2013-14 CPR Response Submitted

1
TO: CHARLES WRIGHT, KENNETH GOTSCH

FROM: KEVIN CORRIGAN, MIN YEE
SUBJECT: SEATTLE PUBLIC SCHOOLS' RESPONSE TO 2013-14 CONSOLIDATED
PROGRAM REVIEW FINDINGS
DATE: MAY 6, 2014

These combined documents represent SPS' response to the CPR findings. The findings were
published March 13, and SPS was given 45 days to respond with corrective action plans. These plans
were written by departments according to area, and submitted to OSPI on April 28 by Min Yee,
Office of Grants and Fiscal Compliance. As of May 6, we are awaiting OSPI's response.

MS33182
*
POBox34165
*
Seattle,WA981241165
Tel:(206)2520059
*
Fax(206)2520016
*
mlyee@seattleschools.org
GrantsandFiscalCompliance
MinYee,CostAnalyst
CPRActionPlanTemplate201314
RevisedJanuary2014
NameofSchoolDistrict:_SeattlePublicSchoolsDepartmentofELLItem#:3.7FederalorStateProgram:TitleIC
ItemDescription:Allschoolpersonnelhavebeenprovidedprofessionaldevelopmenttoenhancetheirabilitytounderstandandappropriatelyrespondtothe
needsofmigrantstudents.Sec1304(c)(5);Sec1304(c)(6)(B).
RequiredAction:Submitanactionplanoutliningtheprofessionaldevelopmentopportunitiesfortheschoolswheremigrantstudentsareservedataminimum.
Activities Person(s)
Responsible
TimelineforCompletion
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
AllschoolprincipalsandTeacherleadersattendingtheSchool
LeadersInstituteAugust1115
th
willreceiveprofessional
developmentintheSevenAreasofConcernandMigrant101
Training.
MariellaGalvez
VeronicaGallardo
SchoolPrincipals
TeacherLeaders
August1115,2014 Signinsheets
Teacherleadersandprincipalswilltakethetrainingbacktothe
97schoolsandprovidetrainingbyNovember2014.
MariellaGalvez
VeronicaGallardo
SchoolPrincipals
TeacherLeaders
November5,2014 Schedule
confirmationfrom
eachprincipal
Teacherleadersandprincipalswillhaveasecondopportunity
forarefreshercourseinJanuaryofeachyear.
MariellaGalvez
VeronicaGallardo
SchoolPrincipals
TeacherLeaders
January2015 Signinsheets
Migrant101TrainingforMariellaandVeronicabyJune,2014. MaryKernel
MariellaGalvez
VeronicaGallardo
BeforeJune6,2014 Email
confirmationfrom
MaryKernel
Actionplansshouldbespecificinsufficientdetailtoensuretheissueisnotrepeatedandmustincludetheindividualsresponsiblefortheactionstepsaswell
astheexpecteddateofimplementation.
1
Yee, Min
From: Gallardo, Veronica
Sent: Tuesday, April 15, 2014 3:55 PM
To: Galvez, Mariela
Subject: FW: Identification and Recruitement Plan
Attachments: Identification and Recruitement Plan.doc
FYI
Veronica Maria Gallardo

Director
Department of ELL and International Programs
Seattle Public School District
2445 3rd Avenue South MS-32-676
Seattle, WA 98124-1165
206/ 252-0072
vmgallardo@seattleschools.org
From: Mary Kernel [mailto:mkernel@nwesd.org]
Sent: Monday, April 14, 2014 1:09 PM
To: Gallardo, Veronica
Subject: Identification and Recruitement Plan
Veronica,itwassonicetoseeyouinSanAntonioandthatmealwehadwillbeunforgettable!
IpromisedIwouldtrytogetasamplerecruitmentplanandsendittoyouasanexample.Themigrantdirectorin
Centraliagavemeherpermissiontoforwardherstoyousoitisattached.AfterIlookeditover,youcanuseitasan
example,butIthinkitcouldbeimproveduponbyincludingashortexplanatorynarrativeforeachsection.Aslongas
youcovereachoftherequiredcategoriesintheplan,Idontthinkitmuchmatterswhetheryoubulletornarrative
text.IhopethishelpsyougettheCPRresponsetakencareof.

Mary Kernel
Director, Migrant Education Regional Office
Northwest Educational Service District
1601 R Avenue
Anacortes, WA 98221
(360) 299-4048 (office)
mkernel@nwesd.org

Together We Can ...
1
Yee, Min
To: Mary Kernel
Cc: Yee, Min; Galvez, Mariela
Subject: RE: Consolidated Program Review (CPR) 2013-2014 Report
Importance: High
Hi Mary,

The yellow highlighted areas are questions for you and the blue are areas for me to follow up.

Thank you so much for the detailed response to each area. Since our funding is limited in Migrant and therefore only
funds Mariella partially we are limited in staff who can provide professional development. Can I use the ELL coaches who
are partially funded out of Title III? If not then it leaves me to provide the professional development. I'm happy to do
that, especially since you have a power point. Based on your information here is what I intend.

1. I will create the action plan for professional development and will provide the classes myself. I will also do as you
recommend by offering both the 7 Areas of Concern and the Migrant 101. I would like to schedule a course by May 31st
and again in August. We will need two sessions since we have so many teachers. I will call you Monday to schedule a
training for both Mariella and I, but I will be the primary on this professional development.

2. I will wait to see the I&R plan from the district you mentioned. This will be interesting to produce since we have such
a big district that is broken up into five regions. The only staff we have is Mariella, so I'm making an assumption that she
is the only one who needs training. However, since our students enroll at the main district office here and not at schools,
would it be possible to have the enrollment facilitators trained as well?

3. The data issue is almost resolved. Miguel has been working closely with our DOTs team. The conversion from ESIS
to Power Schools was/is challenging and we do not have access to the data required. Attendance, immunizations, credits
to name a few. Again, we have been working a great deal with DOTs and are close to resolving this issue. I therefore do
not think we will need to do anything other than submit the documentation and evidence of communication between
DOTs and the department.

I'm in route to the Migrant Conference (my first time) and will be sure to follow up with you on Monday. I truly
appreciate the support and look forward to talking to you soon.

Veronica

From: Mary Kernel [mkernel@nwesd.org]
Sent: Wednesday, April 02, 2014 10:32 AM
Subject: RE: Consolidated Program Review (CPR) 2013-2014 Report
Veronica,
IwillbehappytoworkwithyouandMariellaoncorrectingthethreemigrantCPRareasnotedbelow.Mypreliminary
commentsareindentedbeloweachyellowitem.Mostofthetechnicalassistancefortheseitemscanbedonethrough
emailoroverthephone,butIamalsohappytomeetfacetofaceifitisneeded.Afterreadingmycommentsbelowand
makingaplanforyournextsteps,pleaseletmeknowhowIcanhelpfurther.
2

1. Submit an action plan outlining the professional development opportunities for
the schools where migrant students are served at a minimum.
Sinceitisarequirementthatallstaffmembersreceiveprofessionaldevelopment(PD)toenhancetheir
abilitytounderstandandappropriatelyrespondtotheneedsofmigrantstudents,itisimportantto
thinkaboutwhatthecontentofthisPDmightbe,andmoreimportantly,howitmightbecarriedoutin
alargesystemsuchasSeattle.WhatOSPIusuallyrecommendsisPDaroundtheMigrantSevenAreasof
Concern.Understandingwhatimpactsamigrantstudentslearningandthinkingaboutwaystosupport
his/herinstructionisimportantforallstaff.OSPIhasposteda7AreasofConcernPowerPoint
presentationthatcanbeusedtoguidePDinthisarea,anditisjustastartingpoint.Iliketocouplethis
informationwhatIcallMigrant101includingtopicslikedefinitionofamigrantstudent,whatitisand
isnot,howdotheyqualifyfortheprogram,whywastheprogramcreated,whataretheprograms
goals,etc.Migrant101andthe7AreasofConcernisagreatstarttostaffPDintheareaofMigrant
Education.Wecandiscuss(byphoneorfacetoface)potentialwaysthatSeattlecantodeliverthisPD
tostaff,andwhichisthemostpracticalandimpactful.Ifyourplanistocarryoutafacetofacetraining
withteachers,theroleofmyofficeistoprovideinformationandresourcestoatrainerfromSeattle(a
trainthetrainer)whowillcarryoutthetrainingin(perhaps)avarietyofsettingsaccordingtotheplan
youcreateandsubmit.MyofficedoesnothavetheresourcestoprovidethetrainingdirectlytoSeattle
teachers,butwearehappytoworkwithsomeoneidentifiedtoprovidethetraining.

2. Develop an action plan to develop a migrant student identification and
recruitment plan.
Althoughthishasbeenarequirementforalongtime,OSPIaddedanattestationtotheiGrant
applicationprocessayearago.TheapplicationasksyoutonotethatawrittenI&Rplanisonfile.The
planshouldcontainthefollowingitems:
Mappingoftherecruitmentboundaries
Processtoensurestaffarefullytrainedinrecruitmentrequirementsandreceiveongoing
training.
Annualplanidentifyingpeakrecruitmentperiods,locationstobetargeted,andprocessto
conductprogramrevalidations.
Processtoassessqualitycontroltoensureconsistencyinidentifyingeligiblemigrantstudents.
ProcesstoevaluateachievementofplanandI/Refforts.
IhaverequestedanexamplefromadistrictwhodidanicejobwiththeirI&Rplan.Ifshegivesme
permissiontoforward,Iwilldosoforyourreference.Ifyouneedfurtherassistanceonanyofthese
itemsintheI&Rplan,pleaseletmeknow.

3. Provide an action plan to ensure that the Migrant Program can access data from
Power School for reporting to the MSIS.
ItwouldhelptoknowiftherewereparticularitemsthatwerenotbeingreportedtotheMSIS
(attendance?supplementalservices?secondarycredits?)PleasetellmemoreaboutwhatOSPIfound
whentheyreviewedthisparticularitem.AfterIhearbackfromyouaboutthedetails,IwillconsultLee
CamposattheMigrantStudentDataandRecruitmentofficeonpotentialcorrectionstrategiesforthis
itemandwillgetbacktoyou.Itmaybethathisofficewillhavetoworkwithyoutoremediatethis
particularoutofcomplianceitem.

Mary Kernel
Director, Migrant Education Regional Office
Northwest Educational Service District
1601 R Avenue
Anacortes, WA 98221
(360) 299-4048 (office)
mkernel@nwesd.org

3
Together We Can ...

From: Gallardo, Veronica [mailto:vmgallardo@seattleschools.org]
Sent: Tuesday, April 01, 2014 1:26 PM
To: Mary Kernel
Subject: FW: Consolidated Program Review (CPR) 2013-2014 Report
Importance: High

HiMary,

Ihopealliswell.SeveralweeksagowehadaCPRreview.WewerefoundoutofcomplianceonafewareasforMigrant
IC.HelenrecommendedthatIseekyoursupporttorectifythecompliancefindings.Belowinyellowyouwillfindthe
threeareasweareoutofcompliancein.Iwouldreallyappreciateanysupportorguidanceyoucouldlendtousin
ensuringwearecompliant.Pleaseletmeknowwhenyouareavailabletomeet.

NextweekIwillbeattendingthemigrantconference(firsttime),sotheweekofthe21
st
orthe28
th
isideal.

Again,anyguidanceyoucouldlendtoMariellaandIwouldbegreatlyappreciated.

Director
206/ 252-0072
RevisedJanuary2014
ItemDescription:TheMigrantEducationProgramdistrictrecruiterisallottedsufficienttimeandflexibilitytoconductidentificationandrecruitmentactivities
throughoutthedistrictboundaries.Sec1304(c)(7).
RequiredAction:Developanactionplantodevelopamigrantstudentidentificationandrecruitmentplan.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
Developanactionplantodevelopamigrantstudent
identificationandrecruitmentplanusingtheexampleprovided
byMaryKernelfromanotherdistrict.Theactionplanmust
include.
Mappingoftherecruitmentboundaries
Processtoensurestaffarefullytrainedinrecruitment
requirementsandreceiveongoingtraining.
Annualplanidentifyingpeakrecruitmentperiods,
locationstobetargeted,andprocesstoconduct
programrevalidations.
Processtoassessqualitycontroltoensureconsistency
inidentifyingeligiblemigrantstudents.
ProcesstoevaluateachievementofplanandI/R
efforts.
VeronicaGallardo
MariellaGalvez
May31,2014 MaryKerneltodo
afinalreview
LeeCamposto
providesupport
onidentifying
targetareasin
Seattlefor
recruiting
Completedaction
plan
TalktoLeeCampostoseeksupportinidentifyingkeyareasfor
recruiting.SeattlePublicSchoolDistricthasfiveregionsand
coversalargepartofKingCounty.
VeronicaGallardo
MariellaGalvez
May6,2014 LeeCamposto
providesupport
onidentifying
targetareasin
Seattlefor
recruiting
Recommendations
addedintoaction
plan
Hirehourlyrecruiters(formerenrollmentspecialists)to
supportidentifyingmoremigrantstudents.
VeronicaGallardo 5/31/14 Baselinefunding
RevisedJanuary2014
RevisedJanuary2014
ItemDescription:Thedistrictsprogramrecordsclerkisprovidedsufficienttimetoreporttheservicesmigrantstudentshavereceivedintothemigrantstudent
databasesystem(MSIS).Sec1308(a)(2).
RequiredAction: ProvideanactionplantoensurethattheMigrantProgramcanaccessdatafromPowerSchoolforreportingtotheMSIS.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
ProvideneededaccesstoPowerSchooldata DoTSCustomer
SupportManager
MiguelCastro
April30,2014
Workwithrecordsclerktoensureneededdataisbeing
collectedprocessexistsforreviewofaccuracy
DoTSCustomer
SupportManager
MiguelCastro
April30,2014
Recordsclerkcreatesrequiredreportswithsupportfrom
technicalstaff
DoTSCustomer
SupportManager
MiguelCastro
May7,2014
Qualityreviewofdatainreportandofanysupporting
documentation
DoTSCustomer
SupportManager
MiguelCastro
May15,2014
Finalizerepeatablereportingprocesswithrecordsclerkand
DoTSforongoingreportingtimelinessandaccuracy.
DoTSCustomer
SupportManager
MiguelCastro
May30,2014
RevisedJanuary2014
NameofSchoolDistrict: SeattlePublicSchools Item#: 6.1 FederalorStateProgram: TitleII,PartA
ItemDescription:All core academic subject area teachers, including those in Title I buildings, meet the ESEA highly
qualified teacher (HQT) requirements, or

The district/building has an individual teacher plan on file to ensure that each teacher who does not meet the HQT
requirements is working towards that goal. Sec 1119(a)(1).
RequiredAction:District needs to develop a plan to ensure that all non-highly qualified teachers have Individual
Teacher Plans complete and on file at the district office within the first 4 weeks of school, and that these
teachers not be placed in Title I buildings. A follow up plan should be in place to review all new hires prior to
October 15 to ensure that all HQT requirements have been met.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
Principalsidentifyvacantpositionsandindicatethesubjects
associatedwitheachpositiononPCRs(PersonnelChange
Requestforms).ThePCRscometoEmploymentServicesfor
advertising.Applicantsapply,arescreenedandinterviewed
andrecommendedforpositionsbyeachschool.Beforeoffers
aremade,EmploymentAnalystsreviewqualificationsand
makecertainthattherecommendedcandidateshaveproper
certificationandarehighlyqualified.
EmploymentAnalysts Beforeoffersaremade
torecommended
candidates

Hirepaperworkforallteachersincludescertification
informationandhighlyqualifiedsubjectsandthisinformation
isenteredintoSAPqualificationsfield.
HRISTeam Duringstaffing
ForSpecialEducationcandidateswhoarenotyethighly
qualifiedinallrequiredsubjects,EmploymentAnalysts
explaintherequirementsandrequestthataPlanbe
completedatthetimeoftheoffer.
EmploymentAnalysts Atthetimeofthejob
offer

PriortoSpringStaffingeachyearHumanResourcessendsout
qualificationsreportsidentifyingteacherscertificationand
NCLBqualificationstoensureassignmentswithinhighly
qualifiedsubjects.
EmploymentAnalysts AnnuallyinMarch
DuringtheSpringStaffingprocessEmploymentAnalysts
revieweachschoolsstaffingforthefollowingyeartoconfirm
EmploymentAnalysts AnnuallyinApril
RevisedJanuary2014
thatallteachersarehighlyqualifiedfortheirassignments.
TheDistrictwillreviewtheOSPIqualificationsreportforall
Title1schoolsbyNovember1,2014todetermineifthereare
anyteacherswhoarenotyethighlyqualified.
HRISTeam AnnuallyinOctober
Seattlecurrentlyhas32Title1schools.Reviewoftheseschools
toidentifyanyteacherswhoareassignedtosubjectsforwhich
theyarenothighlyqualifiedbyNovember1,2014seemsa
realisticgoal.
HRISTeam AnnuallyinOctober
Studentassignmentinformationisuploadedforfirstsemester
bymidOctobergivingtwoweekstoreviewandfollowupon
theassignmentstodeterminewhatactionisrequired.Ifwe
areunabletohighlyqualifyateacher,theIndividualTeacher
Planwillbecompletedandanontitleschooltransferwillbe
implemented.
EmploymentAnalysts
TheremainderofschoolswillbereviewedfollowingtheTitle1
schoolsandwillbecompletedpriortosecondsemester.
HRISTeam AnnuallyinJanuary

RevisedJanuary2014
NameofSchoolDistrict:_SeattlePublicSchools________________________Item#:7.1FederalorStateProgram:__TBIP/TitleIII________
ItemDescription:ThedistricthasandimplementsprocedurestoidentifyanddetermineinitialandcontinuingeligibilityofEnglishLanguageLearners.
RequiredAction:Submitadescriptionofthedistrict'senrollmentprocessandsupportsprovidedtoparentsofpotentialELLs.Specifystaffresponsibleforeach
stepofstudentidentificationandreporting.SubmitanactionplanforprovidingtrainingtostaffresponsibleforELLstudentidentificationandreporting.Submit
anactionplanforensuringthatthehomelanguagesurveyissignedbythestudent'sparentorguardian.Submitproceduresprocessingparentwaiversandfor
ensuringthatparentsareinformedofthebenefitsoftheprogrambyastaffmemberwhoisknowledgeableabouttheprogram.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
Enrollmentdescriptionrevisedtoincludekeyenrollments
processandsupportsprovidedtoELLs.Anenrollmentchecklist
willbecreatedforenrollmentstaffthatincludesparent
signatureandblueformnoticeforfamilies.
FaauuManu
Enrollmentstaff
NarcitaEugenio
April25 Confirmation
fromFaauuthat
staffwilluse
checklistthat
ensureseachkey
areahasbeen
included
SpecifystaffresponsibleforeachstepoftheELLstudent
identificationandreportingprocess.Thisinformationwillbe
includedintherevisedenrollmentprocessandflowchart.
Enrollment
facilitators
NarcitaEugenio
MiguelCastro
VeronicaGallardo
SteveWight
April25 Revised
enrollment
documentand
flowchart
Addtotheenrollmentprocessflowcharttheadditional
componentifthestudentisreferredfortestingbyaschoolsite
(shouldthestudentnotbeidentifiedattheenrollmentcenter).
Enrollment
facilitators
NarcitaEugenio
MiguelCastro
VeronicaGallardo
April25 Added
componentinthe
flowchart
IncoordinationwiththeEnrollmentCenterProgramManager,
FaauuManu,submitanactionplanforprovidingtrainingto
staffresponsibleforELLstudentidentificationandreporting.
Thistraining2xayearincludeshomelanguagesurvey,parent
notificationform,andparentinformationregardingwaiver
NarcitaEugenio
FaauuManu
April25 2xyearsignin
sheetsand
agenda(August
andJanuary)
RevisedJanuary2014
process,signaturerequirementandgreenfileandenrollment
processchecklists.
Thegreenfilechecklistwillberevisedtoaddtheblueparent
formandparentnotificationandanenrollmentprocessflow
chartwillbecreatedtoidentifyallthenecessarydocuments
requiredasmentionedabove.
NarcitaEugenio
FaauuManu
April25 Createdand
approved
checklistsand
flowcharts.
CPRActionPlanItem#7.1
Thedistricthasandimplementsproceduresto
identifyanddetermineinitialandcontinuing
eligibilityofEnglishLanguageLearners
ProceduresforIdentificationofEnglishLanguageLearners
Timeline
o EnrollmentSpecialistandSPED/BilingualFacilitatorStaffwilldeterminetheprimarylanguage
andeligibilityofeachstudentuponenrollmentthroughtheHomeLanguageSurveyfoundin
theAdmissionForm.
o AdministerWELPAPlacementtest.
o DiscussELLprogramsofferedinschools.
DualLanguageProgram:Duallanguageprogramsprovideintegratedlanguageand
academicinstructionfornativeEnglishandnativespeakersofanotherlanguagewith
thegoalsofhighacademicachievement,firstandsecondlanguageproficiency,and
crossculturalunderstanding(Christian,1994).
ShelteredInstruction(ContentBasedESL):ShelteredInstructionisanapproachfor
teachingcontenttoEnglishlanguagelearners(ELLs)instrategicwaysthatmake
academicsubjectmatterconceptscomprehensiblewhilepromotingthestudents'
Englishlanguagedevelopment.(Echevarria,J.,VogtM.E.,&Short,D.,2000)
NewcomerProgram:NewcomerprogramshelpstudentstoacquirebeginningEnglish
languageskillsalongwithcoreacademicskillsandknowledge,andtoacculturateto
theU.S.schoolsystem.
HomeLanguage
Survey
RefertotheAdmissionForm
Parentmarkedthatstudent'sprimarylanguagenotEnglish
WELPA
PlacementTest
AdministerWELPAPlacementTest
LanguageProficiencylevel1,2or3 EligibleforELLServices
CreateGreen
FIle
ParentrequestforELLService
ParentWaivedELLService
o ParentdecidestoacceptorwaivedELLservice.
AcceptELLService
CreateGreenFile:
GreenFileChecklistgoldenrodcoloredpaper
TransitionalBilingualEducationWELPAPlacementTestForm
TitleIIIParentNotificationofStudentPlacementBlueForm
Enroll_GreenFilelimecoloredpaperincludesHomeLanguage
Survey,Refugee;etc.ORcopyofthecompletedAdmissionForms.
BothcopiesMUSThaveparentsignature
WaivedELLService
CreateGreenFile:
TitleIIIParentNotificationofStudentPlacementBlueForm
Enroll_GreenFilelimecoloredpaperincludesHomeLanguage
Survey,Refugee;etc.ORcopyofthecompletedAdmissionForms
BothcopiesMUSThaveparentsignature
CompletedWaiverFormwithparentsignature.
TransferStudents
o InstateTransferStudent
RefertoLEPApplicationintheEDSsystemtodeterminewhetherthestudenthasbeen
identifiedasanEnglishlanguageLearnersinWashingtonState.Ifnot,administerthe
WELPAPlacementandfollowproceduresabove(newstudent)
Note:iftheinitialPlacementTestisnotavailable,administerthetest.Once
theinitialtestbecomesavailable,theprogramwillbebasedontheresultsof
thefirstplacementtestandwillberecorded.
IfTBIPeligiblestudenthasnotbeentested/hasnotreceivedascoreonthe
twomostrecentannuallanguageproficiencyassessment,administeranew
Placementtesttodetermineeligibility,currentproficiencylevelandcontinued
programeligibility.
o OutofstateTransferStudents
IfthestudenthasnotbeenenrolledinaWashingtonStatepublicschoolforthepast12
months,thestudentmusttaketheplacementtesttodetermineeligibility.
Studentswhotransferfromoutofstateandwhomeettheidentificationcriteriaon
theHLSmustbetestedon theplacementtest,regardlessofwhetherthestudenthas
alreadybeenidentifiedasanEnglishlanguagelearner inanotherstate.
Ifastudentwhopreviouslytransitioned(exited)fromtheTBIPprogramreturnsto
Washingtonafterhavinglived outsidetheUnitedStatesinanonEnglishspeaking
countryfortwelveormoremonths,thedistrictcan administertheplacementtestto
determineiftherehasbeenalossofEnglishlanguageproficiency. Thestudent can
requalifyforTBIPservicesbasedontheplacementtestresults.
Immigrant
DefinitionofImmigrantChildrenandYouthunderTitleIII(ESEATitleIII,Sec.3301(6))
Thetermimmigrantchildrenandyouthreferstoindividualswho:
Areaged3through21.
Werenotborninanystate.Statemeansthe50states,theDistrictofColumbia,andthe
CommonwealthofPuertoRico(Section3301(6)ofESEA).ChildrenborntoU.S.citizensabroad(e.g.,
childrenbornonamilitarybaseoverseas)maybeconsideredimmigrantsiftheymeetallthecriteriain
thedefinitionofimmigrant.
Havenotbeenattendingoneormoreschoolsinanyoneormorestatesformorethan3fullacademic
years.Afullacademicyearis10monthsofschoolattendancekindergartenthrough12thgrade.Ifa
studenthasbeenindifferentschoolsindifferentschooldistrictsandevenindifferentstates,the
numberofmonthsthatthestudenthasbeeninschoolinanyoneormorestatesmustnotadduptoa
totalofmorethan3fullacademicyears.
Refugee
Arefugeeissomeonewhohasbeenforcedtofleehisorhercountrybecauseofpersecution,war,or
violence.Arefugeehasawellfoundedfearofpersecutionforreasonsofrace,religion,nationality,
politicalopinionormembershipinaparticularsocialgroup.Mostlikely,theycannotreturnhome
orareafraidtodoso.Warandethnic,tribalandreligiousviolenceareleadingcausesofrefugees
fleeingtheircountries.
JSCEnrollmentCenter
SPED/BilingualFacilitatorStaff
BilingualFacilitatorwillprocessstudentswhosehomelanguagesurveyindicatethattheirstudent
speakotherlanguagethanEnglish.Thestaffwillfollowtheprocedureaboveforidentifying,testing,
programplacementandcreatingtheGreenFile.

SPED/BilingualFacilitator:
JSCEE:
o MichaelChan
o Hoa(Kim)Tran
o HalimaAbdule
SeattleWorldSchool
o TeresitaBazan
o OudomDanh
o YuanBai
SchoolRequestforWELPAPlacementTest:
ELLStaffarereferredto:
o ELLSharePointforcopiesofHomeLanguageSurvey
o ELLResourceManual
o ELLstaffwillcontacteitherNarcitaEugenioorMiguelCastrofortestingschedule.
SchoolStaff/nonELL
o RefertoELLandInternationalProgramDepartmentforprocedures/process
o Contactperson:NarcitaEugenioorMiguelCastro
ProvideHomeLanguageSurvey
RefertoCEDARS/EDS
Scheduletesterwithin10daysofreceivingthehomelanguagesurvey.
Trainingtimeline:
August:participateinJSCEnrollmentStaffTraining
o UpdateonTBIP,ImmigrantorRefugee
HomeLanguageSurveyForms
WaiverForms
GreenFilereview
o ELLPowerSchoolDataEntryupdatesandreview
Parentcometo
registerstudent
FollowEnrollmentProcedure
RefertoHomeLangaugeSurvey
SPED/Bilingual
Facilitator
DetermineAssessment
AdminsiterWELPAPlacementTest
SPED/Bilingual
Facilitator
ExplaintotheparentELLprogramsofferedinschools
ParentrequestorwaivedELL;followthechec=klistabove.
January
o UpdateonTBIP,ImmigrantorRefugeeforOpenEnrollment
o ReviewHomeLanguageSurveysandWaiveELL
o InpreparationforMayKindergartenTesting.ThisisforenteringKindergartenstudents,
placementassessmentmaybeadministeredafterMay1
st
ofthespringpriortoenrollment.
ListofincomingKindergartenstudents
CallparentstoremindandscheduleWELPAPlacementTest
Listanddatesofoffsiteslikelocallibrariesfortesting.
o ReviewproceduresandELLProgramsofferedinschools.
ELLandInternationalPrograms
Date:
TrainingforEnrollmentStaff
SignIn:
Date Staff
Takeaway:
Provideagenda
Providecopiesoftrainingmaterials
Q&A
ProceduresforGreenFilescontents:
EffectiveMarch17,2014
StudentreceivingELLService
AdministerPlacementTest:Coloredpapervariesdependingongradespan
IfstudenthaveOSPIdatabaseinformation:usethetestformspecificfor
studentswithOSPIdata:Coloredpapervariesdependingongradespan
TitleIIIParentNotificationofStudentPlacement
Blueform
Enroll_GreenFilelimecoloredpaperincludesHomeLanguageSurvey,Refugee;etc
MUSThaveparentsignature
Ifforsomereasonthereisnoparentsignatureintheform:
MakecopiesoftheAdmissionFormallpagesandusethisinstead.
CopyofI90orotherdocumentsifmarkedRefugeeStatus
StudentwavedELLservice
AdministerPlacementTest:Coloredpapervariesdependingongradespan
IfstudenthaveOSPIdatabaseinformation:usethetestformspecificfor
studentswithOSPIdata:Coloredpapervariesdependingongradespan
TitleIIIParentNotificationofStudentPlacement
Blueform
Enroll_GreenFilelimecoloredpaperincludesHomeLanguageSurvey,Refugee;etc
MUSThaveparentsignature
Ifforsomereasonthereisnoparentsignatureintheform:
MakecopiesoftheAdmissionFormallpagesandusethisinstead.
CopyofI90orotherdocumentsifmarkedRefugeeStatus
CompletedWaiverFormwithparentsignature.
RevisedJanuary2014
NameofSchoolDistrict:SeattlePublicSchoolsItem#:7.3FederalorStateProgram:TBIP/TitleIII
ItemDescription:ThedistricthasaprocessforidentifyingNativeAmericanstudents
RequiredAction:SubmitupdatedproceduresfortestingNativeAmericanstudentsforTitleIIIindicatingthatstudentsaretestedwithin10schooldaysofthe
determinationofacademicallyatriskstatus.Thisshouldbeginatthebeginningoftheschoolyearwiththeavailabilityofstatetestingresults.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
Thelettertoeligiblefamilieswillberevisedstatingthatin
SeptemberstateassessmentssuchastheHSPEandMSPwillbe
usedtodetermineacademicallyatriskstatusandqualification.
VeronicaGallardo
GailMorris
April24 Revisedletter
Anrevisedtimelinedocumenthasbeencreatedtobeusedby
theNativeAmericanDepartmentandELLDepartment.
VeronicaGallardo
GailMorris
April24 Completed
document
September
TotheParent/Guardianof:
Greetings,
UsingourSeattleSchoolDistrictenrollmentinformation,yourstudenthasbeenidentifiedasNative
AmericanorAlaskanNative,andpossiblyeligibleforauthorizedsupplementaryacademicsupport
services.
ThesesupportservicesareundertheTitleIIIgrantprogramandwewillbeseekingfundingtoincrease
Nativestudentsuccessandachievementinreadingandlanguagearts(literacy).Wehavereviewedthe
SeptemberHSPEandMSPdataforNativestudentandhaveidentifiedthosestudentswhomightqualify
forsupplementaryservices.
BeginningSeptember,wewillbeginadministeringtheWashingtonLanguageAssessmenttodetermine
eligibility.WearerequiredbytheOfficeoftheSuperintendentofPublicInstruction,totestallstudents
whomaybeeligibleforservices.
Historically,thisfundinghasbeenutilizedtoprovideacademicsupportforEnglishLanguageLearners,
butwehaverecentlylearnedthatNativeAmericanandAlaskanNativestudentsmayalsoqualify.
Basedontestingresultsandthenumberofstudentswhoqualify,agrantproposalwillbesubmitted,
andifapproved,thefundingwillbeusedtocreatenewdistrictservicestargetedtoincreaseliteracy
achievementforNativestudentsandhighqualityinstructionforteachersineffectivepracticeswith
Nativestudentsinliteracy.
PleaseknowthattheWashingtonStateLanguageProficiencytestWILLNOTaffectyourstudents
academicscores,itissolelyusedtoassessneedforservicesandtoobtaingrantfunding.Testingtimes
rangefrom30minutestotwohours.
Huchoosedah
NativeAmerican
Education
Program
JohnStanfordCenterforEducationalExcellence 24453
rd
AvenueSouth 98134 www.seattleschools.org
MailingAddress:MS31529 POBox34165 Seattle,WA 981241165 Tel:206.252.0948
TitleIIINativeAmericans:ProcedureandTimeline
September: Schoolstarts.
IdentifyNativeAmericanandAlaskaNativestudentsinthe
districtsrace/ethnicityintheadmissionformsduringenrollment
andwhoareacademicallyatriskbasedonMSP/HSPE.
SendparentnotificationoftestingregardingtheWELPA
Placementtestingwithin10daysofenrollment.
ReportallplacementtestresultsincludingLevel4andprogram
enrollmenttoCEDARS
Notifyparentsofstudentsinitialidentificationwithin30daysof
thebeginningoftheschoolyear,orwithin15daysifidentified
duringtheschoolyear,afteradministeringtheplacementtest
October: Octobercounttransfer,newtodistrict.
FebruarytoMarch: AnnualWELPA(WashingtonEnglishLanguageProficiency
Assessments)testingwindow;thisassessmenttestinreading,
writing,listeningandspeakingknowledgeandskills.
SendlettertoparentsregardingtheincomingAnnualTest.
June: AnnualWELPAreleasethetestscores.
Sendletterstoparentsif:exitprogram(L4)orcontinuingtothe
program(L1,2and3)
NotifyparentsofcontinuedeligibilityforTitleIIIannually,within
30daysofthebeginningoftheschoolyear.
Monthly NativeAmericanenrollmentreportnewtotheDistrict.
RevisedJanuary2014
ItemDescription:Activitieschargedareallowable
RequiredAction:SubmitevidencethatthefollowinghavebeenfundedthroughasourceotherthanTBIPorTitleIII:1.$9,416ContractwithTransACT
Communications,Inc.2.$2,940PurchaseorderforHistoryAlive!AncientWorldtextbooks.SubmitcriteriaforjobdutiestobechargedtoTitleIIIorTBIPforthe
followingpositions:1.DataAnalyst,2.StudentandFamilyAdvocate,3.BilingualWorkBasedLearningSupervisorandevidencethatthecriteriahavebeen
communicatedtotheseemployees.SubmitanamendedcontracttoLuisOsvaldoOrtegaSanchezwhichisalignedwithdescriptiondescribedintheTitleIIIgrant
application.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
Generalfundshavebeenappliedtothecontract$9,416
ContractwithTransACTCommunications,Inc.
VeronicaGallardo
CherylKlinker
budget
5/1willberetroto
9/1/13
Finance
department
support
JVform/email
Thepurchaseof$2,940forHistoryAlive!AncientWorld
textbookswillbeappliedtoourgeneralfunds.
VeronicaGallardo
CherylKlinker
ConciePredroza
5/1willberetroto
9/1/13
none JVform/email
Dataanalystposition:activitiesareallowableperA.Westhall
emailofApril16.TimeandEffortcertificationforM.Castro
showsnopayrollreconciliationneeded.
N/A N/A
StudentandFamilyAdvocateposition:Currentworkisin
progresswiththehumanresourcesdepartment,theunion,and
OSPItorewritethejobdescriptionsfortheposition.
VeronicaGallardo
HumanResources
MargaretPorter
June2014requires
unionapprovaltochange
representedjob
descriptions
Humanresources
SEAUnion
OSPI
Approved
documentfrom
HRandOSPI
HelenMalagon
BilingualWorkBasedLearningSupervisorposition:Thedistrict
willidentifybasicedfundstostaffthisposition,retrotoSept.
1,2013.
VeronicaGallardo
KevinCorrigan
5/15 $29,578
MeetwithConcie,principalattheWorldSchooltorevisethe
contractlanguagetoreflectappropriateandapproveduseof
fundingwhichisalignedwithdescriptiondescribedintheTitle
IIIgrantapplication.ThisrevisionisforthecontracttoLuis
OsvaldoOrtegaSanchez.
ConciePedroza
VeronicaGallardo
4/30 Approved
contractbyHelen
Malagon
RevisedJanuary2014
1
Yee, Min
From: Alyssa Westall <Alyssa.Westall@k12.wa.us>
Sent: Thursday, April 17, 2014 11:36 AM
To: Eugenio, Narcita; Gallardo, Veronica
Subject: RE: Compliance Needs
Attachments: Data Analyst_SPS.pdf; Family Advocate_SPS.pdf
Follow Up Flag: Follow up
Flag Status: Flagged
HelloNarcitaandVeronica,
IdontseeanythingintheBilingualWorkbasedLearningSupervisorpositionthatwouldbeallowableunderTBIPor
TitleIII.Refertotheguidancefromyesterdaytoidentifyjobdutiesmoreinlinewithwhatsheiscurrentlydoing.
AslongastheDataAnalystexclusivelysupportstheELLprogramandnotMigrant,everythingappearstobeallowable
undereitherTBIPorTitleIII.Ihaveaddedcommentsnexttoeachdutyinthejobdescription.Ingeneral,underTBIP:
Dataentryandqualitycontrol
Reportingrequiredbythestate
Studentidentification
WELPAtesting
Dataanalysisforthepurposesofprogram/fiscalplanning
UnderTitleIII:
Dataanalysisforthepurposesofimprovinginstruction,thedevelopmentofaTitleIIIimprovementplanor
relatedtoTitleIIIAMAOs.
IhavemadenotesnexttoeachjobdutyontheFamilyAdvocatesjobdescription.Thisdescriptioniswritteninaway
thatitisdifficulttoseetheconnectiontotheELLprogram.Ihavemadenotesnexttojobdutiesinthedescriptionbut
suggestthatyoulookattheguidancefromyesterdaytorewritetheduties.Drawingfrommylimitedandnarrow
observationsofNarcitaswork,Isuspectsomejobdutiesmaybe
UnderTBIP:
Supporting/overseeingbuildingandenrollmentstaffwithidentificationofELLsandadequaterecordkeeping.
Supportingbuildingandenrollmentstaffwithunderstandingprogramrequirements.
Preparationofdocumentationforprogrammonitoring.
CoordinationofwrittentranslationspertainingtotheELLprogram.
DoesNarcitaprovideguidancetoBilingualIAsinaspectsoftheirwork?
UnderTitleIII:
CollectionofinputfromELLfamiliestoinformprogramevaluationandplanning.
PresentationsatschoolanddistrictfamilymeetingsabouttheELLprogram.
TrainingorclassesforELLparentsontopicssuchas:
o ESL
o Useoftechnology
o Howtohelptheirchildrensucceedacademicallyanddeveloplanguage
Somedistrictsdothisincoordinationwithbuildingafterschoolprograms.Othersvisitapartmentcomplexes
withhighconcentrationsofELLs.Othershavedistrictwideopportunities.
ProfessionaldevelopmenttostaffonworkingeffectivelywithELLfamilies.
UnderBasicEd:
CoordinationoftranslationsnotspecifictotheELLprogram.
2
PleaseletmeknowifIcanprovidefurthersupport,
Alyssa Westall
36072561473606640256(fax)
BilingualEducation,Room320
OfficeofSuperintendentofPublicInstruction
From: Eugenio, Narcita [mailto:neugenio@seattleschools.org]

Sent: Thursday, April 17, 2014 6:44 AM
To: Alyssa Westall; Gallardo, Veronica
Hello,

Here is the SPS J ob descriptions.

Salamatpo
NarcitaEugenio
StudentandFamilyAdvocate
ELLandInternationalPrograms
Phone:2062520773
Fax:2062520078
Mailstop:31676
neugenio@seattleschools.org

From: Alyssa Westall [mailto:Alyssa.Westall@k12.wa.us]
Sent: Wednesday, April 16, 2014 3:39 PM
Cc: Eugenio, Narcita
HelloVeronica,
Iwouldbeabletoprovidebetterguidanceifyousentmeacopyofthejobdescriptions.
FromwhatIrecall,mostifnotallactivitiesontheDataAnalystpositionwouldbeallowableunderTBIP.Theportionof
thejobthatsupportsprogramevaluationandtheAMAOImprovementPlancouldbefundedthroughTitleIII,withTime
andEffortclearlytiedtothetimeswhenthisisthefocusofhisjob.
IdontrecallanyactivitiesintheWorkBasedLearningSupervisorpositionasbeingallowableunderTitleIII.However,I
wouldbehappytotakeanotherlookatit.Youhadindicatedthattheoldjobdescriptiondidnotreflectheractualwork
anyway.
OuriGrantstrainingsarepostedonhttp://www.k12.wa.us/MigrantBilingual/Training.aspx.Iamattachingtheslidesthat
mostapplytoyourpositions:
ParentEngagement,TitleIII
TitleIIIStaffingGuidance(issuedbyOSPI)
TBIPAllowableActivities
UseofTitleIIIFunds(issuedbyDeptofEd):startreadingonslide9.
Generallyintermsofstaffpositions,TitleIIIfunds:
3
Delivery(notcoordination)ofPD
Delivery(notcoordination)ofELLsupporttostudentsoutsidetheschoolday
FamilyengagementthatmeetstherequirementsofTitleIII
Pleaseletmeknowwhatspecificquestionsyouhave,
Alyssa Westall
36072561473606640256(fax)
BilingualEducation,Room320
OfficeofSuperintendentofPublicInstruction
From: Gallardo, Veronica [mailto:vmgallardo@seattleschools.org]

To: Alyssa Westall
Cc: Eugenio, Narcita
Subject: Compliance Needs
HiAlyssa,
Weareworkingontheoutofcomplianceissuesandneedtohaveinformationregardingjobdescriptions(allowableand
notallowable)sowecanrewritethejobs.ThetwoinquestionareDataAnalystforTBE(previouslyinTitleII)and
BilingualWorkbasedLearningSupervisor(MariellaGalvez)forTitleIII.Anysupportinhelpingwiththeappropriate
languageinthenewjobdescriptionswouldbemuchappreciated.

Director
206/ 252-0072
1
Yee, Min
From: Pedroza, Concepcion
To: Gallardo, Veronica; Klinker, Cheryl
Cc: Yee, Min; Eugenio, Narcita; Dang, Hanh
Subject: RE: Out of Compliance Funding Change Needed
Importance: High
HiCheryl
IamoutofthebuildingonTuesdaybutHanhandIwillmeetonWednesdaytodeterminewhatfundingcodetochange
thistoo.
CanyoucallmeonWednesdayCheryl?
Concie

Sent: Thursday, April 17, 2014 1:44 PM
To: Pedroza, Concepcion; Klinker, Cheryl
Cc: Yee, Min; Eugenio, Narcita; Gallardo, Veronica
Subject: Out of Compliance Funding Change Needed
Importance: High
Concie,
AsyouknowwewerefoundoutofcomplianceasaresultofthetextsHistoryAliveAnchientWorldthatwas
purchasedinJanuaryof2014.Ajournalvoucherintheamountof$2,940needstobesubmittedandnotfundedoutof
TitleIII.PleasenotifyCherylKlinkerwhatnewbudgetyouwouldliketoallocatethisamountbyApril24
th
.

Director
206/ 252-0072
1
Yee, Min
From: Pedroza, Concepcion
Cc: Eugenio, Narcita; Yee, Min
Subject: RE: Out of Compliance Finding
IvenotifiedLuisandhewillbeinonWednesdaywherewewillworkonit.
Concie

To: Pedroza, Concepcion
Cc: Eugenio, Narcita; Yee, Min
Subject: Out of Compliance Finding
Importance: High
Concie,
AsIinformedyouseveralweeksago,thecontractwithLuisOsvaldoOrtegaSanchezisoutofcompliance.Thecontract
needstoberewrittenwithafocusonlanguageacquisitionandnotcollegereadiness.Pleaseresubmityourapplication
withthecorrectpurposeandwordingbyApril30
th
.OnceitissubmittedIwillbesuretosenditdirectlytoAlyssa
Westallforfinalapproval.

Director
206/ 252-0072
1
Yee, Min
To: Klinker, Cheryl
Cc: Eugenio, Narcita; 'Veronica Gallardo'; Yee, Min
Subject: Compiance Finding Correction for Funding
Cheryl,
InordertomeettheoutofcomplianceTitleIIIfindingfor7.8,pleaseJV$9,416whichisforTransActandinbudget
5D06427GNOandmovetoBaseline5D05211A0,CommitmentItem5100and5D05271BOCommitmentitem5990also
baseline.
PleaseconfirmbyApril22thatthishasbeencompleted.

Director
206/ 252-0072
RevisedJanuary2014
ItemDescription:Thedistrictincludesteachers,parents,andotherstaffinthedevelopmentandevaluationoftheTitleIIIplan.
RequiredAction: Submitanactionplanfor:1.collectinginputfromgeneraleducationteachersandparentsofELLsforELLprogramplanningandevaluation.2.
SummarizingtheirrecommendationstoinformthedevelopmentoftheTitleIIIplan.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
Multiplemeetingswereheldthatconsistedoftwoteachers,
twoIAsandparentsandcommunityleadersperthefive
regionsofthedistrict.Participantsinthemeetingswereto
identifyandaddressstrengths,weaknesses,opportunitiesand
threatsperceivedinourELLprogramandcreateaplanthat
includedinformationfromthemeetingandelectronicsurveys
throughsurveymonkey.
VeronicaGallardo
ELLCoaches
Completed SWOTSurvey
Agenda
Signinsheets
InAugustof2013agridsummarizingprioritiesandneedswas
completed.
VeronicaGallardo Completed Summarygrid
RespondentID FirstStrength SecondStrength ThirdStrength
2423889817
BuildingtheAcademicgapbetweenteachersand
students Bridgebetweenparentsandteachers Skillsthatconnectsbothworlds
2419293492 scale-uptraining
2419243749 Assignments Workshops Support
2419223185 Theabilitytosecuretextualmaterialsforus
Theteamisinapositiontorepresentand
advocateforourELLstudents Thecoachescanhelpwithresources
2419125426
Thecentralcankeepawatchfuleyeonthe
studentsofdiffrentlanguages PlaceingbilingualIA'swherethereneeded
2419095744 AnincredibleteamofbilingualIAs Providingthehomelanguagesupporttostudents
2419057497 Academic&socialprogressinallgradelevel communicationbetweenhome&school.
wedohavevaluableresourcetoeducateour
students,
2419049822 Somegoodtrainings
Coacheshavebeenhelpfulandrespondquickly
whenaskforadvice
2419047269
TheCentralOfficeteamhasyearsofexpertise
workingwithELLs.TBEmeetingsandinquiry
groupshavebeenaneffectivewaytoconnect
withotherELDstaffandexchangeinfo.
SCALEUPtrainingsprovideagoodtraining
modelforteacherswhoworkwithELLs.
Dataandcoachingsupportishelpful,thoughthe
coachingstaffseemsspreadtoothintofacilitate
PDsaswellasengageinsite-basedcoachingfor
alltheschools.
2418883639
veryrichnessofdiverseandworkinghardstaff:
bil.IAs:expertiseinlanguagesncultures Narcita,Dolores,Saki-veryefficenttorespond.
2418490998
EvenlyassigningbilingualIAstoAllSeattle
schoolsconsideringthemostneededissue. AllocatingservicesforEllstudents. Beingorganized.
2418347060
NarcitaEugenio,DoloresDongDedeFauntleroy
andSakiShimizu.Allareresposiveand
exceptionallyefficent
2417802244 HavingTBEmeetings OrganizationofWELPA Respondingtoquestions
2417742709
Programvisionandperspectives,Scale-up100,
200,300.CarolWentyandherpartner,Ellen,
cametomyschooltohelpmepreparedatafor
theLevynarrative.Beforethat,Carolalsocame
tohelpmesetupaschedulefortheI/A's
CoachELLTeachersonmethodsandgood
practices.Ihavebecomeabetterteacherafter
thecollaborationtraining. DutiesforI/A'sandBilingualTeachers
2417631008 StateTestingandDataanalysisforschools WELPA/WLPTinfodispersal
2417587685 SCALEUPtraining
2417498966 Organization aproability
Question1:Strengths
Question1:Strengths
2417498945 WorkingwithELLchildren,solvingproblems AgoodcomunicationwithELLfamilies
Translating,interpretingIEPmeetingosimilar
matter
2417436385 Activelistening,veryresponsive Accessible,quicktoprovideinfoandanswers KnowledgeaboutELLbestpractices
2417428810
Supportingoureffortstoraiseawarenessofthe
typesofissuesthatELLsmightfaceinscience
classes.Gosia'smaterialslookreallyhelpfuland
supportive.
2417393833
IfeelwellrepresentedbyELLDirectorandmy
coach ELLDirectoriscommittedtotheprogram
GoodcommunicationbetweenmyPrincipaland
ELLDirector
2417295322
financialconditionsinstaffingseemtobepretty
stable
WELPAtrainingisclearandprofessional,PD
stickstoschedule respondtoe-mailefficiently
2417207321 ProfessionalDevelopmentDays
ApplyandmakealltheELLElegiblestudents
reachtheiracademicgoals
MaketheELLElegiblestudentsreachtheSPS
standards
2417180707 Providingasupportcoachonceaweek Frequentcommunicationwiththeschool
StrongsupportforstatetestingandWorldLang
tests
2417162407
communicatewithteachersabouteventsand
trainingsoffered
holdmeetingstohelpkeepusintheloopwith
news,expectations,trends
helpfulcoachesthatareavailableforquick
responsetoissuesthatmaycomeupormay
havequestionsaboutELLfromschool
administratorsorstaffaboutELLservices
2416993036
IvaluetheELLcoachthatisavailabletousand
veryresponsive.
Iappreciatethetrainingwereceiveforthe
WELPA.
2416988690
Giveopportunitytoshareresourcesandlearn
fromcolleagues
2416958714 MiddleSchoolCoarch IAassignment Dataanalysis
2416731121 coachingsupport
2416696815
2416688554
UnderstandingthebigELLpicture(iestudents'
needs,etc.) InterveningwithAdmin.andELLteachers Assistingschoolswithchallengingsituations
2416662165 teachingstrategies speakingwithotherteachers collaborationtime
2416061473 UpdatingthelistofqualifiedELLstudents
Providinginfoonhowtoaccessinformative
resources
2415801904 havingELLcoaches
2414171378 SupportiveMiddleSchoolCoach
Datasupportfortrackingmultipletestsover
multipleyears
AssignmentofBilingualIAssensitivetobuilding
needs
2411727598
2410614507
ELLCoachverysupportiveofourneedsatour
school.
HasalwaysmetrequestsforadditionalReading
Materials
SupportivebyaddingELLstaffwhenneededat
ourschool
2409394578 Coaches LotsofwonderfulteachersandIAs
Question1:Strengths
2408684982 unmistakablepresenceindistrictpriorities fairlyadequatestaffingforschoolneeds
fairlyorganizedmethodservice/assistance
deliverytoschools
2402458184
havingcoachesforeachlevel:elementary,
Middleandhighschools
2401082892 Goodrapportwithteammembers Periodictrainings Listeningtoproblemsandfindingsolutions
2399803317
Highschoolcoacheshavegradelevelexperience
andareveryeffective
2399727053 Wedon'tknowwhatyoudo
2399674784 Availabiltyofcoacheswithclassroomexperience EffeciencyofBethRoodhouse
UnderstandingandsupportforELLstudent
needs,respectforELLTeachercompetence
2399630120 Thereareenoughstafftohandlethings Givingnotice Copingwithcomplainswhenneeded
2399613207
Availabilityofcoacheswithsamegradelevel
experience Roodhouseisveryeffective
2399552050
Haveanoverviewofwhatishappeningaround
thedistrict
Haveprovidedgoodtrainingontheevaluation
process
Listentoourneeds-forexamplewhenwesaywe
wantarisersmeeting
2399547448 Youcareaboutstaff Youtrytogiveusgoodtraining Looksthatyouarewllorganice
2399449371
ThetrainingsforBilingualIA'shavebeenhelpful
inageneralsensetogetafeelforsomeaspects
ofmathandreading
ELLteachersareasupportiveresourceanddoing
effectiveworkintheclassrooms
HavingaccesstothenumberofELLchildren,
theirlanguage,gradeandlevelonaconsistent
basisisvital
2399283952 notmuch nothing nothing
2398796529
simplyholdingtheTBEmeetingsisvaluablefor
stafftoexchangeideasandproblem-solvewith
otherELLteachers.
Ifeelthatourregionalsupportteacheris
approachableandagoodbridgetothedistrict
office.
2398635662 organizingprofessionaldeve/trainingsforIAs
2398451734 willingnesstoprovidesupport willingnesstoprovidematerials willingnesstofindanswerstoquestions
2398428706
organizationandtrainingforannualELLtest
(WELPA) accessibilitybyemail
staffingconsistency(lessturnoverthaninthe
past)
2398341790 Havingstrongcoachescoachingintheschools
Nowaddressingissuesthathavenotbeen
explicitelyaddressedbefore(ie.ELL/SPED)
workingtogetherwithotherdistrictswhohave
commonneeds
2398284623
MostofthestaffworkedwithELLpopulationand
withSPS. ELLcoachineachregion.
GiveinformationhowtoidentifyELLstudentthat
qualifyforspecialeducation.
2398255485
COELLknowswellcharacteristicsofELL
students
COELLworkstoimproveELLservicesto
students COELLcommunicatestoELLfieldworkers
2398078618 Hopingfornoproblems Ifitain'tbrokedon'tfixit Staffing!
2398077065 LookingoutforourELLs'bestinterest
Keepingupwithcurrentbestpracticesindelivery
models
Question1:Strengths
2398027201
Thecoachesarewillingtostepinandhelpwhen
thereisaproblem.
ThestaffdeverlopmentclasseswillhelptheI.A
improvedtheirskills
Communityoutreacheventswillhelpthe
communicationgapbetweenparentsandschool
2398026736 Veryaccessableandkindstaff KnowledgableaboutELLbestpractices Offersregularstaffdevelopment
2397995457
HavingacoachthatunderstandsourBOC
programandiswillingtohelpus.
BeingabletomeetwithourBOCcolleagues
throughouttheyear. newBOCREACHcurriculum!!!
2397986608
2397431839 CoordinatingTestingEfforts Providinginterpretationandtranslationservices Initialplacementofstudnets
2397398419
Theworklastyear&thissummertoexaminehow
tobetteraddressELLskillsalongwithteaching
reading-clearlyandintelligentlythoughtout
Goodresponse&supporttoinquiries;timely
responses GoodtrainingsuchasScaleUpseries
2397204418 Someareknowledgeableandexperienced Moststaffarefriendly,helpful,approachable Promptresponsestoinquiriesbymost
2397203862
SCALEUPtrainingsweregood,helpedmy
teaching.
raisingawarenessdistrictwideabouttheissues
thatELLstudentsface translations/parentoutreach
2397197161
SCALEUptrainingsimprovedmyprofessional
practice Diversestaffthatisreflectiveofthestudentbody
2397187274 Givingusanextrahand!! Helpingusplan
Lettingsomeofourmtgsbeaboutsharinglesson
plans
2397182229 ArrangeRiserMeetings
Sharesuccesses,strategies,skillsfromother
schoolsatone-on-onecheckins Findresourceswhenrequested
2397178002
TheELLteamrespondstoourneedsinatimely
fashion
Whenlookingtomeetourneeds,theELLteamis
abletofindaprovideforthemwell.
Eachmembercaresabouttheteamasacohesive
department
2397177032 pasttheballtootherwithoutdoingnothing getthecreditofsomeoneelseworked notapplicable
2397154712
TheyprovidetheonlysupportandPDIam
receivingfromthedistrictrightnow. ScaleUPtrainingsareexcellent
Theygivemeperspectiveonaveryconfusing
job.AsanELLteacherIhavesomanythingsI
couldteachinthelittletimeIhavewithmy
students.COteamhelpsmechoosewhatand
howtoteach.
2397143123 Managepaperwork(greenfiles) Timeinschoolbuildings
2397135368 AccountabilityinadministrationofELLservices
Providingresources,bothhumanandmaterial,in
atimelymanneruponrequest
Approachableandresponsivesupportwhenitis
requested
2397126844
Therearesomegreatprofessionalsthathelpus
solvetheproblemsinourschooldepartments
2397124742
coachesrespondquicklytoemails&
communication sortingoftestdataandrisers
Question1:Strengths
2397121124 professionaldevelopmentforIAs sendingstudentstotheappropriateschools largenumberoflanguagesrepresented
2397117397 Helpwithcurriculumneeds
GiveadviceforInstructionalassistants/
effectiveness Ideasofhowtodifferentiate
2397113040 visitschoolstoanswerquestions getmaterials helpwithstaffing
2396857212 afgjjda;jg adfnasfjs;jklf adfdfg
1 of 3
ELL Department Feedback
1. What are the areas of strength of the Central Office ELL team? For example: - What do
we do exceptionally well? - What advantages do we have? - What valuable resources do
we have? - What do staff identify as our strengths?
ResponsePercent ResponseCount
First strength:
100.0% 78
Second strength:
84.6% 66
Third strength:
65.4% 51
AnsweredQuestion 78
SkippedQuestion 3
2. What are the weaknesses of the Central Office ELL Department? For example: -What
could we do better? -What do we receive complaints about? -What needs are not being
met?
First weakness:
98.7% 77
Second weakness:
91.0% 71
Third weakness:
76.9% 60
AnsweredQuestion 78
SkippedQuestion 3
2 of 3
3. What are the opportunities for the Central Office ELL team? For example: -What
opportunities do we know about but have not addressed?
First opportunity:
100.0% 62
Second opportunity:
66.1% 41
Third opportunity:
45.2% 28
AnsweredQuestion 62
SkippedQuestion 19
4. What are the threats for the Central Office ELL team? For example: -Are weaknesses
likely to make us vulnerable? -What external roadblocks exist that get in the way of our
progress? -Are there significant changes coming for staff? -Are economic conditions
affecting our financial viability?
First threat:
100.0% 59
Second threat:
72.9% 43
Third threat:
39.0% 23
AnsweredQuestion 59
SkippedQuestion 22
3 of 3
5. Is there any other information or comments you would like to share with the Central
Office ELL team?
ResponseCount
40
AnsweredQuestion 40
SkippedQuestion 41
Component
s/Big
Categories
Effective
Communication
Systems
Equitable System Wide
Talent Cultivation and
Maintenance
Effective Program
Management
Program Design
Quality Management
Family and
Community
Connection
Fostering District
Culture and
Receptiveness to ELL
Team is extremely
knowledgeable of ELL best
practice and Good data
Provide focused
support for teachers
ELL consortium
attendance
(Coaches/teachers)
Support is more
focused on high priority
schools enables us to
know staff and schools
at deeper level
Second lang. Acquisition
Theory.
Funding model to
schools (WSS)
Great support staff
and knowledgeable in
their field Knowledgeable
As a team we are
aligned on how we
disaggregate and
communicate data to
IAs, certs, principals
(data)
High level of expertise among
coaches
Logistics of service
delivery and test admin.
etc Diverse skills in staff Strong relationships
Alignment of coaching
support based on needs
(data)
Puttingtogether
structuresforsharing
andcollaborationinthe
department
Wealth of expertise with ELL
staff (teachers and IAs) and
coaches
Testing and placing
students (teachers)
Development and
implementation of pd
and scale up
Provide language
support/services to
our multilingual
students and families
Provide researched
based scale up
workshops to schools
Great knowledge on the
team Gooddata Communitytrust
Strong relationships
with building staff we
work with (IAs, ELD
teachers most
principals)
1 5/6/2014
Component
s/Big
Categories
Effective
Communication
Systems
Maintenance
Effective Program
Management
Program Design
Quality Management
Family and
Community
Connection
Fostering District
Culture and
IAinterpreterrolein
contractnegotiation Dataanalyst Work ethic
Asweretoolourfocusto
thinkabouthowto
increaseequity
Connectingandaligning
withCourtneyand
Bernardosteamsothat
policiesandprocedures
withCBOpartnersare
clear,consistentand
known Trust
Bettercommunication CCSSintegrationofcorestandards Reliable Alongsidecoaching ELLConsortium Willingness to succeed
Geteveryoneinvolved Buildingcapacityofteacherleaders
Support for teachers
co planning lessons
based on language
development, standards
and language
proficiency levels.
Dataunpacking
guidelines Great people
Collaborationacross
departments
Haveavisionthatismoreheavily
focusedoninstructionratherthan
compliance IA PD
Needthenewposition
forBilingualLiaisonfor
interpreter/translator
Communitystakeholders
perspective:Wehave
manyyearsofpositive
collaborationand
partnershipswithoutside
orgs.i.e.trust
Centrallywehavebeen
makingmoreofaneffort
toreachouttoinclude
teachervoicewhensolving
problemsofpractice
CommunicationIAto
teacher HigherEd.Collaboration
Consistencyinleadership
1personforfiveyears
NeedtoofferELL
curriculumtoELL
teachers
ELLstaffatthebuilding
levelmakeastrongeffort
toreachouttofamilies Openandtransparent
2 5/6/2014
Component
s/Big
Categories
Effective
Communication
Systems
Maintenance
Effective Program
Management
Program Design
Quality Management
Family and
Community
Connection
Fostering District
Culture and
Morecommunication
informationtoIAs
WaitingforCCSSrolloutandneed
toknowourdepartmentrolein
training
Puttingstructuresinplace
forcoachestoshareand
collaborateonaweekly
basis
Staffingratiospresenta
challenge(.2FTE)
Morecommunitybased
organizationemerging
andwillingtocooperate
Establishstructuredlineof
communicationwith/inthe
department
DonotlistentoIAneeds
ElementaryELLdoesnothavea
unifyingcurriculum
Notsupportingfamiliesand
studentsperlanguage
groupyetwehirestaff
accordingtolanguage(IA)
Changesinstaffingratios
serveasadisincentiveto
haveELLstudentsexit
theprogram
Familyandcommunity
engagement
Accesstogeneraled.
teachersforthefirsttime
MeetwithDirectorin
oneoftheirPDstoclear
issues Lackofparticipationwhenneeded
IArolesarechangingand
numbersarebeingscaled
back.Thishascreated
someanxiousfeelingsin
theIAcommunity
Timing/lengthofstaffing
assignments Culturalcompetency
Bemoreproactiveandnot
reactive
Communicationwithin
thedepartment
PDisnotreachingmainstream
(elementary)teachersoradmin.as
muchaswewouldlikeitto
Collaborativemodel
dwindling LackoftrainingtoIAs
Tapofoutsideandor
internalresourcesto
attaincultural
competencyandfamily
andcommunity
engagement
Enhancethesupportto
teachersandIAs
3 5/6/2014
Component
s/Big
Categories
Effective
Communication
Systems
Maintenance
Effective Program
Management
Program Design
Quality Management
Family and
Community
Connection
Fostering District
Culture and
Centralofficedonot
respondtoany
communicationeven
thoughtheanswerisno
ordonotknow
VulnerablebeingtoldwhatPDto
do
Needtotap,locate
resourcestofurther
educateourselves
regardingcharacteristicsof
languages(Lis)ourELLs
speak.Thisisbackground
knowledgeforPDwe
provide Badtimemanagement Translation(CBOs)
Someteachers/Elem.
Adminhaveexpresseda
visionthataddresseswhat
ELLteachersshouldbe
teaching(ELDstandardsv.
ELLsupport)
AssignmentofIAs
sometimesconfusesand
frustratesIAs,principals
andstaff HiringofELLcerts/recruiting
Lackofknowledgeand
understandingofEll
services,whatarewe
doing,whoweare Strongofficesupport
Customerservicefor
staffing Highed.collaboration Sequesteringbudget
Collaborativemodelhas
notbeenexpanded
Difficulttoreach
mainstreamandhave
accesstoteachers
WELPAissues(notenoughtests
booklets,resultslate)
IAprofessional
developmentthatisdata
orsurveyneedsbased
Notenough
communicationwith
schoolsamong
departmentand
interdepartment
Lackofcollaborationand
understandingofELLonthepartof
otherdepartments(centrally)
IAcontractnegotiation
withUnion
4 5/6/2014
Component
s/Big
Categories
Effective
Communication
Systems
Maintenance
Effective Program
Management
Program Design
Quality Management
Family and
Community
Connection
Fostering District
Culture and
TrustfromschoolELLIAs
tothedepartmentin
ordertocreateabetter
collaborationinthe
departmentandthat
impactstheservicesto
studentsandfamilies
Otherdepartmentsdo
notknowwhatweare
doing
Lackofclarityregarding
IArole/responsibilities
(academicsupport
versus
interpreter/translator
ratherthancreate
balanceofboth Funds
CoachesElem.Lack
formaltimetoshare
problemsofpracticeand
trainingopportunities
w/eachother
Itlooksverydifferentin
schoolsthatpilotsupport
programs
Otherdepartmentsdo
notknowwhatweare
doing
Possibilityofanew
directionforELLbeing
perceivedastopdown
edict
5 5/6/2014
Component
s/Big
Categories
Effective
Communication
Systems
Maintenance
Effective Program
Management
Program Design
Quality Management
Family and
Community
Connection
Fostering District
Culture and
Lackofcommunication
amongthedepartment Charterschools
Lackofcommunication
betweendepartments
andschools
DirectivesfromAdmin.
Notparticipatingin
decisions
Consistent principal
information Mobile interpreter
Support for families
during school day
Need PD for gen.ed
teachers regarding 2nd
language acquisition
and vocabulary
ELL Director needs to
message to principals
and ELD certs/dept
heads what their role
is and isnt
Group IAs better in
district/bldgs. So that
more of them can serve
their lang/culture
What is the IA role for
parent support when
students have exited? /
Parents continuing to
seek help after kid
graduates (IAs need
time to meet families,
interpret, etc)
ELL Director needs to
message to principals
and ELD certs/dept
heads what their role is
and isnt
6 5/6/2014
Component
s/Big
Categories
Effective
Communication
Systems
Maintenance
Effective Program
Management
Program Design
Quality Management
Family and
Community
Connection
Fostering District
Culture and
Not clear
expectations for
administrator
regarding policy for
IAs and service
model, i.e. Lack of
clarity from Central
Office to Principals
IAs feel lack of follow through
from PD
What is the IA role for
parent support when
students have exited?
Not clear on what
monitoring ELL means (
2 yrs after exit).
ELD central office staff,
ELD bldg. staff and
Principals need to
send same message to
families about WA
state history class
Need more PD for
general ed on cultural
backgrounds, their
languages, educational
backgrounds i.e.
Cultural Cues
Communication and
trust
IA ratios are high and
high mobility, i.e. they
are constantly moved
Aligned curriculum and
expectations or
procedures in math
Issue: Support for
families during
school day
Certificate of
attendance option is
not used consistently
Assessing ELL for
Special
EDDisproportionality
and referral
Need better
communication
system so gen ed and
ELD teachers can
easily access
background info on
their students
Elem ELL program model
needs to include explicit
academic language instruction
Text book purchases in
secondary needed for
ELL texts
Need more ELL
language integrated
into core subjects
7 5/6/2014
Component
s/Big
Categories
Effective
Communication
Systems
Maintenance
Effective Program
Management
Program Design
Quality Management
Family and
Community
Connection
Fostering District
Culture and
Gen.ed teachers and
ELL teachers are not
aware of the
students cultures,
languages and
backgrounds
Inconsistency and
disconnect between
schools and central
departments
Pressure to serve non
ELL students
Need t o reach MS
Teachers, Admin, IA
PD re: Common Core
Addressing
disproportionality for
sped./ELL
Elementary IAs do not
serve always in native
language
RTI confusion on IA
staffing and abuse in
serving non students
counselors need to be
in the loop with ELD
staff and current
policies and mission
Pressure to serve non
ELL students
IA ratios are high and
high mobility, i.e. they
are constantly moved
ELL teachers should be
evaluated using WELPA
and not MAP
Principals need to
give clear__ ?
RTI confusion on IA
staffing and abuse in
serving non students
Gen Ed need PD on
differentiation
8 5/6/2014
Component
s/Big
Categories
Effective
Communication
Systems
Maintenance
Effective Program
Management
Program Design
Quality Management
Family and
Community
Connection
Fostering District
Culture and
Cert of attendance
option is not used
consistently
ELL model is not
addressing the needs
of students for explicit
academic language
instruction.
Foundation language
skills are needed. Not
enough of ELL
components
integrated into core
subject areas, i.e.
language objectives.
More clarity for
funding and staffing
especially for schools
where there is no
language support.
Pd for gen.ed teachers
regarding 2nd
language acquisition
and vocabulary
Ensure messaging
goes out to Exec
directors, Principals,
ELD staff,
mainstream staff
IAs feel lack of follow
through from PD
9 5/6/2014
Component
s/Big
Categories
Effective
Communication
Systems
Maintenance
Effective Program
Management
Program Design
Quality Management
Family and
Community
Connection
Fostering District
Culture and
Addressing
disproportionality for
sped./ELL
PD around how RTI integrates
with ELL strategic plan Collaborative Model
Lack of consistent student data
availability for staff
IA training for serving
sped. Students
ELL teachers should be
evaluated using WELPA and
not MAP
Lack of literacy
curriculum
(materials)
Need Washington
state history course
for ELLs who enter
after 8
th
Vocational and college
transition
opportunities
Fewer elective
courses for high
school ELLs and often
not appropriate
Guidelines for
ELL/sped IA time and
service
10 5/6/2014
Component
s/Big
Categories
Effective
Communication
Systems
Maintenance
Effective Program
Management
Program Design
Quality Management
Family and
Community
Connection
Fostering District
Culture and
Guidance on how to
run program for dual
language and PD and
support
ELL model is not
addressing the needs
of students for explicit
academic language
instruction.
Foundation language
skills are needed. Not
enough of ELL
components
integrated into core
subject areas, i.e.
language objectives.
Student placement
issues regarding age
Enrollment issues
regarding SBOC and
EBOC
11 5/6/2014
RevisedJanuary2014
NameofSchoolDistrict: SeattlePublicSchools Item#: 10.3 FederalorStateProgram: McKinneyVento
ItemDescription:TRANSPORTATION:Thedistrictensuresthattransportationisprovided,attherequestoftheparentorguardian(orinthecaseofan
unaccompaniedyouth,theliaison),toandfromtheschooloforigin.McKinneyVentoSec722(g)(1)(J)(iii)(I,III).
RequiredAction:Provideandactionplantoensurethatdelaystotransportationareaddressed;specificallydelaysrelatedtoverificationwhenastudents
addresschanges.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
WhenafamilychangestheiraddresswithintheSeattlePublic
Schooldistrictboundariesandtheyhavealreadybeen
identifiedandclassifiedashomelessbytheMcKinneyLiaison
ortheMKVCoordinator,theTransportationDepartmentcan
changetheaddress,implementthetransportationandthen
contacttheliaisonwiththenewchangesforthefilesofthe
McKinneyVentooffice.
Thiswilldramaticallyimprovethecurrentdelayswehaveinthe
transportationfortransientfamilies.
*Exception:ifastudentmovesoutofdistrict,thenapproval
fromtheMcKinneyVentoliaisonmustbesought.
TheMcKinneyVento
Liaisonin
collaborationwith
theTransportation
Department
(Managers,
Supervisor,
CoordinatorsandCall
CenterLead)
Thisprocesshasalready
started.
Transportationfor
familieswho
movewithinthe
district
boundarieswillno
longerbe
delayed.
RevisedJanuary2014
NameofSchoolDistrict: SeattlePublicSchools Item#: 10.5 FederalorStateProgram: McKinneyVento
ItemDescription:IDENTIFICATIONOFSTUDENTS:TheDistrictshomelessliaisonensuresthathomelesschildrenandyouthareidentifiedandenrolledbyschool
personnelandthroughcoordinationactivitieswithotherentitiesandagencies.McKinneyVentoSec722(g)(6)(A)(i)
RequiredAction:Provideanactionplantoaddressthetwofollowingissues:1.Districtneedstocorrectproblemswithhomelessstudentidentificationand
collectionofdata/informationinthenewPowerSchoolssystem.(Nohomelessstudentshouldbeflaggedwith"undesignated"status.)2.Schoolleveltraining
needstobebolsteredandthehousingquestionnaireneedstobeusedconsistentlyineverybuildingatleastonetimeperyear.
Responsible
andImplementation
ResourcesNeeded
(optional)
EvidenceofAction
(optional)
AmeetingwasheldinMarch(postCPR)withCarmen
Rahm,districtChiefInformationOfficerandNancy
Petersen,SeniorITManager,toaddressthestudent
identificationneedsofprogramsinthedistrict.The
developmentandmaintenanceofPowerSchoolsfalls
undertheirjurisdiction.Includedinthismeetingwere
managersofTitleI,TitleIII,LAPandthehomeless
educationprogram.
Departmentof
Technology,
Grants/Fiscal
Department,
McKinney
VentoOffice,
Enrollment
Managerand
Enrollment
Specialists
Thisprocesshasalready
startedatthedistrict
level.Trainingwill
continueinthe
EnrollmentDepartment
onproperflagging.
StudentHousing
Questionnaire
Implementedin
EnrollmentCenter:
Immediately.
Supportfromdistricts
TechnologyDepartment.
SupportfromEnrollment
ManagerandSpecialists.
Allincomingfamilies
willreceiveaHousing
Questionnaire.
Allschoolswill
continuetogiveout
Housing
Questionnairesatthe
startoftheschoolyear.
AspecificStudentSupportServicestaffmemberwas
assignedtoeachgrant/program.BetsyAbplanalp,lead
ITsupervisor,wasnamedaschiefliaisonwiththe
homelessprogramandwillworkdirectlywithDinahLd,
HomelessProgramManager,toaddresstheissueswith
studentidentificationandPowerSchools.
Betsy
Abplanalp
DinahLadd
Workwillcontinueon
PowerSchoolsthrough
thesummer.Issues
surroundingstudent
identificationwillbe
addressedby9/1/14
SupportfromDepartment
ofTechnologyServices
(DoTS)
Dataismoreaccurate
andstudentsarebeing
flaggedcorrectly.
EnrollmentServiceswillstartinsertingtheStudent
HousingQuestionnaireFormsforincomingstudents.
Theschoolswillcontinuetosendouttheformsatthe
beginningoftheschoolyear.
DinahLadd
FaauuManu,
Assistant
Manager,
Enrollment
9/1/14 SupportDepartment
EnrollmentServices
Questionnaireswillbe
includedinenrollment
packetsgivento
incomingstudents;
Schoolswilldistribute
RevisedJanuary2014
Services theformsatthe
beginningoftheschool
year
Homelesscontactforeachschoolwillbenamedor
reconfirmed.Trainingwillbeprovidedatthebeginning
oftheschoolyearwithquarterlyupdatesasneeded
DinahLadd 9/30/14andquarterly
thereafterasneeded
Supportfromthe
ExecutiveDirectorsof
SchoolsandPrincipalsto
enablecontacttobe
namedforeachschool
Eachschoolwillhavea
specificcontactnamed;
trainingwillbe
performedwithsignin
sheetscollected.
ThedistrictProgramManagerforHomelessEducation
willsurveyschoolsonwhentheHousingQuestionnaire
willbegiven
DinahLadd
JoleneTaylor
By5/31/15 Supportfromthe
ExecutiveDirectorsof
SchoolsandPrincipalsto
enablesurveytobesent
out;supportfromthe
TitleIofficetosupport
costsassociatedwith
thesequestionnaires.
Schoolswillprovide
timeframeinwhich
questionnaireswere
sentout;receiptof
completed
questionnaires.
RevisedJanuary2014
NameofSchoolDistrict: SeattlePublicSchools Item#: 10.13 FederalorStateProgram: TitleI,PartA
ItemDescription:TITLE I SET ASIDE: The district has set-aside Title I, Part A funds in an amount necessary to serve
homeless students in non-Title I schools and/or shelters and other locations where homeless children and youth may
live. U.S.C. 6313 (c)(3)(A).
RequiredAction:Please submit documentation to indicate the amount of the Title I set-aside, how the district arrived
at the amount(needs assessment or other documentation) and evidence that the amount is sufficient to serve the
needs of homeless student.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
Duetoanincreaseinstudentsqualifyingashomeless,SPS
determinedthatitmustincreasethestaffingtoassistour
homelessfamiliesthroughTitleIsupport.Inthe1213school
year,weaddedtheMcKinneyVentocoordinatorpositionto
supportthehomelessliaison.TheTitleIapplicationonly
reflectstheCoordinatorposition,nottheliaisonposition,so
SPSisactuallyallocating$199,250tosupportourhomeless
studentpopulation.Additionaldollarswillbeallocatedinthe
futuretosupporthomelessstudentsthroughtutoring.Thisis
alreadyinplaceforthe1314schoolyear,butnotrepresented
intheiGrantsformpackage201.
MichaelStone August31,2014 FormPackage201

CAREER AND
TECHNICAL EDUCATION
John Stanford Center for Educational Excellence 2445 3rd Avenue South 98134 www.seattleschools.org
Mailing Address: MS 31-671 PO BOX 34165 Seattle, WA 98124-1165 Tel.: 206.252.0730 Fax: 206.252.0731

April25,2014

Consolidated Program Review Team
Career and Technical Education
Office of Superintendent of Public Instruction
Old Capital Building
PO Box 47200
Olympia, WA 98504-7200

Ladies and Gentlemen:

Attached you will find the following files:
Program of study and assurance pages signed by Seattle Community Colleges for our
Health Science Medical Assisting Program of Study
Spreadsheet of our CTE students by school, program, grade, ethnicity, gender, special
needs, ELL, and free and reduced lunch
Proof that we have updated our course catalog to suspend the two advanced Horticulture
Science courses that have never been offered

We have also updated our website with the information and course offerings that was requested
by the audit committee but wasnt put in the corrective action items.

Sincerely,

Mary Davison
CTE Program Manager
-------- Original Message --------

Subject: RE: Remove from Course listing
From: "Austin, Robert" <rwaustin@seattleschools.org>
To: "McQuarrie, Rebecca" <ramcquarrie@seattleschools.org>
CC:
HCT0360 ENVHORTICULTURE3
HCT1814ENVHORTICULTURE4
From: McQuarrie, Rebecca

Sent: Tuesday, March 25, 2014 10:30 AM
To: Austin, Robert
Cc: Davison, Mary
Subject: RE: Remove from Course listing
Please confirm the course codes in question, thanks!

Becki

From: Austin, Robert
Sent: Friday, March 21, 2014 8:00 AM
To: McQuarrie, Rebecca
Cc: Davison, Mary
Subject: Remove from Course listing
Rebecca,
IneedyoutoremoveEnvironmentalHorticulture3and4fromtheDistrictCourseCatalogue.Thisisto
fulfillaCPRfindingrequirement.
Thanks
Bob Austin

CTE Specialist
Science, Engineering & Industry
Art, Humanities, Communications and Ag.
2445 3rd Avenue South
Mailing Address: MS 31-671
PO Box 34165
Seattle, WA. 98124-1165

206-252-0743 Work
206-459-5966 Cell

http://bit.ly/srLgrh

http://bit.ly/uPGQMc

Visit the OSPI website or State Board (FAQ) for more information on state graduation requirements. Note: Local district often require additional credits.

Some Preparation
Certified Nursing Assistant
EMT/Paramedic*
Home Health Aide*
Medical Equipment Preparers*
Nursing Aide, Orderlies, and
Attendants*
Sign Language Interpreting

Medium Preparation
Anesthesiologist Assistant
Dental Assistant/Hygienist*
Dental Lab Technician
Diagnostic Medical
Sonographers*
Licensed Practical Nurse*
Massage Therapist*
Occupational Therapist Asst*
Optometric Technician
Orthotist/Prosthetist
Pharmacist/Pharmacy Technician
Physicians Assistant*
Physical Therapist Assistant*
Radiation Therapist*
Radiologic Technician*
Registered Nurse*
Respiratory Therapist*
Surgical Technician*
Veterinary Assistants/Lab Techs*

Considerable Preparation
Athletic Trainer
Exercise Physiologist
Health/Fitness Educator
Nurse Practitioner
Occupational Therapist*
Orthodontist*
Pediatric Nurse*
Physical Therapist*
Physician (MD/DO)
S
E
C
O
N
D
A
R
Y

G
R
A
D
U
A
T
I
O
N

R
E
Q
U
I
R
E
M
E
N
T
S

9
Credits from
English Courses
or
CTE Equivalent
Credits from
Social Studies

or

CTE Equivalent

but must
include

United States
History

and

Washington
State History
(may be taken
in middle
school)
Algebra I or
Integrated I

Geometry or
Integrated II

or

CTE
Equivalents
Credits from
Science
Courses

or

CTE
Equivalent

Credits from
Visual and
Performing
Art Courses

or

CTE
Equivalent
Credits from
Health and
Fitness
Courses

or

CTE
Equivalent
Elective
courses
(5.5)

and

Culminating
Project

and

HS and
beyond
Plan

and

Pass state
tests

CTE Course Offerings

May vary depending on local
school district - see course catalog

Skills Center Options

Learn more about locations and
course offerings at

www.washingtonskillscenter.org

Leadership Programs
HOSA Future Health
Professionals

Tech Prep Courses

Learn more about earning college
credit while in high school CTE
classes at
techprepseattle.org/
techprepwa.org/studentparent

CERTIFICATION

Some preparatory CTE courses
offer industry certification. Ask an
instructor for details.
10
11
Starting
Class of 2013
(addt 1.0 credit)

Algebra II,
Integrated III
or CTE
Equivalent

or

1.0 credit of
math related
to students
career
pathway
identified in
high school
and beyond
plan
12

PROGRAM OF STUDY

Career Cluster: Health Science Career Cluster Pathway: Therapeutic Services/Medical Assisting

This Career Pathway Program of Study can serve as a guide along with other career planning materials as learners continue on a career path. Courses listed within this program are only
recommended and should be individualized to meet each learners education and career goals. Note: Many items have blue links to external resources with more information.
R
E
Q
U
I
R
E
D
C
R
E
D
I
T
S

G
R
A
D
E

English/
Language Arts
(3.0 credits)
Social Studies
(2.5 credits)
Math
(2.0 credits)
Science
(2.0 credits)
Fine Arts
(1.0 credits)
Health/
Fitness
(2.0 credits)
Other
(5.5 credits)
Related Career & Technical/
Occupational Education
(1.0 credits)
SAMPLE
Occupations Related
To This Pathway
(*indicates job in high demand)
( indicates a green job)
P
O
S
T

S
E
C
O
N
D
A
R
Y

E
D
U
C
A
T
I
O
N

O
P
T
I
O
N
S

Technical Certification

(instruction provided through certified
training and/or testing centers)
Apprenticeship Opportunities

(To learn more about Apprenticeship,
visit Labor and Industries website.)
2-yr or ATA Degree

(Find specific colleges at
www.checkoutacollege.com)
4 yr Degree or Adv Training

(Find specific colleges at
High Education Coordinating Board)

Considerable Preparation (cont.)
Physicians Assistant
Recreation Therapist
School Nurse
Social Worker*
Speech Language Pathologist

Extensi ve Preparation
Anesthesiologist*
Audiologist
Chiropractor*
Dentist*
Dietitian & Nutritionist*
Internist*
Optometrist*
Psychiatrist
Psychologist
Speech-Language Pathologist
Surgeon*

Dental Assisting
Various technical and community
colleges

Emergency Care Attendant
Bates Technical College
Clark College
Spokane Community College
Tacoma Community College
Wenatchee Valley College

Licensed Practical Nurse
colleges

Massage Therapy
Alexandar School Of Natural
Therapeutics
Ancient Arts Massage School And
Clinic
Bellevue Massage School
Bodymechanics School Of
Myotherapy & Massage
Bodymind Academy
Bodymind Energetics Institu
Cascade Summit School Of
Massage
Cortiva Institute-Brian Utting School
of Massage
Denton Massage Program
Evergreen Center For The Healing
Arts
Inland Massage Institute
Northwest Noetic School Of
Massage And Education Center
Northwest School Of Massage
Northwest School Of Massage -
Eastside
School Of Therapeutic Touch And
Bodywork
Soma Institute
Spectrum Center School Of
Massage
Tri-City School Of Massage

Medical/Clinical Assisting
colleges

Follow these steps to learn about the
specific apprenticeships available in
this pathway:

STEP 1: Link to Apprenticeship
Registration and Tracking System

STEP 2: Search by Occupation
using key words below or the SOC
code listed

Physical Therapist Aide (31-2022)
Physical Therapist Assistant (31-
2021)
Restorative Aide (31-2022)

STEP 3: Click View and scroll down
to find contact name and program
standards for qualifications and how
to apply

Dental Assisting
colleges
Dental Hygienist
colleges
EMT/PARAMEDIC
Some technical and community
colleges
Licensed Practical Nurse
Most technical and community
colleges
Massage Therapy
colleges
Medical/Clinical Assistant
colleges
Nursing Associate Degree
colleges
Occupational Therapy Assistant
Green River Community College
Lake Washington Technical
College
Optometric Technician
Renton Technical College
Spokane Falls Community College
Ortho/Prosthetics
Physical Therapy Assistants
colleges
Pharmacy Technician Assistant
colleges
Radiology
colleges
Respitory Therapist
Seattle Central Community College
Highline Community College
Tacoma Community College
Surgical Technician
colleges

Audiologist
University of Washington
Washington State University

Athletic Training
Eastern Washington University
Whitworth

Dental Hygienist

Dentistry

Emergency Medical Technician
Central Washington University

Nursing
Most 4yr colleges

Medical Technology
Seattle University

Occupational Therapy
University of Puget Sound

Pharmaceutical Sciences
Washington State University - Tri-
Cities

Physical Therapy
University of Puget Sound

Psychology
Most 4-yr college and universities

Speech Pathology/Audiology
Western Washington University

Veterinary Clinical/Medicine
Revised: 5/6/14
RevisedJanuary2014
NameofSchoolDistrict: SeattlePublicSchools Item#: 14.1 FederalorStateProgram: CivilRights
ItemDescription:ComplianceCoordinators
ThedistricthasdesignatedatleastoneemployeetocoordinateandmonitorthedistrictscompliancewithSection504,TitleIX,andstatenondiscrimination
laws.
TitleIX,34CFR106.8;Section504,34CFR104.7;TitleII,28CFR35.107;RCW28A.640.010and28A.642.010;WAC392190060.
RequiredAction:SubmitevidencethattheSection504Coordinator,TitleIXOfficer,andCivilRightsComplianceCoordinatorhavebeennotifiedoftheirassigned
role(e.g.,jobdescription,signedassurance,etc.).
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
Statementwillbewrittenwhichassuresthattheassigned
employeesareawareoftheirdesignatedrolesregarding
Section504,TitleIX,andcivilrightscompliance.Thestatement
willbesignedbyeachoftheassignedemployees.The
assignmentsare:
Section504(student)CaroleRusimovic
Section504(adult)PaulApostle
TitleIXPaulApostle
CRComplianceCoordinatorBernardoRuiz
BernardoRuiz May2014
Jobdescriptionswillbeupdatedtoincludeassignedrolesas
above,withwordingfromrelatedCFRandRCWincluded.
PaulApostle,
BernardoRuiz
June2014

COMPLIANCE STATEMENT
2013-2014

Seattle Public Schools (SPS) provides Equal Educational Opportunities and Equal Employment
Opportunities and does not discriminate in any programs or activities on the basis of sex; race; creed;
color; religion; ancestry; national origin; age; economic status; sexual orientation, including gender
expression or identity; pregnancy; marital status; physical appearance; a disability; veteran or military
status; or the use of a trained dog guide or service animal. SPS provides equal access to all designated
youth groups.

SPS complies with all applicable state and federal laws and regulations, including but not limited to: Title
IX, Title VI of the Civil Rights Act, Section 504 of the Rehabilitation Act, and RCW 49.60 (The
Washington Law Against Discrimination). SPSs compliance includes, but is not limited to all District
programs, courses, activities, including extra-curricular activities, services, and access to facilities.

The following employees have been designated to handle questions and complaints of alleged
discrimination:

Title IX Officer, Paul Apostle, (206) 252-0024, paapostle@seattleschool.org
Adult ADA/504 Officer, Paul Apostle, (206)252-0024, paapostle@seattleschool.org
Student 504 Coordinator, Carole Rusimovic, (206) 252-0118, crusimovic@seattleschools.org
Civil Rights Compliance Coordinator, Bernardo Ruiz, (206) 252-0693, bjruiz@seattleschools.org

Mail: Seattle Public Schools, P.O. Box 34165, Mail Stop 33-157, Seattle, WA 98124-1165.

RevisedJanuary2014
ItemDescription:NondiscriminationStatement
Thedistrictprovidescontinuousnoticethatitdoesnotdiscriminateonthebasisofrace,color,nationalorigin,sex,sexualorientation,genderexpressionor
identity,creed,religion,age,veteranormilitarystatus,disability,ortheuseofatraineddogguideorserviceanimalbyapersonwithadisability,andprovides
equalaccesstotheBoyScoutsandotherdesignatedyouthgroups.Thenondiscriminationstatementincludesthename(ortitle),phonenumber,andaddressof
thedistrictsSection504Coordinator,TitleIXOfficer,andcompliancecoordinatorforstatecivilrightslaws.Thenondiscriminationstatementisincludedinall
majordistrictandbuildingpublicationsthatarewidelydisseminatedtostudents,parents,oremployees.
TitleVI,34CFR100.6;TitleIX,34CFR106.9;Section504,34CFR104.8;TitleII,28CFR35.106;BoyScoutsAct,34CFR108.6;RCW28A.640.010and
28A.642.010;WAC392190060.
RequiredAction:Submitanactionplandescribinghowandwhenthedistrictwillupdatealldistrictandbuildingpublications(includingbuildinghandbooks,
coursecatalogs,andnewsletters)toreflectthedistrict'smostrecentnondiscriminationstatementbythestartofthe201415schoolyear.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
ProvideupdatednondiscriminationlanguagetoSPS
TechnologyServicesforDistrictwebposting.Provideupdated
languagetoallbuildingandcentralofficeadministratorsto
includeinallmajorcommunicationincludingstudent
handbook,newsletters,bulletinboards,staffmeetingsand
schoolorprogramwebpagesforthebeginningofthe201415
schoolyear
DeniseWilliams
Saunders/Terry
Meisenburg
6/1/2014

ProvidepostersutilizingOSPImodeltobuildingandcentral
officeadministratorsforpostingatentranceand/or
administrativeoffice,nurseandcounselingoffices,staffand
studentbulletinboards
DeniseWilliams
Saunders/Terry
Meisenburg
6/1/2014andduring
SeniorLeadership
Institutetraining
August2014
Coding/budgetfor
printingand
distributingsix(6)
postersper
building
RevisedJanuary2014
ItemDescription:DiscriminationComplaintProcedures
Thedistricthasadopteddiscriminationcomplaintandappealproceduresthatareconsistentwiththerequirementsinstatelaw(chapter392190WAC,revised
May2011),andapplytocomplaintsraisedbyanyone,includingstudents,parents,employees,andothers.Thedistrictuseseffectivemethodstoannuallyinform
allstudents,parents,andemployeesaboutthediscriminationcomplaintprocedures.Thedistrictdocumentsandreviewscomplaintstodetermineifthe
districtsresponsewhatpromptandequitable.
TitleIX,34CFR106.8;Section504,34CFR104.7;TitleII,28CFR35.107;RCW28A.640.010and28A.642.010;WAC392190060,392190065,392190070,
and392190075.
RequiredAction:Submitanactionplandescribing(1)theprocessthedistrictwillusetologandtrackfuturecomplaints;and(2)howandwhenthedistrict,
includingallbuildings,willannuallyinformallstudents,parents,andemployeesofthediscriminationcomplaintandappealprocedures,suchasinstaffand
studenthandbooks.Samplehandbooklanguageisavailableatwww.k12.wa.us/Equity/Posters.aspx.
Responsible
Timelinefor
Completionand
Implementation
ResourcesNeeded(optional) Evidenceof
Action
(optional)
SPSOfficeofEquityCompliance/TitleIXOfficewill
collaboratewiththelegaldepartmenttoupdateits
databasetooltobelegallycompliantwithlogging
andtrackingdiscriminationcomplaintsbeginning
withthe201415schoolyear.
DeniseWilliams
Saunders/Terry
Meisenburg
7/1/2014

Providecomplaintprocessandproceduresto
TechnologyServicesforDistrictwebposting.
Provideupdatedcomplaintprocessandprocedure
languagetoallbuildingandcentraloffice
administratorstoincludeinallmajor
communicationincludingstudenthandbook,
newsletters,bulletinboards,staffmeetingsand
schoolorprogramwebpagesforthebeginningof
the201415schoolyearandannuallythereafter
DeniseWilliams
Saunders/Terry
Meisenburg
6/1/2014andduring
SeniorLeadership
Institutetraining
August2014
Samplehandbooklanguage
www.k12.wa.us/equity/posters.aspx

RevisedJanuary2014
ItemDescription:SexualHarassment
Thedistricthasadoptedasexualharassmentpolicyandprocedurethatareconsistentwithrequirementsinstatelaw(Chapter392190WAC),andapplyto
complaintsraisedbyanyone,includingstudents,parents,employees,andothers.Thedistrictssexualharassmentpolicyispostedineachschoolbuildingina
locationvisibletobothstudentsandstaff.Thepolicyisincludedinanypublicationthatincludestherulesandstandardsofconductfortheschooldistrict.
TitleIX,34CFR106.8;RCW28A.640.020;WAC392190056,392190057,and392190058.
RequiredAction:Submit:
(1)Submitanupdatedsexualharassmentprocedure(5011P)toalignthecomplaintprocesswithrecentchangesinstatelaw.Asampleprocedureisavailableat:
www.k12.wa.us/Equity/Districts/SamplePolicies.aspx ;
(2)Anactionplandescribingwhoisresponsibleforupdatingandimplementingthepolicyandprocedureandatimelineforadoption;
(3)AnactionplandescribinghowandwhenthedistrictwillupdSubmitanupdatedsexualharassmentprocedure(5011P)toalignthecomplaintprocesswith
recentchangesinstatelaw.Asampleprocedureisavailableat:www.k12.wa.us/Equity/Districts/SamplePolicies.aspxstaffandstudenthandbooksand/or
studentrightsandresponsibilitiespublicationstoincludethedistrictssexualharassmentpolicy.Samplehandbooklanguageisavailableat
www.k12.wa.us/Equity/Posters.aspx;and
(4)Evidencethatthedistrictssexualharassmentpolicyhasbeenpostedinallschoolbuildings.Asampleposterisavailabletoorderorprintat
www.k12.wa.us/Equity/Posters.aspx.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
ReviewcurrentattachedSexualHarassmentpolicyand
proceduresforcompliancewithlatestlawupdate.Draftnew
policyandproceduresasrequired
DeputyGeneral
CounselJohnCerqui
Labor/Employee
RelationsManager
DeniseWilliams
Saunders
Labor/Employee
RelationsDirector
TerryMeisenburg
7/1/2014

ProvideupdatedpolicyandproceduretoTechnologyServices
forDistrictwebposting.Provideupdatedpolicyandcomplaint
procedurelanguagetoallbuildingandcentraloffice
administratorstoincludeinallmajorcommunicationincluding
studenthandbook,newsletters,bulletinboards,staffmeetings
DeniseWilliams
Saunders/Terry
Meisenburg
6/1/2014andduring
SeniorLeadership
Institutetraining
August2014

RevisedJanuary2014
andschoolorprogramwebpagesforthebeginningofthe
201415schoolyearandannuallythereafter

SEXUAL HARASSMENT

Policy No. 3208

December 7, 2011

Page 1 of 2

The Seattle School District is committed to a positive and productive education
and work environment free from discrimination, including sexual harassment.
The district prohibits sexual harassment of students, employees and others
involved in school district activities.

Sexual harassment occurs when:
A. Submitting to the harasser's sexual demands is a stated or implied
condition of obtaining an education or work opportunity or other benefit;
B. Submission to or rejection of sexual demands is a factor in an academic,
work or other school-related decision affecting an individual; or
C. Unwelcome sexual or gender-directed conduct or communication
interferes with an individual's performance or creates an intimidating,
hostile or offensive environment.

Sexual harassment can occur adult to student, student to adult, student to
student, adult to adult, male to female, female to male, male to male and female
to female.

The district will take prompt, equitable and remedial action within its authority
on reports, complaints and grievances alleging sexual harassment that come to
the attention of the district, either formally or informally. Allegations of criminal
misconduct will be reported to law enforcement and suspected child abuse will be
reported to law enforcement or Child Protective Services. Persons found to have
been subjected to sexual harassment will have appropriate school district services
made reasonably available to them and adverse consequences of the harassment
shall be reviewed and remedied, as appropriate.

Engaging in sexual harassment will result in appropriate discipline or other
appropriate sanctions against offending students, staff and contractors. Anyone
else who engages in sexual harassment on school property or at school activities
will have their access to school property and activities restricted, as appropriate.

Retaliation against any person who makes or is a witness in a sexual harassment
complaint is prohibited and will result in appropriate discipline. The district will
take appropriate actions to protect involved persons from retaliation.

It is a violation of this policy to knowingly report false allegations of sexual
harassment. Persons found to knowingly report or corroborate false allegations
will be subject to appropriate discipline.

SEXUAL HARASSMENT

Policy No. 3208

December 7, 2011

Page 2 of 2

The Superintendent shall develop and implement formal and informal
procedures for receiving, investigating and resolving complaints or reports of
sexual harassment. The procedures will include reasonable and prompt timelines
and delineate staff responsibilities under this policy. All staff are responsible for
receiving informal complaints and reports of sexual harassment and informing
appropriate district personnel of the complaint or report for investigation and
resolution. All staff are also responsible for directing complainants to the formal
complaint process.

The Superintendent shall develop procedures to provide age-appropriate
information and education to district staff, students, parents and volunteers
regarding this policy and the recognition and prevention of sexual harassment. At
a minimum sexual harassment recognition and prevention and the elements of
this policy will be included in staff, student and regular volunteer orientation.

This policy shall be posted in each district building in a place available to staff,
students, parents, volunteers and visitors. The policy shall be reproduced in each
student, staff, volunteer and parent handbook.

The Superintendent shall make an annual report to the Board reviewing the use
and efficacy of this policy and related procedures. Recommendations for changes
to this policy, if applicable, shall be included in the report. The Superintendent is
encouraged to involve staff, students, and volunteers and parents in the review
process.

Adopted: December 2011
Revised:
Cross References: Policy Nos. 3207; D50.00; D51.00; 3200; 3210; 3240; 3241
Related Superintendent Procedure: 3208SP; 3207SP.A; 3207SP.B
Previous Policies: D49.00
Legal References: WAC 392-190-057 Sexual harassment policy; RCW 28A.300.285 Harassment,
intimidation and bullying prevention
Management Resources: Policy News, December 2010; April 2008; April 2002
Superintendent Proc dure
Sexual Harassm t
Approved by: Date: : ; l b ~ l
Dr. Susan En eld, Interim Superintendent
~ r
SEATTLE
rUBllC
SCHOOLS
Introduction
Per policy D49.50, the Seattle School District is committed to maintaining a positive and
productive environment, free from discrimination, including sexual harassment, for adults
and students. The district prohibits sexual harassment of students, employees and others
involved in school district activities.
Sexual harassment occurs when:
A. Submitting to the harasser's sexual demands is a stated or implied condition of
obtaining an education or work opportunity or other benefit;
B. Submission to or rejection of sexual demands is a factor in an academic, work or
other school-related decision affecting an individual; or
C. Unwelcome sexual or gender-directed conduct or communication interferes with an
individual's performance or creates an intimidating, hostile or offensive
environment.
Informal Complaint Process
Anyone may use informal procedures to report and resolve complaints of sexual
harassment. Informal reports may be made to any staff member, although staff shall
always inform complainants of their right to, and the process for, filing a formal complaint.
Staff shall also direct potential complainants to an appropriate staff member who can
explain the informal and formal complaint processes and what a complainant can expect.
Staff shall also inform an appropriate supervisor or professional staff member when they
receive complaints of sexual harassment, especially when the complaint is beyond their
training to resolve or alleges serious misconduct.
Informal remedies may include an opportunity for the complainant to explain to the
alleged harasser that his or her conduct is unwelcome, offensive or inappropriate, either in
writing or face-to-face; a statement from a staff member to the alleged harasser that the
alleged conduct is not appropriate and could lead to discipline if proven or repeated; or a
general public statement from an administrator in a building reviewing the district sexual
harassment policy without identifying the complainant. Informal complaints may become
formal complaints at the request of the complainant, parent, guardian, or because the
district believes the complaint needs to be more thoroughly investigated.
Formal Complaint Process
Anyone may initiate a formal complaint of sexual harassment, even if the informal
complaint process is being utilized. Potential complainants who wish to have the district
hold their identity confidential shall be informed that the district will almost assuredly face
due process requirements that will make available all ofthe information that the district
has to the accused. The district will, however, fully implement the anti-retaliation
Superintendent Procedure 3208SP
Cross Reference: Policy No. 3207; 3207SP.A; 3207SP.B; 3208; Dso.oo; DSl.oO
Page 1 of 4
provisions of this policy to protect complainants and witnesses. Student complainants and
witnesses may have a trusted adult with them during any district-initiated investigatory
activities. The Superintendent or designated compliance officer (hereinafter referred to as
the compliance officer) may conclude that the district needs to conduct an iuvestigation
based on information in his or her possession regardless of the complainant's interest in
filing a formal complaint. The following process shall be followed:
A. The compliance officer or his or her designee shall receive and investigate all formal,
written complaints of sexual harassment, or information in the compliance officer's
possession that the officer believes requires further investigation.
B. All formal complaints shall be in writing; shall be signed by the complainant; and
shall set forth the specific acts, conditions or circumstances alleged to have occurred
and to constitute sexual harassment. The compliance officer or his or her designee
may draft the complaint based on the report of the complainant, for the
complainant to review and sign.
C. When the investigation is completed, the compliance officer or his or her designee
shall compile a full written report of the complaint and the results of the
investigation. If the matter has not been resolved to the complainant's satisfaction,
the Superintendent shall take further action on the report.
D. The Superintendent shall respond in writing to the complainant and the accused
within thirty days stating:
1. That the district does not have adequate evidence to conclude that
harassment occurred; or
2. Corrective actions that the district intends to take; and/or
3. That the investigation is incomplete to date and will be continuing.
E. Corrective measures deemed necessary will be instituted as quickly as possible, but
in no event more than thirty days after the Superintendent's written response,
unless the accused is appealing the imposition of discipline and the district is barred
by due process considerations or a lawful order from imposing the discipline until
the appeal process is concluded. Staff may also pursue complaints through the
appropriate collective bargaining agreement process or anti-discrimination policy.
Compliance Officer: The Superintendent designates the Executive Director of Health &
Safety as the compliance officer for this policy and procedure.
Appeal Procedure
Level One
If a complainant remains aggrieved as a result of the action or inaction of the
Superintendent in resolving a complaint, the complainant may appeal to the Board of the
district by filing a written notice of appeal with the Secretary of the Board, who shall direct
it to the Board Office, by the 10th calendar day following:
A. The date upon which the complainant received the Superintendent's response, or
B. The expiration of the 30-calendar day response period based on the receipt of the
complaint by the school district, whichever occurs first.
Page 2 of4
C. The Board shall schedule a hearing to commence by the 20th calendar day following
the filing of the written notice of appeal. Both parties shall be allowed to present
such witnesses and testimony as the Board deems relevant and material. The Board
shall render a written decision by the 10th calendar day following the termination of
the hearing and shall provide a copy to the complainant.
Level Two
If a complainant remains aggrieved as a result of the decision of the Board in resolving a
complaint, the complainant may appeal to the Superintendent of Public Instruction by
filing a written notice of appeal with the Superintendent of Public Instruction by the 10th
calendar day following the date upon which the complainant received written notice of the
Board's decision.
The Superintendent of Public Instruction shall schedule a hearing to commence by the
40th calendar day following the filing of the written notice of appeal. The notice of appeal
must state the areas of disagreement and the relief requested.
Appeals to the Superintendent of Public Instruction shall be conducted de novo and in
compliance with the state Administrative Procedures Act. The complainant shall present
his or her case and the school district shall defend the decision rendered by the Board.
Training
Afixed component of all district orientation sessions for staff, students and regular
volunteers shall introduce the elements of this policy. Staff will be provided information on
recognizing and preventing sexual harassment. Staff shall be fully informed of the formal
and informal complaint processes and their roles and responsibilities under the policy and
procedure. Certificated staff shall be reminded of their legal responsibility to report
suspected child abuse, and how that responsibility may be implicated by some allegations
of sexual harassment. Regular volunteers shall get the portions of this component of
orientation relevant to their rights and responsibilities.
Students will be provided with age-appropriate information on the recognition and
prevention of sexual harassment and their rights and responsibilities under this and other
district policies and rules at student orientation sessions and on other appropriate
occasions, which may include parents. Parents shall be provided with copies of this policy
and procedure and appropriate materials on the recognition and prevention of sexual
harassment.
As part of the information on the recognition and prevention of sexual harassment staff,
volunteers, students and parents will be informed that sexual harassment may include, but
is not limited to:
A. Demands for sexual favors in exchange for preferential treatment or something of
value;
B. Stating or implying that a person will lose something if he or she does not submit to
a sexual request;
Cross Reference: Policy No. 3207; 3207SP.A; 3207SP.B; 3208; Dso.oO; DSl.oO
Page 3 of 4
c. Penalizing a person for refusing to submit to a sexual advance, or providing a
benefit to someone who does;
D. Making unwelcome, offensive or inappropriate sexually suggestive remarks
comments, gestures, or jokes; or remarks of a sexual nature about a person's
appearance, gender or conduct;
E. Using derogatory sexual terms for a person;
F. Standing too close, inappropriately touching, cornering or stalking a person; or
G. Displaying offensive or inappropriate sexual illustrations on school property.
Annually the Superintendent or designee will convene an ad hoc committee composed of
representatives of certificated and classified staff, volunteers, students and parents to
review the use and efficacy of this policy and procedure. The compliance officer will be
included in the committee. Based on the review of the committee, the Superintendent shall
prepare a report to the Board including, if necessary, any recommended policy changes.
The Superintendent shall consider adopting changes to this procedure if recommended by
the committee.
Page 4 of 4
RevisedJanuary2014
ItemDescription:InstructionalMaterials
Theschooldistrictsinstructionalmaterialspolicyandprocedureincludesaprocesstoevaluateandeliminatebiaspertainingtosex,race,creed,religion,color,
nationalorigin,veteranormilitarystatus,sexualorientation,genderexpressionoridentity,disability,ortheuseofatraineddogguideorserviceanimalinall
textbooksandinstructionalmaterials.Theinstructionalmaterialscommitteeusesappropriatescreeningcriteriatoidentifyandeliminatesuchbias.
RCW28A.640.020and28A.642.010;WAC392190055.
RequiredAction:Submit:
(1)Anupdatedinstructionalmaterialspolicyandprocedurethatcontainsaprocesstoevaluateandeliminatebiaspertainingtoallprotectedclasses(WSSDAs
mostrecentsamplepolicy2020/2020P,orequivalent);
(2)Anactionplandescribingwhoisresponsibleforupdatingandimplementingthepolicyandprocedureandthetimelineforboardadoption;and
(3)Anactionplandescribingtheprocessthedistrictwillusetoreviewallnewtextbooksandinstructionalmaterialsforbiasbasedonallprotestedclasses.
Includewhoisresponsibleforimplementingthisprocessandatimelineforimplementation.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
Initialmeetingtodraftrevisedinstructionalmaterials
procedure(2015SP.B)andseeifscopewouldincludeany
policychanges
EricCaldwell/Shauna
Heath
May9
th
,2014 WSSDAModel
Policyand
Procedure
RevisedDraftof
2015SP.B
Ifnopolicychangesneeded:
Meetwithappropriatedistrictstafftoreviewandfinalize
draft(legal,boardoffice,Curriculum&Instruction
Committee)
EricCaldwell/Shauna
Heath
May23
rd
,2014 FinalDraftof
2015SP.B
RouteforSuperintendentSignature EricCaldwell/Shauna
Heath
May27
th
,2014
InformCurriculum&InstructionCommitteeofchange EricCaldwell/Shauna
Heath
June9
th
,2014
Postnewprocedure EricCaldwell/Shauna
Heath
June11
th
,2014 Postedrevised
procedure
RevisedJanuary2014
Ifpolicyrevisionisrequired:
Draftrevisedpolicyandmeetwithappropriate
departmentsforreviewandfinalization(legal,boardoffice,
Curriculum&InstructionCommittee)
EricCaldwell/Shauna
Heath
Finaldraftof
policy2015
WriteBoardActionReportandsubmittoCurriculum&
InstructionCommitteeforrecommendationtoBoard
EricCaldwell/Shauna
Heath
June9
th
,2014 CompletedBAR
IfrecommendedsubmittoBoardforintro EricCaldwell/Shauna
Heath
June18
th
,2014
SubmittoBoardforaction EricCaldwell/Shauna
Heath
July2
nd
,2014
Postnewpolicy EricCaldwell/Shauna
Heath
July7
th
,2014 Postedrevised
policyand
procedure
RevisedJanuary2014
ItemDescription:Student Athletic Interest Survey

The school district administers a student athletic interest survey at least once every three years using OSPIs
survey instrument. Survey results are disaggregated and analyzed by sex and by building.

Accommodating Student Interests & Abilities
Each building that offers an athletic program equally accommodates the interests and abilities of both male and
female students as demonstrated in one of the following ways:
1. The ratio of male/female student enrollment is substantially proportionate to the ratio of male/female
student athletic participation.
2. The school has a history and continuing pattern of program expansion for the underrepresented sex.
3. The schools current program effectively accommodates the interests and abilities of the underrepresented
sex as demonstrated by the athletic interest survey and other requests for specific sports.
Title IX, 34 CFR 106.41; RCW 28A.640.020; WAC 392-190-030, 392-190-035, 392-190-040, and 392-190-045.
RequiredAction:Submit an action plan describing the process the district uses or will use to annually evaluate the
districts girls and boys athletic programs at each building to determine if equal opportunities and benefits
are available to both sexes, considering all of the required factors. Include who is or will be responsible for
implementing this process and a timeline for implementation. Sample evaluation worksheets are available at
www.k12.wa.us/Equity/Districts/AthleticPrograms.aspx. Submit an action plan describing how the district will
address any/all disparities identified in the athletic evaluation. Include who is or will be responsible for
addressing these disparities and a timeline for implementation. Describe the process the district uses or will use
to ensure that for each building booster clubs, fundraising, and donations for athletics do not result in
disparities that favor one sex over another (such as establishing more district oversight of booster club
activities and fundraising). Include who is or will be responsible for implementing this process and a timeline
for implementation.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
TheAthleticOfficewilladministertheAthleticInterestSurvey
everythreeyearsusingtheOSPIinstrumentoritsequivalent.
HarvardJonesand
GregBrashear
Everythreeyearsin
October
SurveyInstrument
Everyschoolthathasanathleticprogramwillparticipateinthe
survey.
Principalsand
BuildingAthletic
Directors
Everythreeyears
RevisedJanuary2014
Willprovideevidencethatthestudentratioissubstantially
proportionatetotheathleticparticipationratio.Additionally,if
needed,wewilldemonstrateahistoryofprogramexpansion
fortheunderrepresentedsex.
HarvardJonesand
GregBrashear
Everythreeyears
RevisedJanuary2014
ItemDescription:Annual Athletic Evaluation

The district provides equal opportunities and benefits for male and female students to participate in
athletics. Each building that offers an athletic program conducts an annual evaluation of its athletic program to
ensure that the overall benefits and treatment of the boys and girls athletic programs are comparable,
considering the following factors:
Accommodation of interests and abilities.
Coaching and tutoring.
Equipment and supplies.
Scheduling.
Facilities.
Medial services and training.
Publicity and awards.
Travel and per diem.

Accommodating Student Interests & Abilities
Each building that offers an athletic program equally accommodates the interests and abilities of both male and
female students as demonstrated in one of the following ways:
1. The ratio of male/female student enrollment is substantially proportionate to the ratio of male/female
student athletic participation.
2. The school has a history and continuing pattern of program expansion for the underrepresented sex.
3. The schools current program effectively accommodates the interests and abilities of the underrepresented
sex as demonstrated by the athletic interest survey and other requests for specific sports.
RequiredAction:Submit an action plan describing the process the district uses or will use to annually evaluate the
districts girls and boys athletic programs at each building to determine if equal opportunities and benefits
are available to both sexes, considering all of the required factors. Include who is or will be responsible for
implementing this process and a timeline for implementation. Sample evaluation worksheets are available at
www.k12.wa.us/Equity/Districts/AthleticPrograms.aspx. Submit an action plan describing how the district will
address any/all disparities identified in the athletic evaluation. Include who is or will be responsible for
addressing these disparities and a timeline for implementation. Describe the process the district uses or will use
to ensure that for each building booster clubs, fundraising, and donations for athletics do not result in
disparities that favor one sex over another (such as establishing more district oversight of booster club
RevisedJanuary2014
activities and fundraising). Include who is or will be responsible for implementing this process and a timeline
for implementation.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
Anannualevaluationwillbedoneineachbuildingtodetermine
ifequalopportunitiesareavailabletobothsexes.These
evaluationswillbedonebytheAthleticDirectorineach
buildingandtheresultssubmittedtotheAthleticDepartment
bytheindicatedtimeframe.Thiswilladdressalldisparitiesin
theevaluation,atimelineforimplementationandaprocessto
ensurethatfundraising,boostersetc.donotfavoronesex
overtheother.Copiesoftheseevaluationswillbekeptatthe
buildingsandtheoriginalssenttotheAthleticDepartment.
Principals,Athletic
DirectorsandThe
AthleticDepartment
AnnuallyinJune OSPIguidelines
RevisedJanuary2014
NameofSchoolDistrict: SeattlePublicSchools Item#: 15.3 FederalorStateProgram: Fiscal
ItemDescription:Teachers and paraprofessionals in Title I served school districts must be highly qualified. ESEA,
Title I, Part A, Sec. 1119(a)(3) and 1119(c), (d), and I.
RequiredAction:All core academic teachers in any school district that receives Title I funds must be highly
qualified. Based on individual teacher file reviews, it was determined that not all teachers in Title I schools
were highly qualified at time of placement. This is a districtwide responsibility that is set forth in ESEA Title
I, Part A, but it is not an allowable Title I funded activity. Submit an action plan to ensure that all core
academic subject teachers are highly qualified.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
Principalsidentifyvacantpositionsandindicatethesubjects
associatedwitheachpositiononPCRs(PersonnelChange
Requestforms).ThePCRscometoEmploymentServicesfor
advertising.Applicantsapply,arescreenedandinterviewed
andrecommendedforpositionsbyeachschool.Beforeoffers
aremade,EmploymentAnalystsreviewqualificationsand
makecertainthattherecommendedcandidateshaveproper
certificationandarehighlyqualified.
EmploymentAnalysts Beforeoffersaremade
torecommended
candidates

Hirepaperworkforallteachersincludescertification
informationandhighlyqualifiedsubjectsandthisinformation
isenteredintoSAPqualificationsfield.
EmploymentAnalysts Duringstaffing
ForSpecialEducationcandidateswhoarenotyethighly
qualifiedinallrequiredsubjects,EmploymentAnalysts
explaintherequirementsandrequestthataPlanbe
completedatthetimeoftheoffer.
EmploymentAnalysts Atthetimeofthejob
offer

PriortoSpringStaffingeachyearHumanResourcessendsout
qualificationsreportsidentifyingteacherscertificationand
NCLBqualificationstoensureassignmentswithinhighly
qualifiedsubjects.
EmploymentAnalysts AnnuallyinMarch
DuringtheSpringStaffingprocessEmploymentAnalysts
revieweachschoolsstaffingforthefollowingyeartoconfirm
thatallteachersarehighlyqualifiedfortheirassignments.
EmploymentAnalysts AnnuallyinApril
RevisedJanuary2014
TheDistrictwillreviewtheOSPIqualificationsreportforall
Title1schoolsbyNovember1,2014todetermineifthereare
anyteacherswhoarenotyethighlyqualified.
EmploymentAnalysts AnnuallyinOctober
Seattlecurrentlyhas32Title1schools.Reviewoftheseschools
toidentifyanyteacherswhoareassignedtosubjectsforwhich
theyarenothighlyqualifiedbyNovember1,2014seemsa
realisticgoal.
EmploymentAnalysts AnnuallyinOctober
Studentassignmentinformationisuploadedforfirstsemester
bymidOctobergivingtwoweekstoreviewandfollowupon
theassignmentstodeterminewhatactionisrequired.Ifwe
areunabletohighlyqualifyateacher,theIndividualTeacher
Planwillbecompletedandanontitleschooltransferwillbe
implemented.
EmploymentAnalysts
TheremainderofschoolswillbereviewedfollowingtheTitle1
schoolsandwillbecompletedpriortosecondsemester.
EmploymentAnalysts AnnuallyinJanuary
RevisedJanuary2014
NameofSchoolDistrict: SeattlePublicSchools Item#: 15.6 FederalorStateProgram: TitleI,PartA
ItemDescription:Title I funds are used for eligible attendance areas and follow the ranking and allocation rules. Sec
1113(a)(b).
RequiredAction:Muir and South Shore K-8 over expended their 12-13 rank order allocations. This resulted in each of
these schools having per pupil expenditures that were higher than the budgeted per pupil amounts for schools with
greater poverty percentages. Submit an action plan to ensure that rank order allocations will comply with Title I
ranking and allocating requirements.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
MonthlyBudgetreportforallschoolsreceivingTitleI,PartA
dollarstomonitorrankorderspending.
MichaelStone,Penny
Knutzen(Senior
BudgetTechnician)
InplaceasofJanuary
2014
Seeattached
document1506
201314Title
I_LAPSchool
Budgets.xlsx
4
th
QtroffiscalyearTitleIbudgettrackingforallTitleIschools
tocheckforEOYspendingbalances.
MichaelStone August2014
Eachspring,allschoolbasedTitleandLAPbalancesare
reviewedandaletterissenttoeachprincipalaskingthemfora
plantoaddresseitheroverspentorunderspentbudgets.
KevinCorrigan,
MinYee
InplaceasofApril11,
2014
Seeattached
document1506
overspendmemo
grants.docx
RUNDATE:Updated4/21/14
1A28ADR55274B0AdamsLAP
Commitment
Item CIDescription Budgeted
PreEncumbered/
Encumbered Expended Available
30597352 HourlyTutorsClassified 20,754.00 17,457.21 3,296.79
4012 GeneralBenefitsNonStaff 4,246.00 1,943.47 2,302.53
5100 Supplies 2,997.00 2,997.00
27,997.00 19,400.68 8,596.32
1A28ADR55274U0AdamsLAP,ParentActivity
Commitment
Item CIDescription Budgeted
PreEncumbered/
Encumbered Expended Available
5100 Supplies 200.00 200.00
5930 Food 83.00 83.00
283.00 283.00
1
Yee, Min
From: Stone, Michael A
Sent: Wednesday, April 23, 2014 10:58 AM
To: Yee, Min
Subject: FW: Title I_LAP School Budgets, undated 4.21.14
Attachments: 2013-14 Title I_LAP School Budgets.xlsx
From: Knutzen, Penny

Sent: Monday, April 21, 2014 11:11 AM
To: Stone, Michael A
Subject: Title I_LAP School Budgets, undated 4.21.14
Michael,

Attached is the updated list showing Title I/LAP school budgets.

The following schools have one or more over-spent cost centers:

Aki Kurose
Arbor Heights
Broadview-Thomson
Dearborn Park
Highland Park
Leschi
Loyal Heights
Northgate
Roxhill
Schmitz Park
Seattle World School
New School
T. Marshall
View Ridge
West Seattle Elementary
Wing Luke

Ill start working on the central orgs next.

Penny

Penny Knutzen
Seattle Public Schools
Grants & Fiscal Compliance, MS 33-182
2445 3rd Avenue S. / P. O. Box 34165
p: 206.252.0867
GRANTS and 2445 Third Avenue South * PO BOX 34165 * Seattle, WA 98124-1165
FISCAL COMPLIANCE Tel: 206.252.0222 * Fax: 206.252.0016 * www.seattleschools.org

TO: Mia Williams, Aki Kurose
FROM: Kevin Corrigan, Director of Grants & Strategic Partnerships
CC: Kenneth Gotsch, Charles Wright, J os Banda
DATE: April 11, 2014
RE: Grant Spending

In keeping with our commitment to providing financial stewardship to the district by ensuring financial
resources are used effectively, the Office of Grants and Fiscal Compliance has completed a review of
year-to-date spending for all major district grants.

The purpose of the memo is to apprise you of the results of this review as they relate to your grant(s)
and to request a detailed spending plan for the balance of the 2013-14 school year. Our records indicate
that you are the program manager for the following grant(s) which has the negative balance listed:

FUND
CODE
GRANT DOLLAR
BALANCE
PERCENT
BALANCE
1C01 Title I, Part A $-7,926.29 -21%

The balance was determined after actual spending and encumbrances were deducted.

By May 5, each program manager must provide a plan which addresses the overspent grant and includes
a corrective action to balance its budget.

Please send completed plans or questions regarding content and expectations to Kevin Corrigan,
Director of Grants and Strategic Partnerships, or to Min Yee, Cost Analyst.

Thank you for your attention to this request.
RevisedJanuary2014
NameofSchoolDistrict: SeattlePublicSchools Item#: 15.7 FederalorStateProgram: Fiscal
ItemDescription:Thedistricthasprocedurestoensurepersonnelsalariesandrelatedcostsaresupportedbyadequatetimeandeffortrecordsforemployees
whoworkonfederalprograms.OMBCircularA87,AttachmentB,codifiedin2CFRPart225.
RequiredAction:Timeandeffortreportsmustreportactualtimeworkedonfederalcostobjectives.Further,theactualtimeworkedmustbeindirect
support/performanceofallowablefederalawardactivities.Ifreportedactivitiesarenotallowableunderaparticularfederalcostobjective,thenpayrollmaynot
bechargedtothatfederalawardeventhoughitiscitedonandsupportedbytimeandeffort.
AcomparisonoftimeandeffortwithpositionjobdescriptionsforthreeemployeeswhoreportedTitleIIIAontheirtimeandeffortreportsrevealedthatnotall
workreportedasTitleIIIwasallowableunderTitleIII.Ameetingwithdistrictstaffconfirmedthatthejobdescriptionswereaccurate.
Submitanactionplantoensurethatallreportedfederalcostobjectiveactivitiesareallowableunderthecostobjectivecitedonanemployee'stimeandeffort
report.
Transferallunallowable1314TitleIIIfundedactivitiestoanallowablefundingsource.SubmitcopiesofthereconciliationofTitleIIIpaytoallowableTitleIII
activitiesandaccompanyingjournalentries.
Providetimeandefforttrainingtoemployees(asneeded)toensurethattheyunderstandtheaboverequirements.
Responsible
andImplementation
Resources
Needed(optional)
Evidenceof
Action(optional)
GrantsDepartmentwillconductaninternalreviewofall
positionsstaffedonstateandfederalgrants,comparingjob
descriptionsofstaffedpositionswithtermsofeachgrant.Any
positionswithdutiesunallowedbythegrantsfundingthemwill
eithera)havejobdescriptionsrevisedtoreflectactualwork
performedasallowablefundingactivities,orb)bemovedto
nongrant/allowablefundingsource.
MinYee,
KevinCorrigan
August2014
StudentandFamilyAdvocatepositionsonTitleIII:Currentwork
isinprogresswiththehumanresourcesdepartment,theunion,
andOSPItorewritethejobdescriptionsfortheposition.
VeronicaGallardo,
HumanResources
MargaretPorter
June2014requires
unionapprovaltochange
representedjob
descriptions
Humanresources
SEAUnion
OSPI
Approved
documentfrom
HRandOSPI
HelenMalagon
BilingualWorkBasedLearningSupervisorpositiononTitleIII:
Thedistrictwillidentifybasicedfundstostaffthisposition,
retrotoSept.1,2013.
VeronicaGallardo,
KevinCorrigan
May15 $29,578
RevisedJanuary2014
GrantsDepartmentwillcontinuetocoordinatetrainingsfor
staffonfederalcompliance,withOSPIstaffpresentingeachfall
ontopicsrangingfromallowablecostsandtimeandeffort,to
supplantingandauditrequirements.Additionaltrainingswill
beprovidedtocentralandschoolbasedstaffasneeded.
MinYee Ongoing
(Federalcompliance
traininginOct/Nov
annually)
Signinsheets,
eventinvitations
1
Yee, Min
Subject: OSPI federal compliance training
Location: 2765
Start: Tue 10/25/2011 8:30 AM
End: Tue 10/25/2011 12:00 PM
Show Time As: Tentative
Recurrence: (none)
Meeting Status: Not yet responded
Organizer: Yee, Min
Required Attendees: Corrigan, Kevin G; Stone, Michael A; Meyers, Marlene; Olsen, Andrew J; Ngy, Kek;
Caluza-Knutson, Cynthia; Henderson, Sim; Woo, Elaine; Wolf, Adrian; Technow, Kathie;
Baker, Annette M; Davidson, Julie A; Vaughan, Robert C; Ogden, David H; Campbell,
Carri J; Siegel, Shep; Overbeck, Marcie; Garcia, Laura; Goldfine, Pam; Kodama, Karen;
Lewis, Jill; Weyer, Wendy; Knutzen, Penny; Sander, Patricia; Virga, Katherine; Cameron,
Courtney J; Seals, Willie C; McEvoy, Pegi; Dingfield, Joan; Caldwell, Eric; Neskahi, Arlan
K; Sharp, Lisa M; Brewer, Lois; Clifford, Becky; Klopfer, Pamela; London, Wendy J;
Metzger, Jean; Gallardo, Veronica; Andrews, Kaaren; Whitbeck, Scott D; Lirio, Ronic;
Medina, Andrew J; Dunn, Lori S; Scott, Jameeka D; Ngai, Grace; Wallace, Lloyd; Ching,
Kenny; Gallichan, Kathy; Knight, Kelly R; Danielson, Warner C; Kent, Kevin; Ouk, Victoria;
Ly, Ko T; Klinker, Cheryl; Cassel, Jennifer; Johnson, Sherry; Dial, Kevin; Dumlao, Sara A
Optional Attendees: Harman, Duggan; Boesche, Robert S; Thompson, Cathy
Hiall,
AsaresultofpreviousauditsbytheAuditoroftheStateofWashington,thedistrictwasfoundtobeoutofcompliance
regardingprogrammanagersknowledgeofthefederalrulesandregulationsthatguidetheuseoffederalfunds.
Asmanagersoffederallyfundedprograms,budgetoraccountinganalystsorsupportpersonnel,youarerequiredto
haveaworkingknowledgeoftheseregs.TheStateAuditorwillbereviewingthisitemthisyearforallauditedprograms.
Inordertobringthedistrictintocompliancewithfederalregulationsandtoprovideeveryonewiththisimportant
information,thedistricthasinvitedGaylePauleyandPetreaStoddardofOSPItopresentanoverviewofthefollowing:
AllowableCosts(OMBCircularA87)
TimeandEffortRequirements
FiscalRequirements(ESEASection1120A(a))/MOE
SupplementNotSupplant(ESEASection1120A(b)and(d))
UniformAdministrativeRequirements(OMBCircularA102/34CFR80)
StateAdministeredPrograms(34CFRSection76)
AuditProcedures(OMBCircularA133)
Welookforwardtoyourparticipationinthisimportanttrainingsession.IfIhaveoverlookedsomeonewhoshould
attend,pleaseletmeknow.Thankyou.
Min Yee
Cost Analyst
2
Grants &Fiscal Compliance
(206) 252-0059 ph
(206) 252-0016 fx
1
Yee, Min
Subject: Federal Compliance Training
Location: 2765
Start: Thu 11/7/2013 9:00 AM
End: Thu 11/7/2013 12:00 PM
Show Time As: Tentative
Recurrence: (none)
Meeting Status: Not yet responded
Organizer: Yee, Min
Required Attendees: Wolf, Adrian; Mardock, Allen J; Mathur, Amita; Klainer, Amy J; Medina, Andrew J; Olsen,
Andrew J; Baker, Annette M; Tsoi, Barry; Kessler, Bradley G; Campbell, Carri J; Toner,
Cashel; Wright, Charles E; Klinker, Cheryl; Codd, Clover; Cameron, Courtney J; Caluza-
Knutson, Cynthia; Gallagher, Daniel J; Wiley, Delinda; Ladd, Dinah J; Caldwell, Eric; See,
Gayle R; Ngai, Grace; Vela, Israel; Blanford, Janet L; Zombro, Janet K; Tillotson, Janine;
Cassel, Jennifer; Dingfield, Joan; Hughes, John E; Taylor, Jolene E; Davidson, Julie A;
Andrews, Kaaren; Kodama, Karen; Technow, Kathie; Vasquez, Kathleen; Gallichan, Kathy;
Johnson, Kathleen H; Virga, Katherine; Ngy, Kek; Aramaki, Kelly; Knight, Kelly R; Ching,
Kenny; Corrigan, Kevin G; Kent, Kevin; Whitworth, Kim; Fry, Kimberly A; Garcia, Laura;
Love, Lisa; Sharp, Lisa M; Dunn, Lori S; Meyers, Marlene; Stone, Michael A; Tolley,
Michael F; Yee, Min; Goldfine, Pam; Klopfer, Pamela; Sander, Patricia; Robb, Paul;
McEvoy, Pegi; Knutzen, Penny; Dumlao, Sara A; Pritchett, Sarah J; Heath, Shauna L;
Johnson, Sherry; Henderson, Sim; Martin, Stephen B; Gallardo, Veronica; Ouk, Victoria;
Danielson, Warner C; Turner, Wendy; Weyer, Wendy; Seals, Willie C; Jessee, Wyeth;
McWilliams, Zakiyyah B
When:Thursday,November07,20139:00AM12:00PM(GMT08:00)PacificTime(US&Canada).
Where:2765
Note:TheGMToffsetabovedoesnotreflectdaylightsavingtimeadjustments.
*~*~*~*~*~*~*~*~*~*
Hiall,
AsaresultofpreviousauditsbytheAuditoroftheStateofWashington,thedistrictwasfoundtobeoutofcompliance
regardingprogrammanagersknowledgeofthefederalrulesandregulationsthatguidetheuseoffederalfunds.
Asmanagersoffederallyfundedprograms,budgetoraccountinganalystsorsupportpersonnel,youarerequiredto
haveaworkingknowledgeoftheseregs.TheStateAuditorwillbereviewingthisitemthisyearforallauditedprograms.
Inordertobringthedistrictintocompliancewithfederalregulationsandtoprovideeveryonewiththisimportant
information,thedistricthasinvitedBillPaulsonofOSPItopresentanoverviewofthefollowing:
AllowableCosts(OMBCircularA87)
TimeandEffortRequirements
2
FiscalRequirements(ESEASection1120A(a))/MOE
SupplementNotSupplant(ESEASection1120A(b)and(d))
UniformAdministrativeRequirements(OMBCircularA102/34CFR80)
StateAdministeredPrograms(34CFRSection76)
AuditProcedures(OMBCircularA133)
Welookforwardtoyourparticipationinthisimportanttrainingsession.IfIhaveoverlookedsomeonewhoshould
attend,pleaseletmeknow.Thankyou.
Min Yee
Cost Analyst
Grants &Fiscal Compliance
(206) 252-0059 ph
(206) 252-0016 fx

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1

TO: CHARLES WRIGHT, KENNETH GOTSCH

Veronica Maria Gallardo

From: Eugenio, Narcita [mailto:neugenio@seattleschools.org]

From: Gallardo, Veronica [mailto:vmgallardo@seattleschools.org]

Veronica Maria Gallardo

From: Gallardo, Veronica

Veronica Maria Gallardo

From: Gallardo, Veronica

Veronica Maria Gallardo

Veronica Maria Gallardo

-------- Original Message --------

From: McQuarrie, Rebecca

Please confirm the course codes in question, thanks!

ItemDescription:Student Athletic Interest Survey

ItemDescription:Annual Athletic Evaluation

From: Knutzen, Penny

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