true boarding school fashion stripped the school of all American Indian identity.

The new Licton Springs principal flagrantly ignores emails and requests for meetings.

SPS clanship.

seems impervious to the voices of Native community and remains resolved in the willful erasure of BIPOC students.

From a historical perspective SPS has symbolically called in the cavalry and reincarnated Indian annihilators to eradicate students from existence.

Reminiscent of notorious General Kit Carson General Andrew Jackson and John Chivington.

What is your legacy.

How will you be remembered.

The eye of history are watching.

Thank you.

Next for testimony is Hunter Sherbeck.

Hunter Sherbeck.

Hunter go ahead.

We can hear you.

All right.

Hello my name is Hunter Shurvick.

I'm part of the Standing Rock Tribe and I am a high school senior.

And today I am suggesting some recommendations for Native education during COVID-19.

These suggestions are based on research and in consultation with professionals and the Native community.

According to the Society for Research and Child Development Native students experience an increased degree of vulnerability due to negative consequences of COVID resulting in further distancing our Native students from educational equity.

Interestingly enough while research and common sense point to establishing a strategy for sharing resources for the most vulnerable we see in Seattle a multitude of barriers hoops traps and dead ends for Native students.

The apparent lack of a comprehensive strategy to bridge district community and student needs has been exposed by the prolonged and protracted neglect of our district leadership under the watchful eye of all elected officials.

According to SRCD ongoing inequitable conditions may be experienced as interlocking systems of oppression.

increasing the chance of poor educational outcomes for Native students.

Furthermore it is noted that evidence supports what Native people have always known.

Connections with Native culture and community protect and buffer children from the trauma of inequity.

We suggest SPS establish a plan to engage Native community and Native-led CBO's to develop a multi-faceted strategy to reach self-identified Native students enrolled in SPS for bridging resources support and connection to best mitigate the impact of COVID-19 on our families and students.

SPS may start by acknowledging the harm that has been committed against our community by way of ongoing failures to address issues raised and ignored by students and families in the community.

Next establish a healing and reconciliation coalition as steps towards a restorative process for relationships to mend and begin healing.

Individuals and community members have provided guidance and initiated this request over three years ago.

We are already out of breath with the losses and compounding effect of the COVID-19 pandemic on our families and communities.

Please take this suggestion and commit to decolonizing at all levels starting with each one of you.

Thank you.

Next on the list for public testimony is Kayla Harst.

Kayla Harst.

Go ahead Kayla.

Can you hear me.

Yes.

Hi my name is Kayla Harstad.

I am Turtle Mountain Chippewa Anishinaabemowin and I'm a junior at Ingham High School.

I'm here to talk about Indian education and solutions for improving our student experience at Ingham High School and across the district.

At Ingham High School there is a void of Indigenous influence and a silencing of Native student voices and most noticeable a lack of support for students to connect with the Native community.

Avoiding the inclusive practices supporting Native participation visibility and experience.

No space or place for Native students to convene or refuel share practice cultural traditions or share resources and have identity safety.

We should have identity safety at all schools not only Nathan Hill High School or Chief Sealth.

We spend a week learning about 9-11.

In stark contrast most schools including Ingham do not even acknowledge Indigenous Peoples Day or Native Heritage Month.

I propose.

Across the district recognization of Indigenous Peoples Day at every school and in every classroom with dedicated time for class discussions about Indigenous issues contributions and contemporary experiences.

Designated building or room space for Indigenous students to feel comfortable and have the resources they need.

After the number of my Native peers drop out of Ingraham and I've wondered if the resources had been available would my Native peers have successfully graduated from Ingraham.

We should be able to feel culturally connected to our school and have a place we can go to with trusted adults.

I suggest a land acknowledgement to be adopted by Ingraham and to be read along with the Daily Pledge of Allegiance.

Our Ingraham land acknowledgement will be co-authored by Indigenous Student Association members elders and community.

I suggest every school have a co-created land acknowledgement.

I also think we need to include Indigenous art around the school.

There is no visual art representing Native culture at all around the Ingraham campus.

We need to incorporate some type of mural or land acknowledgement piece that could be represented in our Indigenous community.

These projects could be led by Indigenous Student Association and would inspire multicultural unity among other students as well.

We need to showcase Native perspectives in each and every classroom by the way of art images pictures literature speakers and staff.

We need the beautiful parts of being Indigenous to be included in our everyday space.

I invite Seattle Public Schools to re-envision Indian education together.

Next on the public testimony list is Kay Fidler.

Kay Fidler.

Hello.

Go ahead Kaye.

My name is Kaye Fidler.

I'm an enrolled member of the Turtle Mountain Band of Ojibwe.

It is Native American Heritage Month.

I'm just stopping by to let you know that all Native not all Native American history is in the past.

Some of it is happening currently.

We are still alive.

The coordinators the superintendent the director of Indian Affairs with the current time Just because you don't like a person or don't like hearing opposing views doesn't mean you can disregard your own rules.

Pretending we members of the Native community don't exist isn't okay.

You need to act like adults like the adults we elected into leadership by people like me paid by people like me.

I look forward to your response to the email I sent.

Next for public testimony is Brooke Stromme.

Brooke Stromme.

Brooke are you on the line.

Brooke you may need to press star-6 to unmute.

Calling one more time for Brooke Stromme.

Moving to the next speaker on the testimony list.

Sabrina Burr.

Sabrina Burr.

Go ahead.

Can you hear me.

Yes.

Thank you.

I want to address a couple of things.

First of all I want to address distance learning.

This week my daughter copied a chat from one class to find out that she had gotten the chat for all of the classes for all day from all of those teachers.

To me this is a violation of privacy and something has to be done.

In addition to dinging of classes and the bells going off for all of the classes we should not be able to know what students are saying in every classroom.

So I just hope that we address that because that has to be in violation of FERPA.

I want to talk about outdoor learning and the task force.

And I want to say that this is imperative especially in this climate where students' mental health are are so critical right now.

I am a parent who Went on all of the science field trips in the out — in outdoor learning.

Fifth grade when we got to Islandwood our Southeast students got to Islandwood said Islandwood looks just like our backyard.

For three years at South Shore I went on science walking field trips three times once a week with all three classes.

One thing that I learned is students who were not emotionally right Once we got outside in the outdoor they came back with a different amount of calm.

You put dirt and nitrate there and that was even stronger.

What I find is how students collaborate in the outdoor and outdoor is not just for science it's for math it's for language arts and it's for art.

Twice we did art installation at the urban farm in Southeast Seattle owned by Seattle Tilt where they opened it up to the whole school.

So it's really important for us to find outdoor spaces for our students to learn and to thrive especially in this climate.

So please get the task force going and get the right people there so we can make it successful.

Thank you.

That was the final speaker on today's testimony list.

Thank you Ms. Wilson-Jones.

And thank you to our speakers.

Hi this is Brooke Stromy.

I'm sorry my phone didn't unmute before.

Is it possible to still give testimony.

Brooke yes we just in the nick of time for sure.

We do have a slot for you Ms. Wilson-Jones if we could.

Go ahead Brooke.

Thank you.

Hello my name is Brooke Stromy certified educator and support staff at UNEA.

The COVID-19 pandemic has added new challenges for Native families within the community.

and further exasperated already existing challenges.

Since the pandemic fully took effect in our city UNEA has been in close contact with Native families already within the UNE community and beyond assessing the needs of of needs out there and looking for solutions.

Our community outreach program has served 61 Native families throughout the pandemic with nearly half of these being SBS families.

We have provided these families with groceries on a monthly basis but also critical technology such as laptops and printers.

We've been able to reach families with furniture items and technology they still needed to make online learning feasible and successful in their homes.

I'm reporting this not to boast about the work of UNEA but rather to demonstrate the breadth of needs that families still have.

In a survey we conducted with our community outreach participants we asked what needs they still had.

These were the most common responses.

Further assistance for groceries and food.

School supplies.

Assistance with transportation costs including fuel.

Rent assistance and reliable internet.

In addition we asked SPS parents and guardians what barriers they are currently facing within SPS in regards to online learning.

These were the most common issues they brought up.

Not having reliable enough Wi-Fi to participate in online learning effectively.

Not receiving the accommodations laid out by the students IEP or 504 plans.

Teachers and administrators not responding to emails or calls.

Students not receiving enough individual support from teachers and avoidant advocacy from Indian education.

What will Indian Ed do to support these families to better advocate for these students and to connect these families to resources.

We consistently hear from families that they have little to no communication from Indian Ed and do not feel the benefits of their advocacy.

A few families have reported that Indian Ed has been helpful and provided them valuable assistance.

This is great.

But what has happened with all these families that say they haven't received any support or assistance.

A focus on SDI training and PD is less important than finding resources to best meet survival needs of our students.

We urge Indian Ed to bolster their efforts to reach Native families within SPS and we urge SPS board to require Huchoosedah to provide reports and data on how they are providing direct assistance and support to Native students during COVID-19.

Thank you for your time.

Okay.

Thank you.

And thank you to our speakers and those who provided public comment today.

We appreciate you joining us.

And special shout out to our young people our students for being here today as well.

Really appreciate you speaking to the board today.

So with that let's let's first go to the items that were removed.

Actually first let's go to finishing the board committee reports.

Director Rankin will you be able to provide a quick high-level 2-minute update from SSC&I.

I can do that.

Let me.

Oops I had brought up.

Basically what what you've been talking about in your last meeting and kind of the forecast for your next one.

Well so a lot of what we're doing right now you know we have various standing items that come through and and reports look back over different programs and things but the kind of exciting are more more shareable information is that as we have been as we have made the transition from Curriculum and Instruction Curriculum and Instruction Policy Committee to now the Student Services Curriculum and Instruction Committee we're bringing up and bringing under our umbrella a lot more of you know A lot more about the student the student experience and and the relationship between adults and students in our buildings.

So we are making some exciting progress around isolation and restraint.

And and that is you know something that's a policy on paper that could be you know change in an instant but the real the real work of course is the the experience of students and the the procedures once it gets out into buildings.

And so we've been talking a lot about alignment between departments and an internal work group to get all of those get us get us all on the same page.

And what's what's great is that.

People are all on the same page and there's a there's a broad understanding of the importance of addressing this work through the committee and bringing various partner departments together around the work to talk about how best to support students.

And that ties it ties in with the intersectionality of race and disability and just general students' sense of safety and belonging which leads me to sort of upcoming work which is inclusionary practice and policy which will be coming probably more in the spring.

So we've got isolation restraint.

We also are working on threat assessment which would formally have been maybe under operations but since we are focusing on student experience and interaction with adults in the building beyond just curriculum the the threat assessment is a policy to to look out for in terms of how you know how how we wrap around students who are in in in a situation where they are are demonstrating that they could be thinking about doing things that are a threat.

a threat to others in a very serious way and how to approach that from a supportive and problem-solving space instead of as a instead of a disciplinary and punitive response.

And so what's what I'm proud of and what I've really been fortunate to be to witness and be part of work of staff in this committee is moving from punitive and reactive to whole child and and proactive.

And so that's that's a little bit more broad than I think people are maybe maybe expecting a list of items or whatever but but that's kind of the what's happening right now in in our committee and it's really exciting thinking about whole child health identity safety physical safety and just acknowledging that for students to do their best academic work we need to do the work as adults to ensure that students can bring their whole selves to school and that they will be fully included members of the community in the classroom.

And of course we've got curricular stuff in In the next couple of months we'll be hearing more about Ethnic Studies and Black Studies and how that work is rolling out.

And so we have a lot going on in SSC&I and I think that's that's probably plenty for the moment.

Thank you so much Director Rankin.

I appreciate that.

Director Hampson you are the final committee to share a report.

Thank you.

Can you hear me.

Yes we can.

Okay great.

So in our last meeting we looked at a number of board action reports which we will be discussing at length today so I won't go into any detail about that.

here in front of you.

We didn't have any additional items that were sort of introduction as it were.

We did look at our work plan in terms of having really managed to get through the vast majority of what we set out to do this year with the exception of Policy 6114 as it pertains to gifts grants donations and fundraising proceeds.

That's a big lift a really important lift in terms of taking a really strong look at at that policy particularly as it pertains to racial equity and other other types of equity in our district.

And it's a it's a much bigger and more extensive process and is interwoven with a number of other policies and procedures.

And while we've been engaged for example with Seattle Council PTSA the you know the the council that that is over all of the PTAs that do tremendous fundraising in this district.

about working on that and we're anxious to do that work together.

We really want to make sure that we know what the full body of work is and that because that's this work is rife for unintended consequences.

So we all agreed as committee and as community that that we would take that work on this next year and I think it's appropriate given the broader context that we've had to deal with during this current year.

And then obviously we have the work of participatory budgeting the budgeting process as a whole and taking on for the first time participatory budgeting which is just got started today with community.

First time we're doing that.

So it's exciting.

And of course it's you know we're stumbling along trying to make it happen.

But I'm grateful and proud of that work and open to talking to folks about that.

And the board should have received the documents that went to the community members participating in that today.

And and then we also did receive we closed out what I'll call our first round of applications for the our public advisor position for the public advisors to the Audit and Finance Committee.

And we'll start doing some interviews and then we're going to extend the deadline so that we can get in a few more applications to be able to fill make sure we can fill both positions.

We'll we'll extend that to next Friday and so if we can please get the word out about that that critical public voice in the audit and finance capacity that would be great.

And then the work we're not fully under contract yet in the work for oh and by the way the application for that can be found on the main page of the of the board page on the Seattle Public Schools website.

And the work that we approved last board session around restructuring audit and the internal audit department so as to be a higher impact division.

Is it quite under contract but it's it's under review so it should be under contract soon and that work can then get going.

And unless I've forgotten anything critical that somebody wants to point out I will leave it at that.

Thank you so much.

Thank you Director Hampson.

Okay we will first move to the items removed from the consent agenda.

So we directors removed item number 4 which was the CDA for Local 609 and another director removed the MOU with PASS.

So for each item we need a motion.

So we can start with item number 4 or the otherwise known as CBA for Local 609. So do I have a motion for that item.

I move that the school board authorize the superintendent to execute the four CBA's with Local 609 with the wage schedules and other amendments in the form of the draft agreements for the period September 1st 2020 through August 31st 2023 as attached to the school board action report with any minor additions deletions and modifications deemed necessary by the superintendent.

to take any necessary actions to implement the contract.

Immediate action is in the best interest of the district.

Second the motion.

Thank you.

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

I'll first call on the director who removed this item from the agenda and just as context this came to the Executive Committee last Thursday excuse me for approval.

We had a pretty good discussion there.

So I will turn it over first to Director Mack who removed this item.

Yes thank you.

I have several questions but I think my first one and kind of the primary reason for pulling it off of consent is to get some transparency and public just knowledge about what's in the the the contract that we're being asked to approve.

I think my first question is for Mr. Narver or maybe Ellie around I was just kind of surprised to see a collective bargaining agreement on the consent agenda for intro and action.

And I don't recall that we had a closed session as a full board to discuss this and I appreciate that it went through Exec.

But I'm and I'm wondering if my memory is fuzzy here or if there's been a change in process in terms of how the board supports the process around contracts and whether or not it's typical that we would have a closed session to have kind of understanding around the entire contract before it comes for approval and whether or not we typically would actually have it intro'd publicly as opposed to on the consent agenda.

That's question number one.

Okay.

And I would say Chief Counsel Narver if you could just keep this brief because I want to focus on the actual item.

So please get this answer quickly so we can move to the actual item.

Thank you.

I'll try and answer quickly.

I'm not there's there's no prohibition against an item like this being on the consent agenda and directors have the ability to to remove it.

I think it's typical that it would be intro and action but nothing precludes it being considered on consent.

As far as a closed session those are authorized.

Again there's no requirement that a contract like this be briefed to the board in a closed session.

That's something that's that's available and not subject to the OPMA.

Director Codd may know more about past practice on this but it's not a requirement that the board be briefed in closed session.

Right.

Has past practice been that we've had that though because that's been my experience.

I'm just curious whether or not the practice is changing going forward.

Director Mack this is not indicative of a process change.

This is just how it went today.

Okay.

Great.

Well then my actual specific kind of questions around the the proposal in front of us is around what just getting clarity around whether or not their policy level determinations being made in the CBA that are either in alignment or out of alignment with our existing policies and procedures.

And specific to that the number 3 I'm sorry it's not number 3 it's but the maybe it is on the the table of contents but the the MOU around harassment discrimination and intimidation or I'm sorry maybe it's page 77 Discrimination Retaliation and HIB Complaint Investigation Process I think.

I think there used to be an MOU if I was reading it properly and that's been stricken and it's been changed to on page 77 the Discrimination Retaliation and HIB Complaint Investigation Process.

And what I'm curious about is because this goes into deep detail around you know how those sorts of things are handled and we have a policy on him as well as I I think we have procedures that are aligned with that and they would include like the logging of the complaint the intake the acknowledgement of the complaint the interview and so that entire process.

I'm wondering why why this is all listed in a CBA when that exists in policy or is there in the CBA some difference for this specific group of employees that is not consistent with other groups of employees or our policy and procedure.

Thank you.

Thank you.

And I I want to I do want to apologize I understand that staff is hearing this question for the very first time because I didn't catch it until right before the meeting and I still feel it's very important to ask that question because we are talking intently around student safety and all of these issues and our process and procedures if they're dramatically different for different groups of people.

I'm curious to know why and whether or not there is there misalignment or.

is there alignment.

Chief Codd's trying to answer so Chief Codd to you.

Thank you.

Yes thank you.

So Clover Codd Chief Human Resource Officer.

So to directly answer your question Director Mack this is not in misalignment with our policies and procedures.

It is in addition to we have extra steps that we have to take when we are going through the process with a member who is part of Local 609. So these are extra steps.

It is not in conflict.

And this was something that was agreed to a few years ago to help make it more clear to the member.

Thank you Chief Codd.

Any final questions Director Mack.

Well just a quick question as to why these extra steps wouldn't be important for other employees as well around these topics.

It's.

It feels like that is a misalignment if one group of employees has extra steps.

I'm kind of curious why.

Why.

It is not dual for one bargaining unit or labor partner to have different steps in a process or additional steps in a process from another.

Again we have made changes to the HIB and discrimination policies and procedures.

Some of that came out of a conversation that we had with 609. early on before we made those changes but this is a MOU that was made around the same time that provided these additional steps to 609 members.

That is not unusual.

Okay.

And then the other specific question related to that is that my understanding and help me understand here.

It's the superintendent that has the authority or the designee to place someone on leave or to But you know all of the hiring and firing decisions ultimately lay with the superintendent or their designee.

And in the document it now states the chief human resource officer or designee.

Why is that listed that way instead of the superintendent.

Yes.

Thank you.

There are different rules for certificated staff versus classified staff per RCW.

Only the superintendent has the authority to terminate a certificated employee.

That is not the same case for classified employees.

The superintendent designee me and I can also designate perhaps a director of labor relations can also that that it's just different RCW's that cover different types of employees.

Thank you Chief Cobb.

Any final questions Director Mack.

No I think that does clarify.

I do just want to make the comment that it is concerning to me that we have just from a systemic level that we have very different processes around responding to situations of discrimination retaliation harassment intimidation and bullying investigation.

And I think that that is something that we on a systemic level need to take a deeper look at in order to support both staff and students in those issues.

Thank you.

Thank you.

Okay.

We'll quickly go to directors.

Director Hampson any comments or questions for this item.

None for me right now.

Thank you.

Okay.

Thank you.

Director Harris.

Yeah.

Comment.

I I am the person that moved this to the consent calendar.

No.

This.

Go ahead.

Mostly to.

show that this is a compliance item.

Directors are not going to be editing contracts from the dais nor do you want us to when work has been done already.

And I appreciate the transparency argument made by my colleague Director Mack but these come for us for rubber stamping and I do believe we in fact had a closed session about where we were with 609 and the negotiations.

I think she brought up beautiful points and I'm glad she took it off.

Thank you.

Thank you Director Harris and I just want to clarify I do not view this personally as rubber stamping.

This is still a part of our oversight and I'm not a fan of that term.

Director Hersey any final comments or questions on this item.

None from me.

Thank you.

Thank you.

Director Rankin.

No questions from me thanks.

Thank you.

Director Rivera-Smith.

No questions.

Thank you.

Thank you Director Rivera-Smith.

And I have no questions at this time.

All right.

Ms. Wilson-Jones the vote please.

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

This motion has passed unanimously.

Thank you directors.

All right.

We'll next move to the next item which was known as Number 5 and I will entertain the motion for this item.

Director Harris would you mind reading the motion for me.

Thanks.

Director Harris are you able to make the motion.

I'm still trying to get back to the page.

Maybe someone else wants to take it on.

Thank you.

Okay.

One moment please.

Is this item for the approval of the 4th successor collective bargaining agreements.

I I can I can add it here.

Item 4. Yep.

Okay.

I move that the school board authorize the superintendent to enter a memorandum of understanding with PASS known as the Principals Association of Seattle Schools to amend the evaluation process in accordance with the OSPI evaluation guidelines for 2020-2021 also known as bullet bulletin number 0 6 0 6 3 dash 2 0 which is attached.

immediate action is in the best interest of the district.

Seconded.

Director Hampson.

Thank you.

Okay.

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

I'll first call on the director who removed this item which was Director Harris and then I will move through the remaining directors for final comments or questions alphabetically.

Director Harris to you first.

Thank you so much.

I heard from a principal today that is active with the executive board of PASS that PASS was surprised to see this on the agenda let alone in consent which I advise of my reasoning.

And I'm advised by a principal that PASS apparently has additional edits and adds and that was unknown to me and I believe the Executive Committee as of last Thursday.

And I'm prepared to make a motion to table this to a time certain as to when SPS and PATH can meet again and finalize this and edit it if necessary.

Thank you.

Okay so we'll move through directors starting with Director Hampson.

Director Hampson.

Yeah I thought I was clear on this and and now less so and I know we got some recent communication from Chief Codd so I would just ask Dr. Codd if you wouldn't want to re-brief us I would appreciate it.

Yes.

Clover Codd here.

So the intention behind this MOU was to make one small change to be in alignment with the August 7th 2020 MOU excuse me memorandum that came out from OSPI that allowed for a comprehensive evaluation to be modified in this one school year due to COVID.

We negotiate with the Executive Director of CAS on on all items not individual principals.

PASS knew that this went to the executive agenda.

PASS knew that this was communicated and that it would be on the consent agenda.

And the fact that individual principals went around directly to directors is concerning to me.

That is out of process.

I communicate with the executive director of PASS when negotiating MOUs.

Comments or questions.

Well I is pass on to make any comments.

Is anyone from.

I'm assuming by the silence we don't have anybody from the Principal's Association on this call.

Okay well I guess I'll just let it go to the other director.

That was the only question I had so I'll let it go to the other directors then.

Thank you.

Appreciate that.

All right.

Director Hersey.

I've got no questions at this time.

Thank you.

Thank you.

Okay.

Director Mack.

Yeah I'm a little confused.

Again I mean I appreciate the idea of why these are put on the consent agenda but it's you know when we when we had the the other CBA in front of us the other day we had a presentation and we had the union also representing and and you know signaling their support for this change.

somewhat concerning to me to to hear that there isn't a representative from PASS to help respond to whether or not this MOU is in alignment and and and that there's been communication out of process.

And so I would support a potential motion on the table to table it to a time certain because it it it feels uncomfortable at this point with that.

Okay thank you.

Director Rankin.

I guess I don't have any questions.

I mean it sounds like there is a miscommunication from within the past or some kind of misalignment between or different expectations of what the change in the MOU was.

And I also have confidence in their executive director.

So I guess I don't really have this is confusing but I guess I don't actually have a question.

Sorry.

Thank you Director Rankin.

Director Rivera-Smith.

Thank you.

I mean it does feel kind of weird to to move on with move on vote on this item considering we don't know.

I mean it sounds like it would be beneficial to have their perspective here on this.

I mean I'm sorry about that.

I understand that Dr. Codd is aware of changes they were they had been speaking about and if that was something that they were going to be negotiating on I would trust that she would have reached out or they would have reached out to her to do that.

So I mean I don't I I don't know if anyone wants to make a motion to table.

I'm not sure if Dr. Mack was actually going to do that or if that's something for now.

Again like I too am very torn on this because I feel like I hate to pass it and then pass no pun intended.

comes back unhappy.

So but but I guess with what we have at hand here is is is what we I didn't sound like there has been communications regarding movement on any changes.

So I guess I don't have any questions.

Thank you.

Thank you.

Yes Director Harris.

I wanted to read the email that Clover sent to us when I gave her the heads up.

that I would be removing it from the consent agenda.

Director Harris.

Management was also not aware that PASS was still working on additions to this MOU when it was presented at the Exec Committee.

New paragraph.

We were notified after the fact dash that PASS wanted additional changes.

Those changes were substantive in nature and go above and beyond the recommendations from OSPI due to COVID.

We have no intention.

of making substantive changes to the past evaluation section of our CBA.

And let me know what time is appropriate to move this to a time certain.

Please.

Chief Codd did you like to respond.

Yeah I just wanted to add that the Executive Director of PASS was fully aware that and agreed that this was the MOU and the only change that we would need to make.

So I suggest we table this to a time uncertain.

So just as clarification Chief Codd if we move this to the December 2nd board meeting would that be appropriate and enough time and provide enough flexibility to clarify some of these questions.

I don't know.

At this point I am just as astounded as you all are so I actually don't know.

I will entertain a motion to move to the December 2nd meeting that gives two weeks to identify any remaining issues.

Motion to move to the December 2nd meeting.

Second.

Thank you.

Chief Counsel Narver are we okay to just go through a vote and move to the second at this time.

I I believe so.

Let me just talk this through for a second.

This was originally on consent tonight for intro and action.

It was taken off of consent but it is still an intro and action item.

I think that the board can postpone further consideration of this to December 2nd pending perhaps new information coming in from PASS about the status of this but but it is certainly a permissible motion to move this to the 2nd and take it up at that point if if in fact the board chooses to do so.

But that would be the appropriate motion for tonight.

Okay.

Excuse me.

I'm sneezing.

I see we did hear a motion that that aligns with what you just described and it was seconded by Director excuse me moved by Director Hampson seconded by Director Harris.

Before we move to the vote any final comment.

I see your hand up Director Rankin.

Thank you.

Yeah.

Well one one question I was going to ask is is not really relevant anymore but I was going to ask you know does approval of the item mean that amendment you know amendments are reopened or couldn't happen later.

But since we're already talking about moving it my second question is what are the implications.

I mean if this is an MOU that was being negotiated between the district and the Principals Association what are the implications in terms of I guess further bargaining.

I mean they're not a union they're an association.

So I guess what you know between now and December 2nd what happens and what are we opening up to.

All right.

Great.

Chief Codd has her hand up.

I'll let her answer this before we move to the vote.

Chief.

Thank you.

So this is not a mandatory subject of bargaining for the Principals Association.

We do not have a re-opener.

on the collective bargaining agreement or the evaluation section.

We have a collective bargaining agreement with PASS for the next with three more years on that.

This was meant to be one change not a total re-opener.

So I will go back and work with the Executive Director of PASS to see what steps she'd like to take next.

But we were not in negotiations if you will.

So this was a it was a an adjustment to an existing agreement.

Correct.

in the current context but not a full negotiations.

Okay.

Thank you.

Okay.

Ms. Wilson-Jones the roll call vote please.

I'm calling the roll on the vote to move this item to December 2nd just for clarity.

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

This motion has passed by a vote of 6 yes to 1 abstention.

Thank you Ms. Wilson-Jones.

Thank you very much.

Okay.

We can now move to our action items on today's agenda.

Thank you directors for the great discussion so far.

Okay so item number action item number 1 And before excuse me before we move to the action items on today's agenda I do want to just remind you of the process.

I will call first on committee chairs during the items and then I'll call on the remaining directors alphabetically for final comments or questions.

So the first item we'll move to is Action Item Number 1. This is the annual approval of schools per WAC 180-16-220.

This came through the Student Supports Curriculum and Instruction Policy Committee on September 15th for approval.

May I have a motion for this item please.

I move that the school board approve each school building within the district within the district and that each school has a school improvement plan that is data-driven promotes a positive impact on student learning and includes a continuous improvement process pursuant to Washington The brain lost it.

WAC thank you Administrative Code 180-16-220.

Thank you.

Second the motion.

Thank you directors.

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

This item has been updated.

So Chief of Schools and Continuous Improvement Wyeth Jessee I believe you'll be briefing us on updates before I move to directors.

Thank you so much Board President DeWolf.

Yes the update was in the recommended motion itself per our conversation last month directly in the WAC as Director Hampson was referring to that's up here on the screen.

When you do approve the annual approval of schools it also includes that the fact that each of those listed schools needs to have a continuous improvement plan.

So that was the language that was shifted in the recommended motion.

I move that the school board approve each school building within the district that each school has a school improvement plan that is data-driven promotes a positive impact on student learning and includes a continuous improvement process pursuant to the WAC listed here.

And so then we Go ahead and made a recommendation or was a request by the school board that we also perform two particular actions.

One is significant.

And so that significant change was to update the CSIP's reflective for the 2021 school year.

Again within COVID-19 there's been somewhat of a delay in the CSIP process.

But we were able to do that so all of the school leaders and their teams updated this the CSIPs and then were able to which was the second item was to get them posted onto the website.

So we were able to create a single website that also listed has each CSIP on the school district in addition to each school's website itself.

So those are the.

significant portions of the changes that were part of the conversation in the board meeting back in October.

So with that I'm happy to take any questions at this point.

Thank you.

Thank you Chief Jessee.

I'll now move to directors for comments or questions before we move to the vote and we'll begin with our Student Services Instruction and Curriculum Committee Chairperson Director Rankin.

I don't have any further further questions just as a reminder this came before us before and the approval is that plans are in place and we didn't not not all the plans were current.

And so as a reminder to directors and to let the public know there were some some MOU's or sorry MOU's school CSIP's golly that had been updated and distributed to us via Friday memo as well as the information that Chief Jessee just shared.

Thank you Director Rankin.

All right.

Move to Director Hampson.

No questions in particular with respect to you know what this is.

I think the just a comment for next year that I'm hoping whether it's connected to this or some other appropriate you know board action area that we have or work session that we have the opportunity to look at the variance in utilization of BLTs and the makeup of those BLTs the level of engagement that that gives gets us at tier 2 and tier 3 for consult and collaborate.

You know what is that variability.

How how how great is it and what can we do to make sure that it we're solidly in the collaborate category for the development of the of the continuous school improvement plans.

I recognize that's not necessarily what we're approving.

But it's information that I think would be really useful relative to what I believe was the intent of this administrative code but for discussion at a later at a later date.

But if Chief Jessee if you could please note that I would appreciate it for a future conversation.

Thank you.

No problem.

We have a work session in the spring on this topic so be great.

Thank you.

All right.

Next up is Director Harris.

First of all I want to give gratitude to Chief Jessee to Director Executive Director Mike Starosky and to Director Carrie Hampson for what appears to be in 20 spot checks a significant lifting of the work and adding addendums.

These are very different and I'm pleased that they're very different from what was presented to us September October and we have an interesting history on this.

I am prepared to vote yes.

I do have a question as to whether or not the BLT and the peer review processes was used between late September and what's presented to us now.

So Director Harris the process they were there was many things in draft.

As you know again as I mentioned previously that the COVID-19 delayed a lot of things.

We were waiting to see in their plans if they were we were going to do remote or if we're going to do hybrid.

Obviously we weren't going to do full in-person at that time so there was a lot of waiting to see and how they could adjust those plans.

They were working with their BLTs.

They were working in a peer-review principals work in their professional learning networks talking about that.

And then what did transpire over the last six seven weeks was a was that shift that you're mentioning the significant shift of not only just finalizing it working with their BLTs.

Yes they did.

And then turning around and making sure they had an addendum that did reflect the remote learning playbook.

Thank you ever so much.

Thank you.

Director Hersey.

No we discussed this at length in committee so I am good to go.

Thank you.

Director Mack.

Hi.

Thank you.

I I also appreciate the updating of the BAR to reflect that this is our annual approval of school buildings.

I do want to make one point that I think is actually kind of important to recognize because we have these issues come up all the time.

Our buildings actually have different names still than our schools in many cases.

And so the list here is actually of the schools but it's not referencing the building name that they're in.

So I just want to make note of that for the record that there is lots of confusion that happens in this list when you try to cross-reference it to other lists like the actual building name.

And I appreciate that the address is provided and the number is provided so that creates a little bit of clarity but there's still a disconnect of information here about the difference of building names and school names and that's not reflected in this document.

However I still am happy to approve it.

The other thing I want to actually raise was An issue that was brought up in testimony around like the curricular focus of a school or what I see is noted in the CSIP specifically is called the school profile.

And I want to raise a concern an ongoing concern I have and have had for many many years is that we have schools that start with a specific profile.

They're adopted as a specific curricular focus and then over time that might get lost or changed and and in my understanding that would this would be the appropriate place where the clarity around that focus is provided in the CSIP because it defines the school profile.

And I just want to highlight a couple examples of difference in how the information is presented here and also perhaps some inconsistency on whether or not a profile of a school or the curricular focus has been maintained over time.

When we look at the school profile for McDonald International School it is specifically a language immersion school offering a curriculum infused with global awareness and cultural competence at every grade level et cetera et cetera.

And it says specifically Spanish and Japanese so that's clarified that this school has a very specific focus.

When we look at Licton Springs however the profile doesn't actually talk about the curricular focus it talks about the population.

And it also doesn't reference the previous designation as and I'm there's lots of different ways that this has been said in the past but Native focus or Indian heritage or I'm not sure exactly what the terminology was But that's not referenced in the CSIP.

We have a lot of other schools that also have specific focus that you know I haven't had the time to go through and see whether or not they're accurately represented in the CSIPs but it is concerning to me that Licton Springs in particular no longer has the focus that was previously designated.

And more of a comment than a question at this point because I understand that this we need to move forward.

But I do think that it's important that we elevate the clarity around our schools that have specific curricular focus and continue to support that as time goes on.

Thank you.

I started.

I don't have anything else.

You're right.

Thank you.

Director Rivera-Smith.

Thank you.

Yeah.

I want to appreciate Director Mack's pointing out of the Licton Springs profile lacking the Native focus that was.

And I need to probably do more research on it but it feels like that what sounds like that was our commitment to the school.

And I know there's a lot at play there but.

But it is something I have heard from community about and we want to address those concerns at some point.

I know this is not exactly the time right now.

I appreciate that this is about improving these buildings.

I know we had a lot of talk in committee regarding the CSIPs and what those meant and somewhere along the lines I do want to see us sort I know they're allowed to but it's not it's not mandated so much.

So anyway that's thanks.

Conversations for another time.

I have no other questions or comments.

I do thank Director I'm sorry Chief Jessee for all the additions he got into the BAR at our request.

No further questions.

Thank you.

Okay.

I have no questions at this time.

We've discussed this at length.

I appreciate the updates.

So Ms. Wilson-Jones roll call vote please.

Director Mack.

Director Rankin aye Director Rivera-Smith aye Director Hampson aye Director Harris aye Director Hersey aye Director DeWolf aye This motion has passed unanimously.

Thank you Miss Wilson-Jones.

Thank you directors.

We will now move to Action Item Number 2. This is the approval of the Memoranda of Understanding MOUs for a bonus for working on-site during the COVID-19 pandemic in Spring 2020 between Seattle Public Schools known as the district and the following labor unions.

International Union of Operating Engineers Local 609. Seattle King County Building and Construction Trades Council.

Pacific Northwest Regional Council of Carpenters the International Brotherhood of Teamsters Local 117 and the International Brotherhood of Teamsters Local 174. This came to the Executive Committee on November 12th for approval.

So may I have a motion for this item please.

I move that the school board approve the MOUs for a bonus for working on-site during the COVID-19 pandemic in Spring 2020 with Local 609 the trades the carpenters 117 and 174. Immediate action is in the best interest of the district.

Second the motion.

Thank you directors.

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 Human Resources Officer Dr. Clover Codd.

I believe you will be briefing us.

Yes thank you so much President DeWolf.

We're really excited to be able to bring this board action report to you tonight.

This MOU for each of these labor partners calls for a bonus for essential employees whose job duties required them to be on site during the initial phases of the pandemic.

The parameters of the bonus are such that all employees who worked on-site at least 75 percent of the workdays between March 23rd and June 30th will receive a one-time non-precedent setting bonus of $1,000.

There are approximately 487 employees who qualify for this bonus with a fiscal impact of $604,416.

We are really proud of these employees and their continued commitment to be on-site and ensure that essential duties operations are maintained.

It allows us to provide meals to our students and families.

Supplies to our students and families.

Keep our buildings sanitized functioning and safe.

So I really just want to give a thank you to the employees and to Tom Polis the Director of Labor Relations who negotiated this with the five different labor partners.

That concludes my remarks.

Thank you Chief Codd.

Appreciate it.

All right.

So we will begin with directors comments and questions as the Executive Committee Chair.

I will I don't have any additional questions.

We did put this on the excuse me just as again for further context we did send this to the board for approval.

We had a really great discussion about this appreciate that Dr. Codd.

I will now turn it over to Director Hampson for final comments or questions before we move to the vote.

No additional comments or questions from me.

I'm happy to provide this not enough but modest indication of our gratitude for their work.

Thank you.

Thank you.

Director Harris.

The same conversation that we had in Executive Committee this does not include the same folks moving forward.

This is just for last school year and I wish to heck we had the money to give it to them for this school year because they're still there and they're still working hard and I cannot say how much I appreciate the same.

Thank you.

Thank you Director Harris.

Director Hersey.

No additional questions just a huge I mean we a thousand dollars cannot express how thankful so many of us are in our system for these these members that have been showing up ever since Seattle has been wrecked by our pandemic.

So just a just a huge thank you.

Excited to move this forward.

Thank you.

Director Mack.

Yeah I don't have any questions.

I'm happy that this has been negotiated and appreciate all of the incredibly difficult work.

And thank you.

Thank you Director Mack.

Director Rankin.

Thank you.

I'm I'm so glad to see this come through for action.

I know that you know the possibility of trying to to recognize and compensate employees had had been a discussion and we weren't sure if it was going to be possible.

And so I'm just I'm really glad to see this.

I know as I think Director Harris said you know this is really this is for last Spring when you know no so many things are still uncertain but when really nobody knew everything was new and different and very very very uncertain.

And these folks you know in spite of all of that continue to do the do the work in person feed feed families and students at lunch sites keep the buildings clean and and secure and and all the other things at a time when a lot of us were going you know what is this what is this what's going to happen now.

And so yeah as Director Hampson said I wish it could be more but I'm really glad that we're able to show our our appreciation and recognize the hard work of these folks.

Yeah.

Thank you so much Director Rankin.

Director Rivera-Smith.

Hi I don't know if I can say it any better but yes very thankful and grateful that we can do this.

for our our partners in the work we're doing.

And I know some personal friends of mine who will be very thankful for this as they've been hard workers in our nutrition services and custodial services.

So I have no questions.

Thank you.

Thank you.

All right.

Ms. Wilson-Jones vote roll call vote please.

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

This motion has passed unanimously.

All right.

Thank you directors.

We are we will begin our next section which is our introduction items.

We have about I think it's 17 17 items.

And so we'll begin with introduction item number 1. This is the approval of the 2021 excuse me 2020-2021 District Educational Research and Program Evaluation Plan.

This came to the Student Supports Curriculum and Instruction Policy Committee on October 13th for consideration.

Chief Academic Officer Dr. Diane DeBacker I believe you will begin with briefing us and then I'll move to directors for comments and questions.

Thank you President DeWolf.

In accordance with Board Policy 2090 this Board Action Report introduces the 2020-2021 District Educational Research and Program Evaluation Plan for approval by the school board.

As you may recall policy number 2090 was revised in 2018. It provides that our annual plan be reviewed by the board for formal approval each year and that we share the summary reports from previous years with the school board.

So consistent with that obligation the reports completed for last year have been uploaded to the district website on the Department of Research and Evaluation web page.

And we will provide a direct link to this web page in this week's Friday memo to the school board.

The 2020-2021 plan identifies the initiatives and programs to be set studied by the Research and Evaluation Department under the leadership of Dr. Eric Anderson and in partnership with district staff who lead these programs and initiatives and in consultation with our community partners and stakeholders.

We would like to point out and we thank Director Rivera-Smith for calling our attention to 2 typos that are within the research report.

And I think it was a subliminal message that we were sending there but you'll find 2019-2020 listed in 2 places.

At the top of the organizational chart on page 8 that should say 2020-2021.

And then the heading on page 9. Again we apologize for those two typos and we thank Director Rivera-Smith for letting us know about those.

This year's research will continue to focus on our strategic plan and will include continuing support for 3rd grade reading and 9th grade on-track credit goals.

Our research and evaluation team will work with the math department to assist with our 5th grade and 7th grade math goal and will continue its support for the team working on safe and welcoming schools including support for two initiatives funded by federal grants.

You can read about those on page 6. One is through the CDC and one is through the Department of U.S.

Department of Education.

For our culturally responsive workforce goal research and evaluation will continue its partnership with the University of Washington to conduct research around educator diversity and retention and culturally responsive teaching practices.

This year we will also conduct multi-year evaluations of our curriculum adoptions.

You're very familiar with those in ELA math and science to support the ongoing analysis of the implementation across schools.

The ELA formal evaluation is actually completed but we'll continue to do follow-up survey questions with our program evaluation with teachers this coming year.

New for this year we will lead two multi-year evaluation studies to be launched with working in collaboration with the Office of African-American Male Achievement under the direction of Dr. Mia Williams.

We'll design and execute a multi-year evaluation plan and we'll also work with the Advanced Learning Department to develop a multi-year study of our district's efforts to develop a more equitable and diverse highly capable program.

Finally.

We will help the with the Remote Learning Task Force to monitor the implementation of remote learning.

For example and as you're aware of we'll be conducting the Pulse surveys for students families and staff and share those feedback on their school experiences.

You'll get a full report of that in this year's or this week's Friday Memo.

In developing this year's plan the research and evaluation conducted initial engagement with district staff outside research partners.

We also had many community stakeholders that will continue to be consulted as we work on our evaluation plan.

Last year the research and evaluation team regularly participated in community work groups for the 3rd grade reading for the safe and welcoming schools and for culturally responsive workforce.

We'll continue to do that.

as we gather information and data.

I think finally I'll end it up that you'll recall that Dr. Anderson presented summary findings from last year's research to the culturally responsive workforce group.

He is currently working with our advanced learning department to determine better ways to regularly engage our community stakeholders.

And I believe with that as I look through my notes I'm open for any questions.

Thank you.

Thank you Chief DeBacker.

Okay we'll begin with our SSC&I Committee Chairperson Director Rankin first.

Thank you.

I I do not have anything to add at this time.

Happy to see if other directors have questions.

Okay.

Thank you.

Director Hampson.

Hi.

Thank you.

So I continue to struggle with this.

I know we had this presented to us prior to I don't recall exactly when but I know we have looked at this in a work session or maybe it was during a data dashboard session.

And I'm struggling to connect it to to anything really.

I mean I see that it's a it's we're looking at doing research and evaluation on particular areas.

particular projects timelines.

I I think part of the reason I struggle with it is I don't see how this necessarily in terms of research and evaluation what is what what is the goal of this research and its evaluation.

in these particular areas.

I think that that that's something that that I'm struggling to see spoken to.

Like what what are we looking to get out of these research areas.

What are we trying to decide when looking at these things.

And when we look at strategic particularly sorry I'll let you answer that in a second but the many of these things are very just they're mostly very distinct.

And then you have something like school climate surveys which is broad and longitudinal.

And so I can't reconcile those two things in terms of who who's using this and to what end and how are we as policymakers supposed to see the value in this.

Because I know that we don't get the information we feel that we need with respect to policymaking.

And and then I'm just going to note because I've been saying it for years now.

And we're now down to 220 some Native students from 500 just a year ago or two years ago with complete mismatch between the data that we have that comes out of research and evaluation and the number of 506 forms that we get.

And so I'm not confident in the demographic data from a starting point.

And at the same time we're also starting to disaggregate which is great.

And I thank you all for that disaggregate in terms of students furthest from educational justice in the Asian and Pacific Islander category.

But I can't really see all of that.

It's not transparent.

And I really need to see a lot more actual quantitative data.

And I need for somebody to get that that reconciled with respect to our our Native population in Seattle Public Schools because it's been wrong for a very very long time.

So those are kind of two or three distinct issues that give me a great deal of pause in terms of being able to approve this.

Go ahead Director Mack.

Yeah thank thank you Director Hampson and I will attempt to answer it from from my knowledge at this point.

With any research and evaluation team that you have in a district of this size there's a multitude of things that they could do.

And what we have found over the years and what I understand and why the policy was was looked at and and changed some back in 20 a few years ago is that this really helps to identify what we're going to study up front.

so that we have identified the resources that are needed to get it done.

That we don't overstretch our team.

That we don't go to them with just oh hey can you guys study this.

And I know I'm saying it more casual than it really happens but that we're trying to make sure that what we are doing our research on is is centered around what the goals of the district are.

And so that's why you see a very heavy emphasis on what is included in the strategic plan because we we do we truly have to look at everything that we could study every year and decide what we can study and what actually can help us as we move the district forward.

In your your your question we I've heard you ask this before of more quantitative data especially around our Native students and our Native numbers.

We continually are working on that.

I think we're getting better better at it.

We're certainly not there.

And we we we hear you in terms of that that we need to continue to work on that.

But I think I'll stop at that point.

I think the other thing that would help or it would be very helpful.

And we just loaded these on the website so it's not like anybody should have already looked at these.

But looking back at what we did last year I think gives a very clear picture of the scope of what we're looking to do this year.

I'll stop there.

Okay and I can do follow up or I can connect with you offline in terms of kind of just some of the statements that would help me in this because I feel like in each of these areas like I read through it and I'm like okay so I get the general idea of what they want to do but I still don't really know why.

And I don't even mean yeah clearly it's related to the strategic plan but there still has to be a why.

And so I'll let other directors ask their questions but but I think that it's not it's not as strong as it could be.

Thank you.

Thank you Director Hampson.

Director Harris.

Thank you.

Comment and a few questions.

I guess and no offense to Dr. DeBacker because I think you're the bomb.

I would like to hear from Eric Anderson and folks that have their boots on the ground and that are actually doing the work for the touch points.

And I appreciate that that is. a superintendent's preference but every time I hear from Eric Anderson and Dr. Beaver Jessica Beaver I learn so very much.

So I guess I'd like to see and hear from the folks boots on the ground as well as their supervisor yourself.

Question.

On number 8 we have an org chart and we have a vacancy.

Yes.

And if we are in fact a data-driven district A why do we have a vacancy.

B how long has that vacancy been there and what are we doing to fill it.

Because when I look at research and evaluation and I think back to some of the bad old days where we made significant curriculum changes but we didn't set up research and evaluation with them in terms of oh I know honors instead of AP tracks etc.

Which which is obviously and rightly so a hot-button issue.

But we didn't align the two to get real data longitudinal feedback.

So so I'm concerned that this department is under what's the word under budget under-peopled to do what we need to do to turn the corner on several of these extraordinarily important initiatives.

Yeah.

Director Harris this is Diane DeBacker now known as the bomb.

So thank you.

I don't think I've ever been referred to as that.

So thank you for a first there.

We I agree with you Dr. Eric Anderson can speak to this much better than I can.

We will definitely we can set up a meeting with you and him.

He's also on the line here tonight if if the president so chooses to ask him to visit about it but I'll let that sit for a minute.

On the org chart that vacancy is there because we had there was that you have Eric had a full full organization until just a couple months ago.

The person who was in that position actually had the opportunity to move to a higher position within the agency and so that was good.

So we still have her Dr. Jane Barker in in Seattle Public Schools but she's in a different org chart right now.

And Eric has interviewed for that position for that vacancy and we are very very close to being able to say that it's filled but not quite yet.

Thank you.

President DeWolf do we have a moment to hear from Director Anderson Dr. Anderson.

Yes briefly is is Dr. Anderson on the on the line today tonight.

He's actually I was I spoke incorrectly unless he's hopping on here real quick.

He's not on the line but he is watching it on YouTube.

So I apologize.

I misspoke.

Okay.

Any other questions Director Harris.

No I'm good.

I just want this to be aligned with what our initiatives are and to properly staff it and budget it so if we are in fact a data-driven district we actually get extraordinary data.

Thank you.

Thank you.

We'll set up a.

And Dr. Mack I encourage him to be at our next meeting that would be probably very very helpful.

Will do.

Thanks.

All right.

Next up is Director Hersey.

Yeah I guess the only questions that I have are concerning once we've collected this data what is the like storage the use case.

I really am pretty concerned about our various data agreements across the district.

I know that this is mostly internal but I would like to get a little bit of understanding around like what what is the life of this data once we've collected it.

How do we utilize it.

And like where is it stored all that kind of stuff.

If you could just give me just a two-sentence catch up on that I would really appreciate it.

Thank you Director Hersey.

It the data is stored in many different places.

We will find it through our business intelligence group.

So I spoke about that Dr. Jane Anderson moved from our research and evaluation team to another team.

She moved to our business intelligence group So as you if if you recall within this particular research plan we have the 9th grade on track.

So one of the things that we're doing in that particular goal is we are developing an early warning system so that instead of our high school counselors and our high school registrars having to look through thousands of individual transcripts it's actually on a on a dashboard and on a on something that that we can visibly look at and at a glance we can see that Diane DeBacker is not on track at the end of 9th grade.

So that is that's an example of where something might be stored is within that within that big warehouse of storage that we can pull from at any time for a variety of things.

If you recall at the beginning or when we started remote learning in March one of our goals was to make sure that all of our African-American male seniors were on track to graduate and made sure that they could finish and pass their classes.

We were able to pull that data that came right out of the work that we've done on the 9th grade on track and also the college and career readiness goal.

So those are just 2 examples of how we use that on the go depending on what what we need it for and those are very 2 prime examples.

Yeah.

Thank you for that.

That makes a lot of sense to me.

And I guess what I really want to understand is like as we move forward with this process what are our data protection systems that are in place.

How can we guarantee that this is Being kept and is not what are we doing to protect ourselves against breaches I guess would be my my main question.

I'm going to answer it briefly here but I think it probably we we deserve for you and for those listening here today a more detailed explanation in the Friday memo.

But we have very strict protocols for data security data management and data sharing.

We you know as I talked about the partnerships that we have with the University of Washington with those collaborative projects with that are our grants through CDC and the U.S.

Department of Ed.

All of those have to go through our legal department as to whether or not we can share the information.

There's no identifiable student data that's shared but Eric we can write something up for it may not be this Friday's memo but maybe next Friday's.

We won't do one next Friday because it's it's Thanksgiving holiday.

But we will get that to you.

But just know that we you know we're we're under very strict protocols for that.

Yeah early December is perfectly fine.

I look forward to that and I'll end my questions there.

Thank you.

Thank you.

Director Mack.

I'm a big data geek and I really appreciate data and analysis and I really appreciate the work of this this department and that we we have it.

I share just as a brief preview I do have a number of questions but the what Director Hersey was talking about about data security and student safety around their data.

I share the concerns around then continued vigilance that we have some things in place but I think it's very important that we continue to maintain that focus.

What I want to first touch on and I'm going to go backwards because it's actually probably the more dramatic one around the strategic plan goal safe and welcoming schools.

The three different projects that are noted here I think are interesting but all you know Director Hampson was saying I don't really understand the why.

And you know it's been said by someone else I don't recall who but you know we need to measure what matters in order to actually understand it.

And when I think about the safe and welcoming schools and the the The things that we are hearing about and knowing about are incidents of harm or accidents or other things that are going on in our schools that you know incidents of racism incidents of discrimination.

These incidents of harm to our students are the antithesis of safe and welcoming schools.

So I'm I'm curious about why or if it's even possible to start considering that maybe we need to start keeping track of the number of reported incidents of these type and actually you know figure out how how much is going on and how is it being responded to.

Of course with student safety of their data privacy.

But I'm wondering whether or not that is something that might be something we should consider.

Question 1. Director Mack I will of the of the items that are listed under the safe and welcoming schools I it might relate a little bit to what you've asked but you know one of the ones that we're working on is this this grant that we got not that we got that Dr. Lisa or Lisa Love in our district secured this grant to study the initiatives focused on sexual health education and services and safe and supportive environments.

And it directly aligns with the resolution that the board passed a while back around LGBTQ students.

And so it was perfect timing for that.

The other one that is through the U.S.

Department of Ed is all about how we help support students and create safe and welcoming school climates.

So again if you think back to our strategic plan that's one of our major initiatives and so it aligns perfectly.

And the beauty of all of these is that it's not just this small research and evaluation team as Director Harris pointed out doing this work.

We now have partners all over helping us from UW from the other places that are involved with these other grants.

And so it's a collective effort for us and and really does help to not only enhance our work but also amplify our work and what we're doing in Seattle Public Schools and across this nation.

And then of course we do the school climate surveys.

This year we're doing those a little bit differently in that we're doing Pulse surveys and and you you've read heard a little bit about those Pulse surveys in last week's Friday Memo.

You'll hear much more about them in this week's Friday Memo of you know how how our families how our students how our staff how we're all doing with remote learning.

So I'll I'll answer it there.

I know that I think Chief Jessee is still on since the Safe and Welcoming is under most of the work with he and Pat Sander.

He may be able to answer a little bit more about specifics of what you're asking in terms of.

It could.

That's okay.

I think that I just want to make it and make the point for the record that if these studies are not actually considering incidents and tracking that as part of the data that they're considering then they're not looking at all the information that needs to be looked at.

So I just would encourage that that be considered.

The other piece I have the questions I have are related to specific data and concerns around as was alluded to by other directors the accuracy of the demographic data.

I know that personally when I went in to fill out the forms for my three kiddos The forms were very confusing and I just it was I I really wonder whether or not we actually have very accurate information.

And secondly and I don't know that this has to be answered here.

I just I guess I would appreciate it to be answered when reports are provided to us about how confident we are in the demographic data.

as as it as it stands.

But the biggest question I have around the like the validity of the data that we're using is how exactly are we going to be measuring 3rd grade reading 5th grade math and 7th grade science when we're not doing standardized testing.

What's the other mechanism to to gain that information at this point in time.

Yeah we thank you for asking that question because we've been talking about that quite a bit of late.

As you may recall we when we first started school we started with Strong Start.

We we ask our teachers to not even think about doing anything academic for the first couple of weeks.

Get to know the student.

Get to know you know get to know them.

and then work on that.

So after after that strong start we then ask our teachers to use any curriculum-embedded assessments.

So in any of our adopted curricular areas so with CCC with our science with the math one adoptions that we've had we said look within those look within those adopted curricular areas and use the assessments that are included there.

In layman's terms this means use the pre- and the post-test that comes before and after each unit.

I mean that's that's as sophisticated as it is.

We know that that's not enough so we are now going to be using the smarter balanced interim assessments that will be required of all grades 3 through 8. And so we'll be able to use those.

We're going to require that they be administered twice a year.

We are still hopeful that we'll be back in in-person learning in the spring by the time the Smarter Balanced summative assessments could be could be administered.

So we'd have a third data point there.

Of course that will not be our call.

If OSPI has already asked for a waiver from that from the U.S.

Department of Ed they've not heard back about that.

And then of course we know that there will be a change in administration here soon.

So you know maybe after the first of the year we'll hear more.

But that's that's where we're at with that right now.

And Director Mack it's really important that we have those not only for school CSIP's because every seat school CSIP has a goal set in there in terms around math and reading at the very minimum.

And then also for our 30 levy schools they have to they have accountability that they have to to meet as well with within their grants that they received.

Thank you Dr. DeBacker.

Yeah I'm done.

Thank you.

And I appreciate all that.

Thank you.

Director Rankin.

Oh excuse me Director Rivera-Smith.

No worries.

Can you hear me.

Yes.

Yes.

Okay.

I'm on.

I've got a reconnection here.

Thank you Chief DeBacker for.

Not being too freaked out when I called her earlier saying, hey, can I talk to you?

I read this bar way too close, I swear to God.

I'm going to email you some more times, but I'm not going to waste time here with those.

But I was really intrigued.

I'm very intrigued.

with this with this work we're doing in this department's goals and and methods and everything about it.

So I was reading through I have a couple lingering questions I will ask.

Let me scroll to them here.

I under so what's known as the strategic plan year 2 strategic plan focus goal third grade reading in the bullet points there engaging families communities building P3 practitioner capacity.

We get to establishing early learning pathways and I was wondering if you could tell me more about that because we up above it does say you know building P3 which is preschool.

So I want to know does this include does this establishing early learning pathways include pre-K and work there or at least research there.

Can you tell me about that.

Yes we we are including pre-K and in fact Cashel Toner Executive Director of Curriculum Assessment and Instruction has has even asked that she's asked me to then work with others across the agency to as we look at all policies that say K-12 that we try to get those to say pre-K-12 because we obviously are focused on pre-K-12.

And and many of you know that The history of that for for many many years not only here in Seattle but across the nation is that you know our our federal funding usually is K-12 so that's where that came from.

But as we see more and this is on early learning I think we're legitimate in trying to to make sure that as we look at policies that that reference K-12 and we're updating them let's update it with pre-K-12.

So we're right there with you.

Okay yeah because I have seen the inconsistency we'll say early learning but I don't know if we have an overall definition for what that means.

Sometimes it's P through 3 sometimes it's not.

So I'm just looking for consistency there and thank you for letting me know about that.

Those efforts by Cashel.

On further going down down more under the strategic plan goal 9th grade on-track credits.

1 2 3 3rd bullet credit accumulation.

Does this basically mean credit earning accumulation.

Correct.

Going me off there.

That is yes you are exactly right.

Okay I was just trying to make sure I wasn't on the wrong idea there.

Okay.

And then going further down.

That is stuff I'll email.

Under safe and welcoming no yeah safe and welcoming schools first of all yeah safe and welcoming not welcome.

There is part about the promoting adolescent health.

I'm wondering is that is that going to be aligning with the new SECSED legislation or a mandate whatever I'm what you're calling it now.

But is that work.

You know I I don't have an answer for that.

The the I.

I don't know if we have to but I don't know.

That's a good question.

I will have to get back to you on that.

Especially.

Especially since that was just on a ballot.

So yeah.

Yes.

Exactly.

And I think if we could send any updates about that to the SSC&I committee that can come at a later time.

This is this is about the approval of the plan.

Any more questions Director Rivera-Smith.

I had some other things but you know I can I know we're being crunched here.

I just wanted and I appreciate that this mentions working with the well it says reopening task force but I'm assuming it means the remote learning task force.

I think that just hasn't been.

Yes.

Changed those those changes.

So but yeah no I appreciate that that that there's connection in there for that for all the work that you're going to be doing.

No other questions.

Thank you so much.

Thank you.

And thank you.

Yep and thank you.

Final comment to Director Rankin.

Thanks.

I just quickly wanted to add sort of a theme I'm hearing or or some things that I'm hearing from other directors that have reinforced something that I've been thinking about is for just I guess to plant it in your mind Dr. DeBacker and and Eric Anderson for the 21-22 if we could have a conversation about The I feel as though we have an opportunity to dig more into the research part and and be proactive in our use of this department to guide us forward as opposed to sort of monitoring the present if that makes sense.

I'm looking at the kind of kind of related to what Director Hersey Hersey was mentioning about kind of the storytelling.

You know how how we can focus on creating a plan around not just reporting what's happening but actually helping us in decision-making identifying issues that we want to solve and then using research to help us figure out a path forward.

I hope that makes sense.

Yeah.

Thank you Director Rankin.

It does make sense.

And you know it's I think there is a way that we can we can have a strike a really good balance here is that you'll see in this report that I mean it is it's it's we're really working internally to support the work of the district and our and our strat plan but that work then has to be able to be transparent to the public and in terms of so you had this strat plan you did this now what and what do we get for it.

And I think that's what I'm hearing.

Yeah I think it's that second.

Yeah.

So I would love to keep talking about it.

Not right now but just wanted to put that.

Thank you.

Thank you Director Rankin.

With that I would love us to recess for 16 minutes for folks to take a brief pause a brief break and stretch and we will come back at 5 50 p.m.

The next item we'll move to is Introduction Item Number 2. This is the Seattle Public Schools SPS Personal Services Contracts PSC for Equal Opportunity Schools EOS.

This came through the Student Supports Student Supports Curriculum and Instruction Policy Committee on November 10th for approval.

I will now turn it over to our Chief of the Office of African-American Male Achievement Dr. Mia Williams with a briefing before we move to the directors with comments and questions.

Good evening everyone.

Thank you President DeWolf.

I'm Mia Williams Chief of the Office of African-American Male Achievement and I'm so excited to be here today to introduce our partnership our hopeful partnership with Equal Opportunity Schools.

We this this is another example of how our cross-division work has come together to support our efforts of centering our Black boys and teens and students for educational justice across the C&I curriculum instruction team.

Student supports is across all this work we're coming to the equity partnership and engagement team.

All of these divisions have come across to get us to this day.

So I'm super excited about that.

The BAR is asking the board to authorize the contract with Equal Opportunity Schools for the purpose of providing services to the district to support support the development of equitable access to participation in high school advanced coursework.

Example of advanced placement and international baccalaureate.

We issued an RFP.

And Equal Opportunity Schools was selected.

As background it is one of the leading organizations in the United States in helping schools and district help students of color and low-income students to access advanced academic pathways.

The BAR refers to two main reasons why we need the support this support.

First during engagement time we had the opportunity to engage with all of the high school principals and This is something that they believe as that is an important need within each of the high schools.

And Garfield has been in partnership with Equal Opportunity Schools for a while in the past and there has been a positive experience.

Also I was able to speak with some of leaders of some of our community-based organizations to give them a heads up about our potential partnership with Equal Opportunity Schools and planning future engagements of having like an evening with Equal Opportunity Schools so families can ask more questions.

It was also recommended from one of our community-based partners to maybe have a video that could be directed for the audience of families and community so that they could view it at a time that's appropriate for them and then send questions that they had so that we can make sure that our partnership that we are meeting their needs and answering any questions that they may have.

So we're looking forward to that opportunity.

Also on when we were doing the racial analysis this is all about our racial equity work promoting racial equity equitable access to advance academic pathways has been a persistent well-documented challenge in Seattle Public Schools.

Equal Opportunity Schools has increased 30 percent increase in the number of students of color and low-income students taking and passing college credit courses for year 1 and 2 across across our nation.

We are trying to move one of our core goals for goal 5 KPIs as you will see in the district scorecard last Thursday.

We need help with advanced coursework learning.

We're flat for students of color furthest away from education justice.

There's a drop in African-American males for advanced learning in ELA.

Improvements but overall low in math.

I just wanted to also bring as we were in committee there were a couple of questions I just want to remind some that were brought up on November 10th.

There were questions around the data sharing agreement with the Equal Opportunity School.

And what was shared in response to that is that by Director James Bush is that we've we've had a partnership in the past where we've had a data sharing agreement.

We would use that as to update that and move we will yes we will use that as a as a way to share.

And there was a question about the people looked in the data points about business project manager.

who was covering that and that is something that comes from the Office of the Equal Opportunity Schools was the answer.

And it says as you see that we're asking to our potential partnership to continue for year 2 and 3 and it was asked would we be updating the board on and I said of course we'll be updating the board on our success with our partnership.

And then how will this contract improve our practice and on a longer term.

And we look forward to equal opportunity in what they bring to each individual high school and working with their equity teams there.

That builds capacity with the with the the staff.

And we also talked about how counselors can be a part of the training.

And then as that happens the teacher leadership will be able to spread these practices across.

multiple places and our hope is is that what things can we learn for to benefit in middle school and elementary around these practices.

What I'm super excited about is that Equal Opportunity Schools partners directly with students and with the staff and also informing and supporting families.

And this is something that we need to make sure that we are doing that is it's it's a collective partnership.

And so I'm just thrilled and I'm open for any questions that you may have now.

Thank you so much Dr. Williams.

We'll now move to directors for comments and questions beginning with Director Rankin who is our Student Services Instruction and Curriculum Committee Chair.

Thank you.

Yeah Dr. Williams actually covered A lot of the discussion that we had in committee one of the questions that came in for me was about the the longevity and how not just related to this but to other other contracts you know how can we benefit from contracts like this in improving our practice as a district as opposed to always needing to bring in other other organizations.

And so Dr. Williams just touched on that but I was really excited to hear about that piece of this that it really is you know working with our staff and our buildings to improve our own capacity and practice to support great opportunities for students.

And it feels like in the short term it will help us address some of these gaps that we know that we have.

And then hopefully in the long term help us kind of course correct as a system.

So hopefully the gaps that are being addressed in the short term are are diminished because we are improving our practice in response to this work.

So I will now pass it to the next director.

Thank you.

Director Hampson.

Hi.

Thank you.

And thanks for bringing this forward.

I mean I personally I.

I believe we probably could have just let this be a matter of staff decision at this dollar level but I appreciate very much the opportunity to get a better understanding of Equal Opportunity Schools what they do.

And I think my only question at this point is about I was trying to double-check if there was any data around after-school what the impacts of of their success in those AP and IB courses translating into not just going to college but then you know their their kind of relative well I know there's I'm trying I'm seeing some of it but like does how is it helping them once they're in college.

Are they is it more confidence more success.

What what is that what do those outcomes look like.

I great great question and I will be happy to follow up with them and I'm sure that they have it as they have been working with many schools across the nation and even within our own state and what's super exciting is that they their home base is in Seattle.

So I will definitely follow up with that and share that with with the team during the Friday memo if that's okay.

Yeah that would be great.

And because one of the things I think about in in some place like Washington State where we're not just isolated you know I mean where we have students of color that are isolated geographically within kind of the larger Puget Sound and then from the standpoint of their options for academic institutions.

It's a long way from home to go for, you know, other than University of Washington.

I mean, we're lucky that we've got some great institutions right here in Seattle, but otherwise you're talking about geographic distances that are pretty far.

And so I always worry a little bit about that that we don't kind of as a state because we're sort of a rural state in general and the rural Pacific Northwest that we don't offer a lot of a lot of options.

And so I'd love to learn a little bit more about how they're track how they're tracking this longitudinally and how that's that's impacting but otherwise.

Sounds great.

Really support the I mean obviously the need is there.

Excited that that y'all are getting to pursue this partnership and.

Looking forward to supporting and yeah I'd love to hear more about what their longer term success is for those students.

Thank you.

Thank you.

Thank you.

Director Harris.

Thank you.

I have a few questions and I'd appreciate the answers being attached to the action report for the next go-round.

You've mentioned several times that this is a nationwide group and they've dealt with dozens and dozens of other districts.

can can they put together which districts and what their results have been.

I I think that benchmarking is very important.

Two are we signing a contract for three years or are we re-evaluating it after one year.

In so that the question is that we are we are signing it for I'm hopeful to sign it for this year but with hopes that it's going to be phenomenal that we want to continue.

So instead of having to keep bringing it forward every year we wanted to make sure that we put that into the BAR at this time.

As I mentioned we'll be happy to give updates annually on how the partnership's going and the success of what's happening within Seattle Public Schools and our high schools yearly.

Would you consider making a one-year contract subject to review of the data of success because being informed and having the option not to continue the contract is very very different.

Yes from what I understand is that we will be signing it.

It's a yearly contract sign that we sign.

Yes.

But I believe that the message of bringing it in front of the board again as an opportunity to do that but we do sign a yearly contract.

Yes.

Okay thank you.

And what about the benchmarking from these nationwide schools.

Yes.

Yes I can I can definitely ask and I do know that they do have data to share about different districts and I will work on gathering some of that and I will share it with you all.

Yes.

I appreciate it immensely.

Thanks so much.

On to the next.

Director.

Thank you Director Hersey.

We've discussed this at length so I don't have any additional questions.

I'm excited for this to come through.

I think it's going to be critical for our Kings and excited for the work that's gone into this.

Thank you so much Dr. Williams.

Thanks Director Hersey.

Director Mack.

Yeah I too am incredibly excited about this approach and this partnership.

Dr. Williams thank you so much for bringing it forward and also you know even if it's well the fact that it's kind of on the bridge of low dollar amount but it can have such a massively positive impact I think it's just phenomenal.

So I'm I'm super excited about the focus on ensuring access to accelerated coursework for students and the and just really appreciate focusing on this work.

It's just so important.

So thank you.

I don't have any questions.

I'm just happy to support it when it comes back.

Thank you.

Hi.

Thank you.

I I my I've heard about this this for a month I think from Dr. Williams and I'm very excited.

Also very supportive.

I have I guess one other question I'd have is I know that in committee you well even now you mentioned this is you put out an RFP for this.

I'm wondering who were the other did you receive any other responses and what made Equal Opportunity Schools stand out over those.

Great great question.

There was actually there were they were in the final and they were the only organization and part of the reason was that many of the organizations do not do the comprehensive work that they do and have had the results.

Part of some of the organizations were asking like could we do parts of what you're asking for and then partner with another company.

So their comprehensive work that they do to support our Our students and staff around creating access was surpassed in the organizations that we looked at.

We did look at other competitive people.

There's really not a lot of organizations across the nation that is actually really focused in this work and the results also would be number one that I would share that that also put them ahead.

But we did invite other groups to apply.

And like I said we did look at other organizations and their questions came back is because they don't do the comprehensive work around creating the access that Equal Opportunity does.

Awesome.

Thank you.

And they're a local aren't they.

I mean you're a national but.

Yes.

Equal Opportunity Schools is based here in Seattle correct.

Yes.

I think that's pretty awesome that we can support a local organization.

So all right.

Yeah.

Thank you for all the information.

No further questions.

Thank you.

And I have no further questions as well Dr. Williams but I thank you so much for your work on this.

And I just want to say I do appreciate bringing this even though it doesn't hit that threshold I appreciate the transparency.

And I just want to just make sure that I give a huge shout out to Dr. Perkins and his team.

And like I said this partnership the cross divisions is just huge and I just am excited for us to continue to mimic that across our system.

So I just wanted to just give a shout out.

So thank you.

Thank you Dr. Williams.

Okay.

The next item is Introduction Item Number 3. This is Annual Approval of Programs or Schools Using the Alternative Learning Experience ALE Model and Review of Policy Number 2255 Alternative Learning Experience Schools or Programs.

This came to the Student Supports Curriculum and Instruction Policy Committee on November 10th for approval.

Dr. Dan DeBacker I will turn it over to you for your brief before I turn it over to directors for questions and comments.

Thank you President DeWolf.

This board action report details the alternative learning experience programs at Cascade Parent Partnership Program Interagency Academy School Nova High School and Middle College School.

This is in accordance with board policy 2255 to meet state requirements.

Each school or program that is using the alternative learning experience model must be approved by the board and must have their plan and annual report reviewed annually in order to receive the state funding.

Our school boards must also review the district policy authorizing the alternative learning experiences so you found the policy within your packet.

The regulation contains several requirements that the programs of schools must meet.

The annual reports for the 4 programs provide updates on how these programs are meeting these requirements and serving their students.

As you can see it was a.

fairly extensive package of about over 70 pages so I hope you've had time to read that.

For engagement the principals continue to engage with their community regarding their programs and providing the alternative learning experience service described in their plans and their reports.

For the racial equity analysis you'll find that each ALA annual report intentionally assesses the efforts each school is making in addressing the racial disparities in educational outcomes.

There were a few points that were raised at the student support and curriculum and instruction meeting.

The directors asked the principals to share any additional support their schools could use because all 4 principals were at that at that committee meeting.

Common themes were that more equitable funding funding for the small schools they say they don't always receive the support that they need in terms of funding.

You've heard that before.

There was an interest they're often referred to as hidden gems and they'd like to be less invisible and less hidden in the school district.

They did emphasize district support for ethnic studies and district coordination for that program.

Restorative practices are critical.

And then for a middle college securing more space and we have been working on that to to secure more space for them.

We will continue to look for ways to to meet their when they were asked a question to to meet what they've asked for in continued conversation.

Need to say that we have revised the charts on page 4 but we missed one area.

All of the areas should have the same designations for the ethnicity and race.

And in the Cascade partnership we added the Native Native Hawaiian and other Pacific Islander but we forgot to add the Native American category.

So we will be making that change.

Director Hampson I apologize that we didn't catch that one even on the second round.

With that I'll take questions.

Okay we'll begin with Director Rankin as our SSC&I Chair.

Thanks.

And thank you Dr. DeBacker for the review of the discussion.

So this is is a annual approval.

It's an item that comes before the board every year.

But we had and I wish that we had had more time even in committee because it was Really really nice to have a little bit of opportunity to talk with the four principals of these unique schools.

And in addition to what Dr. DeBacker mentioned I will just add that you know we talked about support.

Director Hersey was the one that asked you know what What what kind of support do you want from us.

What questions or asks you have for us as board directors.

And in addition to the things Dr. DeBacker mentioned about space and funding what stood out to me also was that a lot of the the things that we're talking about as as developing district-wide are things that these schools are already doing really well.

They have.

ethnic studies program or ethnic studies curriculums and approaches they're doing restorative practice kind of scraping together with the resources that they do have.

And so there's a great deal of mutual benefit to be had in continuing the conversation not only to support these great programs but also to to take a closer look at the things they are doing so well for their students and what makes them these gems and what makes students find their place there and and see how we can learn from what they're doing to apply to some of the the things that we know we want to invest in as a as a whole system.

So it was really really great to have the opportunity to have all 4 principals there.

I know we talked about wanting to continue some of that conversation and Yeah that's it.

Thank you.

Thanks Director Rankin.

Okay next up is Director Hampson.

No questions right now.

Thank you.

Thank you.

Director Harris.

I am beyond a huge believer in alternative learning and using it as Director Rankin said as a model to replicate.

And if we go back a few years in the history of alternative education many of the goals for alternative pathways were in fact beta testers if you will for what works and what doesn't.

And and the idea was to expand those throughout the district.

I don't know that we're doing that.

I hope that we can.

in fact have those conversations and talk about pedagogy and talk about some of the things that work terrifically in these places that are not a quote unquote comprehensive high school.

With respect to finding more space I hope we can do that sooner rather than later.

Our history of treatment of middle college is painful and immoral.

I am excited to support this and I and I hope we can expand it in fact.

The other is in the weighted staffing standards or school modeling.

Some of these programs might in fact be considered more expensive.

But again I ask where is the budget line item for saving lives and showing our students that they can in fact succeed and go on and do great things.

Thank you.

Director Hersey.

Thank you.

I think that Director Rankin pretty much summed up the gravity of the conversation that we have with our school leaders.

I think that again I just want to reiterate looking at these models as an opportunity for replication.

As an educator alternative learning spaces are often looked at as you know places where students go when they don't assimilate well into our general population.

And I really think that so many of these schools especially here in Seattle really kind of take that narrative and flip it on their flip it on its head because of the experience that they're providing for our students and really really instilling a plen — really instilling a sense of place and belonging that I think many of our schools could really take note of.

So again just excited to move this forward and continue the conversation with our school leaders.

Director Mack.

I too echo the comments of the former directors around support for alternative learning experience in and having this approving these schools and not one of the one of the things and correct me Dr. DeBacker if I'm incorrect here but my understanding as well is that part of the model is that each student has an individual learning plan and they actually have to that has to be drafted and it's a part of the thing.

So Cascade Parent Partnership all of these schools each student has an individual learning plan to support them along their way.

And it is. you know incredibly appropriate and supportive for those students.

And I'm not wrong in that right.

No you you are correct.

It's one of it's one of the foundational pieces of the ALA program.

Right.

Right.

And I am a graduate of Fairhaven College from Western Washington University which is a it's it's similar kind of approach and I I believe very strongly in having these opportunities available for students and agree that expanding them and ensuring that each of the budgets for these schools are robust and supported to the degree that's necessary to provide the support to the students.

So I'm happy to have this in front of us again and again encourage additional support for replicating and expanding these programs.

Expanding access to students.

to know that they have they can they can access these programs when the comprehensive environment isn't the right fit.

Thank you.

Director Rivera-Smith.

Thank you.

I agree with my colleagues regarding the committee meeting we had with the principals from the schools.

It was so amazing to hear their stories and to hear their needs and appreciate that they were there.

We definitely could have used more time to hear from them and speak with them.

I I think most of what was said there has already been covered.

Definitely they let us know about their needs.

Definitely there was a need for some space especially I guess for middle sorry yeah middle college because their space is gifted and I'm sorry were you going to say something.

No I just said yes it was middle college.

Yeah thank you.

And so we definitely need to look at these because it's about sustainability for these schools.

They they always kind of feel like they're on the possibly on the chopping block as far as funding goes or as far as just supports because they are sort of they are lesser known.

How we can highlight them more and give them the exposure they deserve I think could do us all some good.

I'm happy to approve this BAR and thank you for thank you Dr. DeBacker for all the information for bringing in the principals for that meeting.

No further questions.

Thank you.

And I have no questions for you at this time.

Thank you so much Dr. DeBacker.

President DeWolf may I say two things related to this in terms of replication.

I want you to know that of these four schools two of these schools are leading the ways in a couple efforts here in Seattle Public Schools and as a result of resolutions that this board has passed.

Nova High School under the direction of Principal Wynette and students they are helping to write the LGBTQ LGBTQIA curriculum.

They are they are helping to lead this effort.

And an internet interagency just this morning I was at the site visit for their outdoor education pilot that they have proposed for their welding program.

So we they are leading and they are being I think we'll see replication.

And so it's just amazing out of 104 schools in Seattle Public Schools 2 of these 4 are doing amazing things right now and the other 2 are as well.

But I wanted to mention that.

Thank you Dr. DeBacker.

I really appreciate the context and the background Okay we'll now move to Introduction Item Number 4. This is approve hotspots for students to support remote learning through the school year 2020-2021.

This came through SSC&I Policy Committee on November 10th for approval.

So Chief Financial Officer JoLynn Berge you'll be briefing us today and then we'll move to directors for comments or questions.

I will.

Good evening.

This BAR Our hotspots particularly from Verizon and Mobile Beacon that will exceed $250,000 for school year 2021 and are therefore required to be presented in a BAR for board approval.

Amounts are noted in the motion.

There is information on page 2 regarding 19-20 costs and vendors and that's included for transparency and background.

Finally I don't recall any questions at committee.

That concludes my remarks.

Thank you.

Okay we'll begin with Director Rankin.

Thank you.

My main comment at committee was hey it is super great that SPS is able to do this and make sure students have access.

And also hey this is sort of a basic need in 2020 for families and it is worth noting that without a school district stepping up to provide something that really should be a basic Utility these students want to have access to public education.

That's it.

Thank you Director Rankin.

Director Hampson.

Apologies.

Looking for my mute button.

I don't think I have any I don't think I have any detailed questions.

I think that what we need to know about this will I believe will will be forthcoming with the Remote Learning Task Force and something that we'll we'll need to look at over time but there are a lot of different legislative wheels in motion that may or may not have a positive impact on our ongoing need to to provide this.

But I'm glad that we're able to.

That's all for me.

Thank you.

Thank you.

All right.

Director Harris.

I am in favor as many hot chops as we can get into student and family hands as possible.

And I would also mention that the Seattle City Council is addressing their budget and everybody listening should write the council not just their own council member and suggest that we move into the year 2020 and make Internet access a utility like other cities have done.

Thank you.

Thank you Director Harris.

Hear hear.

I concur.

Next we'll move to Director Hersey.

Yeah I just want to second municipal broadband.

As much as I'm excited to move this forward we we need a better solution long term.

Thank you.

Thank you.

All right.

Director Mack.

Yes thank you.

I want to echo the advocacy statements that my colleagues are making around broadband and this is access and the fact that this falls on the district to cover is fundamentally inequitable and WSSDA has supported and drafted and accepted a number of position statements around this.

And if it's not on our legislative agenda and I I apologize I took a took a took a quick gander at the draft but I didn't I'm not remembering whether or not it's on there but I do feel as if it's it's incredibly important that be part of our legislative agenda at this point in time.

And Chief Berge can you speak to that whether or not That's on our legislative agenda.

Yes it is.

It's under the access portion.

So we talk about access to technology.

Okay.

Excellent.

And appreciate that.

And yeah support.

I guess actually one quick question.

I'm sorry for just for clarification.

The dollars are coming from which fund to cover this.

So the dollars are coming from BTA IV and there's a small bit of the Comcast donation that's left over from 19-20 of $2,700.

So as I stated in committee I'll do my best to try to find some more donations but right now we've gone through all of our donations and we're into our own budget.

Okay great.

Thank you.

Thanks for the clarification.

And thank you to the voters for supporting us in our efforts.

Thank you.

Director Rivera-Smith.

Hi.

Thank you.

Yeah.

Thanks JoLynn for the follow-up information here.

I there was I think there was a few questions the committee I remember I asked regarding the hotspots if this was to be purchased or have been and you mentioned that most of the hotspots have actually already been purchased.

This is mostly for the service for those.

At the time you said there were 750 left out of 5,116 have those 750 been distributed or are we still Working on that.

Still working on that.

I think we're I think we're at about 500 left to distribute.

Awesome.

Getting those out is awesome.

And I have no other questions.

Thank you.

Thank you Chief Berge.

I don't have any questions for you at this time.

Thank you.

Okay next item is Introduction Item Number 5. This is Approval of Community Schools and Outdoor Education Task Force.

This came to the Student Supports Curriculum and Instruction Policy Committee on November 10th for approval.

This item is being sponsored by Directors Rankin Hampson and Hersey.

So directors I will hand it over to you to introduce this item.

I'm not sure who wants to kick things off.

I'll just turn it to Director Rankin as the chair of the committee and then you can facilitate from there.

Thank you.

Sorry a little 8-year-old interruption.

Yeah that we brought this through committee which is kind of funny because you know any questions and two two of us had helped write it.

So we are really excited to bring forward this item.

This item is part of what was outlined in our reopening resolution that wanted to make opportunity to students in place-based community and outdoor learning in two pieces.

One was the was to initiate an immediate process for opt-in pilots which have been really exciting to see start to come to fruition.

And then the second part which is the approval of the task force is to establish a task force for longer term longer term impacts and district-wide opportunity.

So this would form a task force made up of community members educators outdoor education professionals community organizations to come together to make recommendations for outdoor and community school opportunities across all of SPS.

And the eventual hopeful eventual adoption of recommendations that come from this task force would then shift from being you know opt-in here and there to being a fully comprehensive program that we would want to see every student in Seattle Public Schools have opportunity to participate in.

And what's so exciting to us about this work is that in the immediate health situation students are in remote learning students are feeling isolated from their peers.

They're feeling disconnected from their communities.

And being together outdoors is significantly less risky than being together indoors.

And so recommendations that come out of here will support in-person opportunities should the you know should the pandemic have us in a remote or partially remote situation for longer than this school year.

But additionally it will create a structure to give Really power to our school communities and opportunity to students to experience education based upon where they are and whether that means culturally geographically physically.

We really want to support flexibility in thinking around education beyond the four walls of our school buildings.

And we happen to live in a rich urban area that's nestled in one of the most beautiful natural spaces anywhere.

And what better opportunity for our students than to learn about themselves in the very immediate context of of where they live and who the people are around them.

And so I'm really excited about this.

And if Directors Hampson or Hersey have anything to add please please go ahead.

So I can move through and just start with Director Hampson.

I don't have a whole bunch more to add.

I think one of the the I think benefits of this will will will be as yet to be seen.

This was an opportunity to take a really horrible situation of of shutdown and look at the best possible re-imagination of education.

And to me place-based learning is that and it is the original form of education.

And it is the true form of family engagement and community engagement when we do place-based learning because it is about connecting to our families and their cultures and the and then also the places geographically whether they're Indigenous to somewhere else or Indigenous to this place that those things need to be part of the educational process and we're all well aware of when that does not happen.

what the ultimate impact is on our ability to exist and sustain ourselves in on this planet and in our within our health health and well-being.

And so I'm excited about the learning that this will bring to to the district.

The potential that it has to bring it back to what is an area that is incredibly rich in place-based knowledge and understanding about how to exist with one another and in the places that we are.

And in a conversation earlier today around the potential for or the resolution that Directors Rivera-Smith and Director DeWolf are working on with community members we had a rich conversation about the notion of how even the structure of the buildings how we look 20 years into the future and what our buildings should look like really should be connected to how the students are learning in those in those spaces.

And so I really do believe that it's forcing us to think in a new way and which is the very definition of what we're having to do right now in the middle of this pandemic and taking the best possible notion of that.

So I think that's all I have to say.

I think Director Hersey if you want to add anything more.

I guess I would just say you know equity is everything in this model.

And because it is in fact a return to Indigenous knowledge that that makes this successful and that is very much about connecting with the needs of our students furthest from educational justice and their families in terms of how we we kind of rebuild the education process.

That that is inherent in this.

And now I'll turn it over to Director Hersey if he wants to add anything.

Yeah.

So the only thing that I would add is that I'm really excited about this because looking forward really thinking about how does this model ultimately incorporate itself into what we're already offering.

I think that for many of our students especially those of color when we think about our buildings sometimes we just need to offer something completely different because if we really are truly trying to be an anti-racist organization the buildings in which we go to school are built and developed with so much trauma and racism and negative history built into the bricks of these schools.

that that oftentimes we need to figure out what is a way that we can circumvent all of that and provide something bold and different.

Like I said there's there's really nothing else that I can add to this that Director Hampson and Director Rankin haven't already addressed.

But I am excited to see this finally come before us and I hope that we move this forward expeditiously.

Expeditiously.

Thank you Director Hersey.

All right we'll go to Director Harris next.

I am extraordinarily supportive of looking at new models because we all know that the old models don't work.

I'm interested in details about community schools and how the governance and oversight of that will work and I'm sure that the task force will wrestle significantly with that.

I'm also interested in the reporting out aspect of this task force.

And and how that's going to happen whether we'll get interim reports whether minutes will be updated to the website etc.

But yay team.

And thank you all for putting this together.

And I think it's very exciting.

But again the devil's in the details.

Thank you.

Thank you.

Director Mack.

Yes hi.

Thank you.

I too am very excited about this effort.

And and last night's work session there was a budget line item called Community Schools that was brought up for conversation.

And I think the number was $16.7 million that has been sitting in a fund dedicated to community schools.

And I know and unfortunately I haven't been around long enough and there's other people that might be able to help.

fill in on the history of this but the community schools effort some 20 years ago I'd like to ensure that you know potentially I mean frankly if those dollars have been set aside for community schools then that may be something that needs to be made aware of this task force in terms of moving this work forward because even I fully support this effort and I fully support refocusing on community schools and this district has in its history done that at various points in history.

And so I I would like to I guess get more information from staff on what that previous community schools effort entailed and how those dollars that are presently sitting in a fund relate to this present work and whether or not it actually makes the most sense to kind of dedicate that those funds to this work that the task force is going to be doing on our buildings.

So I just want to raise that in the consciousness of of the work and I and I certainly support this effort going forward and the focus that it's bringing.

And I guess I don't I don't know if anyone has the ability to provide that history at this point or is that something that we can.

This is Director Rankin.

I can clarify a tiny bit.

I think community schools and outdoor education may be a bit of a.

misnomer and now I I apologize I can't remember because I know Miss Wilson-Jones asked about this because we had a slight wording difference between the the charter and the this with this and the BAR and it's really community community-based.

community schools as it exists now in Seattle Public Schools to my understanding and I'm sure somebody who's with more longevity can explain has to do with wraparound services I believe.

So it may just be that we need to make sure that the wording is distinct that we're not accidentally referencing something that already exists.

Does that make sense.

Yeah.

Thank you.

Yes I do.

And I do I do appreciate that.

I think actually kind of taking a dive into that language because community schools in the current context in our history has a certain meaning which I actually I need to fully understand.

I think it would be helpful for us all to fully understand that context and that that movement that was happening some time ago.

And I would I would ask that there be clarity in the naming and language so we don't confuse if they're not tied together.

So I appreciate you thinking on that and appreciate you saying that.

Yeah thank you.

I know thanks so much for bringing that up and I will I will work with Dr. DeBacker and we'll try to get that sorted before action.

Okay we'll finish up with Director Rivera-Smith.

Hi thank you.

Yeah as the only member of the committee that was not an author I had all the time I needed.

task questions and I did I got some clarification actually we got the board member in the BAR so it is specific that a board member will be on this task force.

I asked about I asked about the filling in of the dates which I see are still not filled in so I'm just wondering if we will have those filled in by action.

That's in the the dates aren't in the charter because the task force themselves will finalize the dates.

The charter doesn't have to be.

The charter is really here as reference.

We're not approving the charter as part of the BAR.

We're not approving the charter as part of the BAR.

Is that correct.

I thought that.

Correct.

The charter the charter itself is a draft and it's here for reference because as with other task forces the charter can be developed on a different timeline and the task force themselves may want to make amendments.

Gotcha.

Okay so we're just approving the creation of this task force essentially.

Gotcha.

Thank you.

Yeah I know I'm super excited to get this going because I know we've had lots of questions from community asking when when we're going to have this so if they could try to to get on get on board with that and see some private start.

So definitely I'm really excited about this.

I think I will just also ask just because I feel like I can see how it can seem maybe unnecessary but I'm wondering should a racial equity analysis been like the actual you know form been completed for this.

It doesn't look like there's there's not one attached and it doesn't sound like one was done for it.

And again I can see like just by the nature of this it sounds like well this is a given that it's in the scope of you know creating racial equity.

But I and maybe I'm using this as an example.

We have you know in the previous BAR didn't have one you know for the hot spots and we have some upcoming ones that don't and but then some you know like I'm just wondering when do we do the forms and not do the forms and should one have been completed here.

Okay well let's focus on the task force for the question but it's a great question we can certainly outline.

Director Rankin do you have a response.

I'm trying to remember.

Director Hampson.

We actually did complete the yeah we did go through the the It's not it's it's less of a form and more of a process right.

So if you've gone through it.

So we did do that.

And then I think one of the questions we have outstanding in general about the board action report which we need to deal with at a separate time is when we attach it and when we when we summarize in the in the board action report.

And because that we it's not always applicable in the same way.

In fact many times it's it's we almost need like two or three different versions of it because of the nature of the thing.

So it's something that that yeah we need to refine it.

But it's not something that I think anybody wants to tackle right now.

But the questions themselves are still relevant.

And I and I can forward the quote unquote form with the with the notes to the to the board for before for action.

Okay could you attach it here or is it less formal than that.

I mean I think so.

I don't know.

One of the things too is that it's an additional thing to get.

I'm going to let you two.

Go ahead.

Work out how how to.

Yep that's fine.

Inform the board of the analysis whether you want to attach it or send it offline.

But I want to make sure we're moving to our agenda here because we still do have a number of items to go.

So any other questions Director Rivera-Smith.

No I do not.

Thank you so much.

All right.

Thank you.

Okay we'll move to Introduction Item Number 6. This is.

Selection of Benefits Administration and Consulting Services Firm Sprague Israel Giles Inc.

This came to the Audit and Finance Committee on November 9th for approval.

Dr. Codd I believe you'll be briefing us before I turn it over to directors for questions and comments.

Yes thank you.

Hello again.

This is Clover Codd Chief Human Resource Officer.

This BAR should you authorize us allows us to enter into a 3-year contract with Sprague Israel Giles Our 3rd party benefits administrator would be for the next 3 calendar years.

2021 would be for $650,000.

Calendar year 2022 would be for $682,500.

And calendar year 2023 would be for $716,625.

We did conduct an RFP.

We received only two proposals.

One was from Coastal Administrative Services and they quoted us amount to $10 per employee and the other was from SIG which is roughly $7.04 per employee but a flat rate to start off with $650,000.

We did we were asked in Audit and Finance around market rates.

And what we have found is that it market rate is between $7.00 and $8.50 per hour or excuse me per employee.

So you can see that SIG is on the lower end.

So benefits administration includes everything that we typically think of with the with SEBB or the School Employees Benefit Board.

So it's our medical our dental our vision our basic life our accidental death long-term disability coverage.

And so.

actually is the administrator for these services.

I'm going to stop there and see if there are any additional questions.

All right.

Thank you Dr. Codd.

I will start with our Audit and Finance Committee Chairperson Director Hampson to kick us off.

Thank you.

We had a good discussion about this and it's you know it's a it's a great example of things that school boards have to consider in terms of contracting for outside vendors.

Do you go outside of the organization.

Is it is it more efficient to go outside versus trying to bring it in-house.

Do you have the expertise in-house.

Do you want to keep the expertise in-house.

It's a it's a pretty big job.

We have a good relationship with this particular entity and then we we did and then a massive change a big shift right with SEBB.

And so we had a good robust discussion about that.

and about the you know the difference in pricing and thank you Chief Codd for coming back with that additional information.

My personal sense of it as a board member is that this is a this is a pretty good deal that we're getting and a relationship that we want to maintain if we were to go to a new provider the pricing is definitely going to to increase and I think for as long as we're we are able to confirm that we're getting good service it makes sense.

We had some other discussions about the flat rate and but by and large I think I feel quite comfortable with this.

But I'm sure folks will have questions so I will turn it over to the next director to ask questions.

All righty.

We'll move to Director Harris.

We'll echo Director Hampson's comments.

We did have a very lengthy discussion on this in A&F as to whether or not we're just rolling over old contracts.

And and I don't believe that we are in fact doing that.

I think we looked at it with a jaundiced eye and we're getting a good deal.

Thank you.

Okay.

Thank you.

Next is Director Hersey.

Yeah so I'm fine on this particular item but I do have a question about our RFP process.

It seems like when we put out these RFPs that it's not very common for us to get more than one or two responses.

I'm just interested in the process like is there just not a whole lot of folks that are doing the type of work that we are asking or is it because the RFP that we're writing isn't as attractive to to other firms.

And that might be kind of like a question that can get answered offline but I'm starting to see a pattern over over many various contracts that we're only getting one or two responses or bids for a lot of the work that we're putting out.

Chief Codd do you did you want to take that.

I have a couple of things that I can say but I'm happy to let you go first.

If.

I can only speak with respect to this specific RFP.

There just really are not a lot of people doing this work on behalf of school districts.

It's a really big job.

Yeah I and I would just say my experience with government is is is that you know Bids you know responses to RFPs tend to come in a couple of different flavors.

And either they're they're few and far between that have actually are willing to focus on this area and our solid providers are on the particular area right.

The particular service that's being outsourced.

And then kind of the bottom feeder variety which we get a lot of in our inboxes right.

As board directors people trying to solicit contracts with us.

And so It's from from my experience working in government it's not unusual to have limited but if others have experiences they want to share I'm sure they will.

Thank.

Thank you.

Let's let's make sure to focus this on this item.

So next up is Director Mack.

Yeah hi.

I my memory might be faulty but I feel like last year when this came before us it was Chief Berge who presented and my questions are kind of around the overall impact of SEBB and the fact that we're maintaining this contract because in the shift to SEBB the state is A not actually fully covering the costs of SEBB and that's happening across the state.

We're not unique in that.

They are not providing the necessary supports to employees to select the right packages and do the various work and that that is what this contract is is that in order to actually provide our employees with the appropriate level of service for benefits we need to maintain this contract with Sprake Israel because there there aren't very many folks that do it.

They're experts in that.

But the gap is being filled because the state shifted to a state employee benefits program that doesn't actually provide the appropriate employee interface and support that we need in a district of 54,000 students with I'm not throwing out the right numbers but the number of employees that we've got and and chief Codd if you want to speak to that or if Chief Berge's on the line.

I'm curious about the you know this is another one of those massive funding gaps and something I think we need to continue on our legislative agenda around the actual impact of the shift to SEBB and the real financial impact to our bottom line.

And if you could keep this response quick so we We can focus on the item please Chief Codd.

It's actually.

The question is.

Yeah.

Thank you Chief Berge.

Thank you.

Yep.

So it is still a concern for us.

We did have to expand the contract a little bit.

Just the way that we're funding the contract had to change with SEBB and it wasn't just a complete model shift to SEBB and it's a flat out increase in cost for us of the contract of this contract.

Before there was a way that.

You know most of this cost was paid by a different mechanism.

So it is increased cost per SEBB.

We did not have it specifically on the ledge agenda this year because there were other things but it's not forgotten.

Thank you.

Thank you.

Director Rankin.

I don't have any questions right now.

Thanks.

Thank you Director Rivera-Smith.

No questions for me.

Thank you.

Thank you.

Thank you Dr. Codd.

I have no further questions for you at this time.

Okay next we'll move to Introduction Item Number 7. This is the Seattle Teacher Residency Program Contract.

This came to the Audit and Finance Committee on November 9th for approval.

Dr. Codd I know you'll be briefing us again before we move to directors for comments and questions.

Yes.

Thank you very much.

So this is Clover Codd again.

So we are excited once again to be able to partner with Seattle Education Association the Alliance for Education and the University of Washington to continue our efforts that really do support having a culturally responsive teacher in every classroom.

This is for the Seattle Teacher Residency Program.

We have Over 100 grads in our schools to date.

If you remember graduates commit to 5 years of service of our in our Title 1 schools.

Over 50 percent of the graduates from STR are people of color.

We have an 82 percent 5-year retention rate for our STR grads compared to 61 percent retention rate for other teachers.

We did change due to committee requests the level of community engagement on this BAR to no longer be collaborate but instead be consult and involve.

And we chose consult and involve as opposed to inform because we still work very closely.

Teacher induction program here in Seattle Public Schools or our PAR program works very closely with both SEA and the Seattle Education Association to support these teachers into their first year.

And we also use it to think about how we might better align what the residents are learning with what's going on in Seattle Public Schools.

So most people are used to the Seattle Teacher Residency Program so I'm not going to go on and on but I will answer questions of course if you have them.

Thank you.

We'll begin with Director Hampson as our Audit and Finance Committee Chair.

Thank you.

I don't have anything to add.

Thank you for for addressing that to the extent that you did.

At some point we need to clarify what exactly we mean by some of those terms and so that's more work on us to do.

But I appreciate that additional clarity in terms of what we mean by consulting and collaborating and it's a I mean just one of the programs we really need to celebrate and I'm grateful to everybody who was contributed to making this happen and keeping it going.

And thank you and I'll turn it over to the next director.

All right.

Director Harris.

This is a bit of an expensive program but I think it falls under the pay now or pay later and investment concept and and I think think that we've seen extraordinary results and I'm a huge fan.

And also a shout out to our partners and Clover could you name them all please.

Thank you.

Yes our partners are the Alliance for Education the Seattle Education Association and the University of Washington and of course ourselves Seattle Public Schools.

It's a four partnership endeavor.

Okay.

Thank you.

Director Hersey.

Yeah.

I don't have any questions on this.

I'm excited to move this forward.

Thank you.

Thank you.

Director Mack.

Yeah no questions.

I fully support this as I have in the past.

Thank you.

Thank you.

Director Rankin.

I don't have any questions.

Happy to see this continuing on.

Thank you.

Director Rivera-Smith.

Yep same here.

Definitely very grateful for the support from the alliance and the city and look forward to approving this at the next meeting.

Thank you.

Thank you.

And I will just echo that.

Super excited and so grateful for this partnership.

Thank you for the work on this Dr. Codd.

Next we will move to Introduction Item Number 8. This is Approval of the Washington State Auditors SAO Annual Audit Audit Services Contract for the Audit of the 2019-2020 20 fiscal year.

This came to the Audit and Finance Committee on November 9th for approval.

So Chief Berge I believe you'll be briefing us again before I move to questions and comments from directors.

Yes thank you.

So this is an annual BAR that comes before the board.

We are required by law to be audited annually.

We're required by law to be audited by audited by the Washington State Auditor's Office.

So as Director Harris pointed out in the committee this is a compliance item.

And then I will pause for.

Comments and questions.

Thank you.

We'll begin with Director Hampson.

Yeah in terms of our discussion and committee it was a good one.

We talked about that as being compliance.

We could pay somebody else to do it but that would be our dime if I remember that correctly.

And if you haven't realized by now I'm a I like audits.

And I'm glad that this is a compliance issue.

So you know go audit team.

Thank you Director Hampson.

All right next is Director Harris.

It's all been said.

It's a compliance issue.

We have to do it.

Thank you.

Thank you.

Director Hersey.

None for me.

Thank you.

Director Rankin excuse me Director Mack.

Yeah no questions.

Thank you.

Thank you Director Rankin.

I don't have any questions but I just have to make fun of Director Hampson for saying I love Audit.

That's the kind of nerds we want on the board.

And I'm so glad.

Director Rivera-Smith.

I have no questions.

Thank you.