Seattle School Board Curriculum & Policy Committee Meeting Packet, August 21, 2018

Board Special Meeting
Curriculum & Instruction Policy Committee

August 21, 2018, 4:30pm
Board Office Conference Room, John Stanford Center
2445 – 3rd Avenue South, Seattle WA 98134
Agenda
Call to Order 4:30pm

1. Roll Call
2. Approval of Agenda
3. Approval of June 12, 2018 C&I Policy Committee Meeting Minutes
Board Action Reports (Discussion and/or Action) 4:35pm

1. Approval of School Board Policy No. 3220 – Student Expression in School-Sponsored Media (Boy)
2. Approval of Amending Board Policy No. 3116 – Students in Out-of-Home (Foster) Care (Boy)
3. Approval of Contract Modification for Northwest Center (Birth to 3 Intervention Service Provider)
(Mills/Jessee)
4. Approval of Amending Policy No. 2413 – Equivalency Credit for Career and Technical Education
Courses (Perkins/Tolley)
Standing Agenda Items 5:15pm

1. Formula for Success
a. District SMART Goal 1, Multi-Tiered Systems of Support (MTSS) (Jessee)
2. Continuous School Improvement Plans (C-SIPs) (Starosky)
3. 24 Credits/Secondary Re-visioning Update (Perkins)
4. Instructional Materials Update (Kinoshita)
Board Policies and Procedures 5:55pm

1. School Board Policy No. 2090 – District Educational Research and Evaluation (Anderson/Beaver)
2. School Board Policy Nos. 2021, 2022, 2023 – Electronic Learning (Kinoshita/Krull)
Special Attention Items 6:10pm

1. Advanced Learning Update (Jessee/Hanson)
2. Ethnic Studies Update (Kinoshita)
3. C&I Policy Committee Work Plan Update
Adjourn 6:30pm
Upcoming Meetings
• Tuesday, September 11, 2018 C&I Policy Committee Meeting
IMPORTANT NOTE: As School Board Committees are working committees, the documents presented to the Board can change up to the
time of the meeting. The Board Executive Committee has approved a pilot program to post to the website committee agendas and approved
minutes only. Full meeting materials for Regular Board Meetings will still be posted. If you would like access to any of the materials for this
meeting, you may call 206-252-0040 or email boardoffice@seattleschools.org and the Board Office staff will send committee materials to
you promptly.
Board Special Meeting
Curriculum and Instruction Policy Committee
Tuesday, June 12, 2018
Board Office Conference Room, John Stanford Center
2445 – 3rd Avenue South, Seattle WA 98134
Minutes
Call to Order
This meeting was called to order at 4:30 p.m. by Director Burke. Directors DeWolf, Mack
and Harris were present. Director Geary was present via telephone. Director Mack was
approved by Director Burke to be a voting member until Director Patu’s arrival. Director
Patu joined the meeting at 4:32 p.m.
This meeting was staffed by Associate Superintendent for Teaching and Learning Michael
Tolley, Chief of Curriculum, Assessment & Instruction Dr. Kyle Kinoshita, Director of Career
and College Readiness Dr. Caleb Perkins, Principal Skills Center School Dan Golosman, CTE
Program Manager Jane Hendrickson, Chief of Student Services Wyeth Jessee, Native American
Education Program Manager Gail Morris, Manager School Operations Sherri Kokx, Executive
Director Coordinated School Health Pat Sander, Program Manager Coordinated School Health
Erin Romanuk, Director Policy and Board Relations Nate Van Duzer, Executive Assistant to the
Associate Superintendent for Teaching and Learning Maria Gonzales-Millsap, Executive
Director of Curriculum & Instruction and Early Learning Cashel Toner, and Director of Student
Support Services, Kari Hanson, Chief of Schools Dr. Mike Starosky, Director of Research &
Evaluation Dr. Eric Anderson, Senior Research Scientist Dr. Jessica Beaver, High School
Revision Project Coordinator Emily Harrison, Assessment Development Program Manager
Audrey Roach, Program Manager for Physical Education and Health Literacy Lori Dunn, Senior
Assistant General Counsel Ronald Boy, Communications Specialist Hannah Kook, Counselor
Krista Rillo, Counselor Terra McFarlin.
Approval of Agenda
Director Harris made a motion to approve the agenda. Director Patu seconded. This
motion was passed unanimously.
Approval of Minutes
Director Geary made a motion to approve the May 15, 2018 Curriculum & Instruction
(C&I) Policy Committee meeting minutes. Director Harris seconded. This motion was
passed unanimously.
Board Action Reports (Discussion and/or Action)
Annual Approval of Schools (C-SIPs)
Dr. Mike Starosky presented the annual approval of the Continuous School Improvement Plans
(C-SIPs).
He reported that school leaders will be reviewing them between now and July 1st, at which time
they will be uploaded. Director Harris asked if Career Readiness and Career and Technical
Education (CTE) were address in the high school C-SIPs. Dr. Starosky replied that they are
referenced in the plans but not a stand-alone segment of the plan. He continued to share that
there is an opportunity to emphasize these in the plans before September. Per Dr. Starosky, the
CSIPs will be discussed at the August School Leaders Institute. Director Burke suggested
continuing the discussion in August and introduce and approve in September.
DECISION: Discussion only. No actions were taken.
Approval of School Board Policy No. 2090 – Program Evaluation & Assessment
Dr. Eric Anderson and Dr. Jessica Beaver provided an overview of the amendments to the
policy. One amendment is to change the title of the policy to District Educational Research
and Evaluation. Dr. Anderson reported that he and Dr. Beaver had several discussions with
directors at “2x2” meetings.
DECISION: Director DeWolf made a motion to move forward School Board Policy No.
2090 – Program Evaluation & Assessment to the full Board for approval. Director Patu
seconded. This motion passed unanimously.
Standing Agenda Items

24 Credits and Secondary Re-visioning
Dr. Caleb Perkins provided an update on 24 Credits and Secondary Re-visioning. He shared that
the joint committee between Seattle Public Schools and Seattle Education Association had their
final meeting on June 7th and will provide an update on the development of their proposal for the
SEA/SPS Joint Bargaining Team on June 12th. Dr. Perkins also shared the status of the
professional development plans. He will provide an update on what vendors successfully went
through the Request for Qualifications process at the next C&I Policy Committee meeting.
Director Burke asked about the advantages of having a non-credit bearing advisory. Dr. Perkins
said there has been no consensus from the bigger committee on this. It has not been resolved, but
extensive conversations have resulted. Director DeWolf asked if Civics and Health Education
have come up as an option. Dr. Perkins answered that Lisa Love is on the joint committee and is
the lead and has advocated for Health Education. He added that Civics has not come up.
Dr. Perkins and Lori Dunn shared a draft proposal on requiring a 0.5 Personal Fitness course at
all high schools starting in the 2019-2020 school year. The directors agreed that they would like
to see more engagement around this before it comes back to this committee as a Board Action
Report (BAR). Ms. Dunn and Dr. Perkins plan to continue engaging key stakeholders with the
possibility of submitting this proposal to review and approval in the fall.
Dr. Perkins, Terra McFarlin and Emily Harrison shared the feedback they received from many
stakeholders on changes to the current procedure on Online Credits. They plan to continue to
revise the draft procedures over the summer, as they receive more feedback. They will introduce
a BAR to approve the procedures in September. Director Harris heard from certain principals
that they only approve certain online courses. She asked what is approved and not approved
online courses.
Ms. Harrison referred the directors to a decision tree they developed to help principals with
outside credits. Michael Tolley added that all courses should be approved by the principals and
that there is the concern of not having the capacity for an extensive review of all the courses.
Director Geary would like to see consistency across the district; curriculum should be
coordinated and vetted consistently. Director Geary will provide some notes from her
conversations with principals. Director Burke would like to see the Decision Tree more
systematized, not site-based and not connecting efforts. Dr. Perkins added that they will
communicate changes to schools and families throughout the 2018-2019 school year.
Instructional Materials Update

MaryMargaret Welch and Dr. Kyle Kinoshita shared an update on the K-8 Science Instructional
Materials Adoption. Ms. Welch provided a timeline of the adoption and its current status. She
reported that the adoption committee met this past Saturday with 65 attendees. She also reported
that the Needs Assessment Survey to staff and families will be open through the end of October.
Director Harris asked about the engagement plan and who in communications is involved.
Michael Tolley introduced Hannah Kook to the board as the new communications specialist who
will be working closely with Teaching & Learning on a communication plan. Directors Burke
and Harris expressed concerns about the lack of communication to the board; developing a
timeline without any communications to the board and the community. Director Harris is
concerned that this is the first they are hearing about the timeline. Michael Tolley clarified to the
board the distinction between instructional materials adoption and curriculum adoption. Dr.
Kinoshita assured regular communication routine with the board. Ronald Boy suggested creating
a new policy for board adoption of instructional material because of a need. Dr. Kinoshita agreed
that a policy and procedures would make this clear. The new policy will spell out engagement.
Director Burke asked what the recommended timeline would be. Mr. Boy answered that a policy
will be presented to the C&I Policy Committee in August. Director Burke is concerned about a
mirror policy, Policy No. 2015. Director Burke suggested it could be a branch, a decision tree, or
in the form of a Superintendent’s Procedures.
A question was raised about the adoption of Time Immemorial and whether it’s is a state
mandate. Gail Morrison and Andrea Drake commented that there may some implications related
to this.
Director Harris asked for the status of the Ethnic Studies Task Force. Dr. Kinoshita answered
that the task force has ended and the ethnic studies work group work is moving forward.
Board Policies and Procedures

School Board Policy Nos. 2021, 2022, 2023 – Electronic Learning
Dr. Kyle Kinoshita reported an update on these policies. Dr. Kinoshita noted that a 2016 Senate
Bill mandates policies and procedures on digital citizenship and media literacy. He reported that
in 2017, WSSDA issued a model policy on three subjects: library and tech program, internet
safety and digital media. Dr. Kinoshita recommended that the Information Technology Advisory
Committee (ITAC) do the annual review of these policies. ITAC plans to convene in August at
which time Dr. Kinoshita will have more information to share with the C&I Policy Committee.
Dr. Kinoshita and Mr. Krull will work on a glossary for a definition for online learning.
School Board Policy No. 2200 – Equitable Access to Programs and Services
Sherri Kokx provided an update on Policy No. 2200. The program report provided at the meeting
is outdated with changes to Special Education staffing. She also provided an update on the
Native American Educational Program servicing Jane Addams and Nathan Hale High School.
Proyecto Saber will be moving out of Ballard High School to Robert Eagle Staff Middle School.
Communication to the community will be provided.
Special Attention Items

Annual Assessment Report
Audrey Roach provided an update on the Assessment Committee’s work in the development of
the 2018-2019 school year assessment calendar which establishes windows for district
assessments and communicates the windows set by the Office of the Superintendent of Public
Instruction (OSPI) for state assessments.
Advanced Learning Update

Kari Hanson provided an update on the Highly Capable Plan and the Advanced Learning Task
Force (ALTF). She plans to submit the plan to Director Geary by Friday with a copy to the entire
board. Ms. Hanson reported that they have just completed the 2nd grade screening for the Highly
Capable program with 721 referrals from parents and 470 recommendations from teachers.
Director Burke would like to see this data disaggregated. Ms. Hanson is working with the
English Language Learners department and diligently working on a communication plan to
ensure they reach across all cultures. The Advanced Learning Task Force includes 21 members
and 2 sitting alternates.
Counseling Update
Dr. Caleb Perkins provided an update on the plans for counseling for the 2018-2019 school year
outlining the major work the College and Career Readiness team to improve college access,
career guidance and other counseling work. Dr. Perkins plans to have a final plan ready to be
shared with the C&I Policy Committee in the fall after they receive input and feedback.
Naviance Implementation Update

Dr. Caleb Perkins provided an update on the plan for implementing Naviance. Dr. Perkins
reported that an issue with the opt-out process was quickly resolved and the window for the opt-
out opportunity continues through June 22nd. Dr. Perkins focused his update on the amendment
of the data sharing agreement with Naviance to include additional data fields, date of birth and
transcripts, so that we can take full advantage of the tool in efforts to provide more equitable
access to college and career exploration. Counselors Terra McFarlin and Krista Rillo emphasized
the importance of the additional data fields to be efficient and thorough in their work with
students. Directors raised concerns about adding more data fields. Dr. Perkins emphasized our
priority is students’ privacy. Director Burke supports the two additional data fields. Director
DeWolf supports the two additional data fields and ethnicity and gender in support of our EOG
work. Director Patu supports additional data fields for ethnicity and gender but hesitant about
date of birth and transcripts. Dr. Perkins will provide a briefing memo to the board.
Curriculum & Instruction Committee Work Plan Update

No discussion took place.
The meeting was adjourned at 7:11 p.m.
Approved by: __________________________________ Date: ______________________

SCHOOL BOARD ACTION REPORT
DATE: July 19, 2018
FROM: Denise Juneau, Superintendent
LEAD STAFF: Kyle Kinoshita, Chief of Curriculum, Assessment, and Instruction, 252-
0050, kdkinoshita@seattleschools.org;
Caleb Perkins, Director of College and Career Readiness, 252-0062,
cbperkins@seattleschools.org
For Introduction: August 29, 2018

For Action: September 5, 2018
1. TITLE
Approval of Board Policy No. 3220, Student Expression in School-Sponsored Media.
2. PURPOSE
This action adopts a new policy regarding student expression in school-sponsored media.
3. RECOMMENDED MOTION
I move that the School Board approve Board Policy No. 3220, Student Expression in School-
Sponsored Media, as attached to the Board Action Report.
4. BACKGROUND INFORMATION
a. Background
Board Policy No. 3220, Student Expression in School-Sponsored Media, is a new policy
and is in response to a new state law, SSB 5064, that was passed by the legislature and
signed by Governor Inslee on March 21, 2018. The new policy aligns with Washington
State School Directors’ Association’s (WSSDA) policy.
Prior to the passage of SSB 5064, there were no state statutes requiring public schools to
adopt policies related to student expression in school-sponsored media. The new state law
provides that student editors of school-sponsored media are responsible for determining
the news, opinion, feature, and advertising content of the media; states that a student
media adviser may teach professional standards of English and journalism to the student
journalists and may not be terminated, transferred, removed, or otherwise disciplined for
complying with the student expression provisions; and establishes an appeal process for
students who allege a violation of the student expression provisions. The law also
protects school officials and governing boards from civil or criminal liability resulting
from school-sponsored media prepared, published, or broadcast by student journalists.
With the passage of the new state law, each school district that includes a high school is
required to adopt a student expression in school-sponsored media policy in accordance
with the new provisions. SSB 5064 went into effect on June 7, 2018. The District wants
1
this policy in place prior to the start of the 2018-19 school year. Superintendent
Procedures will be developed in the fall after our school staff return.
b. Alternatives
Not adopt this policy. This alternative is not recommended as the policy gives important
guidance to staff guided by a new state law.
c. Research
Review of SSB 5064 and the Washington State School Directors’ Association’s
(WSSDA) Model Policy 3220. The District adapted the WSSDA model for our use.
5. FISCAL IMPACT/REVENUE SOURCE
Fiscal impact to this action will be N/A.
This motion has no fiscal impact.
Expenditure: One-time Annual Multi-Year N/A
Revenue: One-time Annual Multi-Year N/A
6. COMMUNITY ENGAGEMENT
With guidance from the District’s Community Engagement tool, this action was determined to
merit the following tier of community engagement:
Not applicable
Tier 1: Inform
Tier 2: Consult/Involve
Tier 3: Collaborate
Upon approval of this motion, the new policy will be provided to principals to be shared with
journalism staff and students. It will also be posted online.
7. EQUITY ANALYSIS
Our equity analysis work regarding student expression in school-sponsored media focuses on the
free expression of student opinion. The new policy will provide equal freedom of verbal and
written expression for all students in school-sponsored media so long as it does not substantially
disrupt the operation of the school or otherwise violate this policy.
8. STUDENT BENEFIT
Adoption of the policy will provide clear guidelines for students regarding verbal and written
expression in school-sponsored media. This policy further clarifies that student editors of school-
2
sponsored media are responsible for the content of the media and specifies the guidelines for
presenting such material.
9. WHY BOARD ACTION IS NECESSARY
Amount of contract initial value or contract amendment exceeds $250,000 (Policy No. 6220)
Amount of grant exceeds $250,000 in a single fiscal year (Policy No. 6114)
Adopting, amending, or repealing a Board policy
Formally accepting the completion of a public works project and closing out the contract
Legal requirement for the School Board to take action on this matter
Board Policy No. _____, [TITLE], provides the Board shall approve this item
Other: _____________________________________________________________________
10. POLICY IMPLICATION
This motion would adopt a new policy.
11. BOARD COMMITTEE RECOMMENDATION
This motion was discussed at the Curriculum & Instruction Policy Committee meeting on
August 21, 2018. The Committee reviewed the motion and _____________.
12. TIMELINE FOR IMPLEMENTATION
Upon approval of this motion, the new policy will be shared with staff and posted online.
13. ATTACHMENTS
• Board Policy No. 3220, Student Expression in School-Sponsored Media (for approval)
• RCW 28A.600.027(for reference)
3
STUDENT EXPRESSION Policy No. 3220
IN SCHOOL-
SPONSORED MEDIA Date
Page 1 of 2
It is the policy of the Seattle School Board to promote the free expression of
student opinion in school-sponsored media, which is a fundamental part of
education in a democratic society.
Student publications produced as part of the school's curriculum or with the

support of the associated student body fund are intended to serve both as vehicles
for instruction and student communication. Although the District substantively
finances and operates school-sponsored media, student editors are responsible
for determining the news, opinion, feature, and advertising content of the media,
consistent with RCW 28A.600.027. A student media advisor may not be
terminated, transferred, removed, or otherwise disciplined for complying with
RCW 28A.600.027.
Material appearing in a student publication may reflect various areas of student

interest, including topics about which there may be controversy and dissent.
When engaging in a controversial issue, student publications should strive to
provide in-depth treatment and represent a variety of viewpoints.
School officials, including principals and/or media advisors, may only prohibit
student expression that:
A. Is libelous or slanderous;
B. Is an unwarranted invasion of privacy;
C. Violates federal or state laws, rules, or regulations;
D. Incites students to violate federal or state laws, rules, or regulations;
E. Violates school district policy or procedure related to harassment,
intimidation, or bullying pursuant to RCW 28A.300.285 or the prohibition
on discrimination pursuant to RCW 28A.642.010;
F. Inciting of students so as to create a clear and present danger of:
a. The commission of unlawful acts on school premises;
b. The violation of lawful school district policy or procedure; or
c. The material and substantial disruption of the orderly operation of
the school. A school official must base a forecast of material and
substantial disruption on specific facts, including past experience in
the school and current events influencing student behavior, and not
on undifferentiated fear or apprehension; or
G. Is in violation of the federal communications act or applicable federal
communication commission rules or regulations.
STUDENT EXPRESSION Policy No. 3220
IN SCHOOL-
SPONSORED MEDIA Date
Page 2 of 2
Students may distribute school-sponsored media on school premises in

accordance with procedures developed by their principal, unless stated
differently by the Superintendent in Superintendent Procedures. Such
procedures may impose limits on the time, place, and manner of distribution,
including prior authorization for the distribution or posting on-line of such
material on school property.
Students who publish material in violation of this policy may be subject to

corrective action, consistent with student discipline policies.
Political expression by students in school-sponsored media shall not be deemed

the use of public funds for political purposes, for purposes of the prohibitions of
RCW 42.17A.550.
Any decision by a principal or student media advisor to prohibit student

expression under this policy, is subject to immediate review, within three
business days, by an Executive Director of Schools. That Executive Director’s
decision is a final decision for the purpose of RCW 28A.645.
The Superintendent or their designee is granted the authority to develop

procedures to implement this policy and establish procedures for the prompt
review of any materials that appear not to comply with the standards.
Adopted: Date
Revised:
Cross Reference: Policy No. 2340, Religious-Related Activities and Practices; Policy No. 3207,
Prohibition or Harassment, Intimidation, and Bullying; Policy No. 3210, Nondiscrimination, Acts
of Hostility & Defamation; Policy No. 4060, Distribution of Information
Related Superintendent Procedure:
Previous Policies:
Legal References: RCW 28A.600.027; WAC 392-400-215 Student Rights; Laws of 2018, ch. 125,
Student Freedom of Expression
Management Resources: 2018 - May Issue; 2015 - July Policy Alert; Policy News, August 2001 A
Few Civil Liberty Reminders
*
SCHOOL BOARD ACTION REPORT SEATTLE
PUBLIC
SCHOOLS
DATE: June 21, 2018
LEAD STAFF: Alesia Jessie, Family Support Program Manager,
amjessieseattleschools.org, 252-0250

1. TITLE
Motion to amend Board Policy No. 3116, Students in Out-of-Home (Foster) Care.
2. PURPOSE
This action amends Board Policy No. 3116, Students in Foster Care.
I move that the School Board amend Board Policy No. 3116, Students in Out-of-Home (Foster)
Care, as attached to the Board Action Report.
a. Background
On March 21, 2018, Governor Inslee signed ESHB 2684, Students in Out-of-Home Care
— Best Interest Determinations. Effective September 1, 2012, this legislation defines and
modifies the process for making educational placement decisions for students placed in
out-of-home care, formerly known as foster care. Replacing references to “foster care”
with “out-of-home care” communicates the status of those children more accurately, as
children placed out of the care of their parents could be in a foster family home but could
also be in a licensed group care facility, or in another home, such as that of a relative
other than a parent. New requirements in the legislation include that the district out-of-
home care liaison in collaboration with the Department of Children, Youth, and Families
(DCYF) should make best interest determinations as quickly as possible to prevent
educational discontinuity for the student. Further, the legislation states that when making
best interest determinations, every effort should be made to gather meaningful input from
“relevant and appropriate persons” regarding which school the student should attend
while placed in out-of-home care. Board Policy No. 3116, Students in Out-of-Home
(Foster) Care, as amended, aligns our current policy to the changes in the law.
b. Alternatives
Not amend the policy. This alternative is not recommended as the changes reflect new
law that the District must follow.
1
c. Research
Review of ESHB 2684, current Board Policy No. 3116, and the Washington State School
Directors’ Association (WSSDA) Policy 3116.
There is no direct fiscal impact to amending Policy No. 3116.
Expenditure: One-time El Annual Multi-Year N/A
Not applicable
Tier 1: Inform
El Tier 2: Consult/Involve
Tier 3: Collaborate
If this motion is passed by the Board, the amended policy will be posted online, all impacted
departments will be informed, and the policy will be used by our out-of-home care liaison in the
practice of their work and to educate District staff.
7. EQUITY ANALYSIS
The use of the Racial Equity Analysis Tool brought to light the need to be aware of bias when
applying the “best interest determination” analysis for students in out-of-home care.
Understanding that bias could impact the decision-making in this process will help to ensure
equitable decision-making for every student impacted.
8. STUDENT BENEFIT
Adoption of the amended policy will provide clear guidelines for our District Out-of-Home Care
Liaison. This policy further clarifies the requirements the District will follow to support each
child that is in out-of-home care, including transportation, school placement, and access to the
National School Lunch Program free and reduced-price meals.
fl Amount of contract initial value or contract amendment exceeds $250,000 (Policy No. 6220)
El Amount of grant exceeds $250,000 in a single fiscal year (Policy No. 6114)
2
El Legal requirement for the School Board to take action on this matter
El Board Policy No. [TITLE], provides the Board shall approve this item
121 Other:
This policy will amend Board Policy No. 3116.
This motion was discussed at the Operations Committee meeting on August 22, 2018. The
Committee reviewed the motion and
Upon approval of this motion, the amended policy will be posted online and used by our out-of-
home care liaison to ensure the District is following the recent changes to state law.
13. ATTACHMENTS
• Board Policy No. 3116 (clean for approval)

—
• Board Policy No. 3116 (tracked changes for reference)

—
• RCW 28A.225.
• RCW28A.320.
3
STUDENTS IN OUT-OF- Policy No. 3116
• HOME (FOSTER) CARE
Date
SEATTLE
PUBLIC Pagelof3
SCHOOLS
It is the policy of the Seattle School Board that every student receives the high-
quality instruction, supports, and interventions they need to graduate high school
on time and prepare for the future. Students in out-of-home care experience
mobility in and out of the foster care system and from one home placement to
another. This mobility may disrupt education and create barriers to academic
success and on-time graduation. By collaborating with involved state, local,
and/or tribal child welfare agencies, the District will strive to minimize or
eliminate educational barriers for students in out-of-home care, particularly with
regard to enrollment, transfer of student records, and transportation to their
school of origin. The District will review unexpected or excessive absences and
facilitate on-time grade level progression and graduation of students in out-of-
home care.
The Superintendent or their designee will appoint a staff member to serve as the
District’s liaison for local child welfare agencies if such agencies notify the
District in writing that they have designated a liaison for the District. The liaison
will:
1. Coordinate with the Department of Children, Youth, and families (DCYF)

on the implementation of state and federal laws related to students in out-
of-home care;
2. Coordinate with the Foster Care Education Program (FCEP) staff at OSPI;
3. Attend training and professional development to improve District
implementation;
4. Serve as the primary contact person for representatives of DCYF;
5. Lead and document the development of a process for making best interest
determinations;
6. Facilitate immediate enrollment of students in accordance with RCW
28A.225.330;
7. Facilitate the transfer of records in accordance with RCW 2$A.150.510
and 28A.225.33o;
8. Facilitate data sharing with child welfare agencies consistent with state
and federal privacy laws and rules;
9. Develop and coordinate local transportation procedures;
10. Manage best interest determination and transportation cost disputes
according to best practices developed by OSPI;
Board Policy No. 3116 Page 1 of 3

ii. Ensure that students in out-of-home care are enrolled in and regularly
attend school, consistent with RCW 28A.225.023; and
12. Provide professional development and training to school staff on state and
federal laws related to students in out-of-home care and their educational
needs.
This staff member will work with the involved state, local, and/or tribal child
welfare agencies to receive notifications and share information regarding the
status and progress of students in out-of-home care. This staff member will also
work collaboratively with the District’s Title I coordinator to provide supports for
students in out-of-home care that are enrolled in, or seeking to enroll in, the
District.
Best interest determinations should be made as quickly as possible to prevent

educational discontinuity for the student. Whenever practical and in the student’s
best interest, students in out-of-home care will remain enrolled in the school they
were attending upon entering out-of-home care. To determine the student’s best
interest, the District will consider the factors provided in the procedures that
accompany this policy. In addition, students in out-of-home care who need
transportation to their school of origin will have their transportation provided,
arranged, and funded pursuant to the procedures that accompany this policy.
Students will also automatically be enrolled in the free and reduced-price meals
program.
If remaining in the student’s school of origin is determined not to be in the

student’s best interest, the District will immediately enroll the student in their
new school. Enrollment will not be denied or delayed based on a failure to
provide documents that are normally required for enrollment. Further, the
District will expedite the transfer of records for former students in out-of-home
care that are placed in a school outside of the District.
The Superintendent is authorized to establish procedures for implementing this

policy.
Adopted: September 2017

Revised:
Cross Reference: 3115
Related Superintendent Procedure: 3116SP; 3115SP
Previous Policies:
Legal References: RCW 2$A.15o.51o Transmittal of education records to department of social and
health services Disclosure of educational records Data sharing agreements Comprehensive
—
— —
needs requirement document Report; RCW 28A.225.023 Youth dependent pursuant to Chapter
—
13.34 RCW Review of unexpected or excessive absences Support for youth’s school work;
—
—
RCW 28A.225.215 Enrollment of children without legal residences; RCW 28A.225.33o Enrolling
students from other districts Requests for information and permanent records Withheld
—
—
transcripts Immunity from liability Notification to teachers and security personnel Rules;
—
—
—
RCW 28A.32o.192 On-time grade level progression and graduation of students who are
dependent youth; RCW 74.13.550 Child placement Policy of educational continuity; RCW
—
74.13.560 Educational Continuity Protocol Development; RCW 74.13.631 School-Aged Youth in

—
Out-of-Home Care School Placement Options; RCW 28A.300.800 Education of School-Age

—

Children in Short-Term Foster Care Working Group Recommendations to Legislature; 20
— —
U.S.C. 6301 et seq. Elementary and Secondary Education Act of 1965 as amended by the Every
Student Succeeds Act (ESSA); The Indian Child Welfare Act of 1978
Management Resources:

(‘ STUDENTS IN FOSTER Policy No. 3116
• CAREOUT-OF-HOME
(FOSTER) CARE Septebef-2-2fwyDate
SEATTLE
PUBLIC Page iof
SCHOOIS
It is the policy of the Seattle School Board that every student receives the high-
quality instruction, supports, and interventions they need to graduate high school
on time and prepared for the future. Students infostcr carcout-of-home care
experience mobility in and out of the foster care system and from one home
placement to another. This mobility may disrupt education and create barriers to
academic success and on-time graduation. By collaborating with involved state,
local, and/or tribal child welfare agencies, the District will strive to minimize or
eliminate educational barriers for students in foster carcout-of-home care,
particularly with regard to enrollment, transfer of student records, and
transportation to their school of origin. The District will review unexpected or
excessive absences and facilitate on-time grade level progression and graduation
of students in foster careout-of-home care.
The Superintendent or his or hertheir designee will appoint a staff member to
serve as the District’s point of contact liaison for local child welfare agencies if
such agencies notify the District in writing that they have designated a peint-of
contactliaison for the District. The liaison will:
1. Coordinate with the Department of Children, Youth, and Families (DCYF)

on the implementation of state and federal laws related to students in out-
of-home care;
2. Coordinate with the Foster Care Education Program (FCEP) staff at OSPL
3. Attend training and professional development to improve District
implementation;
4. Serve as the primary contact person for representatives of DCYF:
5. Lead and document the development of a process for making best interest
determinations;
6. Facilitate immediate enrollment of students in accordance with RCW
28A.225.330
7. Facilitate the transfer of records in accordance with RCW 28A.150.51o
and 28A.225.330;
8. Facilitate data sharing with child welfare agencies consistent with state
and federal privacy laws and rules;
9. Develop and coordinate local transportation procedures;
10. Manage best interest determination and transportation cost disputes
according to best practices developed by O$PI;

ii. Ensure thal students in out-of-home care are enrolled in and regularly
attend school, consistent with RCW 28A.225.023; and
12. Provide professional development and training to school staff on state and
federal laws related to students in out-of-home care and their educational
needs.
This staff member will work with the involved state, local, and/or tribal child
welfare agencies to receive notifications and share information regarding the
status and progress of students in foster careout-of-home care. This staff member
will also work collaboratively with the District’s Title I coordinator to provide
supports for students in foster careout-of-home care that are enrolled in, or
seeking to enroll in, the District.
Best interest determinations should be made as quickly as possible to prevent

educational discontinuity for the student. Whenever practical and in the student’s
best interest, students in foster carcout-of-home care will remain enrolled in the
school they were attending upon entering foster careout-of-home care. To
determine the student’s best interest, the District will consider the factors
provided in the procedures that accompany this policy. In addition, students in
foster carcout-of-home care who need transportation to their school of origin will
have their transportation provided, arranged, and funded pursuant to the
procedures that accompany this policy. Students will also automatically be
enrolled in the free and reduced-price meals program.
If remaining in the student’s school of origin is determined not to be in the

student’s best interest, the District will immediately enroll the student in their
new school. Enrollment will not be denied or delayed based on a failure to
provide documents that are normally required for enrollment. Further, the
District will expedite the transfer of records for former students in foster carejj
of-home care that are placed in a school outside of the District.
The Superintendent is authorized to establish procedures for implementing this

policy.
,Aopted: September 2Oi

7 Revised:
Cs-R_i1ee-311.5-
—_Reiated Superintendent Procedure: 3116SP; 3115SP
Previous Policies:
Legal References: RCW 28A.15o.51o Transmittal of education records to department of social and
health services Disclosure of educational records Data sharing agreements Comprehensive
— — —
needs requirement document Report; RCW 28A.225.o23 Youth dependent pursuant to Chapter
—
13.34 RCW Review of unexpected or excessive absences Support for youth’s school work;
—
—
RCW 28A.225.215 Enrollment of children without legal residences; RCW 28A.225.330 Enrolling
students from other districts Requests for information and permanent records Withheld
— —
transcripts Immunity from liability Notification to teachers and security personnel Rules;
— — —
RCW 28A.32o.192 On-time grade level progression and graduation of students who are
dependent youth; RCW 74.13.550 Child placement Policy of educational continuity; RW
—
74.13.560 Educational Continuity Protocol Development; RCW 74.13.631 School-Aged Youth in

—
Out-of-Home Care School Placement Options; RCW 28A.300.800 Education of School-Age

—

Children in Short-Term Foster Care Working Group Recommendations to Legislature; 20
— —
U.S.C. 6301 et seq. Elementary and Secondary Education Act of 1965 as amended by the Every
Student Succeeds Act (ESSA); The Indian Child Welfare Act of 197$

DATE: July 17, 2018
LEAD STAFF: Wyeth Jessee, Chief of Student Support Services, (206) 252-0067

For Action: August 29, 2018
1. TITLE
Contract modification approval for Northwest Center (Birth to 3 Intervention Service Provider)
2. PURPOSE
This Board Action Report authorizes the Superintendent to execute the modified contract with
Northwest Center adding $300,000 to the contract to ensure the provision of Early Intervention
Services in accordance with Part C of the Individuals with Disabilities Education Act (IDEA).
I move that the School Board authorize the Superintendent to modify the contract with
Northwest Center to increase the contract by the additional amount of $300,000 to ensure the
provision of Early Intervention services as defined in 34 C.F.R. 303 in accordance with Part C of
the Individuals with Disabilities Education Act (IDEA), with any minor additions, deletions and
modifications deemed necessary by the Superintendent; and to take any necessary actions to
implement the contract. Immediate action is in the best interests of the district.
a. Background Part C of IDEA requires States to maintain and implement statewide,

comprehensive, interagency systems to make available early intervention services for all
infants and toddlers with disabilities from birth to age three. Eligible infants, toddlers
and their families are entitled to individualized, quality early intervention services in
accordance with Federal law. Since 2009, Washington State has also required all school
districts to provide services to infants and toddlers, under the requirements of Part C
regulations.
Starting in January 2006, Seattle School District has served our youngest and most
vulnerable students in collaboration with local Birth-to-Three providers. Currently
approximately 472 children are served through our Birth-to-Three program.
By providing the required services through these contracts, the District ensures service
provision and fosters relationships with the community and families to serve infants and
toddlers who have disabilities and/or developmental delays.
1
The Northwest Center has an increase in the number of students being served which
results in the need for a contract modification exceeding $250,000 and requires board
approval.
With this modification, the total amount contracted with Northwest Center for 2018-19
will be $1,069,821.89.
The Board approved the original contract on July 11, 2018.
b. Alternatives An alternative to contracting would be for the District to provide direct

administration, subcontracting, billing, payment and compliance monitoring for infants,
toddlers and their families who are eligible for Birth-to-Three services.
This option would require the district to hire staff and provide facilities, as well as
implement complex/compliant tracking and monitoring of services provided.
c. Research Provision of early intervention services to children and their families has been
supported by research that indicates the school age achievement gap is often created by
an early childhood preparation gap. Children who arrive at school behind their peers tend
to stay behind. High quality, aligned early learning opportunities from birth can mitigate
the impact of developmental delays, especially in an aligned system that creates
continuity for children and their families.
The Early Head Start Research and Evaluation Longitudinal Follow-Up Group provided
an abstract from their study. This study examined school readiness at kindergarten entry
for low-income children whose disability indicators were identified before age 3.
Children who had suspected developmental delays and did not receive Part C services
had lower pre-academic skills scores at kindergarten entry than those who had no
disability indicators. In contrast, the pre-academic skills at age 5 of children who
received Part C services did not differ from those who had no disability indicators. A
large portion of children who had suspected developmental delays and did not receive
Part C services by age 3 received Part B services later. Results highlight the importance
of early intervention for low income children who have suspected developmental delays
to enhance their school readiness skills.
Fiscal impact to this action will be $300,000 from the Special Education Infant and Toddler
Birth-to-Three revenue funds.
The revenue source for this motion is State Apportionment.
2
With guidance from the District’s Community Engagement tool and through review of parent
communication from agencies and parent determination of service provider, this action was
determined to merit the following tier of community engagement:
Not applicable
Tier 1: Inform
Tier 3: Collaborate
Information will be provided on the district website, in brochures and from district staff about
where early intervention services can be accessed for children residing within Seattle Public
Schools. As a part of the original RFQ for these contracts, the ad for agencies to apply was
publicized.
7. EQUITY ANALYSIS
Qualified students will not be denied services due to their race, ethnicity, religion, ELL status or
ability to pay. Interpreters are provided for meetings and events so that non-English speaking
families can participate. Services are provided in “natural setting”, most often in homes or
childcare facilities. These occur throughout the city so no community is excluded. Information
regarding the availability of translation services is provided to agencies, referral sources, and the
SPS B-3 transition coordinator to support families accessing these services.
8. STUDENT BENEFIT
Students will receive early intervention services as prescribed by their Individualized Family
Service Plan. By providing these services to students at an early age, their skills will improve so
that they will need fewer or no special education services upon school entry.
3
Other: _____________________________________________________________________
Policy No. 2161 Special Education states it is the policy of the Board to provide FAPE (Free
and Appropriate Public Education) to all eligible students with disabilities beginning at age 3.
As noted above, providing services earlier in life improves outcomes.
This motion was discussed at the C & I Committee meeting on August 21, 2018. The
Committee reviewed the motion and __________________.
Upon approval of this motion, the contract will be modified with Northwest Center for the 2017-
18 school year.
13. ATTACHMENTS
• Northwest Center Agreement
4
AGREEMENT
BIRTH TO THREE INTERVENTION SERVICES
This Agreement, Contract No. RFQ02848-3, is effective ________________ by and between Seattle School
District No. 1, a Washington municipal corporation (District), and Northwest Center Kids (Vendor). The District
and Vendor agree as follows:
1. SCOPE OF WORK AND SCHEDULE
Vendor shall provide services as described in Exhibit A, Scope of Services. Vendor is authorized to
proceed upon receipt of this signed Agreement. This contract shall be in effect from the effective date
through August 31, 2019. With the mutual approval of the Vendor and the District, the contract may be
extended for two (2) additional 1-year terms (Renewal Terms) under the same terms and conditions.
Contract extension periods will begin September 1 and end August 31 in order to stay in line with District
fiscal year requirements. Either party may terminate this Agreement at any time upon thirty (30) days
written notice.
2. CONTRACT PRICE
District agrees to pay Agency an estimated sum up to ONE MILLION, SIX HUNDRED TWENTY-
THREE THOUSAND, THREE HUNDRED FORTY DOLLARS ($1,623,340.00). This equates to an
estimated annual amount of $8116.70 per child for ??? children. Payments to Agency will be made based on
enrollment in the months of September through June. The WAC 170-400-0140(4) requirements regarding
Use of Funds to issue ninety-five percent (95%) of the current BEA rate is estimated to be $811.67 per child
for each month enrolled.
This amount constitutes the “Maximum Authorized Compensation” for services to perform the work
identified in the Request for Qualifications No. RFQ02848.
This amount shall constitute complete compensation for all costs and fees incurred, including any expenses
for meals, travel, lodging, and Washington State sales tax, if applicable. Any increase above this amount
will require agreement by the parties.
Compensation will be paid monthly to the extent that Vendor presents documented evidence of fees earned and
expenses incurred during the period for which payment is requested, and in no case shall the total compensation
exceed the Maximum Authorized Compensation. Vendor shall submit its invoices in the form and according to the
schedule prescribed in the General Conditions, to the address listed in paragraph 3.3. COMMUNICATION
The District’s representative for this contract is Elizabeth Carter, Special Education Services Supervisor.
All correspondence, requests, notices and other communications to the District, in relation to this
Agreement, shall be in writing and shall be delivered to:
To the Elizabeth Carter To Laura Kneedler

District: Special Education Services Contractor: VP, Education & Therapy Services
Supervisor Northwest Center Kids
Mail Stop 31-680 7272 W. Marginal Way
Seattle School District No. 1 Seattle, WA 98103
P.O. Box 34165
Seattle, WA 98124-1165
Either party may from time to time change such addresses by giving the other party notice of such change
in accordance with the provisions in Paragraph 3. above.
4. VENDOR'S REPORTS
RFQ02848
Vendor shall provide reports as requested by District and as specified in Exhibit A, Scope of Services.
5. PERSONNEL
Vendor shall assign the personnel listed in Exhibit B.3, Team Organization, for the performance of the
Work and shall not (for so long as they remain in Vendor’s employ) reassign or remove any of them
without the prior written consent of District.
6. THIS AGREEMENT INCLUDES THE FOLLOWING ATTACHMENTS:

Exhibit Topic
A Scope of Services
B Proposal response sections for RFQ02848 dated March 30, 2018:
B.1: Administrative Competency
B.2: Technical Capabilities
B.3: Team Organization
B.4: Fiscal Responsibility
B.5: Collaboration and Monitoring
C Addendum No. 1, dated March 27, 2018.
D Services Contract General Conditions (Short Form)
E Additional Terms and Conditions
NORTHWEST CENTER KIDS SEATTLE SCHOOL DISTRICT NO #1
Signature Signature
(Contractor Representative) Dr. Larry Nyland
Superintendent
Title Title
Date Signed Date Signed
Company Name
Employer I.D. No. or Social Security No.
RFQ02848
SCHOOL BOARD ACTION REPORT SFATTLF
P.JBl..LC
SCHOOlS
DATE: August 21, 2018
LEAD STAFF: Michael Tolley, Associate Superintendent of Teaching and Learning,
mftol1eyseattleschools.org, (206) 252-0017; Kyle Kinoshita, Chief of
Curriculum, Assessment and Instruction, kdkinoshitaseattleschools.org,
(206) 252-0050; Caleb Perkins, Director of Career and College Readiness;
cbperkinsseattleschools.org, (206) 252-0062

1. TITLE
Amending Policy No. 2413, Equivalency Credit for Career and Technical Education Courses
2. PURPOSE
This action report removes a sentence from Policy No. 2413 in order to align with a change in
state law.
I move that the School Board amend Board Policy No. 2413, Equivalency Credit for Career and
Technical Education Courses as set forth in the attachment to the Board Action Report.
a. Background
In the 2018 legislative session, the Washington State Legislature passed Senate Bill 6136,
which removed a concurrent enrollment requirement of algebra II for AP computer
science courses to be counted as equivalent to high school mathematics. In response, the
Washington State School Directors’ Association (WSSDA) amended their model policy
to remove similar language. While Seattle Public Schools could maintain a higher
standard than state law, staff recommend that Seattle’s policy, which mirrors WSSDA’s
policy, also be amended.
b. Alternatives
Do not approve this policy change, which is not recommended as it would lead to a
misalignment with state requirements.
c. Research
Senate Bill 6136; WSSDA Model Policy 2413
There is no fiscal impact to this action.

1
fl Not applicable
Tier 1: Inform
fl Tier 3: Collaborate
After approval of the change, the new policy will be posted and the changing requirements be
made known to counselors.
7. EQUITY ANALYSIS
As this is a technical change to align with state law, this motion was not put through a formal
racial equity analysis.
8. STUDENT BENEFIT
This change would eliminate a barrier for students who want to use AP computer science as a
math credit.
formally accepting the completion of a public works project and closing out the contract
fl Board Policy No. {TITLEJ, provides the Board shall approve this item
Other:
2
Policy No. 2413 is implicated as described above.
This motion was discussed at the Curriculum and Instruction Policy Committee meeting on
August 21, 201$. The Committee reviewed the motion and__________________________
Upon approval of this motion, the policy change will take immediate effect and the new policy
will be posted online.
13. ATTACHMENTS
• Board Policy No. 2413, Equivalency Credit for Career and Technical Education Courses
—clean (for approval)
• Board Policy No. 2413, Equivalency Credit for Career and Technical Education Courses
—tracked changes (for reference)
3
EQUWALENCY CREDIT Policy No. 2413
I FOR CAREERAND
TECHNICAL DATE
SEATTLE EDUCATION COURSES
PUBLIC Pageiofi
SCHOOLS
Each high school shall adopt core academic course equivalencies for high school
career and technical courses, provided that the career and technical course has
been reviewed and approved for equivalency credit by a district team appointed
by the Superintendent or his/her designee.
The district team shall include a school administrator, the career and technical
administrator, an instructor from the core academic subject area, an instructor or
manager from the appropriate career and technical course and a representative
from the curriculum department.
Career and technical courses approved for equivalency must meet the following
criteria:
A. Align with the state’s essential academic learning requirements and grade
level expectations; and
B. Align with current industry standards, as evidenced in the curriculum
frameworks. The local career and technical advisory committee shall
certify that courses meet industry standards.
The Board approves Advanced Placement (AP) computer science courses as

equivalent to high school mathematics or science. The Superintendent is
authorized to adopt procedures to implement this policy, including denoting on a
student’s transcript that AP computer science qualifies as a math-based
quantitative course for students who complete it in their senior year.
Adopted: December 2011

Revised: DATE; December 2013
Cross Reference: Policy No. 2410; 2170
Related Superintendent Procedure: 2413SP
Previous Policies:
Legal References: WAC 392-410 Courses of Study and Equivalencies; WAC 180-51 High School
Graduation Requirements; RCW 28A.230.120 High School Diplomas Issuance- Option to
—
receive final transcripts —Notice; revised by Substitute House Bill 1472, Chapter 241
Management Resources: Policy News, August 2006; September 2013

EQUWALENCY CREDIT Policy No. 2413
I FOR CAREERAND
TECHNICAL December 4, 2O3DATE
SEATTLE EDUCATION COURSES
PUBLIC Pageiofi
SCHOOLS
Each high school shall adopt core academic course equivalencies for high school
career and technical courses, provided that the career and technical course has
been reviewed and approved for equivalency credit by a district team appointed
by the Superintendent or his/her designee.
The district team shall include a school administrator, the career and technical
administrator, an instructor from the core academic subject area, an instructor or
manager from the appropriate career and technical course and a representative
from the curriculum department.
Career and technical courses approved for equivalency must meet the following
criteria:
A. Align with the state’s essential academic learning requirements and grade
level expectations; and
B. Align with current industry standards, as evidenced in the curriculum
frameworks. The local career and technical advisory committee shall
certify that courses meet industry standards.
The Board approves Advanced Placement tAP) computer science courses as

equivalent to high school mathematics or science. Board approval of AP
computer science as equivalent to high school mathematics requires that the
student has successfully completed or is concurrently enrolled in Algebra II. The
Superintendent is authorized to adopt procedures to implement this policy,
including denoting on a student’s transcript that AP computer science qualifies as
a math-based quantitative course for students who complete it in their senior
year.

Revised: DATE; December 2013
Cross Reference: Policy No. 2410; 2170
Related Superintendent Procedure: 24135P
Previous Policies:
Legal References: WAC 392-410 Courses of Study and Equivalencies; WAC 180-51 High School
Graduation Requirements; RCW 28A.230.120 High School Diplomas Issuance- Option to
—
receive final transcripts —Notice; revised by Substitute House Bill 1472, Chapter 241
Management Resources: Policy News, August 2006; September 2013

DATE: August 14, 2018
LEAD STAFF: Michael Tolley, Associate Superintendent for Teaching and Learning,
mftolley@seattleschools.org;
Mike Starosky, Chief of Schools, mpstarosky@seattleschools.org
For Introduction: September 5, 2018

1. TITLE
Annual Approval of Schools per WAC 180-16-220
2. PURPOSE
This motion approves each school for the coming year, which is a requirement placed on the
School Board by Washington Administrative Code (WAC), Section 180-16-220.
I move that the School Board approve each school within the District as having a school
improvement plan that is data driven, promotes a positive impact on school learning, and
includes a continuous improvement process, pursuant to WAC 180-16-220.
a. Background
Washington Administrative Code Section 180-16-220(2)(a) requires that each school in the
school district “…be approved annually by the school district board of directors…”
A School Board’s annual approval of schools certifies to the State that each school has a school
improvement plan in place. School improvement plans must be data driven, promote a positive
impact on student learning, and include a continuous improvement process for monitoring,
adjusting, and updating the plan. Each building’s Continuous School Improvement Plan (C-SIP)
includes all of these elements.
The Associate Superintendent for Teaching and Learning and his designees have created and
overseen a process for the review of each school’s C-SIP, and has certified that each school does
have a C-SIP that meets the terms of WAC 180-16-220.
It is in the best interest of the District for the Board to approve all school C-SIPs together.
• All of our schools have current 2017-18 Continuous School Improvement Plans, or C-
SIPs, on file at the schools, with their Executive Directors of Schools, and in the Grants
office. All C-SIPs are also posted online on our district website.
1
• All schools have updated their C-SIPs based on student data from spring 2017 by June
30, 2017. C-SIPs are working documents and will be adjusted during the year as
additional data is made available to schools (e.g. Measurement of Academic Progress
(MAP) data, graduation data, attendance data).
• All revised C-SIPs will be uploaded to the district website by July 1, 2018.
• Executive Directors of Schools and the Grants and Fiscal Compliance departments
provide technical assistance to principals and their designees in creating their 2018-19
C-SIPs, and will provide ongoing support as requested by principals.
• Executive Directors of Schools are the lead centrally for ensuring schools are making
good faith effort toward implementing and achieving their C-SIP goals and assist in
brokering proper supports.
Each School’s C-SIP will:

• Fully comply with all applicable laws and regulations; in this case, compliance is
necessary for the release of basic education allocation and/or Title I funds.
• Use data to drive instructional/programmatic planning.
• Connect school-based activities with our district’s Strategic Plan.
• Provide supplemental and/or individualized services for underperforming students,
targeting specific areas where the students are performing below standard.
• Include professional development and other resources essential to successfully implement
key strategies and achieve student learning targets.
There is no requirement that the School Board approve each school’s C-SIP. Instead, the
requirement is only that the School Board ensures that the plans are in existence. Since the
adoption of this regulation in 2002, the Chief Academic Officer or Associate Superintendent for
Teaching and Learning has certified that plans compliant with WAC 180-16-220 exist for each
school. As was the case last year, this year, Chief of Schools Mike Starosky certifies to the
School Board that each school within the District has a C-SIP that meets the terms of WAC 180-
16-220 (See Attached).
b. Alternatives
The School Board could decide not to approve this motion, in which case the district would
not be in compliance with WAC 180-16-220. A School Board’s failure to approve schools,
and to communicate that approval to the State, could result in a district not receiving some or
all of its basic education allocation and/or Title I funds.
c. Research
• Smarter Balance Assessment.
• District data including MAP, classroom-based assessments, an analysis of achievement
gaps/education gaps, graduation and attendance rates, school segmentation levels, survey
data from student, staff and family surveys.
2
Failure to approve the schools at this time would mean the District could forfeit some or all of
our basic education allocation and/or $11,799,000 of Title I funds for the 2017-2018 academic
year.
Not applicable
Tier 1: Inform
Tier 3: Collaborate
Each school should be consulting and/or involving representative groups of staff, parents/school
community, in the C-SIP review and maintenance process which occurs in the spring of each
school year. Additionally, parent/community representation should be a part of each schools
Building Leadership Team (BLT) where they are able to examine data, discuss potential areas of
improvement and provide input on potential solutions.
Principals are engaging staff, families, community members, and district leaders in the
development and ongoing monitoring/adjusting of goals, strategies, and activities within their C-
SIPs. One common way they are gaining this engagement is through Building Leadership
Teams, which include staff and family/community representation. Community engagement on
School Reports also provides input to schools on how to adjust C-SIPs for 2017-2018. The 2017-
18 C-SIPs for each Seattle Public Schools (SPS) school can be found on the SPS District
Website (http://www.seattleschools.org/cms/One.aspx?portalId=627&pageId=15987).
7. EQUITY ANALYSIS
As a part of the C-SIP creation, review, and maintenance process, schools set clear goals focused
on historically underserved students, specifically students of color and special education, as well
as specially served students such as English Language Learners (ELL) and Highly Capable (HC)
students. Each school examines data looking at specific trends in sub-groups. Each BLT is
responsible for engaging their representative stakeholders for input in the maintenance and
approval each buildings C-SIP. C-SIPs are focused on impacting and improving adult practice in
order to achieve specific outcomes for students. Throughout each school year, schools monitor
the progress of the academic and behavior goals they have set for their students against
measurable assessments as identified in each C-SIP. All C-SIPs include budgetary priorities for
3
professional development, alignment of staff to specifically identified students, and professional
development priorities for staff and which focus on race and equity as a priority.
8. STUDENT BENEFIT
C-SIPs are designed to improve academic and behavior outcomes for specific sub-groups of
students which include clear goals, assessments, and success indicators.
Other: _____________________________________________________________________
Annual approval is necessary to ensure compliance with State laws and regulations. The annual
approval process also ensures that each school has a data-driven school improvement plan to
promote student learning.
Board Policy A02.00, Performance Management, states that we must have clear-long term
district goals. These goals will inform Continuous School Improvement Plans (C-SIPs).
This motion was discussed at the Curriculum & Instruction Policy Committee meeting on May 8,
2017 and June 12, 2017. The Committee reviewed the motion and moved the item forward for
consideration by the full Board.
In the spring of 2017 a C-SIP Manual was created for all school buildings detailing the spirit,
intent, details, and implementation guide for creating and maintaining C-SIPs. Upon approval of
this motion, the necessary certification will be filed with the state. C-SIP work remains ongoing.
4
13. ATTACHMENTS
• Washington State Legislature WAC 180-16-220

• Board Policy A 02.00
• Chief of Schools Certification of C-SIP Completion
• C-SIP Development Manual (appendix includes guiding questions and C-SIP template)
• C-SIPs are found at each school webpage as well as on the following link:
https://www.seattleschools.org/district/district_scorecards/_continuous_school_improve
ment_plans_
5
WACs > Title 180 > Chapter 180-16 > Section 180-16-220
180-16-200 << 180-16-220 >> 180-16-225

Agency filings affecting this section
WAC 180-16-220
Supplemental basic education program approval requirements.
The following requirements are hereby established by the state board of education as related supplemental
condition to a school district's entitlement to state basic education allocation funds, as authorized by RCW
28A.150.220(4).
(1) Current and valid certificates. Every school district employee required by WAC 181-79A-140 to
possess an education permit, certificate, or credential issued by the superintendent of public instruction for
his/her position of employment, shall have a current and valid permit, certificate or credential. In addition,
classroom teachers, principals, vice principals, and educational staff associates shall be required to possess
endorsements as required by WAC 181-82-105, 181-82-120, and 181-82-125, respectively.
(2) Annual school building approval.
(a) Each school in the district shall be approved annually by the school district board of directors under an
approval process determined by the district board of directors.
(b) At a minimum the annual approval shall require each school to have a school improvement plan that is
data driven, promotes a positive impact on student learning, and includes a continuous improvement process
that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement
plan. For the purpose of this section "positive impact on student learning" shall mean:
(i) Supporting the goal of basic education under RCW 28A.150.210, "…to provide students with the
opportunity to become responsible citizens, to contribute to their own economic well-being and to that of their
families and communities, and to enjoy productive and satisfying lives…";
(ii) Promoting continuous improvement of student achievement of the state learning goals and essential
academic learning requirements; and
(iii) Recognizing nonacademic student learning and growth related, but not limited to: Public speaking,
leadership, interpersonal relationship skills, teamwork, self-confidence, and resiliency.
(c) The school improvement plan shall be based on a self-review of the school's program for the purpose of
annual building approval by the district. The self-review shall include active participation and input by building
staff, students, families, parents, and community members.
(d) The school improvement plan shall address, but is not limited to:
(i) The characteristics of successful schools as identified by the superintendent of public instruction and the
educational service districts, including safe and supportive learning environments;
(ii) Educational equity factors such as, but not limited to: Gender, race, ethnicity, culture, language, and
physical/mental ability, as these factors relate to having a positive impact on student learning. The state board of
education strongly encourages that equity be viewed as giving each student what she or he needs and when and
how she or he needs it to reach their achievement potential;
(iii) The use of technology to facilitate instruction and a positive impact on student learning; and
(iv) Parent, family, and community involvement, as these factors relate to having a positive impact on
student learning.
(3) Nothing in this section shall prohibit a school improvement plan from focusing on one or more
characteristics of effective schools during the ensuing three school years.
pg. 1
(4) School involvement with school improvement assistance under the state accountability system or
involvement with school improvement assistance through the federal Elementary and Secondary Education Act
shall constitute a sufficient school improvement plan for the purposes of this section.
(5) Nonwaiverable requirements. Certification requirements, including endorsements, and the school
improvement plan requirements set forth in subsection (2) of this section may not be waived.
[Statutory Authority: Chapter 28A.305 RCW, RCW 28A.150.220, 28A.230.090, 28A.310.020, 28A.210.160, and
28A.195.040. WSR 10-23-104, § 180-16-220, filed 11/16/10, effective 12/17/10. Statutory Authority: RCW 28A.150.220,
28A.305.140, and 28A.305.130. WSR 04-23-008, § 180-16-220, filed 11/4/04, effective 12/5/04. Statutory Authority:
RCW 28A.150.220(4), 28A.305.140, and 28A.305.130(6). WSR 04-04-093, § 180-16-220, filed 2/3/04, effective 3/5/04;
WSR 02-18-056, § 180-16-220, filed 8/28/02, effective 9/28/02. Statutory Authority: RCW 28A.150.250, 28A.150.260
and 28A.15.220 [28A.150.220]. WSR 99-10-091, § 180-16-220, filed 5/4/99, effective 6/4/99. Statutory Authority: RCW
28A.58.754(6), 28A.58.085 and 28A.58.090. WSR 90-01-137, § 180-16-220, filed 12/20/89, effective 1/20/90. Statutory
Authority: RCW 28A.58.090. WSR 86-20-056 (Order 14-86), § 180-16-220, filed 9/29/86. Statutory Authority: RCW
28A.58.754(6). WSR 86-13-015 (Order 5-86), § 180-16-220, filed 6/10/86; WSR 84-11-043 (Order 2-84), § 180-16-220,
filed 5/17/84. Statutory Authority: 28A.04.120(4). WSR 81-08-026 (Order 1-81), § 180-16-220, filed 3/26/81. Statutory
Authority: RCW 28A.04.120. WSR 80-06-093 (Order 7-80), § 180-16-220, filed 5/29/80. Statutory Authority: RCW
28A.01.010, 28A.04.120, 28A.41.130, 28A.41.140, 28A.58.754, 28A.58.758, and 1979 ex.s. c 250. WSR 79-10-033
(Order 10-79), § 180-16-220, filed 9/12/79. Statutory Authority: RCW 28A.41.130 and 28A.58.754. WSR 78-06-097
(Order 3-78), § 180-16-220, filed 6/5/78.]
pg. 2
A 02.00
PERFORMANCE Adopted
MANAGEMENT MAR 17, 2010
Page 1 of 3
School Board Adopted Policy
The Board of Directors believes that with district-wide performance goals and adherence to our
Instructional Philosophy goals (see Policy C 01.00) we will achieve continuous improvement
and all of our students will achieve academic success. This will occur through close monitoring
and regular reporting on progress, differentiated supports and interventions, and consistent
consequences based on performance.
To do this we must have clear long-term district goals, to be outlined in the District’s scorecard
based on the District’s strategic plan, and annual school performance targets, to be included in
the annual school reports. These goals will inform both school improvement plans (CSIPs) and
departmental improvement plans. To track and report progress toward our goals, we will use
accurate, timely and relevant data, and ensure that employees are trained in the use of that data to
make decisions that best support their students’ academic success. The District scorecard will
track annual progress across the whole system, and annual school reports will show school
progress toward key student performance outcomes; both reporting tools will be shared publicly
every fall.
We believe that school performance and circumstances should drive the type and level of
support, intervention or autonomy a school receives. To do this the Superintendent will use a
school performance framework to evaluate how all schools are doing against annual performance
targets. This framework must be data driven, looking at a variety of indicators of student
academic success, and include an assessment of leadership quality, staff collaboration and
effectiveness, and school climate information (to be informed by family, student and staff
surveys). To help track annual and mid-year progress to the performance targets, the
Superintendent shall develop and maintain a comprehensive system of student assessment,
including summative, formative and benchmark assessments.
The school performance framework will use school performance data to group and segment
schools based on both absolute performance and growth measures. It will also include a set of
actions the District will take with schools based on their performance segment and need. In
general, schools that are high performing on multiple dimensions will be given greater autonomy
in specific areas. Schools that are making solid growth and meeting their annual performance
targets will receive the targeted support to continue on their trajectory. And schools that are not
meeting their annual performance targets will receive prescriptive guidance from the district. The
two ends of this performance spectrum are described below.
Page 1 of 3
Adopted: Mar 17, 2010
Revised: N/A
Cross Reference: Instructional Philosophy A01.00
Related Superintendent Procedure: N/A
Previous Policies: N/A
Cross Reference: N/A
A 02.00
PERFORMANCE Adopted
Page 1 of 3
 Schools that are high performing on both the absolute and growth dimensions and have
no significant achievement gaps between high poverty and low poverty students will have
‘earned autonomy’ for the following decisions: academic and social-emotional programs
and interventions; selection of professional development; C-SIP goals and planning; and
budget flexibility for discretionary spending.
 Schools that have three years of low growth and sustain low absolute performance will be
subject to one or more of the following actions taken by the Superintendent:
 Change school leadership
 Change school staff
 Direct instructional strategies and professional development
 Change curricular materials and or programs
 Conduct regular accountability reviews throughout the year with the principal, CAO,
and Instructional Directors
 Close and/or reconstitute the school
Regardless of academic achievement, all schools and programs are expected to use approved
district materials and curriculum, including assessments.
Performance Monitoring
In order to monitor our progress towards our performance goals, the Superintendent is directed to
establish and implement a three-tier performance model:
District level: Annual District and Departmental Scorecards

School level: Annual School Reports, including segmentation of schools and
differentiated responses based on individual school needs and annual school improvement plans
Individual level: Useful, goal-based annual performance evaluations for all employees
Performance Reporting
To best support the school planning timeframe and the district’s budget calendar, segmentation
and accountability decisions will be made every winter based on the prior year’s performance
data. During this period, schools will continue to use their CSIP goals and plans to inform the
Page 2 of 3
Revised: N/A
A 02.00
PERFORMANCE Adopted
Page 1 of 3
development of their budgets; and in the case of schools requiring greater District guidance, the
Superintendent’s staff will reference those same goals in determining appropriate interventions.
Accountability and autonomy decisions must be made in advance of spring staffing and will then
inform the summer-fall new CSIP plan development.
The School Board directs the Superintendent to publicly report the results of the annual District
Scorecard and School Reports each fall. In addition, the School Board directs the Superintendent
to provide the School Board with an annual report on the number of effective performance
evaluations against the total number of employees, which shall be subdivided into categories of
employee. The report on evaluations shall occur no later than November of each year.
Page 3 of 3
Revised: N/A
To: Board of Directors for Seattle Public Schools
From: Dr. Mike Starosky, Chief of Schools
Date: August 30, 2018
RE: Annual Approval of Schools Certification of Plans
I certify that all the schools and/or programs in Seattle Public Schools attached to this memorandum
have an updated Continuous School Improvement Plan that complies with Washington Administrative
Code (WAC) 180-16-220.
_________________________________________
Mike Starosky, Ed. D.
Chief of Schools
Assistant Superintendent
206.252.0798
Mpstarosky@seattleschools.org
Executive Assistant: Franchesca de Guzman | mfdeguzman@seattleschools.org |P: 206.913.3289
OFFICE OF THE ASSOCIATE 2445 Third Avenue South * PO BOX 34165 Mail Stop 32-195 * Seattle, WA
SUPERINTENDENT OF Tel: 206.252.0180 * Fax: 206.252.0209 * www.seattleschools.org 98124-1165
TEACHING & LEARNING
Seattle Public Schools
Continuous School Improvement
Plan (C-SIP) Development Manual
Every Student.
Every Classroom.
Every day.
TABLE OF CONTENTS
INTRODUCTION ..............................................................................................................................................................................1
Executive Summary ..................................................................................................................................................................... 2
Highlights ....................................................................................................................................................................................... 2
Mission, Vision, Core Beliefs ........................................................................................................................................................... ..3
Strategic Plan 2013-18 ............................................................................................................................................................... 5
ABOUT THIS DEVELOPMENT MANUAL ............................................................................................................................... ..8

About the C-SIP................................................................................................................................................................................... ..9
Main Sections ...............................................................................................................................................................................9
Timeline ....................................................................................................................................................................................... ..9
School Board Policy and Superintendent Procedure ...................................................................................................... 10
CONSIDERATIONS FOR C-SIPs................................................................................................................................................11

Multi-Tiered Systems of Supports ....................................................................................................................................... 12
Eliminating Opportunity Gaps ............................................................................................................................................... 12
Building Leadership Teams ..................................................................................................................................................... 14
Peer-to-Peer Reviews ............................................................................................................................................................... 15
SMART Goals............................................................................................................................................................................... 16
Considerations when reviewing............................................................................................................................................. 17
GUIDELINES FOR SERVICING STUDENTS ............................................................................................................................19

English Language Learners ..................................................................................................................................................... 20
Advanced Learners .................................................................................................................................................................... 22
Special Education Students ..................................................................................................................................................... 24
Native American Students........................................................................................................................................................ 27
Health & Wellness ...................................................................................................................................................................... 28
Homework ..............................................................................................................................................................................................30
APPENDIX ........................................................................................................................................................................................31
Mentions of C-SIP in CBA........................................................................................................................................................ 32
Guiding Questions Document ............................................................................................................................................... 38
C-SIP Template ........................................................................................................................................................................... 42
Introduction
INTROD
INTRODUCTION
INTRODUCTION
Executive Summary
Highlights
Seattle Public Schools Mission, Vision and Core Beliefs
Strategic Plan
Seattle Public Schools Adopted Budget 2016-2017 Page 1

Introduction
Executive Summary
Leadership matters. In Seattle Public Schools (SPS), we know and recognize the power and
difference leaders can make on student achievement all throughout our school system. The
comprehensive school improvement plans (C-SIP’s) are a tool that allow schools to clearly
identify how they will measure their goals for specific student populations.
It is our intent by providing a process for the purpose and clarity of expectations of school
improvement plans, that our schools will meet or exceed our expectations and that leaders
and schools will be adequately supported to accomplish these measureable goals.
The C-SIP is a document that contains our building and District’s plan of action for the current
school year. More specifically, it identifies the areas our schools plan to focus on in the coming
school year, the performance goals we want our students to achieve, and how we are going to
collaboratively meet these goals. All of our schools’ goals and efforts have been synthesized
into one easy-to-read document that covers all of the different areas on which schools are
required to report. The C-SIP is so important that it is referenced 23 times in the Collective
Bargaining Agreement (see appendix).
Highlights
A School Board’s annual approval of schools certifies to the State that each school has a
school improvement plan in place. School improvement plans must be data driven, promote
a positive impact on student learning, and include a continuous improvement process for
monitoring, adjusting, and updating the plan. Each building’s C-SIP includes all of these
elements.
The Associate Superintendent for Teaching and Learning and their designees have created
and overseen a process for the review of each schools’ C-SIP, and has certified that each
school does have a C-SIP that meets the terms of WAC 180-16-220.
Each Building’s C-SIP will:

• Fully comply with all applicable laws and regulations; in this case, compliance is necessary
for the release of basic education allocation and/or Title I funds.
• Use data to drive instructional/programmatic planning.
• Connect school-based activities with our district’s Strategic Plan.
• Provide supplemental and/or individualized services for underperforming students,
targeting specific areas where the students are performing below standard.
• Include professional development and other resources essential to successfully implement
key strategies and achieve student learning targets.

Introduction
MISSION, VISION & CORE BELIEFS
WHO WE ARE
Seattle Public Schools is the largest public school district in Washington State. The District
provides public education for students in preschool through grade twelve, including services
for general education, career and technology education, and students with special needs.
OUR Every Seattle Public Schools’ student receives a high-quality,

21st century education and graduates prepared for college,
VISION career and life.
Seattle Public Schools is committed to ensuring equitable access, OUR

closing the opportunity gaps and excellence in education for every
MISSION
student
Our Students Come First
High-Quality Teaching and Learning are the Keys to Student
OUR CORE Success A Safe and Orderly Learning Environment Supports

BELIEFS Student Success
A High Performing District includes Effective Leadership,

Accountability, Effective Organizational Systems and an Engaged
Community

Introduction
MISSION, VISION & CORE BELIEFS
CORE BELIEFS
MISSION
We believe that the district-wide commitment to these core beliefs is vital at all
levels of the organization and will enable students to succeed and become Seattle Public
responsible citizens. Schools is
committed to
Our Students Come First ensuring equitable
 We believe it is essential to place the interest of the students above all others in access, closing the
every decision we make. opportunity gaps
 We believe that the core work of the District is supporting student learning. and excellence in
 We believe it is our responsibility to do whatever it takes to ensure that every
education for every
child, regardless of race, gender, socioeconomic status, language proficiency,
learning style or disability, achieves to their highest level. student.
High-Quality Teaching and Learning are the Keys to Student Success

 We believe high-quality instruction is key to our students’ success and is built
VISION
on a rigorous and relevant curriculum that is aligned to standards, measurable
outcomes, positive relationships, appropriate professional development, and Every Seattle Public
equitable access to education opportunities. Schools’ student
 We believe in high expectations for all students and staff built on a culture that receives a high-
respects individual differences and includes fair treatment, honest, openness,
quality, 21st
and integrity.
century education
A Safe and Orderly Learning Environment Supports Student Success and graduates
 We believe schools are the heart of our communities and are committed to
prepared for
providing healthy and safe school environments. college, career and
life.
A High Performing District includes Effective Leadership, Accountability,
Effective Organizational Systems and an Engaged Community
 We believe in demonstrating a commitment to continuous improvement
through collaboration and integrated decision making.
 We believe effective leadership is vital at all levels of the organization and will
create student success.
 We believe it is our public duty to properly steward district resources through
ethical behavior, compliance to the law, transparency of processes, and sound
fiscal controls.
 We believe community partnerships and family engagement are fundamental
to achieving and sustaining student success.
 We believe in a district, including the central office and support staff, which is
dedicated to providing high-quality service in support of teaching and learning.
Seattle Public Schools C-SIP Development Manual Page 4

Introduction
STRATEGIC PLAN 2013-2018 GOALS AND STRATEGIES

In June 2008, the Seattle School Board adopted a five-year strategic plan, Excellence for All,
aimed at ensuring all students graduate from high school ready for college, career, and life.
During the final year of the plan, the School Board directed Superintendent José Banda to
develop an updated plan to guide the District for the next five years. The goal was not to
write a new plan, but to build upon our successes and revise where needed.
#1 ENSURE EDUCATIONAL EXCELLENCE AND EQUITY FOR EVERY

STUDENT
Challenge and Support each student by providing equitable access to a
rigorous and relevant curriculum aligned to Common Core State Standards and
21st Century Skills.
Elevate Professional practice by investing in effective, culturally responsive

teachers, staff and leaders.
Commit to early learning as the foundation for future academic success.
#2 I MPROVE SYSTEMS DISTRICTWIDE TO SUPPORT ACADEMIC

OUTCOMES AND MEET STUDENTS’ NEEDS.
Ensure proper stewardship of resources by evaluating performance and
strengthening internal controls.
Adopt a sustainable annual budget aligned with District goals in a manner that
assures an equitable distribution of resources that prioritizes the needs of students.
Integrate and align operational, business, technology and academic

systems to support the needs of students, teachers and schools.
#3 STRENGTHEN SCHOOL, FAMILY AND COMMUNITY

ENGAGEMENT.
Ensure each school’s culture promotes equitable outcomes in student learning
through a welcoming, supportive, safe and healthy environment.
Support proactive and transparent communication with all stakeholders to

foster trust and collaboration.
Build partnerships among students, families, staff, labor partners and the
community to support academic success.
Page 5
Introduction
PROGRESS TOWARDS OUR STRATEGIC GOALS

The following pages highlight some of the District’s accomplishments towards achieving our strategic goals.
#1 ENSURE EDUCATIONAL EXCELLENCE AND EQUITY FOR

EVERY STUDENT
 An increase in kindergarten through third grade teaching staff in order to reduce
class sizes and teacher to student ratios at a crucial stage in student learning.
 An increase in school counselors and social workers at high need elementary
schools to support student social and emotional needs so they can focus on their
education.
 Providing free all-day kindergarten for all students in 2016-2017.
 Increasing teachers in high schools by reducing average class size from 30 students
per teacher to 29 students per teacher.
 Increased resources to add new textbooks for students.
 Added School Psychologist staffing to support our most vulnerable students.
 Expanded elementary recess time to a minimum of 30 minutes a day to ensure
students have more time for physical and social activities.
 Set aside a $2 million reserve to help eliminate teacher disruption at schools
that have fewer students than anticipated in the fall.
#2 IMPROVE SYSTEMS DISTRICTWIDE TO SUPPORT ACADEMIC

OUTCOMES AND MEET STUDENTS’ NEEDS.
 Resources have been added to Human Resources to improve staff recruiting so

we have less vacant positions when school starts in the fall.
 The District is working toward implementation of the City of Seattle’s new $15 per
hour minimum wage to help us attract and retain the best staff to support our
students.
 Five new school buildings will be opened after significant upgrades and
enhancements to two buildings and brand new construction for the other three to
support our continued enrollment growth and student need.
 A new Office of Civil Rights has been established to address student safety issues
and provide guidance district wide for principals and other leaders.
 Added additional Assistant Principals in elementary schools to increase teacher
and student support.

Introduction
STRENGTHEN SCHOOL, FAMILY AND COMMUNITY

#3 ENGAGEMENT.
 Placed a moratorium on out-of-school suspensions for elementary grade students

with additional strategies and support to engage and keep students in class and
learning every day.
 Shifting school start times to better align with student sleep habits after
discussions with hundreds (466) of parents in our neighborhood meetings, and
thousands (12,000) in our electronic surveys.
 Expanded to the District’s partnership with the City of Seattle by adding four more
preschools for students in the city to get a head start on their academic learning.
 Provided funds to increase Equity Teams in ten more schools with training and
collaborative discussions on how to eliminate disproportionate discipline and
promote stronger relationships between schools, their staff, parents and students.
 A Government Relations position has been developed to aid in communications
with the state legislature on school and student funding needs.
Page 7
About this Development Manual
MANUAL
Instructional Memo
DEVELOPMENT
this
AboutTHIS
ABOUT
About the C-SIP

Main Sections
TimeLine
School Board Related Policies and
Procedures
Mentions in the Collective Bargaining
Agreement

For school improvement planning to be successful, it must involve all school partners. When we
refer to “schools” in this handbook (“schools should …”), we mean the entire school community.
The principal, as the person responsible for administering the school and for providing
instructional leadership, is ultimately responsible for improvement planning. However, the
entire school community should be actively involved in all stages of the process: planning,
implementing, monitoring, and evaluating progress. We have therefore written this handbook
for principals, teachers, school councils, parents, and other community members who
participate in the process.
This development manual is intended to be a practical guide for schools that are already
involved in the improvement planning process, as well as those that are just beginning. Each
school and school community has unique needs and characteristics. Schools may find, as they
work through the development manual that they want to modify some of the premises, steps,
and activities to ensure that their final plan reflects their specific needs.
About the C-SIP

The Continuous School Improvement Plan (C-SIP) is an action plan for each school that
identifies the areas a school plans to focus on in the current and coming school year, the
performance goals they want students to achieve, and how the school plans to collaboratively
meet these goals.
The plans are updated regularly to reflect the strategies being used at each school. This
document also serves as the school-wide improvement plan for our Title I schools.
Main Sections of the C-SIP

• School-Wide Programs/Multi-Tiered System of Support
• Multi-Tiered System of Support Budget
• Building Based Goals
• Community Engagement
Timeline
• April Leadership Learning Day: Identity Safety connection to relationship goals in C-
SIP’s, Notify principals of the process
• May Leadership Learning Day: Peer to Peer C-SIP Reflection
• June Leadership Learning Day: Schools will begin to choose their professional
development focus priorities (green box)
Page 9
• June 15th: All C-SIP’s for the 2017/18 School year are due. Green box priorities are
identified and given to C & I to align professional development supports to schools for
the upcoming school year
• All building C-SIP’s are due JUNE 15th
• June 15-30: EDS’/Central office leaders review, provide feedback, and approve C-SIP’s
as having met or exceeded expectations for the upcoming school year.
School Board Policy and Superintendent Procedures

The Board of Directors for Seattle Public Schools is an elected body of seven citizens
representing geographical regions, known as districts, within the city of Seattle. The length
of each member’s term is four years. Directors are elected by district in the primary
elections and at-large (city-wide) in the general elections of odd-numbered years.
It is the belief of the Board of Directors and the Superintendent that they are partners in the
governance team of Seattle Public Schools. Both must do their jobs well for the
organization to be successful and for the governance team as a whole to be effective.
It is the duty and responsibility of the Board to set policy for, and provide governance and
oversight of, the Seattle School District. The Board shall exercise those powers that are
expressly provided by law, and those essential to the declared purposes and goals of the
District. All powers not expressly delegated are reserved to the Board.
Please find the below links to associated School Board Policies and Procedures:
• Policy No. 2190, Highly Capable Services and Advanced Learning Programs Policy
• Superintendent Procedure 2190SP
• Policy No. 2422, Homework
• Policy No. 3405, Student Wellness
• Policy No. 0010, Instructional Philosophy
• Policy No. A02.00, Performance Management Policy
Collective Bargaining Agreement (CBA)

The C-SIP is noted 22 times in the Collective Bargaining Agreement between Seattle Public Schools and
Seattle Education Association, 2015-2-18. Attached in the appendix, please find a document containing
excerpts where the C-SIP is noted within the CBA.

Considerations
CONSIDERATIONS
Considerations for
your C-SIPs
C-SIP
Multi-Tiered Systems of Supports

FOR
Eliminating Opportunity Gaps

Examples of C-SIPs
Peer-to-Peer Reviews
Reciprocal Accountability
SMART Goals
Considerations for Creating and Reviewing
Page 11
Considerations
Multi-Tiered System of Supports (MTSS)

MTSS is a three-tiered, national model designed to maximize every student’s potential. To
function fully, MTSS requires the collaboration of teacher and central office teams to use data
to align support and resources for students within Tiers 1, 2 and 3.
For schools to bring about positive change, staff must understand how to structure their work within a
Multi-Tiered System of Supports (MTSS). MTSS serves as the foundation of continuous school
improvement. This foundation enables schools to engage in progress monitoring for assessing the
effectiveness of core and supplemental instruction and interventions in an ongoing way.
Within an MTSS framework, schools should have a team infrastructure that includes at least 3 types of
teams: (1) building leadership team (BLT), (2) teacher teams (e.g., department, grade level or
instructional teams), and (3) student services intervention teams (SSIT). Principals help define
membership across these teams through BLT bylaws, making sure that team composition is
intentional. The “Teacher/Support Staff” role can apply to many types of staff (e.g. Assistant Principals,
Classroom Teachers, and Coaches).
High functioning teams at each level (school, teacher/grade, and individual student), analyze data to
problem solve and develop action plans to achieve success. In each case, the goals identified by the
C-SIP should drive the selection of data for analysis.
Eliminating Opportunity Gaps (EOG)

“Eliminating opportunity gaps and ensuring educational excellence for each and every student
is the issue of our time.” ~ Superintendent Larry Nyland
Seattle Public Schools is leading the way to prepare students for college, career and life. For the last
ten years, we have consistently outperformed the state’s academic average and often perform better
than similar districts nationwide. Many of our students are ready for success in life and are well
prepared for college and careers that require a strong mastery of content, innovation and creativity.
However, while we are making significant progress, our promise to some has not been fulfilled. Seattle
Public Schools, despite making promising progress continues to have unacceptable achievement gaps
between white students and students of color.
The good news is that since 2011, the number of gap eliminating schools has increased. We now have
eight schools that are rapidly increasing achievement for students we have not historically served well.
These schools have a common foundation and approach.
They are focused on:

•data driven decisions;
•matching the right support and interventions to student need;
•teachers collaborating to innovate and problem solve;

Considerations
•supporting leadership from strong instruction-focused principals;

•partners working with staff to provide whole child supports; and
•teachers’ unwavering belief in their students is reflected in the school culture, the rigor in the
classroom and students’ sense of belonging.
Staff, families and community partners working together can eliminate opportunity gaps. Our Four
Signature Strategies below illustrate how our combined commitment is making that happen.
Positive Learning: A focus on student strengths, needs and success

•Continuous School Improvement Plans (C-SIP)
•Formative Practices Institute
•Continued PSAT/SAT access for all
•Everyday Matters Attendance Campaign
•Expand summer learning access
Positive Beliefs: Changing hearts and minds

•Moratorium on non-violent suspensions
•Principal development
•New employee orientation
•Equity and race teams
•On demand 24/7 professional development
Positive Relationships: A caring adult for every student

•Whole child support: RULER, Positive Behavior Intervention Support
•Trauma Informed Learning
•District-wide professional development focused on relationships
•My Brother’s Keeper: Success Mentors Summer Institute
Positive Partnerships: Engaging families and community partners

•City Partnership and Mayor’s Education Summit
•Labor partners
•Listening campaigns and convenings
•Family University and Family Connectors
•African American Advisory Committee
•Professional Development for Education Partners
We must seize this opportunity to turn great potential into real and tangible possibilities for each
and every student, regardless of their race, background, or circumstance. The Eliminating
Opportunity Gaps Initiative is our system-wide roadmap for the transformation.
Ensuring true educational equity in our schools means eliminating opportunity and achievement
gaps, not just at the lower end of achievement but all along the spectrum. We will provide access,
opportunities, and supports to our students and schools to accelerate achievement and attain
academic excellence for students of color, while simultaneously ensuring that middle and high-
achieving students continue to excel.
Page 13
Considerations
Building Leadership Teams (BLT’s) and their connection to

C-SIP’s:
Building Leadership Teams play an essential role in the development and maintenance of
school C-SIP’s. Seattle Public Schools in partnership with the Seattle Education Association
is partnering to provide BLT trainings this spring for BLT representatives. Training dates for
the two-day teacher leaders are:
• May 24-25 and
• June 7-8
The work of building leadership teams is grounded in the fundamental belief that:
 In order to close opportunity gaps, all students deserve the best efforts of our skills
and knowledge about learning in order to achieve academic growth in our schools.
 Collegial collaboration is the key to our professional growth and sharing our
profession's knowledge about student achievement.
 Collaborative, site-based decision-making structures are key to accelerating student
learning.
Additionally, the joint work of BLTs is designed to positively impact building based decision-
making in schools in ways which foster a culture of ongoing-improvement of teaching and
learning in service of student learning.
It is essential for school leaders to have a deep understanding of their role in supporting the
development and maintenance of C-SIP’s in ways which include the BLT in an inclusive,
collaborative fashion in order to use data to set building priorities to help eliminate
opportunity gaps and address the learning supports needed to improve outcomes for all
students.
Examples of comprehensive plans

For examples of C-SIPs, please visit the following links:
• High School Example: Cleveland

• Middle School Example: Aki Kurose, Mercer International
• K-8 Example: Hazel Wolf, Broadview Thomson
• Elementary School Example: Whittier, Highland Park
• Alternative School Example: Interagency, Seattle World School

Considerations
Peer-to-Peer Reviews
Effective adult learning is socially constructed. We learn best by learning from one another
by sharing practice of what is working and what is not working. In SPS, we are consistent in
our expectation of providing adults multiple opportunities to share and learn from one
another. We do so in order to provide agency for our school leaders and the people they
lead. We do this in our C-SIP process by using a Peer-to-Peer review process. This process
intentionally allows for peers to provide structured, specific feedback which utilizes the
principles of adult learning which includes co-construction, learning alongside one another,
being clearer about what is expected and what will be measured will be supported with the
sole purpose of providing leaders authentic feedback to improve their C-SIP’s so that they
clearly serve and support adults to achieve specific outcomes for students. The peer to peer
review process will be held annually in the spring to allow for building principals to identify
the specific professional development needs of teachers in order to better inform central
office including Teaching and Learning to strategically plan professional development
supports and priorities for the upcoming school year. All Central Office Leadership has vetted
the C-SIPs for accuracy, support and success to meet or exceed SPS School Board
accountability standards in order to have the annual approval of C-SIPs approved by the
School Board before the school year begins.
Reciprocal Accountability
We will be doing this in a reciprocal accountability fashion. As Stephen Fink from the
University of Washington states, “Simply stated, reciprocal accountability means that if
school or district leaders are going to hold teachers or principals accountable for something,
then those leaders have an equal responsibility to ensure that teachers and principals know
how to do what they are expected to do.” It is our intent that this document will guide you in
crafting an authentic document for your building which reflects the specific needs of specific
students in your building and how your staff intends to measure their success and progress.
It will be central office’s role to shift focus and work to support building principals and
teachers not only know what they are being held accountable to, but that we have the
specific assessments and measurements to in order to support our schools with clear, plans
which truly reflects the specific needs of students in your buildings in order for each and
every student to be successful. Your C-SIP plan is one piece of data that will be used to
review when offering support to schools.
Why we are starting this process so early is so that central office can be proactive in their
planning and response to provide specific structures and supports to teachers and school
leaders need to be successful in their identified plans.
Page 15
Considerations
As you begin to revise your C-SIP for the upcoming school year you will notice that we are
intentionally balancing the need for building autonomy on some things and systemic clarity
and accountability on other things. In order to better serve schools, central office leadership
will help support accountability through theory of action on effectiveness of having a district
focus in both the C-SIP development and C-SIP implementation and outcomes.
Throughout this communication, please find links to RCW’s, WAC’s, and Seattle Public
Schools Board Policies.
What Are S.M.A.R.T. Goals?

S.M.A.R.T. goals are a relatively new idea. In 1981, George T. Doran, a consultant and former
director of corporate planning for Washington Water Power Company, published a paper
called, “There’s a S.M.A.R.T. Way to Write Management’s Goals and Objectives.” In the
document, he introduces S.M.A.R.T. goals as a tool to create criteria to help improve the
chances of succeeding in accomplishing a goal.
The acronym stands for:

S – Specific
When setting a goal, be specific about what you want to accomplish. Think about this as the
mission statement for your goal. This isn’t a detailed list of how you’re going to meet a goal,
but it should include an answer to the popular ‘w’ questions:
Who – Consider who needs to be involved to achieve the goal (this is especially important
when you’re working on a group project).
What – Think about exactly what you are trying to accomplish and do not be afraid to get
very detailed.
• When – You will get more specific about this question under the “time-bound” section of
defining S.M.A.R.T. goals, but you should at least set a time frame.
• Where – This question may not always apply, especially if you are setting personal goals,
but if there is a location or relevant event, identify it here.
• Which – Determine any related obstacles or requirements. This question can be beneficial
in deciding if your goal is realistic. For example, if the goal is to open a baking business,
but you have never baked anything before, that might be an issue. As a result, you may
refine the specifics of the goal to be “Learn how to bake in order to open a baking
business."
• Why – What is the reason for the goal? When it comes to using this method for
employees, the answer will likely be along the lines of company advancement or career
development.
M – Measurable
What metrics are you going to use to determine if you meet the goal? This makes a goal more
tangible because it provides a way to measure progress. If it is a project that is going to take a few
months to complete, then set some milestones by considering specific tasks to accomplish.
Considerations
A – Achievable
This focuses on how important a goal is to you and what you can do to make it attainable and may
require developing new skills and changing attitudes. The goal is meant to inspire motivation, not
discouragement. Think about how to accomplish the goal and if you have the tools/skills needed. If
you do not currently possess those tools/skills, consider what it would take to attain them.
R – Relevant
Relevance refers focusing on something that makes sense with the broader business goals. For
example, if the goal is to launch a new product, it should be something that is in alignment with the
overall business objectives. Your team may be able to launch a new consumer product, but if your
company is a B2B that is not expanding into the consumer market, then the goal wouldn’t be
relevant.
T – Time-Bound
Anyone can set goals, but if it lacks realistic timing, chances are you are not going to succeed.
Providing a target date for deliverables is imperative. Ask specific questions about the goal deadline
and what can be accomplished within that time period. If the goal will take three months to complete,
it is useful to define what should be achieved halfway through the process. Providing time constraints
also creates a sense of urgency.
The Easiest Way to Write S.M.A.R.T. Goals

When it comes to writing S.M.A.R.T. goals, be prepared to ask yourself and other team members a lot
of questions. The answers will help fine-tune your strategy, ensuring the goals are something that is
actually attainable. While you should be as realistic as possible, it is important to approach writing
S.M.A.R.T. goals with a positive attitude. After all, this is something that you want to achieve.
What considerations should I have when

creating/reviewing our C-SIP?
Overall
1. Have you shared your C-SIP with your Building Leadership Team, Executive Director of
Schools (EDS), Formal Peer-to-Peer feedback, School Community and Central Office
Leadership including Chief of Schools, Chief of Curriculum, Assessment and Instruction, Chief
of Student Support Services?
2. Does your C-SIP focus only on priorities and activities for the upcoming school year?
Introduction
1. Have you entered your school name, school picture and principal’s name?
2. Is your BLT representative of school staff?
3. Are all necessary roles assigned to a specific BLT member, teacher leaders and/or staff?
4. Have you filled out the text that will appear on your School Profile?
Page 17
Considerations
Goals
1. Are your goals realistic given the strategies you laid out in your C-SIP and given your
school’s past progress?
2. Are the focus groups you identified high-impact for your school overall?
Strategies
1. Are your strategies specific and clearly defined?
2. Do your End of Year Targets for each strategy represent conditions where you know that if
that target was met, you were successful in that strategy?
3. Are your Evidence of Implementation and Evidence of Success for each strategy relevant,
specific, and measurable?
Quarterly Planning and Progress Monitoring

1. Have you outlined clear and specific actions to complete for each quarter?
2. If you completed those actions, would you know that your work was on track?
Professional Learning Plan

1. Is your professional learning plan coherent and aligned to district priorities?
2. Will all data you plan to review be available at the time you plan to review it?
3. Does your data calendar include review at some point during the year for data pertaining
to each focus area and/or Strategic Framework goal?
Assessment & Data Review Plan

1. Have you completed the optional assessment table?
2. Does your assessment plan cover all of the areas you believe you need to assess during the
year to track SIP progress?
Formatting/General
1. Are acronyms spelled out the first time they are reference in the document?
2. Is this document written so it easy to understand by a member of the public?
3. Keep the formatting, font, template document as is for consistency between schools
After you have worked through this list of questions, notify your Executive Director of Schools
that your school’s C-SIP is ready for review.

Guidelines
SERVICNG STUDENTS
Serving Students
GUIDELINES FOR
Guidelines for
English Language Learners

Advanced Leaners
Special Education Students
Native American Students
Health and Wellness
Homework Policy
Page 19
Guidelines
Guidelines for Serving English Language Learners in

______________________________________________________________________
Requirements: (access to the following on English Language Learners (ELL) SharePoint site)
1. Ensure inclusion in Tier 1 (core content) MTSS model
2. Identify ELL language proficiency per student via SharePoint site
3. Implement service schedules within the first two weeks of school
4. Identify program service model
5. Assess students for placement, formatively and annually
6. On-going professional development: Principals, general education teachers, ELL
teachers, and bilingual instructional assistants specific to language development
7. Must provide translation and interpretation services for ELL families
Culturally Responsive Pedagogy:

All ELL students should be in Tier 1. All students must receive core content classes and be
included in general education settings, unless they have a disability that necessitates an
SM4 inclusion class or are temporarily placed in a newcomer program (Bilingual
Orientation Center). Culturally responsive pedagogy includes infusion of writing, reading,
listening, speaking into core content areas, differentiation for language proficiency,
academic language development, student self-assessment and progress monitoring and
adjustments. Tier 2, programmatic supports, such as sheltered instruction should be
minimized, and only used as supplemental to the core classes.
Placement Options upon enrollment:

Upon arrival enrollment will do intake, and assign school placement. However, at the
school level you will need to individually assess each student’s linguistic needs through
intake assessment. Regular assessments should be given to progress monitor and adjust
interventions as necessary. English Language Learners is a broad term that does not
capture the individual trauma, social-emotional or specific academic histories of your
students.
Ongoing Professional Development and central office support:

Start with your data. All your data and resources can be found on your SharePoint site.
ELL specialists can help guide you, collaboratively planning your programmatic supports.
The district will provide MTSS and state mandated professional development, available on
your SharePoint site.
Guidelines
Links to Guidelines:
Title III State Guidelines: http://www.k12.wa.us/MigrantBilingual/default.aspx
ELL SharePoint site:
https://seattleschools.sharepoint.com/sites/communities/ELL/ELLIntProg
21
Guidelines
Guidelines for Serving Advanced Learners in Seattle

Public Schools
_______________________________________________________
In Washington State, providing programming for students identified as Highly Capable is
Basic Education as established by state law RCS 28A.150.1501. Washington’s Highly
Capable Program (HCP) is established in state law (RCW) and administered through
program rules (WAC) adopted by the Office of Superintendent of Public Instruction (OSPI).
All schools who have children identified as Highly Capable are to be provided appropriate
instruction designed to promote academic growth.
Seattle Public Schools provides intentional programming and services for all students
designed to promote academic growth and achievement through the MTSS approach to
instruction. Instructional practices targeting the unique needs of the advanced learner
(87th+ percentile)2 in classrooms should be aligned to evidence-based practices and
include frequent assessment functions designed to monitor and respond to progress and
growth.
Services and Programming:

All C-SIP’s must call out specifically how your building will address the advanced learners
in your buildings. Please indicate: 1) the instructional approaches, services or
methodologies your teachers and teams develop and implement for students you identify
as on/above standard; 2) instructional strategies in place for students enrolled at your
school and identified at Highly Capable; 3) a description of systems and plans within
MTSS to screen, progress monitor and redesign instruction to ensure academic growth for
all students.
Evidence-based Practices designed to promote academic growth for students at/above

standard and students identified as Highly Capable3:
 Differentiation
 Flexible Grouping
 Independent Study opportunities
 Pacing adjustments
 Supplemental instruction in area of interest
 Supplemental materials in area of interest (extensions, advanced manipulatives,
etc.)
 Cluster grouping (walk to math/reading, ability grouping, etc.
 Curriculum compacting based in assessment

Guidelines
 Enrichment opportunities (specify approach)

 Independent projects
 Content Acceleration (walk to math/reading, tier I, tier II groupings, online
programs, etc.)
 Other
1
RCW 28A.150.220(3)(g)(3) The instructional program of basic education provided by
each school district shall include: (g) Programs for highly capable students under RCW
28A.185.010 through 28A.185.030.
2
SPS Policy 2190 Superintendent Procedures for Highly Capable/Advanced Learning.
Seattle Public Schools Policy & Procedures for Highly Capable Students & Advanced
Learners
3
Classroom Instructional Practices for the Gifted Student
Source: National Center for Gifted Education. This document provides an overview of
inclusive practices designed to meet the needs of the on/advanced and Highly Capable
student within an inclusive and/or self-contained setting.
23
Guidelines
Guidelines for Serving Special Education Students in

______________________________________________________________________
Students who have both a disability and require services not provided in general
education are eligible for special education specially designed instruction (SDI) and
supports. To participate, students must be referred for special education eligibility
consideration, evaluated and qualified for services.
Not all students with disabilities need special education services. Special education is
not intended as a resource for students without identified disabilities in need of
additional academic or behavioral supports. Special Education Services are also not
intended to be a barrier to the general education curriculum, additional supports and
services or setting.
Services for students with Individualized Education Plans (IEPs) are guided by Federal
(Individuals with Disabilities Act- IDEA), State law and procedures (Chapter 28a.155 RCW
& Chapter 392-172A WAC), School Board Policy and Procedures and the SPS Special
Education Internal Procedural Guide.
Development:
Please ensure the following critical practices are supported and monitored:
 Assurance of Least Restrictive Environment: Ensure instruction in Tier 1 core
instruction and Tier 2 supports per student needs and provision of special education
services in the student’s Least Restrictive Environment (LRE) per their IEP.
 Consistent Referral/Eligibility Process: Provide a consistent referral and eligibility
processes for special education services, including specific processes for students
who are also eligible for English Language Learner (ELL) services and for Tier 2
Social/Emotional/Behavior services.
 Master Schedule by Day One: Develop and implement a building wide special
education service delivery schedule (staff and student schedules), and provide
special education services, including related services, by the first day of school.
 Progress Monitoring: Ensure an effective, consistent process for IEP goal progress
monitoring, and a schedule of progress reporting to parents at least as often as
general education progress reporting.
 Delivery of SDI: Ensure an effective continuum of service implementation for
flexible, adaptive, and responsive tiered instruction, including Tier 3 specially
designed instruction, for all students with IEPs. This should include evidence-based
Guidelines
practices in SDI, and frequent progress monitoring to monitor IEP goal progress, and
adjust instruction as needed to ensure student growth. Determine the role of general
education staff as well.
 Discipline: Ensure consistent procedures for discipline processes involving students
with IEPS, including Manifestation Determination reviews, and a process for
determining Interim Alternative Educational Setting (IAES) if needed.
 Professional Development: Consider what Professional Learning, trainings, etc., will
all staff need to ensure practices above for students with disabilities. Reflect these
plans in your CSIP, as needed.
Resources and Additional Guidance:

Overview and Internal Special Education Procedure Manual:
MYSPS » DEPARTMENTS » SPECIAL EDUCATION » SPECIAL EDUCATION
PROCEDURAL GUIDE
Seattle Public Schools » Students » Academics » Special Education » Orientation
[linked document] Content below
Special Education Service Delivery

Students must have an IEP, based on evaluation, before services can begin. The purpose
is to ensure that services are based on a comprehensive understanding of a student’s
capabilities and challenges. Initiation of services requires parental consent. These, and
other rules, are legal rights under IDEA, referred to as procedural safeguards.
Least Restrictive Environment

Students receiving services should learn in the setting that allows them to make
progress academically, socially, and in other areas addressed in the IEP, referred to as
the least restrictive environment (LRE). For most students, the LRE will vary depending
on the content of instruction. A basic component of every IEP is to define when and
where services are needed and for how long. The SPS continuum approach service
delivery structure provides a flexible, rigorous, individualized IEP service delivery plan,
while allowing for predictability and quality IEP services within the appropriate LRE for
each student.
Please review your students’ IEPs for their IEP team determined LRE and needed services
within the continuum service delivery approach, and consider their Tier 1 and 2
instructional needs within your master schedule.
Data Review, Professional Development and Central Office supports:

Your special education data, including your special education referrals, eligibility rates,
25
Guidelines
discipline rates, academic progress and IEP goal progress of your students should guide
your process for considering the needs of your students with IEPs within your CSIP.
Please consider your disproportionality rates in referrals, eligibility and discipline for
students with IEPs in your review, particularly students who qualify for ELL services and
special education services in reading, writing, and communication.
Special Education supervisors and specialists can assist you and your staff as you
develop your building’s special education service delivery and progress monitoring plan.
The district will also provide special education professional development through the
summer institute, through regional and building training provided by supervisors and
specialists, and through webinar based module trainings available through the district’s
special education website and within IEP online.
Guidelines for Serving Native American Students in Seattle

Public Schools
______________________________________________________________________
Federal legislation states that in schools, all efforts are to be made in order to help Native students
achieve at high levels, and that their heritage and culture be respected. A means to partially fulfill
this guideline is to adhere to the Washington State mandate to implement the “Since Time
Immemorial” Tribal Sovereignty curriculum for 4th grade students.

Guidelines for Health & Wellness Goal at Seattle Public
Schools
______________________________________________________________________
The Seattle Public Schools is committed to the optimal development of every student. The
District believes that for students to have the opportunity to achieve personal, academic,
developmental and social success, we need to create positive, safe, and health-promoting
learning environments at every level, in every setting, throughout the school year.
A Comprehensive School Physical Activity Program (CSPAP) is a multi-component approach by
which the district and schools use all opportunities for students to be physically active, meet the
nationally recommended 60 minutes of physically activity each day, and develop the knowledge,
skills and confidence to be physically active for a lifetime. A CSPAP reflects strong coordination
and synergy across all of the components: quality physical education as the foundation, physical
activity before, during and after school, staff involvement, and family and community
engagement.
Physical Education is an academic subject and serves as the foundation of the CSPAP, by
providing the opportunity for students to learn knowledge and skills needed to establish and
maintain physically active lifestyles throughout childhood.
The district’s role in supporting students, the following core wellness beliefs have been adopted
which will support the schools in incorporating Wellness Goals into the Comprehensive School
Improvement Plan (C-SIP).
• Students have equitable access to healthy foods and potable water throughout the
school day
• Students are given adequate time to obtain and consume meals in an environment that
encourages healthy eating
• Students receive quality evidence-based health education, physical education, and
nutrition education allowing students to develop lifelong healthy behaviors
• Students have adequate opportunities to be physically active before, during and after
school, including adequate recess and regular physical activity breaks
Seattle Public Schools Board Policy—Citations

• SPS Policy 3405 Student Wellness
• SPS Policy 2185 Physical Education
High School Graduation Requirements-delineates the minimum course credits

Health education (.5 credit) and Physical Education (1.5 credits)
Minimum requirements for graduation (WAC 180-51-067)
Assessments for Health and Fitness-formerly known as Classroom-Based Assessments (CBAs)
Emphasizes alignment with state physical education learning standards and assessments (RCW
26A230.095)
Guidelines
Minutes in Physical Education –defines parameters for (WAC 392-410135)

Nutrition and Physical Activity –emphasizes the goals for wellness policies
Access to nutritious foods and exercise (RCW 28A.210.360)
Food Choice, physical activity, childhood fitness (RCW 28A 210.365)
The following state statutes provide further guidance for districts/schools for developing and
delivering Health and Physical Education as well as emphasizing the importance of content areas
in the overall learning environment:
• Basic Education Act- outlines expectation for what students should know and be able to do by
the end of K-12 education
• Basic education act- Goal (RCW 28A.150.210)
• Basic education act -Program content (RCW 28A. 150.200)
• Powers and duties (RCW 28A.300.040)

Guidelines for Homework within Seattle Public Schools
_______________________________________________________
Per School Board Policy No. 2422, Homework:
It is the policy of the Seattle School Board to recognize that homework can be a constructive tool
in the teaching and learning process when it is geared to the needs and abilities of students.
Purposeful homework assignments not only enhance student achievement but also develop self-
discipline and associated good working habits. As an extension of the classroom, homework must
be planned, organized, and connected to the learning objectives of the lesson.
The purposes of homework assignments, the basis for evaluating the work performed and the
guidelines and/or rules should be made clear to the student at the time of the assignment.
Assigned homework should be able to be completed independently by the student.
Schools shall have individual school-based homework policies that are communicated to students
and families and posted in a visible location. School policies should include the school’s policy
on grading late work and on expectations for how much time families should expect a student to
spend on homework.
To ensure consistency across schools, school-based homework policies will be reviewed each fall
as part of the school’s Continuous School Improvement Plan (C-SIP).

Appendix
Other
Appendix
Mentions of C-SIP in CBA

Guiding Questions
C-SIP Template

Appendix
Mentions of C-SIP within the Collective Bargaining

Agreement between Seattle Public Schools and Seattle
Education Association
Page 6:
SECTION F: CONTRACT WAIVERS
Waiver proposals must be developed with knowledge and opportunity for
participation of all SEA-represented employees and administrators assigned to the
building/program submitting the proposal.
1. The requests must be for the purpose of implementing strategies for increasing
academic achievement and tied to the building’s/program’s CSIP.
Page 12:
The primary function of a Building Leadership Team/Program Leadership Team is to
promote and facilitate the collaborative decision-making process which affects
academic achievement and to identify how to support the needs of students and
staff in buildings. The more specific responsibilities of the Building Leadership
Team/Program Leadership Team are to oversee the facilitation and development
of:
1) For BLTs, a Continuous School Improvement Plan (CSIP) including the
configuration and structure of the school’s classes and/or program offerings, and
the school’s efforts to ensure equity in discipline, learning, and opportunity for all
students..
For PLTs, a plan of moving and improving program delivery including the
configuration and structure of the program’s offerings.
2) A school-wide/program-wide professional development plan to support the
CSIP/plan.
3) The school’s /program’s budget.
4) Creation/review of the Decision-making Matrix (DMM).
The scheduling and assignment of teachers, the assignment of students to classes,
and the daily schedule of classes and activities shall be made with staff
participation and be consistent with the CSIP, while recognizing that the principal
has the right to make the final decision. In May of each year, employees may
submit three choices in priority order for assignment of grade level/subject area for
the following year. If the choice cannot be honored, a conference will be held to
discuss why an employee will be placed in an area that was not requested.
Page 13: When a staff, following the school’s/program’s decision-making matrix,

cannot reach consensus or at least a 2/3 vote on budget, the professional
development plan, or CSIP, a representative from SEA and a representative from
SPS will meet with the staff involved in an attempt to resolve the issues. If after a
reasonable attempt the issues remain unresolved, the issues will be forwarded to
the Superintendent’s designee for a final decision. Members of the decision-

Appendix
making body may submit a statement to the Superintendent’s designee before a

final decision is made. SEA and SPS will strive to have a final decision within five (5)
workdays from the date that the issues are initially raised.
Page 14: The responsibilities of the Equity Team are to:

1) Review the District’s recommendations on best practices and recommended
initiatives
2) Review school/program data on disproportionality in discipline and other areas
3) Create and lead discussions on how to reduce disproportionality in
educationally
supportive ways
4) Facilitate problem-solving around identified issues of disproportionality or
inequity
5) Work with the BLT on the CSIP, budget, and professional development plan to
incorporate strategies to reduce disproportionality and inequity
6) Participate in and coordinate with District level efforts to address
disproportionality and
Inequity
Page 15:
SECTION B: DECISIONS REGARDING USE OF TIME FOR PROFESSIONAL DEVELOPMENT
AND
DECISION MAKING:
1. SEA-represented staff assigned to buildings/programs will decide by consensus,
or at minimum by a 2/3 vote, how to schedule and use:
a. The equivalent of two (2) scheduled TRI days (16 hours) designed to provide staff
with time for professional development and to collaborate with each other in ways
and on topics or in activities designed by staff to support the achievement of their
CSIP, the SPS’s Strategic Plan, to improve student learning and academic
achievement, to decrease disproportionality. The dates and purpose will be
decided by the building/program staff.
b. Three (3) calendar waiver days for professional development;
c. Five (5) half (½)-day early releases, for purposes of school-wide staff
development or site based decision making to support the CSIP;
d. Decisions will be made by the building/program through the building/program
decision-making matrix. This time may be used for scheduled activities like training,
seminars, working together as collaborative teams in support of the CSIP or to
incorporate the focus of training into delivery of instruction or support of students.
The parties encourage buildings/programs to use the time in significant blocks, to
the extent possible. In the absence of agreement by consensus or 2/3 votes, the
SEA-represented staff will resolve the matter as to the use of the
days identified above using the building/program decision-making matrix.
Page 18:
SPS developed a Professional Development Plan (PDP) to ensure employee
accessibility to differentiated, integrated high quality professional development
Appendix
offerings that are aligned with SPS’ Strategic Plan. The PDP offers on-going
activities reflective of a five-year plus professional development continuum. The
PDP builds upon professional development that has already taken place over the
past years. The PDP will be updated as needs change. SPS will use a collaborative
process for making changes to the PDP and will coordinate this process with the
Joint Professional Development Steering Committee.
a. The PDP categorizes professional development by Required and
Recommended components. Each of these components has Essential Elements of
Teaching integrated within every professional development course.
b. The PDP is differentiated to meet employee needs based on their assignment
and experience as well needs identified in school CSIPs.
Page 28:
SECTION A: ADMINISTRATIVE RESPONSIBILITY AND AUTHORITY
1. The SPS's Board of Directors and its agents are legally responsible for the
management of the SPS.
Reserved to the SPS, therefore, is the exclusive authority to manage, determine
and operate the educational program and staff, subject to this Agreement.
Except as specifically and expressly covered and controlled by the language of
this Agreement or federal or State laws and/or regulations, all matters relating to
program, facilities, budget, personnel, and staffing shall be determined and
administered by the SPS through the policies, procedures, and practices as it may
select. This statement of SPS authority shall be deemed the equivalent of a
detailed enumeration of all respects in which the authority may properly be
exercised.
2. The SPS and its employees share the common purpose of maintaining and
improving the performance of the SPS in serving students and in managing
resources effectively and prudently.
School staffs will have a key role via site-based, decision-making activities and
committees in developing CSIPs, developing building budgets, performing staff
development, and hiring of staff for the buildings.
Page 37:
SECTION A: BASIC EMPLOYMENT CONTRACT AND EMPLOYEE RESPONSIBILITIES
1. Employees receive a basic contract for 180 days of work.
2. All employees shall fulfill their contracted number of days during the regular
school calendar, unless otherwise agreed to between the employee and his/her
supervisor so long as State requirements are met.
3. The requirements for fulfilling the basic contract are as follows - Plan for and
deliver or support quality instruction for students:
a. Plan daily lessons and implement SPS curriculum as outlined in the site’s CSIP, SPS
curriculum documents, and State competencies, including use of various
instructional strategies and resources. Specialists plan and provide meaningful
program activities that support student progress toward building, SPS and State
goals.

Appendix
Page 44:
Every five (5) years from the date of initial appointment each supplemental
assignment will be reviewed by the principal/program manager. The appointment
will be reviewed using the following considerations. An employee may exercise an
exception to this review by declaring his/her intent to retire. An employee may use
the retirement exception once for any given supplemental assignment.
1) General female/male and racial minority/majority balance of supplemental
assignments throughout the building;
2) Established education requirements needed for the assignment, as stated on
the job description;
3) Established experience requirements needed for the assignment, as stated on
the job description;
4) Progress of the department/assigned area in meeting building/program goals
established by the building CSIP where appropriate; or,
Page 76:
SECTION C: SITE-BASED HIRING PROCESS
1. The hiring process must have the following features:
a. All members of the hiring teams will participate in a joint SEA/SPS interview
training session which includes communication of the legal constraints against
discrimination based on age, race, gender and other factors. Participation in
Waiver Training conducted prior to 9/1/94 meets this requirement.
b. The hiring team will screen applications and resumes. The SPS will verify
appropriate certification for candidates recommended by the school.
c. If there are qualified internal candidates for a position, a hiring team will
interview at least two for vacant positions. In addition, hiring teams will give
consideration to substitutes as outlined in Article V, 7.
d. Teachers returning from leave, displaced from buildings, and new recruits will be
given full consideration in the hiring process.
e. Applicants who best meet the hiring team’s criteria will be interviewed by a
hiring team that includes a group of teachers who are knowledgeable about the
requirements of the position and the school’s CSIP.
h. The hiring team and the principal will jointly develop criteria for staff selection
that are in alignment with the school’s CSIP.
Page 80:
SECTION G: SPECIAL STAFFING ISSUES AT SCHOOLS REQUIRING SPS INTERVENTION
1. SPS may choose to intervene in a school that has remained in the lowest
performance level over the course of three years.
2. By January 31, SPS will notify schools for which there will be an intervention the
following school year. If the intervention requires staff to meet new expectations,
these expectations will be shared with current staff by February 15. In such cases,
SPS will require existing staff to decide by March 15 of the current school year if
they wish to remain in the school.
3. Staff members who remain at the schools requiring special intervention must
commit to make any adjustment in curriculum or instruction as required by SPS and
Appendix
reflected in the CSIP adopted for the following academic year.
SECTION H: PROGRAM MOVEMENT OR CLOSURE

1. Instructional staff associated with a program that moves from one work site to
another are assumed to move with the program. A teacher who prefers to stay at
the original site may do so, if there is a vacancy for which he/she is
qualified/certified and if he/she commits to the training or changes in curriculum
as the CSIP requires for the next year. A teacher who chooses not to move with the
program or to accept a position at the original site (or for whom no vacancy is
available) will be displaced and must apply and compete for other positions in the
SPS.
2. If a program is terminated and then reinstated within two (2) school years,
teachers who were in that program shall have first priority for the re-openings. The
teacher will successfully complete the training as required in the school’s CSIP and
will revise curriculum and instructional methods to reflect the new direction of the
program.
3. Prior to terminating a program or the closure of a school, any displaced teacher
may choose from the following options: to remain at the original site if there is a
vacancy for which he/she is qualified/certified and if he/she commits to the
training or changes in curriculum as required in the CSIP for the next year or shall
select or be placed in a vacancy during Phase II, after those needing 504
accommodation have been placed.
Page 110:
5. Individual employees and their evaluators shall jointly set goals for professional
development and establish performance expectations that are consistent with the
individual school’s Continuous
School Improvement Plan (CSIP), the SPS's educational philosophy, this Collective
Bargaining
Agreement, OSPI guidelines, and State law.
6. The SPS and SEA agree that within the requirements and expectations of the
instructional framework, teachers will be allowed to exercise their professional
judgment in selecting instructional strategies that are aligned to school CSIPs,
district goals and meet student needs.

Student Support Services (MTSS) Annual Overview 2018-19
SMART Goal Work Streams August-October November-December January-March April-May June 2019
Element Outcomes
Teacher Professional Learning PLC definition, structure, materials Clear collaboration time built into Assess district-wide progress on school District-wide guidelines
Communities (PLCs) communicated to school leaders at SLI Collective Bargaining Agreement (CBA) collaboration and adjust materials as for PLCs
Collaboration needed
Work session: Career Ladder and PLCs Use of sub-group data
Homeroom (HR) Tiering of support on HR for schools Level 2 and Level 3 Homeroom professional development provided via online resources, coach support, to create action plans
based on usage data PD catalog, instructional summits, and clinics for students below, at,
and above grade levels
Create integration plan to include HR in
PD sessions across T&L Additional support and PD provided to target user groups: Collaboration,
Career ladder teachers, counselors, interventionists, psychologists, social workers, and central office program specialists assessment, staffing
schedules at all schools
High Quality Coordinated 18-19 Coordinated PD calendar and Targeted MTSS PD available through catalog, Leadership Learning Days, and Summits Clearly defined Core
Professional catalog published for ELA and Math
Instruction Development (PD)
Instructional Targeted PD provided to 25 tiered-support schools, based on their CSIP goals and area(s) of focus Instructional strategies
Summit in place for academics,
behavior, and social
Academic Create integration plan with prioritized TBD emotional
content braided with key strategies, (Currently teaming with CAI)
Core/Universal
systems, and leadership moves District-wide Math and

Behavior Develop 5 “must-have” practices for Jump Start PD Publish and communicate the PBIS framework and ELA interim
PBIS supported by assessment tools Refining guidance documents for PBIS assessment tools assessments for grades
Social Develop a Pre-K – 21 SEL scope, Publish and communicate SEL standards (scope and 3-10
Emotional sequence, and assessment framework sequence) and assessment tools
K-2 formative and
Math and ELA CenterPoint interims begin- Math (3-10) Feedback and input from ELA
Assessments
Testing Window Testing Window Testing Window “quick check”

and ELA field test, supported by PD and field test schools
Interim
and Data Analysis and Data Analysis and Data Analysis assessments
coaching
Develop 19-20 budget and plans
K-2 CAI, Satterberg, and 3S identify, plan, and develop comprehensive formative and “quick check” assessment tools for Math and ELA for K-2
Tiered Tiered support for 24 Tiered supports for

Wraparound Wraparound Wraparound
priority schools schools and students
Supports Meeting 1 Meeting 2 Meeting 3
Leads and Teams collaborate with 25 schools on their CSIP goal(s) to improve student outcomes. Outcome data for 25 schools reviewed and adjustments made. CSIP growth goals and
student data inform
decisions
MTSS Teams Sunset of SIT Develop conceptual model of student Meet with school psychologists and Update policy and procedure Provide communication on updated MTSS teams no longer
support meetings (MTSS, SIT, Pre- counselors policy and procedure use Student
referral) Intervention Team (SIT)
Online resources and MTSS tools and resources screened SEL and equity braided into MTSS tools and resources Updated tools and resources structure
materials through equity toolkit available for 19-20 school year
MTSS Teams make
Develop a user friendly FFS/MTSS guide decisions about
MTSS Teams use many Guidance developed and published on Universal 5 (Academic, Behavior, Attendance, SEL, and Climate) and other data TBD supports for students
types of data to make available (e.g. Healthy Use Survey) using data
decisions
S. Addleman 6.28.18
To: Curriculum and Instruction Policy Committee
From: Dr. Caleb Perkins, Director of College and Career Readiness

cbperkins@seattleschools.org
Date: July 30th, 2018
RE: Update on 24 Credits and Secondary Re-visioning
Dear Committee Members,
I am writing to update you on the progress that we are making with regards to secondary re-visioning and
the 24 credit high school graduation requirement. Principals, educators, and central team members are
all engaging in this work, with the dual goals of implementing new schedules at all high schools for the
2019-20 school year, and improving teaching and learning across those schools.
Physical Education: At the May C&I Committee Meeting, Lori Dunn and I shared a proposal to require
all high school students to take and pass the 0.5 credit Personal Fitness course in order to graduate.
After meeting with you, we consulted with Ronald Boy in the district’s Legal Department about how to
implement this new requirement. In his professional opinion, the Personal Fitness course requirement
should be added to the high school graduation bulletin, and should also be documented in the district
counseling manual. I will be working with my counseling team to update those documents, and
coordinating with the communications team to develop a plan for notifying students, families and schools
of this new requirement.
Professional Development: As part of secondary re-visioning, all high schools in the district are
receiving funding for professional development (PD) for the upcoming school year. Plans were due on
July 31st, and we are in the process of providing them with feedback. Overall, the plans are strong, but
we are pushing principals to think even more deeply about how teachers will engage with content and
practice standards, and what the resulting learning outcomes will be for students. Eric Anderson is
developing a plan to evaluate professional development across all high schools. Please recall that
schools are partnering with approved PD providers. We will submit a BAR in September if any providers
are proposing to contract with schools for amounts in excess of $250K.
Board Policies 2415 and 2420: In November 2017, the School Board approved important changes to
Board Policies 2415 and 2420. The 2.0 GPA graduation requirement and the 150 hours per credit
requirement were both eliminated. These policy changes were recommended by the 24 Credit Task
Force, and supported by SPS senior leadership. We are now working to repeal Superintendent’s
Procedure 2420, which is a waiver to allow schools to teach courses that meet for fewer than 150 hours.
In light of the change to Policy 2420, that waiver is no longer necessary, and should be removed from the
Board website. I also want to share that the High School Policy Work Group, composed of central staff
members, principals, and educators, has come up with recommendations for reporting back to the Board
on the impact of these policy changes. Please consider whether you want to receive the following
reports, and if so, for how many years you would like to receive them:
• Year over year comparisons of GPAs for graduating seniors, showing the percentage of students
graduating with core GPAs above and below 2.0.
• Summary data on the number of hours of instructional time offered per course, for high school
classes during the school year and the summer, and for middle school courses eligible for high
school credit.
Naviance: As was shared in an email to the full Board on 7/23, we are proceeding with adding data fields
to our data sharing agreement with Naviance so that students and their counselors can access key
capabilities of Naviance and thus, we can better serve students in their high school and beyond planning
and their exploration of college and careers. To ensure transparency in messaging this amendment and
address anticipated concerns, we will engage in extraordinary efforts to communicate this change,
including a presentation to the Instructional Technology Advisory Committee on August 20th.
I look forward to providing more details on these topics at the C&I Policy Committee Meeting on August
21st.
Best regards,
Caleb Perkins
Naviance, Additional Data Sharing, & Community Engagement
Overview: The district needs to amend the data sharing agreement with Hobson’s Naviance to include additional data
fields so that students and their counselors can access key capabilities of Naviance and thus, we can better serve
students in their high school and beyond planning and their exploration of college and careers. To ensure transparency
in messaging this amendment and address anticipated concerns, we will engage in a robust outreach effort to
communicate this change.
The Benefits of Naviance: With Naviance, students can explore colleges and career paths, analyze skills and talents
with career and personality assessments and develop plans to stay on track and reach academic goals. Here are some
examples of the resources Naviance makes available:
Strengths Explorer – Students identify their strongest emerging talents and learn strategies for capitalizing on
strengths to apply them towards success in school, career, and life.
Career Interest Profiler – Students answer questions related to their career interests and receive suggestions for
matching careers.
College Application Process – Students track colleges they are thinking about, develop an application list, and request
electronic transcripts to be sent to colleges.
Local and National Scholarship Database – Thousands of local and national scholarships are available for application.
High School and Beyond Plan Lessons – School staff will use Naviance to deliver lessons that support the High School
and Beyond Plan, a Washington state graduation requirement.
Data Sharing:
Data Security – Seattle Public Schools takes data security and privacy very seriously. Naviance’s policies and practices
with respect to preserving data security and student privacy have been thoroughly vetted. Per their privacy policy,
Naviance may not sell or use student data for commercial purposes. In addition, a comprehensive data sharing
agreement is in place to further ensure Naviance abides by the data security and privacy requirements outlined in the
contract for this tool.
Data Fields – Amending the data sharing agreement with Naviance will allow counselors to better serve students by
utilizing time-saving tools like the eDocs Transcript Manager and provide targeted supports as they explore college
and careers. We will load these data fields to Naviance to ensure that students receive the appropriate supports they
need: student first and last name, username, proxy ID, school, grade, date of birth, transcripts, courses, GPA, ACT/SAT
scores, ethnicity, and gender. Students groups can also be created to allow counselors to provide focused supports
and interventions (e.g., College Bound Scholarship Recipients, English Language Learners, Running Start, Special
Education). To ensure confidentiality, these latter groups will be identified using a proxy.
Naviance Opt Out Window – Families who do not want their students to use Naviance can opt out by changing their
preferences in the Source. The opt out window will be September 4th-September 19th.
Community Engagement: We recognize concerns from the Board and community about student data privacy. Given
this we will launch a robust engagement effort for communicating with families about the benefits of Naviance, the
data we need to share to access these benefits, and the process for opting out of the tool if they choose to do so.
Below is a summary of this engagement.
Date Action/Event
August 1-3 Begin sharing back-to-school materials on Naviance translated in the eight primary languages.
August 20-24 Present on Naviance and data security to the Information Technology Advisory Committee.
September 4-14 Convene five regional Naviance information meetings along with school-based meetings
where feasible (Regional Meetings: Sept 4 at Cleveland; Sept 6 at West Seattle; September 10
at Garfield; September 12 and Roosevelt; September 13 at Ingraham).
September 4-19 Launch second opt-out window.
September 24 Naviance goes live for counselors and 8th-12th grade students.
September 24 – Oct 5 Provide information on Naviance for School-based Curriculum Nights.
We will also provide updated information here:
http://www.seattleschools.org/academics/college_career_readiness/naviance/
Perkins, Caleb B Naviance - Data Sharing - 1-pager.07.20.18
From: Kyle Kinoshita, Chief of Curriculum, Assessment and Instruction

kdkinoshita@seattleschools.org
Date: Tuesday, August 21, 2018
RE: Instructional Materials Adoption Update
At the August 21, 2018 C&I Policy Committee meeting you are receiving an update on instructional
materials timelines.
The first document is a reminder of the K-8 science adoption timeline, which has not changed since June
and approval from the Instructional Materials Committee (IMC). This was presented in the May 25, 2018
Friday Memo and the June 12 C&I committee. The second document is the timeline approved in early
July for the Spanish instructional materials. Also attached to the first two documents is the required
communications plan for the adoptions. The third document is a draft timeline for the grades 9-12
science adoption to be reviewed for approval by the Instructional materials committee.
Three other adoption efforts which are not yet underway are Since Time Immemorial, Ethnic Studies
and Career-Technical Education. Since Time Immemorial is awaiting revision of Policy 2015, “Selection
and Adoption of Instructional Materials”. Ethnic Studies instructional materials are in the process of
being developed, and will also be subject to the revision of Policy 2015. Career-Technical Education is
working on an inventory of needs for instructional materials.
Attachments:
• K-8 Science Adoption Timeline
• K-8 Science Adoption Communications Plan
• Spanish Adoption Timeline
• Spanish Adoption Communications Plan
• High School Science Adoption, proposed
Kinoshita Curriculum and Instruction Committee August 21, 2018

KEY
Adoption Committee
Seattle Public Schools Instruction Materials Committee
K-8 Science Adoption Timeline
Purchasing Department
May 2018-April 2019
Communication to Public
Board (C&I)
Date Task Detail
May 01, 2018 MS Principal LLD Meeting Solicit input and support for Adoption Process
Draft Review Criteria, Communication Plan, Adoption Cmte

May 3 and 7, 2018 Alignment Teams Meet
Application, questions for Needs Assessment Survey
Draft of Selection Criteria; Complete Racial E Analysis Tool,

May 8 to 10, 2018 Alignment Team Subcommittee Meeting Adoption Cmte Application, Communications Timeline, Adoption
Timeline
Review Draft of Selection Criteria; approve Adoption Timeline,
May 10, 2018 IMC Meets approve Communications Timeline, approve Racial E Analysis
Tool
May 11, 2018 Create Adoption Web Page
May 11, 2018 Adoption Committee Application posted
May 11, 2018 Send out Needs Assessment Survey
May 11, 2018 Announce Adoption, Publish Timeline Working with Communications Dept. to disseminate information
May 14, 2018 Send RFI
May 18, 2018 Friday memo update
May 29, 2018 Adoption Committee Applications due
May 30, 2018 Select Adoption Committee Members

May 31 or June 1,
IMC Approves Full AC Membership
2018
June 1 or 2, 2018 Notify AC Members
June 05, 2018 ES Principal LLD Meeting Solicit input and support for Adoption Process
June 05, 2018 Instructional Materials Arrive
June 09, 2018 Adoption Committee Meeting Initial Meeting: Finalize Selection Criteria; Review IM Candidates
June 13, 2018 Adoption Committee Meeting Narrow Candidates for RFP
June 14, 2018 Publish Selection Criteria [ Is this necessary? ]
June 15, 2018 Friday memo update
June 18, 2018 Send out RFP
RFP Review; Final Selection of Candidates for Public Display and

August, 2018 Adoption Committee Meeting
Field Test
Sept - Oct, 2018 Display IM Candidates to Public
Sept - Oct, 2018 Collect Feedback on Displayed IM
October 2018 Friday memo update
January 2019 Field Test
Jan - Mar, 2019 Possible Site Visit for School Board
January 2019 Mid-term update and report to C&I
February 2019 Adoption Committee Meeting Review results of Field Test and Public Feedback
February 2019 Friday memo update
Panel discussion with Field Test Teacher Participants K-2, 3-5, and
March 2019 Field Test Teacher Panel
6-8
Reviews parent and Field Test Teacher feedback; Makes Final
March 2019 Adoption Committee Meeting
recommendation with justification to IMC
March 2019 Adoption Coordinator Prepare BAR
March 2019 Public Update of Process
March 2019 Friday memo update
Reviews recommendation; forwards to Superintendent, who

March 2019 IMC Meeting
forwards to the Board
March 19, 2019 C&I Meeting
April 17, 2019 School Board Meeting Board Intro for Adoption
May 01, 2019 School Board Meeting Final Approval
June 2019 Adoption Formally Announced Press Release; Website
June 2019 Adoption Coordinator Creates Implementation Plan

K-8 Science Adoption Communications Plan
May 2018-April 2019
Date Message Audience Channels Procedures/Notes
Web page created to outline Families, community Website will be created and linked to Academics page. To
May 11, 2018 process members, staff Direct emails, homepage request committee participation, emails will be sent to
post, social media, families, teachers through School Messenger and also to
principals, School Beat media, requests will be posted on the district newsletter,
Deadline to apply for Adoption Families, community newsletter homepage and social media, LLD-principals were asked to
May 25, 2018 Committee members, staff reach out to school communities, and program specialists
did community outreach.
May to Needs Assessment survey Families, community Committee-designed survey on materials priorities will be
September, 2018 available members, staff Survey/email/webpage linked through emails to families and staff. Surveys
translated into top 5 languages.
May, 2018 Committee, families, Adoption webpage, C&I Documents will be posted on an ongoing basis: meeting
and ongoing Adoption Committee progress community, staff Policy Committee minutes, survey data, application forms, etc.
monthly updates
Adoption Committee narrows Families, community Homepage, social media, Committee compiles evidence and rating scores of reviewed
June 9, 2018 selection members, staff, school board newsletter, materials and narrows list of instructional materials
principals, Fri Memo
Adoption Committee requests Narrowed list of instructional materials will be listed on the
June 18, 2018 RFP to selected instructional Vendors Homepage webpage.
materials
Materials on display in JSCEE Homepage, social media, When materials are ready, announcement posted to
September to library, School Board office, Families, community newsletter, homepage, in newsletter and on social media. Principals
October, 2018 and selected schools in all five members, staff, school board Principals, Friday Memo provided with an invitation to share with school communities.
regions Feedback forms will be available.
Field Test conducted of 3 Families, community Homepage, social media, Community will be informed of strategy for field test after
January, 2019 narrowed materials members, staff, school newsletter, those details are determined.
board, students principals, Fri Memo
March, 2019 Panel Discussion with Field Homepage, social media,

Test Teacher Participants Open to public newsletter Audiences will be invited to panel discussion.
K-2, 3-5 and 6-8
Homepage, press Documents will be provided directly to the school board. An

April, 2019 Committee has made Families, community release, social media, announcement will be posted to the homepage, in the family
recommendation members, staff, school board newsletter, Principals, newsletter and on social media. A press release will be
Friday Memo shared.
Seattle Public Schools, Middle & High School Spanish Adoption Project Plan Timeline
Date Task Who Status Notes

8/8/2018 Discuss staffing with Kyle Kyle, Michele In progress
8/8/2018 Discuss staffing with HR Michele and HR In progress
8/10/2018 Update collation of materials currently being used Michele & WL Teachers In progress
8/10/2018 Meet re RFP Michele & Craig, Mary M RFP instead of RFI
8/14/2018 Draft applications for Adoption Committee Michele Review Science app’s for
examples
8/15/2018 Review application with IMC & criteria Michele & IMC
8/15/2018 Publish applications to web page Michele Ensure accessibility, languages
8/2018 – 9/2018 Communicate availability of applications widely Michele Strong outreach to Spanish-
speaking communities
9/15/2018 Adoption Committee Member applications due Michele
9/21/2018 Adoption Committee Members notified Michele
9/27/2018 First Adoption Committee meeting (adopt criteria) Adoption Committee
10/4/2018 Second Adoption Committee meeting (look at materials) Adoption Committee
10/2018 – 12/2018 Potential materials available for initial public viewing Michele, Marian? Viewing at JSCEE, more limited
12/?/2018 Committee narrows selection & plans field test process Adoption Committee
1/2018 – 3/2018 Field testing of selected materials Spanish teachers Ensure good representation
1/2018 – 3/2018 Second round materials on display at JSCEE & regions Michele, Marian
4/?/2019 Committee makes recommendation Adoption Committee
5/?/2019 Submit recommendation to IMC Michele
5/?/2019 Submit BAR to Board C&I Committee Michele, Kyle
5/?/2019 Board intro School Board
6/?/2019 Board approval School Board
6/2019 Purchase/Contract Purchasing Coordinate with Lincoln HS team
6/2019 Purchase Purchasing
8/2019 Receive materials and distribute to schools Library Services?
IMC = Instructional Materials Committee
Prepared by Michele Anciaux Aoki 6/19/2018, updated 7/9/2018, reviewed with IMC 7/10/2018, updated 8/6/2018
Seattle Public Schools, Middle & High School Spanish Adoption Project Plan Timeline
COMPLETED
Date Task Who Status Notes
6/15/2018 Meet with Anna and Marian to review Timeline and Plans Michele, Anna, Marian Complete
6/15/2018 Contact Craig Murphy in Purchasing about Adoption Michele Complete Sent flowcharts
6/18/2018 Draft Friday Memo for Board announcement for 6/29 Michele > Kyle Complete Kyle will send
6/18/2018 Revise Process and Timeline for website update Michele Complete
6/18/2018 Create Spanish Adoption 2019 Playbook for tracking Michele Complete
6/18/2018 Contact webmaster about setting up Adoption website and Michele and webmaster Complete
online application forms
6/18/2018 Review Purchasing flowcharts and schedule meeting with Craig Michele with Craig Murphy Complete
6/19/2018 Meet with Purchasing Michele, Craig, Mary Mangold Complete
6/29/2018 Announce Adoption in Friday Memo for Board Kyle Complete Need to confirm with Kyle
7/10/2018 IMC meets to approve Communications Plan & Timeline Marian, IMC, Michele Complete IMC met; will vote by e-ballot
7/29/2018 Publish web page (after IMC approves Plan & Timeline) Michele Complete
Prepared by Michele Anciaux Aoki 6/19/2018, updated 7/9/2018, reviewed with IMC 7/10/2018, updated 8/6/2018
Seattle Public Schools, Middle & High School Spanish Adoption Communications Plan
Date Message Audience Channels Procedures/Notes

Jul 2018 Web page created to outline Families, community, Direct emails, SPS Website created and linked to Academics page. To request committee
process staff homepage post, social participation, emails sent to families, teachers through School
Sep 2018 Deadline to join materials Families, community, media, Principal Messenger and also to media; requests posted on the district
adoption committee staff Communicator, School newsletter, homepage and social media. Principals and central office
Beat newsletter staff asked to reach out to school communities.
Oct 2018 Input needed on materials Families, community, Survey/email/webpage Committee designs survey on materials priorities; emails families and
priorities staff staff. Surveys will be translated into top 5 languages.
Sep 2018 Committee progress Committee, families, Adoption webpage, C&I Documents will be posted on an ongoing basis: meeting minutes, survey
and community, staff Policy Committee monthly data, application forms, etc.
ongoing updates
Oct – Dec Materials on display in the Families, community, Homepage, social media, Announcement posted to homepage, in School Beat and on social
2018 JSCEE professional library and staff, school board School Beat newsletter, media. Principals will be provided with an invitation to share with school
School Board Office - first principals, Friday Memo communities. Feedback forms will be available. Materials Review Open
round House in mid-December.
Dec 2018 Adoption Committee narrows Families, community, Homepage, social media, Committee will compile evidence and rating scores of reviewed
selection staff, school board newsletter, principals, materials and narrow list of instructional materials for Round Two
Friday Memo (including field test.)
Dec – Jan Field Test process Families, community, Adoption webpage, Field test process confirmed; sites notified. Community informed of field
2019 staff Homepage, social media, test process.
newsletter, principals,
Jan – Feb PD for field testing teachers Families, community, Email, adoption webpage, PD provided by vendors for teachers at field testing sites
2019 staff principals
Jan – Mar Field Test conducted of Round Families, community, Homepage, social media, Community will be updated on field test process
2019 Two materials staff, school board, newsletter,
students principals, Friday Memo
Jan – late Second-round materials on Families, community, Homepage, social media, When materials are ready, announcement posted to homepage, in
Mar 2019 display in JSCEE library, School staff, school board newsletter, newsletter and on social media. Principals provided with an invitation to
Board office, and selected Principals, Friday Memo share with school communities. Feedback forms will be available.
schools in all five regions
April 2019 Panel Discussion with Field Open to public Homepage, social media, Audiences will be invited to panel discussion.
Test Teacher Participants newsletter
April 2019 Committee makes Families, community Homepage, press release, Documents will be provided directly to the school board. An
recommendation members, staff, social media, newsletter, announcement will be posted to the homepage, in the family newsletter
school board Principals, Friday Memo and on social media. A press release will be shared.
Prepared by Michele Anciaux Aoki 6/18/2018 revised 7/9/2018, reviewed with IMC 7/10/2018, revised 7/11/2018
High School Science Adoption Timeline DRAFT
To be reviewed by Instructional Materials Committee (IMC) September 2018:
HS Adoption Process Overview:
Fall 2018:
• Seek input from teachers and families regarding what are the most important considerations for
high school science as we begin the adoption process
• Form the High School Adoption committee with membership from teachers (including ELL, SPED
and advanced learning), families, community scientists and engineers, representatives from
higher education, and must represent the diversity of the district
• Seek approval from the Instructional Materials Committee
• Meet with content-area committees of teachers to seek input regarding types of materials that
will align with our State standards
• Send out a Request for Information regarding potential instructional materials candidates.
Winter and Spring 2019

• Review Instructional Materials against the Instructional Materials Adoptions Criteria
• Regional public viewing of narrowed list of materials to seek input
• Solicit teachers for field test
Fall 2019
• Field test from narrowed list
Winter 2020
• Adoption Committee reviews all data from public viewing and field test and makes
recommendations
• Instructional Materials Committee reviews recommendation and forwards to the
Superintendent
Spring 2020
• Curriculum, Assessment, and Instruction Policy Committee of Board reviews final choices for
action by Board
• Board Intro
• Board Action
Fall 2020
• Implementation and PD
Briefing Paper: Revision of Policy 2015 “Selection and Adoption of Instructional Materials”
This briefing paper presents options for the revision of Policy 2015, “Selection and Adoption of
Instructional Materials”, and corresponding changes to procedure 2015SP.B “Adoption of Instructional
Materials”.
Problem statement
In the upcoming cycle of instructional materials adoptions, there are several possibilities that non-
commercial materials may be judged to be the best option in a particular curriculum area. Non-
commercial in this context are materials that do not come from an external vendor for purchase. These
non-commercial alternatives may come in the form of materials created by governmental entities, such
as the Since Time Immemorial on-line resource from the Office of Superintendent of Public Instruction
(OSPI). Others might be district-created instructional materials of the quality that would merit adoption
in a course or grade-level. Examples are the future units of study in Ethnic Studies, but materials could
be developed in any subject areas.
However, the current Policy 2015, “Selection and Adoption of Instructional Materials” outlines an
extensively detailed process that is aimed at evaluating materials for a commercial purchase. There is
currently no language that considers the possibility that a non-commercial selection would be
considered, and the language aimed assuring a fair competitive process does not apply. This creates a
problem that an attempt to adopt a non-commercial material would not be in compliance with the
current Policy.
Options for solution
There are two options to remedy the problem. One is to re-structure Policy 2015 and the accompanying
procedure, 2015SP.B to outline a coherent process, including the desired option of a non-commercial
adoption. The restructure would also remedy the situation where parts of the adoption process are
spread between the policy and procedure. The second is to limit changes to adding content to the
current policy to accommodate the possibility of a non-commercial adoption. Considerations:
Option #1—Re-structure Policy 2015 and the accompanying procedure, 2015 SP.B
The current Policy 2015 details definitions to be used in the adoption process, the committee structures
for the approval process, detailed committee composition and the process for recruiting members, fair
competitive bidding, and the assessment of materials. It also details guidelines for provision to
students. The procedure 2015SP.B adds to the content in the policy with guidelines for engagement and
the option of piloting of materials.
Option #1 would streamline Policy 2015 to the definitions, general steps for adoption, and the function
of the Instructional Materials Committee. Procedure 2015SP.B would detail the adoption process,
including detailed specifications for the adoption committee, the process of evaluation and approval of
both commercial and non-commercial sourced materials, engagement, piloting options, and alternative
processes.
Pluses Minuses
• Policy 2015 would encompass general • Board members may prefer to continue their
guidance in one document, and 2015SP.B formal guidance for the adoption process in
would contain a coherent explanation of the the policy, rather than delegating it to a
adoption process in its entirety in one superintendent procedure.
document
• Policy 2015 would be in line with
corresponding policies in districts comparable
to Seattle, which provide a similar
distribution of guidance in the policy
document, and delegation of detailed
processes in the matching procedure (see
benchmarking policies from Spokane,
Tacoma, Kent and Bellevue)
Option #2
Option #2 would limit changes to adding a section to the existing Policy 2015 to provide the option of
considering a non-commercial material. Such a section would spell out an approval process without a
competitive bid-type process.
Pluses Minuses
• The amount of change of language in Policy • The components of the adoption process
2015 and 2015SP.B is reduced, shortening would continue to be truncated across two
and simplifying the approval process for a types of documents.
revised Policy 2015
Recommendation
Option #1, which would make both Policy 2015 and procedure 2015SP.B clearer and less confusing.
SELECTION & Policy No. 2015
ADOPTION OF
INSTRUCTIONAL April 19, 2017
MATERIALS
Page 1 of 6
It is the policy of the Seattle School Board to create an Instructional Materials

Committee, pursuant to RCW 28A.320.230, and to direct the Superintendent or
designee to create Adoption Committees for each specific adoption.
After a thorough process that solicits input from the community on their opinions
and values, and after looking at a range of instructional materials, adoption
committees are directed to recommend for adoption books and other
instructional materials that are selected to:
• Enable teachers to implement the district’s curriculum

• Provide an effective basic education, including providing materials
and/or support to help students outside of the instructional day, as
appropriate
• Insure flexibility and clarity sufficient to meet the special needs of
individuals and groups
• Meet applicable standards as a minimum level of rigor
• Provide a coherent instructional sequence and stimulate student
growth in conceptual thinking and factual knowledge
• Be easily understood by students, taking into consideration the varied
instructional needs, abilities, interests, and maturity levels of the
students served
• Be based on best practices and research including benchmarking from
similar districts and other sources
• Have a common baseline while ensuring that different learning and
teaching styles are represented
• Provide sufficient variety so as to present opposing views of
controversial issues in order that students may develop the skills of
critical analysis and informed decision making
• Be culturally relevant to represent the diversity of students and
contribute to the development of understanding issues of gender,
ethnic, cultural, occupational and religious groups
• Reflect community expectations and values
• Eliminate in all textbooks and instructional materials including
reference materials and audio-visual materials, bias pertaining to sex
(gender); race; creed; color; religion; ancestry; national origin; age;

economic status; sexual orientation including gender expression or
identity; pregnancy; marital status; physical appearance; the presence
of any sensory, mental or physical disability; honorably discharged
veteran or military status; or the use of a trained dog guide or service
animal by a person with a disability.
The process used for all adoptions shall be designed to gather input from multiple
stakeholders. Input shall be reflected back to the School Board when specific
instructional materials are recommended for adoption. The adoption committee
should include reflections not only on why the particular materials were
recommended for adoption, but also why the other reviewed materials were not
recommended.
Materials adoptions shall occur pursuant to an established materials adoption

cycle as set by the Superintendent. Prior to beginning each adoption, the Chief of
Curriculum, Assessment and Instruction or equivalent position shall inform the
Instructional Materials Committee and the Curriculum & Instruction Policy
Committee of the School Board that the adoption is beginning, and the proposed
timeline for the adoption.
Each adoption shall be accompanied by an appropriate professional development

schedule. After the materials are implemented, it is expected that staff shall
systematically collect and evaluate student performance data to determine if the
outcomes sought by the adoption were successful, and report that information to
the School Board.
Definitions:
1. School Board-adopted Instructional Materials, regardless of medium,

are the primary instructional resource(s) to support the curriculum as
outlined in state and college readiness standards.
2. Adoption is the process of evaluating and selecting basic instructional

materials that culminates with formal action by the School Board.
3. Supplemental Instructional Materials, regardless of medium, are

selected for classroom use in addition to School Board-adopted
instructional materials because they contain additional material or
present material at a different level of difficulty or in a different fashion
or medium. Supplemental Instructional Materials are chosen pursuant
to Superintendent Procedure 2015SP.C.
The Instructional Materials Committee:
The Instructional Materials Committee (IMC) is established in conformance with

state law (RCW 28A.320.230). The IMC shall consist of the following standing
positions: the Director of Curriculum & Instructional Supports, the Manager of

Library Services, and an Instructional Materials Specialist. In addition, the
Director of Curriculum & Instructional Supports shall appoint two principals
(one elementary and one secondary) and two parents (one elementary and one
secondary) to staggered two-year terms. The School Board shall be informed of
the committee members each fall.
Within the structure of the established adoption schedule, the purpose of the IMC
is to:
• Approve the timeline of each specific adoption;
• Approve the membership of the Adoption Committee;
• Approve the selection criteria to be used by the Adoption Committee
and ensure that the criteria are aligned with the principles outlined in
this policy;
• Certify to the School Board that the final recommendation of the
Adoption Committee was reached by following the process outlined in
this policy and in any related Superintendent Procedures; and
• Ensure that a Professional Development cycle is developed.
The Instructional Materials Office shall be the repository of all materials being
evaluated during a specific adoption and made available to the public.
The Adoption Committees:
In addition to the IMC, Seattle Public Schools completes text adoption work
through adoption committees. These committees are appointed by the Adoption
Coordinator charged with leading the adoption. The purpose of the adoption
committee is to provide subject matter expertise and to provide the perspectives
of family members who have current and/or past students in the grades for which
the adoption is being contemplated.
For each adoption, an Adoption Coordinator is appointed by the Chief of

Curriculum, Assessment and Instruction or equivalent position. The Adoption
Coordinator shall be an employee of Seattle Public Schools and shall have
background in the particular subject of the adoption.
The Superintendent or designee shall send formal notice of the anticipated

adoption to the Washington-Oregon-Alaska Textbook Representatives
Association (WOATRA) roster and to any other publishers who have requested
notification. The publishers are invited to submit materials to the Instructional
Materials Office for evaluation.
The Adoption Coordinator shall solicit members for the Adoption Committee.
Members of the Committee shall represent the levels and subject area scheduled
for adoption. Additional members, as appropriate, may include
paraprofessionals; representatives from the English Language Learner, Special
Education, or Advanced Learning departments; representatives from institutions
of higher learning; families; and community members. When selecting members

of the committee, consideration will be given to the need for a vertically-aligned
perspective. The Adoption Committee should reflect the diversity of the district.
Its membership is proposed by the Adoption Coordinator and approved by the
IMC. The committee is facilitated by the Adoption Coordinator.
The Adoption Committee shall use the Seattle Public Schools document “General
Criteria for Evaluating Textual Materials for Cultural Relevancy and Anti-bias” as
a guiding document, and shall identify which specific criteria outlined in that
document shall be used for the specific adoption.
The Adoption Coordinator shall develop a written communication strategy for

public notification regarding the adoption, adoption timeline, and review
opportunities. Such strategy shall be developed under the guidelines outlined in
the superintendents procedures connected to this policy.
The adoption timeline will be posted on the Curriculum & Instruction website,
and through any other method defined in the communication strategy. District
administrators, educators, parents, families and community members are
encouraged to communicate their concerns and suggestions to the Adoption
Coordinator and to be aware of the materials review period.
The Adoption Committee’s Responsibilities Include:
• Develops Selection Criteria (using the “General Criteria for Evaluating

Textual Materials for Cultural Relevancy and Anti-bias” document),
before any materials are reviewed for adoption consideration. The
Selection Criteria will satisfy both the State and District requirements
of the subject and grade ranges for the adoption and the Criteria for
Evaluating Textual Materials for Cultural Relevancy and Anti-bias.
Only after the Selection Criteria are approved by the IMC are the
publishers’ submissions considered and reviewed.
• Reviews the materials submitted by publishers for cohesiveness with
the Selection Criteria, as stated above.
• Solicits feedback through a variety of media. Materials will be
displayed, or be made available, in accordance with the established
communication strategy as outlined in the superintendents procedures
connected to this policy.
• Reviews responses from administrators, educators, parents, families
and community members.
• Recommends instructional materials for a District-wide adoption after
taking into consideration feedback from all interested parties.
• Provides the fiscal assessment including the procurement and on-going
cost of the adoption (i.e. consumables and professional development
cost).

The Adoption Coordinator submits the recommendation to the IMC. The IMC
shall approve that the appropriate process was followed and shall forward the
recommendation to the Superintendent.
The Superintendent shall forward the recommendation to the School Board. The
materials are available for School Board review and then voted on by the School
Board members.
The adoption is announced via the District website, a formal press release, and
through any other method defined in the communication strategy. The Adoption
Coordinator provides information regarding orientation and training for the new
materials to SPS staff.
The Adoption Coordinator creates an implementation plan for principals

suggesting ways to include implementation within a school’s annual planning
process.
The IMC may approve a revision in procedure in the case of adoption for courses
with total District enrollment of fewer than 1,000 students. Any revision must
satisfy both the State and District requirements of the subject and grade ranges
for the adoption and the “Criteria for Evaluating Textual Materials for Cultural
Relevancy and Anti-bias” and the principles outlined in this policy.
The IMC may also approve a revision in procedure in the case of adoption of
instructional materials that are District-created, a legal or supervising agency
mandate, or in other situations wherein the instructional materials are not
coming to the district in the usual manner.
When a new edition/version of an adopted instructional material is published,

the appropriate curriculum administrator may request approval from the IMC to
recommend purchase of the new edition/version rather than a complete adoption
process if there are compelling reasons to alter the normal adoption schedule and
process. For example, the adopted edition/version is no longer available and the
next adoption year is several years away. The IMC will grant the approval of the
bypass if the materials satisfy both the State and District requirements of the
subject and grade ranges for the adoption and the “Criteria for Evaluating Textual
Materials for Cultural Relevancy and Anti-bias.”
Based on the judgment of the Chief of Curriculum, Assessment and Instruction or

equivalent position, materials replaced by the new adoption will either be moved
from buildings to surplus or used as supplementary or classroom reference
materials. The Adoption Committee will make a recommendation about this,
which will be included in the implementation plan the Adoption Coordinator
provides to the appropriate principals. Surplus instructional materials not
utilized shall be disposed of according to law.
Provisions of Instructional Materials to Students:

It is the policy of the Seattle School Board to provide or loan initial copies of
School Board-adopted instructional materials and supplemental instructional
materials to students free of charge. Each student shall be required to exercise
reasonable care in the use of such materials.
The School Board may adopt additional guiding principles as appropriate.

Revised: September 2014; October 2013 (previously numbered as Policy No. 2020); April 2017
Cross Reference: Policy No. 6881
Related Superintendent Procedures: 2015SP. A; 2015SP.B; 2015SP.C
Previous Policies: C21.00; Policy No. 2020
Legal References: RCW 28A.405.060 Course of study and regulations; RCW 28A.320.230
Instructional materials — Instructional materials committee; RCW 28A.150.230 Basic Education
Act of 1977 — District school directors as accountable for proper operation of district — Scope —
Responsibilities — Publication of Guide; RCW 28A.640 Sexual Equality Mandated for Public
Schools; WAC 392-190-055 Textbooks and instructional materials; WAC 180-44-010
Responsibilities related to instruction

SELECTION & Policy No. 2015
ADOPTION OF
INSTRUCTIONAL April 19, 2017
MATERIALS
Page 1 of 6
It is the policy of the Seattle School Board provide for the selection of
instructional materials aligned with state learning standards and enable all
students to master the foundational skills and knowledge to be prepared for
college, career, and life.
The Superintendent or their designee is authorized to develop procedures to

implement this policy.
Definitions
For the purpose of this policy and procedure, the following definitions will apply:
1. Instructional Materials are all materials designed for use by students

and their teachers as learning resources to help students acquire facts,
skills, and/or to develop cognitive processes. These instructional
materials, used to help students meet state learning standards, may be
printed or digital, and may include textbooks, technology-based
materials, other educational media, and assessments. They may carry
different licensing types from open to all rights reserved. For the
purposes of this policy, the Board recognizes the following categories of
instructional materials: Formatted: Underline
a. Core Instructional Materials are the primary instructional Formatted
resources for a given course provided to all students to help
meet learning standards and provide instruction towards course
requirements. They are recommended by the Instructional
Materials Committee based on the work of individual Adoption
Committees and adopted by the School Board. Formatted: Underline
i. Within each adoption, the process of review undertaken Formatted
by the Adoption Committee will vary depending on the
source of the instructional materials. Instructional
materials are commonly sourced as a result of a request
for submission from commercial sources who develop
materials for use by schools. In addition, there are times
the instructional materials reviewed will come from non-
commercial sources. For example, instructional materials
created by the district, a government or nonprofit agency,

or as a result of a mandate by a governmental authority.
In these situations, where a sole instructional material is
put forth for review, the Adoption Committee will adapt
their review process accordingly as the process will not
include a narrowing of the options. Formatted: Underline
b. Alternative Instructional Materials are the primary instructional Formatted
materials for a given course that are used with a subset of
students. These are intended to replace approved core
instructional materials and may be used for specialized course
offerings or flexible learning environments. They are identified
by certificated teaching staff, recommended by principals, and
approved for use by the Superintendent or their designee. Formatted: Underline
c. Intervention Instructional Materials are designed to support
strategic or intensive intervention for students who are at risk of
not meeting established learning standards. Intervention
instructional materials are used with students to accelerate
progress toward particular learning goals based on systematic
assessment, decision-making, and progress-monitoring. They
are identified by certificated teaching staff, recommended by
principals, and approved for use by the Superintendent or their
designee. Formatted: Underline
d. Supplemental Instructional Materials are used in conjunction
with the core instructional materials of a course to extend and
support instruction. Supplemental instructional materials
contain additional material or present material at a different
level of difficulty or in a different fashion or medium. They are
identified by certificated instructional staff and approved for use
by principals or the Chief of Curriculum, Assessment, and
Instruction. Formatted: Underline
e. Temporary Supplemental Instructional Materials are used in Formatted: Underline
conjunction with the core instructional materials of a course
that are of interest or value for a short period of time and are
chosen within district-established guidelines. Examples include
information regarding current events that relate to the course
instruction such as timely articles from reliable sources or news
broadcasts. The use of temporary supplemental instructional
materials over one year requires consideration of the material as
either part of the core instructional material for a course or
supplemental material for the course depending on the nature
and scope of the material.
2. Adoption is the process of evaluating and selecting core instructional Formatted: Space After: 12 pt
materials that culminates with formal action by the School Board.
3. Instructional Materials Committee is the body that makes core

instructional materials adoption recommendations to the
Superintendent for the School Board based on the recommendation

provided by the Adoption Committee established for each adoption of
core instructional materials.
4. Adoption Committee is the body that evaluates instructional materials

for each specific core instructional materials adoption. The committee
will provide subject matter expertise and the perspectives of family
members who have current and/or past students in the grades for
which the adoption is being contemplated. The committee will make
an adoption recommendation to the Instructional Materials Committee
who will then provide an adoption recommendation to the
Superintendent for the School Board. The membership of the Adoption
Committee is approved by the Instructional Materials Committee.
Selection and Adoption of Core Instructional Materials Formatted: Font: Bold, Underline
It is the policy of the Seattle School Board to create an Instructional Materials Formatted: Font: Not Italic
Committee, pursuant to RCW 28A.320.230, and to direct the Superintendent or
their designee to create Adoption Committees for each specific adoption. Formatted: Font: Not Italic
After a thorough process that solicits input from the community on their opinions
and values, and after looking at a range of instructional materials, Aadoption
Ccommittees are directed to recommend for adoption books and other
instructional materials that are selected to:
• Enable teachers to implement the district’s curriculum;

• Provide an effective basic education, including providing materials
and/or support to help students outside of the instructional day, as
appropriate;
• Insure flexibility and clarity sufficient to meet the special needs of
individuals and groups;
• Meet applicable standards as a minimum level of rigor;
• Provide a coherent instructional sequence and stimulate student
growth in conceptual thinking and factual knowledge;
• AreBe easily understood by students, taking into consideration the
varied instructional needs, abilities, interests, and maturity levels; of
the students served
• AreBe based on best practices and research including benchmarking
from similar districts and other sources;
• Have a common baseline while ensuring that different learning and
teaching styles are represented;
• Provide sufficient variety so as to present opposing views of
controversial issues in order that students may develop the skills of
critical analysis and informed decision- making;
• RepresentBe culturally relevant to represent the diversity of students
and contribute to the development of understanding issues of gender,
ethnic, cultural, occupational, and religious groups;

• Reflect community expectations and values; and
• Eliminate in all textbooks and instructional materials including
reference materials and audio-visual materials, bias pertaining to sex
(gender),; race,; creed,; color,; religion,; ancestry,; national origin,;
age,; economic status,; sexual orientation, including gender expression
or identity,; pregnancy,; marital status,; physical appearance, ; the
presence of any sensory, mental or physical disability,; honorably
discharged veteran or military status,; or the use of a trained dog guide
or service animal by a person with a disability.
The process used for all adoptions shall be designed to gather input from multiple
stakeholders. Input shall be reflected back to the School Board when specific
instructional materials are recommended for adoption. The Aadoption
Ccommittee should include reflections not only on why the particular
instructional materials were recommended for adoption, but also why the other
reviewed instructional materials were not recommended.
Instructional Material Materials adoptions shall occur pursuant to an established

instructional materials adoption cycle as set by the Superintendent. Prior to
beginning each adoption, the Chief of Curriculum, Assessment and Instruction or
equivalent position shall inform the Instructional Materials Committee and the
Curriculum & Instruction Policy Committee of the School Board that the
adoption is beginning, and the proposed adoption timeline for the adoption.
Each adoption shall be accompanied by an appropriate professional development

schedule. After the materials are implemented, it is expected that staff shall
systematically collect and evaluate student performance data to determine if the
outcomes sought by the adoption were successful, and report that information to
the School Board.
Definitions:
1. School Board-adopted Instructional Materials, regardless of medium,

are the primary instructional resource(s) to support the curriculum as
outlined in state and college readiness standards.
2.1. Adoption is the process of evaluating and selecting basic

instructional materials that culminates with formal action by the
School Board.
3.1. Supplemental Instructional Materials, regardless of medium, are

selected for classroom use in addition to School Board-adopted
instructional materials because they contain additional material or
present material at a different level of difficulty or in a different fashion
or medium. Supplemental Instructional Materials are chosen pursuant
to Superintendent Procedure 2015SP.C.

The Instructional Materials Committee:
The Instructional Materials Committee (“IMC”) will consist of seven (7) members
appointed by the Superintendent and approved by the School Board each fall.
Three (3)is established in conformance with state law (RCW 28A.320.230). Formatted: Indent: Left: 0.25"
The IMC shall consist of the following standing positions:
1. the Director of Curriculum & Instructional Supports, Formatted: Font: Georgia
2. the Manager of Library Services, and Formatted: List Paragraph, Indent: Left: 0.5", Numbered +
3. and Aan iInstructional mMaterials sSpecialist. Level: 1 + Numbering Style: 1, 2, 3, … + Start at: 1 +
Alignment: Left + Aligned at: 0.25" + Indent at: 0.5"
Formatted: Font: Georgia
Each of the following position categories will be appointed to staggered two-
year terms:
1. In addition, the Director of Curriculum & Instructional Supports shall Formatted: Font: Georgia
appoint Ttwo principals, (one elementary and one secondary), and Formatted: Font: Georgia
2. Ttwo parent/guardianss (one elementary and one secondary). to Formatted: Indent: Left: 0.25"
staggered two-year terms. The School Board shall be informed of the Formatted: Font: Georgia
committee members each fall. Formatted: List Paragraph, Indent: Left: 0.5", Numbered +
Level: 1 + Numbering Style: 1, 2, 3, … + Start at: 1 +
Alignment: Left + Aligned at: 0.25" + Indent at: 0.5"
Within the structure of the established adoption schedule, the purpose of the IMC
is to: Formatted: Font: Georgia
• Approve the timeline of each specific adoption; Formatted: Font: Georgia
• Approve the membership of the Adoption Committee; Formatted: Font: Georgia
• Approve the selection criteria to be used by the Adoption Committee Formatted: Font: Georgia
and ensure that the criteria are aligned with the principles outlined in Formatted: Font: Georgia
this policy;
• Certify to the School Board that the final recommendation of the
Adoption Committee was reached by following the process outlined in
this policy and in any related Superintendent Procedures; and
• Ensure that a Professional Development cycle is developed.
The Instructional Materials Office shall be the repository of all materials being
evaluated during a specific adoption and made available to the public.
The Adoption Committees:
In addition to the IMC, Seattle Public Schools completes text adoption work
through adoption committees. These committees are appointed by the Adoption
Coordinator charged with leading the adoption. The purpose of the adoption
committee is to provide subject matter expertise and to provide the perspectives
of family members who have current and/or past students in the grades for which
the adoption is being contemplated.
For each adoption, an Adoption Coordinator is appointed by the Chief of

Curriculum, Assessment and Instruction or equivalent position. The Adoption
Coordinator shall be an employee of Seattle Public Schools and shall have
background in the particular subject of the adoption.

The Superintendent or designee shall send formal notice of the anticipated
adoption to the Washington-Oregon-Alaska Textbook Representatives
Association (WOATRA) roster and to any other publishers who have requested
notification. The publishers are invited to submit materials to the Instructional
Materials Office for evaluation.
The Adoption Coordinator shall solicit members for the Adoption Committee.
Members of the Committee shall represent the levels and subject area scheduled
for adoption. Additional members, as appropriate, may include
paraprofessionals; representatives from the English Language Learner, Special
Education, or Advanced Learning departments; representatives from institutions
of higher learning; families; and community members. When selecting members
of the committee, consideration will be given to the need for a vertically-aligned
perspective. The Adoption Committee should reflect the diversity of the district.
Its membership is proposed by the Adoption Coordinator and approved by the
IMC. The committee is facilitated by the Adoption Coordinator.
The Adoption Committee shall use the Seattle Public Schools document “General
Criteria for Evaluating Textual Materials for Cultural Relevancy and Anti-bias” as
a guiding document, and shall identify which specific criteria outlined in that
document shall be used for the specific adoption.
The Adoption Coordinator shall develop a written communication strategy for

public notification regarding the adoption, adoption timeline, and review
opportunities. Such strategy shall be developed under the guidelines outlined in
the superintendents procedures connected to this policy.
The adoption timeline will be posted on the Curriculum & Instruction website,
and through any other method defined in the communication strategy. District
administrators, educators, parents, families and community members are
encouraged to communicate their concerns and suggestions to the Adoption
Coordinator and to be aware of the materials review period.
The Adoption Committee’s Responsibilities Include:
• Develops Selection Criteria (using the “General Criteria for Evaluating

Textual Materials for Cultural Relevancy and Anti-bias” document),
before any materials are reviewed for adoption consideration. The
Selection Criteria will satisfy both the State and District requirements
of the subject and grade ranges for the adoption and the Criteria for
Evaluating Textual Materials for Cultural Relevancy and Anti-bias.
Only after the Selection Criteria are approved by the IMC are the
publishers’ submissions considered and reviewed.
• Reviews the materials submitted by publishers for cohesiveness with
the Selection Criteria, as stated above.

• Solicits feedback through a variety of media. Materials will be
displayed, or be made available, in accordance with the established
communication strategy as outlined in the superintendents procedures
connected to this policy.
• Reviews responses from administrators, educators, parents, families
• Recommends instructional materials for a District-wide adoption after
taking into consideration feedback from all interested parties.
• Provides the fiscal assessment including the procurement and on-going
cost of the adoption (i.e. consumables and professional development
cost).
The Adoption Coordinator submits the recommendation to the IMC. The IMC
shall approve that the appropriate process was followed and shall forward the
recommendation to the Superintendent.
The Superintendent shall forward the recommendation to the School Board. The
materials are available for School Board review and then voted on by the School
Board members.
The adoption is announced via the District website, a formal press release, and
through any other method defined in the communication strategy. The Adoption
Coordinator provides information regarding orientation and training for the new
materials to SPS staff.
The Adoption Coordinator creates an implementation plan for principals

suggesting ways to include implementation within a school’s annual planning
process.
The IMC may approve a revision in procedure in the case of adoption for courses
with total District enrollment of fewer than 1,000 students. Any revision must
satisfy both the State and District requirements of the subject and grade ranges
for the adoption and the “Criteria for Evaluating Textual Materials for Cultural
Relevancy and Anti-bias” and the principles outlined in this policy.
When a new edition/version of an adopted instructional material is published,

the appropriate curriculum administrator may request approval from the IMC to
recommend purchase of the new edition/version rather than a complete adoption
process if there are compelling reasons to alter the normal adoption schedule and
process. For example, the adopted edition/version is no longer available and the
next adoption year is several years away. The IMC will grant the approval of the
bypass if the materials satisfy both the State and District requirements of the
subject and grade ranges for the adoption and the “Criteria for Evaluating Textual
Materials for Cultural Relevancy and Anti-bias.”

equivalent position, materials replaced by the new adoption will either be moved

from buildings to surplus or used as supplementary or classroom reference
materials. The Adoption Committee will make a recommendation about this,
which will be included in the implementation plan the Adoption Coordinator
provides to the appropriate principals. Surplus instructional materials not
utilized shall be disposed of according to law.
Provisions of Instructional Materials to Students:
It is the policy of the Seattle School Board to provide or loan initial copies of
School Board-adopted instructional materials and supplemental instructional
materials to students free of charge. Each student shall be required to exercise
reasonable care in the use of such materials.
The School Board may adopt additional guiding principles as appropriate.

Revised: September 2014; October 2013 (previously numbered as Policy No. 2020); April 2017
Cross Reference: Policy No. 6881
Related Superintendent Procedures: 2015SP. A; 2015SP.B; 2015SP.C
Previous Policies: C21.00; Policy No. 2020
Legal References: RCW 28A.405.060 Course of study and regulations; RCW 28A.320.230
Instructional materials — Instructional materials committee; RCW 28A.150.230 Basic Education
Act of 1977 — District school directors as accountable for proper operation of district — Scope —
Responsibilities — Publication of Guide; RCW 28A.640 Sexual Equality Mandated for Public
Schools; WAC 392-190-055 Textbooks and instructional materials; WAC 180-44-010
Responsibilities related to instruction

Superintendent Procedure 2015SP.B
Adoption of Instructional Materials
Approved by: s/Larry Nyland Date:
8/19/15
Dr. Larry NylandDenise Juneau, Superintendent
This procedure is intended to provide specific guidance to the Instructional Materials

Committee (“IMC”) and Adoption Committees on the selection and adoption of core
instructional materials. Formatted: Font: Times New Roman, Underline
Instructional Materials Committee Formatted: Font: Bold, Underline

Formatted: Font: Bold, Underline
Within the structure of the established adoption schedule, the purpose of the IMC is to: Formatted: Space After: 12 pt
• Approve the timeline of each specific adoption;

• Approve the membership of each adoption committee;
• Approve the selection criteria to be used by the adoption committee and
ensure that the criteria are aligned with the principles outlined in this policy;
• Certify to the School Board that the final recommendation of the adoption
committee was reached by following the process outlined in this policy and in
any related Superintendent Procedures; and
• Ensure that a professional development cycle is developed.
The Instructional Materials Office shall be the repository of all materials being evaluated
during a specific adoption and made available to the public.
Adoption Process
In addition to the IMC, Seattle Public Schools completes text adoption work through
adoption committees. For each adoption, an Adoption Coordinator is appointed by the
Chief of Curriculum, Assessment and Instruction or equivalent position. The Adoption
Coordinator will be an employee of Seattle Public Schools with expertise in the subject
of the adoption.
The Adoption Coordinator will create an Adoption Timeline to guide the work of their
Adoption Committee and submit it to the IMC for review and approval. The Adoption
Timeline must be approved by the IMC.
The Adoption Coordinator will solicit members for their Adoption Committee guided by
the intention for the committee to be made up of members that provide either subject
matter expertise or perspectives of family members with current and/or past students in
the grades the adoption is being contemplated. As appropriate, additional members may
include: paraprofessionals; representatives from the English Language Learner, Special
Education, or Advanced Learning departments; representatives from institutions of
Superintendent Procedure 2015SP.B Page 1 of 5

higher learning; families; and/or community members. The Adoption Committee
should reflect the diversity of the district. The Adoption Coordinator will provide the
committee’s proposed membership to the IMC for review and approval. The
membership of the Adoption Committee must be approved by the IMC.
As described in detail below, the Adoption Coordinator will develop an Engagement

Plan and Implementation Plan for their adoption.
Adoption Committee
For the adoption of instructional materials from commercial sources, the

Superintendent or designee shall send formal notice of the anticipated adoption to the
Washington-Oregon-Alaska Textbook Representatives Association (WOATRA) roster
and to any other publishers who have requested notification. The publishers are invited
to submit materials to the Instructional Materials Office for evaluation.
Each adoption committee will:
• Follow the Adoption Timeline Created by the Adoption Coordinator which

will detail the stages of the adoption process.
• Develop Selection Criteria according to the following steps:
o In the first step, the Adoption Committee will review instructional Formatted
materials using the “General Criteria for Evaluating Textual Materials
for Cultural Relevancy and Anti-bias” document.
o In the second step, the Adoption Committee will review the
instructional material for both the State and District requirements of
the subject and grade ranges for the adoption.
o The Adoption Committee will submit their Selection criteria to the IMC
for approval. Only after the Selection Criteria is approved by the IMC
will the Adoption Committee proceed.
• Solicit feedback in a variety of ways using the Engagement Plan written by the
Adoption Coordinator.
o Review responses from administrators, educators, parents, families, Formatted
• Recommend core instructional materials to the IMC after taking into
consideration feedback from all interested parties.
• Provide the fiscal assessment including the procurement and on-going cost of
the adoption (i.e. consumables and professional development cost).
Adoption Committee Engagement Plan
The Adoption Coordinator will write an Engagement Plan regarding the adoption to
ensure that the community and School Board are afforded opportunities to review the
instruction materials being considered for adoption and provide feedback.
The Adoption Timeline will be posted on the Curriculum & Instruction website and
through any other method defined in the Engagement Plan. Depending on the type of
instructional materials being considered for adoption, there may be multiple stages in
the Adoption Timeline. The Engagement Plan will be utilized at each stage. For an

adoption of core instructional materials from non-commercial sources, there may only
be one stage: anti-bias review and review for alignment to subject and grade ranges. A
pilot could also be conducted as a second stage. For an adoption of core instructional
materials from commercial sources, there may be multiple stages to narrow the
selection from multiple options to one in addition to a stage to pilot the instructional
materials. Each stage will consist of the following methods of engagement and will be
detailed in the Engagement Plan written by the Adoption Coordinator:
1. Textual Review – Materials will be available for review in the Board Office and Formatted: Font: Georgia
selected schools and/or used for instruction on a pilot basis at selected schools. Formatted: List Paragraph, Numbered + Level: 1 +
2. Feedback Solicitation – Feedback regarding the instructional materials will be Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment: Left +
Aligned at: 0.25" + Indent at: 0.5"
solicited through a variety of methods including, but not limited to:
district/school websites; placing comment cards in every school subject to the
adoption; and/or from schools selected to pilot the instructional materials.
3. School Board Update – The Adoption Coordinator will gather feedback received Formatted: Font: Georgia
and provide an update to the Curriculum and Instruction Committee.
The feedback received will inform the Adoption Committee’s work and be reflected in
their adoption recommendation. The feedback will also be provided to the School Board
to help guide their decision-making. Formatted: No underline
Recommendation, Approval, and Implementation Formatted: Underline

Formatted: Underline
The Adoption Coordinator will submit their Adoption Committee’s recommendation to
the IMC. The IMC shall confirm that the appropriate processes were followed and then
forward the recommendation to the Superintendent.
The Superintendent will forward the recommendation to the School Board. The
instructional materials will be available for School Board review and will then be voted
on at a regular board meeting.
When core instructional materials are adopted by the School Board, the adoption is
announced via the district website, formal press release, and through any other method
defined in the Engagement Plan. The Adoption Coordinator will provide information
regarding professional development for the new instructional materials to impacted
staff.
The Adoption Coordinator will create an Implementation Plan for principals suggesting
ways to include implementation within a school’s annual planning process.

equivalent position, materials replaced by the new adoption will either be moved from
buildings to surplus or used as supplemental instructional materials. Surplus
instructional materials not utilized shall be disposed of according to law.
Alternative Processes Formatted: Underline

Adoption: Courses With Enrollment Under 1000 Formatted: Underline

The IMC may approve a revision in procedure in the case of adoption for courses with
total District enrollment of fewer than 1,000 students. Any revision must satisfy both
the State and District requirements of the subject and grade ranges for the adoption and
the “Criteria for Evaluating Textual Materials for Cultural Relevancy and Anti-bias” and
the principles outlined in this policy.
New Editions/Versions of Adopted Instructional Materials Formatted: Underline
When a new edition/version of an adopted core instructional material is published, the

appropriate curriculum administrator may request approval from the IMC to
recommend purchase of the new edition/version rather than complete an adoption
process if there are compelling reasons. For example, in cases where the adopted
edition/version is no longer available and the next adoption for the subject is several
years away. The IMC will grant the bypass if the materials satisfy both the State and
District requirements of the subject and pass the district review for anti-bias using the
“Criteria for Evaluating Textual Materials for Cultural Relevancy and Anti-bias.”
During a materials adoption process, the Adoption Committee shall engage both school-
based and general community members in the process. The purpose of communicating
with the schools and the general community is to ensure that the public is aware of an
upcoming adoption and to gather feedback about both materials under review and
general goals for the adoption.
In general, the Adoption Committee should include specific information about the
timeline for the adoption, including specific engagement times for the schools and
general community. At a minimum, stage one of engagement shall include:
1. Broad solicitation for members of the Adoption Committee. Solicitation shall

include notices on the district’s website as well as notice to each school that
includes the grades subject to the adoption and to the Seattle Council of Parent,
Teacher, Student Association (SCPTSA). Notice for the committees shall be
available for at least two weeks prior to the application deadline.
2. Upon initial identification of materials that align with the district’s goals and
principles (see Board Policy No. 2020) and to state and college readiness
standards the Adoption Committee shall make available copies of the texts under
review and shall solicit input.
a. Textual review—Stage One: Materials will be available in the School Board

office and in selected schools.
b. Soliciting input—Stage One: Input will be solicited via the website and
comment forms that shall be available at every school that includes the
grades subject to the adoption. Input is encouraged from school staff,
parents, family members, or other interested members of the general
community.
3. School Board Update—Stage One: After the initial engagement, the Adoption
Committee will gather the feedback and provide an update to the School Board or
to a School Board Committee.

4. After the initial round of engagement, the Adoption Committee shall use the
school and community feedback to identify a smaller list of materials that would
be suitable for adoption.
5. After the initial round of engagement, the Adoption Committee at the direction of
the Director of Curriculum and Instruction and in accordance with RCW
28A.320.230, may engage in a short term pilot of the smaller list of materials at
selected schools for the purpose of collecting in depth feedback to inform the
second stage of engagement.
a. Textual review—Pilot: Materials will be used for instruction on a pilot

basis at selected schools
b. Soliciting input—Pilot: Input from pilot schools will be solicited by

methods selected by the adoption committee. Input is encouraged from
school staff, parents, family members or other interested members of the
general community.
c. School Board Update—Pilot: After the pilot engagement, the Adoption

Committee will gather the feedback and provide an update to the School
Board or to a School Board Committee.
6. The process then moves into the final state of engagement, which must include:
a. Textual review—State Two: Materials will be available in the School Board office
and in selected schools. Schools selected for Stage Two reviews shall be different
than those in Stage One, unless all schools in a given grade span were included in
Stage One.
b. Soliciting input—Stage Two: Input will be solicited via the website and comment
forms that shall be available at every school that includes the grades subject to
the adoption. Input is encouraged from school staff, parents, family members, or
other interested members of the general community.
c. School Board Update—Stage Two: After the Stage Two engagement, the
Adoption Committee will gather the feedback and provide an update to the
School Board or to a School Board Committee.
This input will inform the work of the Adoption Committee, and shall be reflected in the
Committee’s final recommendation to the Instructional Materials Committee. Input
shall also be reflected back to the School Board, for use in the Board’s deliberation on
the recommendations.
Approved: December 2011

Revised: August 2015; March 2012
Cross Reference: Policy No. 2015; 2015SP.A; 2015SP.C

Policy No. 2020
Instruction
Course Design and Instructional Materials
The board recognizes its responsibility for the improvement and growth of the educational
program of the schools. To this end, the course designs shall be evaluated, adapted and
developed on a continuing basis. Instructional materials shall be selected to ensure alignment
with state learning standards and enable all students to master foundational skills and
knowledge to achieve college and career readiness.
The design and implementation of the curriculum will be consistent with the board’s adopted
Strategic Plan and Washington State law. Spokane Public Schools will ensure implementation
of the district’s curriculum in each school. The board recognizes the important role that
teachers and principals play in educating our students. Each teacher and principal in each
school is responsible for maintaining alignment to the written, taught, and tested curriculum to
ensure that all students are engaged in rigorous and relevant learning.
Definitions
For the purpose of policy and procedure 2020, the following definitions will apply:
Course Design is the process that includes identifying and sequencing essential content
supporting students’ skill development towards state learning standards. Course design involves
providing appropriate instructional materials, professional development, and support systems for
teachers as they implement the course.
Instructional Materials are all materials designed for use by students and their teachers as
learning resources to help students to acquire facts, skills, and/or to develop cognitive
processes. These instructional materials, used to help students meet state learning standards,
may be printed or digital, and may include textbooks, technology-based materials, other
educational media, and assessments. They may carry different licensing types from open to all
rights reserved. For the purposes of this policy, there are five categories of instructional
materials:
Core and Alternative Core Instructional Materials are the primary instructional
resources for a given course. They are district-approved and provided to all students to
help meet learning standards and provide instruction towards course requirements.
Alternative core materials are only available for use by ALE Board approved programs.
Alternative Core Limited Materials are only available for use by ALE Board approved
programs. They are the primary instructional materials for a given course intended to
replace approved core materials and may be used for specialized course offerings or
flexible learning environments. Alternative core limited materials are used for a subset
of no more than ten students.
Intervention Materials are designed to support strategic or intensive intervention for

students who are at risk of not meeting established learning standards. Intervention
materials are used with students to accelerate progress toward particular learning goals
based on systematic assessment, decision-making, and progress monitoring.
Page 1 of 3
Supplemental Materials are used in conjunction with the core instructional materials of
a course. These items extend and support instruction. They include, but are not limited
to, books, periodicals, visual aids, video, sound recordings, computer software and other
digital content.
Field Tested Materials are those items that are of interest or value for a short period of
time and are chosen within district-established guidelines. The use of field tested
materials for time periods of over one year requires consideration of the material as
either part of the core instructional material for a course or supplemental material for the
course depending on the nature and scope of the material.
The Council for Curriculum and Assessment (CCA) is the body designated by the
Superintendent that makes instructional materials adoption recommendations to the School
Board regarding core instructional materials. CCA makes decisions regarding selection and
implementation of alternative core, intervention, supplemental and field tested materials based
on superintendent-established procedures. The CCA does not determine alternative core
limited materials. CCA determines new course offerings based on staff recommendations and
also makes course equivalency recommendations to the School Board for the purpose of cross
crediting and meeting dual credit requirements.
Sensitive Instructional Materials are any print and nonprint materials perceived by the general
public to be controversial in content or manner of presentation. Examples are materials on
sexuality, vulgarity, promotion of radical points of view, etc. These materials require approval of
the CCA and the School Board. Citizens’ committees will generally be involved in the
recommendation of materials in sensitive curriculum areas, such as human growth and
development.
Course Design
The superintendent or designee will establish procedures for course design that:
 Provide for the regular review of selected content areas and implementation of any
suggested changes.
 Provide for involvement of community representatives and staff members at appropriate
times.
Selection and Adoption of Instructional Materials
The primary objective in selecting instructional materials is to implement, enrich and support the
educational program of the schools. All instructional materials will be selected in conformance
with:
1. Applicable state and federal laws;
2. Goals and/or learning standards of the district and state; and
3. Procedures established by the Council for Curriculum and Assessment which address
the criteria detailed in the corresponding procedure 2020P.
The board is responsible for the adoption of all core instructional materials used in the district.
The superintendent, or designee, will establish procedures for the selection and adoption of all
instructional materials using criteria around evidence-based practices. Such procedures will
ensure that selected instructional materials are materials that eliminate bias pertaining to sex,
Page 2 of 3
race, creed, religion, color, national origin, honorably discharged veteran or military status,
sexual orientation, gender expression, gender identity, the presence of any sensory, mental or
physical disability, or the use of a trained dog guide or service animal. If instructional materials
that contain bias cannot be replaced immediately, the district shall acquire supplemental
instructional materials or aids to be used concurrent with existing materials to counter the bias
content. Nothing in this Policy is intended to prohibit the use or assignment of supplemental
instructional materials, such as classic and contemporary literary works, periodicals, and
technical journals, hat are educationally necessary or advisable even though they contain bias.
The superintendent or designee will ensure that a listing of all core instructional materials used
within the school curriculum is maintained in the district and is available for public review either
in-person or online.
The intent of the Board is that the superintendent delegate responsibility for examining,
evaluating, and selecting all instructional materials to the professional staff of the district. This
includes preparing all student reading lists. Staff will rely on reason and professional judgment
in the selection of high quality instructional materials that align to state learning standards and
are appropriate for the instructional program and developmental level and interests of their
students.
Cross References: 2027 - District Ownership of Staff-Created Work
Legal References: RCW 28A.150.230 District school directors' responsibilities

RCW 28A.320.230 Instructional materials — Instructional
materials committee
RCW 28A.320.170 Tribal history and culture [as amended by
SSB 5433]
RCW 28A.405.060 Course of study and regulations —
Enforcement — Withholding salary warrant for failure
Chapter 28A.640 RCW Sexual Equality
WAC 180-44-010 Responsibilities related to instruction
WAC 392-190-055 Textbooks and instructional materials —
Scope — Elimination of bias
Adopted: 09/05/1975
Amended: 10/12/1978
03/27/1981
09/17/1984
11/09/2005
10/14/2015
03/08/2017
Superintendent: Dr. Shelley K. Redinger
Page 3 of 3
Policy No. 2020
Instruction
Curriculum Development and Adoption of Instructional Materials
It is the policy Tacoma Public Schools to provide free textbooks, supplies, and other instructional
materials to be lent to the pupils of the school, when, in its judgment, the best interests of the
District will be served thereby. The rules to preserve such books, supplies, and other
instructional materials from unnecessary damage shall be prescribed in Tacoma Public Schools’
Regulation 2020R.
It is the goal of Tacoma Public Schools that adopted instructional materials be aligned with the
District’s strategic plan goals and benchmarks, and implemented staff through the use of
research-based best practices in alignment with the District’s adopted instructional framework.
In compliance with the laws and regulations of the State of Washington, the Superintendent shall
appoint members to and Instructional Materials Committee (IMC) to make recommendations to
the Board regarding the adoption of core instructional materials and to hear complaints regarding
the instructional materials used by the District.
Instructional materials shall be screened and selected in conformance with:
A. Applicable state and federal laws;
B. The stated goals and principles of the District; and
C. The procedures established by the Superintendent or designee.
Furthermore, when screening core instructional materials, the following principles and selection
criteria, that adopted core instructional materials shall:
A. Be research-based;
B. Meet state standards and College Readiness requirements;
C. Be sufficiently flexible to meet the varied needs and abilities of the students served;
D. Promote critical thinking skills, such as the critical analysis, synthesis, and evaluation of
ideas, in order to be informed decision makers;
E. Allow the facilitation of a sufficient diversity of ideas in order that opposing views of
controversial issues be examined and/or presented;
F. Be culturally relevant and represent the diversity of students, able to aid in the
development of understanding and empathy regarding issues of gender, ethnicity,
culture, religion, and occupations;
Policy No. 2020
Instruction
G. Support an equitable access to learning and learning materials for all students; including
the provision of appropriate, high-quality accessible instructional materials to all
students with disabilities who require them; and
H. Support the elimination of bias pertaining to sex, race, creed, religion, color, national
origin, honorably discharged veteran or military status, sexual orientation including
gender expression or identity, the presence of any sensory, mental, or physical
disability, or the use of a trained dog guide or service animal in all textbooks and
instructional materials including reference materials and audio-visual materials. The
Washington Models for the Evaluation of Bias Content in Instructional Materials,
published by the Office of Superintendent of Public Instruction should be consulted in
the selection process to further to the goal of eliminating content bias.
Core instructional materials shall be adopted by the Board prior to their formal use in
classrooms, with the exception of use and experiment with instructional materials for a period of
time before general adoption is formalized (commonly referred to as “piloting”). A
determination to engage in piloting is one to be made at the discretion of the Superintendent.
Regulation 2020R provides further information on the specific processes to be employed prior to
the Board being asked to approve a core instructional materials adoption.
The Superintendent may also purchase instructional materials to meet deviant needs or rapidly
changing circumstances prior to adoption by the Board prior to their formal use in classrooms,
but such purchases are made pending Board approval.
Cross References: Board Policy 6881 Disposal of Surplus Property
Legal References: RCW 28A.405.060 Course of study and regulations

28A.320.230 Instructional materials—Instructional
materials committee
28A.150.230 Basic Education Act of 1977—District school
directors as accountable for proper operation of
district--Scope—Responsibilities--Publication of
Guide
28A.640 Sexual Equality Mandated for Public Schools
WAC 392-190-055 Textbooks and instructional materials

180-44-010 Responsibilities related to instruction
Adopted 9/5/2013
DISTRICT EDUCATIONAL Policy No. 2090
RESEARCH AND DATE
EVALUATION
Page 1 of 1
The Board shall provide for District capacity to conduct continuous and rigorous
research and evaluation focused on its educational programs, services and
initiatives in order to determine the degree to which the District is successfully
meeting its priority goals and objectives. Accordingly, the Superintendent shall
provide the Board with an annual District Educational Research and Evaluation
Plan.
The Plan shall include evaluation projects and strategic research projects.
Evaluations are in-depth studies of specific District programs, services and
initiatives. Strategic research is in-depth inquiry into broader educational areas
and initiatives not limited to a specific program or service. The Annual Plan may
include projects conducted by District staff and/or by external researchers,
either contracted for or in partnership with District staff.
The Superintendent shall present the plan to Board Directors before it is finalized.
The Superintendent shall communicate key research and evaluation findings to
District leadership and School Board directors in a timely manner, and will
provide a summary to the School Board of all studies in the project portfolio on an
annual basis.

Revised: Date, July 2013
Cross Reference: 4280 and 4280SP, 2200 and 2200SP
Related Superintendent Procedure: 2090SP
Previous Policies: C40.00; C42.00; C42.01; C45.00
Legal References:
Superintendent Procedure 2090SP
District Educational Research and Evaluation
Approved by: Date:
Superintendent
This procedure outlines the manner in which Seattle Public Schools will prioritize
projects for inclusion in the annual District Educational Research and Evaluation Plan
in accordance with Policy 2090. It also provides greater detail into the types of research
and evaluations conducted, the research and evaluation timeline, and the governance
structures for the approval of the Plan. Policy 2090 and this Superintendent Procedure
apply to projects that are part of the District’s internal research agenda. Policies and
procedures for external research projects are outlined in Policy 4280 and 4280SP,
Research Review.
A. Definitions
Evaluations: Evaluations are in-depth studies of existing district programs

and services and, as outlined in 2200SP, may include Basic
Education, Services, Programs, Curricular Focuses, and
Schools. These studies may include: descriptive summaries
of specific District programs, implementation analyses,
descriptive reporting on student outcomes, and educational
impact analyses. Evaluations will be conducted in
accordance with the American Evaluation Association’s
Guiding Principles for Evaluators (AEA, 2013).
Strategic Research: Strategic research is in-depth inquiry into broader

educational areas and initiatives not limited to a specific
program or service. Examples may include reviews of
strategies in place in schools across the District, best
practices research to inform school and District
improvement, and data trends for groups of students.
B. Process Overview
In accordance with Policy 2090, the District will develop an annual District
Educational Research and Evaluation Plan for program evaluation and research. The
Plan will include varying types of proposed evaluations and strategic research that
are aligned to identified District priorities, resource commitments, gaps in
understanding, and decision points. The School Board will have an opportunity to
provide feedback on the Plan. The District will communicate findings to District
leadership and School Board directors in a timely manner, and will provide a
summary to the School Board of all research and evaluation studies in the portfolio
on an annual basis.
Superintendent Procedure 2090SP Page 1 of 3

C. Identification of Programs for Evaluation
To develop the Plan, a process will be followed to examine and prioritize District
evaluation and strategic research projects. The steps in this process are detailed
below:
Step 1. The Research & Evaluation department will identify evaluation and
strategic research projects for potential inclusion within the annual project
portfolio. The following information will be included for each potential project:
o Type of project (i.e. evaluation, strategic research) and area of focus
(i.e. strategic initiatives, core curricular programs, student services,
intervention programs, school programs and models)
o Outline of research questions and methodological approach
o Feasibility analysis, which includes factors such as:
 An identified theory of action linking the research to
measurable outcomes, including, if necessary, the availability of
student-level data with appropriate program participation flags
 Sufficient scale and/or financial commitment of the initiative,
program or service to merit review
 An identified lead or content expert in the District
Step 2. Research & Evaluation will engage District leadership and staff to review
the prospective list of projects and identify priority areas based on the following
criteria:
o Alignment to District educational priorities (e.g., District Strategic
Plan, Superintendent goals, major initiatives)
o Alignment to specific District processes for educational planning and
decision-making (e.g., Student Assignment Plan, Budget, District Task
Forces)
o Defined success criteria for the program, initiative or topic area being
studied (e.g. by completing the statement: “the intervention program
would be considered successful if….”)
o Executive sponsorship for the research project
o Equity analysis consistent with Policy 0030
o Required stakeholder engagement (prior to, during, and/or upon
completion of the project)
o Format and dissemination strategy for final products
Step 3. District staff and leaders will calibrate the Plan to available District
resources. As part of this process, District staff and leaders will consider:
o Funding availability to support research and evaluation projects,
including internal and external sources of funding
o Scope of each study
o Duration of each study
o Depth of inquiry for each study

o Whether each study will be conducted by District staff (internal), by
contracted researchers (external), or as part of a research partnership
with higher education
Step 4. Present proposed annual Plan to Board of Directors (see Section D
below).
D. Evaluation Plan Development Process and Timeline
The annual plan for program evaluation and strategic research will be developed
collaboratively by the Research & Evaluation Department, relevant program
managers and directors, and District leadership.
The timeline for the development and confirmation of the annual plan is as follows:
• Spring/Summer: Annual planning process begins, including steps 1, 2, and 3
of the above guidelines for identification of programs;
• Early fall: Draft annual plan shared with district leadership, followed by
presentation to C&I Committee;
• Late Fall: Plan presented to Board of Directors.
Gathering and incorporating Board feedback into the annual Plan may occur at an
Curriculum & Instruction Committee or at a full Board Work Session.
Approved: December 2011

Revised: Date
Cross Reference: Policy No. 2090, Policy No. 2200, 2200SP

From: Kyle Kinoshita, Chief of Curriculum, Assessment and Instruction

kdkinoshita@seattleschools.org
Date: Tuesday, August 21, 2018
RE: Policies 2022 and 2023 Digital Citizenship Update
We will be updating committee members where we are in the process of review of Policies 2021 Library
Information and Technology Programs, 2022 Electronic Resources and Internet Safety, and 2023 Digital
Citizenship. John Krull and I reviewed the suggested WSSDA change to Policy 2021, and as we felt as it
as a short phrase about the need for “balance” in purchasing materials, it was not worth moving it
forward. We will report on the engagement activity on Policies 2022 and 2023 that occurred at the
Instructional Technology Advisory Committee (ITAC) that occurred on August 20. The policies are
attached solely for reference.
Attachments:
• Policy 2022 Electronic Resources and Internet Safety DRAFT
• Policy 2023 Digital Citizenship DRAFT
Kinoshita Curriculum and Instruction Committee August 21, 2018

ELECTRONIC Policy No. 2022
RESOURCES/USE OF
THE INTERNET DATEDecember 7, 2011
Page 1 of 2
Electronic Resources
The Seattle School Board recognizes that an effective public education system
develops students who are globally aware, civically engaged, and capable of
managing their lives and careers. The Board also believes that students need to be
proficient users of information, media, and technology to succeed in a digital
world.
Therefore, the district will use electronic resources as a powerful and compelling
means for students to learn core subjects and applied skills in relevant and
rigorous ways. It is the district’s goal to provide students with rich and ample
opportunities to use technology for important purposes in schools just as
individuals in workplaces and other real-life settings. The district’s technology
will enable educators and students to communicate, learn, share, collaborate and
create, to think and solve problems, to manage their work and to take ownership
of their lives.
The Board authorizes the Superintendent or his or her designee to create strong
electronic educational systems that support innovative teaching and learning, to
provide appropriate staff development opportunities, and to develop procedures
to support this policy, including procedures. Procedures should also be
developed to determine the educational value of online and all electronic
resources, including online resources, and to assure student safety and protection
of privacy. Formatted: English (United States)
Online and aAll electronic resources, including online resources, for classroom Formatted: Font: Georgia, 12 pt
and student use are considered supplemental materials and are subject to the Formatted: Font: Georgia, 12 pt
guidance of Policy No. 2015, Selection and Adoption of Instructional Materials, Formatted: Font: Georgia, 12 pt
and 2015SP.C, Approval of Supplemental Instructional Materials. Formatted: Font: Georgia, 12 pt
Formatted: Font: Georgia, 12 pt
Use of the Internet
The question of Internet safety includes issues regarding the use of the Internet,
Internet-ready, and other electronic devices, in a manner that promotes safe
online activity for children, protects children from cybercrimes, including crimes
by online predators and cyberbullying, and helps parents shield their children
from materials that is inappropriate for minors.

To promote the safe and appropriate online behavior of students and staff as they
access material from the Internet, the district will use the following four-part
approach. However, given the ever-changing nature of the internet, the district
cannot guarantee that a student will never be able to access objectionable
material.
1. Network Use Agreement

Any student or staff member using the Internet from a computer in a Seattle
School District facility must have a valid Network Use Agreement on file.
2. Filter
All district-owned computers in all Seattle School District facilities capable of
accessing the Internet must use filtering software to prevent access to obscene,
racist, hateful, or violent material.
3. Supervision
When students use the Internet from school facilities, district employees will
make a reasonable effort to supervise student access and use of the Internet. If
material is accessed that violates standards in the materials selection procedures
or the Network Use Agreement, then the district employee may instruct the
person to cease using that material, and/or implement sanctions contained in the
Network Use Agreement.
4. Instruction
All students will be educated about appropriate online behavior, including
interacting with other individuals on social networking websites and in chat
rooms, and cyberbullying awareness and response.

Revised: DATE Formatted: English (United States)
Cross Reference: Policy Nos. 2015; 2020; 2025; 3207; 3208; 3231; 3241; 4040; 4400; 5253; 5281
Related Superintendent Procedure: 2022SP.A; 2022SP.B; 2022SP.C; 2015SP.C
Previous Policies: C23.00; D139.00
Legal References: 18 USC §§ 2510-2522 Electronic Communication Privacy Act
Management Resources: Policy News, December 2017; June 2001; June 2008; 1998

Superintendent Procedure 2022SP
Electronic Resources/Use of the Internet
Approved by: s/José Banda Date: 9/27/12
Dr. José Banda, Superintendent
Electronic Resources
K-20 Network Acceptable Use Guidelines/Internet Safety Requirements

These procedures are written to support the Electronic Resources Policy of the board of
directors and to promote positive and effective digital citizenship among students and
staff. Digital citizenship represents more than technology literacy. Digital citizenship Formatted: Font: Georgia, 12 pt
includes the norms of appropriate, responsible, and healthy behavior related to current
technology use. Successful, technologically-fluent digital citizens live safely and civilly in
an increasingly digital world. They recognize that information posted on the Internet is
public and permanent and can have a long-term impact on an individual’s life and
career. Successful, technologically-fluent digital citizens recognize and value the rights, Formatted: Font: Georgia, 12 pt
responsibilities, and opportunities of living, learning, and working in an interconnected
digital world. Expectations for student and staff behavior online are no different from
face-to-face interactions.
Use of Personal Electronic Devices

In accordance with all district policies and procedures, students and staff may use Formatted: Normal, Font Alignment: Top, Pattern: Clear
(White)
personal electronic devices (e.g. laptops, mobile devices and e-readers) to further the
educational and research mission of the district. School staff will retain the final
authority in deciding when and how students may use personal electronic devices on
school grounds and during the school day. Personal devices may only be used on
designated district guest networks. Seattle Public Schools is not responsible for support,
maintenance, damage or loss of any personal devices used in or on district facilities.
Absent a specific and articulated need (e.g. assistive technology), students do not have Formatted: Font: Georgia, 12 pt
an absolute right to possess or use personal electronic devices at school. Formatted: Font color: Custom Color(RGB(34,34,34))
Network
The district network includes wired and wireless devices and peripheral equipment, files
and storage, e-mail and Internet content (blogs, websites, collaboration software, social
networking sites, wikis, etc.). The district reserves the right to prioritize the use of, and
access to, the network.
All use of the network must support education and research and be consistent with the
mission of the district.
Acceptable network use by district students and staff include:

A. Creation of files, digital projects, videos, web pages and podcasts using network
resources in support of education and research;
B. Participation in blogs, wikis, bulletin boards, social networking sites and groups
and the creation of content for podcasts, e-mail and webpages that support
education and research;

C. With parental permission, the online publication of original educational material,
curriculum related materials and student work. Sources outside the classroom or
school must be cited appropriately;
D. Staff use of the network for incidental personal use in accordance with all district
policies and procedures; or
E. Connection of personal electronic devices (wired or wireless) when authorized,
including portable devices with network capabilities to the district network is not
allowed. Personal electronic devices may only be connected to designated district
guest networks in accordance with applicable laws, district policies and
procedures, the district network use agreement and local school rules.
Unacceptable network use by district students and staff includes but is not
limited to:
A. Transmitting or accessing obscene, pornographic, graphically violent, or sexually
inappropriate material or pictures for a non-educational purpose;
B. Using obscene, graphically violent, or sexually inappropriate language for a non-
educational purpose;
C. Engaging in practices that may harm or destroy data on any system or on the
network or disrupt the operation of the network including hacking, cracking, Formatted: Font: Georgia, 12 pt
vandalizing, the introduction of malware, including viruses, worms, Trojan
horses, time bombs, and changes to hardware, software, and monitoring tools;
D. Installing, storing, or distributing copyrighted software or materials in violation
of copyright law;
E. Supporting or opposing a political candidate, an election campaign, or a ballot
proposition, including a school levy;
F. Sharing computer authorization, including your password, with any person,
except to an authorized network administrator.
F.G. Attaching unauthorized devices to the district network. Any such device Formatted: Font: Georgia, 12 pt
will be confiscated and additional disciplinary action may be taken. Formatted: Normal, Automatically adjust right indent when
G.H. Transmitting or accessing material that discriminates against, harasses, grid is defined, Adjust space between Latin and Asian text,
Adjust space between Asian text and numbers, Pattern: Clear
bullies, defames, or insults another person, which includes sending or receiving (White)
sexually explicit, racial, or gender inappropriate jokes or messages or; hate mail. Formatted: Font color: Custom Color(RGB(34,34,34))
This may also include the manufacture, distribution, or possession of Formatted: Font: Georgia, 12 pt
inappropriate digital images;
H.I. Using the network to violate District policies, or to act in ways that result Formatted: Font: Georgia, 12 pt
in liability or cost incurred by the district;; Formatted: Font: Georgia, 12 pt
I.J. Encrypting communications to avoid District review;
J.K. Unauthorized access to other district computers, networks, and Formatted: Font: Georgia, 12 pt
information systems, and iIntentional and unauthorized access in another
person’s folders or work files;
K.L. Using the network for illegal activities (e.g., sale of drugs, bomb making,
fraud, stalking or blackmailcomputer “hacking”); and
L.M. Using District computers or the network for non-District approved
commercial purposes, including a private or personal business or consulting
practice
The district will not be responsible for any damages suffered by any user, including but
not limited to, loss of data resulting from delays, non-deliveries, mis-deliveries or
service interruptions caused by his/her own negligence or any other errors or omissions.

The district will not be responsible for unauthorized financial obligations resulting from
the use of, or access to, the district’s computer network or the Internet.
Internet Safety
Personal Information and Inappropriate Content:
A. Students and staff should not reveal personal information, including a home
address and phone number on web sites, blogs, podcasts, videos, social
networking sites, wikis, e-mail or as content on any other electronic medium;
B. Students and staff should not reveal personal information about another
individual on any electronic medium without first obtaining permission;
C. C. No student pictures or names can be published on any public class, school or
district website unless the appropriate permission has been obtained according to
district policy; and
D. If students encounter dangerous or inappropriate information or messages, Formatted: Font: Georgia
they should notify the appropriate school authority. Formatted: Bullet, Indent: Left: 0.5", No bullets or
D. E. Students should be made aware of the persistence of their digital information, numbering, Don't hyphenate, Pattern: Clear
including images and social media activity, which may remain on the Internet Formatted: Font: Verdana, 9 pt, Font color: Custom
Color(RGB(34,34,34))
indefinitely.
Filtering and Monitoring Formatted: Font color: Custom Color(RGB(34,34,34))

Filtering software is used to block or filter access to visual depictions that are obscene Formatted: Normal, Hyphenate
and all child pornography in accordance with the Children’s Internet Protection Act
(CIPA). Other objectionable material could be filtered. The determination of what
constitutes “other objectionable” material is a local decision.
A. Filtering software is not 100 percent effective. While filters make it more difficult
for objectionable material to be received or accessed, filters are not a solution in
themselves. Every user must take responsibility for his/her use of the network
and Internet and avoid objectionable sites;
B. Any attempts to defeat or bypass the district’s Internet filter or conceal Internet
activity are prohibited (e.g., proxies, https, special ports, modifications to district
browser settings and any other techniques designed to evade filtering or enable
the publication of inappropriate content);
C. E-mail inconsistent with the educational and research mission of the district will
be considered SPAM and blocked from entering district e-mail boxes;
D. The district will provide appropriate adult supervision of Internet use. The first
line of defense in controlling access by minors to inappropriate material on the
Internet is deliberate and consistent monitoring of student access to district
devices.
E. Staff must make a reasonable effort to become familiar with the Internet and to Formatted: Font: Georgia, 12 pt
monitor, instruct, and assist effectively. Formatted: Numbered + Level: 1 + Numbering Style: A, B,
F. The district may monitor student use of the district network, including when C, … + Start at: 1 + Alignment: Left + Aligned at: 0.25" +
Indent at: 0.5"
accessed on students’ personal electronic devices and devices provided by the
district, such as laptops, netbooks, and tablets. Formatted: Font: Georgia, 12 pt
G. The district will provide a procedure for students and staff members to request Formatted: Normal, Space Before: Auto, After: Auto,
access to internet websites blocked by the district's filtering software. The Numbered + Level: 1 + Numbering Style: A, B, C, … + Start
at: 1 + Alignment: Left + Aligned at: 0.25" + Indent at:
procedure will indicate a timeframe for a designated school official to respond to 0.5", Hyphenate, Pattern: Clear (White)
the request. The requirements of the Children's Internet Protection Act (CIPA)
will be considered in evaluation of the request. The district will provide an appeal
process for requests that are denied. Formatted: Font color: Custom Color(RGB(34,34,34))

Internet Safety Instruction
All students will be educated about appropriate online behavior, including
interacting with other individuals on social networking websites and in chat
rooms, and cyberbullying awareness and response.
A. Each school will provide appropriate instruction for students on online safety
each school year. Principals have final say on which grade levels receive
instruction, what materials are used, who will provide the instruction and how
many times instruction is provided in any one school year
B. Age appropriate materials will be made available for use across grade levels.
C. Library Services will provide support and training for librarians to conduct online
safety instruction.
Formatted: Normal, Numbered + Level: 1 + Numbering
Style: A, B, C, … + Start at: 1 + Alignment: Left + Aligned at:
0.25" + Indent at: 0.5"
Network Security and Privacy
Network Security
Passwords are the first level of security for a user account. System logins and accounts
are to be used only by the authorized owner of the account for authorized district
purposes. Students and staff are responsible for all activity on their account and must
not share their account password.
The following procedures are designed to safeguard network user accounts:
A. Change passwords according to district policy;
B. Do not use another user’s account;
C. Do not provide your passwords to others;
D. Do not insert passwords into e-mail or other communications;
E. If you write down your user account password, keep it in a secure location;
F. Do not use the “remember password” feature of Internet browsers; and
G. Lock the screen or log off if leaving the computer.
Student Data is Confidential

District staff must maintain the confidentiality of student data in accordance with the
Family Educational Rights and Privacy Act (FERPA).
No Expectation of Privacy
The district provides the network system, e-mail and Internet access as a tool for
education and research in support of the district’s mission. The district reserves the
right to monitor, inspect, copy, review and store without prior notice information about
the content and usage of:
A. The district network, including when accessed on students’ personal electronic
devices and on devices provided by the district, such as laptops, netbooks and
tablets;
B. User files and disk space utilization;
C. User applications and bandwidth utilization;
D. User document files, folders and electronic communications;
E. E-mail;
F. Internet access; and
G. Any and all information transmitted or received in connection with network and
e-mail use.
No student or staff user should have any expectation of privacy when using the district’s
network. The district reserves the right to disclose any electronic messages to law

enforcement officials or third parties as appropriate. All documents are subject to the
public records disclosure laws of the State of Washington.
Formatted: Normal
Archive and Backup
Backup is made of all district e-mail correspondence for purposes of public disclosure
and disaster recovery for 7 years from the date of creation. Barring power outage or
intermittent technical issues, staff and student files are backed up on district servers
regularly. Refer to the district retention policy and the district’s Archives department for
specific records retention requirements.
Disciplinary Action
All users of the district’s electronic resources are required to comply with the district’s
policy and procedures (and agree to abide by the provisions set forth in the district's
user agreement). Violation of any of the conditions of use explained in the (district’s
user agreement), Electronic Resources policy or in these procedures could be cause for
disciplinary action, including suspension or expulsion from school and suspension or
revocation of network and computer access privileges.
Accessibility of Electronic Resources Formatted: Font: Georgia, 12 pt
All applications or programs must meet Accessibility of Electronic Resources guidelines

outlined below. As with all supplemental instructional materials, the principal is
ultimately responsible for evaluating and approving all online and electronic resources
used in his/her school.
Federal law prohibits people, on the basis of disability (such as seeing and hearing Formatted: Font: Georgia, 12 pt
impairments), from being excluded from participation in, being denied the benefits of,
or otherwise being subjected to discrimination by the district. To ensure that
individuals with disabilities have equal access to district programs, activities, and
services, the content and functionality of websites associated with the district should
be accessible. Such websites may include, but are not limited to, the district’s
homepage, teacher websites, district-operated social media pages, and online class
lectures.
If a staff member or principal needs assistance in determining whether an application or

program meets all privacy or accessibility standards, they are responsible for contacting
the Manager of Library Information and Instructional Materials for a review.
District staff with authority to create or modify website content or functionality Formatted: Font: Georgia, 12 pt
associated with the district will take reasonable measures to ensure that such content Formatted: Right: 0.1", Space Before: 3.75 pt, After: 3.75
or functionality is accessible to individuals with disabilities. Any such staff member pt, Font Alignment: Top, Pattern: Clear (White)
with questions about how to comply with this requirement should consult with the
Department of Technology Services. Formatted: Font: (Asian) Times New Roman, Font color:
Custom Color(RGB(34,34,34))
Approved: September 2012

Revised:
Cross Reference: Policy No. 2022, Policy No. 2025

Superintendent Procedure 2022SP.B
Online and Electronic Resources
Approved by: Date:
Denise Juneau, Superintendent
Online and electronic resources are considered supplemental materials and are subject
to the guidance of Policy No. 2015, Selection and Adoption of Instructional Materials,
and 2015SP.C, Approval of Supplemental Instructional Materials. Online and electronic
resources, such as educational software, applications or programs, are those obtained by
downloading from the Internet or by other means.
Evaluating online and electronic resources for student use
When staff considers use of online and electronic resources for classroom instruction,
care shall be taken that the content is appropriate for the intended age and grade-level.
Online and electronic resources must have educational value in helping students to meet
grade-level or course learning standards. The use of any online and electronic resource
must provide for student safety and privacy.
When applicable, Sstaff will review the “terms of use,” “terms of service,” and/or
“privacy policy” of each online resource, application or program to ensure that it will not
compromise students’ personally identifiable information, safety, and privacy. All
electronic materials must meet Accessibility of Electronic Resources guidelines outlined
in 2022SP.A. As with all supplemental instructional materials, the principal is
ultimately responsible for evaluating and approving all online and electronic resources
used in his/her school.
If a staff member or principal needs assistance in determining whether an online

electronic resource meets all privacy or accessibility standards, they are responsible for
contacting the Manager of Library Information and Instructional Materials for a review.
Educational Applications and Programs
District staff may request students to download or sign up for applications or programs
on the students’ personal electronic devices. Such applications and programs are Commented [VDN1]: Is this new language? If not, where
does this come from?
designed to help facilitate lectures, student assessment, communication, and teacher-
student feedback, among other things. We might want to benchmark this piece and see what other
districts say.
Prior to requesting students to download or sign up for educational applications or Commented [VDN2]: Other departments are looking at
social media and staff/student boundary issues. We will need
programs, staff will review any available “terms of use,” “terms of service,” and/or to run this language by HR/Legal/Risk Management.
“privacy policy” of each application or program to ensure that it will not compromise
students’ personally identifiable information, safety, and privacy. Staff will also provide
notice in writing of potential use of any educational application or program to [insert
title and position], including the anticipated purpose of such application or program. Commented [VDN3]: Who is this?
Specific expectations of use will be reviewed with students.

Staff should also, as appropriate, provide notice to students’ parents/guardians that the
staff person has requested that students download or sign up for an application or
program, including a brief statement on the purpose of application or program.
Approved: DATE
Revised:

Superintendent Procedure 2022SP.C
Video, film, online and television resources
Approved by: Date:
Denise Juneau, Superintendent
Video, film, online and television resources are considered supplemental instructional
materials and are subject to the guidance of Policy No. 2015, Selection and Adoption of
Instructional Materials, and 2015SP.C, Approval of Supplemental Instructional
Materials. When using videos, film, online and television resources for classroom
instruction, care shall be taken that the content is appropriate for the intended
audience.
1. The instructor shall preview all video, film, electronic resources, including online
video, and non-live television shows prior to showing them to students to
determine how the resource meets or enhances course or grade-level objectives
and to ensure that it is age appropriate.
2. For live television and online video that cannot be prerecorded, the instructor
shall give thoughtful consideration to how the content meets or enhances course
or grade-level objectives.
3. If the instructor feels that the subject matter is controversial, or if the film is
rated R, or if the video, film, or television show is rated for an age older than
students who will be viewing it, then parents/guardians shall be notified in
advance in writing.
4. The instructor shall inform the principal of notices sent to parents/guardians

about a video, film, electronic resource, including online video, or television
show.
5. If a parent/guardian objects to the student participating in the viewing, the

parent/guardian shall contact the instructor, and the student will be provided an
alternative learning opportunity.
6. Any video, film, or online video content intended for purchase shall be evaluated
as described in district guidelines.
Approved: DATE
Revised:
Superintendent Procedure 2022SP.C Page 1 of 1

Policy: 2023
Section: 2000 - Instruction
Digital Citizenship and Media Literacy

A. PURPOSE
In recognition of the fact that students use technology to play, learn, and communicate while at home and
at school, it is important that they learn how to use that technology responsibly. The District is committed to
educating every student on how to use technology in ways that augment their learning experience, leading
to analysis, evaluation, reflection, and enhanced skills of expression. As the District’s educators guide
exploration of the digital landscape, they will encourage students to be critical and creative thinkers.
Students, in turn, are expected to actively engage with and express their voices in the digital landscape.
B. DEFINITIONS
The District is dedicated to promoting and instilling principles of digital citizenship and media literacy in each
of its students.
Digital Citizenship
Digital citizenship includes the norms of appropriate, responsible, and healthy behavior related to current
technology use, including digital and media literacy, ethics, etiquette, and security. Digital citizenship includes
the ability to access, analyze, evaluate, develop, produce, and interpret media, as well as Internet safety and
cyberbullying prevention and response.
Digital citizens recognize and value the rights, responsibilities, and opportunities of living, learning, and
working in an interconnected digital world, and they engage in safe, legal, and ethical behaviors. Digital
citizens cultivate and manage their digital identity and reputation, and are aware of the permanence of their
actions in the digital world. They advocate for themselves and others in their behavior, action, and choices.
Media Literacy
Media literacy is the ability to access, analyze, evaluate, create, and act using a variety of forms of
communication. Media literacy includes the ability to understand how and why media messages and images
are constructed and for what purposes they are used.
Media literate citizens examine how individuals interpret messages differently based on their skills, beliefs,
backgrounds, and experiences. They also consider how values and points of view are included or excluded in
various media. Media literate citizens remain continually aware of the ways in which media can influence
beliefs and behavior. In addition, media literate citizens are effective communicators, able to demonstrate
critical and creative thinking as they utilize appropriate media creation tools. Further, they understand the
conventions and characteristics of the tools they have selected.
Media literate citizens are able to adapt to changing technologies and develop the new skills required as they
continue to engage in life-long learning. Media literacy empowers individuals to participate as informed and
active citizens in a democracy.
C. ELEMENTS OF SUCCESSFUL IMPLEMENTATION
The District aspires to implement the following practices to promote digital citizenship and media literacy for
all students.
Student instruction
In recognition of the fact that students are consumers and creators of information and ideas, the District
promotes cross-curricular integration of digital citizenship and media literacy and leadership instruction at all
levels. The District recognizes the importance of students as active participants, role models, and peer mentors
in addressing the following topics:
Online safety, responsibility, and security

Students will learn how to be safe and responsible digital citizens, and they will be encouraged to teach others
about issues such as cyberbullying, social networking, online predators, and risky communications.
Media literacy
Students will learn how to produce their own media; how to examine the ways in which people experience or
interact with media differently; how to identify embedded values and stereotypes; how to analyze words and
images critically; and how to evaluate the various sources of information with which they are presented.
Law, fair use, copyright, and intellectual property

Students will learn about the importance of navigating the digital landscape in ways that are legal, including
access to and use of copyrighted materials. Students will also learn how to access and create intellectual
property legally.
Online identify and personal brand

Students will learn about their “digital footprint” and the persistence of their digital information, including on
social media. Students will also learn about the creation and maintenance of their self-image, reputation, and
online identity.
Ethics, digital communications, and collaboration

Students will learn about fairness and civil discourse in the digital environment, including the importance of
collaborating and ethically interacting with others online.
Professional Development
The District endeavors to support teachers and instructional leaders in developing leadership skills and
proficiency in the principles of digital citizenship and media literacy, both as an instructional imperative and
as dynamic District policy and practice.
Policy and Practices

The District acknowledges the need for digital and online policies that are dynamic and responsive to diverse
community standards and student learning outcomes. The District annually reviews its policies and procedures
on electronic resources, Internet safety, digital citizenship, and media literacy. The District authorizes the
Superintendent to develop further procedures and guidelines if appropriate.
Communications and Engagement

The District acknowledges that parents and community stakeholders are partners in developing students as
digital citizens and life-long learners. The District encourages parents’ active engagement in the process of
educating students to become media-literate digital citizens.
Cross References: 4217 – Effective Communication

5281 - Disciplinary Action and Discharge
4400 - Election Activities
4040 - Public Access to District Records
3241 - Classroom Management, Discipline and Corrective
Action
3231 - Student Records
3207 - Prohibition of Harassment, Intimidation and Bullying
2025 - Copyright Compliance
2020 - Course Design, Selection and Adoption of
Instructional Materials
Legal References: RCW 28A.650.010 Definitions

RCW 28A.650.045 Digital citizenship, internet safety, and
media literacy
Management Resources: 2017 – December Policy Issue
Adoption Date: 12/17

Classification: Priority
Revised Dates:
© 2014-2017 Washington State School Directors' Association. All rights reserved.

Advanced Learning Update:
Curriculum & Instruction Policy Committee Update
August 14, 2018
The Advanced Learning Task Force held its Summer retreat on Friday, August 10, 2018. The goal of
the retreat was to engage the Task Force in deeper learning around the anchors, guidance and
history that will frame our work including but not limited to state law for Highly Capable Services,
The SPS Formula for Success, current policy and procedure, the 2017 Advanced Learning Program
Review, et. al.
In keeping with the ALTF Work Plan, establishing mission and vision comprised the work of the
afternoon. While the work has just begun, the Task Force wanted to share their initial thinking
around vision for Seattle Schools Advanced Learning:
Tara Smith, with Crux Consortium, led a partner exercise thinking about where the Advanced
Learning Program will be in 10 years and what the headlines might read.
A sampling of headlines included:
 “SPS Advanced Learning achieves proportional representation for all students”

 “SPS provides challenging but diverse instruction for all communities”
 “SPS Advanced Learning is leading the way to developing community leaders and increased
quality of life in Seattle”
 “MTSS is a clear cohesive plan for success”
 “SPS Advanced Learning makes a dramatic turn-around”
 “Meeting students where they are, one size doesn’t fit all”
Time was devoted, in teams, to developing initial vision statements. The statements, in their early
draft stages, are represented here:
ALTF Draft Vision Statements
1. We want a consistent district-wide, gap bridging program for advanced learning

focused on equity and transparency
2. Identifying and removing barriers while providing rigorous curriculum to promote
equitable learning opportunities across the district
3. We eliminate the opportunity gap by providing all students equitable and barrier-
free access to accelerated learning and enhanced, individualized instruction in
their areas of exceptional aptitude.
4. An Advanced Learning program that provides equitable opportunities for all
Advanced Learners regardless of race, SES, learning differences or disabilities,
religion, gender or sexual orientation. These opportunities should be consistently
implemented in all schools, including the cohort-based programs
5. Advanced Learning serves to develop and support the capacity of all students
toward appropriately high-level learning and growth, with the purpose of
increasing effective self-advocacy, civic engagement, and mitigating bias and
structural inequality
6. Advanced Learning uses a bias-free, equity-first, approach, to provide the
academic challenge and social and emotional support for all advanced students
to learn and grow without limits
2018 Committee Work Plan
Charter guided by Policy 1240, Committees & Policy 1010, Board Oversight of Management: • Develop, review and recommend academic policies • Review status,
consistency, and availability of curriculum and assessments • Ensure leveraged use of Policy 0030, Ensuring Educational and Racial Equity • Review academic program
performance • Review processes and status for training all certificated staff in curriculum, standards and the district’s Theory of Action • Oversee the instructional
materials adoption process • Develop an annual committee work plan
Jan 09 Feb 06 Mar 13 Apr 17 May 15 June 12 Jul Aug __ Sept __ Oct __ Nov __ Dec __
Board Middle School Kindergarten Program Student R&R Electronic Parent and ALE Schools/ Performance High School
Action Math (Policy 2195) Evaluation & Approval Learning Student Programs Rept Management Credits
Reports Adoption Assessment (Policy 3200) (Policies 2021- Rights in (Policy 2255) (Policy (Policyies
(Policy 2090) 20232024) Admin of A02.00) C16.00/2420)
Seattle Surveys, Outside
Preschool CTE Annual Analysis or Credits (Policy
Program Procedure Approval of Evaluation 2024/C16.00)
(Policy 2170) Schools (C-SIP) (Policy 3232 –
WSSDA
Program update)
Evaluation &
Assessment
(Policy 2090)
Standing Formula for Formula for Formula for Formula for Formula for Formula for Formula for Formula for Formula for Formula for Formula for
Agenda Success Success Success Success Success Success Success Success Success Success Success
Items Update- 2 Update- 1 Update- 2 Update- 1 Update- 2 Update- 1 Update- 2 Update- 1 Update- 2 Update- 1 Update- 2
HS Update HS Update HS Update HS Update HS Update HS Update HS Update HS Update HS Update HS Update
Instructional Instructional Instructional Instructional Instructional Instructional Instructional Instructional Instructional Instructional
Materials Materials Materials Materials Materials Materials Materials Materials Materials Materials
Board Equitable Kindergarten Program Equitable Electronic Equitable ALE Schools/ Equitable Waiver of Basic
Policies and Access Annual (Policy 2195) Evaluation & Access Qtrly Learning Access Qtrly Programs Access Qtrly Instr. Materials
Procedures Rept (Policy Assessment Rept (Policy (Policies 2021- Rept (Policy Rept (Policy Rept (Policy (Policy 2020)
Report or 2200) (Policy 2090) 2200) 20232024) 2200) 2255) 2200)
Preview High School
CTE Procedure Student R&R Outside Credits Outside Credits Performance Credits
(Policy 2170) Approval (Policy 2024/ (Policy 2024/ Management (Policyies
(Policy 3200) C16.00) C16.00) (Policy A02.00) C16.00/2420)
Special Advanced Preschool Annual Native Advanced Ethnic Native Amer. Ethnic Studies Prioritize for
Attention Learning Program Approval of American Learning Studies Credit Update Advanced following year
Items Update update Schools (C- Education Update Update Retrieval Learning work plan
Ethnic Studies SIP) Update Update Update Update
Update
Prepared by: N.VanDuzer Updated (L.FodeN. Van Duzer): 015/3014/2018 Page 1 of 2

2018 Committee Work Plan
Jan 09 Feb 06 Mar 13 Apr 17 May 15 June 12 Jul Aug __ Sept __ Oct __ Nov __ Dec __
Middle School Advanced Ethnic Studies Advanced Ethnic Studies
Math Learning Update Learning Update
Adoption Update Update
Update
PARKING LOT:
• Policy A02.00, Performance Management;

• Policy C16.00, Acceptance of Correspondence or College Courses for High School Credit;
• Policy 2190, Highly Capable Services and Advanced Learning Programs;
• Policy 2163, Supports and Interventions;
• Policy 2162, Education of Students with Disabilities under Section 504 of the Rehabilitation Act of 1973;
• (New) C-SIPs Policy;
• Policy C54.00, Alternative Education;
• (New) Policy 2196, Academic Acceleration;
• Policy 2015, Selection and Adoption of Instructional Materials (in regard to digital materials)
Please note that this is a working document. This Work Plan may change before and/or during the meeting, as deemed necessary by the Committee,
the Committee Chairperson and District Staff.
Prepared by: N.VanDuzer Updated (L.FodeN. Van Duzer): 015/3014/2018 Page 2 of 2

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Board Special Meeting

Curriculum & Instruction Policy Committee

Call to Order 4:30pm

Board Action Reports (Discussion and/or Action) 4:35pm

Standing Agenda Items 5:15pm

Board Policies and Procedures 5:55pm

Special Attention Items 6:10pm

• Tuesday, September 11, 2018 C&I Policy Committee Meeting

DECISION: Discussion only. No actions were taken.

Standing Agenda Items

Instructional Materials Update

Board Policies and Procedures

Special Attention Items

Advanced Learning Update

Naviance Implementation Update

Curriculum & Instruction Committee Work Plan Update

The meeting was adjourned at 7:11 p.m.

Approved by: __________________________________ Date: ______________________

For Introduction: August 29, 2018

Approval of Board Policy No. 3220, Student Expression in School-Sponsored Media.

5. FISCAL IMPACT/REVENUE SOURCE

Fiscal impact to this action will be N/A.

This motion has no fiscal impact.

Expenditure: One-time Annual Multi-Year N/A

Revenue: One-time Annual Multi-Year N/A

9. WHY BOARD ACTION IS NECESSARY

Adopting, amending, or repealing a Board policy

10. POLICY IMPLICATION

This motion would adopt a new policy.

11. BOARD COMMITTEE RECOMMENDATION

12. TIMELINE FOR IMPLEMENTATION

Student publications produced as part of the school's curriculum or with the

Material appearing in a student publication may reflect various areas of student

Students may distribute school-sponsored media on school premises in

Students who publish material in violation of this policy may be subject to

Political expression by students in school-sponsored media shall not be deemed

Any decision by a principal or student media advisor to prohibit student

The Superintendent or their designee is granted the authority to develop

For Introduction: August 29, 2018

5. FISCAL IMPACT/REVENUE SOURCE

There is no direct fiscal impact to amending Policy No. 3116.

Expenditure: One-time El Annual Multi-Year N/A

Revenue: One-time Annual Multi-Year N/A

9. WHY BOARD ACTION IS NECESSARY

This policy will amend Board Policy No. 3116.

11. BOARD COMMITTEE RECOMMENDATION

12. TIMELINE FOR IMPLEMENTATION

• Board Policy No. 3116 (clean for approval)

• Board Policy No. 3116 (tracked changes for reference)

1. Coordinate with the Department of Children, Youth, and families (DCYF)

Board Policy No. 3116 Page 1 of 3

Best interest determinations should be made as quickly as possible to prevent

If remaining in the student’s school of origin is determined not to be in the

The Superintendent is authorized to establish procedures for implementing this

Adopted: September 2017

74.13.560 Educational Continuity Protocol Development; RCW 74.13.631 School-Aged Youth in

Out-of-Home Care School Placement Options; RCW 28A.300.800 Education of School-Age

Board Policy No. 3116 Page 2 of 3

Board Policy No. 3116 Page 3 of 3

1. Coordinate with the Department of Children, Youth, and Families (DCYF)

Approved by: ____________ Date: