Regular Meeting Agenda
March 15, 2021
7:00 p.m.
Shoreline Center - Shoreline Room and Via Zoom
School Board Meeting Link
https://us02web.zoom.us/j/88029616299?pwd=SFlVRCtybE1EMm9ORlBxam01c2p5dz09 Passcode: 021682
Call-in numbers: 1-253-215-8782 or 1-346-248-7799 Webinar ID: 880 2961 6299
Public Comments Submitted Online for March 15, 2021 Regular Board Meeting
March 15, 2021 School Board Meeting Public Comment Form (Responses).pdf (p. 4)1. Call to Order - 7:00 p.m.
2. Land Acknowledgement
3. Approval of Minutes of the January 25 and February 3 Study Sessions and
January 25 and February 8 Regular Board Meetings
3-Minutes-January 25 Study Session.pdf (p. 5) 3-Minutes-January 25 Regular.pdf (p. 9) 3-Minutes-February 3 Study Session.pdf (p. 24) 3-Minutes-February 8 Regular.pdf (p. 26)
4. Adoption of Consent Agenda
a. Approval of Program Alignment and Coherence Team (PACT) Course Recommendation (Algebra 1+)
4a-Bkgrd-PACT Approval 031521.pdf (p. 35)
b. 2017 Bond-Funded Multiple Sites - Furniture, Fixtures and Equipment (FF&E) Design Specs - Mahlum Architects - Approval of Amendment #1
4b-Bkgrd-2017 Bond Funded Multiple Sites FFE Design Specs - Mahlum Amendment #1 (MM).pdf (p. 36) 4b-CA#1 Mahlum_partial signed_031521.pdf (p. 37)
Approval of Total Budget Authorization (2006 Bond)
4c-Bkgrd-Kellogg Athletic Field Project - 2006 Bond Budget Authorization (MM).pdf (p. 38) d. Approval of Personnel
1) Certificated
4d)1-Personnel-Certificated.pdf (p. 39) 2) Classified
4d)2-Personnel-Classified.pdf (p. 40) e. Approval of Payroll and Vouchers
4e-Payroll and Vouchers.pdf (p. 41)
Public Comments Submitted Online for March 15, 2021 Regular Board Meeting
March 15, 2021 School Board Meeting Public Comment Form (Responses).pdf (p. 53)5. Reports/Presentations
a. Progress Report: Priority #5, Technology Presenter: Eric Caldwell, Director of Technology
5a-Bkgrd-Update on Board Priority 5.pdf (p. 54) 5a-Progress Update Technology.pdf (p. 55)
5a-Tech Department 2020-21 Board Priorities MidYear Update.pdf (p. 63) b. Legislative Update
Presenter: Sara Betnel, School Board Legislative Representative 5b-Bkgrd-Legislative Update 031521.pdf (p. 66)
6. Board Requested Discussion
7. Comments from the Community
8. School Board Reports and Communications
9. Executive Session (if needed)
10. Adjournment - 8:00 p.m.
PENDING
March 20 WSSDA Study Session (Board Retreat), 1:30-3:00 p.m. NEW April 5 Regular Meeting, 7:00 p.m.
Remote Learning Data Report #5
January and February 2021 Financials and February and March 2021 Enrollment Update
April 7 Special Meeting (Executive Session), Time TBD NEW Superintendent Search: Presentation of top candidates by GRRecruiting
May 3 Regular Meeting, 7:00 p.m. Remote Learning Data Report #6
May 17 Regular Meeting, 7:00 p.m. June 7 Regular Meeting, 7:00 p.m. Remote Learning Data Report #7
Public Schools
(check all that apply)
Peter Mueller
Parent/Guardian,
Community Member
Please address the status of planning for resumption of in-person
instruction for K6-12 students. Please indicate whether such planning
has been on-going or is just now commencing in response to Governor
Inslee's direction to resume such instruction not later than April 19,
2021. Provide information of the nature, extent, and manner of
in-person instruction contemplated. e.g.
hybrid, full time, alternate days, etc.
Charles Gussow
Parent/Guardian
You need to start planning now for a full in-person start for all K-12
students in August 2021. Nothing less is acceptable.
Amanda Downing
Staff Member,
Parent/Guardian
I am cautiously optimistic about Gov. Inslee's orders to get grades 6-12
back in the classrooms. As a parent of an 8th grader it has been
extremely hard for him socially and emotionally to not be in school.
The year anniversary has been hard and now with the elementary
students going back I believe it is time to focus on how to get our
middle and high school students back. They need to hear that there is
a plan for them as well. There has been no transparency that I am
aware of in regards to planning for our older students and I hope to
hear something soon. As a staff member in one of our elementary
schools I have been witness to the fact that we can bring students
back in a safe way. I recognize that middle and high school may be
more complicated but I know Shoreline can do it and our children need
to be back in the classrooms. Thank you! Amanda Downing
January 25, 2021
Call to Order
President Jernigan called the Study Session of the Shoreline Board of Directors to order via Zoom at 5:30 p.m. on January 25, 2021. Rebecca Miner, Superintendent; Curtis Campbell, Public Information Officer; and Kathie Schindler, Executive Assistant, attended this meeting at the Administrative Offices at the Shoreline Center.
Roll Call
Present: Meghan Jernigan, President; Rebeca Rivera, Vice-President; Sara Betnel, Member; Sara Cohen, Member; and Emily Williams, Member.
The following topic was discussed:
School District Budget and Finance – The Basics Presenters:
Marla S. Miller, Deputy Superintendent
Mark Spangenberg, Director of Finance and Business Services
The primary purpose of the District’s work is to support the education of students. The District’s Instructional Strategic Plan states: “Engaging minds, inspiring dreams, empowering lives.” Ms. Miller reviewed the drivers for the District’s financial decisions:
• Quality instruction • Support for students • Support for staff
• Responsibility for public resources: financial and property (buildings and sites)
The District’s fiscal year runs from September through August. Planning typically begins in January. Ms. Miller provided an overview of the annual budget development process by month.
January
• Build district-wide enrollment projection for coming year based on actual January enrollment • Determine staffing ratios (Position Control team includes Marla Miller, Brian Schultz, Tam
Osborne and Mark Spangenberg)
• Refine and test budget priorities for coming year
• Begin annual audit of prior year (date varies) – typically runs 4-6 weeks and costs the District about $45,000-50,000 per year. Mark Spangenberg is the liaison with the State Auditor’s Office • Monitor Legislature for impacts to budget process
March
• Distribute school-by-school projections and related staffing allocations—additionally, there is Title and LAP support, Multi-lingual learners (MLL) support, special education support
• Principals build classroom configurations with their school teams
• Continue discussion of budget priorities – important for Board to provide input, particularly around budget reductions to provide room for new spending
• Monitor Legislature May
• Before May 15 (according to state law):
-- Determine surplus/certificated (includes certificated administrators) Reduction in Force (RIF); last year the Board approved RIF of 25 certificated staff and 3 certificated administrative staff on May 4; May 15 deadline does not coincide well with retirement announcements
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• Refine staff assignments • Monitor Legislature June
• Build detailed budget staffing and financial data • Adjust to legislative changes
• Provide preliminary report to Superintendent and Board by end of June • Issue contracts/hire
July
• Refine budget details
• Present first reading of official preliminary budget to Superintendent and Board (if not done in June)
August (before August 31)
• Budget second reading, public hearing, Board adoption of final budget (state law requires adoption by August 31)
• ESD review/approval of final budget September
• New fiscal year begins September 1
• Collect first enrollment data for new school year (“4th Day Count”)
• Begin close-out process for prior fiscal year ended August 31 October
• Adjust building budgets and certain staffing based on October 1 enrollment counts • Continue close-out of prior fiscal year; complete by last week of October
November/December • Close prior year
• Prepare financial statements • Begin preparation for annual audit Legal and other parameters include: State
• Legislature/Statutes (RCW-Revised Code of Washington)
• OSPI/All regulatory agencies (WAC-Washington Administrative Code) • Attorney General opinions (AGO)
• State Auditor’s Office (SAO) • Court rulings
Federal
• Congress
• DOE/USDA/IRS/All regulatory agencies
• Governmental Accounting Standards Board (GASB) Local
• King County (our “treasurer”
• City of Shoreline, City of Lake Forest Park, taxpayers
The state determines the budget structure and it is the same for all school districts in the state. The budget is comprised of the following funds: General, Capital Projects, Debt Service, Associated Student Body (ASB), Transportation Vehicle (new buses only), and Private Purpose Trust Funds. Each fund has a legally restricted purpose, e.g. Capital Projects Fund is for new buildings and major
repairs (strict guidelines). One of the main functions of the state auditors is to ensure that districts comply. Ms. Miller noted that the Board is actually acting as trustees in regard to the Private Purpose Trust Fund, which is a fund that allows districts to accept donations in order to benefit individual students, e.g. scholarship funds.
President Jernigan asked for clarification about the parameters of the Transportation Vehicle Fund— just new buses and not for maintenance, staff, etc. Ms. Miller responded that was correct—the operations and staff costs are paid out of the General Fund.
Ms. Miller suggested that slide 10 be starred for future reference. The main idea in managing school district resources is this:
Beginning Reserves plus Revenues minus Expenditures equals Ending Reserves
Mr. Spangenberg reviewed a number of charts.
• 2019-2020 Actual Revenues – State-Special and State-General combine for over 76% of the District’s total revenue—all is determined by the Legislature, which is why the “Monitor Legislature” piece is so important in the annual cycle; Federal-Special funds amount to 4.1%, half of which is food service revenues—half of the remaining half is special education and the final portion is primarily Title I and Head Start; Local-Taxes at 14.2% is the local levy (formerly maintenance and operations but now called enhancement levy); Local Non-Tax at 4.2% is where Children’s Center revenues are recorded; and finally, Other Financing Sources at 0.8% (tech levy reimbursement costs transferred from Capital Projects to General Fund)
• General Fund Local Program Enhancement Levy Amounts, 2009-2020 – reflects a significant decline in revenues in 2019 but is building back up again; significant portion of levy dollars fund staff—contractual commitments reduce the discretionary decisions
• 2019-2020 Actual Expenditures by Object – salaries and benefits account for 89.4% (higher than normal partly because of the tech levy and partly because of the pandemic where salaries were still being paid but not as much spent on supplies and materials with schools closed); purchased services accounts for 6.9% (bulk of which is utilities, Running Start payments and property liability insurance); supplies and materials account for 3.5%; travel is at 0.1%; and capital outlay is at 0.1% (equipment with value of at least $5,000 e.g. vehicles and copiers) • 2019-2020 Actual Expenditures by Activity – schools, 80.9% (libraries, teaching,
extracurricular, professional development, principals’ offices); school-based support, 6.8% (food service, custodial, facility maintenance, utilities); district-wide support, 7.2% (transportation operations, vehicle maintenance, insurance, NWRDC/WSIPC data processing fees and supervision of instruction); central administration, 2.6% (school board, superintendent’s office, HR office and public relations); and public activities, 2.5% (Shoreline Children’s Center, Head Start)
• Actual Fund Balance, 2015-2016 thru 2019-2020 (would be discussed further in next study session)
President Jernigan asked if the higher than normal salaries and benefits percentage affects the audit score. Ms. Miller responded no; however, it does raise the question regarding how expenditures will be reduced in order to balance the budget for the following year. So much of the items that are not in salaries and benefits are mandatory—insurance, utilities, legal costs, contracts that support providing educational needs for some of our special education students in other districts. The bottom line is that there are fewer places where reductions can be made when balancing the budget. Director Rivera asked if tech levy expenses were included in the pie charts shared. A portion of those expenses are included, specifically the software licenses and the people who provide the training but not the equipment—those expenses are included in Capital Projects expenses.
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Board members were each provided with a copy of the 2020-2021 F-195 Budget, F-203 and Fee Schedule, as adopted by the Board on August 17, 2020. Each copy had 12 tabs for easier reference to particular points of interest. Ms. Miller reviewed some of the tabbed pages with the board members. The 2019-2020 year-end financial reports (a separate bound document) had been provided to the Board at a previous meeting and board members were asked to move that forward to this meeting. Superintendent Miner asked if the Board wanted to consider a couple of options since they were quickly approaching the scheduled 6:30 p.m. concluding time. They could go a little longer or they could possibly start the February 8 study session earlier than originally planned—5:00 or 5:15 p.m. President Jernigan recommended they conclude on time and then schedule an earlier start for the February 8 meeting and add 30 minutes.
President Jernigan asked for clarification on the summary budget page, specifically around the Transportation Vehicle Fund. Ms. Miller explained that there was some fund balance from the previous year to add to the revenues listed. Funds had been dedicated to purchase buses the previous year but weren’t used, so there were additional funds that weren’t listed on that particular page.
Superintendent Miner announced she would send out a DoodlePoll regarding the time preference for the February 8 study session.
Ms. Miller reminded the Board of what would be discussed at the next study session: • Anticipated fiscal impacts of COVID-19 on district finances
• Enrollment • Staffing process • Timelines for decisions
• Process for developing and providing Board direction/input
Adjournment: 6:30 p.m.
Meghan Jernigan, School Board President Attest: March 15, 2021
Rebecca L. Miner, Secretary to Board of Directors
All documents referenced in the minutes may be viewed in the Superintendent’s Office during normal business hours.
January 25, 2021 Call to Order
President Jernigan called the Regular Board Meeting of the Shoreline Board of Directors to order via Zoom at 7:00 p.m. on January 25, 2021. Rebecca Miner, Superintendent; Curtis Campbell, Public Information Officer; and Kathie Schindler, Executive Assistant, attended this meeting from the Administrative Offices at the Shoreline Center.
Roll Call
Meghan Jernigan, President; Rebeca Rivera, Vice President; Sara Betnel, Member; Emily Williams, Member; Sarah Cohen, Member; and Raphael Berhane, Shorewood Student Representative. (President Jernigan acknowledged that she had visual and audio confirmation that all were in attendance.)
Land Acknowledgement
Director Jernigan stated she wanted to start the meeting to “collectively recognize that we are meeting on the traditional lands of the Coast Salish people. Here in Shoreline, that includes our local treaty tribes—the Tulalip Tribes and the Snoqualmie Tribe, and we further recognize the Duwamish Tribe laid claim to these waters and this land. As we offer this recognition of the lands that we gather and learn on, we also acknowledge the responsibility we have to know the accurate history of our lands and to teach that history to ourselves, to our students, our staff and our community. Yakoke for the opportunity to get our work started this evening in the right way.”
Flag Salute Comments
President Jernigan began by stating that on May 29, Governor Inslee issued a proclamation regarding the Open Public Meetings Act and the Open Public Records Act. This proclamation prohibits us from conducting meetings in person but we must, at a minimum, provide access telephonically. Community members were provided instruction on how to join this meeting. They were also notified by email of the opportunity to join the meeting electronically or telephonically and to submit written comments using an online form until noon on January 25. Those comments were shared with the Board via email earlier in the afternoon (January 25). They were also placed on the district website at the following URL:
https://www.shorelineschools.org/Page/1235 (School Board agenda for January 25) [In order to make these comments more accessible, they have been posted in two locations (at the top before the agenda items begin and immediately following the consent agenda) within the board agenda packet. As with past meetings, there will be a link to those public comments within the meeting minutes once the minutes are transcribed and approved by the Board (see link above)].
A total of 22 comments were submitted by family members, students, guardians and staff. Comments were primarily focused on the District’s reopening plan. She thanked all for taking the time to communicate with the Board and the District and once again expressed her deep appreciation and honor for the community’s engagement in the public school system.
Based on this alternative community comment process, President Jernigan recommended the suspension of the provision of Board Procedure 1441P allowing for community members to directly address the Board during this meeting.
MOTION NO. 42: President Jernigan moved that the Board suspend the provision of Board Procedure 1441P allowing for community members to address the Board. The motion was seconded by Director Rivera and the motion carried unanimously.
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Approval of MinutesThe minutes of the December 7 Study Session, December 16 Regular (Business Only) Board Meeting and the January 5 Special Board Meeting had been circulated to the Board.
MOTION NO. 43: President Jernigan moved that the Board approve the above minutes as submitted. The motion was seconded by Director Betnel and the motion carried unanimously.
Adoption of Consent Agenda
The following consent agenda was presented for approval:
a. Einstein Middle School Replacement Project – Approval of Change Order #06 – Hoffman Construction, Inc.
b. Kellogg Middle School Replacement Project – Approval of Change Order #06 – Hoffman Construction, Inc.
c. Approval of Personnel 1) Certificated
2) Administrative d. Approval of Vouchers
President Jernigan asked if there were any agenda items the Board wanted pulled for discussion or a separate vote. There were none.
MOTION NO. 44: President Jernigan moved that the Board adopt the consent agenda, items 4a through 4d, which is attached hereto and becomes a part hereof. The motion was seconded by Director Rivera and carried unanimously.
As of January 25, 2021, the Board, by a unanimous vote, approved for payment, those vouchers described as follows: Reconciliation of Warrants Issued between January 8, 2021 and January 15, 2021 - General Fund Warrants #88646-88689, 202100305, 88701, 88702-88763, and 202100306-202100315, totaling $441,654,52; Capital Projects Fund Warrants #88690-88696 and 88764-88777, totaling $3,030,213.47; and Student Body Fund Warrants #88697-88700, 88778-88787 and 202100316, totaling $14,497.22; for a grand total of $3,486,365.21.
President Jernigan reported that the Board had submitted a total of 46 questions across all topics on this agenda. Responses to all questions were distributed to the Board earlier that afternoon in a 10-page document summarizing each question. She also requested that her fellow directors limit their questions at this meeting in an effort to move through this agenda which included seven presentations. Questions should be governed by the following criteria:
• Does your question directly impact your ability to take action on an item?
• Do you believe your question is critical for the community to understand and to be informed on? Reports and Presentations
Observance of School Board Recognition Month Rebecca L. Miner, Superintendent, presented.
Ms. Miner expressed her appreciation for getting to know the board members over this past year (and two even more recently). She praised them for taking a learner’s stance as they engage in this work together as a board of five and a team of six to advance the work of the District. She shared a few highlights from the Governor’s Proclamation of January 19. There are 295 locally elected school boards and nine elected educational service district boards in the State of Washington that lead more than one million students with a combined annual budget of over $15 billion. School directors play a crucial role in promoting student learning and achievement by creating a vision, establishing policies and budgets and setting clear standards
of accountability for all involved. They serve as a passionate voice for advocacy for public schools and the welfare of school children. Lastly, something that many in the community may not know—the Governor indicated that it is appropriate to recognize school directors as outstanding volunteers and champions for public education. “Congratulations to all of you and thank you for your service!”
Remote Learning Data Report #3 Presenters:
Maria Stevens, Director of Teaching and Learning
Dr. Tanisha Brandon-Felder, Director of Equity and Family Engagement Anzara Miller, Director of Assessment and Professional Practice
Lisa Gonzalez, Principal, Shorecrest High School
Aimee Miner, Principal, Lake Forest Park Elementary School Average Daily Attendance Rate for Students
After the last update, the Board requested that attendance data be broken out by month. Ms. Miller shared six charts with the Board, as described below.
• Showing average attendance rate per student. This takes into account students who have enrolled throughout the fall and removes students who are not with us full time.
• Graphs were shared that reflect attendance by month broken down by elementary/secondary, program participation and demographics.
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September (20 days)!
October (22 days)!
November (18 days)!
December (14 days)Below is an example of the charts that were shared. Our student attendance rates remain well above 90%. There was a typical “dip” noted in the high school attendance by grade. A question was asked about that dip by a board member earlier in the day. The following response was provided:
The high schools are using a variety of data to help identify students who are not attending and/or are not engaging with learning activities. Each school has worked to be proactive and then responsive based on the ongoing data and information they collect from teachers, attendance, families, and students. . .
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Discipline – Suspensions, Expulsions and Exclusions
• As of January 13, this number remains less than 10, therefore data is suppressed Grades and Credits
Grades:
Secondary grading timeline altered due to remote schedule. So far, one grade update has been given to the Board and another one will be given at the next update. As noted below, the 2nd semester ends on January
28.
• November 6 End of 1st semester (1.5 credits)
• January 28 End of 2nd semester (1.5 credits)
• April 9 End of 3rd semester (1.5 credits)
• June 18 End of 4th semester (1.5 credits)
Elementary grading follows regular timeline
Cascade K-8 number remains less than 10, therefore N is too small to share grade data Lake Forest Park Elementary – Aimee Miner
Principal Miner began by saying that the LFP teachers, support staff, families and students get all the credit for the successes LFP has been enjoying in the remote learning model. They are all working very hard during this pandemic to ensure that learning is taking place in new ways. She shared those successes and steps with the Board. Having the built in 30 minutes of social-emotional learning every day helps students to feel cared for, heard and valued.
Proactive steps taken:
• Relationships, community building, pets and sense of belonging
• More compassion and flexibility by teachers with assignment due dates
• Teachers send a list of supplies needed, the class agenda, and the Zoom link daily
• Staff (Tier 2 Super Team) write and mail postcards to students thanking them for attending and engaging • Family Academies to give space for caregivers to learn from each other
• Adult family members are now volunteers/partners in child’s education via Zoom • Less subs = more consistent instruction from classroom teacher
• Equity – every child has access to technology to do school work and research at night
Ms. Miner spoke to some of the barriers for students who aren’t showing up for learning which include: depression, loneliness, anxiety, addiction to gaming, trauma, ill family members, not feeling socially connected.
Systems of Response to Absences:
• Staff members individually assigned to check in with families of absent students
• Weekly Tier 2 Super Team Meeting (family advocate, counselor, psychologist, dean, principal to go over weekly attendance
• Re-engagement district team
• Attendance incentive program (King County grant)
• Staff mentors/CICO program/teacher meets with students before school day starts
Due to remote learning, students have been able to connect with other students in the French Polynesian Islands and Africa.
Shorecrest High School – Lisa Gonzalez
The essential question facing school administrators as this school year began was how would we assure that all of our students would have the access and the opportunity to further their learning this year.
Proactive Steps Taken:
• Planning and communication with our staff team over the summer
• Creating common systems and policies (Canvas, attendance, grading) – in the third week of school, Shorecrest had perfect attendance—not one day missed of accessing Zoom classes and/or Canvas courses
• Shifting to 3 by 3 and building master schedule to meet student needs – allows for more dedicated learning time in fewer courses
• Teaming: Departments, Common Course Teams, AVID, MLL, Co-Taught, Directed Studies, Counseling, Student Intervention Team (SIT), Building Leadership Team (BLT)
• Coordinated plan and communication with students and families (Example: launch of Zoom classes); materials distribution (at start of each term plus weekly for CTE); ensuring all students/families have technology needs met plus access to information
• On-boarding all students to remote learning (Start Smart), community building, establishing routines with supports
• Maintaining normalcy: Highlander Home, SCNN, clubs/activities, student leadership Responding to and Supporting Students/Families
In the first term at Shorecrest this year, 91% of students earned credit in all of their classes. For the 9% of Shorecrest students who have struggled to attend and participate this year, the weekly Student Intervention Teams (SIT) meetings are utilized as follows:
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Data tracking and progress monitoring!
Tiered systems of response and intervention in regards to academics and attendance Additional avenues for reaching out to assist students include:• Student voice in providing feedback and helping improve systems:
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Student council, ASB core, advanced leadership, site council, surveys• Conferencing: IEP meetings, SST meetings, parent-teacher conferences (AVID, MLL) • Academic coaching (seniors at risk, MLL students, 9th/10th grade supports)
• Highlander Home for academic and social support – it is not a “one size fits all” but rather a team approach to find the best fit for each student; there were 32 students at Shorecrest who did not earn credits in any class during the first term. “We know these young people; they are whole, wonderful individuals and the barriers they face are very complex so we work in our student intervention teams to triage and make connections and try first and foremost to keep that young person engaged with at least one caring adult at our school—we don’t want to lose them.” Ms. Gonzalez shared a heartwarming success story of a family who had moved from Eritrea just prior to the onset of the pandemic.
• Coming February 1: Virtual Homework Club (once a week) Family Engagement: Family Affinity Groups
Dr. Brandon-Felder began by acknowledging the work of Rebekah Gardea, Equitable Family Engagement Coordinator. She has been pivotal in working with the family affinity groups since she began her work in Shoreline last July.
• Groups and number of participants
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Latinx – 12 participants!
Single parent/caregiver – 7 participants!
LBGTQ+ - 10 participants!
Black and Brown – 6 participants!
Asian, Asian American, Pacific Islander (API) – 11 participants!
Families of Highly Capable students – 8 participants!
Families of students with special needs (SPED/504/IEP) – 11 participants!
Indigenous – 4 participants6
• Groups meet 1-2 times per month, dates for upcoming meetings listed on the Shoreline Equity webpage • Facilitators of each group communicate regularly with the Equitable Family Engagement Coordinator • Recruitment for an MLL group (for families whose dominant language is not English) will begin this month
through use of ParentSquare, with support from the tech team, using recruitment strategies informed by Spanish-speaking members from the Latinx group
School Family Academies
Zoom webinars and small group Zoom meetings hosted at individual schools to increase access to resources and information regarding:
• Technology and Access
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Example: Video tutorials on how to use different Language Management Systems with translated step-by-step documents shared• Supporting Remote Learning
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Example: Small group opportunities for non-English speaking families to ask questions • Social and Emotional Well-being!
Example: Whole school webinars regarding mental health featuring outside speakers • Community Building!
Example: “Popcorn and PJs” whole family Zoom meeting where families listened to a read aloud and participated in an arts and crafts projectTrends by Topics • Mental health
• Community building – looking ahead to post-Zoom instruction and making connections
• Language-based small group meeting opportunities – Latinx group has asked for information in the language in which they are best served and having conversations in only their language
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One of the ideas that has come up recently has been from the LBGTQ+ group around displaying Pride and BLM flags in every cafeteria as a way of showing who they are and also flags from other countries that could be shared in various spaces. The Indigenous group has been engaged in conversations about Since Time Immemorial curriculum, the superintendent search, and what it means to return to schoolNext Steps
• Schools determine topics each month based on needs unique to their families
• Planning month in February; opportunity for schools to capture family voice to assess needs and interest • Potential topics based on needs and interests gathered in the fall:
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Mental health and wellness for the whole family!
Student-led Family Academy; community building!
Small group events to center needs of language-based groups, SPED/IEP/504 groups, etc.!
Interactive material distribution day (staff and interpreters available to answer questions and provide information to students and families)Future updates will take place on March 1, April 5, May 3 and June 7.
Director Betnel commented on the discussions she and President Jernigan engaged in with teachers who shared positive thoughts about the 3 x 3 model in terms of allowing students to be more focused and self-led. Additionally, the priority standards that the District worked so hard to develop were much appreciated by elementary teachers; they were feeling more connected with each other across the District.
Director Cohen asked to what degree the excellent attendance numbers reflect the number of students engaging in the school day in a genuine way. Is there any difference in who is showing up and who might be needing some extra support (doing just the minimum)? Principal Gonzalez responded that after the first
eight weeks of the school year, staff attempted to determine who was engaging only through the Canvas site and not through Zoom classes. The tracking has changed so that a specific code is used to reflect those students. She offered to provide that information for the Board. She was also certain that her secondary colleagues were exploring that very same question. They are also trying to determine if the reason some students aren’t doing well is because they aren’t engaged with the school and are trying to navigate the learning completely independently. She mentioned that participation in Zoom classes was still quite high. Director Williams expressed appreciation for Principal Miner’s use of incentives as she herself has successfully used that approach as well.
Progress Report: Priority #1, Teaching and Learning
Maria Stevens, Director of Teaching and Learning, presented.
Priority 1 states: All students graduate college and career ready Sub-Category: Ensure student equity in learning and opportunity Progress to date:
A. Use the Race and Equity decision-making tool in deploying assets
• Using the tool to guide team membership and work for the Addressing Disproportionality and Systems (ADS) Committee to ensure diverse representation – focused on understanding and mitigating the overrepresentation of students into special education who identify as Hispanic or Latinx
• Developed a plan for use of the tool in the work of the Dual Language Transition Team planning for dual language moving into the secondary level
• Developed plan for use in developing professional development for summer work groups B. Implement effective evidence-based pedagogical practices
• Instruction and equity collaboration to improve instructional structures, rituals and routines through district-wide professional learning during early release
• Developed and shared Pacing Guide, Unit Plans and Lesson Design with Social Justice Standards embedded
• Presented Windows and Mirrors PD series for librarians, to support expansion of literature offered in our schools
• Developed and shared Start Smart and Social Emotional learning lessons and activities • Launched Ethnic Studies Fellows program
C. Provide social-emotional instruction throughout the year
• Developed lessons and activities as part of the Start Smart launch to the school year – included SEL (Social Emotional Learning) and PBIS (Positive Behavioral Interventions and Supports)
• Developed lessons and activities created and shared for use in all classrooms • Recommendation for SEL curriculum to be presented to the Board in Spring of 2021 D. Explore the creation of an ethnic studies course as a graduation requirement
E. Broaden participation in DIMC and PACT to include diverse perspectives F. Identify and provide instructional resources that are reflective of our community
• Work done in support of these three items presented to the Board at December 7 and January 25 (DIMC presentation) board meetings
G. Counseling vision and guiding principles of a high quality school counseling program
• This group has not met since March 2020 due to COVID restrictions for meeting in person. Most of the work has been completed, but with the need for counselors and school staff to focus on meeting student needs during remote instruction, we have chosen to delay the final components of the work. We hope to begin meeting again soon and finish the process.
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H. Special education vision and guiding principles and action plan
• This group has not met since March 2020 due to COVID restrictions for meeting in person. Much of the work had been done, but with the need for staff to focus on meeting student needs during remote instruction, we have chosen to delay the final components of the work. We hope to begin meeting again soon and finish the process.
• Focused on supporting staff in implementing the remote instruction model through professional development and resource creation/distribution.
Sub-category: Implement aligned instructional programs and process for improvement Progress to date:
A. Create a schedule to implement plans for district-wide integration of Ethnic Studies into existing and future K-12 curriculum
B. Embed Social Justice Standards in K-12 instructional programming
• Work done in support of these two items was presented at December 7 board meeting • A Board study session is anticipated in the near future to discuss these priorities
C. Provide training and support for the implementation of Black Lives Matter/Teaching for Black Lives throughout the year
• Student group selected lesson themes for use in developing lessons delivery in K-12 classrooms • Instructional coaches prepared lessons and screencasts for staff to support BLM at Schools lessons • Provided professional development with Jesse Hagopian (one of the founders for BLM in Schools)
with instructional leadership team (principals and directors)
• Teaching for Black Lives Book Study and professional development with Jesse Hagopian for Ethnic Studies Fellows
Director Betnel asked if Ms. Stevens could speak further about how the District is serving mental health needs, particularly since the counseling committee has been unable to meet over the past year. Ms. Stevens responded that working to support students in this area is a full time job in a normal year for family advocates, deans, counselors, administrators and teachers. During COVID, as presented by Ms. Gonzalez earlier in the evening, staff are regularly teaming together to identify students who are struggling to engage, struggling to attend; students who may have been doing fine at the beginning but now things are bubbling up for them. The committee work that is listed in the priorities would have been in support of that work but in a more distant way. It would have provided some frameworks for them as to how they wanted to move forward as a group to provide a full range of services that counselors typically do. She didn’t feel that work was being halted in any significant way because of COVID. Right now, in this current time, counselors are spending the vast majority of their time on connecting with students and families and making sure that they are making the needed progress and that whatever the barrier is, the counselors are using the resources available to solve those challenges. Those challenges are often related to being in remote instruction and not being able to come to school. For some students, they already had challenges and this situation is confounding that even more. However, this is more of a Tier 2 or Tier 3 approach because the primary intervention should be in the classroom on a daily basis. Counselors don’t generally see the same students every single day. It is also important to keep in mind that teachers, counselors, administrators are also experiencing some trauma as a result of the pandemic. “Most people get into this business to connect with kids and change lives. For many teachers, they feel disconnected from their kids. No matter how much they try to build community through a computer, it isn’t the same.” She stated that part of her job is to build up the teachers so they can pass it on to the kids. Superintendent Miner added that the work of the counseling committee is, in essence, vision and mission oriented and doesn’t really impact the actual implementation of meeting needs this year. President Jernigan expressed appreciation for the context provided, specifically in the area of mental health needs.
Progress Report: Priority #4, Human Resources
Tam Osborne, Director of Human Resources, presented.
The overarching priority for the Human Resources Department for 2020-2021 is “Continue focus on improved and expanded Human Resources services,” which is further broken down into the following four sub-priorities to address specific areas of need. These were reviewed by Mr. Osborne.
1) Recruit, attract, hire and retain quality instructional and support staff
2) Implement strategies within our workforce to increase the knowledge of diversity and equity 3) Provide training to district administrator (principals, supervisors, managers)
4) Continue to update district job descriptions to accurately reflect working conditions 1. Recruit, attract, hire and retain quality instructional and support staff
Actions for 2020-2021 Progress So Far
A. Standardize substitute (certificated and classified) hiring qualifications and coordination procedures
This pertains to legal hiring procedures for substitutes or at-will employees; qualifications needed to be specified in order to adhere to equitable hiring practices—this has been completed for all positions and posted online in the Fast Track system
B. Design and implement a substitute process to facilitate the needs of the remote and hybrid models
(B and E are similar) This pertains to hiring and assignment of workforce; currently the department is working on staffing for the hybrid model, which will include P-12 self-contained special ed programs on February 22 and K-5 general education programs on March 8.
C. Create and distribute Return to Work (RTW) program information to applicable employees groups and associations, e.g. SEIU
Darlene Mendoza is working with Puget Sound Workers Compensation Trust to develop a more active program that will expedite the return to work of staff who have been injured on the job—this could be their normal job with modifications or an alternative temporary position. Procedures have been completed; it is anticipated they will be finalized and approved for implementation later this winter.
D. Complete the state-mandated Paraeducator Fundamental Course of Study (FCS) training for classified staff
The Washington State Professional Education Standards Board will be providing the 14 hours of required training between March and September 1, 2021. It has been confirmed that access to those trainings for Shoreline staff will be completed by the end of June.
E. Plan and implement certificated and classified staffing necessary to support the needs of the remote and hybrid models
(B and E are similar) This pertains to hiring and assignment of workforce; currently the department is working on staffing for the hybrid model, which will include P-12 self-contained special ed programs on February 22 and K-5 general education programs on March 8.
F. Implement a monthly HR orientation for new employee hires
HR has prescheduled orientations for last Thursdays of every month since September 2020. Orientations include a designated amount of time with association representatives; introduction to race and equity priorities and programs; review of L & I and return-to-work procedures; reminders of responsibility to be a mandatory reporter; a review of social media dos and don’ts; and an introduction of HR services available (benefits, etc.)
G. Update application and exit survey systems in HR
This pertains to recruiting and retention of workforce; to date staff are finalizing questions for the entrance and exit surveys; plan to begin implementation in March 2021
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Mr. Osborne stated that they didn’t include HR’s ongoing efforts to attract and hire a diverse workforce because this is considered a continuing goal and is inherent to the District’s recruiting and hiring program strategies. It doesn’t need to be listed every year because it is known to be an ongoing priority. On Saturday, March 27, the District will host its annual job fair. This will be significantly different this year in that it will be a diversity fair that focuses specifically on attracting certificated and classified applicants of color. While the trend data over the last three years indicates that as a district, we are moving forward in achieving a more diverse workforce, we are not doing so at a pace that reflects the needs of our student diversity. That diversity is being achieved foremost in the classified workforce but it also needs to be achieved in our certificated workforce.
2. Implement strategies within our workforce to increase the knowledge of diversity and equity • Collaborate with the Director of Equity and Family
Engagement to coordinate district staff professional development and community connections that promote diversity in our district workforce
This is also ongoing work; however it is new enough and important enough that it remains a written priority and focus at this time. Dr. Brandon-Felder has been working with HR every year to identify systemic bias in recruiting, hiring and retention practices. She also makes connections with HR staff and outside agencies. Most recently, a connection was made with the University of Washington Student Teaching Program for recruiting access to more diverse applicants. Previously, a connection was made with the Martinez Foundation to recruit teachers of color and as an outcome of that, we currently have two Martinez Fellows working in the District. Dr. Brandon-Felder will also be contributing to the design of the diversity fair in March. Other outcomes of this collaboration include: amending the HR website in order to better communicate the interest in recruiting a diverse workforce; addition of interview questions that deal with an applicant’s specific experience in dealing with issues of race and equity; added mandatory interview questions regarding instructional practices that promote equity and social justice in the classroom; ensuring that buildings add staff of color if available or their equity leads to all of their interview teams; and the addition of a process for interview procedures that uses the District’s equity tool to focus the interview team’s awareness on how their hiring decisions support racial equity and social justice in the classroom.
3. Provide training to district administrators (principals, supervisors and managers) A. Provide administrators and supervisors with the
new Title IX investigation trainings
B. Provide administrators and supervisors with Reasonable Suspicion training
The state mandates training for new administrators and ongoing training for existing administrators who oversee certain duties and responsibilities. To date, HR has sent all new building administrators to the Washington Schools Risk Management Pool’s annual training regarding harassment, intimidation and bullying investigation protocols and procedures. HR has also implemented the necessary training regarding recent changes in Title IX laws and is in the process of having specified administrators and program supervisors complete their training and certification in Reasonable Suspicion as required in some collective bargaining agreements.
4. Continue to update district job descriptions to accurately reflect working conditions • Revise all job descriptions to include Physical
Requirements
HR is currently working with the Puget Sound Workers Compensation Trust (PSWCT) to add the physical metrics to existing job descriptions. This will provide a quantifiable baseline to use in hiring practices; will also protect new and existing employees from potential injury and hopefully reduce instances of staff L & I claims. To date, the job descriptions have been delivered to PSWCT for analysis and staff are working with them to define the related physical demands and translate them into the metrics that will be added to the job descriptions. The jobs being prioritized are the ones who currently have the highest degree of L & I instances (injuries). It is anticipated that all job descriptions will be completed before school opens in the fall of 2021.
President Jernigan asked if the job fair coming up on March 27 was the first diversity job fair the District has held. Mr. Osborne responded that the District had been doing job fairs for several years but that this was the first one with a deliberate, single focus on attracting applicants of color, classified and certificated.
First Reading: District Instructional Materials Committee (DIMC) Recommendations Maria Stevens, Director of Teaching and Learning, presented.
The following materials were recommended by DIMC at their meeting on January 5, 2021. They were presented for first reading to the Board and would be brought forward for recommended adoption at the Board’s regular meeting on March 15.
ELA Materials:
1. Counting Descent. Clint Smith © Little, Write Bloody, 2016; core in AP English Literature, 12th
grade, large group
2. March: Book One. John Lewis, Andrew Aydin, ©Top Shelf Productions, 2013, core in Humanities, 6h grade, large group
Social Studies Materials: Collection of books in alignment with Social Justice Standards, ELA Standards and included in the Pacing Guide and Unit Plans; supplemental, kindergarten, small and large group. All of these books are about experiences of young people as they navigate life. Each book provides diverse perspectives. Once approved, the Instruction Department will create kits and every kindergarten teacher will receive one.
1. Chocolate Me!, Taye Diggs. © Feiwel & Friends 2015
2. Great Big Book of Families. Mary Hoffman. © Penguin Young Readers Group, 2010
3. I Love Saturdays y Domingos. Alma Flor Ada. © Atheneum Books for Young Readers, 2002 4. Jabari Jumps. Gaia Cornwall. © Candlewick Press, 2017
5. Mommy's Khimar. Jamilah Thompkins-Bigelow. © Salaam Reads / Simon & Schuster Books for Young Readers, 2018
6. Name Jar. Yangsook Choi. © Turtleback Books, 2003
7. Rainbow Weaver: Tejedora del arcoiris. Linda Elovitz Marshall. © Children's Book Press, 2016 8. Strictly No Elephants. Lisa Mantchev. © Simon & Schuster/Paula Wiseman Books, 2015 9. We Are Water Protectors. Carole Lindstrom. © Roaring Brook Press, 2020
President Jernigan expressed her gratitude for the work of DIMC and stated that the DIMC updates to the Board were among her favorites. She also acknowledged how busy the committee has been.
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Director Rivera asked if Counting Descent would be available to other 12th grade classes, beyond the AP
English Literature class. Ms. Stevens responded that yes, it could be but would require a quick revision that would need to be approved by the Board.
Director Rivera also asked about the expectation for kindergarten teachers to use the texts with their students since they are supplemental. Ms. Stevens stated that they are finding that teachers are using the units that have been created for them (for the most part). The teachers can make choices from the list of books for each unit, e.g. depending on the make-up of the class or what has been covered in other lessons, but they are all expected to hit the same learning targets.
Director Rivera stated that she understood John Lewis’ book, March, to be part of a trilogy; she wondered why the first book was chosen and not the others. Ms. Stevens responded that teachers chose Book One for their novel series because of the social justice standards, history standards and the ELA standards. They don’t have the time to go through all three books but they will certainly make the students aware of the other two in the series.
Director Cohen asked for further clarification on how books are selected in terms of diversity—choosing books with diverse characters with a range of different themes versus having books with characters of color that are focused on the character’s identity or on social justice or some type of struggle. Ms. Stevens explained that there were two different ways of selecting texts. One way is directly connected with the standards and the other is in an effort to create honest, diverse perspectives in an accounting of history. When making selections, staff endeavor to ensure that texts are not always addressing just the challenges but rather offer a full array of what it means to be, for example, a Mexican American, specifically that it doesn’t necessarily come with the generalizations that people might mistakenly make--themes can be the same or very similar to those in any other story plot. At the same time, there are stories about students, families or situations that will resonate with students in an authentic way. Individual classrooms have a library of books beyond what is used for lessons and units. The goal is for the norm to be that one can walk into any classroom library (particularly at an elementary school) and have a wide range of books chronicling life experiences from all different perspectives.
Director Betnel expressed appreciation for the self-reflective work taking place in DIMC, specifically the revision of the submission form as well as the membership of the committee itself. She asked if there was a time of the year when DIMC performs an audit, of sorts, to ensure that all grades are taken into consideration when selecting instructional materials, particularly in the area of diversity and own voice texts. Ms. Stevens acknowledged that was a good suggestion. There is diligent ongoing work related to thinning out and replacement of texts that are not own voice. However, it’s difficult to compare across grade levels in that higher grades have less reading of texts; they can only do so many novel studies because they take a good chunk of time--versus kindergarten classes that can go through a number of books in a much shorter period of time. Additionally, DIMC doesn’t typically bring the materials forward; teachers are strongly encouraged to submit the materials they want to use in their classrooms for DIMC’s consideration. Superintendent Miner suggested that a summary of materials approved over the last year could be shared in a Friday Briefing. November and December 2020 Financial Update and December 2020 and January 2021 Enrollment
Marla S. Miller, Deputy Superintendent and Mark Spangenberg, Director of Finance and Business Services, presented.
Mr. Spangenberg reported that local revenues are down due to the status of the Shoreline Children’s Center and due to Food Services operating without local revenues. These reduced revenues are offset by expenditures running below projections this past fall. The under spending in purchased services is primarily a timing issue at this point in the year, with peak utility costs occurring in the next several months. More accurate predictions will be available in the January and February 2021 financial reports, as the state adjusts
apportionment to actual enrollment and related impacts. There will be a more comprehensive review of all revenues and expenditures in February but for now, the projected ending fund balance through December is $12,279,364. Ms. Miller added that the revenue picture does not stay steady month after month. The blue line at the bottom of the Cash Flow Report (which reflects the $12,279,364 as mentioned above for December) continues to go down each month through the end of the fiscal year. This occurs because the state funding formula is not consistent and we don’t collect revenue evenly throughout the year but we do have ongoing expenditures. The projected amounts from January through August have not yet been updated to reflect all of the changes expected to occur this year.
Other highlights from December include:
• Receipt of state match funding of $5,067,459
• Bond payments of $24,492,984 including $15,920,000 to principal
• Purchase of four new clean-diesel buses; received grant revenue of $140,000 from the Department of Ecology to offset the purchase cost
Ms. Miller reviewed the January enrollment report. A board member had submitted a question regarding which schools or grades had seen the largest drops in enrollment. Ms. Miller highlighted the portion of the report that reflects the largest drop as being in grades K-5 where the average enrollment minus budgeted enrollment is -184.71. At middle school, the drop is -10.79; high school enrollment is up 67.65 over budgeted enrollment. These numbers equate to a loss of revenue of approximately $1.8 million. There will be further loss as the apportionment decrease will have a ripple effect to our special education funding and other categorical programs.
President Jernigan asked for clarification around the origins of the monthly cash flow reports. She was under the impression they were created at the request of the Board during a fiscally challenging period of time. Ms. Miller responded that was correct; the cash flow provides deeper information about the monthly cash flow than what the state reports reflect. Mr. Spangenberg added that his understanding was that Marcia Harris, former Deputy Superintendent had brought the format with her from another district as part of the 2006 fiscal recovery efforts. The Board at that time was especially eager to track the recovery on a month by month basis to ensure progress was being made. Ms. Miller explained that during the 2006-2007 timeframe, the District went into a negative fund balance mode. When that occurs, the state steps in to monitor and make decisions until a district recovers.
Director Betnel asked if the participation in free and reduced meals had increased. Ms. Miller feels that it likely has increased; however, at this time the eligibility is not yet being assessed on free and reduced applications as the provisions are open to all. Superintendent Miner added that difficult economic times aren’t always commensurate with a rise in free and reduced eligibility/participation; sometimes there is a decrease. This is a high cost of living area and the unfortunate factor is that difficult economic times result in families moving away from the area.
Regarding the elementary drop in enrollment, Ms. Miller commented specifically on the low kindergarten numbers in connection with the pandemic. It has been noticed that some families have chosen to keep their would-be kindergartners at home for this year and start them in school next year.
Legislative Update
Sara Betnel, School Board Legislative Representative, presented.
Director Betnel reviewed the 2021 legislative priorities that she and Superintendent Miner will be sharing with legislators over the next couple of months. The hope is that this document will help legislators understand the District’s specific priorities and that they will vote to support them this session. They are as follows:
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Funding and Flexibility• Maintain public education funding and prevent mid-year cuts
• Support flexibility in use of funding, hours, grading, and graduation pathways
• Reimburse the unfunded costs of COVID-19 with prompt pass-through of federal funds • Fully fund SEBB (School Employees Benefits Board)
Equity
• Fully fund special education and support for implementation of IEPs
• Provide support for digital equity and access P-12 - Director Betnel shared information on some of the current bills in this area
• Close opportunity gaps and support anti-racist training and practices, including the development of statewide ethnic studies curriculum and funding for implementation – Director Rivera added that this should also include support for education for teachers around racial equity, ethnic studies and implicit bias in their teaching. In response to a question from Director Rivera at a previous meeting, Director Betnel reported that there wasn’t any specific bill this year in regard to funding ethnic studies.
• Support the development of a more diverse educator workforce Student and Staff Well-Being
• Support funding for robust counseling and mental health resources
• Support training for trauma-informed practices and SEL (social-emotional learning) Long Term
• Fully fund critical support staff positions (nurses, counselors, family advocates, etc.) • Reimagine the school funding model to be centered on student need and equity
In answer to Director Rivera’s request for clarification on ESSER (Elementary and Secondary School Emergency Relief) funding, Director Betnel explained that these were federal funds that come to states to address the impacts of COVID-19, e.g. reimbursement of PPE, staffing adjustments, other safety precautions. She also inquired if anything was being done to compensate for enrollment declines. Director Betnel stated that one of the options being considered was funding next year’s apportionment based on this year’s anticipated enrollment rather than this year’s actual enrollment.
President Jernigan expressed her sincere appreciation for Director Betnel’s legislative advocacy as well as the outstanding organization and development of the priorities, specifically in that funding and flexibility were placed at the top.
Board Requested Discussion None
Action Items
Adoption of New Policy 3225, School-Based Threat Assessment Dr. Scott Irwin, Director of Secondary Student Services, presented.
This new policy was presented for first reading to the Board at their regular meeting on January 11. It was now being moved forward for recommended adoption.
It was the recommendation of the Superintendent that the Board adopt new Policy 3225, School-Based Threat Assessment, as presented.
MOTION NO. 45: President Jernigan moved that the Board adopt new Policy 3225, School-Based Threat Assessment, as presented. The motion was seconded by Director Betnel and carried unanimously.
School Board Reports and Communications
President Jernigan reported on her work as a representative for Region #2 (King County) on WSSDA’s Government-to-Government Task Force. On January 6, she met with Zachary DeWolf, Seattle School Board, to work on the development of a video resource for all school districts in the State of Washington to guide them in the development of relationship building with local treaty tribes as well as answering questions regarding how to navigate common considerations. The video should be completed in the next couple of months.
Director Rivera announced that there would be a POC (People of Color) focus group meeting for the superintendent search process on February 2 at 7:00 p.m. The meeting will be bilingual with a Spanish interpreter. She also expressed her appreciation and eager anticipation for Black Lives Matter in Schools, which will begin on February 1. Director Betnel echoed that appreciation.
Executive Session None
Adjournment: 9:19 p.m.
___________________________________ Meghan Jernigan, Board President
Attest: March 15, 2021
________________________________________ Rebecca L. Miner, Secretary
Shoreline Board of Directors
All documents referenced in the minutes may be viewed in the Superintendent’s Office during normal business hours.
February 3, 2021 Call to Order
President Jernigan called the Study Session of the Shoreline Board of Directors to order via Zoom at 7:00 p.m. on February 3, 2021. Curtis Campbell, Public Information Officer; and Kathie Schindler, Executive Assistant to the Superintendent, attended this meeting at the Administrative Offices at the Shoreline Center.
Roll Call
Present: Meghan Jernigan, President; Rebeca Rivera, Vice President; Sara Betnel, Member; Sarah Cohen, Member; and Emily Williams, Member. (Since this meeting was being conducted via Zoom, President Jernigan had a visual that all board members were in attendance.)
Facilitator: Dr. Jim Hager, GRRecruiting (Superintendent Search Consultant). Dr. Kris McDuffy and Dr. Jose Delfin of GRRecruiting, were also in attendance.
President Jernigan announced that this meeting was the culmination of weeks of work, community engagement and outreach in order to get to a place where the Board could now receive information about the community’s feelings, thoughts and priorities for a new superintendent. The information presented at this meeting would include:
• Presentation of data from virtual interviews • Presentation of focus group information
• Board discussion regarding superintendent profile and 10 characteristics that would guide the process
Dr. Hager announced that the presentations and reports reviewed at this meeting as well as the 235-page survey report from K-12 Insight would be emailed to Kathie Schindler the following morning so she could send to the individual board members.
1. Presentation of Data from Virtual Interviews
Dr. Jennifer Coissen, Senior Research Director for Research, K12 Insight presented the results of the online survey. The survey was available from January 18-29, 2021 in English, Spanish, Russian, Japanese, Korean and Chinese and was distributed through a public URL. The results did not reflect random sampling; the survey was census style and available to everyone. Results reflect only the perceptions and opinions of survey participants. Findings for each item in the report excluded participants who did not answer. Data labels less than 5% were not shown in charts and graphs. Percentages may not always total 100 due to rounding. Of particular note was the high positive “net promotor score” from the community. Dr. Coissen typically sees school districts with a negative score.
The Board requested some additional breakdowns. Dr. Coissen agreed to provide a revised PowerPoint the following morning. Dr. Hager commented that the number of participants (2,034) in this survey was phenomenal and far more than he typically sees.
President Jernigan voiced some concern regarding the over-representation in the survey data by one particular program. It appears that 47% of respondents who indicated their child was in a special program identified that program as Highly Capable.
2. Presentation of Focus Group Information
Dr. Jim Hager presented an abundance of data obtained from the stakeholder focus groups. There had been 25 focus groups and 165 participants; three individuals attended at least three of the sessions. These were relatively small numbers; however, when there are actual
candidates, the groups will be much larger. The largest focus group was the staff of color group with 18 participants.
The composite responses to the following eight questions were shared with the Board: 1. What do you consider as the significant strengths of the school district?
2. What do you feel are the positives of the community/communities?
3. What are qualities/management styles you would like to see in the new Superintendent? 4. What are the critical issues the Superintendent will face in this position?
5. Is there any other information you would like to share concerning the community, school or Superintendent position that would impact the search process?
6. Do you have questions regarding the search process?
7. Do you have any names of candidates you would like to recommend?
8. Identify specific questions or areas the Board may want to ask of candidates during the interview process.
President Jernigan thanked the GRRecruiting team for their work and asked about next steps. Dr. Hager stated they would need the Board’s decision on the superintendent characteristics (recommended 8-10) so they could move forward. He reported that the process was going well and that there were a number of candidates.
3. Board Discussion and Direction on Superintendent Profile
After a discussion, there was consensus among the board members that these are the traits and characteristics that the Shoreline School Board is looking for in its next superintendent. They were to be shared with applicants and placed on the District website.
1. Is an effective communicator, creating strong school and community relations 2. Provides sustained, systemic and evidence-based interventions to obtain equitable
access to learning for ALL students.
3. Is a trusted leader who values ethics and integrity, by practicing moral authority. 4. Builds strong diverse teams and promotes teamwork for success for all.
5. Is accountable and responsible for actions.
6. Shows transparency by sharing the organization’s goals and challenges to promote staff engagement.
7. Leads by example through collaborative and honest practices.
8. Empowers others by promoting team strengths and students first approach.
9. Makes strategic, high-quality decisions with a big-picture lens, while managing district resources.
10. Fosters creativity, risk taking and innovation.
Dr. Hager made two suggestions, one regarding the Board formally accepting the reports presented at this meeting and one regarding President Jernigan extending a note of thanks to the various focus groups and the community for their participation.
Adjournment: 9:14 p.m.
Meghan Jernigan, School Board President Attest: March 15, 2021
Rebecca L. Miner, Secretary to Board of Directors
