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Friday Report 2015-06-05

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June 6, 2015

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Administrative Content
Board Meetings & Minutes Drafts
Draft minutes for the June 3 special meeting are included in the June 9 regular meeting agenda. Please provide necessary
changes to Debbie Vanderwilt by noon on Monday, June 8, and we will update the minutes (if necessary) within the agenda.
Directors will note that meetings have been published through June 16, which is the date selected for the "make-up" budget work
session. The PowerPoint for the June 16 special meeting will be posted after the superintendent's cabinet reviews the revised
content on Monday. Please note as well that your annual meeting plan and display calendar have been updated to reflect these
meeting adjustments.
Board Agenda Items
Policy 3421, Child Abuse and Neglect: Proposed revisions to Policy 3421, Child Abuse and Neglect, have been reviewed by the
Everett Public Schools Policy Review Council and the superintendent’s cabinet to comply with revised RCW 26.44.030,
Reports—Duty and authority to make—Duty of receiving agency—Duty to notify—Case planning and consultation—Penalty for
unauthorized exchange of information—Filing dependency petitions—Investigations—Interviews of children—Records—Risk
assessment process and changes to the contact information for local Children's Administration offices. Additionally, directors will
consider the proposed title change for Policy 3421 from "Child Abuse and Neglect" to "Child Abuse, Neglect and Exploitation".
Proposed revisions to Policy 3421, Child Abuse and Neglect, are tentatively planned for first reading at the June 23, 2015 board
meeting. Revisions to Procedure 3421P, Child Abuse and Neglect, are provided for directors' information.
Attachment: 3421 FR 20150623.pdf (24 KB)
Attachment: 3421P IR 20150605.pdf (56 KB)
Washington Interscholastic Activities Association (WIAA) Membership: At the June 23, 2015 school board meeting, the board of
directors will be asked to approve Resolution 1112, WIAA Membership and Enrollment for Middle Level and Senior High Schools.
This is an annual renewal request. Approval will allow the districts' middle schools and high schools to compete against other
WIAA member schools. As is customary, Resolution 1112 delegates authority to the WIAA to regulate sanctioned events and
activities.
World Languages Adoption: In 2014-15, state world language standards were revised to align more closely with Common Core
State Standards. In addition, the College Board revised the Advanced Placement (AP) Spanish course effective fall 2013. Since AP
Spanish instructional materials were adopted in 2004, new instructional materials are needed to align with the revised standards
and AP course outcomes. New instructional materials are also needed for world language courses approved for implementation in
2015-16: AP French Language and Culture, AP German Language and Culture, and Chinese III. To prepare for the adoption of
instructional materials for these courses, district high school teachers have worked thoughtfully this winter to evaluate
instructional materials following the board-approved adoption process. They evaluated materials for alignment with the standards,
to best practices, and, in the case of AP courses, to AP course outcomes and expectations. In May, these materials were
presented at open houses and the adoption process was reviewed by the Instructional Materials Committee. The final list of
selected materials was provided to the superintendent for recommendation to the board of directors for adoption and approval at
the June 23, 2015 regular board meeting. Similar to the social studies instructional materials, these materials will not be
purchased, even though approved by the board, until it is evident that adequate resources will be provided by the legislature to
support this priority.
Attachment: World Languages Materials Recommendation 20150609.pdf (155 KB)
Anatomy and Physiology and AP Science Adoption: The College Board redesigned the AP assessments in physics, chemistry, and

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biology in order to develop revised science courses that promote deep understanding and retention. Our current textbooks in
these areas are more than ten years old and do not support this change in focus. New materials are needed to best support
student success and achievement. The Anatomy and Physiology course was aligned in 2012 with the Career and Technical
Education (CTE) instructional framework in health science. This framework calls for a course that is accessible to all students
interested in health science careers. This new course design requires a case study approach, embedded practices aligned with the
clinical environment, and an in-depth study of human anatomy and physiology. The current textbook supporting the course was
adopted 12 years ago and does not support these goals. As a result, during 2014-15, the curriculum, assessment, and special
programs department has been working toward adoption of new instructional materials in Advanced Placement (AP) Chemistry,
Advanced Placement Biology, Advanced Placement Physics, and Anatomy and Physiology. Teachers in each of these content areas
along with instructional leaders in curriculum, special education, and English Language Learners (ELL) have worked diligently to
evaluate materials following board approved Policy 2311, Selection and Adoption of Instructional Materials. The final list of
selected materials was provided to the superintendent for recommendation to the board of directors for adoption and approval at
the June 23, 2015 regular board meeting. Similar to the social studies instructional materials, these materials will not be
purchased, even though approved by the board, until it is evident that adequate resources will be provided by the legislature to
support this priority.
Attachment: AP Science & Anatomy and Physiology Instructional Materials Recommendation 20150609.pdf (146 KB)
Board-Superintendent Communication
Three items of correspondence are provided for director background with this edition of the Friday Report. The first is a parent
message expressing concern about the location of megaphone-assisted street-side or street-corner preaching near one of the
district's middle schools. The item has been referred to the regional assistant superintendent for review and recommendation. The
message has also been shared with WSRMP leadership and counsel in the Leal v. Everett Public Schools case in the event their
assistance is necessary. The second is a very detailed description of parental concern about the affects of lunch periods that the
parent feels are too brief for students. Directors may recognize that this topic arose as a result of the first Thoughtexchange
cycle, so staff are aware of that the concern is present in a number of areas of the district. As we examine the length of the
school day in the bargaining and budget process, this parental perspective is being shared with teachers' representatives. The
third item is a patron email that forwards to directors a message to the house budget committee chair. While expressing a
number of viewpoints, it also contains erroneous information about staff's testimony to senate and house committees (e.g.,
administrative staff compensation comparisons were not provided, arguments described were not made). Directors are encourage
to view the testimony if you have not already done so.
Attachment: DeWitt Email (Religious megaphone hazard) 20150604.pdf (49 KB)
Attachment: Hawley Email (Lunch times deficient) 20150527.pdf (9 KB)
Attachment: Heckathorn-LeSesne Emails (No special treatment for Everett) 20150606.pdf (48 KB)
Legislative Update
The WSSDA Legislative Update and WASA's This Week In Olympia (TWIO) keep school directors and school leadership across the
state informed on budget issues and legislation impacting K-12 education. The version available at the time this edition of the
Friday Report was released is the June 5, 2015 edition of WSSDA's Legislative Update. Directors are encouraged to read these
publications.
Student Privacy Protection Act: The Student Privacy Protection Act (S.1341), amending the federal Family Right to Privacy Act
(FERPA), was introduced by a Louisiana senator recently. Protecting student data is an important responsibility for which the
district has established policies and procedures. The provisions of this bill would significantly impact the district's ability to provide
each child with the education and related supports needed to ensure each student graduates college and career ready. The
Student Privacy Protection Act would eliminate the currently allowed sharing of personally identifiable student data, in certain
instances without parental consent, to organizations conducting research and evaluations on behalf of the agency or
institution. This will impede our ability to develop programs and evaluate student performance. The "opt-in" provision will require
parents to actively consent to inclusion of student data which will almost certainly compromise the data accuracy and potentially
obscure the needs of the most academically fragile students. In addition, the district will be prohibited from collecting data about
our students' post-secondary education, training or work and it will prohibit the use of funding to "support any survey or
academic assessment allowing any of the types of data collection via assessments or any other means…" for "mind set, learning
strategies, effortful control, attributes, disposition, social skills, attitudes and any other type of social, emotional or psychological
parameter." Among the programs which would be in jeopardy are AP Equal Opportunity Schools, Naviance, 21st century skills
assessment, the Healthy Youth Survey, and partnerships with post-secondary providers such as Everett Community College. A
letter was sent this week to the Louisiana legislator on behalf of our district, and copies provided to Senators Murray and
Cantwell.
Attachment: Cohn Letter (Student Privacy Act) 20150529.pdf (1,312 KB)
Deferral of School Impact Fees: Currently school impact fees from new housing developments are collected when building permits
for those housing units are issued by Snohomish County or the city of Everett. Recently the state enacted legislation (ESB 5923)
requiring that cities and counties allow housing developers to defer payment of school impact fees to either: (1) final inspection,
(2) issuance of the certificate of occupancy; or (3) closing. District staff recently sent the attached letters to planning department
staff with the city of Everett and Snohomish County encouraging them to set the time of collection of school impact fees to be at

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the time of final inspection or issuance of the certificate of occupancy. These dates logically maximize ability to collect impact fees
as allowed under the state's Growth Management Act. Neighboring districts have begune discussing cooperatively retaining
counsel to work directly with the county to convince council members to act in support of school impact fee collection.
Attachment: Gunn Letter (City of Everett - ESB 5923 - Deferral of Impact Fees) 20150603 .pdf (449 KB)
Attachment: Gunn Letter (Snohomish County - ESB 5923 - Deferral of Impact Fees) 20150603.pdf (452 KB)
Everett Re-engagement Academy (Strategic Target: 1.1.a)
In 2010, Engrossed Second Substitute House Bill 1418 (ESSHB 1418) established a statutory framework (RCW 28A.175.100) to
create a state-wide dropout re-engagement system to provide education and services to youth, ages 16-21, who have dropped
out of school or are not expected to graduate from high school by the age of 21. The framework allows school districts to create
and maintain dropout re-engagement programs for eligible students. Everett Public Schools is preparing to operate a
re-engagement program for qualifying students through the submission of a Letter of Intent with OSPI. The new program, Everett
Re-engagement Academy Open Doors [1418] Youth Re-engagement Program, will offer eligible students an opportunity to earn
their high schools diploma through online and in-person academic instruction, as well as to receive mental health, substance
abuse services, and employment support. Everett Re-engagement Academy will complement the wide range of programs the
district already has in place to provide interventions and re-engagement strategies for at-risk students.
Attachment: Everett Reengagement Academy Open Doors [1418] Youth Reengagement Program Letter of Intent 201505.pdf
(4,252 KB)
Northwest Regional Learning Center Special Education Students Graduate (Strategic Target: 1.1.a)
Three out of the five students who graduated from the ESD 189 Northwest Regional Learning Center (NRLC) on May 29 were
students with disabilities from Everett. The three students originally attended our Everett comprehensive high schools and were
unsuccessful due to the larger school settings. NRLC is one option for IEP teams to consider when there is a need for a higher
level of services. NRLC provided the complex behavioral support and academic interventions, which enabled all three to graduate
on time. The Everett Community Assistance League hosted the graduation in addition to purchasing senior pictures and class
rings for each student.
Scholastic Aptitude Test School Day Report (Strategic Target: 1.1.a)
In February, the district administered, at no cost to students, the school day Scholastic Aptitude Test (SAT) to all juniors as part
of the district's commitment that "…each student graduates from high school ready for college and career with 21st century
skills". From the 2011-12 school year to the 2013-14 school year, the Preliminary Scholastic Aptitude Test (PSAT) was given to all
high school juniors. It was transitioned to the sophomore year in October of the 2014-15 school year so that students could use
their PSAT results to guide their course selection in grades 11 and 12 to better prepare for college. Providing SAT to students free
of charge effectively removes a barrier to the college admissions process. As this is the first school day SAT administration, there
are no trend data available. The results are therefore considered baseline results. The data will also be incorporated into the
annual report of SAT scores for the graduating class which will be available in late fall of 2015. District-wide the mean score for
Critical Reading was 468, Mathematics was 465 and Writing was 458. The College Board, through extensive research, has
determined that "the SAT Benchmark score of 1550 (Critical Reading, Mathematics and Writing sections combined) indicates a 65
percent likelihood of achieving a B- average or higher during the first year of college (College Board, accessed May 5, 2015)."
District-wide 30.9 percent of students scored at or above the College Ready Benchmark.
Attachment: SAT School Day Report 20150225.pdf (577 KB)
Smarter Balanced Assessment Progress (Strategic Target: 1.1.a)
High schools have completed the district Smarter Balanced assessments administration. The charts below show the completion
rate of students in grades 10 and 11 to date. These data show very high completion rates for grade 10 English Language Arts
(ELA). This assessment replaced the HSPE in Reading and Writing as the state assessment graduation requirement for the class of
2017 and beyond. This is certainly a significant factor in the difference between the grade 11 and grade 10 completion rates.
Students in grade 11 were required to take the Smarter Balanced assessment in ELA and mathematics. The grade 11 exam
administration is not for the purpose of meeting a graduation requirement. Rather it is required for accountability at the high
school level. SBA is the required state assessment for meeting the graduation requirements for students in the classes of 2019
and beyond. Although students in the class of 2016 have the benefit of taking the SBA to determine college English and Math
placement, many students refused to take the assessment. The largest percentage of students in grade 11 taking these exams
was at Everett High School, which ranged from a high of 76.3 percent on the ELA Summative CAT to a low of 68.0 percent on the
Math Performance Task. The smallest percentage of students in grade 11 taking these exams was observed at Cascade High
School with a high of 45.9 percent on the ELA Summative CAT and a low of 37.6 percent on the Math Summative CAT.
Grade 11 English Language Arts

Summative Computer Adaptive Test

Performance Task

Enrollment
5/2015

Total Student
Completed

Percent
Completed

Total Student
Completed

Percent
Completed

Cascade High School

410

188

45.9%

175

42.7%

Everett High School

325

248

76.3%

242

74.5%

School

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Jackson High School

511

261

51.1%

243

47.6%

Sequoia High School

69

54

78.3%

49

71.0%

1315

751

57.1%

709

53.9%

District Total
Grade 11 Math

Summative Computer Adaptive Test

Performance Task

Enrollment
5/2015

Total Student
Completed

Percent
Completed

Total Student
Completed

Percent
Completed

Cascade High School

410

154

37.6%

160

39.0%

Everett High School

325

232

71.4%

221

68.0%

Jackson High School

511

233

45.6%

221

43.2%

Sequoia High School

69

43

62.3%

44

63.8%

1315

662

50.3%

646

49.1%

School

District Total
Grade 10 English Language Arts

Summative Computer Adaptive Test

Performance Task

Enrollment
5/2015

Total Student
Completed

Percent
Completed

Total Student
Completed

Percent Completed

Cascade High School

421

404

96.0%

396

94.1%

Everett High School

375

371

98.9%

371

98.9%

Jackson High School

544

512

94.1%

498

91.5%

Sequoia High School

52

52

100.0%

52

100.0%

1392

1339

96.2%

1317

94.6%

School

District Total

Grade 10 includes students who took SBA at off-grade level.el
Spring State High School Competition Update (Strategic Target: 1.1.b)
The high school spring sports season came to a close at the state championships on May 29 and 30. Numerous district athletes
competed in state competitions. Below is a list of athletes who placed in the top eight in their respective events or sports:
Everett Track and Field
Griffey Lytle - second place, javelin throw
Nick Blair - third place, discus throw; fifth place shot put
Everett Softball
Second in state
Jackson Track and Field
Aaron Roe - fifth place, 1600 meter run; second place, 3200 meter run
Karsten Pease - seventh place, 800 meter run
Brooke Kingma - sixth place, 3200 meter run
Jackson Boys Tennis
Ben Mietzner - fifth in singles
Jackson High School Science Research and Engineering Students Compete at Imagine Tomorrow (Strategic Targets:
1.1.d, 1.2.b, 5.4.a)
Science Research and Engineering students from Jackson High School competed in the Imagine Tomorrow Competition at
Washington State University last weekend. The event featured research in four categories: behavior, biofuels, design, and
technology. JHS students took home two awards:
Jean Kim, Dhurvik Parikh & Dane Smith took home 4th place in biofuels for the project titled: "Grape Pomace Biodiesel:
Can grape pomace, also known as winery waste, be converted into biodiesel?"
Heejoon Ahn, Sriharshita Musunuri & Indira Rayala placed 1st in technology for the project titled: "Generating Electricity
from Industrial Waste Heat: How can we use existing materials to create a more cost efficient thermoelectric module that
is capable of recovering industrial waste heat and generating electricity effectively?"

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First place finishers earned $500 for each team member and $2,000 for the school; fourth place finishers earned $100 for each
team member and $500 for the school. The money will be reinvested in next year's science investigations and engineering
projects.
Highly Capable Program Open Houses (Strategic Target: 1.2.a)
Open houses are being held at each of the Highly Capable programs over the next two weeks to welcome new families into the
Highly Capable program. Families greatly benefit from meeting teachers, gaining an in-depth overview of the Highly Capable
program and having the opportunity to ask questions. They also receive additional resource materials many parents find
interesting and helpful to support their children in a highly capable learning environment, both at school and at home. Parents
also have an opportunity to meet principals and teachers, and newly qualified students interact with current students. The Highly
Capable Open Houses are being hosted by Cedar Wood, Forest View, Mill Creek, Penny Creek, View Ridge, and Whittier Highly
Capable program staff. The Highly Capable program staff at Forest View and Whittier elementary schools will be expanding their
offerings to include grades 4 and 5 in 2015-16.
OSPI Identifies CTE Math and Science Course Equivalencies (Strategic Target: 1.2.b)
Twenty-one courses have been identified and posted by the Office of Superintendent of Public Instruction (OSPI) as Career and
Technical Education (CTE) state-wide course equivalencies in mathematics and science. The courses, along with the frameworks,
are listed on the OSPI CTE homepage.
Common Core Writing Instruction (Strategic Target: 1.2.b)
In recent visits with grade level teams of teachers, elementary teachers shared how they provided more writing opportunities and
adjusted writing instruction for their students to help achieve the expectations of the Common Core State Standards. Teachers
provided explicit writing instruction for students and modeled the three text types of writing—narrative, informational, and
opinion writing. Teachers also emphasized writing across the curriculum by having students write regularly in science journals, in
response to science kit investigations, and during math time through written reflections.
Teaching Channel Teams Early Literacy Pilot (Strategic Targets: 1.2.c, 5.3.a)
In early April the Teaching Channel Teams pilot group learned about video analysis. They were introduced to modeled writing
indicators and a video time-stamp feature on the Teaching Channel Teams site. Teachers then used these to identify specific
modeled writing indicators within a video. Pilot teachers are using the indicators in planning and as a way to analyze and reflect
on their own teaching practice. Participants also created 4th quarter modeled writing lesson plans using common planning forms
to help align the modeled writing process. PreK, K and 1st grade video demonstrations have been collected from most pilot
teachers. These teachers are now focused on creating plans to match the 1st quarter benchmarks, so they are ready to model
when school starts in the fall. This week the early literacy pilot work was shared with curriculum specialists and facilitators and
other possible applications of Teaching Channel Teams were considered.
English Language Learner June Matrices (Strategic Target: 1.5.a)
The number of level 1–3 English Language Learners (ELL) in Everett Public Schools on June 1, 2015 is 2,299. This is an increase
of 15 from May 2015 and an increase of 258 from June 2014. The number of level 4 ELL students is 550. This number has
remained steady across the year. Preliminary Washington English Language Proficiency Assessment (WELPA) results show that
17.9 percent of the current level 1 – 3 ELL students scored at a level 4, and will therefore be exiting out of direct ELL services in
the coming year. This is more than double the state target of 8.0 percent and an increase from 15.1 percent of students scoring
at level 4 in 2014.
Attachment: EPS Language Matrix Levels 1 - 3 20150605.pdf (13 KB)
Attachment: EPS Language Matrix Level 4 20150605.pdf (11 KB)
Attachment: EPS Free & Reduced Rates 20150605.pdf (40 KB)
Wazzle Solutions Gradebook Contract (Strategic Target: 2.3.c)
Scantron Corporation currently provides support for Everett's gradebook product, Pinnacle Gradebook. In August 2014, Scantron
informed the district that the company was discontinuing support for Pinnacle Gradebook. A new vendor, Wazzle Solutions,
emerged and is now offering support services to districts that continue to use this gradebook product and reporting tools.
Scantron agreed that Wazzle Solutions, based in Michigan, could offer support to its existing customers. Staff have been working
with Wazzle representatives, with support from counsel specializing in information technology contracts, and have determined
that it is in the district's best interest to enter into an agreement with Wazzle Solutions to establish an on-premise server for the
Pinnacle Gradebook and acquire Wazzle support services. This contract will permit the district to maintain the current gradebook
and parent communication of grades as well as integration with the "Insight" and "Teacher Insight" analytics features.
Food & Nutrition Services Audit
OSPI conducts audits of food and nutrition programs every three years. Last year, staff provided detailed information to OSPI so
the agency could begin audit work off-site. The on-site work comprised school visits to review breakfast and lunch service,
student store operations, afterschool snack programs, and vending programs. The audit reviewed compliance with state and
federal regulations including the new requirements of the Healthy Hunger Free Kids Act (HHFKA). There were nominal, minor
recording issues related to a single day of snack service at one school, and recommendations for additional training and

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nutritional analysis (as required by the HHFKA) in ECEAP and student store operations, however there were no significant findings
and no findings with fiscal impact. Centrally, the audit reviewed 590 free and reduced lunch meal applications and found zero
errors in the approval process for those applications. There are two free and reduced lunch application verification issues to be
reviewed prior to the finalization of the audit. Overall, the auditors complimented staff for their outstanding preparation for the
review and noted that "the requirements of the National School Lunch Program and the goals of the Healthy Hunger Free Kids Act
have been met by the Everett School District Food Service Department."
Procedure Updates
Procedure 2321P, Guest Speakers: Revisions to Procedure 2321P, Guest Speakers, have been reviewed by the Everett Public
Schools Policy Review Council and the superintendent’s cabinet and are based on recent guest speaker experiences presenting in
classrooms and the request for greater guidance to assist teachers and speakers. Revisions to Procedure 2321P, Guest Speakers,
are provided for directors' information.
Attachment: 2321P IR 20150605.pdf (44 KB)
Procedure 2331P, Controversial Issues: Revisions to Procedure 2331P, Controversial Issues, have been reviewed by the Everett
Public Schools Policy Review Council and the superintendent’s cabinet and are in response to recent guest speaker experiences
presenting in classrooms and the request for greater guidance to assist teachers and speakers. Revisions to Procedure 2331P,
Controversial Issues, are provided for directors' information.
Attachment: 2331P IR 20150605.pdf (15 KB)
Field Trip Requests
Attachment: Mill Creek ES Camp Orkila FT 20150605.pdf (3,868 KB)
Miscellaneous Attachments, News Releases & Articles
News Releases
Points of Pride
Budget Articles
Directors' Dates to Remember
Monday, June 8 - EPS STEM Expo - 5 p.m. - Xfinity Center
Tuesday, June 9 - Special Board Meeting - Community Resource Center
Wednesday, June 10 - Sequoia High School Graduation - 6 p.m. - Everett Civic Auditorium
Saturday, June 13 - High School Graduations - Noon - Xfinity Arena
Tuesday, June 16 - Special Board Meeting - Community Resource Center
Wednesday, June 17 - Last Day of School
Friday, July 3 - Independence Day Holiday - District Closed
Thursday, July 23 - Special Board Meeting - Community Resource Center
Thursday, August 20 - Annual Planning Workshop - Community Resource Center
Thursday, August 20 - Summer Commencement - Jackson High School
Thursday, August 21 - Annual Planning Workshop - Port of Everett

Mill Creek ES Camp Orkila FT 20150605.pdf (3,868 KB)
Senator Vitter-Cohn Letter (Student Privacy Act) 20150529.pdf (1,312 KB)
2331P IR 20150605.pdf (15 KB)

3421 FR 20150623.pdf (24 KB)

2321P IR 20150605.pdf (44 KB)
3421P IR 20150605.pdf (56 KB)

Everett Reengagement Academy Open Doors [1418] Youth Reengagement Program Letter of Intent 201505.pdf (4,252 KB)
AP Science & Anatomy and Physiology Instructional Materials Recommendation 20150609.pdf (146 KB)
World Languages Materials Recommendation 20150609.pdf (155 KB)
SAT School Day Report 20150225.pdf (577 KB)

EPS Language Matrix Levels 1 - 3 20150605.pdf (13 KB)

EPS Language Matrix Level 4 20150605.pdf (11 KB)

EPS Free & Reduced Rates 20150605.pdf (40 KB)

City of Everett letter (ESB 5923 - Deferral of Impact Fees) 20150603 .pdf (449 KB)
Snohomish County letter (ESB 5923 - Deferral of Impact Fees) 20150603.pdf (452 KB)
DeWitt Email (Religious megaphone hazard) 20150604.pdf (49 KB)
Hawley Email (Lunch times deficient) 20150527.pdf (9 KB)
Heckathorn-LeSesne Emails (No special treatment for Everett) 20150606.pdf (48 KB)

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Executive Content

Last Modified by Debbie Vanderwilt on June 9, 2015

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