To: School Board From: Superintendent Nyland Date: Friday, March 9, 2018 RE: Superintendent Friday Update (based largely on Superintendent Comments at the March 7,

2018, School Board meeting)

In the News: • Legislature Adjourns: Our delegation deserves a powerful thank you for their support of Seattle

Public Schools (SPS) capital construction. Other actions by the Legislature include: Delaying some ofthe recent increases in state property taxes; Breakfast Before the Bell; and Improvements to compensationand special education allocations. SPS hopes for additional fixes that will help us avoid funding shortfalls infuture years. See attached and read the Seattle Times article here.

• Student Safety:o “Call to Action” Special Meeting: On Feb. 28, the board met for a special one action item to support

the immediate action on gun safety to make our schools safer. Information was shared with our familiesand school leaders and can be found on our district website. Information included: Detail safety efforts already in place for SPS The immediate need for legislation to protect our students Encouragement to support the citywide rally on March 24 And opposition to arming educators

o At Tuesday's Principal Leadership Learning Day (LLD), I shared information about theresolution and a draft letter to students. My message focused on the board resolution, as well as oursocial, emotional work and the steps we take to keep students safe. I recorded a video message thatteachers may share with students.

o Mayor Durkan's Town Hall Meeting on Students Stopping Gun Violence was held on March 8 atChief Sealth International High School. A panel that included Seattle Mayor Jenny Durkan, aprincipal who lost her brother to gun violence, and Rainier Beach High School student Gregory Pleasanttook part in a town hall forum Thursday night. It was part of the national wave seeking to find a solutionto gun violence following the deaths of 17 people in a high school shooting in Parkland, Fla. SchoolBoard President Harris opened the town hall by sharing the gun safety resolution passed unanimouslylast week. Director Harris introduced TV journalist Natalie Brand and radio veteran Ross Reynolds, whomoderated the event. “This violence has to stop,” Harris declared. The forum was attended by students,staff, community supporters and concerned citizens. Deputy Superintendent Stephen Nielsen attended asthe representative for SPS senior leadership.

o Remembrance of Parkland, Fla., victims: On March 14, the John Stanford Center for EducationalExcellence (JSCEE) will hold a moment of silence for each of the 17 Parkland, Fla., shooting victimsfrom 10-10:17 a.m. in the JSCEE auditorium. JSCEE staff are welcome to take part in this 17-minuteremembrance of those who died Feb. 14 at Marjory Stoneman Douglas High School.

• 14th Year/Seattle Promise Memorandum of Understanding (MOU) Signing: Mayor Jenny Durkan wasat Garfield High School last week sharing her enthusiasm for Seattle Promise Scholarships for all SPSstudents. The program now covers six Seattle high schools for 13 years. During the next few years, it willgrow to include all SPS students and cover year 13 and 14 at Seattle colleges. Mayor Durkan has beenworking hard on a partnership agreement with Seattle colleges and SPS. On Wednesday, she announced theformal MOU at Ingraham High School. SPS aims to provide every student an excellent education and theopportunity to attend college. The Seattle Promise will make college a reality for more SPS graduates,particularly those who see cost as a barrier. I am excited and grateful to Seattle colleges and the city ofSeattle for their partnership and shared commitment to equity, inclusion and access for all students.

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Recognitions: • Ellen Roe, retired board director of 24 years and Seattle Schools Scholarship Fund Trustee, passed away on

Jan. 20, 2018. Former Superintendent Moberly remembered Roe as "an outstanding board member. She always did her homework and put what was best for students first. It was a great honor to work with Ellen for five years. Thank you to Ellen and her family for their service to Seattle Public Schools students.”

• March 12-16 Education Support Professionals Week (formerly Classified Week): Gov. Jay Inslee has declared March 12-16, 2018, as Education Support Professionals Week. Every day, education support professionals contribute to the district’s commitment to ensuring educational excellence and eliminating the opportunity gap for every student in our care. This staff is the backbone of our public education system. They support the smooth operation of our offices, the safety and maintenance of our buildings and property, the safe transportation of students, healthy nutrition and instruction of students. These dedicated individuals deserve recognition and thanks for the outstanding work they are doing for our students and schools. By supporting the learning environment, they are crucial partners with teachers, parents, administrators and the school board. I invite all staff to join me in expressing gratitude to our colleagues during Education Support Professionals Week.

Board Actions at the March 7 board meeting the Board: • Approved the middle school mathematics instructional materials adoption committee's recommendation to

adopt enVisionmath2.0 as the instructional materials for all math classrooms in grades 6-8. This will provide materials for 12,000 students per year for nine years.

• Approved the City of Seattle Department of Education and Early Learning/Seattle Preschool Program Service Agreement 2018-19, which will allow continuation of 17 Seattle Preschool Program classrooms currently operated by the district and with the expansion of up to seven new classrooms, for a total of up to 24 classrooms. There was considerable support for the SPP-Plus classrooms that provide greater inclusion for special needs students. Board: We will be following up on three specific service locations that you had questions about and reporting back to you next week.

In this update, I am sharing: 1. Recent highlights that support our Strategic Plan and related Superintendent SMART goals 2. Good News 3. Topics Community and Board interest 4. Superintendent and Staff Visits/Presentations 5. Community Engagement/Highlights Strategic Plan - 2017-18 Superintendent SMART Goals Update: The Seattle Public Schools (SPS) Strategic Plan includes three major areas: Educational Excellence and Equity; Improving Systems; and School, Family and Community Engagement. Thank you to the School Board for focusing our SMART goals on these three areas over the past several years. 1. Educational Excellence and Equity: We are committed to working across schools and district

divisions to Eliminate Opportunity Gaps (EOG) and accelerate learning for all students. This four-year commitment by the Board helps us align our work districtwide. During the past year, we worked to better communicate the urgency of EOG while affirming our collective belief in every student’s potential. We are guided by three big ideas/values:

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

with at least one caring adult in the school

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

• SPS graduation rates are increasing. This change reflects our strategic goal 1: education excellence and equity. The Seattle Times article noted: At 79 percent, the on-time graduation rate in Seattle Public Schools trailed the state average. But it’s an increase from the 78 percent reported last year and 75 percent in 2012.

• Orca K-8 engages African-American Parents in Student Success: On Feb. 16, Orca K-8 celebrated National African American Parent Involvement Day with a very well-attended, special event to appreciate and validate the important contributions African-American families bring to school and students. Orca K-8 is one of our Engaging Families in High School Success (EFIHS) schools, which is a collaborative initiative of SPS and Johns Hopkins University, funded by the U.S. Department of Education. The event sponsored by EFIHS highlighted the importance of school-family partnerships and the roles parents play in student achievement and high school graduation. Exemplifying what welcoming environments look like, Orca K-8 gave parents the opportunity to have breakfast at the school, visit classrooms and stay for a luncheon featuring speakers such as Dr. Emile Pitre from the Office of Minority Affairs and Diversity, University of Washington; and Ericka Pollard, Cleveland Principal intern who spoke about equity, family engagement and student academic success. Participants also enjoyed music performances. The EFIHS initiative builds the capacity of schools to engage families in high school success.

• Keisha Scarlett Recognized with Spirit of Franklin Award: On March 1, Franklin High School held their annual Power Justice Freedom through Education Social Justice/Social Action Summit. This year’s focus was on Woman of Color whose work in our community is dedicated to social justice issues. Keisha Scarlett, Executive Director of Organizational Development and Equity for Strategy and Partnerships, was one of twelve women honored. The honorees included Nikkita Oliver, Erin Jones, Dr. Caprice Hollins and Tracie Hooper Wells. The purpose of the annual summit is to create a community-wide day where Franklin staff and students examine multiple perspectives and experiences that all intersect within the school and beyond. According to Dr. Jennifer Wiley, Franklin principal, “In order for us to create a learning space for all participants to exist themselves and develop power skills, we need to eradicate any form of second-class citizenship. We need to eliminate the margins and a sense of ‘otherness’ to invite everyone to be part of ‘us’ – many voices, one community.” This year marked the tenth year that Franklin has been organizing the summit. The day includes workshops during the school day in which students lead, participate and present on topics grounded in current issues, internationally and in their own neighborhoods, as well as an assembly in the afternoon to recognize members of the community whose work reflects the values of power, justice and freedom. Congratulations, Keisha!

2. Improve Systems: We continue to make progress toward building effective systems in support of schools. Preparing for next year’s budget and working toward full funding remains a top priority.

• Sacajawea Elementary celebrates improved access to classroom technology: On March 5, I attended the Sacajawea Elementary School community celebration to improve teaching and learning supported by access to classroom technology for students. With help from the Power Up technology grant, technology support from the district and the Williamson family foundation, Sacajawea will be better able to provide technology support for teaching and learning for every 3rd, 4th and 5th grade student. This award is only given to 10 schools in North America! Winning schools were selected based on a significant economic need, a compelling need for technology resources and a strong plan to improve learning outcomes for students while leveraging the technology in the classroom.

• Board Work Session: Thank you to the board for their engagement. Last week, we held a work session related to budget and 24 credits. At the budget work session, the board reached consensus on all outstanding items, which included funding for one-time systems improvements, SMART Goal placeholder funding and

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an increase to the Economic Stabilization Fund. The 24 Credit work session engaged the board in a deeper review and developed a common understanding on: 1) the key elements for the 2019-20 high school schedule and 2) specific schedule scenarios and how they meet these elements. Caleb Perkins reiterated that there was consensus from the board on the need for one of the key schedule elements, more credit-earning opportunities, and provided more details on another key element, the need for longer instructional blocks. Thank you to Principal George Breland and Assistant Principal Catherine Brown from Cleveland High School who provided testimony on how the block rotation schedule works at their school. Board members shared their feedback on the schedule elements and scenarios.

• SPS’ Earthquake Safety/Seismic Improvements: The safety of our students and staff is our top priority. Our mission is to ensure a safe teaching and learning environment for students and staff. SPS Building Excellence (BEX) and Buildings, Technology and Academics (BTA) capital levies, approved by Seattle voters, received funding for earthquake safety improvement/seismic retrofits for our school buildings. BEX IV has provided the necessary funding to make seismic improvements at 54 of our existing schools. The first three years of the BEX IV capital levy efforts were concentrated on capacity projects (creating seats for our students) and the last three years of the levy measure efforts have been and will continue to be concentrated on implementing seismic improvements at our existing facilities. Earthquake Safety/Seismic improvement projects have been completed at SPS’ buildings to meet applicable city codes at the time of construction. The 2001 Nisqually Earthquake, with a magnitude 6.8 on the seismic scale, did not cause structural damage to any of our school buildings, as determined by city of Seattle building inspectors. SPS will continue to implement earthquake safety improvements/seismic retrofits to all our school buildings on a predictable schedule. Several schools will receive seismic improvements this summer as well as next summer. We will complete our efforts at the 54 schools the summer of 2020.

School, Family, and Community Engagement: Goal 3 focuses on our ability to better listen, engage and communicate with our families and stakeholders.

• Family Engagement Study: Part of Board / Supt. SMART Goal 2 (Welcoming Environment) includes a review of our family engagement work. SPS engaged the Washington, D.C.-based Institute for Educational Leadership (IEL) to review our Family Engagement work. Consultants from IEL supported the development of the National PTSA standard for family engagement, which were adopted for our Family Engagement Policy. On Tuesday, February 27, the Family Engagement Task Force held its first meeting to consider how best to implement those recommendations. The task force is comprised of 29 members-17 family representatives and 12 CBO and district staff. We aim to bring coherence to the many programs that we have underway. Here are some current projects:

o EFIHS has work underway in 22 secondary schools focusing on the transition from 8th to 9th grade. o Co-design is an inclusive decision-making approach for students, families and community that has

been a focus of principal professional development.

• SPS Admissions Office: Our service to English Language Learners (ELL) and underserved communities in the admissions office is a top priority. This meeting is often the first interaction families have with SPS. Our new online enrollment system has afforded the Admissions Office staff more time to do the important work of providing great customer service to these families. So far, we have received 4,263 online applications and assigned 3,953 for the 2018-19 school year, which is well over our benchmarks from years past. To date, the Admissions Office and the Early Learning Department have partnered to conduct 10 community events since January 2018, including these three additional events in March.

o Sand Point Elementary on March 6 o New Holly Family Building on March 8 o South Park Seattle Public Library on March 13

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Good News: We have lots of great news from around the district and our schools! Here are highlights: • Garfield High School Boys to National Tournament. Garfield Boys Basketball team is one of eight teams

invited to participate March 29-31 in a national tournament in New York City. Go Bulldogs! • Boren Science, Technology, Engineering and Mathematics (STEM) named Lighthouse School.

Selected as one of five schools statewide to serve as a model for: personalized learning, interdisciplinary STEM curriculum, active partnerships with business and community. Awards include grants of up to $20,000.

• $10,000 Grant: Rainier Beach High School awarded NBC R.I.S.E. America grant! Rainier Beach was the only high school in Washington and one of 50 nationwide to receive the $10,000 grant that will help fund the school's theater programs.

• Ballard Chamber Orchestra was 2nd in the nation at the Orchestra Cup! Ballard High School Chamber Orchestra was named first runner up in The National Orchestra Cup, an annual championship held last Saturday in New York City’s Alice Tully Hall at Lincoln Center. Congratulations to our Ballard students and Director Brittany Newell!

• Ballard Wind Ensemble Kudos: They performed recently at the WA Music Educators Association Conference: Ballard students represented our district well by enthusiastically communicating the importance of quality music education to those in audience. Rousing congratulations to the Ballard Wind Ensemble!

• Franklin High School won the District Mock Trail championship, a districtwide competition that includes public and private schools. Congratulations to Franklin!

• Scholastic Aptitude Test (SAT) School Day at SPS: SPS has been administering the Preliminary Scholastic Aptitude Test (PSAT) and SAT as a part of its work to maximize student potential to continue a college pathway if they so choose and reduce barriers to college entrance. On March 7, the SAT was administered at fifteen area high schools. A total of 3,450 juniors took the SAT. The district worked diligently with the Academic Intervention Specialists and the Special Education department to ensure that students with Individual Education Plans (IEPs) and 504 plans received the necessary accommodations. The most common type of accommodations are smaller testing environments and extra time on the test. Academic Intervention Specialists and special education leads collaborated to provide appropriate environments and staffing to accommodate the needs of all students.

• College Going: Financial Aid: 71 percent of Seattle graduates enroll the next fall in college or continuing secondary education. Our staff and partners work hard to support students in navigating the transition to college. Financial aid forms are one important part of that work. 57 percent of our students have completed their forms as of the end of February. Our goal, as part of the Puget Sound Road Map Region, is to increase successful completions of this form.

• Registration for the three-week Summer Music Program is open: The Summer Music Program is a way for students to continue their music learning during the summer months. The program is designed for students entering grades 5-9 (fourth grade completed). Scholarships for eligible students are available. Click here for more information.

• Seattle’s Indian Education Program, Huchoosedah, was featured by the National Urban Indian Family Coalition (NUIFC) for our Professional Development: “Their team ensures that educators have been trained in understanding tribal sovereignty, local indigenous histories, and customs and practices of local tribes. One of the major supports for this training is a one-of-a-kind, state-wide curriculum initiative known as Since Time Immemorial (STI). This initiative was championed by the state of Washington’s education offices (known as the Office of the Superintendent of Public Instruction – or OSPI) in partnership with representatives from the 29 federally recognized tribes within Washington."

Topics of Board and Community Interest:

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• SPS Emergency Preparedness and Communications shared with families and staff: SPS prioritizes student safety. It is our goal to prevent emergencies from happening first and foremost by insuring that all students feel a sense of welcome and belonging. All schools in our district, with assistance from district and city emergency responders, develop a comprehensive safety plan for both natural disasters and human-caused incidents. Students and staff practice drills so if the unthinkable happens, they know how to respond. Additional resources are listed on our district website.

• Young Men's Christian Association (YMCA): The district values our longstanding partnership with the YMCA, who recently announced that they would no longer be able to provide after-school programs to our middle schools. The YMCA will still provide preschool and high school services. We are meeting with other providers to fill the void in serving our students. The City of Seattle has increased funding opportunities for extended day services. The current YMCA education director continues to work with schools to help support staff in the transition.

Superintendent and Staff Visits and Presentations: • State of the City Address: Mayor Jenny Durkan announced plans to provide One Regional Card for All

(ORCA) cards to all high school students and to fund the 14th Year Seattle Promise. Thank you, Directors Harris, Mack and Patu for attending.

• Seattle Colleges’ Chancellor's Advisory Council: Two partnerships were front and center for this meeting: Seattle Housing Authority (SHA) partnership to get more Housing Authority residents into Seattle Colleges; and the 14th Year Seattle Promise Scholarship.

• Seattle Education Association (SEA) Labor/Management meeting: We shared information on the planned events to prevent school shootings and the legislative actions during the coming days … still not quite making Seattle Schools whole.

• Principals' Association of Seattle Schools (PASS) Resolution Meeting: We discussed keeping students safe during any potential walk outs; legislation; City levy support and more.

• Principal LLD: Great discussions about our equity work and how schools are moving forward with conversations and actions to increase racial equity.

• Denny International Middle School visit: Great classroom visits where 7th grade teachers were working on persuasive writing, specifically how to create a strong introduction. Great evidence of student engagement. Principal, Jeff Clark, also shared the long success history of Denny International based on clear focus and continued improvement.

• Concord International provided a warm welcome by the Parent PTA, school staff and three dynamic young women, who told me about their school and gave me a tour of several classrooms, including PE, Music and their favorite – their Maker Space. I learned more about Concord’s unique dual language program, which endeavors to provide literacy in each students’ primary language.

• Native American Parent Advisory Committee meeting shared with district leadership – Directors Rick Burke, Jill Geary and Zachary DeWolf, Larry Nyland, Michael Tolley and Kyle Kinoshita – their concerns for the well-being of their students. They spoke passionately about safety, creating welcoming environments, providing cultural training for teachers and providing safe gathering places for students. They also provided lots of good suggestions on how best to reach out to parents and students to learn more. Associate Superintendent, Michael Tolley, recently visited the following schools and discussed with the principals their problem of practice relative to Institutionalizing Racial Equity and Eliminating Opportunity Gaps, along with other initiatives. The goal was to see and understand the impact school

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leaders and teachers are having on improving students’ academic performance. Instructional leadership challenges, strategies and initiatives were discussed and observed during these school visits:

o McClure Middle School and discussion with Principal Shannon Conner on: Implementation of Multi-Tiered System of Support (MTSS) Whole Child Framework and the

effective use of data The use of Restorative Justice strategies to more effectively respond to students’ behavioral

concerns The review and discussion of school climate survey data to inform professional development

decisions o Salmon Bay K-8 School and discussion with Principal Neil Gerrans on:

The review of current Alternative School model relative to Project Based Learning (PBL) and Option School flexibility

Race and Equity Team efforts to increase identifying safety for students within the school Factors that impact the academic performance data of students and areas of concerns

o John Muir Elementary School and discussion with Principal Brenda Ball Cuthbertson on: The implementation of the new kindergarten through fifth grade (K-5) English and Language

Arts (ELA) instructional materials adoption, Center for the Collaborative Classroom (CCC) Teacher collaboration meetings led by Career Ladder Teachers (CLT’s) focused on

improving instructional practices The development of professional development plans for next school year focused on

improving the use of differentiation strategies and more effective use of data to inform instructional practices

o Northgate Elementary School and discussion with Principal Dedy Fauntleroy on. The positive school culture built upon strong relationships between staff members, students

and families The teachers’ high expectations for students’ academic growth and performance The implementation of the new kindergarten through fifth grade (K-5) English and Language

Arts (ELA) instructional materials adoption

Community Engagement/Highlights: UPCOMING:

• Family Engagement Task Force meeting. March 14 from 5-7 p.m. in Room 2750 at JSCEE. Seattle Public Schools and the School Board believe family engagement and two-way communication are essential to improving district decisions and outcomes for students. In support of this commitment, Superintendent Larry Nyland and the SPS School Board have made systemic and transparent family engagement a district goal for 2017-18. The task force is also meeting on April 12 and May 9, 2018. For more information, please visit the district webpage.

• Special Education PTSA Meeting. March 20 from 7-9 p.m. in the Auditorium at JSCEE. The Seattle Special Education PTSA is made up of Seattle area parents, educators, friends and students with disabilities. We strive to be a racially, culturally and socio-economically inclusive group that is representative of the students we serve. We have regular meetings throughout the school year. These meetings are often attended by SPS Special Education administrators (sharing new information and answering questions from parents and staff) and feature guest speakers from a variety of areas related to special education. Please consider joining us. More information: seattlespecialeducationptsa.org. Meetings for the 2017–18 school year:

o Tuesday, May 1 o Wednesday, June 13

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All meetings are 7-9 p.m. in the auditorium at the JSCEE Additional Information:

• Op Ed "Legislators, listen to superintendents and amend school-funding law" Thank you, Larry Chief Strategy and Partnerships Officer Update: Included in this packet please find Chief Strategy and Partnerships Officer Dr. Brent Jones’ update for this week. Assistant Superintendent for Operations Update: Included in this packet please find Assistant Superintendent for Operations Pegi McEvoy’s update for this week. Chief Information Officer Update: Included in this packet please find Chief Information Officer John Krull’s update for this week. Associate Superintendent for Teaching & Learning Update: Included in this packet please find Associate Superintendent for Teaching & Learning Michael Tolley’s update for this week. Associate Superintendent for Capital, Facilities, Operations and Enrollment Update: Included in this packet please find Associate Superintendent for Capital, Facilities, Operations and Enrollment Dr. Flip Herndon’s update for this week.

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Date: Friday, March 9, 2018 To: Dr. Larry Nyland, Superintendent From: Dr. Brent Jones, Chief Strategy and Partnerships Officer Re: Friday Memo for March 9

Education and Housing

Seattle Public Schools and Seattle Housing Authority Attendance Focus Updates On March 1, the Seattle Public Schools (SPS)/Seattle Housing Authority (SHA) Partnership supported Aki Kurose Middle School and Asa Mercer Middle School to kick-off an attendance challenge between the two schools. Through the end of March, the two schools will “compete” to have the best average daily attendance. This is a fun and spirited way to highlight the importance of keeping students in school, in class and engaged. The competition will conclude at the end of March and will include celebrations at both schools as well as SHA’s NewHolly community. On March 2, the Seattle Public Schools and Seattle Housing Authority (SHA) Partnership convened 20 school staff, SHA staff, and community partners working together to increase attendance at Olympic Hills Elementary, West Seattle Elementary, Martin Luther King Junior Elementary, Aki Kurose Middle school, and Asa Mercer Middle school. Schools learned from each other and problem-solved together to address common challenges around attendance. Through the SHA Partnership, schools are trying new opportunities to engage families, foster welcoming school environments, recognize students for good attendance, and build the number of caring, supportive adults who are involved in their child’s education. North End Low Income Housing Institute Convening Kathlyn Paananen, Seattle Public School’s Housing and Education Manager, convened district staff, two schools and the Low Income Housing Institute to discuss their new 70-unit affordable apartment building currently under construction in the Lake City neighborhood. The building is scheduled to be completed in the summer of 2018. The group discussed how to coordinate outreach to help low-income families that attend the neighboring schools of Olympic Hills Elementary and Jane Adams Middle School know about this opportunity. Once the building is fully leased, future collaborations will be planned. Seattle Public Schools and Seattle Housing Authority Co-Present in National Webinar Dr. Brent Jones, Chief of Strategy and Partnerships Division and Andrew Lofton, Executive Director of Seattle Housing Authority co-presented on the SPS/SHA Partnership for a Webinar co-hosted by U.S. Department of Housing and Urban Development and Department of Education. The topic was focused on how a data-sharing partnership can improve outcomes for students. Our partnership was featured as a model for how our data sharing agreement allows us to focus on areas of shared concern, develop and implement strategies, and then measure our work together. Over 1,000 people registered for the webinar and more than 600 attended. The recorded presentation and slides can be found on the HUD Exchange page. Family Co-Design Meeting with NewHolly Community On March 7, Seattle Public Schools and Seattle Housing Authority co-hosted the third family co-design dialogue with a small group of parents of the NewHolly community. The group learned about families’ interests around quality tutoring and after school enrichment activities for children, desire for culturally responsive teaching practices and teachers of color, family engagement, and a strong desire to see SPS and SHA follow-through on the feedback provided.

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Date: Thursday, March 8, 2018 To: Dr. Larry Nyland, Superintendent From: Pegi McEvoy, Assistant Superintendent for Operations Re: Friday Memo for March 9, 2018 The Operations Division continues to address Strategic Goal #2: Systems Improvements. Below are some of the highlights of this work for a variety of departments. Safety and Security: As the District joins with the nation to grieve the tragic loss of student lives in Florida, we are also continuing to maximize our staff’s ability to prevent, prepare and respond to emergencies. On Tuesday, March 6th, the Seattle Police Department (SPD) and the Safety and Security Office met with all principals and administrators to discuss district emergency procedures and protocols as well as community supports. Following the school leader meeting, some principals had specific security questions about their facilities and requested consultations. The security office and SPD have been meeting with schools to provide additional consultations and recommendations. After each national tragedy, there are lessons learned and emergency plan adjustments. To ensure the best response in any critical incident, our district subscribes to the U.S. Department of Education’s planning assumptions:

• The midst of a crisis is never the time to start figuring out your plan. • In an emergency, everyone involved, from top to bottom, should know the drill, and

execute it. • Effective critical incident plans are never finished. They should always be reviewed and

revised as needed based on research, changing threats and experience. Media Operations Center (MOC) Thanks to BTA IV funding, long-awaited technical upgrades to the Media Operations Center and Board room auditorium begin next month. When complete, some of the improvements include: • Replacement of board room cameras and transmission equipment to allow transition from out of date “standard definition” equipment to “hi-definition” broadcasts. • Ability to record live programming for longer than current 3 hour maximum • Addition of a new “hi-def” cable channel. (Standard definition channel 26 will remain operable.) • Greater stability with less channel and web stream interruptions and outages • Replacement of unstable, out of date TV studio and control room equipment • Improved functionality and programming features • Greater efficiencies resulting in cost savings (less hourly staff and contractor support/maintenance required) • Improved community engagement by providing access to SPS information and programming across multiple technology platforms. During the installation and upgrade there may be impacts to some School Board meetings. While the meeting will still be recorded and rebroadcast on channel 26 (and streamed on the web the

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following day) it may not be broadcast and streamed live. Limited camera angles may also be necessary. Notification will be provided to the School Board office and Communications if this “work around” is required. Nutrition Services One of the department goals is to improve student participation rates. To improve our system, we have been working with students, families and community groups. In particular, SPS Nutrition Services has been working the last few months to kickstart two new alternate feeding options. The first of which is a breakfast cart at Franklin High School. Nutrition Services partnered with the Washington State Dairy Council and the Fuel Up to Play 60 program to fund the new breakfast cart. On March 6th the Dairy Council came out for a kickstart event and brought Blitz from the Seattle Seahawks to help raise student awareness of the breakfast cart and help get kids excited about nourishing their bodies before a full day’s worth of learning. This cart will be running daily during breakfast and second-chance breakfast to capture students who are not near the cafeteria during those two meal times. Our hope is that this breakfast cart will increase breakfast participation at Franklin High School, which will be measured by average daily participation. We also aim to offer students more options during breakfast times- expanding the menu as to what items are offered on the cart and having different items available through the cafeteria.

Nutrition Services has also implemented a new grab & go style lunch cart at Cleveland High School. This cart will be running daily at Cleveland High School in the original building. The goal of this cart is to make lunch available to students who do not pass through the lunchroom. With this new availability the hope of Nutrition Services is that overall lunch participation would increase at Cleveland High School ensuring that students are receiving well balanced nutrition that is appropriate for their age group and enabling the students to focus and excel in the classroom. In order to ensure success of this new program, Nutrition Services staff will market the new lunch cart by adding messages in the morning announcements informing students of the location and offerings on the cart, they will also hang signage around the school directing the students to the cart and advertise it in the cafeteria.

Logistics Department: As the Logistics Department creates more robust systems, they are also focusing on supporting our teachers’ and students’ instructional experience. Publishing Services is continuing to develop the new Request for Proposal (RFP) for District multi-functional devices (print, copy, scan, and fax), including the equipment used in Publishing Services operations. A new contract is expected to be in place for the start of the 2018-19 school year. As a part of the RFP we are reaffirming our commitment to coach and train Bridges students, which supports the District’s Eliminating the Opportunity Gap (EOG) goal. Our program provides the students with hands on training and provides an opportunity for them to learn reprographic work and support copiers. Most importantly the students develop confidence

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while performing meaningful work. Our most recent success story is Bridges student who was hired at SeaTac Airport supporting their copiers. This student worked in Publishing Services for 4 months prior to his new position at SeaTac which started in February of this year. In the past three weeks, Seattle Public Schools truck drivers completed delivery of 1800 science kits to the Science Material Center for refurbishment. Warehouse Distribution is also near completion for the delivery of 1600 science kits from the Science Materials Center as part of the Elementary Spring Rotation. These materials are expected to be in the schools by Monday, which provides teaching staff the rest of the spring to teach their science curriculum. This action supports the Strategic Goal of providing educational excellence and equity. The Warehouse recently completed asset tagging 150 teacher laptops and is currently running full speed ahead receiving and asset tagging 1280 Amplify student laptops and 80 laptop carts and 4000 Teachers Deployment Devices and carry bags. 2781 additional laptops were received in the Warehouse today. This operational activity supports the Strategic Goal of providing education excellence and equity for students. And finally, the Logistics Director is in the initial stages of working with SDOT and King County Metro to support the new Mayors initiative to provide all high school students with ORCA cards at the start of the 2018-19 school year. Staff expects to bring forward the annual King County Metro ORCA card contract and a companion Memorandum of Agreement with SDOT that will supplement additional cards for distribution to high school students residing within the walk zone, and for unrestricted use during summer months and outside to and from school, such as employment, and other activities. This action ties to the Strategic Plan for Systems Improvements by providing transportation services for all high school students and is a result of Strategic Goal #3: Community Engagement.

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Date: Friday, March 09, 2018

To: Dr. Larry Nyland, Superintendent

From: John Krull, Chief Information Officer

Re: Friday Memo for March 9, 2018

Department of Technology Services

Improvements made to Atlas Report Center

Atlas Report Center offers access to a set of standard reports which present data from internal

sources including PowerSchool as well as external ones such as the Office of Superintendent

Instruction (OPSI) with internally sourced data refreshing daily. In support of Strategic Goal

One, Educational Excellence and Equity, the Atlas Report Center has been refreshed with a new

user interface. Key benefits of the new look are easier navigation, improved performance and

ability to host Tableau dashboards. You can now access the District Data Profile in Atlas Report

Center, in addition to viewing it from our public webpage.

Telephone Network Upgrade/Replacement

Technology Services is currently conducting a Request for Proposal (RFP) related to the

upgrade/replacement of the District’s existing Telecommunications system. The system was

identified to receive an upgrade/replacement as part of the Capital Levy approved in February

2016. Engagement has started with the RFP being sent to Principals in the hope that they will

review the features being requested with their staff in order to ensure their input is factored into

the final decision. The completion of the network upgrade/replacement is expected to take

approximately two to three years from start of work with a selection scheduled for the end of

March and introduction to the School Board in April 2018.

New Laptop Carts receive Positive Feedback

On Tuesday, February 27, 2018 Instructional Resource Support Teachers convened with teachers

from over 15 schools for the second session of the Blended (Digital) Learning cohorts. Feedback

was gathered regarding how technology is being leveraged in the classroom to have positive

outcomes on student’s learning. Below are some of the comments received that provide insight

into the impact robust and reliable access student computers has on student learning and

understanding:

“Access to technology is a major equity issue in our schools, especially for students who don't

have access at home. My middle school students are now able to successfully use the Source,

Schoology, and Office 365 as tools to monitor, share, and accelerate their learning. They will be

able to start high school ready to be successful with all of the technical skills necessary for

learning.” Teacher, Meany Middle School

“Having these computers in the library have been a huge help in doing individual conferencing

with students. I've paired with an ELA teacher and she and I have been able to have quality one-

on-one time with many of our struggling students. Now that we have computers, students can

March 9, 2017 Friday Memo, Page 13 of 54

use the computers to pull up their grades on the Source or assignments on Schoology--giving us

(teachers) and the students live feedback and data about how the student is doing.” Teacher,

Whitman Middle School

“Having devices in the classroom has allowed me to differentiate learning for my diverse group

of students. My students are able to work at their own pace with the math software that my

school uses with consistency so that they are able to make growth. My students have also been

able to explore publishing their writing with various tools such as typing, voice recording, and

digital art tools.” Teacher, Emerson Elementary

School Visits

In support of Strategic Plan Goal Three to engage with schools, Chief Information Officer, John

Krull visited Whitman Middle School, Salmon Bay K-8, Thurgood Marshall Elementary and

Seattle World School.

Whitman: On February 8, Mr. Krull visited Whitman Middle School. Highlights of the visit

included interacting with students and teachers including math teacher Bill Harris and viewing

the web-based version of "Success Maker", a K-8 digital reading and math program in

practice. Success Maker is the first application that went through Technology Services new

Americans with Disabilities Act (ADA) and End User License Agreement (EULA) requirements

check.

Mr. Krull also met with Principal Sue Kleitsch, where they discussed technology and a timeline

for when the school would be getting renovated. Before concluding the visit, Mr. Krull visited a

science classroom with Technical Support Specialist (TSS) Lead Sean Cosgrove and was able to

observe students using touchscreen laptops from computer carts to complete their work.

Salmon Bay: On February 8, Mr. Krull first met with Principal Neil Gerrans where he received

feedback regarding some of the challenges experienced with various software, processes and

procedures. Following up on some of the concerns raised, Mr. Krull then met with TSS Lead

Sean Cosgrove and Instructional Support Resource Teachers Harvey Wright and Robert

Bernstein to discuss potential solutions.

Before concluding his visit Mr. Krull also met with Librarian Linda Illman where a range of

topics was discussed including the desire for mobile, on-demand services and additional modular

collaborative work areas within the library.

Thurgood Marshall: On March 1, Mr. Krull visited Thurgood Marshall where he met with

Principal Katie May in her office before touring the school to observe how technology is being

utilized. Accompanied by TSS Lead Lawrence Corpuz, he was able to see one of the computer

labs where machines were recently upgraded with levy funds while hearing about the benefits to

testing the newer computers have brought.

From there, Mr. Krull met with teachers including Marci Von Beck, Donna Duarte, William

Paul, Michael Zetterburg and Lisa Sorenson. Ms. Von Beck’s room was using iPads to assist in

March 9, 2017 Friday Memo, Page 14 of 54

collaboration between students through a software called “AirServer” which allows for wireless

screen mirroring, while Ms. Duarte and Mr. Zetterburg expressed positive feedback regarding

the recent rollout of Blended Learning laptops. Mr. Zetterburg highlighted his use of one of the

District’s Learning Management Systems (LMS) Schoology and Office 365. Mr. Krull was also

able to see two newly acquired 3D printers before concluding the tour, by visiting Ms.

Sorenson’s classroom to learn about the positive impact the new levy funded laptops were

having on classroom learning and engagement.

Seattle World School: On March 1, Mr. Krull conducted a site visit to Seattle World School

with TSS Lead Lawrence Corpuz and TSS Kevin Naira. Upon arrival, he met with Principal

Oksana Britsova where they discussed how technology is being utilized across the school.

Principal Britsova highlighted how the school’s curriculum and school programs were benefiting

from laptop carts and updated computer labs while also voicing challenges encountered

regarding communication with parents and students of varying ethnicities and languages.

After meeting with Principal Britsova, Mr. Krull completed a walkthrough of the entire school,

visiting Windows PC and iMac rooms where he discussed the current process in place for

servicing devices.

Webmaster Visits Bryant Elementary

On Wednesday, March 7, 2018, Technology Services Webmaster Danika Barringer visited

Bryant Elementary alongside Instructional Support Resource Teacher Juli Lorton to demonstrate

how the newsletter some of the fourth grade students compile is made into a web page. Danika

and Juli spoke with three fourth grade students, Elsa, Amit and Zia. The students are learning

leadership and management skills through receiving stories from other students, then formatting

the newsletter to accommodate them based on length. To help keep track of students who submit

stories consistently, the group has created a chart enabling them to better plan ahead based on

how many stories they receive. Juli is in the process of arranging a field trip for the students to

go to Olympic Hills Elementary to teach some of their fifth graders how to make newsletters as

well.

March 9, 2017 Friday Memo, Page 15 of 54

Date: Thursday, March 8, 2018 To: Dr. Larry Nyland, Superintendent From: Michael F. Tolley, Associate Superintendent for Teaching & Learning Re: Friday Memo for March 8, 2018

TEACHING AND LEARNING:

Department of Student Support Services:

Superintendent Goal #1 - Multi-Tiered System of Support (MTSS):

Building a district-wide multi-tiered system of support within Seattle Public Schools (SPS) continues to be a key strategy towards eliminating opportunity gaps for students of color. MTSS allows us to know every student by story, strength, and need and align supports and resources in an intentional way to improve each student’s outcomes.

Facilitating change in a changing environment is not an easy lift for school leaders. In every school visited by an MTSS Team member to provide support, the needs of the schools are varied and the challenges are great. What stands out to the MTSS Team is that the staff, students, families and community partners are passionate about meeting the needs of every student in their care.

The MTSS Coaching Team continues reaching out to schools utilizing a tiered support-model. Needs assessments are completed through surveys, phone interviews, and personal contacts with leaders in schools. Support is then provided based on the MTSS Support Platform of training, access to resources, and services tailored to meet the needs of the schools.

The MTSS Team supports schools as they develop their MTSS Leadership Structures, Development of Professional Learning Communities (PLCs) and use of data, use of Homeroom, interim assessment pilot and support of analyzing data, strategies for accessing resources (data management and systems) in content areas for PLCs, and uploading Fountas & Pinell (F&P) data and other classroom-based assessments into Homeroom.

The MTSS Team continues to learn about SPS programs and supports with the goal of braiding the MTSS work into all areas of district work as a key target for the 2018-2019 school year. To date, the team has connected with support teams within Curriculum, Assessment, and Instruction (CAI), Behavioral Health, and Student Supports. In the last month, the MTSS team has begun to connect with community partners, the Family Engagement Partnership Department, and Peer Assistance Review (PAR) program leads.

Next steps: The MTSS Team will be working alongside school leaders as they share current practices of MTSS in alignment with goal #1. We will be working with schools to provide

March 9, 2017 Friday Memo, Page 16 of 54

artifact data to demonstrate implementation status as well as student growth and performance data to indicate the effectiveness of growing MTSS infrastructure across schools.

Special Education:

Changes in Birth to 3 Enrollment procedures: When Seattle Public Schools transitioned to an online enrollment system there was discussion on whether we should roll this out for preschool though twelfth grade, or to also include the birth to three students. We originally decided to continue to enroll birth to three students centrally, initially making an exception for this population (the only group not using the online enrollment).

In early February, a decision was made to include the birth to three students in the online enrollment to provide the same level of services as every other student in the district. Unfortunately, the communication loop to the agencies who provide these services was poor. Emails were sent out the week of February 12th regarding a March 1st start that included pieces of inaccurate information. They are as follows: Staff changes with our compliance staff here at the John Stanford Center. This was not the reason for the inclusion of birth to three students in our district process. Those changes as well as the changes in funding for Early Intervention programs are necessitating some changes in our enrollment process. The funding for Early Intervention programs was not a factor, and again, staff change was not one of the reasons for streamlining our process. The online enrollment process will require parents to upload a birth certificate, immunization status, proof of residence and copies of parent identification. Although this is required for all preschool through twelfth grade students, it is not a requirement for birth to three and we have created a workaround in the online system for these required documents.

We are working in collaboration with our birth to three agencies and with King County and will be communicating both a delay in the enrollment change along with clarifying the above information.

Advanced Learning: In response to the review of Advanced Learning by Research Evaluation and Assessment, parent input and requests to make changes to Advanced Learning and Highly Capable services, coupled by the addition of multiple pathways for HC at the high school level, we are creating an Advanced Learning Task Force. Since this work will likely transform how the Advance Learning Department operates, it is call “Advanced Learning Task Force” and is meant to focus on AL and HC.

Topics planned to be covered:

• Recommendation on the definition of AL • Recommendation on services along the pathways for HC

March 9, 2017 Friday Memo, Page 17 of 54

• Input on the identification process• Review of the policy and procedures for Highly Capable

The proposed Charge of the ALTF is currently under review for approval by Associate Superintendent Tolley and Superintendent Nyland.

In keeping with Superintendent Procedure 4110: Family and Community Advisory and Oversight Committees, upon final approval of the Charge and Scope of the ALTF, the work will begin to establish Membership, contract an outside facilitator, calendar meetings, and develop a plan of communication. The Scope and resulting work streams determined by the ALTF will be communicated to stakeholders, and provided for ongoing board review.

Department of Curriculum, Assessment & Instruction:

Curriculum and Instruction:

Update on Center for Collaborative Classroom Instructional Materials Implementation: The adoption of the Center for Collaborative Classroom (CCC) literacy program is currently being implemented across all K-5 and K-8 elementary schools this year. As CCC replaces literacy instructional materials and practices, it is not unusual for the first year of an implementation to be an adjustment process for many teachers accustomed to their previous curriculum. For this reason, Curriculum, Assessment and Instruction (CAI) has asked elementary K-8 principals to communicate the message to “implement CCC as its program creators intended”. Throughout this year, CAI has brought CCC trainers to principal Leadership Learning Days (LLD) in order to assist them.

During the March 6th LLD, a panel of five Seattle Public Schools teachers participated in a panel discussion with elementary principals: Tamara Alston (Hazel Wolf), Shauna Diller (Coe), Caitlin Green (Roxhill), Jenni Haynes (Graham Hill), Lyon Terry (Lawton), and Theresa Magelssen (Rainier View). They spoke of their experience on how they had become strong users of CCC and how some common misconceptions by teachers who are still adjusting to the program are not true. Below is a sampling of the many things the teachers shared:

• What was the main instructional shift you made with CCC?Some of the teachers talked of how previously they had to continually make up theircurriculum, and with the adoption of CCC, they found big omissions in their priorteaching. They also discovered as they began teaching CCC, they had not beenengaging the students in the thinking work as much as they could. They learned thatCCC is very strong at giving the students multiple experiences with important readingskills.

• What have you noticed about your students’ thinking?

March 9, 2017 Friday Memo, Page 18 of 54

Teachers declared that the quality of thinking that students expressed in their conversations has become deeper than before, and that they have gotten into the habit of being able to think of the “why” of their opinions, citing evidence from the reading. This has become apparent in daily classroom conversations as well as their journals.

• How about the social-emotional learning built into every lesson? A teacher ran into a parent who noticed that her student thought that the teacher really connected with him. After the teacher described the CCC lessons, the parent realized that the student’s perception was due to his ELA learning. Teachers talked about how a lot of social-emotional learning was stand-alone, but with the CCC lessons, students improve their capacity to learn with each other as they are doing classroom work.

• Is CCC a solid tier 1 approach to teaching literacy? How about students who are English Language Learner (ELL), students with IEPs and advanced learners? An emphatic “yes!”—teachers talked of how before, kids were just expressing their thinking to the teacher and that was that. CCC’s structures have helped kids have genuine conversations with each other that authentically ensure that ideas become deeper and richer than their initial thoughts about the text. For ELL students and students in special education, the learning conversations that result from CCC’s lessons mean that they get to participate in the higher-level thinking within readings like all other students, even if they have a hard time actually decoding the text. Teachers reported that advanced learners appreciated the new depth of the conversations that had not existed before, and that they learned from students who may think differently from them. And, teachers report, for the first time, the classroom, special education and ELL teachers collaborated so that all kids could participate in learning from the same instructional materials.

• Is CCC as rigorous as what we used before? Will it prepare students for the Smarter Balanced Assessment? Teachers talked about how with prior literacy practice, they were supposed to spend time modeling their own rigorous thinking for the students. With CCC, much more of the high-level comprehension thinking is taken on by the students. Students are learning to better articulate their thinking as CCC trains them to converse deeply with each other, instead of just one-at-a-time between teacher and student. They pointed out that if any teacher is not sure CCC is a rigorous curriculum, they don’t understand how much more students are engaging in the hard work of making meaning from text. One teacher related how she had helped a group of reluctant Kindergarten teachers used their previous way of doing things. After working through difficult adjustments, they are now seeing their group of students farther ahead than where they were than last year at this time.

The principals were impressed and many talked about how they would use the insights with their staff. The presentation was videotaped and will be posted on Schoology for teacher use.

Career & College Readiness:

March 9, 2017 Friday Memo, Page 19 of 54

Assessments and Pathways to High School Graduation: As we shared previously, the state legislature passed in 2017 ESHB 2224 which provides students who do not meet standard on statewide assessments with more pathways to high school graduation. At the same time, it eliminated “Collections of Evidence” as an alternative way to meet state testing requirements. Students in the Class of 2018 who would have completed a Collection of Evidence prior to this law may need now to request a waiver and if so, are in the process of doing so with support from their schools’ Academic Intervention Specialists.

Starting with the Class of 2019, students may need to take and pass a locally determined course and assessment as an alternative to any state test that they did not pass. On March 1st, OSPI released new guidance related to this law in a memorandum: http://www.k12.wa.us/BulletinsMemos/Bulletins2018/B015-18.pdf that provides two options for approval of objective alternative assessments for school year 2018–19:

1. Successful completion of an English language arts (ELA) or mathematics Bridge to College course. These high school transition courses are approved locally determined course/locally administered assessment alternatives effective 2018–19. Bridge to College Mathematics and English Language Arts (ELA) are designed for seniors. For high school graduation purposes, the student must pass and earn credit in the course.

2. Collections of Evidence—Local (COE-Local). Many schools have developed courses to support students to work on their Collections of Evidence (COE) in ELA and mathematics. Although the state-level COE alternative was discontinued with the passage of ESHB 2224, the COE-Local alternative is intended to leverage the courses already developed in districts, as well as the materials (COE tasks) that were used across the state. COE-Local courses will need to be credit-bearing classes aligned with state standards and taught during the regular school day by certificated teachers. OSPI will offer technical assistance and additional guidance on how to develop these COE-Local courses in May and June and we anticipate that we will be able to finalize the district’s guidance to schools on our plan for 2018-19 soon after that.

For more information on this law, the waiver process, and the process for determining locally determining courses and assessments for next year, please go to the OSPI website on this law: http://www.k12.wa.us/Assessment/StateTesting/ESHB2224.aspx.

Every Student Succeeds Act (ESSA): New Washington state and federal accountability system as submitted in the Consolidated Every Students Succeeds Act (ESSA) in September 2017 As outlined in the Consolidated Plan submitted to the Department of Education in September 2017, the Office of the Superintendent of Public Instruction (OSPI) will use the Accountability Index to identify the lowest performing 5% of schools for “All Students” and those high schools

March 9, 2017 Friday Memo, Page 20 of 54

with a four-year graduation rate below 67%. The schools that meet these two criteria will be identified for support; placed on the “Comprehensive School” list; and will require a district level plan of improvement.

Additionally, a “Targeted School” list will be developed for schools with specific student populations performing in the bottom 5% on the Accountability Index. SPS will be required to develop a plan of improvement for these schools as well.

The new Accountability Performance Index reflects the 3-year average for each school within Seattle Public Schools. School performance in prior years has been based on state assessment data and graduation rate only, now each school will be assessed on 10 indicators, which were provided to all Directors in a previous Friday Memo.

Seattle Public Schools is aligned with the new “Comprehensive” and “Targeted” school support through Superintendent’s SMART Goal #1: Multi-Tiered System of Support (MTSS) Whole Child Framework implementation. The Student Support Services Department identified 24 schools for additional supports for the 2017-2018 school year and will continue those supports to eliminate the opportunity gaps. Some of the schools provided additional support through the Student Services may be identified by OSPI as a “Comprehensive” or “Targeted” and receive additional supports from the state level. The work at each of these schools is focused around these 4 critical practices:

1. Structures and procedures for collaboration are established so that educator teams optimize learning and prevent problems as early as possible through the exchange of effective instructional and behavioral strategies that relate to students’ stories, strengths and needs.

2. School leaders and educators develop academic, behavioral, and social emotional lesson plans and instructional strategies for students above, at and below grade level standards.

3. Staff and school leaders use a decision-making process that includes multiple data points to tier academic and behavioral supports for students based on student growth/performance benchmarks.

4. School leaders and staff establish a Multi-Tiered System of Support (MTSS) team within their school that is representative, meets regularly and monitors school-wide tiered academic and behavioral instruction and supports.

The work of implementing MTSS is alive and well across all our 104 schools. As OSPI identifies those schools in SPS for Comprehensive or Targeted supports we believe we have the systems and processes in place to support identified schools.

Once OSPI has identified the schools for “Comprehensive” and “Targeted, we will notify the School Board Directors of the identified schools and the details of how we plan to communicate this information to our families once the data is released to the public.

March 9, 2017 Friday Memo, Page 21 of 54

OPSI Timeline

February 28 to March 7th: Office of School and Student Improvement (OSSI) will communicate with schools/districts identified for support (Comprehensive and Targeted Schools)

March 12th or 14th: OSPI will release accountability index data to the public

Middle School Math Textual Material Updates: At the February 13, 2018 School Board Meeting, Board Directors requested clarification on a few items related to the middle school math textual materials adoption. These items and the requested clarification are:

• Is the recommended adoption of enVision Math 2.0 for eight years of materials or nine years of materials? And, are those materials paper copies or only electronic copies? Clarification: The SPS Purchasing office clarified with the vendor of the recommended textual material that the vendor’s proposal is for nine years of teacher and student materials in both paper and electronic form. There had been some confusion regarding the number of years the vendor included in its proposal as the verbiage was for an eight-year agreement with a ninth year at no cost. Hence, at times the Board Action Report (BAR) presented on February 13, 2018 cited an eight-year agreement and at other times nine years of materials were referenced. Based on the vendor’s clarification, the BAR and attachments were adjusted to reflect a nine-year agreement.

• What is the impact on international schools of a middle school math textual material that is printed in English? Clarification: International schools were researched and/or contacted to determine potential adverse impacts of the adoption of a middle school math textbook printed in English. All international middle schools teach math in English and will not be impacted by the recommended adoption. The elementary international schools were also contacted individually to inquire about any potential negative impacts. Again, no adverse impacts of adopting a middle school math textual material that is in English were indicated or anticipated. The adoption coordinators are confident that there is no evidence that adopting a middle school math textual material in English will have an adverse impact on international schools.

College and Career Readiness Communications Plan for Secondary Re-visioning:

• Purpose: Starting with the class of 2021, students in Seattle Public Schools will need to earn 24 credits in order to graduate (formerly 21 credits was required). The change is necessitated by the passage of Washington State Law RCW 28A.230.090. Most high schools in Seattle only offer 24 credits over the course of 4 years, which means students will need to pass every class to graduate on time. This is problematic, as

March 9, 2017 Friday Memo, Page 22 of 54

22% of students currently in comprehensive high schools are not on track to earn 24 credits. To address this, the district is moving forward with plans to re-vision high school. For the 2018-19 school year, high schools will receive extra funding to support students in the class of 2021 and class of 2022 (9th and 10th graders). For the 2019-20 school year, the district is working towards a new high school schedule, with expanded credit earning opportunities during the school day. The goal is not just to offer more credits, but to change teaching and learning so that high school is more engaging, and students have access to a broader range of courses and are better prepared for college and career. Eliminating the opportunity gap is central to this work. The Office of College and Career Readiness, which is coordinating this re-visioning work, has developed a draft communications plan, which we will email to all Board Directors. The plan is not intended to capture all past communications and community engagement around secondary re-visioning, but rather to record communications since the start of the 2017-18 school year, and to map out future communications through implementation of new high school schedules in September 2019.

• Results: The goals of the communications plan are twofold. Goal number one is to inform stakeholders of the new graduation requirements. In particular, students and their families need to receive this message, and understand the implications, so that they can navigate high school with accurate and up to date information. Other stakeholders, including CBOs that support students, should also be informed. Goal number two is to share information about high school schedule changes for the 2019-20 school year as it becomes available. Educators, district leaders, and families of students in middle school and high school should be informed.

• Implementation: Work is already underway to implement this communications plan. The SPS Communications team has developed a PSA on the new graduation requirements, which can be viewed using this link: https://www.youtube.com/watch?v=ksSwKLjqCEU&feature=youtu.be. Our next steps are to post the Public Service Announcement (PSA) to the SPS Graduation Requirements page, along with an FAQ on 24 credit requirements, and to share the PSA and FAQ in upcoming newsletters to families and school partners. We have many other communications planned, including more website updates, newsletters, and social media notifications, plus meetings with Seattle Education Association (SEA) staff, families, and the School Board.

Leadership Development: Dr. Mike Starosky, Chief of Schools, represented Seattle Public Schools leadership support story as a presenter at the National Conference on Education on February 15thin Nashville, Tennessee. This School Superintendents’ Association sponsored conference extended an opportunity to daylight Leadership Development in Seattle Public Schools nationally to superintendents from throughout the United States. In partnership with the Chief or Schools in Nashville Public Schools and the University of Washington’s Center for Educational Leadership, Dr. Starosky

March 9, 2017 Friday Memo, Page 23 of 54

presented Beyond Principal Supervision - Supporting Principals as Instructional Leaders at our National Conference on Education.

Continuing the process of selecting the next set of Seattle Public School leadership, the following timeline (posted in the February 16 Friday Memo) remains on track:

March 2: School Postings Closed

March 5-9: Screen Applicants and Schedule Interviews

March 9: 15 Minute Principal Screener/Interviews

March 17: Site-Based Interviews

April 6: 15 Minute Principal Screener/Interviews

April 30: Principal Pool Closes

May 2: 15 Minute Principal Screener/Interviews

We will continue to update the Friday Memo with the Principal Hiring Timeline with any adjustments. Site-based interviews will be comprised of an interview team that best reflects the needs driven by each school’s community. Schools with a School Leader opening, will be actively seeking parents/guardians/staffs interested in serving on their specific Site Based Interview team(s) to represent the broad richness of diversity within that community. Seattle Public Schools continues to be a district greatly committed to equity and authentic engagement of the community. Through this process, we aim to collectively appoint effective, high quality leaders, to drive instruction and eliminate opportunity gaps for all students.

March 9, 2017 Friday Memo, Page 24 of 54

Subject: Friday Memo to the Board Date: Friday, March 9, 2018 From: Flip Herndon, Associate Superintendent of Capital, Facilities and Operations To: Dr. Larry Nyland, Superintendent Enrollment Planning 20180309 Enrollment Planning, 2018-19 School Projections Summary, School Choice Update, and Student Assignment Plan Task Force: Attached please find 3 documents, including: Information on the 2018-19 Projections, School Choice, and the Student Assignment Plan Task Force; a 2018-19 Projections Summary PowerPoint, and a spreadsheet of the 2018-2019 School Projections vs. Oct. 2017 Actuals. Capital Projects and Planning 20180309 Levies 2019 Community Meetings Scheduled: Planning is underway for two levies to be submitted to Seattle voters in February 2019 and Seattle Public Schools requests your input and feedback on possible projects. The Operations Levy is a renewal of the expiring Operations Levy; it provides approximately 20 percent of the district’s general fund annual budget and supports educational programs not fully funded by the state. The Building Excellence V (BEX V) Capital Levy is a renewal of the expiring BEX IV Capital Levy. It will include projects to improve earthquake safety and other security needs, add more space to meet growing enrollment needs, replace or repair school buildings and systems, and fund major preventive maintenance throughout the school district. District staff members will present information, listen to and collect your input and feedback, and answer questions. Please join us for one of the following meetings; interpreters will be available. All meetings will take place from 6:30 -8:00 p.m. • Monday, April 2: Aki Kurose Middle School lunchroom,3928 South Graham Street

• Tuesday, April 3: Madison Middle School lunchroom,3429-45th Ave SW

• Monday, April 23: T.T. Minor School (Seattle World School) lunchroom,1700 E. Union

• Tuesday, April 24: Jane Addams Middle School lunchroom,11051-34th Avenue NE

• Thursday, April 26: Monroe School (Salmon Bay K-8) lunchroom,1810 NW 65th Street

Comments and questions are welcome via email or mail: • BEX V Capital Levy: capitallevy2019@seattleschools.org • Operations Levy: budget@seattleschools.org • By mail: Levies 2019, Seattle Public Schools, MS 22-336, PO Box 34165, Seattle, 98124 Note: During the month of April, a Thought Exchange community conversation will be used to engage the community and gather more input from audiences beyond those who attend community meetings.

March 9, 2017 Friday Memo, Page 25 of 54

20180309 Asset Preservation Program School Condition Report to OSPI:The Office of Superintendent of Public Instruction requires school districts to participate in the Asset Preservation Program to be eligible for state assistance. The Asset Preservation Program (WAC 392-347-023) is a systematic approach to ensure performance accountability; promote studenthealth and safety by maintaining and operating building systems to their design capacity;maintain an encouraging learning environment; and extend building life, thus minimizing futurecapital needs.

SPS has several buildings that are in the APP. Under this program, the District contracts with a certified consultant to conduct a Study and Survey/Facilities Condition report every six years; this is a detailed analysis of the condition of its school buildings. The last Study and Survey was done by Meng Analysis in 2014. The next certified report is due in 2020.

A key component of the program is to conduct an annual building condition assessment of APP buildings and generate a report detailing the results of that assessment to the school board of directors and OSPI.

OPSI requires Board final acceptance of school projects before entering them into the APP list. Some of the schools that are recently opened and improvements recently made are not included on this list as they do not have final acceptance by the board yet.

Included is the “Asset Preservation Program (APP) Report by Building,” submitted to OSPI by SPS for the 2017-18 School Year.

Submitted by: Flip Herndon 3-8-2018 Page 2

March 9, 2017 Friday Memo, Page 26 of 54

2018-19 Enrollment Projections School enrollment projections for the 2018-19 school year have been developed. The district anticipates a growth of 287 students or 0.54% for 2018-19, for an expected district total headcount of 53,667 students. Draft headcount projections were provided to principals on January 29 for review and discussion. Some adjustments were made and final projections were provided to the Budget Office on February 20. Attached is a comparison of the actual October 1, 2017 headcount, with the projected October 1, 2018 headcount. Also attached is a presentation that further explores the anticipated changes in enrollment across regions and schools. 2018-19 Open Enrollment and School Choice Update Admissions has seen increased efficiency in this year’s Open Enrollment, due in part to the implementation of a new online registration system. This new system allows for streamlined processing of choice forms, resulting in more rapid submission experience for families and cost-savings for Admissions – no temporary/hourly substitutes were required this year. Over 4,500 school choice applications have been processed. School choice applications will continue to be accepted through May 31stalthough tiebreakers no longer apply. Upcoming key dates are listed below.

• April 6, 2018: Schools notified of updated next year assignments from School Choice • April 17, 2018: Families notified of updated next year assignments from School Choice • May 31, 2018: School Choice period ends • Jun. 1, 2018: Non-resident registration begins • Aug. 31, 2018: Waitlists from Open Enrollment dissolve • Aug. 31, 2018: Non-resident registration deadline

Student Assignment Plan Task Force The Enrollment Planning Department is forming a task force to develop recommendations for the improvement of the Student Assignment Plan. The purpose of the district’s Student Assignment Plan is to provide every student with access to a high-quality education that supports achievement for all students. This plan should provide equitable access to programs and services and provide transparency in the enrollment and school choice process for all. The task force will strive to reflect the diversity found within Seattle Public Schools and will carry out two types of work:

(1) Review the Student Assignment Plan and the most recent Transition Plan as the first steps in merging the two documents into one, and

(2) Develop recommendations for an equity-focused enrollment process clearly outlined within the written plan.

The task force is anticipated to last 8 months, expiring Fall 2018. Meetings are anticipated to begin in March/April and occur approximately once per month (except July), but may occur more frequently as needed.

Information on the Student Assignment Plan Task Force and the application to apply for membership is now available on the district website.

March 9, 2017 Friday Memo, Page 27 of 54

2018-19 School Projections February Final

Elementary October 2017

Actuals

Final Projected for 2018

Difference (October 2017 Actual to

Projected 2018) Adams 551 540 -11 Alki 373 354 -19 Arbor Heights 521 543 22 B.F. Day 283 307 24 Bailey Gatzert 284 277 -7 Beacon Hill Intl 417 401 -16 Bryant 587 564 -23 Cascadia 525 527 2 Cedar Park 55 76 21 Coe 560 567 7 Concord Intl 347 350 3 Daniel Bagley 426 432 6 Dearborn Park Intl 352 340 -12 Decatur 242 252 10

Dunlap 270 279 9 Emerson 322 303 -19 Fairmount Park 537 542 5 Gatewood 376 376 0 GeneseeHill 718 692 -26 Graham Hill 358 323 -35 Green Lake 433 442 9 Greenwood 345 311 -34 Hawthorne 407 407 0 Highland Park 319 308 -11 John Hay 491 492 1 JohnMuir 367 382 15 John Rogers 349 335 -14 John Stanford Intl 452 469 17 Kimball 443 437 -6

Lafayette 394 398 4 Laurelhurst 354 335 -19 Lawton 453 490 37 Leschi 402 403 1 Lowell 358 334 -24 Loyal Heights 398 411 13 Madrona 234 233 -1 Maple 532 548 16 Martin Luther King 278 265 -13 McDonald Intl 464 485 21 McGilvra 242 239 -3 Montlake 269 274 5 North Beach 328 322 -6

Northgate 255 245 -10 Olympic Hills 381 383 2 Olympic View 449 446 -3 Queen Anne 352 343 -9 Rainier View 243 246 3 Roxhill 270 255 -15 Sacajawea 236 232 -4 Sand Point 203 183 -20 Sanislo 236 203 -33 Stevens 287 248 -39 Thornton Creek 521 584 63 ThurgoodMarshall 575 567 -8 Van Asselt 428 403 -25 View Ridge 550 536 -14 Viewlands 399 392 -7 Wedgwood 480 473 -7 West Seattle ES 434 429 -5 West Woodland 565 541 -24 Whittier 495 463 -32 Wing Luke 337 336 -1

Total 2 4,112 2 3,873 -239

Middle October 2017

Actuals

Final Projected for 2018

Difference (October 2017 Actual to

Projected 2018) Aki Kurose 686 662 -24 David T. Denny Intl 835 844 9 Eckstein 967 991 24 Hamilton Intl 986 1031 45 JaneAddamsMS 916 926 10 Madison 881 955 74 McClure 540 546 6 Meany 492 534 42 Mercer Intl 1136 1185 49 Robert Eagle Staff 716 824 108 Washington 712 679 -33 Whitman 566 576 10

Total 9 ,433 9 ,753 320

High October 2017

Actuals

Final Projected for 2018

Difference (October 2017 Actual to

Projected 2018) Ballard 1882 1975 93 Center School 229 226 -3 Chief Sealth Intl 1015 968 -47 Cleveland STEM 849 875 26 Franklin 1284 1249 -35 Garfield 1774 1769 -5 Ingraham 1342 1336 -6 Nathan Hale 1189 1160 -29 Nova 312 335 23 Rainier Beach 721 705 -16 Roosevelt 1840 1938 98 West SeattleHS 970 937 -33

Total 1 3,407 1 3,473 66

K-8 October 2017

Actuals

Final Projected for 2018

Difference (October 2017 Actual to

Projected 2018) Broadview-Thomson K-8 531 529 -2 CatharineBlaineK-8 781 795 14 Hazel Wolf K-8 736 750 14 Licton Springs K-8 164 172 8 Orca K-8 391 414 23 Pathfinder K-8 487 500 13 Salmon Bay K-8 659 680 21 South ShorePK-8 520 524 4 STEMK-8 535 558 23 TOPS K-8 471 493 22

Total 5 ,275 5 ,415 140

Service October 2017

Actuals

Final Projected for 2018

Difference (October 2017 Actual to

Projected 2018) Bridges 137 137 0 CascadeParent Partnership 174 174 0 Exp. Ed. Unit 17 17 0 Hutch School 9 9 0 In Tandem 4 4 0 InterAgency 347 347 0 MiddleCollege 69 69 0 Non Public Agencies 18 18 0 Priv/Paroch Sped 21 21 0 Res Consortium 27 27 0 SeattleWorld School 272 272 0 South Lake 58 58 0

Total 1 ,153 1 ,153 0

District Total 5 3,380 5 3,667 287

Prepared by Enrollment Planning DRAFTED on 2/21/2018 March 9, 2017 Friday Memo, Page 28 of 54

2018-19EnrollmentProjections

February27,2018EnrollmentPlanning

Photos by Susie Fitzhugh

March 9, 2017 Friday Memo, Page 29 of 54

ProjectionsOverview• Enrollment Planning produces three types of

projections annually:– 10-year residents projections: all students residing in

and enrolled in the district, informs 5 and 1 year projections

– 5-year school projections: used for capacity management and includes assumptions about future planning

– 1-year school projections: Expected October headcount, used for budget and staffing development

Every Student. Every Classroom. Every Day. 2March 9, 2017 Friday Memo, Page 30 of 54

AnnualSchoolProjections

• Our forecasting model takes into account several factors:– Birth data– Rates of returning students (cohort progression)– Attendance area growth/shrinkage– Program and service placement– School choice trends and seat availability– Non-resident students

Every Student. Every Classroom. Every Day. 3March 9, 2017 Friday Memo, Page 31 of 54

RecentGrowthSummary

• In 2017-18, annual enrollment growth, calculated from October 1 of the previous year to October 1 of the current year, was the lowest in a decade: 278 students (headcount) or 0.52%.

• Based on this information, and the decreasing unemployment rate, we anticipate growth of 287 students or 0.54% for 2018-19, for an expected district total of 53,667 students.*

*Projected headcount as of 2/20/2018

Every Student. Every Classroom. Every Day. 4March 9, 2017 Friday Memo, Page 32 of 54

DistrictGrowthRate

0.7%

0.8%

2.3%

3.2% 2.8%

2.3% 1.9%

0.6%

1.5%

0.5%

0.5%

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018

Every Student. Every Classroom. Every Day. 5March 9, 2017 Friday Memo, Page 33 of 54

SeattlePublicSchoolsEnrollment

45,574

45,944

47,008

48,496

49,864

51,010

51,988

52,324

53,102

53,38053,667

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018All enrollment is headcount as of October 1.

6March 9, 2017 Friday Memo, Page 34 of 54

HistoricalEnrollmentbyGrade

4,913

22,613

10,676

13,786

4,781

23,008

10,803

13,732

4,600

23,246

11,277

13,979

4,659

23,154

11,311

14,256

4,689

22,931

11,72514,322

0

5,000

10,000

15,000

20,000

25,000

K 1-5 6-8 9-12

2014-15 2015-16 2016-17 2017-18 2018-19

Every Student. Every Classroom. Every Day. 7March 9, 2017 Friday Memo, Page 35 of 54

ProjectedDistrictEnrollment

Grade(s) 2016-17 2017-18 2018-19 Official Official Projected

Projected # Change

(2017-18 to 2018-19)

Projected % Change

(2017-18 to 2018-19)

K 4,600 4,659 4,689 30 0.6%1-5 23,246 23,154 22,931 -223 -1.0%6-8 11,277 11,311 11,725 414 3.7%

9-12 13,979 14,256 14,322 66 0.5%K-12 53,102 53,380 53,667 287 0.5%

Every Student. Every Classroom. Every Day. 8March 9, 2017 Friday Memo, Page 36 of 54

ProjectedK-5Enrollment

Grade(s)

K

2016-17 Official

4,600

2017-18 Official

4,659

2018-19 Projected

4,689

Projected # Change

(2017-18 to 2018-19)

30

Projected % Change

(2017-18 to 2018-19)

0.6%1 4,792 4,661 4,698 37 0.8%2 4,791 4,658 4,554 -104 -2.2%3 4,663 4,699 4,558 -141 -3.0%4 4,673 4,600 4,631 31 0.7%5 4,327 4,536 4,490 -46 -1.0%

K-5 27,846 27,813 27,620 -193 -0.7%

Every Student. Every Classroom. Every Day. 9March 9, 2017 Friday Memo, Page 37 of 54

Projected6-8EnrollmentProjected # Projected %

2016-17 2017-18 2018-19 Change Change Grade(s) Official Official Projected (2017-18 to (2017-18 to 2018-19) 2018-19)

6 3,875 3,870 4,103 233 6.0%7 3,680 3,819 3,837 38 1.0%8 3,722 3,622 3,785 163 4.5%

6-8 11,277 11,311 11,725 414 3.7%

Every Student. Every Classroom. Every Day. 10March 9, 2017 Friday Memo, Page 38 of 54

Projected9-12Enrollment

Grade(s) 2016-17 Official

2017-18 Official

2018-19 Projected

Projected # Change

(2017-18 to 2018-19)

Projected % Change

(2017-18 to 2018-19)

9 3,472 3,684 3,605 -79 -2.1%10 3,470 3,531 3,738 207 5.9%11 3,465 3,358 3,410 52 1.5%12 3,572 3,683 3,569 -114 -3.1%

9-12 13,979 14,256 14,322 66 0.5%

Every Student. Every Classroom. Every Day. 11March 9, 2017 Friday Memo, Page 39 of 54

RegionalChange:K-12

Percent Change

0.0% +2.5% +1.2% -0.1% -1.2%

0.0%

+1.7%

-0.1% -1.3% -0.9%

NE NW CE SE SW

2017 Actual 2018 Projected

Net Change

-3 +256 +103 -8 -102

+1

+176

-7 -110 -72

NE NW CE SE SW

2017 Actual 2018 Projected12March 9, 2017 Friday Memo, Page 40 of 54

RegionalChange:K-5

Percent Change

-3.8% +0.4% +0.1% +0.1% -1.5%

-2.8% -1.5% -0.5% -1.8% -1.7%

NE NW CE SE SW

2017 Actual 2018 Projected

Net Change

-143 +21 +6 +4 -71

-102 -74 -24 -84 -75

NE NW CE SE SW

2017 Actual 2018 Projected

Every Student. Every Classroom. Every Day. 13March 9, 2017 Friday Memo, Page 41 of 54

ProjectedAnnualEnrollmentChange:K-5AttendanceAreas

Every Student. Every Classroom. Every Day. 14March 9, 2017 Friday Memo, Page 42 of 54

RegionalChange:6-8Percent Change

-1.4% +5.0% +2.0% -5.2% +1.4%

+1.8% +6.8% +1.1% +1.4% +4.8%

NE NW CE SE SW

2017 Actual 2018 Projected

Net Change

-27 +114 +39 -100 +23

+34 +163 +22 +25 +83

NE NW CE SE SW

2017 Actual 2018 Projected

Every Student. Every Classroom. Every Day. 15March 9, 2017 Friday Memo, Page 43 of 54

ProjectedAnnualEnrollmentChange:6-8AttendanceAreas

Every Student. Every Classroom. Every Day. 16March 9, 2017 Friday Memo, Page 44 of 54

RegionalChange:9-12

Percent Change

+5.8% +3.9% +3.4% +4.6% -2.6%

+2.3% +2.7% -0.3% -2.5% -4.0%

NE NW CE SE SW

2017 Actual 2018 Projected

Net Change

+167 +121 +58 +88 -54

+69 +87 -5 -51 -80

NE NW CE SE SW

2017 Actual 2018 Projected

Every Student. Every Classroom. Every Day. 17March 9, 2017 Friday Memo, Page 45 of 54

ProjectedAnnualEnrollmentChange:9-12AttendanceAreas

Every Student. Every Classroom. Every Day. 18March 9, 2017 Friday Memo, Page 46 of 54

SchoolswithSignificantProjectedHeadcountChanges:K-5

School Net Growth

% Growth School Net

Loss%

Loss

Thornton Creek* +63 +12.1% Stevens -39 -13.6%

Lawton +37 +8.2% Graham Hill -35 -9.8%

B. F. Day +24 +8.5% Greenwood -34 -9.9%

Arbor Heights +22 +4.2% Sanislo -33 -14.0%

McDonald* +21 +4.5% Whittier -32 -6.5%

*Option School

Every Student. Every Classroom. Every Day. 19March 9, 2017 Friday Memo, Page 47 of 54

SchoolswithSignificantProjectedHeadcountChanges:6-8

School Net Growth

% Growth School Net

Loss%

Loss

Robert Eagle Staff +108 +15.1% Washington -33 -4.6%

Madison +74 +8.4% Aki Kurose -24 -3.5%

Mercer +49 +4.3%

Hamilton +45 +4.6%

Meany +42 +8.5%

Every Student. Every Classroom. Every Day. 20March 9, 2017 Friday Memo, Page 48 of 54

SchoolswithSignificantProjectedHeadcountChanges:9-12

School Net Growth

% Growth School Net

Loss%

Loss

Roosevelt +98 +5.3% Chief Sealth -47 -4.6%

Ballard +93 +4.9% Franklin -35 -2.7%

West Seattle HS -33 -3.4%

Nathan Hale -29 -2.4%

Every Student. Every Classroom. Every Day. 21March 9, 2017 Friday Memo, Page 49 of 54

K-5ClassSizeStaffingHigh Poverty School Level 1: 40-75% FRL

High Poverty School Level 2: > 75% FRL

Non-High Poverty School: < 40% FRL

Grade(s) 2017-18 2018-19 Δ 2017-18 2018-19 Δ 2017-18 2018-19 Δ

K 20 18 -2 20 18 -2 22 20 -2

1 20 18 -2 20 18 -2 24 20 -4

2 21 20 -1 21 18 -3 25 21 -4

3 24 20 -4 24 18 -6 25 24 -1

4-5 27 27 0 27 27 0 27 27 0

Every Student. Every Classroom. Every Day. 22March 9, 2017 Friday Memo, Page 50 of 54

Summary• Uneven growth (among regions and cohorts) is

expected to continue, but not as much overall district growth as in years past.

• Despite this, capacity challenges are also expected to continue given class-size reduction.

• As a result, many attendance area schools will not be able to accommodate choice assignments.

Every Student. Every Classroom. Every Day. 23March 9, 2017 Friday Memo, Page 51 of 54

AdditionalExternalFactors

• Employer hiring and retention data– In and out migration demographics

• Municipal and regional planning projects• Housing availability and affordability• Regional unemployment rate

Every Student. Every Classroom. Every Day. 24March 9, 2017 Friday Memo, Page 52 of 54

Timeline1/29: Draft projections delivered to schools 1/29-2/7: Draft projections principal feedback period

(received comments from >25 schools)2/5-2/16: Open Enrollment for School Choice2/20: Revised projections provided to Budget2/27: Initial school staffing allocations published3/1-3/9: Staffing waivers/mitigation period3/2-3/9: K-5 and K-8 classroom configurations planning3/30: School budgets finalized4/6: Results of Open Enrollment available to schools4/17: Results of Open Enrollment available to families5/31: School Choice period ends8/31: Waitlists for 2018-19 dissolve

Every Student. Every Classroom. Every Day. 25March 9, 2017 Friday Memo, Page 53 of 54

Questions

enrollmentplanning@seattleschools.org

Every Student. Every Classroom. Every Day. 26

~ f

SEATTLE PUBLIC SCHOOLS

March 9, 2017 Friday Memo, Page 54 of 54