Recognitions at the May 23 School Board meeting · o Katherine Meg Courtney BSN RN who received her...

Superintendent Larry Nyland May 25, 2018 1

To: School Board From: Superintendent Nyland Date: Friday, May 25, 2018 RE: Superintendent Friday Update (based largely on Superintendent Comments at the May 23,

2018, School Board meeting)

Recognitions at the May 23 School Board meeting: On Wednesday night, we recognized Deputy Superintendent Stephen Nielsen, Seattle Public Schools (SPS) Nurses, and Sub-Friendly Schools: • Deputy Superintendent Stephen Nielsen was recently awarded with the Washington Association of

School Business Officials' (WASBO’s) highest honor, the John Jenft Outstanding Service to K-12Education Award. Stephen was recognized for continued commitment and advocacy for educationfunding. Stephen is highly respected for his knowledge and leadership in K-12 finance, he has beeninvolved in every major K-12 funding policy and has been a member of every statewide funding committeefor the past 20 years. Stephen’s financial policy expertise is often called upon by legislators and statewideassociations during legislative sessions.

• May is the month to recognize the contributions of our School Nurse Staff. SPS has a total of 81Certificated and Classified nurses (65 FTE) who work daily to reduce health barriers to learning andgraduation of our 53,000 students. School Nurses go above and beyond every day to address students’health and well-being. By attending to the health of our children, we make sure they are ready to learn.Thank you to the incredible nurses in SPS and for their kind, compassionate and expert care of our children.Health Services and Nursing Manager Marie DeBell highlighted the achievement of four of our nursingcolleagues for their professional growth:

o Scott Skoglund MN RN who received his Master's in Nursing from UWo Katherine Meg Courtney BSN RN who received her Baccalaureate in Nursing from WGUo Cherokee Boman ADN RN who received her ADN degree in Nursing from Lower Columbia

Collegeo Lisa Oehl BSN RN NCSN who earned her National Board School Nurse Certification credential

(Pictured: Back row - School Board Directors, Deputy Superintendent Stephen Nielsen, and Franklin student Ashleen Nair. First row (left to right) – Pat Sander, Marie DeBell, Lisa Oehl, Cherokee Boman and Samara Hoag)

• Sub-Friendly Schools: It’s estimated that approximately 10 percent of a student’s time in school is spentwith substitute teachers – and our other substitute educators – paras, secretaries, etc. serve in an equally

May 25, 2018 Friday Memo, of 29


important role. Being a substitute teacher is so much more than merely making sure there is an adult present in a room with children. Whether they are there for a single day or in a long-term assignment, substitute teachers are there to promote students’ education and their success. Each school year, the Seattle Substitutes Association highlights one school from each category as being especially “Sub Friendly” as a way of honoring those schools that are most effective due to the positive environment and professionalism substitutes encounter. For the 2017-18 school year, we are honoring: Greenwood ES, Leschi ES, Rainier View ES, Hamilton MS, McClure MS, Orca K8, Franklin HS, Ballard HS. Peter Henry, who represents the substitute educators as the President of the Seattle Substitutes Association (a department of the Seattle Education Association), shared information about our sub-friendly schools.

(Pictured: School Board Directors & SEA representatives)

In this update, I am sharing: 1. Recent highlights that support our Strategic Plan and related Superintendent Specific, Measurable,

Attainable, Realistic/Relevant and Time Bound (SMART) goals 2. Good News 3. Community Visits/Presentations 4. Community Engagement/Highlights

Strategic Plan - 2017-18 Superintendent SMART Goals Update: The SPS Strategic Plan includes three major areas: Educational Excellence and Equity; Improving Systems; and School, Family and Community Engagement. Thank you to the School Board for focusing our SMART goals on these areas during the past several years. 1. Educational Excellence and Equity: We are committed to building shared understanding across

schools and district silos, on how to eliminate opportunity gaps (EOG), ensure opportunities for greatness (EOG 2.0) and accelerate learning for all students. During the past year, we worked to better communicate the urgency of EOG while affirming our collective belief in every student’s potential. We are guided by these three values:

o Belief in every student; no matter what; no exceptions o Recognition that relationships matter; and they must be meaningful and sustainable relationships

with at least one caring adult in the school



o Commitment to knowing each student’s story, strength and need; and providing strength-based interventions and supports

University of Washington (UW) College of Education: Racial Equity Teams: SPS is partnering with the UW College of Education and Seattle Education Association’s (SEA) Center for Race and Equity to undertake a systematic data collection and inquiry into our Race and Equity Team (RET) initiative. Key research questions include:

o How RETs work to build educators’ collective efficacy to address institutional inequities and develop culturally responsive practices

o What organizational conditions hinder or foster these efforts The research began with a survey of RET members and staff in 32 schools in 2017. Survey findings reinforced our understanding that RETs to date have focused on building knowledge and awareness of racial equity issues within their schools. UW researchers are currently compiling results from case studies conducted at four SPS schools this year.

2. Improve Systems: We continue to make progress toward building effective systems in support of

schools. Preparing for next year’s budget and working toward full funding remains a top priority.

Transportation: Ensuring that students who are eligible for transportation to and from school receive consistent, on-time service is a priority for the Transportation Department. Since the strike ended, the percent of routes on time has ranged from 93-96 percent. However, due to the driver shortage, there still are routes that consistently are not meeting our contracted service standards. As you know, some routes have been delayed by an hour or more on occasion. We wanted our families and schools to understand the issues and what First Student and the district were doing about this. Therefore, on April 21, we sent a letter to all bus-riding families sharing the causes of the delay and First Student’s actions to resolve the underlying bus driver shortage. Although performance has improved slightly, select routes have still been late. We have been hearing from more families about the impacts to their lives and from principals about the impact to our students’ education. Several weeks ago, the district received good news from First Student's recent recruitment efforts. First Student has brought 30 experienced drivers from Alaska to fill their driver roster through the end of our school year. The drivers drove their routes last weekend and started work on Monday, May 21. Since our Alaska drivers have arrived, we have had no routes without assigned bus drivers and on time delivery has dramatically improved. This week we also provided information to principals and bus-riding families letting them know about the additional staff. We are continuing to work closely with First Student to start the 2018-19 school year with enough qualified bus drivers.

3. School, Family, and Community Engagement: Goal No. 3 focuses on our ability to better listen,

engage and communicate with our families and stakeholders.

• Family Engagement Task Force: Thank you to the parents, staff, partners and supporters who participated on the Family Engagement Task Force! The last working meeting was on May 15. Task force members have identified five priority areas for the multiyear work plan: welcoming environments; two-way communication; respectful interactions; shared power and responsibility; and accountability. For each priority work area there are three supporting strategies and specific tactics for students, families, staff and central office. At the final meeting on June 15, the task force will celebrate completion of the work and learn about next steps.



• Family Engagement and Task Force Opportunities: There a number of opportunities to influence district decision-making opportunities over the next several months. To learn more about the engagement opportunities and how to apply, please visit our website.

• And thank you to the many families who completed the Family Climate Survey! We use data from the survey to plan and improve our systems and practices.

Good News: We have lots of great news from around the district and our schools! Here are highlights: • State champs: Hazel Wolf K-8 took home first place in the state Mathematics, Engineering, Science

Achievement (MESA) competition at Microsoft Conference center in Redmond on May 19! The team will represent Washington state at nationals in Philadelphia in June.

• Franklin High School recently won NATIONAL mock trials. Congratulations Quakers! Read more about their win on our social media channels and in the Seattle Times.

• Grant: Seattle Seahawks wide receiver Doug Baldwin surprised Middle College High School for Social Justice (MCHS) students and staff last week at Seattle University with a Safeway/Albertsons Foundation grant to further the school's art integration and social justice education!

• Building Inclusive School Libraries: Leschi students will soon get new books that better reflect the school's student population and provide a more accurate and representative history. A huge thanks to Seattle Foundation and Seahawk, Doug Baldwin, for supporting this effort!

• Cleveland High School receives donations: Student-athletes at Cleveland received a $20,000 donation from the Seattle Seahawks on May 23 during their first annual Talon Awards, an event to recognize Cleveland’s athletes. Safeway also donated 250 cases of healthy, protein snacks and $3,000 in gift cards to fuel athletes. I had a wonderful time at the event. Thank you to SPS and the Seattle Seahawks staff who made this event possible!

Community Visits/Presentations: • Seattle Council Parent Teacher Student Association (SCPTSA) leadership meeting: Every month, we

host the SCPTSA board to share information and determine how to better align our work. • Leaders of SPS and Seattle Housing Authority (SHA) Convene: The Executive Leadership of both SPS

and SHA convened on May 14 for the quarterly SPS/SHA Executive Steering Committee Meeting. Andrew Lofton of SHA presented me with a picture of the families that created the Somali Alphabet Book, as a token of appreciation for his leadership and engagement in the partnership with SHA. We reviewed and reflected on the progress made this school year. We heard from Principal Libby DeBell at Olympic Hills Elementary about how the partnership was instrumental in increasing school attendance. SHA Community Builder Phillippia Goldsmith presented about how engaged she is with the neighboring schools of New Holly and aligned the campus community partners around common messaging about school attendance. We also discussed the next direction in our partnership to create caring and nurturing communities for every SHA student and family. The group will convene in the fall to review and discuss detailed strategies to achieve this direction.

• Washington Association of School Administrators (WASA) 110 Awards Luncheon: SPS’ has recently nominated My Brother’s Keeper/Seattle Parks for the WASA 110 Community Leadership Award. Stephen Nielsen, Brent Jones, representatives from Seattle Parks and Recreation, SPS teachers participating in MBK, and I attended the luncheon last week. Thank you to Daisy Catague and Lori Chisholm from Parks and Recreation for their work in the MBK program with our schools. In 2014, President Obama launched the My Brother's Keeper (MBK) initiative aimed at helping students of color reach their full potential through culturally relevant mentoring. SPS and Seattle Parks and Recreation established a MBK afterschool program at five middle schools with high African-American populations to support the success of students who were below academic standards. Working to ensure Seattle's African-American students receive the necessary resources to be academically, emotionally and socially successful, mentors collaborate and deliver


http://www.seattleschools.org/


predetermined curriculum and activities. In 2016-17, 93 students attended at least 80 percent of mentoring sessions and 86 students who attended had zero suspensions/expulsions.

• Washington Alliance for Better Schools (WABS) Showcase of Success: We celebrated the incredible work of K-12 education and community leaders across the Puget Sound who partner to help students graduate career and college ready. There were more than 30 showcase stations to learn from, including six SPS teacher presenters at this event:

o Christine Blea and Laura Mah, Hazel Wolf K-8 o Jon Bonnelle, Roosevelt High School o Karen France, South Lake High School o Julianne Gatti, Franklin High School o Maria-Elena Velasquez, Sanislo Elementary

Upcoming Community Engagement/Highlights: • May 29: Cleveland HS Athletic Field Project meeting, 6-7:30 p.m., Cleveland HS Auditorium, 5511 15th

Ave. S. Cleveland HS Athletic Field Improvement Project: Special Workshop Community Meeting • May 30: Madison MS Departure Advisory Committee meeting, 5:30-9 p.m., Madison Middle School,

3429 45th Ave. SW. City of Seattle Public Meeting of the Madison Middle School Departure Advisory Committee regarding portable departure for on-site parking reductions.

• June 5: Special Education Advisory and Advocacy Council (SEAAC) meeting, 5:30-7:30 p.m., John Stanford Center. The Special Education Advisory and Advocacy Council is composed of 18 staff, community members, and family members who have children who receive special education services. The purpose of this committee is to advise SPS staff on issues of Special Education. Visitors are welcome to join the meetings.

• June 5: Highly Capable Services Advisory Committee meeting, 6:30-7:30 p.m., Madison Middle School, Library. The Seattle Public School's Highly Capable Services Advisory Committee (HCSAC) is a group of volunteer parents and teachers charged to advise the district on behalf of identified Highly Capable Students; As well as serve as a two-way conduit of information between the District and HCS community members.

• June 7: Graduation Celebration and Moving up Ceremony, 12:55-1:55 p.m., Daybreak Star, 5011 Bernie Whitebear Way, Seattle. SPS Native Education Department Welcomes your family and loved ones to come celebrate the accomplishments of all our Native students.

Thank you, Larry Associate Superintendent for Teaching & Learning Update: Included in this packet please find Associate Superintendent for Teaching & Learning Michael Tolley’s update for this week. Associate Superintendent for Capital, Facilities, and Enrollment Update: Included in this packet please find Associate Superintendent for Capital, Facilities, and Enrollment Flip Herndon’s update for this week. Chief Strategy and Partnerships Officer Update: Included in this packet please find Chief Information Officer Brent Jones’ update for this week. Chief Engagement Officer Update: Included in this packet please find Chief Engagement Officer Carri Campbell’s update for this week.



Chief Information Officer Update: Included in this packet please find Chief Information Officer John Krull’s update for this week.


Submitted by Michael Tolley 5/24/18 1

Date: Thursday, May 24, 2018 To: Dr. Larry Nyland, Superintendent From: Michael F. Tolley, Associate Superintendent for Teaching & Learning Re: Friday Memo for May 25, 2018

TEACHING AND LEARNING

CURRICULUM, ASSESSMENT & INSTRUCTION

Ramadan and the Smarter Balanced Assessment (SBA) Testing Window:

Two speakers at the Wednesday, May 23rd School Board meeting, as well as two e-mail communications from concerned individuals pointed out that as Ramadan, May 15th through June 14th, coincides with the Smarter Balanced Assessment (SBA) testing window of March 15th through June 8th and that there were students of Muslim background taking the SBA while they are on their day-long fast. Obviously, students observing Ramadan would be at a serious disadvantage taking the test under these conditions.

We responded that we were going to look at our SPS assessment calendar to provide better guidance to scheduling testing and consult with School District’s Legal Department to see what we could do to reduce or eliminate discriminatory treatment. After thanking us for the response, one of the e-mailers, a south end parent, forwarded a Thursday Facebook conversation that she had with Chris Reykdal, Superintendent of the Office of Superintendent of Public Instruction, about the issue. The reply back from Superintendent Reykdal said, “I’m diving into this. We will check into the testing window related to mandatory assessments as they related to federal and state laws. Last year, we produced our first school calendar with substantially more information on the high holy days as they relate to several faith communities including the Muslim and Jewish communities. This was done with the UW. We are working on a calendar now that goes out several years so school districts have much greater planning time to accommodate multiple faiths.” As we receive more information on how to accommodate students of the Muslim faith, we will continue to share it with our schools and community.

Middle School Math Instructional Materials Adoption and Implementation:

In support of Strategic Plan Goal 1, Educational Excellence and Equity, implementation of enVisionmath 2.0, the newly-adopted middle school math instructional materials, is proceeding as planned. This adoption is a part of the School Board’s larger commitment to a continuous cycle of predictable instructional materials adoptions. Following approval of the adoption of enVision by the School Board on February 13th, the Purchasing Department of Seattle Public Schools worked closely with its partners in the math content area of the Curriculum, Assessment and Instruction (CAI) Division to successfully finalize a contract with Pearson, Inc., the publisher of enVisionmath 2.0. The math content area has formed a committee to plan training sessions for all teachers of grade 6, grade 7, and grade 8 math. To help ensure these training sessions prepare teachers to serve the needs of Seattle’s diverse student population, the committee includes representatives from



Special Education, English Language Learning, Advanced Learning, Technology, and Assessment. The committee met on May 9th and May 21st to set goals, content, structures, and timing for the teacher training sessions that will occur in June, August, and September of 2018. These sessions will not only cover technical training on the print and online resources of enVision, but will also include professional development designed to increase the use of equity-based instructional practices paired with differentiation techniques to eliminate the opportunity gap. In addition to planning for teacher professional development, materials have been ordered for over 12,000 students and 300 teachers at 37 schools (middle, K-8 and elementary). Teacher materials will arrive in mid-June, in time for distribution by CAI prior to the summer break. (This distribution is in response to many teachers requesting to have access to the materials over the summer break.)

Kindergarten Through Eighth Grade Science Instructional Materials Adoption:

This is the first update to the School Board on the launching of the Kindergarten through Grade 8 (K-8) portion of the Kindergarten through Grade 12 (K-12) science instructional materials adoption. In this update, the timeline (Appendix A) and access to the web resources are included. Several months ago, the Curriculum, Assessment and Instruction (CAI) Science Department was apprised of funding made available for a K-12 science instructional materials adoption. The adoption process for evaluating K-8 instructional materials for science began the week of May 7th to culminate in the selection of instructional materials in the spring of 2019. The high school process will begin in the fall in order to stagger the work load on the science team. The instructional materials adoption process will follow Seattle Public Schools Board Policy No. 2015, Selection & Adoption of Instructional Materials. Seattle Public School families and community members are presently being notified of the adoption process, tentative timeline, and of the Adoption Committee application. We will utilize all available means of communication in an effort to reach all Seattle Public Schools constituencies. Kindergarten through Grade 5 (K-5) and Grades 6 through 8 (6-8) Adoption Committees, comprised of teachers, parents and community members, are being formed to begin the process in June 2018. The timeline below provides information about key pivotal steps in the adoption process. When approved by the Seattle School Board, the new K-8 instructional materials will be available for the 2019-2020 school year. Educator and Community involvement as well as input will be critical in the instructional materials adoption process. We are currently reaching out to staff members and community members, who will represent our breadth of schools, inviting them to apply to serve on these committees. We are working with a variety of outreach partners to solicit underrepresented communities, Special Education, and Immerging Bi-lingual Learners. We have also communicated with the PTSA memberships to help us with ensuring that our adoption committees are diverse. Our goal is to meet the timelines that will allow the new instructional materials to be available by the 2018-2019 school year.



• Online applications for both the K-5 and 6-8 Adoption Committees can be found on the SPS Science Adoption Website. There is a version for Families and Community Members, and a version for Teachers and Staff. On-demand translation of the online application is available through a Google Translate button on the website.

• Printable PDF versions of the applications are available under the Resources tab of the K-8 Adoption Schoology page. Translated versions of the application in key languages will be available in this folder.

MaryMargaret Welch, Science Program Manager, will serve as the Adoption Coordinator. The K-8 Curriculum Specialists will co-coordinate this work. MaryMargaret Welch can be reached at [email protected] or at 206-252-0695.


mailto:[email protected]


K-8 Adoption Process and Implementation Timeline Stage 1: May – June 2018 A public announcement of the adoption will be sent out on School Messenger and posted on the SPS website. SPS teachers and families will be invited to complete a Needs Assessment Survey. The Adoption Committee will be formed and hold two initial meetings, with the goal of publishing the selection criteria for the instructional materials and recommending potential candidates. • May 10: Instructional Materials Committee approves timeline, gives input on the Research

and Evaluation (R&E) Analysis Tool and the Adoption Criteria • May 11: The K-8 SPS Science Adoption Website is launched. Applications to serve on the

Adoptions Committee can be found at this site • May 18: Needs Assessment Survey available online • May 29: Adoption Committee Member applications due • June 1: Adoption Committee Members notified • June 9: First Adoption Committee meeting • June 13: Second Adoption Committee meeting • Future meeting dates to be determined Stage 2: August – November 2018 The Adoption Committee will reconvene to finalize the selection of final instructional materials candidates to advance to the Field Test. All potential materials will be available for public viewing at multiple locations around the district with opportunities for the public to provide feedback. Stage 3: December 2018 – January 2019 The Field Test will begin in selected classrooms. Field Test teachers will receive professional development and use the selected units in their classroom. To gather information regarding the effectiveness and use of each of the instructional material candidates, the Adoption Coordinator will collect a variety of student academic and survey data, conduct classroom observations, survey Field Test teachers, and hold panel discussions with families. Stage 4: February – April 2019 The Adoption Committee will review results of the Field Test and feedback from the community and select instructional materials to recommend to the Superintendent. A Board Action Report will be presented to the Instructional Materials Committee (IMC). The IMC will submit a recommendation to the School Board. The School Board will hear public comments, provide feedback, and ask for follow-up clarification before voting to approve the recommendation. Implementation: August 2019 The new instructional materials will be ready for implementation by the 2019-2020 school year. Implementation schools will be supported through professional development, which emphasizes the shift in pedagogy, three-dimensional teaching and learning strategies, and the execution of the science and engineering practices, in order to provide equitable opportunities for all students.

Naviance Implementation:



As a reminder, the School Board voted on January 17, 2018 to approve a contract with Hobsons to provide the online Naviance college and career readiness tool to Seattle Public Schools (SPS). The following documents and information were shared and discussed at the May 15th Curriculum and Instruction (C&I) Policy Committee meeting to provide an update on the plans to provide this tool across the district in the fall: • Draft Timeline for Naviance Implementation (Appendix B) • Excerpt of May 2 training of counselors (Appendix C) • Draft text for SPS webpage on Naviance & Draft opt out form (Appendix D)

The timeline attempts to balance the interest to have this tool available as soon as possible and the need to ensure we can support rollout while honoring the commitment to allow an opportunity to opt out for all SPS families. To that end, our goals are for counselors to have access to the tool by August for training purposes. Also, for all 8th through12th graders to have access to the tool by September 17th including two opportunities for families to opt their students out of the tool before then. The C&I Policy Committee provided input on these documents, particularly asking that they include more guidance on how students may be asked to share data when using the tool. In addition, the timeline included the plan to have a school help with testing the system before we make the tool accessible districtwide in September. Since then, we have begun working with the counselors on our Naviance Steering Committee to identify some groups of students who could have access to and help us test the tool in June. We plan to return to the C&I Policy Committee meeting in June to share another update on the implementation work and discuss additional details on our plan for sharing data.

SCHOOL OPERATIONS

School Moves for the 2018-2019 School Year: This summer will be busy with multiple school, program and service moves that we want to share with you. Thanks to your support of our BTA IV and BEX IV levies, many projects are getting underway or nearing completion. Here is a list of the school, program and service moves that will take place over the summer: • Roxhill Elementary is moving into a newly renovated EC Hughes building thanks to our

BTA IV levy • Loyal Heights Elementary is moving into a newly remodeled building thanks to BEX IV • Queen Anne Elementary (QAE) will relocate to John Marshall while the QAE building is

renovated thanks to BEX IV • Interagency at Youngstown, BRIDGES and other special education services will move in to

Roxhill building thanks to BEX IV. There is a community meeting on June 7th at Roxhill to answer questions about these programs and services.

• Wing Luke Elementary (WLE) will move in to the Original Van Asselt building while the new WLE is rebuilt thanks to BEX IV



If you have any questions or want to learn more, please contact Tom Redman [email protected] or 206-252-0655.

Changes to Middle College High School:

Under the leadership of Principal Kinsley and in an effort to better align the Middle College (MC) programming and funding, the funding for students at Seattle University, University of Washington and part of the Northgate campus will no longer be part of an Alternative Learning Experience (ALE) funding model. MC will align with the comprehensive funding model. Therefore, starting next year, only student participating at the Northgate site in the eLearning program will be funded as an ALE. This does not change the educational programing for students attending Middle College. This is just a change in the funding model.

STUDENT SUPPORT SERVICES

Advanced Learning:

• The Advanced Learning Task Force (ALTF) notification process launched on the School District’s website on Monday, April 30, 2018. The application window closed on Thursday, May 24th at 12:00 noon.

• Fifty-two (52) applications were received. • Members and alternates will be selected on Wednesday, May 30th. Members and alternates

will be notified of participation on Friday, June 1st. The ALTF will be finalized by June 8, 2018 with the first meeting to occur for orientation on June 28, 2018.

• The ALTF Selection Review Committee has been finalized and confirmed by Associate Superintendent Michael Tolley. The Selection Committee includes: o Lori Hiltz, Special Education Advocacy and Advisory Team o Noelle Clemons, Highly Capable Advisory Team o Sebrena Burr, Seattle PTSA President o Nick Hernandez, Community and Family Partnerships o Dr. Constance Pedroza, Director of Race and Equity Advancement o Rick Burke (or designee), Seattle Schools Director o Terra McFarlin, Seattle Schools Counselor Lead, Secondary o Wyeth Jessee, Chief of Student Support Services o Kari Hanson, Director of Student Support Services o Stephen Martin, Supervisor of Advanced Learning o Matt Okun, Consulting Teacher, Advanced Learning

• Multiple departments, (Communication, Race & Equity Advancement, Family & Community Engagement, Special Education, English Language Learners, and Advanced Learning) collaborated on an ALTF Communication Plan. As part of this plan, 30




organizations received personal notification. In addition, a translated informational flyer was distributed to the community, providing information on how to submit an application.


Appendix A

K-8 Science Instructional Materials Adoption Communications Plan

Date Message Audience Channels Procedures/Notes

May 11, 2018

Web page created to outline process

Families, community members, staff

Direct emails, homepage post, social media, principals, School Beat newsletter

Website will be created and linked to Academics page. To request committee participation, emails will be sent to families, teachers through School Messenger and also to media, requests will be posted on the district newsletter, homepage and social media, LLD- principals were asked to reach out to school communities, and program specialists did community outreach.

May 29, 2018

Deadline to apply for Instructional Materials Adoption Committee


May to September, 2018

Needs Assessment survey available


Survey/email/webpage

Committee-designed survey on materials priorities will be linked through emails to families and staff. Surveys translated into top 4 languages.


Appendix A

Stage 2: August – November 2018 The Instructional Materials Adoption Committee will reconvene to finalize the selection of final instructional materials candidates to advance to the Field Test. All potential materials will be available for public viewing at multiple locations around the district with opportunities for the public to provide feedback.



May to September, 2018

Needs Assessment survey available


Survey/email/webpage Instructional Materials Adoption webpage, C&I Policy Committee monthly updates

Committee-designed survey on materials priorities will be linked through emails to families and staff. Surveys translated into top 4 languages. Documents will be posted on an ongoing basis: meeting minutes, survey data, application forms, etc.

May, 2018 and ongoing

Instructional Materials Adoption Committee progress

Committee, families, community, staff

June 9, 2018

Instructional Materials Adoption Committee narrows selection

Families, community members, staff, School Board

Homepage, social media, newsletter, principals, Fri Memo

Committee compiles evidence and rating scores of reviewed materials and narrows list of instructional materials

June 18, 2018

Instructional Materials Adoption Committee requests RFP to selected instructional

i l

Vendors

Homepage

Narrowed list of instructional materials will be listed on the webpage.

September to October, 2018

Materials on display in JSCEE library, School Board office, and selected schools in all five regions


Homepage, social media, newsletter, Principals, Friday Memo

When materials are ready, announcement posted to homepage, in newsletter and on social media. Principals provided with an invitation to share with school communities. Feedback forms will be available.


Appendix A

Stage 3: December 2018 – January 2019 The Field Test will begin in selected classrooms. Field Test teachers will receive professional development and use the selected units in their classroom. To gather information regarding the effectiveness and use of each of the instructional material candidates, the Instructional Materials Adoption Coordinator will collect a variety of student academic and survey data, conduct classroom observations, survey Field Test teachers, and hold panel discussions with families.

K-8 Science Instructional Materials Adoption Communications Plan Date

Message

Audience

Channels

Procedures/Notes

January, 2019

Field Test conducted of 3 narrowed materials

Families, community members, staff, School Board, students

Homepage, social media, newsletter, principals, Fri Memo

Community will be informed of strategy for field test after those details are determined.

Stage 4: February – April 2019 The Instructional Materials Adoption Committee will review results of the Field Test and feedback from the community and select instructional materials to recommend to the Superintendent. A Board Action Report which will be presented to the Instructional Materials Committee (IMC). The IMC will submit a recommendation to the School Board. The School Board will hear public comments, provide feedback, and ask for follow-up clarification before voting to approve the recommendation.



March, 2019

Panel Discussion with Field Test Teacher Participants K-2, 3-5 and 6-8

Open to public

Homepage, social media, newsletter

Audiences will be invited to panel discussion.

April, 2019

Committee has made recommendation


Homepage, press release, social media, newsletter, Principals, Friday Memo

Documents will be provided directly to the School Board. An announcement will be posted to the homepage, in the family newsletter and on social media. A press release will be shared.


Appendix B

Naviance Implementation Timeline

Date Deliverables 1/17 Board voted to approve contract with Hobsons’ Naviance Feb-May

Teaching and Learning (T&L) and the Department of Technology Services (DoTS) work with Hobsons’ Naviance staff to finalize the project plan and determine the details of how Naviance will be implemented in the district, including training, data-related decisions, and communications

5/15 Share Communications and Opt-out Plan with the Curriculum & Instruction Policy (C&I) Committee

5/29 Launch initial communications including web feature, school messenger, Naviance training video for families

6/4 Open opt-out window #1 6/22 Close opt-out window #1 7/1 Begin loading student data for those that did not opt out 7/16 Finalize drafts of back to school communications including Naviance

messaging 8/6 Begin launching back to school communications including Naviance

messaging 8/25 Counselor Training with student data 9/4 Open opt-out window #2 9/12 Close opt-out window #2 9/17 Access for all 8th-12 graders who have not opted out and counselors

• The spring opt-out process is necessary to meet the fall go-live timeline. • DoTS will load and test data over the summer. • Counselors will have live data to train with in August. • Test school will vet data and provide feedback prior to go-live.


Appendix C

Naviance Implementation Date and Who: What will you be able to do? Not yet available or Not

Purchased:

September 2018 • 8th-12th grade students & parents • Counselors • Career Center Specialists • Registrars/Secretaries

Majority of the tools: HSBP lessons, self discovery activities, academic planning, college preparation/exploration, career exploration, Roadtrip Nation, e-Docs, Outcomes Dashboard

Not Available: Common App Integration & Naviance Curriculum Not Purchased: Test Prep, and Alumni Tracker (SPS has a separate NSC account).

February 2019 • All of the above • 6th-7th grade students & parents

Full functionality of purchased tools including Common App Integration & Naviance Curriculum

Not Purchased: Test Prep, and Alumni Tracker

September 2019 • All of the above • Teachers

Full functionality of purchased tools based on role. Teachers will have a view only role.

Not Purchased: Test Prep, and Alumni Tracker

Preparation for Go-live • Opt out forms for 8th-12th grades • Opt in forms for 6th-7th grades • School Registrars Create Counselor Course in Power School and schedule students • Additional Data loads approved by board

o Currently Student Name, User ID, Proxy Id, and School are the only data fields that were approved by the board with the Naviance contract.

o We are requesting permission to add the following data fields (i.e. Ethnicity, Gender, Gpa, Courses, Transcripts, etc.)


Appendix D

Draft: 5/8/18

Naviance

[webpage content] Online College and Career Planning Tool Naviance will be available to all 8th - 12th grade Seattle Public Schools students and their families beginning Fall 2018. With Naviance, students can explore colleges and career paths, analyze skills and talents with career and personality assessments and help stay on track to reach academic goals. Naviance helps students plan for life after school:

• Explore college possibilities and career fields • Create a 4-year course plan and stay on track for high school graduation • Understand financial options for college including scholarship search • Identify best-fit colleges, college majors and careers fields • Develop resumes and portfolios for job and college applications including transcript and teacher recommendation requests

Naviance fosters post-high school planning communication and collaboration for students, counselors and families. Naviance helps families plan for life after their student's graduation:

• Research career and college possibilities with your student • Help your student take ownership of college and career planning process • Help your student examine their strengths, interests and goals • Explore financial options for college including scholarship search and financial aid information • Stay up-to-date on time sensitive dates

Background on Naviance adoption at Seattle Public Schools On January 17, 2018 the School Board voted to provide district staff, students and families with access to Naviance, a powerful college and career planning tool. You can read additional information on the school board decision [ADD LINK]. How Seattle Students Login to Naviance Beginning September 2018, students in 8th through 12th grade can login to Naviance through the Seattle Public Schools Student Portal Clever. [audience based tutorials here] Students Staff Families Opt Out Info For staff, students, and families to have full access to the tools in Naviance, some student data needs to be shared with the program. And while the district thoroughly vetted Naviance’s policies and practices with respect to preserving data security and student privacy, families can still choose to opt their students out of using this tool. Read more about Naviance’s commitment to data security and student privacy [ADD LINK]. To opt students out of Naviance, please complete our online form. Contact


Appendix D

Draft: 5/8/18

Contact info email and phone here Naviance Opt Out Form

Naviance is an online tool that provides a comprehensive set of resources to guide students and their teachers, counselors and families in their planning for college and career. The tool helps student align their strengths and interests to postsecondary goals, improves student outcomes and connects learning to life.

Seattle Public Schools will be using Naviance to deliver high school and beyond plan lessons in grades 8-12. The high school and beyond plan is a graduation requirement. By opting out of Naviance, your student will be opting out of this curriculum and will be given an alternative activity to meet the high school and beyond plan graduation requirement. ***Please note the alternative activity will be limited to the minimum requirements by the state and will utilize the state high school and beyond plan paper-based worksheets.

As the parent/guardian of the student named below, I do not want my student to access Naviance. I understand that my student’s data will not be loaded to Naviance and my student will be given an alternative activity to meet the high school and beyond plan graduation requirement. This opt out request is valid for one school year and must be submitted on an annual basis.

Student Name ________________________________________________________________________

Parent/Guardian’s Name _______________________________________________________________

School ____________________________________________________ Student’s Grade Level _______

My reason for this decision is: __________________________________________________________________________________________________________________________________________________________________________

Parent/Guardian Signature: ________________________________________ Date _________________


Subject: Friday Memo to the Board Date: Friday, May 25, 2018 From: Flip Herndon, Associate Superintendent of Capital, Facilities and Operations To: Dr. Larry Nyland, Superintendent Capital Projects and Planning 05252018 Robert Eagle Staff Portables Update: The Capital Projects Office explored placement of four portables at the northwest corner of the site to avoid blocking Andrew Morrison’s murals at the southeast corner of the building. The inability to place four portables (three portables maximum) at the new location; added costs of approximately $175,000 for utility extensions and expressed concerns regarding project schedule and the ability to supervise the proposed location have lead staff to prefer the original proposed location. Portables will be placed at the southeast corner of the school to minimize the impact (separation of portables) to the murals. 05252018 Cleveland Field Update: Our original schedule was to have bids open on May 1, 2018 with work to begin in June and a completion date of Sept. 1, 2018. Unfortunately, our SEPA applications was appealed by the same individual who appeals almost all of our capital projects. That in conjunction with the other process after the appeal put us very behind schedule. We have now dealt with the appeal issue and have a clear path for our needed permit from the city. Bids will open next week, by May 30 and close the second week of June (20th I believe). We are putting a placeholder spot in the June Ops agenda in order to get this project as close to back on track as possible. It will need board approval because the contract is large. We are hoping for you blessing on intro and action, which I know is a challenge, but without that this project won’t be able to break ground until mid-late July as opposed to end of June/early July. By the June 27th board meeting we will know all the costs and winning bidder. This is a 3-month project and we are hoping to get it complete closer to the beginning of the fall season for our Cleveland students. They are currently paying more money for transportation to practice fields farther away from their school. Completion of this field will allow them to walk to the field right next to their school, saving time and money. This is a joint project between SPS and Parks. We are splitting the cost of the field 50/50. 05252018 School Planning Technical Team (SPTT) reply to school board capacity planning questions: This initial report by the School Planning Technical Team (SPTT) provides detailed responses to eight questions posed by the Seattle Public Schools (SPS) School Board to the SPTT at the March 28, 2018 School Board BEX V Work Session Update meeting. Following a March 28 presentation by the SPTT to the School Board about the SPTT’s work-to-date and future research to inform school capacity planning, the School Board asked the following eight questions requiring SPTT follow-up: 1) How do townhomes, single family, and multi-family units compare in student yield? 2) How do SPS and the City account for children in poverty? How do we account for homeless children in the school population? 3) How is the City planning future zoning to accommodate families (other than small units not geared toward families)?


4) Why was SPS not part of the advisory group for the Green Dot Middle School departure process? 5) How does the use of schools for preschool programs affect classroom availability for K-12 students? 6) How do we explain student numbers decreasing in SE Seattle where the least expensive housing options exist? 7) Where are the 21,000 permitted but not built units in Seattle planned to be built? 8) What is the effectiveness of citywide data vs. neighborhood-specific data regarding student enrollment? These questions are in addition to a more detailed scope of work/task list the SPTT is addressing and will report on in June 2018. In this initial report to the School Board, the SPTT has answered the questions it is able to answer at this time. SPTT is providing responses in the form of narrative, data tables, links, and attachments. The SPTT has also identified follow up actions to more fully answer the School Board’s questions in the future. An electronic and hard copy of this report will be given to each Board member, please check your inbox for the hard copy. The public can request copies of this full report from the SPS Capital Projects Department by emailing [email protected] Submitted by: Flip Herndon 5-24-2018 Page 2



Submitted by Brent Jones on May 25, 2018 Page 1

Date: Friday, May 25, 2018 To: Dr. Larry Nyland, Superintendent From: Dr. Brent Jones, Chief Strategy and Partnerships Officer Re: Friday Memo for May 25, 2018

Creative Advantage

Creative Advantage Grant Award This spring, The Creative Advantage – a city-wide initiative to establish equitable access to arts learning for all Seattle Public Schools students – has received a grant to support our arts education expansion. We received $100,000 from the National Endowment for the Arts (NEA) to support the implementation of our collective impact model. These funds will be used to support arts planning and implementation in K-12 pathways and in individual schools. In addition, the grant will fund professional development for teachers in Culturally-Responsive Teaching and Learning in the Arts, Developing 21st Century Skills through the arts and implementing the new Washington State Arts Learning Standards. This is the 4th year in a row that Creative Advantage has received this grant. The work of The Creative Advantage intersects with many SPS departments: College and Career Readiness, Curriculum and Instruction, and Strategy and Partnerships. We also partner with the Mayor’s Office of Arts & Culture and many Seattle arts organizations and teaching artists. Please visit The Creative Advantage website to view the 2017 Progress Report.

Department of Racial Equity Advancement

Department of Racial Equity Advancement Meets with Center for Race and Equity The Department of Racial Equity Advancement (DREA) met in early May with Seattle Education Association’s Center for Race and Equity to reflect and debrief the work of the Racial Equity Teams for 2017-18. The team has developed some initial plans for moving into 2018-19, specifically ensuring both groups are in collaboration and coherence with team expectations moving forward. End of the year team evaluation and feedback will be used to determine next steps and recommitment for future work with school teams. DREA has developed a central office professional learning plan for 2018-19 with six modules for racial equity. Three courses will launch in July with the remaining into the next school year. DREA is currently working with the Advanced Learning Task Force, the Volunteer Services Program and Seattle Housing Authority.


http://www.creativeadvantageseattle.org/wp-content/uploads/2018/05/2016-17_ProgressReport.pdf


Education and Housing Families Organize Around their Educational Priorities Keisha Scarlett, Executive Director of Organizational Development and Equity, and Kathlyn Paananen, Education and Housing Manager, are collaborating with SHA and families to address the educational concerns families have identified. On May 9, the sixth Family Co-Design dialogue was held in the NewHolly community in southeast Seattle. Families discussed and prioritized a list of actions that they are interested in moving forward. The actions include mentoring opportunities as well as leadership and advocacy training for both schools and families. The next meeting will take place in June. SPS and SHA Build Positive Relationships with Families through Family Visits Twenty-seven school staff, central office staff, and Seattle Housing Authority partners convened on May 22 to debrief and share lessons learned on the family visits they participated in this spring. Seattle Housing Authority, Olympic Hills Elementary, Jane Addams Middle School, and John Rogers Elementary are collaborating to visit families at a location of their choice in the hope of building positive relationships with the families of their students. Educators shared the positive experiences and conversations they had with families during the visits. In addition, each reflected how they saw this as a helpful activity to engage in at the beginning of the school year. Each school plans to conduct 20 visits by the end of the summer.

Research and Evaluation

Consistent with our 2017-18 research action plan, Research and Evaluation (R&E) continues to implement and/or coordinate multiple studies aligned to district SMART Goals that contribute to organizational learning, decision-making and continuous improvement. We provide here an update on active projects the R&E department helps to lead and coordinate with our multiple district and external partners. Research and Evaluation Quarterly Newsletter Research and Evaluation is pleased to announce the release of its first Quarterly Research & Evaluation newsletter, which will be emailed this week to the School Board, district and school leaders and community partners. The newsletter includes ten (10) short articles with high level summary findings from research and evaluation activities conducted in recent months. R&E plans to leverage the newsletter as a means for more broadly disseminating key district research findings in a timely, predictable format. Year 1 of the English Language Arts Adoption Study Research and Evaluation is partnering with Curriculum, Assessment & Instruction (CAI) in a multi-year review of the district’s investment in the new K-5 English Language Arts (ELA) curriculum, Center for the Collaborative Classroom (CCC). R&E has formed an Advisory Committee to help guide this research with CAI, the Executive Directors of Schools, the Satterberg Foundation, and the City of Seattle. As part of our Year 1 work, we have collected



data from teachers, principals, and Collaborative Literacy Leaders (CLLs). We are conducting school site visits this spring to develop focused case studies about the factors and conditions for successful implementation. In years 2 and 3 of this study, R&E will examine curricular alignment in more depth, best practices for closing early literacy gaps, and evidence of impact on student learning. Case Study of Gap Closing Elementary Schools in Math A recent report from GreatSchools and Education Cities revealed that Rainier View and Olympic Hills are in the top 1 percent nationally for math achievement with low income students. Subsequent research conducted by R&E and the Seattle Public Schools (SPS) Mathematics department has identified key common practices behind the success of these two schools. At both schools, there is a strong leadership vision that undergirds a schoolwide professional commitment to aligned, collaborative planning (using formative assessments and flexible small group instruction), as well as deep expertise and understanding of mathematical concepts and learning progressions articulated by the state standards. Adults maintain strong positive beliefs and high expectations for all students, and leverage positive relationships to build student self-efficacy, coupled with a learning mindset that embraces challenge, making mistakes, and critical thinking. International Baccalaureate Program Research Research & Evaluation is partnering with the College & Career Readiness department to conduct preliminary program research about International Baccalaureate (IB), which is one of our highlighted district programs to support college and career readiness and eliminate gaps in student access to postsecondary opportunities. In addition to a quantitative analysis of high school achievement and postsecondary outcomes for IB students, R&E is conducting site visits this spring at our three high schools offering the program (Chief Sealth, Ingraham, Rainier Beach) to gather the perceptions of school leaders, school staff and students about their experiences participating in the IB program. Instructional Technology Needs Assessment Survey Research & Evaluation is working with the Department of Technology Services (DoTS) and Curriculum, Assessment and Instruction (CAI) to conduct a survey of instructional technology usage and needs in schools. This survey, which is conducted in partnership with the non-profit organization Project Tomorrow, will allow Seattle Public Schools to benchmark instructional technology successes and barriers with other districts across the country. The spring survey will close at the end of May. Survey respondents include teachers in technology-rich new school buildings (e.g. Meany, Robert Eagle Staff), participants in the district’s Blended Learning Institute, and secondary science teachers working with Amplify Science. Results from the survey will be made available to the Board this fall. Data Inquiry: Algebra by 8th grade Research & Evaluation has been supporting Teaching & Learning by providing historical trend data about Seattle Public Schools students who complete algebra by 8th grade. Data shows



persisting gaps in successful completion of algebra by 8th grade for African American males (14.4%) and other students of color (17.5%) when compared to all students (44.2%). R&E prepared school-specific data for principals at the May Leadership Learning Day (LLD). A second phase of the research will include a longitudinal cohort analysis of students who successfully complete algebra by 8th grade linked to high school outcomes as well as predictive factors in elementary and early middle school years. Request for Proposal Issued for Research on ELL Best Practices Research & Evaluation partnered with the English Language Learners (ELL) department to issue a Request for Proposal (RFP) for an external research organization to conduct background research that supports effective K-12 district administration for ELL services and programs. This RFP is focused on benchmarking emerging and established best practices in ELL services and programs around the nation – i.e., the “state of the art”. We hope to initiate a second research phase next year (not included in the scope of this RFP) that involves primary research and evaluation of current SPS practices and services. Our intention is for this research to support a future strategic plan for improving district ELL services. Research-Practice Partnerships Johns Hopkins University: Early Warning Indicators Research & Evaluation is teaming with Johns Hopkins University (JHU) to conduct an impact analysis of district “nudge letters” on student chronic absenteeism. Nudge letters are letters sent by the district to parents/guardians of chronically absent students (defined as being absent 10% or more of the school days). This effort is a part of the larger Seattle Public Schools and Seattle Housing Authority (SHA) partnership, which is focused on improving student attendance. A total of four letters were sent during the 2017-18 school year, one in each quarter. This analysis focuses on the impact of the first letter sent out at in early Fall to students who were chronically absent in the previous year. UW College of Education: Professional Growth & Evaluation (PG&E) Research & Evaluation (R&E) has initiated a new partnership with Seattle Public Schools’ Human Resources department and UW’s Education Policy Analytics Lab (EPAL) to conduct research about the SPS Professional Growth & Evaluation (PG&E) system, which aims to improve instructional practice through hiring and retaining an effective and diverse educator workforce, while supporting the professional growth of educators through induction, mentoring, and evaluation. As a first effort in the collaboration, R&E and UW researchers are redesigning the annual PG&E survey which is given annually to all teachers to measure perceptions of professional support and the evaluation process. UW College of Education: ELL Student access to Rigorous Math & Science Partnering to Investigate Math and Science English Learner’s Access and Achievement (better known as Project PIMSELA) is a collaborative policy-oriented project between the UW College of Education and Seattle Public Schools (SPS) that aims to understand English Language



Learners’ (ELL) access to, and achievement in, Math and Science as well as to identify factors that impact the academic success of ELLs throughout middle and high school in SPS. The goal of this investigation is to propose feasible policy changes that can boost ELL participation and achievement in Math and Science, in turn promoting improved graduation rates and postsecondary opportunities for ELLs. In May, the UW research team released a questionnaire to better understand course-taking patterns and access for ELL students in our comprehensive high schools. Information gleaned from this survey will help to understand the barriers to access to advanced courses for ELL students, including differences within and across our high schools.


Submitted by Carri Campbell on May 24, 2018

Date: May 25, 2018 To: Dr. Larry Nyland, Superintendent From: Carri Campbell, Chief Engagement Officer James Bush, Director of Community and Family Partnerships Re: Friday Memo for May 25, 2018

2016-17 SMART GOAL 5 EXTENSION (improved communications/engagement) User experience studies for district website: We are currently running two user research studies to help improve organization on the district website for advanced learning services and high school and post-graduation planning webpages. Thank you to those who may have participated in the card sorting exercise that helped in the construction of these two revised navigation drafts. We are sending out an invitation to staff, web editors, families and the public to help revise and improve our website navigation. You may participate, too. These tests will close June 3.

• Advanced Learning navigation tree test: https://6za748x7.optimalworkshop.com/treejack/77u0m4n7-0-0-0

• High School and post-graduation tree test: https://6za748x7.optimalworkshop.com/treejack/8t050504-0-0-0-0

Goal 4: Engagement and Collaboration In support of levy planning and in response to outcomes from the Family Engagement Task force, a Communications Survey will go out to families and staff on May 29. The survey will close on June 12. Data from the survey will help shape communication/engagement levy strategies and support continued communication improvements in the department. The survey will be complemented by phone interviews, home language meetings in June, and 1:1 interviews. This body of work is supported by a contractor.


https://6za748x7.optimalworkshop.com/treejack/77u0m4n7-0-0-0

https://6za748x7.optimalworkshop.com/treejack/8t050504-0-0-0-0

Submitted by John Krull on May 25, 2018 Page 1

Date: Friday, May 25, 2018 To: Dr. Larry Nyland, Superintendent From: John Krull, Chief Information Officer Re: Friday Memo for May 25, 2018 Department of Technology Services (DoTS) The Information Technology Advisory Committee Kicked-Off with First Meeting The first Information Technology Advisory Committee (ITAC) was on Monday May, 20th. There was already great input from the 20 members who attended. The purpose of (ITAC) is to serve as an advisory committee in planning for future funding as well as to provide expertise and community input on an ongoing basis. ITAC will receive periodic briefings and be asked to comment, to make recommendations, and/or to give input. The committee will be asked to advise on the strategic alignment, planning, prioritization and implementation of current and future information and education technology projects. The next meeting is June 18. More information can be found at www.seattleschools.org/dots CAI and DoTS team up to offer Professional Development and Technology Professional Development (PD) will be available for the 2018-2019 school year for high schools to support Re-visioning and DoTS will be providing technology and support. Access to the funds is predicated on staff creating a PD plan that coincides with the schools Continuous School Improvement Plan (CSIP). Within the PD plan form provided, staff is requested to provide targeted teacher acquisition of specific pedagogical strategies that increase student involvement and ownership of learning, including career-connected learning and Career Technical Education (CTE). Moreover, the form allows for a technology grant to be applied for with opportunities to join a Summer Digital Learning cohort for up to four staff members from comprehensive High Schools or three from option/service schools.


http://www.seattleschools.org/cms/one.aspx?pageId=18083

Recognitions at the May 23 School Board meeting · o Katherine Meg Courtney BSN RN who received her...

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