Board Special Meeting - Seattle Public Schools · 9/16/2015 · Board Special Meeting: BTA IV...

Board Special Meeting: BTA IV Levy, Resolution on Elementary Out-of-School Suspensions Moratorium

Wednesday, September 16, 2015, 4:30 PM – 7:30 PM Auditorium, John Stanford Center

Agenda

1. Call to order 4:30 PM

• Approval of Agenda

2. Work Session: BTA IV Levy – Presentation (slides 4 & 6 edited) • Timeline • Levy amount(s)/range update • Enrollment Projections • Community Meetings • BTA IV Project Nominations

o Building Conditions o Technology o Academic/Athletic

3. Work Session: Resolution on Elementary Out-of-School Suspensions Moratorium

- Presentation 6:00 PM* • Setting Context • Results of Action Plan Work • What Data Says • Goals and Measurements • Action Plan • Targeted Strategies • Current Suspension Data • Options • Decision Variables

4. Adjourn 7:30 PM

(*times given are estimated)

Board Special Meeting

2445 – 3rd Avenue South, Seattle WA 98134

Due to the June 2015 change to the district website, documents for this meeting are provided on the pages below.

Photos by Susie Fitzhugh

Levies 2016 Update School Board Work Session

September 16, 2015

• Timeline

• Levy amount(s)/range update

• Enrollment Projections

• Community Meetings

• BTA IV Project Nominations

- Building Conditions

- Technology

- Academic/Athletic

Updates

2

BTA IV Proposed Timeline

3

Community Community meeting

Board-Ops Board committee

Board-Full Board work session or full Board meeting

BEX Over BEX Oversight committee

Board-A&F Board committee

Senior Leads SPS senior leadership

School Leads Building Leaders

BTA IV Timeline (2015-16) Community Community Community Community

Ballot Measure Filed

Ballots Mailed

Ballo

t Vo

te

Board-Ops Board-Ops Board-Ops

Board-Full-w Board-Full Board-Full Board-Full

BEX Over BEX Over BEX Over

Board-A&F Board-A&F

Senior Leads Senior Leads Senior Leads Senior Leads Senior Leads Senior Leads Senior Leads

School Leads School Leads

Jan '15 Feb '15 Mar '15 Apr '15 May '15 June '15 July '15 Aug '15 Sep '15 Oct '15 Nov '15 Dec '15 Jan '16 Feb '16

BTA Dollar

Amount

(in Millions)

% Increase

from previous

BTA Levy

Average Levy Rate

Per $1,000 Assessed

Property Value

I- 1998 150 $ 0.40

II- 2004 178 19% $ 0.25

III- 2010 270 52% $ 0.35

IV - 2016 If 350 30% $ 0.31 *

IV -2016 If 400 48% $ 0.36 *

IV – 2016 If 450

(ballot)

67% $ 0.40 * * Average Levy Rate Estimate

Levy Amount Range

4

tlhaleHighlight

Buildings: $331.6 M • Capacity measures $ 87.8 M

• Property Acquisition 15.0

• Building Systems 111.8

• One-off projects 12.4

• Major Preventative Maintenance 18.0

• Project Management 11.0

• Project levy escalation/program contingency 72.0

• Capital Eligible Projects 3.6

Board Priorities and Guidance for BTA IV

5

Technology: $90.2 M • Student Learning (Classroom Equipment, Labs, etc.) $ 23.8 M

• Instructional Support and Delivery 24.5

(Traditional, Online, Blended)

• Physical Safety and Security 7.6

• Information/Data Security and Privacy 3.2

• School & Instructional Support 25.4

(Payroll, Finance, Orders, Hiring, Buses, Scheduling, etc.)

• Communication, Transparency & Outreach 5.7

(Web, Community/Parent Contact)


6

tlhaleHighlight

tlhaleHighlight

Academic/Athletics: $35.2 M • Student Assessment System Licenses $3.5 M

• Special Education Program Modifications 4.8

• Lab space in high schools: in order to provide a high quality STEM education and meet the new 24 credit graduation requirement, we need more science and engineering lab space in middle and high schools. 5.0

• Program Placement 8.3

• Replace turf sports fields where needed. Improve field lighting as needed and to improve energy cost efficiencies 13.6


7

1. 3 year Operations Levy (General Fund) also on the ballot in February of 2016.

2. BTA IV is a replacement levy that follows BTA II (2004) and BTA III (2010).

3. Cost of levies to taxpayers depends on assessed value of home and the total assessed value of all property in the city of Seattle.

4. Revenue collection is on an annual basis over the six year life span of the levy.

Financial Planning Assumptions

8

Maintenance and Operating (Operations) Levy

• Provides approximately 25.2% of the District’s annual operating funds

• Combined with the Capital Levy, Seattle has the lowest tax rate of any major school district in King County -$2.39 per $1,000 AV compared with average rate of $4.39 per $1,000 AV

• 2015 estimated tax collections will be $184,600,493

Discussion/Questions/Comments

10

Technology Funding Requests for BTA IV Levy Where are we … and where do we need to go?

Getting from RED to GREEN

• Equitable access to technology resources to all SPS students, faculty and staff.

• Accurate and quality information available to all data users, at all times, to make informed and timely decisions.

• Modern instructional technology and services to assure that all SPS schools can meet the 21st Century learning needs of their students.

• High quality and integrated administrative, office productivity and student information solutions that provide efficient and effective services to all schools.

• SPS information systems provide access to the data and information for faculty, staff and leadership to make timely, accurate and informed decisions for all areas (continuous improvement, student intervention, academic improvement, etc.).

• A well-managed technology environment and infrastructure that is reliable, scalable, performance based, secure and accessible.

Technology Vision

T&L Technology Summit at Cleveland HS Technology Town Hall Meeting at Ingraham HS

• SPS relies heavily on Levy Funding to augment the Technology General Fund budget. – Washington State has authorized that Levy funding can be used to support operations and maintenance related to

technology systems and services.

– Levies provide over 60% of the annual Department of Technology Services (DoTS) budget for operations and limited growth.

• Competition for Levy Funding has increased due to continued Enrollment Growth – The approved Technology portion of each Levy (BTA/BEX) is substantially less than the initial request.

• BTA III: Request of over $78M was reduced to $34.6M (56% reduction)

Total BTA III Request was $270M. Technology portion was 13%

• BEX IV: Request of over $93M was reduced to $53.8M (44% reduction)

Total BEX IV Request was $695M. Technology portion was 8%

• SPS has accomplished much with the funding received, and is successfully completing all funded Levy initiatives.

SIGNIFICANT NEEDS STILL EXIST as is evident by feedback from customers and vendors

– Too few staff to support our schools (Teachers, Students, Principals, Administrators, Staff, Parents)

– Limited training for faculty/staff to fully utilize new and existing technologies

– Insufficient data access to make school/student based decisions and place data in the hands of end-users

– Insufficient and outdated technology in schools for students, teachers and staff

– Many current systems are not user friendly or intuitive for teachers and school staff to use

– Many instructional technologies are not current or relevant to 21st century teaching/learning models

– Strengthen Information Security processes by aligning to Industry Best Practices (ISO 27001) and Staffing

– Many areas of technology rely on older hardware/systems (past end-of-life) and have no redundancy

– Lack of funding to achieve full benefits for schools & staff from current Student & Administrative Systems

State of Technology Funding

BTA IV Technology Requests (By Category and Priority/Level)

TECHNOLOGY INITIATIVES Priority 1,2 & 3 Priority 1 & 2 Priority 1

Student Learning (Classroom Equipment, Labs, etc.) 46,217,500$ 32,135,000$ 23,760,000$

Instructional Support & Delivery (Traditional, Online, Blended, etc.) 45,750,000$ 32,415,000$ 24,510,000$

Physical Safety and Security 16,132,500$ 9,635,000$ 7,645,000$

Information/Data Security and Privacy 6,552,500$ 4,085,000$ 3,155,000$

School and Instructional Support (Payroll, Orders, Buses, Scheduling, etc.) 45,082,500$ 38,535,000$ 25,435,000$

Communication, Transparency and Outreach (Web, Community/Parent Contact) 9,540,000$ 7,345,000$ 5,745,000$

TOTAL 169,275,000$ 124,150,000$ 90,250,000$

• Key Observations: – Tools for students are inadequate & disproportionately available because some schools are able to augment

district-provided technology, and others benefit from Construction Levy funding.

– Tools for teachers and school staff are insufficient, outdated, and do not support 21st Century Instructional Models.

– Current general and levy funding levels cover basic maintenance/operations.

– Information Security is not at the level desired by the District, and does not fully align with best processes and controls (ISO 27001).

– End-Users (teachers, administrators, parents, community members, etc.) across the District lack easy access to necessary information to do their jobs.

Current State of Technology TECHNOLOGY SCORECARD

Is a

dequ

ate

& a

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chno

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avai

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oes

tech

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?A

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ess

thei

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info

rmat

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ate

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?

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ork

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D?

Is th

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rvic

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ovid

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quit

ably

?

Student Learning (Classroom Equipment, Labs, etc.) NA

Instructional Support & Delivery (Traditional, Online, Blended & Flipped)

Physical Safety and Security

Information/Data Security and Privacy

School and Instructional Support (Payroll, Orders, Buses, Scheduling, Attendance)

Communication, Transparency and Outreach (Web, Community/Parent Contact)

• Key Observations & Benefits if Level 1 Items are funded ($90,250,000) – Newer technology is available to students & instructors in the highest need schools.

– Additional user support staff focus on Faculty and Student technology in the 97 schools across the District.

– Expanded support for students and teachers to use 21st Century Instructional models (Blended, Flipped, Online, etc.)

– Significant expansion in the number of staff able to access information necessary for their jobs with easier tools.

– Physical & Information Security/Privacy processes align with industry standards, but need to scale appropriately.

– Improvements to District support systems and services to schools (financial tracking, budgets, hiring, logistics, etc.).

BTA IV Level 1 Technology Goals TECHNOLOGY SCORECARD

Is a

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& a

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• Key Observations and Benefits if Level 2 Items are Funded ($124,150,000) – Teachers, Students, Principals and Administrative Staff have modern technology

– Faculty, Staff, Parents/Community and Administration are able to seamlessly access needed information

– Support levels for schools, students and teachers have increased from red to yellow or green for all areas

– Equitable distribution of teaching and learning resources has improved across the District

– Information Security aligns closely with industry best practices (governance, testing, training, protection, etc.)


Is a

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• Key Observations and Benefits if Level 3 Items are Funded ($169,275,000) – Significant improvements in the quality and availability of student technology, but full equity will not move to

green until a District-wide 1-1 program is implemented.

– Teachers have the tools, access & technical training needed to help all students succeed.

– Physical safety and security has improved significantly (modernization of access control, monitoring equipment, network capacity, etc.)

– Staff, families and community members have timely access to the information necessary for their success, and the success of their students


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QUESTIONS & ANSWERS

With your support, and a successful BTA IV Levy Campaign, the Technology Supporting our Schools, Student Learning and Instructional Delivery can go from ….

CURRENT STATE TECHNOLOGY SCORECARD

Is a

dequ

ate

& a

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echn

olog

y av

aila

ble?

Doe

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Are

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to a

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info

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Is th

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Student Learning (Traditional , Online, Blended and Flipped) NA

Instructional Support & Delivery



School and Instructional Support Services (HR, Finance, Logistics, Tech, SPED, ELL, etc.)

Communication, Transparency and Outreach (Web, Community Reporting, etc.)

GOAL WITH PRIORITY 3 FUNDING TECHNOLOGY SCORECARD

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Student Learning (Traditional , Blended and Flipped) NA

Instructional Support & Delivery



School and Instructional Support Services (HR, Finance, Logistics, Tech, SPED, ELL, etc.)

Communication, Transparency and Outreach (Web, Community Reporting, etc.)

TO

Photos by Susie Fitzhugh

Work Session: Resolution of Elementary

Out-of-School Suspension

September 16, 2015

Work Session Purpose & Results

• Obtain School Board feedback and input on options for the implementation of the proposed moratorium on suspensions

• Tie together two ideas currently before the School Board

– Superintendent SMART Goal 2, Theory of Action (Action Plan) Closing Opportunity Gaps, which calls for addressing attendance, behavior and course work

– A pending Resolution under consideration for a more urgent focus on suspensions at the elementary level

2 Every Student. Every Classroom. Every Day.

• Setting Context

• Results of Action Plan Work

• What 2013-14 Data Says

• Goals & Measures of Achievement

• Action Plan

• Targeted Strategies

• Key Student Rights & Responsibilities Definitions

• Suspension Data 2014-15

• Options

• Decision Variables

Work Session Overview

Every Student. Every Classroom. Every Day. 3

• A component of the School District’s Mission statement

– Ensuring equitable access, closing opportunity gaps & excellence in education

• Key aspect of School District work in recent years

– Policy 0030 – Ensuring Educational & Racial Equity

– High priority of School Board governance

• Superintendent SMART goal 2014-15

– Draft of a 5 year Closing Opportunity Gaps Action Plan

– Research of lessons learned from other school districts

Closing Opportunity Gaps: Setting Context


• An insight and two goals emerged

The biggest shifts will not come from “changing” our students; rather, they must evolve from the transformation of our teaching practices, leadership practices and organizational practices.

Goals:

Elimination of disproportionality in discipline

Mastery of core academic subjects

Closing Opportunity Gaps: Results of Action Plan Work


• System Coherence

– Principal goals for 2015-16 will include closing opportunity gaps goals

– Focus of building leaders’ collaborative equity inquiry teams scheduled to meet quarterly

– Continuous School Improvement Plans (C-SIP) will include gap closing goals

– One of Superintendent’s proposed SMART Goals

Closing Opportunity Gaps: Results of Action Plan Work


• Seattle Public Schools’ student suspension and expulsion percentage is below the state average (Seattle 3.4%, State 3.8%)

• Black/African American students’ suspension and expulsion percentage is also below the state average (Seattle 7.9%, State 8.6%)

Closing Opportunity Gaps: What 2013-14 Data Says




However…….

• The suspension/expulsion rate for African-American students was four times higher than for White students.

Also……

• African American students and other students of color received a high school diploma at a significantly lower rate than their White counterparts.



Elimination of Disproportionalities

Every student will receive fair and equitable treatment regarding discipline and access to rigorous instructional programs

Closing Opportunity Gaps: Goals & Measures of Achievement


• % of students with at least 95% attendance in the school year

• Reduction of the suspension and expulsion rates

• % of students participating in special education and gifted education programs

Closing Opportunity Gaps: Goals & Measures of Achievement


• Theory of Action and Logic Model for adult practices defined by Four Pillars and Signature Strategies

• Three Signature Strategies targeted for initial focus

– Beliefs, Attitudes and Behaviors (high expectation mind set)

– Positive Relationships and Effective Discipline

– Practitioners’ Academies (professional development & collaborative inquiry)

Closing Opportunity Gaps: Action Plan


• Actions

– Shift mindset to high expectations, asset-based, growth orientation

– Nurture students’ sense of belonging and appropriate conduct by validating social and cultural identities

– Strengthen cultural competence of teachers, leaders and staff through professional development, PLCs, and collaborative inquiry

– Implement MTSS whole child model shifting behavior focus to prevention from reactionary

– Review performance quarterly with celebration of progress to honor accomplishments and renew spirit

Closing Opportunity Gaps: Targeted Strategies


• Build infrastructure

– Set context for student Adverse Childhood Experiences profile (ACES)

– Provide professional development Trauma-Informed Practices

– Begin implementation of district-wide Positive Behavior Intervention Support (PBIS) framework

– Collect and use district-level and school specific behavior data and reports

– Develop behavioral health services support model

– Continue support for social emotional curricula, RULER



• System Coherence

– Convene PBIS central leadership team monthly for data review and collaborative inquiry

– Identify school-level problems of practice for student behavior as well as student academic outcomes

– Conduct MTSS-B outlier school study

– Align FEAT team work to PBIS implementation team goals and strategies

– Research and explore alternatives to suspension with community partners



The next few slides are designed to provide context by way of defining key terms found within the 2015-16 Student Rights and Responsibilities document.

Closing Opportunity Gaps: Tying the Work to the Pending Resolution


Total Suspensions – Data reported in the following slides includes all K-12 suspensions and expulsions.

District Offenses – Behaviors that disrupt or interfere with the educational process. District Offenses are violations of rules that have been developed to support the educational process at schools, enabling teachers to teach and students to learn.

Closing Opportunity Gaps: Key Student Rights & Responsibilities

Definitions


Exceptional Misconduct – Behavior that warrants a suspension for the first offense. Many offenses considered to be exceptional misconduct are criminal offenses. Disciplinary actions for behavior considered to be exceptional misconduct are outlined in the Standard Discipline for Exceptional Misconduct chart.


Definitions


Short-term Suspensions – A suspension that is not longer than 10 consecutive school days. In Seattle Public Schools, a student subjected to a short-term suspension normally returns to the same school at the end of the suspension period. A student with a short-term suspension may get and return homework while absent.


Definitions


Long-term Suspensions – A suspension that is longer than 10 days and generally less than 90 days. In Seattle Public Schools, a student subjected to a long-term suspension normally returns to the same school at the end of the suspension period. A student is not eligible for homework from their school unless the long-term suspension is less than 15 days. Elementary students are not long-term suspended. Secondary students who are long-term suspended are encouraged to enroll in the Reentry Program for their respective level to continue their education.


Definitions


District Offenses – Elementary

• Total Suspensions = 591

• Short-term suspensions = 588

(District and Exceptional Misconduct Offenses)

– Grade K = 61 Grade 1 = 76 Grade 2 = 90

– Grade 3 = 89 Grade 4 = 137 Grade 5 = 135

• District Offenses short-term suspensions = 200

– D110 disruptive conduct = 111

– D120 rule breaking = 10

– D130 disobedience = 25

• 39 K-8 & elementary schools used D110, 120, 130

Closing Opportunity Gaps: Suspension Data 2014-15


District Offenses – Middle School

• Total Suspensions = 1338



– Grade 6 = 292 Grade 7 = 427 Grade 8 = 485

• District Offenses short-term suspensions = 316 (26%)






District Offenses – High School

• Total Suspension = 933



– Grade 9 = 301 Grade 10 = 202

– Grade 11 = 143 Grade 12 = 135

• District Offenses short-term suspensions = 172






• Moratorium on suspensions resulting from non-violent subjective District Offenses at the elementary level for 2015-16 (D110, D120, D130).

• Begin initial PBIS framework implementation.

• Prepare entire School District to reduce by half same non-violent subjective District Offenses for 2016-17.

• Continue phased in approach of the PBIS framework implementation over next 5 years.

Closing Opportunity Gaps: Option 1


• Starting 2015-16 Board instruct the Superintendent to begin implementing transformation of organizational, leadership, and teaching practices with the outcome being a 50% reduction K-12 in non-violent subjective District disciplinary offenses (D110, D120, D130) by 2016-17.



• Move forward with the resolution as introduced to place a moratorium on out-of-school suspension for elementary grade students resulting from non-violent offenses beginning 2015-16 and a proposal to develop a district-wide system to further reduce out of school suspensions for all grades.



Closing Opportunity Gaps: Decision Variables


Option Timeline Scope Levels Prof. Dev. (Alt. Tools)

Cost (FY16)

1 Immediate Non-violent, Subjective District Offenses (D-110, 120, 130)

Elementary (Secondary year two)

Yes $845,000 Director, Behavioral Health

Services PBIS Implementation Behavior Supports Model Professional Development Data Collection/Reports

2 Two Years Non-violent, Subjective District Offenses

K - 12 Yes $220,000 Initial PBIS Implementation Professional Development Infrastructure development Plan refined/resourced

3 Immediate Non-violent District Offenses

Elementary No $2,500,000 Staffing to support building

needs

Questions & Dialogue


Seattle Public Schools:

Every Student. Every Classroom. Every Day.

.

20150916_Agenda_WorkSessionPresentation_BTAIVPresentation_BTAIV_TechnologyPresentation_Suspension_Resolution

Board Special Meeting - Seattle Public Schools · 9/16/2015 · Board Special Meeting: BTA IV...

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