Information:
The Edmonds Public Schools Board of Directors, Snohomish County, Washington, will hold a regular board meeting on Tuesday, June 14, 2022 in the Board Room of the Educational Services Center, 20420 68th Avenue West, Lynnwood, WA 98036. The board president will call the meeting to order at 6:30 p.m.
Background:
Policy 1400 states in part, "Board meetings will be scheduled in compliance with the law, and as deemed by the board to be in the best interests of the district and community. The board will function through (1) regular meetings, (2) special meetings and (3) emergency meetings. Regular Meetings are held at 6:30 pm on the second and fourth Tuesday of each month in the Board Room of the Educational Services Center, 20420 68th Avenue West, Lynnwood, WA 98036 or at other times and places as determined by the presiding officer or by majority vote of the board. An agenda of business to be transacted must be posted on the district website not less than twenty-four (24) hours in advance of the published start time of the meeting. If regular meetings are to be held at places other than the Board Room, or are adjourned to times other than a regular meeting time, notice of the meeting will be made in the same manner as provided for special meetings. All regular meetings of the board will be held within the district boundaries."
Information:
The Board President will call the roll.
Background:
Policy #1400 states in part, "Three board members will be considered as constituting a quorum for the transaction of business."
Information:
The Superintendent will present the land acknowledgement.
We acknowledge the original inhabitants of this place, the Sdohobsh people and their successors the Tulalip Tribes, who since time immemorial have taken care of, hunted, fished and gathered on these lands. We respect their sovereignty, their right to self-determination, and we honor their sacred spiritual connection with the land and water.
By acknowledging these homelands, we commit to working with tribal nations to further the education aims they have identified in our classrooms and schools.
Background:
By honoring those who inhabited the land before us, we help to build understanding around the history of our land and its Indigenous people, as well as set the tone for all people who have been historically marginalized or underserved. A land acknowledgement shares a commitment to honoring Native communities, educates all with in a community in local history, and can demonstrate a sustained commitment to building authentic community relations to advance equity for all.
The Board President will lead the flag salute.
Information:
Single read, approve agenda as presented, or amendment and approval.
Background
In accordance with the regular order of business approved by the board of directors pursuant to Policy 1400, Meeting Conduct and Order of Business, the regular meeting agenda is presented to the board for approval as presented, or amendment and approval. During consideration of the meeting agenda is not the time for an item to be removed from the consent agenda; this occurs during consideration of the consent agenda.
Policy 1400, Meeting Conduct and Order of Business, provides in part that,"The board will establish its regular order of business, but may elect to change the order by a majority vote of the members present. All board meetings will be conducted in an orderly and business-like manner using Roberts Rules of Order (Revised) as a guide, except when such rules are superseded by board bylaws or policies”.
Presenter:
Gustavo Balderas
Contact:
Gustavo Balderas
Superintendent
425-431-7003
Information: Cedar Valley School Student Presentation "Our Shining Snow Leopards: Learning and Belonging at Cedar Valley."
Background:
Presenter:
Leah Bracken
Contact:
Leah Bracken
425-431-7453
Information: Principal Bracken will provide the Cedar Valley School Improvement Plan Update.
Presenter:
Leah Bracken
Contact:
Leah Bracken
425-431-7453
Information: MTHS Adviser Vince DeMiero and journalism students Ritika Khanal, co-editor-in-chief of Hawkeye & TheHawkeye.org, Nico Francois, co-editor-in-chief of Hawkeye & TheHawkeye.org, Cecilia Negash, sports editor of Hawkeye & TheHawkeye.org and Lin Miyamoto, editor of the Tempoat will share the First Amendment Press Freedom Award with the Board.
Information:
The superintendent will provide a brief report on matters of interest to the board.
Background:
Each regular agenda provides an opportunity for the superintendent to report on matters of interest to the board.
Presenter:
Gustavo Balderas
Contact:
Gustavo Balderas
Superintendent
425-431-7003
Information:
Single reading approve minutes from the May 24, 2022, STudy Session
Background:
It is the policy of Edmonds School District that the superintendent acting as secretary of the board keeps the minutes of all board meetings. Minutes become official after approval at the board’s next regularly scheduled meeting and must be retained as a permanent record of the district. Minutes must be comprehensive and will show: A. The date, time and place of the meeting; B. The presiding officer; C. Members in attendance; D. Items discussed during the meeting and the results of any voting that may have occurred; E. Action to recess for executive session with a general statement of the purpose; F. Time of adjournment; and G. Signature of presiding officer and date minutes approved.
Contact:
Gustavo Balderas
Superintendent
425-431-7003
Information:
Single reading approve minutes from the May 24, 2022, Business Meeting
Background:
It is the policy of Edmonds School District that the superintendent acting as secretary of the board keeps the minutes of all board meetings. Minutes become official after approval at the board’s next regularly scheduled meeting and must be retained as a permanent record of the district. Minutes must be comprehensive and will show: A. The date, time and place of the meeting; B. The presiding officer; C. Members in attendance; D. Items discussed during the meeting and the results of any voting that may have occurred; E. Action to recess for executive session with a general statement of the purpose; F. Time of adjournment; and G. Signature of presiding officer and date minutes approved.
Contact:
Gustavo Balderas
Superintendent
425-431-7003
Information:
One vote is taken to approve all items contained in the Consent Agenda
Background:
Policy 1420 states in part, "To expedite business at a school board meeting, the board approves the use of a consent agenda which includes those items considered to be routine in nature. The consent agenda will appear on the regular agenda following the approval of minutes of the previous meeting(s). Any item which appears on the consent agenda may be removed on request by a member of the board and placed on the regular agenda. The remaining items on the consent agenda will be voted on by a single motion. The approved motion will be recorded in the minutes, including a listing of all items appearing on the consent agenda."
Contact:
See each item for contact information
Information: Personnel Actions
Background: The personnel report is presented to the Board of Directors for approval of hiring, separation, and change of status authorized by the Superintendent, at each regular meeting. Policy #5005 states in part,"All staff members selected for employment will be recommended by the Superintendent or Designee. Staff members must receive an affirmative vote from a majority of all members of the Board. In the event an authorized position must be filled before the Board can take action, the Superintendent or Designee has the authority to fill the position with a temporary employee who will receive the same salary and benefits as a permanent staff member. The Board will act on the Superintendent's or Designee's recommendation to fill the vacancy at the next regular meeting."
Presenter:
Contact: Debby Carter
Executive Director, Human Resources
425-431-7023
Information: Resolution 22-08 2022-23 Employment Contracts for Non-Supervisory Certificated Personnel
Background: The Board of Directors must annually authorize employee contracts to be issued for the ensuing year. Approval of Resolution 2208- will meet that requirement.
Contact: Debby Carter
Executive Director, Human Resources
425-431-7023
Information: Resolution 22-09 2022-23 Employment Contracts for Supervisory Certificated Personnel
Background: The Board of Directors must annually authorize employee contracts to be issued for the ensuing year. Approval of Resolution 22-09 will meet that requirement.
Contact: Debby Carter
Executive Director, Human Resources
425-431-7023
Information: Resolution 22-10 2022-23 Employment Contracts for Supervisory Certificated Personnel in the Cabinet Employee Group
Background: The Board of Directors must annually authorize employee contracts to be issued for the ensuing year. Approval of Resolution 22-10 will meet that requirement.
Contact: Debby Carter
Executive Director, Human Resources
425-431-7023
Information: Memorandum of Understanding between the District and the SEIU Local 925 Custodians, Food Service Drivers, and Warehouse Employees to move the Educational Services Center Lead Custodian to level 4 on the salary schedule.
Background: The District and the SEIU Local 925 Custodians, Food Service Drivers, and Warehouse Employees have agreed that based on the current comparison districts and positions, Level 4 is the correct placement on the salary schedule for the Educational Services Center Lead Custodian effective September 1, 2022 through the remainder of the current collective bargaining agreement.
Contact: Debby Carter
Executive Director, Human Resources
425-431-7023
Information: Waiver regarding planning periods at College Place Middle for the 2022-23 school year
Background: College Place Middle School Staff particiapte in the "Character Strong Program" and agree to spend part of their planning time to perform tardy sweeps. This is a renewal of last year's waiver.
Presenter:
Contact: Debby Carter
Executive Director, Human Resources
425-431-7023
Information: Waiver regarding Start and End times for Certificated Staff at College Place Middle School for the 2022-23 school year
Background: The Certificated Staff agree to change start and end times for the 2022-23 school year to allow flexibility for teachers and provide more opportunities to meet with parents and staff and work with students after school. This is a renewal waiver from last year.
Presenter:
Contact: Debby Carter
Executive Director, Human Resources
425-431-7023
Information: Waiver regarding the PGAP Conference deadline for the Health Services Department for the 2022-23 school year
Background: The Health Services Department is requesting to extend the timeline for the evaluator to November 1, 2022 due to the urgent duties that occur in September and October. This is a renewal waiver from last year.
Presenter:
Contact: Debby Carter
Executive Director, Human Resources
425-431-7023
Information: Waiver regarding Start and End times for Certificated Staff at Edmonds Elementary School for the 2022-23 school year
Background: The Certificated Staff at Edmonds Elementary agree to change start and end times for the 2022-23 school year to allow staff to prepare for their workday and collaborate with collegues. This is a renewal waiver from last year.
Presenter:
Contact: Debby Carter
Executive Director, Human Resources
425-431-7023
Information: Declaration of Surplus, 2010 Thomas A34G school bus. It is recommended that the School Board declare the following vehicle surplus:
Bus 116, 2010 Thomas A34G school bus, VIN: 1GB6G3AG9A1156346
This vehicle is in poor condition (the engine has failed) and the cost to repair the bus exceeds its value. The value will be determined at auction, an estimate from the Trasportation Department puts the value at approximately $500.
Background: Board Procedure 6881P- Disposal of Surplus Equipment and/ or Materials states in part, "Board action documents for surplus and final disposal (including trade-ins) are prepared by the requesting department or warehouse staff. Bar code numbers for assets are included in the documents. Items deemed to be in usable condition will be redistributed within the district, donated, or sold on the Public Surplus auction site (http:///www.publicsurplus.com/sms/edmondssd,wa/browse/allcat). Items deemed unusable will be recycled or destroyed.
Contact:
Lydia Sellie
Executive Director of Business & Finance
(425)431-7015
Information:
Request to declare Chromebooks as surplus as noted above and to remove from small and attractive assets inventory records (see attached for model, barcode, and serial numbers). Devices are to be used as trade-in for parts credit, which will be used to off-set Chromebook maintenance costs.
Background:
The Lenovo N21 and N22, and CTL NL6 Chromebook are no longer viable student computers. Based on the age of this hardware, it is not receiving operating system/security updates from Google any longer. The district has, for several years, reduced the financial impact on the district and the community by leveraging value from out-of-date inventory to receive a credit on account from parts suppliers. This allows us to receive Chromebook screens, keyboards, motherboards, etc. with no financial outlay by the district. The vendor receiving the surplus equipment will conduct an evaluation of the equipment and will provide a credit to the district based on the condition and potential value of the surplus equipment.
Contact:
Chris Bailey, Technology Director
Information:
Team Camp is an essential activity for our basketball program, giving student-athletes a unique opportunity to grow both individually and as a team. This experience is enhanced due to it being on a college campus, allowing our student-athletes to begin thinking about the type of educational experience they may want to pursue after high school.
Background:
PerBoard Policy 2320, field trips involving out-of-state or overnight travel require Board approval. This field trip listed falls under this policy. Administrative procedures will be followed for this trip.
Contact:
Greg Schwab
Assistant Superintendent
425-431-7094
Information:
Students will be learning leadership skills, how to work well with others, and safety skills when stunting.
Background:
PerBoard Policy 2320, field trips involving out-of-state or overnight travel require Board approval. This field trip listed falls under this policy. Administrative procedures will be followed for this trip.
Contact:
Greg Schwab
Assistant Superintendent
425-431-7094
Information:
To provide Latinx students with leadership skills that they can bring back to their clubs and schools. They will also earn .5 credit toward graduation.
Background:
PerBoard Policy 2320, field trips involving out-of-state or overnight travel require Board approval. This field trip listed falls under this policy. Administrative procedures will be followed for this trip.
Contact:
Greg Schwab
Assistant Superintendent
425-431-7094
Information:
Students will learn about marine science, maritime and cultural history, Puget Sound geography, math of nautical charts, team building, sailing theory, nautical knot-tying, survival at sea, PE activities, general ship maintenance, and more, while sailing aboard a historical wooden sailing schooner.
Background:
PerBoard Policy 2320, field trips involving out-of-state or overnight travel require Board approval. This field trip listed falls under this policy. Administrative procedures will be followed for this trip.
Contact:
Greg Schwab
Assistant Superintendent
425-431-7094
The public comment item on the agenda is an opportunity for citizens to address the School Board. Items brought forward during this portion of the agenda will not be acted upon by the Board at this time. Questions may also be referred to the superintendent or staff for examination and later response.
The Board will provide up to thirty (30) minutes during its regular meeting during which the public may comment. If the entire thirty (30) minutes has been used, the board president will have the discretion to provide additional time for comments later in the meeting. The Board encourages public comments; please limit comments to three minutes. The Board President may interrupt if a comment is too lengthy.
The School Board will continue to hear virtual comments. Those who would like to speak virtually at the meeting may register at https://docs.google.com/forms/d/e/1FAIpQLSceQ_dAq4bqZHg9JCHmSX-iHNFG2MFle9D7qq-bmJpFTpjmkQ/viewform?usp=pp_url until 3:00 the day of the meeting. In person attendees will have the opportunity to register to speak when they arrive at the meeting. The Board will continue to accept written comments, but will not read them aloud.
Information: Superintendent Balderas and district leaders will provide an update to the Board regarding the 2021-2022 school year.
Presenter: Gustavo Balderas
Contact:
Harmony Weinberg
Communications Manager
425-431-7044
Information: As required by Policy 6030: Financial Reports, the Business Office will prepare a monthly budget status report of the following funds, General Fund (GF); Capital Projects Fund (CPF); Debt Service Fund (DSF); Associated Student Body Fund (ASB) and Transportation Vehicle Fund (TVF).
Contact: Lydia Sellie, Executive Director of Business & Finance (425)431-7079
Information: Election of 2022-2023, Interim Superintendent Dr. Rebecca Miner and approval of contract
Background: Policy 1642
The superintendent's contract shall not exceed three (3) years and may be renewable annually. The superintendent's contract will cover duties, the evaluation process, compensation and other benefits, and all other conditions of the superintendent's employment as agreed to by the Board and the superintendent.
The decision to renew the superintendent's contract rests solely with the Board of Directors.
Information: First reading, (no action) new Policy 5270 Resolution of Staff Complaints
Information:
Mastery-Based Learning and Equity allows engagement with each and every student. House Bill (HB) 1599 from the 2019 legislative session identified mastery-based learning as:
• Students advance upon demonstrated mastery of content;
• Competencies include explicit, measurable, transferable learning objectives that empower students;
• Assessments are meaningful and a positive learning experience for students;
• Students receive rapid, differentiated support based on their individual learning needs; and
• Learning outcomes emphasize competencies that include application and creation of knowledge along with the development of important skills and dispositions.
Mastery-based learning is immensely valuable because it is both innovative and practical. It values the knowledge and skills that students already while allowing them to learn and progress at an individual pace.
Background:
School districts were under enormous pressure to teach students in the context of a global pandemic. Among the issues brought into focus by the pandemic is the structural racism present in the education system, including the opportunity and resulting achievement gap between student subgroups. One of the ways for districts to support individual students in meeting credit requirements is by providing students opportunities to earn credits, such as competency/mastery credits.
There are several possible approaches to awarding credit. Competency/mastery-based credit can occur when a student has not passed or taken a course but demonstrates competency in one of the following ways: a.) passing the corresponding state assessment; b.) by taking a higher-level course in a clear sequence (for example passing Algebra II without taking Algebra I); c.) by meeting an assessment that is aligned to the state learning standards as determined by your district. An example of an assessment determined by a district would be using a student’s portfolio to assess a student based on the state learning standards. With any of the above approaches, the awarding of credit can apply to both, distance learning provided by a district, and learning that the student has performed on their own.
Presenter:
Greg Schwab
Assistant Superintendent
425-431-7094
Information:
Mastery-Based Learning and Equity allows engagement with each and every student. House Bill (HB) 1599 from the 2019 legislative session identified mastery-based learning as:
• Students advance upon demonstrated mastery of content;
• Competencies include explicit, measurable, transferable learning objectives that empower students;
• Assessments are meaningful and a positive learning experience for students;
• Students receive rapid, differentiated support based on their individual learning needs; and
• Learning outcomes emphasize competencies that include application and creation of knowledge along with the development of important skills and dispositions.
Mastery-based learning is immensely valuable because it is both innovative and practical. It values the knowledge and skills that students already while allowing them to learn and progress at an individual pace.
Background:
School districts were under enormous pressure to teach students in the context of a global pandemic. Among the issues brought into focus by the pandemic is the structural racism present in the education system, including the opportunity and resulting achievement gap between student subgroups. One of the ways for districts to support individual students in meeting credit requirements is by providing students opportunities to earn credits, such as competency/mastery credits.
There are several possible approaches to awarding credit. Competency/mastery-based credit can occur when a student has not passed or taken a course but demonstrates competency in one of the following ways: a.) passing the corresponding state assessment; b.) by taking a higher-level course in a clear sequence (for example passing Algebra II without taking Algebra I); c.) by meeting an assessment that is aligned to the state learning standards as determined by your district. An example of an assessment determined by a district would be using a student’s portfolio to assess a student based on the state learning standards. With any of the above approaches, the awarding of credit can apply to both, distance learning provided by a district, and learning that the student has performed on their own.
Presenter:
Greg Schwab
Assistant Superintendent
425-431-7094
Information:
Mastery-Based Learning and Equity allows engagement with each and every student. House Bill (HB) 1599 from the 2019 legislative session identified mastery-based learning as:
• Students advance upon demonstrated mastery of content;
• Competencies include explicit, measurable, transferable learning objectives that empower students;
• Assessments are meaningful and a positive learning experience for students;
• Students receive rapid, differentiated support based on their individual learning needs; and
• Learning outcomes emphasize competencies that include application and creation of knowledge along with the development of important skills and dispositions.
Mastery-based learning is immensely valuable because it is both innovative and practical. It values the knowledge and skills that students already while allowing them to learn and progress at an individual pace.
Background:
School districts were under enormous pressure to teach students in the context of a global pandemic. Among the issues brought into focus by the pandemic is the structural racism present in the education system, including the opportunity and resulting achievement gap between student subgroups. One of the ways for districts to support individual students in meeting credit requirements is by providing students opportunities to earn credits, such as competency/mastery credits.
There are several possible approaches to awarding credit. Competency/mastery-based credit can occur when a student has not passed or taken a course but demonstrates competency in one of the following ways: a.) passing the corresponding state assessment; b.) by taking a higher-level course in a clear sequence (for example passing Algebra II without taking Algebra I); c.) by meeting an assessment that is aligned to the state learning standards as determined by your district. An example of an assessment determined by a district would be using a student’s portfolio to assess a student based on the state learning standards. With any of the above approaches, the awarding of credit can apply to both, distance learning provided by a district, and learning that the student has performed on their own.
Presenter:
Greg Schwab
Assistant Superintendent
425-431-7094
Information:
Mastery-Based Learning and Equity allows engagement with each and every student. House Bill (HB) 1599 from the 2019 legislative session identified mastery-based learning as:
• Students advance upon demonstrated mastery of content;
• Competencies include explicit, measurable, transferable learning objectives that empower students;
• Assessments are meaningful and a positive learning experience for students;
• Students receive rapid, differentiated support based on their individual learning needs; and
• Learning outcomes emphasize competencies that include application and creation of knowledge along with the development of important skills and dispositions.
Mastery-based learning is immensely valuable because it is both innovative and practical. It values the knowledge and skills that students already while allowing them to learn and progress at an individual pace.
Background:
School districts were under enormous pressure to teach students in the context of a global pandemic. Among the issues brought into focus by the pandemic is the structural racism present in the education system, including the opportunity and resulting achievement gap between student subgroups. One of the ways for districts to support individual students in meeting credit requirements is by providing students opportunities to earn credits, such as competency/mastery credits.
There are several possible approaches to awarding credit. Competency/mastery-based credit can occur when a student has not passed or taken a course but demonstrates competency in one of the following ways: a.) passing the corresponding state assessment; b.) by taking a higher-level course in a clear sequence (for example passing Algebra II without taking Algebra I); c.) by meeting an assessment that is aligned to the state learning standards as determined by your district. An example of an assessment determined by a district would be using a student’s portfolio to assess a student based on the state learning standards. With any of the above approaches, the awarding of credit can apply to both, distance learning provided by a district, and learning that the student has performed on their own.
Presenter:
Greg Schwab
Assistant Superintendent
425-431-7094
Information:
Mastery-Based Learning and Equity allows engagement with each and every student. House Bill (HB) 1599 from the 2019 legislative session identified mastery-based learning as:
• Students advance upon demonstrated mastery of content;
• Competencies include explicit, measurable, transferable learning objectives that empower students;
• Assessments are meaningful and a positive learning experience for students;
• Students receive rapid, differentiated support based on their individual learning needs; and
• Learning outcomes emphasize competencies that include application and creation of knowledge along with the development of important skills and dispositions.
Mastery-based learning is immensely valuable because it is both innovative and practical. It values the knowledge and skills that students already while allowing them to learn and progress at an individual pace.
Background:
School districts were under enormous pressure to teach students in the context of a global pandemic. Among the issues brought into focus by the pandemic is the structural racism present in the education system, including the opportunity and resulting achievement gap between student subgroups. One of the ways for districts to support individual students in meeting credit requirements is by providing students opportunities to earn credits, such as competency/mastery credits.
There are several possible approaches to awarding credit. Competency/mastery-based credit can occur when a student has not passed or taken a course but demonstrates competency in one of the following ways: a.) passing the corresponding state assessment; b.) by taking a higher-level course in a clear sequence (for example passing Algebra II without taking Algebra I); c.) by meeting an assessment that is aligned to the state learning standards as determined by your district. An example of an assessment determined by a district would be using a student’s portfolio to assess a student based on the state learning standards. With any of the above approaches, the awarding of credit can apply to both, distance learning provided by a district, and learning that the student has performed on their own.
Presenter:
Greg Schwab
Assistant Superintendent
425-431-7094
Information:
Mastery-Based Learning and Equity allows engagement with each and every student. House Bill (HB) 1599 from the 2019 legislative session identified mastery-based learning as:
• Students advance upon demonstrated mastery of content;
• Competencies include explicit, measurable, transferable learning objectives that empower students;
• Assessments are meaningful and a positive learning experience for students;
• Students receive rapid, differentiated support based on their individual learning needs; and
• Learning outcomes emphasize competencies that include application and creation of knowledge along with the development of important skills and dispositions.
Mastery-based learning is immensely valuable because it is both innovative and practical. It values the knowledge and skills that students already while allowing them to learn and progress at an individual pace.
Background:
School districts were under enormous pressure to teach students in the context of a global pandemic. Among the issues brought into focus by the pandemic is the structural racism present in the education system, including the opportunity and resulting achievement gap between student subgroups. One of the ways for districts to support individual students in meeting credit requirements is by providing students opportunities to earn credits, such as competency/mastery credits.
There are several possible approaches to awarding credit. Competency/mastery-based credit can occur when a student has not passed or taken a course but demonstrates competency in one of the following ways: a.) passing the corresponding state assessment; b.) by taking a higher-level course in a clear sequence (for example passing Algebra II without taking Algebra I); c.) by meeting an assessment that is aligned to the state learning standards as determined by your district. An example of an assessment determined by a district would be using a student’s portfolio to assess a student based on the state learning standards. With any of the above approaches, the awarding of credit can apply to both, distance learning provided by a district, and learning that the student has performed on their own.
Presenter:
Greg Schwab
Assistant Superintendent
425-431-7094
Information: School Board Legislative Representative Carin Chase will provide an update.
Background: A legislative representative serves as the board's liaison with the Washington State School Directors' Association Legislative Assembly. The legislative representative will be elected once a year in December. The legislative representative will attend Washington State School Directors Association Assemblies, conveying local views and concerns to that body and participating in the formulation of state legislative programs. The member of the Board of Directors who is elected to be its legislative representative shall be responsible for ascertaining Board opinion on issues of concern to school directors which may be coming before the legislative assembly of the Washington State School Directors' Association or the Washington State Legislature, and shall represent the stand of the local board before these bodies. He/she shall also keep the Board informed of the status of such legislative concerns. The legislative representative will monitor proposed school legislation and inform the board of the issues.
Contact:
Carin Chase
Information:
The Board President will close the meeting.