BELLEVUE SCHOOOL DISTRICT Bellevue, Washington MINUTES … Minute… · 3/3/2015 · MINUTES OF THE REGULAR MEETING OF THE BOARD OF DIRECTORS March 3, 2015 Board Priorities 2014-2015

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BELLEVUE SCHOOOL DISTRICT Bellevue, Washington

MINUTES OF THE REGULAR MEETING OF THE BOARD OF DIRECTORS

March 3, 2015

Board Priorities 2014-2015

Community Engagement Gifted and Special Education

World Language K-12 Equity Plan Implementation

Reporting Policy and Procedure Implementation

The regular meeting of the Board of Directors of the Bellevue School District No. 405 convened in the Rainier Room at the Wilburton Instructional Center (WISC) on Tuesday, March 3, 2015 at 4:00pm with President McConnell presiding. The following members of the Board and Administration were present. Mr. Steve McConnell, Ms. Chris Marks, Mrs. Christine Chew, Ms. My-Linh Thai, Dr. Tim Mills, and Ms. Terri Gibson. Ms. Krischanna Roberson arrived at 4:24pm. There were 89 audience members present as the session began. President McConnell called the meeting to order at 4:02pm. Roll call and flag salute followed. APPROVAL OF AGENDA The Board moved to allow a 30 minute public comment time with an anticipated end of meeting time of 7:25pm. Agenda was approved as adjusted. CONSENT AGENDA That those items on the Consent Agenda be approved. Motion by Chris Marks. Seconded by Ms. Thai. Yea: Steve McConnell-President, Christine Chew-Vice-President, Chris Marks, Krischanna Roberson and My-Linh Thai – Board Members. Motion carries unanimously. MOTION 2015-007 REPORT OF THE SUPERINTENDENT Adoption of the minutes of the February 3, 2015 Regular Board Meeting of the Board of Directors.

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10 FINANCIAL SERVICES & OPERATIONS – Melissa deVita 13 Budget/Fiscal Services – Marie Telecky/Marlyn Keating 13.1 Approval of Travel (Exhibit 13A)

13.2 Approval of Warrants, Payroll, Electronic Transfers, Canceled Warrants, Recalled and Rejected Electronic Transfers, Replacement Checks, and Non-Warrant Expenditures (Exhibit 13B)

13.3 Fund Balance and Budget Status Reports (Informational) (Exhibit 13C) 30 HUMAN RESOURCES - Dr. Jeffrey J. Thomas 31 Human Resources

31.1 Certificated Personnel – Elections, Leaves of Absence and Separations (Exhibit 31A)

31.2 Classified Personnel – Elections, Leaves of Absence and Separations (Exhibit 31B)

31.3 Coaches, Certificated and Classified – Assignments & Separations (Exhibit 31C)

40 OFFICE OF THE SUPERINTENDENT – Dr. J. Tim Mills

44 School Support 44B Executive Directors of Schools

John Harrison, Patty Siegwarth, Cindy Rogan

44B.1 Extended Field Trips John Harrison Activities and Athletics Jeff Lowell ************END CONSENT AGENDA ***********

PUBLIC COMMENTS

• M. Nordloef-Pedersen: Concern regarding growth at Woodridge (attachment 1) • Mrs. Rip: Concern regarding class size at Woodridge • B. Johnson: Concerns regarding Social Emotional Learning (SEL) • L. Myrick: Testing concerns (attachment 2) • S. Wallick: Testing concerns • E. Warwick: Concern regarding lack of resources for students

experiencing mental health issues • J. Karls: Concerns regarding SEL and skill development; concerns

regarding communication surrounding the Interlake incident

• D. Abbott: Concern regarding class size and safety • S. Yin: Concern regarding class size – feeling “squished” at school • M. Diederich: Concern regarding over-population at Woodridge • K. Jackson: Testing concerns – view of ½ full, ½ empty

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• K. Kneeland: Concern about “Class Dojo” – an online behavior Management program that I have used and loved. I would like the District to allow us to use it in our classrooms, trusting that we will use our professional judgment to put it to good use. I would also be willing to work on a committee to set reasonable guidelines for its use in the classroom.

Dr. Mills informed the audience that there will be a more comprehensive report released. Social-Emotional Learning (SEL) is a priority. There are partners in the community that would be willing to work with the PTA council in this work. Of note is that assessment is driven by federal and state policy, which also drives what the District is doing. The ESEA reauthorization and accountability measure drives funding. President McConnell thanked the community members and expressed the Board’s appreciation for their presence at the Board meeting. 10 FINANCIAL SERVICES & OPERATIONS – Melissa deVita 10.1 Plan for Issuance of Refunding Bonds – Melissa deVita / Trevor Carlson

Resolution No. 15-02 (Exhibit 10A) for approval authorizing the Superintendent and the Deputy Superintendent, Financial Services and Operations, to develop a plan for the issuance of refunding bonds. Melissa deVita presented an overview of the Plan. Tonight the Board is being asked to authorize Dr. Mills and Ms. deVita to execute and move forward with the bond sale. Opening bids will be done prior to the March 17, 2015 Board meeting. Notice to buyers will go out next week. Motion by My-Linh Thai. Seconded by Chrisine Chew Yea: Steve McConnell-President, Christine Chew-Vice-President, Chris Marks, Krischanna Roberson and My-Linh Thai – Board Members. Motion carries unanimously. MOTION 2015-008

14 FACILITIES AND OPERATIONS – Jack McLeod

14.1 Award of Architectural and Engineering Contract – Jack McLeod Bennett Elementary School

That the Superintendent, or his designee, be authorized to enter into a contract with NAC Architecture for architectural and engineering services for the Bennett Elementary School modernization project.

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Mrs. Chew: Has heard from come concerned community members that there has been building issues with NAC Architecture. Have there been problems? J. McLeod: Responded that these architects have done several BSD schools.

We have extended warranties for all of the projects. We have no concerns.

Motion by Chris Marks. Seconded by Steve McConnell. Yea: Steve McConnell-President, Christine Chew-Vice-President, Chris Marks, Krischanna Roberson and My-Linh Thai – Board Members. Motion carries unanimously. MOTION 2015-009

REPORTS TO THE BOARD 12 Transportation – (Program Review) Tim Bridgeman / Melissa deVita

A powerpoint was shared outlining the work of the Transportation Department. (Presentation #1) Ms. Marks: Asked if the buses are new? No Mrs. Chew: Question about recruiting: are staff getting the hours they want? Some staff want more hours, some don’t – routing is always the

consideration. Ms. Thai: Question about metro usage? Orca cards?

Do we have actual usage for students? OSPI was given the report that 3,400 students use this service. Mr. McConnell: To add a route cost is about $30,000 per year? Varies regarding cost of fuel, distance etc. Ms. Marks: Are we secure that we won’t be pushed out of that space? BSD owns the land the transportation department is on. A double

decker parking area may be a consideration. Mr. McConnell: How big is the property? 5 acres Mrs. Chew: Organizational Health/PD and mission there seems to be a

disconnect? What can we do? PD for drivers – staff are wanting up to date information on current topics; the challenge is scheduling training. One of the topics they would like to see is “winter driving”. WSDOT has a

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skid path for training – BSD is researching this option. OR drive a bus up to the summit and let drivers feel what winter driving is like.

Ms. Thai: The Board had an opportunity to visit SHS – with the increase in

enrollment ; city and county discussions and partnerships should be considered. How are we going to provide transportation to high school students? Metro/Orca contracts are up for renegotiation – routes are being considered in this planning. Also considering a shuttle type service for transporting students.

Two main challenges for Transportation: recruiting bus drivers and space. Mr. McConnell: Is recruiting bus drivers challenging?

Typically difficult – as it is seniority based, hard to get 40 hours – without 40 hours an employee could not realize a living wage.

Mrs. Chew: Do you have OHI results?

Results have not yet been released to drivers. Ms. Marks: Notes that drivers would like to see relevant training.

Board would be supportive of this work. Mrs. Chew: Is there anything the Board could do to support TR. Not at this time.

20 Student Academic Performance and Instructional Leadership- Eva Collins High School Start Time (Presentation #2)

Bellevue School District is working jointly with Mercer Island School District. The committee has met 4 times and hired a facilitator to assist in this work. The team has developed a community engagement plan. Shared the DRAFT of the work being done. Stakeholder community engagement has three parts: focus groups, community forums and a survey. The group was selected using a random draw from all interested community members who submitted an interest form. Ms. Thai: How will the survey be done?

The survey has not yet been developed – probably electronic and paper.

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Mr. McConnell: What is the plan for BSD (Northshore is moving forward upon recommendation of their Board) BSD would like to be more purposeful as we consider this initiative.

UNFINISHED BOARD BUSINESS Second Reading of Policy No. 3246 – “Use of Reasonable Force” – John Harrison The proposed changes fell under three areas. A clear definition of de-escalation, the clear prohibition of restraint devices (unless in the student plan) and clarity of expectations (to include parent notification).

Motion by Steve McConnell. Seconded by Christine Chew. Yea: Steve McConnell-President, Christine Chew-Vice-President, Chris Marks, Krischanna Roberson and My-Linh Thai – Board Members. Motion carries unanimously. MOTION 2015-010

NEW BOARD BUSINESS

• Board Policy No. 1400 (First Reading) – Steve McConnell In January a motion was passed until this meeting regarding – specifying/ adopting a yearly schedule – a commitment to planning out the annual calendar. 2.5 hour board meeting time allotment was in policy – now consider 3.5 hours of target time for meetings. The other change is really around the statement that is read for public comments…suggested that a revised statement be put on the form as well as a form put on the District website for community access. Comments: - Setting by school year? - Setting in January? - Consider 18 months – with a confirmation in January - Summer planning for Board/Staff is problematic - Planning patterns – is better for predictability - Presume patterns – meeting once in July - Time, pressure and topics sometimes become overwhelming - It seems that 3.5 hours would be a maximum board meeting 3.0 would be the

target - Need to post an online form. The Board email – not for response. - TABLE this policy for now…..

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- Vote to continue to suspend policy in effect for one more meeting

Motion by Christine Chew. Seconded by My-Linh Thai.. Yea: Steve McConnell-President, Christine Chew-Vice-President, Chris Marks, Krischanna Roberson and My-Linh Thai – Board Members. Motion carries unanimously. MOTION 2015-011

BOARD COMMENTS (10 minutes)

Standing Items Legislative Updates

Policy Updates Committees/Liaisons

WSSDA Other

• Legislative Updates SEL Learning funding – still alive in the Senate Bill 5688 – would like the

Board to endorse this bill (are we doing all of these things, how much more funding is required?) Benchmarks for grade levels, looking at best practices, do an

inventory of who is doing what across the state. Should be a part of basic ed. It is not an unfunded mandate.

Dr. Mills is encouraging the board the endorse. Move to support Senate Bill 5688 – SM – Christine second. Board would need to make a public statement. Chris to work on a

statement.

Motion by Steve McConnell. Seconded by Christine Chew. Yea: Steve McConnell-President, Christine Chew-Vice-President, Chris Marks, Krischanna Roberson and My-Linh Thai – Board Members. Motion carries unanimously. MOTION 2015-012

• BSF Executive Director – Roxanne S. has stepped down. • Christine elected to Director District 2 – Would be running in District 4 –

Krischanna would have to move to District 2. Need to make sure website reflects Director Districts appropriately after election.

• Candidate information night: Director District clarification on website .Election or re-election statements should be called out. (Elizabeth) Board members need to make a statement of intention prior to March 17 Board meeting.

• Chris attended the Large District Caucus at WSSDA. Appreciates that some Board have students participating on the Board.

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• WSSDA opposing voting rights bill - redistricting changes (Director Districts) • Steve McConnell: What a great school visit at SHS. When construction happens

– it is a great opportunity to reintroduce SHS to the community! Need to plan! Community interest!

• Youth Link Event – Gumbo Night Invitation Helena Stevens– Youth Link Board / Zak England- Wed. March 11, 2015. Invited board to this event! Youth Link University launching March 5 – partnering with Boeing leaders to teach money management, leadership management etc.

AGENDA PLANNING

This is a standing opportunity for the Board to review/identify topics for future board meeting agendas and other special calendar items, as well as schedule special meetings/work sessions. Alternate Board Date in April (due to April 7, 2015 Spring Break) The Board

decided on April 14, 2015 . Board Retreat Options: The Board decided on May 12, 2015 from 4-9pm. Alternate Board Meeting Date: The Board decided on June 23, 2015 (in lieu of

6/16 due to graduations) Ardmore School Visit Date - March 12, 2015 Bennett School Visit – The Board decided on April 16, 2015.

STUDY SESSION Community Engagement-Deep Dive (Board Priority Review) – Tim Mills / Elizabeth Sytman (Presentation #3)

This is the second deep dive for Community Engagement. Are we heading in the right direction?

• Steve McConnell: Feels that community engagement should be its own study. • Krischanna Roberson: Feels that some communities feel marginalized.

BSD needs to look at the community collectively to be more inclusive. How do we build that?

• Christine Chew: Requesting that BSD partner with groups, fostering engagement • Steve McConnell: Wants to see more “partnering” with the community in the

engagement process (force multiplying affect) • Krischanna Roberson: Evaluation of cultural needs in the engagement process.

How to collect the information, what has been successful (it is a work in progress)

• Dr. Mills: Working on a process for student voice through student surveys and data gathering.

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• Elizabeth Sytman: There is engagement about performing, or data gathering, or partnering – it is a challenge to find the right method for this work

• My-Linh Thai: Does the community have a place to submit ideas? • Dr. Mills: Met with some consultants for ideas • Elizabeth Sytman: Has been researching different ideas. • Krischanna Roberson: Need to build a fostering community. • Steve McConnell: There needs to be a culture of engagement • Elizabeth Sytman: Need to respect the role that parents choose to take. • Tim Mills: Needs to be an authentic engagement • Christine Chew: A lot of this is centered on individual student needs not being met,

what does it mean to engage parents? • Krischanna Roberson: Informing, collaborating, engaging – many pieces. When looking

at this as a whole – need to consider the needs of the community – how do we create a communication stream for all

• Tim Mills: Sees value in having a structure --- gives guidance on what direction we are going.

The Board was asked to complete a quick self-assessment survey. Discussion ensued about where the Board feels the District should be (1-4). The Board shared ideas about “engagement practices”.

It was felt that this is a step in the right direction.

Tim Mills: Would like to use this process in Growth and Planning, and come back to the Board with results.

A decision making model was shared. This model is for larger topics – it a solution oriented tool. There is also an overall communication plan that needs to be in place. We need to be open to where the conclusion is going to go.

Board, please share thoughts with Tim on community engagement. TOPICS PENDING Policy/Procedures Workflow/Reporting Mrs. Chew / Mr. Harrison Student Handbooks Policy and Procedure Committee

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Typewritten Text

ATTACHMENTS

Dr. Tim Mills, Superintendent

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Report on Student Transportation Provided to the Bellevue School District Board of Directors

March 2015

Background The mission of the Bellevue School District Transportation Department is to provide safe, caring, dependable, cost effective transportation services for the students as directed by the Board of Directors and the Superintendent within state and federal rules, guidelines, and regulations. This report provides the Board of Directors with an overview of the current Transportation services and operations including ridership, routes, costs and efficiency.

The Transportation Department’s primary responsibilities include: • Transporting eligible students to and from school; • Determining safe walking routes; • Providing transportation for academic and athletic events including tutorial; • Maintaining all district owned vehicles to state and federal regulations; • Hiring and training transportation personnel including bus drivers and

mechanics; • Student management and discipline while on buses; • Transporting special education students; and, • Transporting McKinney Vento students.

These responsibilities are executed by: • 98 Bus Drivers; • 8 Mechanics; • 2 Dispatchers; • 2 Routers; • 1 Systems Analyst; • 1 McKinney Vento/Orca Liaison;


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• 1 Fleet Supervisor • 1 Transportation Manager • 1 Office Manager • 1 Director

The District fleet includes: • 103 Yellow Buses with an average age of 7.8 years; and, • 116 vehicles in the “white fleet” including vans, trucks, SUVs and cars.

Yellow buses are utilized to transport elementary and middle school students to and from school on a daily basis as well as for academic and athletic events. High school students and middle and high school students at choice schools (International School and Big Picture) are provided Orca Passes to utilize Metro Bus Service.

Data and Information

Student Count and Students Transported within the Walk Boundary The following data was reported to the Office of Superintendent of Public Instruction regarding student transportation counts this past fall. This reporting includes the number of students living within the walk boundary of their schools who are provided transportation. Included is comparable data from other local districts. These other districts transport the majority of their students including high school students on yellow buses. On average, Bellevue School District provides transportation to 64% of its students.

Fall Counts District Name On Buses In Walk Area Transit Bus Total Special Ed Bilingual Gifted Bellevue 8,177 126 3,283 12,862 374 0 902 Issaquah 17,009 0 0 17,009 214 0 0 Lake Washington 14,374 46 869 15,197 513 70 384 Northshore 16,821 5 0 16,821 565 0 249 Renton 10,093 0 0 10,093 815 0 91


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Fuel Costs and Mileage The Transportation Department also tracks and reports its fuel usage and bus mileage to OSPI. The data shows that when compared to other local districts, Bellevue School District drives significantly fewer miles. This is due primarily to the partnership with King County Metro to provide services to our high school students. Bellevue School District pays $3.43 per gallon for fuel, the average amongst the compared districts is $3.41 per gallon.

2013-14 Fuel Type and Costs

District Name Fuel Type Gallons Cost BELLEVUE Diesel 119,731 $410,220.00 ISSAQUAH Diesel 158,917 $547,101.02 LAKE WASHINGTON Diesel 142,929 $472,203.00 NORTHSHORE Diesel 231,336 $793,114.00 RENTON Diesel 168,006 $576,847.00

Efficiency and Funding Each year, the data reported to OSPI is processed through a regression analysis formula for determination of future funding and to provide efficiency ratings. The following data compares BSD to other local districts. Efficiency ratings are based on the number of routes, land area, number of students per road mile, etc. By using our mapping software, internal and external relationships, and creative thinking, the Transportation Department continually looks to improve and maximize our efficiency.

2013-14 Mileage Report District Name To From Field Trip EXTRA curricular Other(Summer,

Act Routes) Total Miles

BELLEVUE 551,341 38,545 42,882 61,058 693,826 ISSAQUAH 1,357,550 50,050 37,332 28,096 1,473,028 LAKE WASHINGTON 1,242,130 68,791 1,927 38,186 1,351,034 NORTHSHORE 1,467,761 25,959 42,739 18,493 1,554,952 RENTON 956,889 14,342 12,127 0 983,358


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Data on Number of Routes and Trips Over the past several years, Transportation has increased the number of routes and maintained a fairly stable number of mid-day routes. Specifically beginning in 2012-2013 school year, the Chinook Middle School modernization required all students to be transported from the Chinook attendance area to Ringdall during construction. This additional need for routes has continued this year with Odle students being transported to Ringdall. The relocation of Enatai and providing transportation to Jing Mei will increase our routes in the 2015-2016 school year from 75 currently to a projected 82 routes.

Field trips remain consistent year over year with our peak season being in the spring. We are continually looking for opportunities to improve our field trip process thru collaboration with the schools, our bus drivers and internally. This continued self-improvement will allow us to increase our availability and customer service.

District NameEfficiency

RatingSTARS

ExpendituresBus

RoutesBasic

Students

Special Program Students

Ave. Distance

Number of Dest.

Land Area

Number of K

Routes

Road Miles per Sq. Mile

Students per Sq.

MileRiders

per BusCost per

RiderBELLEVUE 100.0% $5,425,373.91 72 10969 707 2.97 35 33.2 0 33.2 17.6 162.17 $491.38ISSAQUAH 100.0% $6,651,359.95 115 14613 335 3.73 34 102.1 224 6.84 21.42 207.61 $451.61LAKE WASHINGTON 100.0% $8,397,187.78 104 14282 1035 2.68 48 68.9 402 12.48 17.79 212.74 $583.71NORTHSHORE 100.0% $6,614,727.78 96 15798 770 2.89 37 58.8 381 11.5 24.47 230.11 $416.18RENTON 93.4% $5,797,477.36 74 9185 1034 2.93 29 32.4 234 15.43 20.44 141.93 $626.15

2013-14 Selected State Data For Efficiency Ratings and Funding Formulas

YEARReg.

RoutesSpec.

RoutesTotal

RoutesMid-Day Rts.

Summer Reg Rts

Summer Spec Rts

Summer Total Rts

Field Trips

Atletic Trips

Total Trips

2011-12 46 23 69 12 10 15 25 1033 1812 28452012-13 51 23 74 10 10 20 30 1030 1744 27742013-14 50 23 73 10 14 20 34 1134 1638 27722014-15 50 25 75 11 287 822 11092015-16 57 25 82 13


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Transportation Fleet Safety Two times each year, the Washington State Patrol inspects our fleet of school buses. The entire fleet is inspected over the summer and 25% is inspected during the winter. The winter inspection is usually before Christmas break, but it is a surprise inspection. It is called a “surprise” inspection because neither the date nor which buses will be inspected is announced in advance. The table below shows how amazing our preventative maintenance program is, and our team of technicians continued dedication to maintaining the area’s premier fleet of buses.

Challenges moving forward Hiring and retaining bus drivers continues to be challenging, in part due to the rebounding of the economy. Professional development for the drivers challenges the department due to scheduling and relevance of material. Our current bus parking is at capacity, which may require us to explore satellite lot options.

Celebrations Our beautiful new building is a huge celebration! It is days away from being completed and we love it, thank you!

The winter inspection rating of 100% passing is a testament to our incredible Fleet Team!

Our most recent 100% efficiency rating from the state is a testament to our team work and dedication to the district and community.

Inspection Period % Inspected

Buses put Out of Service Percent Passed

2012 Summer 100 0 100% Passed Inspection 2012-13 Winter 25 1 99% Passed Inspection 2013 Summer 100 0 100% Passed Inspection 2013-14 Winter 25 1 99% Passed Inspection 2014 Summer 100 1 99% Passed Inspection 2014-15 Winter 25 0 100% Passed Inspection

High School Start-Time Committee Committee Charge and Overview of Feasibility Study Process

The superintendents of the Mercer Island and Bellevue School Districts have charged the High School Start-Time Committee with conducting a study of the potential benefits and implications of changing high school start times.

The committee’s membership will involve parents and staff members from both school districts in a collaborative feasibility study and in the development of recommendations to the superintendents.

The major components of the study process will be:

• to review the research findings regarding adolescent biorhythms and school success; • to review the experiences of other school districts that have adopted later start times

or considered doing but did not; • to identify the implications of later start times for high school programming and

activities and for school and district operations; • to implement outreach strategies to gather the thinking of school and community

stakeholder groups; • to consider the potential benefits to students, the input received, and the implications

of later start times; • to determine whether there are feasible solutions within either district to enact a later

start time for high school; and • to submit findings and recommendations to the two superintendents not later than

June 30, 2015, for possible implementation in September 2016.

PHASE I: December 2014 through February 2015 • Develop study processes • Gather research findings • Identify stakeholder groups • Determine feasibility considerations

PHASE II: March & April 2015 • Plan stakeholder outreach events, including locations and dates • Make committee member assignments • Design survey instruments • Gather and record input

PHASE III: May & June 2015 • Review and evaluate all information gathered • Formulate feasibility recommendations • Prepare impact assessments • Present study findings and recommendations

Committee Name Role Backus, Scott Teacher Behrbaum, Paige Parent Collins, Eva Administrator Cree, Gavin Teacher Frieboes-Gee, Maria Principal Kelsay, Todd Transportation Lara, Maria Elena Parent Lowell, Jeff Administrator Osman, Frances Parent Scheyer, Kristin Parent Tavener, Kirk Coach Withycombe, Dick Facilitator Scotten, Kathryn Recorder

High School Start Time Committee Meetings Meeting Date Time Location

November 19, 2014 1:00-3:00 p.m. Mercer Island SD December 10, 2014 7:30-9:00 p.m. Mercer Island SD January 28, 2015 7:30-9:00 p.m. Mercer Island SD February 11, 2015 7:00-8:30 p.m. Mercer Island SD March 18, 2015 3:30-5:30 p.m. Bellevue SD April 1, 2015 3:30-5:30 p.m. Bellevue SD April 22, 2015 3:30-5:30 p.m. Bellevue SD May 6, 2015 3:30-5:30 p.m. Bellevue SD June 3, 2015 3:30-5:30 p.m. Bellevue SD

High School Start Time – Communication and Community Engagement Plan Date Time Activity Location Leader(s) Stakeholder

Mon., March 2 5:30 p.m. Eastshore music teachers Scott Backus Music teachers Wed., March 4 12:30 Student forum Bellevue HS Jeff Lowell Students Wed., March 4 12:30 Student forum Interlake HS Maria Frieboes-Gee Students Tues., March 10 a.m. Student focus group Interlake HS Health Class Eva Collins Students Tues., March 10 a.m. Student focus group Bellevue HS Health Class Jeff Lowell Students Tues., March 10 Lunch Staff forum Interlake HS Eva Collins Staff Tues., March 10 Lunch Staff forum Bellevue HS Jeff Lowell Staff Tues., March 10 6:00 p.m. Spring sports – info share Interlake Kirk Tavener Parents Wed., March 11 12:30 Student forum Sammamish HS Eva Collins Students Wed., March 11 12:30 Student forum Newport HS Jeff Lowell Students Thurs., March 12 a.m. Student focus group Students Thurs., March 12 a.m. Student focus group Students Thurs., March 12 Lunch Staff forum Bellevue HS Jeff Lowell Staff Thurs., March 12 Lunch Staff forum Newport HS Eva Collins Staff Lunch Staff forum Big Picture Staff Lunch Staff forum International Staff Fri., March 20 8:00 a.m. Parent coffee Interlake Maria Frieboes-Gee Parents Parent coffee Parents Parent coffee Parents Parent coffee Parents PTSA Council Parents PAAC Parents Parent Survey Eva Collins and Naomi Calvo Parents Student Survey Eva Collins and Naomi Calvo Students Staff Survey Eva Collins and Naomi Calvo Staff April Community forum Committee Community April Community forum Committee Community April Community forum Committee Community April Community forum Committee Community Principal meeting Eva Collins Principals Chamber Tim Mills Meet and confer Eva Collins and Jeff Thomas BEA Leadership Athletic Director meeting Focus group Coaches/Activity Leaders Operations meeting Food service/transportation

High School Start Time Committee Stakeholders: Students Parents Teachers/Staff Administrators Nutrition Services Transportation Athletic Directors Coaches/Activity Leaders Community groups who rent fields/building Chamber of Commerce Teachers Association

Methods of Gathering Input: Surveys Forums Focus Groups/Panels

Suggested Timeline: March Conduct focus groups with students and staff Conduct community forums Develop options

April Survey students, staff, and parents with options provided

May Consider survey results and prepare proposal

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Policy No. 1400 Board of Directors

Meeting Conduct, Order of Business, Quorum and Public Comment

Board meetings will be scheduled in compliance with the law, and as deemed by the board to be in the best interests of the district and community. The board will function through (1) regular meetings, (2) special meetings and (3) emergency meetings.

Regular Meetings The regular meetings of the Board of Directors will be held at least once a month, according to a yearly schedule adopted in advance August by the Board. Adjustments may be made to the schedule as long as they are posted at least two weeks in advance.

All regular meetings of the board will be held within the district boundaries.

Special Meetings Special meetings may be called by the president or at the request of a majority of the board members. A written notice of a special meeting, stating the purpose of the meeting, will be deliv-ered to each board member not less than twenty-four (24) hours prior to the time of the meeting. Written notice will also be sent not less than twenty-four (24) hours prior to the meeting to each newspaper, radio station, or television station that has filed a written request for such notices. Written notice may be delivered personally or by mail, facsimile or electronic mail. Written notice will also be posted on the district website. Final disposition will not be taken on any matter other than those items stated in the meeting notice.

Emergency Meetings In the event of an emergency involving fire, flood, earthquake, possible personal injury or prop-erty damage, the board may meet immediately and take official action without prior notification.

Public Notice Public notice shall be properly given for any special meeting, whenever a regular meeting is adjourned to another time, or when a regular meeting is to be held at a place other than the Wilburton Instructional Center.

A regular meeting does not require a public notice if held at the time and place provided by board policy. If the board does not meet at its regular location, the meeting should be treated as a special meeting with proper notice to the press stating the time, place and purpose of the meeting. A district is required to notify newspapers and radio and television stations which have filed a request for such notification. Each director should receive an agenda twenty-four hours in advance of the meeting. All public notices of board meetings should inform persons with disabilities that they may contact the superintendent’s office so that arrangements can be made for them to participate in board meetings.

While other items of business may be discussed at a special meeting, no final action can be taken on topics which have not been identified on the agenda. If an item is to be discussed in executive session, the item of business must also appear on the agenda if final action is to be taken following the executive session.

No meeting notice is required when the board is acting as a quasi-judicial body in a matter between named parties (e.g., hearing on discharge, nonrenewal or discipline of an employee, unless the employee requests a public meeting; hearing regarding suspension or expulsion of a student or for the purpose of planning or adopting strategy or positions to be taken in collective bargaining, grievance or mediation proceedings, or reviewing such proposals made by a bargaining unit).

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All meetings will be open to the public with the exception of executive or closed sessions authorized by law. Final action resulting from executive session discussions will be taken during a meeting open to the public as required by law.

Individuals with disabilities who may need a modification to participate in a meeting should con-tact the superintendent’s office no later than three days before a regular meeting and as soon as possible in advance of a special meeting so that special arrangements can be made.

Board Office During the interim between meetings, the office of the superintendent, as board secretary, will be the office of the board. The district’s public records will be open for inspection in the manner provided by and subject to the limitation of the law.

Quorum Three board members will be considered as constituting a quorum for the transaction of business.

Meeting Conduct and Order of Business All board meetings will be conducted in an orderly and business-like manner using Roberts Rules of Order (Newly Revised) as a guide, except when such rules are superseded by board policies. The order of business will be that indicated in the agenda. Any additions or changes in the prepared agenda may be requested by the superintendent or a board member and must be approved by majority vote of the board members present.

The board will establish its regular order of business, but may elect to change the order by a majority vote of the members present. Meeting agendas should clearly identify deliverables (including decisions, action items, etc.) required of the board for that meeting.

Regular Mmeetings will be limited to a maximum of 23.5 [3.0] hours, including study sessions and executive sessions. Extending any given meeting duration beyond 23.5 [3.0] hours will require a vote of the board. [Whenever possible, regular meetings will be scheduled for a maximum duration of 3 hours.]

All votes on motions and resolutions will be by “voice” vote unless an oral roll call vote is requested by a member of the board, or otherwise required by law. All votes will be approved by majority of those present and voting, unless otherwise required by law. No action will be taken by secret ballot at any meeting required to be open to the public.

An oral roll call vote of all the members of the board is required for the election of board officers, filling a vacancy on the board, or for the selection of the school district superintendent, and a majority vote of all the members of the board is required for any person to be elected or selected for such positions.

All meetings, including study sessions and retreats, must be advertised as meetings that are open to the public. If a board wishes to devote all or most of a special meeting to an issue(s) to be discussed in executive session, the special meeting should be called to order in public and recessed to an executive session. The purpose of the executive session should be announced and recorded in the minutes (e.g., real estate matters, litigation).

All regular meetings must be held within the district boundaries. Special meetings may be held outside the district with proper notice of the time and location.

Meeting Recess and Continuation The board may recess a regular, special or previously recessed meeting to a specific future time. Notice of such a recess and continuation must be posted at or near the door of the meeting room.

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If the meeting is recessed to another day, the meeting notice and location will be posted on the district website. Notification to the press is not required.

Public Comment The board recognizes the value of public comment on educational issues and the importance of involving members of the public in its meetings. In order to permit fair and orderly expression of such comment, the board will provide a period at the meeting during which members of the public may present to the board.

“Public Comment Forms” will be made available at each board meeting and may be submitted to the board president prior to the start of the meeting. Instructions for making a public comment to the board will be made available on the district website.

The board will also allow individuals to express an opinion prior to board action on agenda items that the board determines require or will benefit from public comment. Written and oral comment will be accepted by the board before the adoption or amendment of policies not expressly or by implication authorized by state or federal law, but which will promote the education of kindergarten through twelfth grade students in public schools or will promote the effective, efficient or safe management and operation of the district.

Public comments will be made as follows:

The board president will introduce the public comment period by reading the following statement:

“If you would like to address the Board on an issue, please limit your remarks to not more than 3 minutes, appoint a spokesperson if the concern is a group concern, and. If you are here with a group, please appoint a spokesperson for the group. if desired, You may provide written documentation to the Board Secretary in order to be included as part of the official Board minutes. While the Board will listen to all public comments carefully, tThe Board will listen to all comments carefully but will generally not respond to comments spontaneously or without further deliberation. The Board may direct the Superintendent to respond to the issues expressed at a later date. At Board meetings, cComplaints about specific personnel will not be heard in open session.”

The following statement will be included in the printed public comment form:

If you would like to address the Board on an issue, please limit your remarks to not more than 3 minutes. If you are here with a group, please appoint a spokesperson for the group. A group spokesperson may speak for up to 5 minutes when multiple members of the group are present. You may provide written documentation to the Board Secretary to be included as part of the official Board minutes. While the board will listen to all public comments carefully, the Board will generally not respond to comments spontaneously or without further deliberation. The board may direct the Superintendent to respond to the issues expressed at a later date. Complaints about specific personnel will not be heard in open session.

Individuals will be recognized by the board president and will identify themselves before speaking.

Individuals will speak for a maximum of 3 minutes.

A group representative will speak for a maximum of 5 minutes. A person may be a group representative when speaking on behalf of an organization or group of persons with a

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specific shared interest when more than one of the group’s members is present at the board meeting.

Public comments will also be accepted via an online form on the district website. Such comments will be distributed to all board members in written form and will be included in the meeting minutes.

Individual firms who are eligible to bid on materials or services solicited by the board may speak for a maximum of 3 minutes.

The board will not hear complaints about district personnel in open session.

The board will hear a maximum of 10 public comments in a single meeting. If more than 10 people have requested to speak before the board, the board president, in consultation with other board members, will select a maximum of 10 people with the goal of hearing public input on the broadest range of topics and perspectives. The board may choose to hear additional comments through a majority vote of the board. If hearing more than 10 comments would extend the meeting beyond the meeting time limit, a majority vote of the board must first approve exceeding the meeting time limit.

The president may interrupt or terminate an individual’s statement when it is too lengthy, personally directed, abusive, obscene, or irrelevant. The board as a whole has the final decision in determining the appropriateness of all such rulings. Cross Reference: Board Policy 1220 Board Officers and Duties of Board

Members 1410 Executive or Closed Sessions Legal References: RCW 28A.330.020 Certain board elections, manner and vote

required RCW 28A.320.040 Directors — Bylaws for board and

school government RCW 28A.330.070 Office of board — Records available for

public inspection RCW 28A.343.370 Directors —Vacancies RCW 28A.343.380 Directors — Meetings RCW 28A.343.390 Directors — Quorum — Failure to

attend meetings RCW 42.30.030 Meetings declared open and public RCW 42.30.050 Interruptions — Procedure RCW 42.30.060 Open Public Meetings — Voting by

secret ballot prohibited Ch.42 U.S.C. §§ 12101-12213, Americans with Disabilities Act Management Resources: Policy News, June 2005 Special Meeting Notice Requirements Adoption Date: 07.03.12 Bellevue School District Revised: 11.19.13

Community Engagement Draft plan for the purpose of Board discussion and feedback

Board Presentation – March 3, 2015 Presented by: Tim Mills - Superintendent Elizabeth Sytman - Director of Communications

The Bellevue School District Mission: To provide all students with an exemplary college preparatory

education so they can succeed in college, career and life.

For additional information regarding this presentation contact:

Elizabeth Sytman - Director of Communications Email: [email protected] Phone: (425) 456-4127

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mailto:[email protected]

Agenda

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• Purpose

• Background / Research

• Self-Assessment / Levels of Engagement

• Culture of Engagement / Engagement Practices

• Decision Making Model

• Next Steps

• Questions / Comments

Purpose for Meaningful Engagement (Draft)

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The purpose for our Bellevue School District Community Engagement Plan is to work together with stakeholders to increase support for students, improve curriculum and instruction, and support the development of informed quality decisions throughout the district.

Background / Research

• Board Priority for 2014-15

• Research • Reviewed current engagement opportunities in our

district/schools • Investigated successful models • Met with outside experts:

• Kathy Leslie, APR – Leslie Consulting & Associates • Joe Krumm, APR – Immediate Past President,

National School Public Relations Association

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Self-Assessment 5

Self Assessment: Levels of Engagement

• Level 1 - Fortress District/School

• Level 2 - Come-If-We-Call District/School

• Level 3 - Open-Door District/School

• Level 4 - Partnership District/School

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Culture of Engagement

Involvement and engagement are not the same; engagement is not the twentieth-century practice of inviting parents/families to help with bulletin boards, but rather bringing people together to solve problems and make decisions that will more likely lead to student success.

[Leslie Consulting and Associates: The Politics of Authentic Engagement: Perspectives, Strategies and Tools for Student Success ]

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Engagement Practices

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Inform/Educate Consult Engage Collaborate Empower

Stakeholder Participation Goal

To provide stakeholders with information that is balanced, objective and that will assist them in understanding the problem, alternatives, opportunities and/or solutions.

To obtain stakeholder feedback on problem analysis, alternatives and/or decisions.

To work directly with stakeholders throughout the process to ensure that their concerns and/ or aspirations are understood and considered in the development of alternatives, opportunities and/or solutions.

To partner with stakeholders in each aspect of the decision making process, including the development of alternatives and the identification of the preferred solution and/or decision.

To place final decision-making in the hands of the stakeholders or the Board of Directors

[ Adaptation of International Association for Public Participation Public Participation Spectrum]


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Inform/Educate Consult Engage Collaborate Empower

Promise

The district/ school will keep stakeholders informed.

The district/ school will keep stakeholders informed, listen to, by acknowledging concerns and aspirations, and provide feedback on how stakeholder input influenced the decision.

The district/ school will work with stakeholders to ensure that their concerns and aspirations are reflected in the alternatives, opportunities and/or solutions developed, and provide feedback on how stakeholder input influenced the decision.

The district/ school will look to stakeholders for advice and innovation in formulating solutions and incorporate stakeholder advice and recommendations into the decisions to the maximum extent possible.

The district/ school will implement what stakeholders decide.



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Inform/Educate Consult Engage Collaborate Empower Strategies (Examples to consider)

- Letter/Email - Fact sheets/FAQ’s - Website - Social Media - News release/ Press Packet - Information Meetings

- Focus groups - Public hearings - Public meetings - Surveys

- Advisory committee - Workshops - World Cafes

- Advisory committee - Focus Groups

- Ballots - Task Force - Board Action


Decision Making Model

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[ Adaptation from Beaverton School District]

Next Steps • Board Feedback • Test Process

• High School Start Time Committee • Growth and Planning Community Process

• Review effectiveness • Ongoing process check-in • Summary at conclusion of the process • Follow-up survey/questionnaire/interviews • Research other approaches to determine effectiveness

• Board Report (July 7th Board Meeting) • Staff Training (Leadership Institute)

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Questions / Comments / Feedback

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For additional information regarding this presentation contact:

The Bellevue School District Mission: To provide all students with an exemplary college preparatory

education so they can succeed in college, career and life.

Elizabeth Sytman - Director of Communications Email: [email protected] Phone: (425) 456-4127

mailto:[email protected]

Background Information

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Culture of Engagement: Theory of Action

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Assumption Theory of Action Weak Links 1) Engagement will increase student achievement.

If staff and constituents have access to the research data showing this connection they will want to engage in order to increase achievement.

Distributing good data to staff and constituents; being sure they have time to process the data meaningfully; generating willingness on the part of staff and stakeholders to learn new skills in order to engage with on another.

2) Clear data will convince staff and constituents of the connection of engagement to increased student achievement and improvement in instruction.

If sound data is clear and understandable, it will compel action.

Staff member who have taught in particular ways or are defensive because they feel their practices work are unimpressed with data; constituents are overwhelmed by data; the educator’s ability to present data clearly and compellingly will influence its effect and use.


Culture of Engagement: Theory of Action

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Assumption Theory of Action Weak Links 3) Many voices providing input into curriculum development and improvement will enhance the result.

If family and community members provide meaningful and helpful ideas to the learning process and content, they enhance the learning environment and activities.

Limited time for teachers and other educational leaders to engage in the listening and collaborating process; resistance from classroom teachers and/or principals who feel they are instructional authorities; lack of group consensus-building and engagement skills on the part of staff, families and community members.

4) The district/school system creates structures for engagement of staff with stakeholders in order to solve problems, think about sustainable option and solution, identify systemic obstacles and plan ways to break through roadblocks.

If the district/school opens its doors to collaboration between staff and stakeholders around school/district issues there will be a greater chance of solving problems, creating new options and solutions, and removing systemic barriers to student success.

Staff is not used to being transparent about its plans, thoughts, and actions; systemic obstacles are deeply rooted in values and past practices; lack of training and limited time to process solutions can discourage attempts to engage.



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Authentic engagement… • Provides opportunities in which people talk and think together to

make difficult decisions and solve thorny problems. • Connects families and citizens with their district and schools and

empowers participation in student academic learning. • Gives voice to all constituents and generates dynamic family and

community partnerships dedicated to improving schooling.



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Authentic engagement… • Is characterized by inclusiveness, relationship-building, deep

dialogue, honesty, transparency, trust, and partnership. • The power of getting all constituent voices in the room, hearing their

opinions, and learning what they think and fear moves thinking forward.

• Builds strong communities and is essential for improving and sustaining student achievement and schools as well as strengthening our democracy.



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The practices listed below distinguish authentic engagement from other forms of organizational connections with constituents. • Using two-way communication • Creating a sense of belonging • Establishing equitable partnerships • Providing opportunities for face-to-face interaction • Using dialogue instead of debate or discussion



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The practices listed below distinguish authentic engagement from other forms of organizational connections with constituents. • Focusing on appreciative inquiry • Designing opportunities for online dialogue • Investing time to think deeply, reflect, and explore ideas, hopes,

divergent perspectives, and options for improvement • Trusting the power of process


Culture of Engagement: Roles

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As teachers, families provide discipline, instill good values and habits, and demonstrate respect for teachers. They take time to understand homework expectations so they can unobtrusively oversee homework and read with children at home. They provide learning activities at home and in the community to reinforce classroom work. A variety of teaching roles are open to families and community members. It takes a village to educate children. As supporters, families ensure their children are well nourished, rested, and ready to learn. They attend school activities to connect with other families, encourage their children as they make academic progress, and contribute to the school by volunteering. They demonstrate positive attitudes toward learning and schooling by showing that they are learning new things themselves. Family members can learn how to read achievement data, how to become partners with the school, how to help with student homework, and how to work on committees studying complex issues in order to solve problems. Schools need families and community members to fill many supporting roles.


Culture of Engagement: Roles

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As advocates, families attend family/teacher conferences to learn about their children’s progress and advocate for them, when needed. They ask questions and seek answers from educators at the school as well as from outside sources to understand their children’s challenges and address issues and dilemmas in the learning process. Families help educators better understand their children’s learning styles and personalities. They also work on election issues and lobby lawmakers to pass laws supporting all aspects of education, including funding. As advisers and decision-makers, families join groups to study and resolve school issues, provide opinions and insights to school and district staff, and participate in formal school advisory and decision making groups. They may assume leadership roles aimed at solving educational problems or improving education. While many parents and community members do not have time to serve in these roles, those who do find the work rewarding and greatly beneficial for all students. Not all families can take an active role at a school. However, they can fulfill the responsibilities of a parent or family member as teachers and supporters at home.


Acknowledgements • Kathy Leslie, APR – Leslie Consulting & Associates • Joe Krumm, APR – Immediate Past President, National School

Public Relations Association • International Association for Public Participation

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Documents

BELLEVUE SCHOOOL DISTRICT Bellevue, Washington MINUTES … Minute… · 3/3/2015 · MINUTES OF THE REGULAR MEETING OF THE BOARD OF DIRECTORS March 3, 2015 Board Priorities 2014-2015