Documentation For The Seattle School Board Ad Hoc Committee Meeting On Student Outcome Focused Governance, Oct. 4, 2022

Board Special Meeting
Ad Hoc Governance Committee

October 4, 2022, 4:00 pm-6:00 pm
Remote meeting options:
By Microsoft Teams
By Teleconference: 206-800-4125 (Conference ID: 180 141 496#)
Physical location:
School Board Conference Room, John Stanford Center, 2445 – 3rd Avenue South, Seattle WA 98134
Agenda
Call to Order 4:00 pm
1. Roll Call
2. Approval of Agenda
3. Approval of September 29th meeting minutes
Committee Business 4:05 pm
1. Finalize Recommendation Package
Adjourn 6:00 pm
IMPORTANT NOTE: Any or all Board members may participate in this meeting remotely. Public
access to this meeting will be available through remote access via Microsoft Teams and teleconference as
stated at the top of this agenda and through access to the remote meeting at the John Stanford Center for
Educational Excellence. All in-person attendees must adhere to any health and safety protocols
communicated onsite. Please do not come to the John Stanford Center for Educational Excellence if you
are experiencing any of the following symptoms: fever (100.4 F); chills; cough; shortness of breath or
difficulty breathing; fatigue; muscle or body aches; headache; recent loss of taste or smell; sore throat;
congestion or runny nose; nausea or vomiting; or diarrhea.
As School Board Committees are working committees, the documents presented to the Board can change
up to the time of the meeting. 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. Special meetings of the Board may contain discussion and/or
action related to the items listed on the agenda. Executive sessions are closed to the public per RCW
42.30.
Board Special Meeting
Ad Hoc Governance Committee
September 29, 2022 10am – 12pm
Physical location
Board Office Conference Room, John Stanford Center, 2445 – 3rd Avenue South, Seattle WA 98134
Remote access provided via Microsoft Teams and Teleconference
Minutes
Call to Order
1. Director Hampson called the meeting to order at 10:09 am. Directors Hampson, Director Song
Maritz, Director Rankin participated in person. This meeting was staffed by Julia Warth, Ellie
Wilson-Jones, Cathy Jimenez, Jaimie Love, and Valerie Koo.
2. Approval of agenda
Director Rankin moved to approve the agenda. Director Song Maritz seconded. Director Hampson
proposed amending the agenda to switch the order of items 1 and 2 under Committee Business to
review deliverables before review of the timeline. The agenda was approved as amended. This motion
passed unanimously.
3. Approval of September 27 Minutes
Director Rankin moved approval of the September 27 minutes. Director Song Maritz seconded. This
motion passed unanimously.
4. Review Progress on Deliverables
Directors reviewed the draft final documents and attachments for each deliverable area. Directors
discussed updates, as well as additional documents necessary to produce for the final package for
September 30.
5. Review of Implementation Timeline
During the discussion of each deliverable area and documents, timing of each implementation step
was discussed to inform the final Implementation Timeline.
Adjourn
This meeting adjourned at 1:32 pm.
Minutes submitted by:
The Office of the School Board
Page 1 of 1
SCHOOL BOARD ACTION REPORT
DATE: October 3, 2022

FROM: Board Ad Hoc Governance Committee: Chandra Hampson, Liza Rankin,
Vivian Song Maritz
For Introduction: October 12, 2022

For Action: October 26, 2022
1. TITLE
Acceptance of the Board Ad Hoc Governance Committee’s Recommendations for

Implementation of Student Outcomes Focused Governance
2. PURPOSE
This Board Action would accept the recommendations developed by the Board Ad Hoc
Governance Committee for plan and timeline for implementation of Student Outcomes Focused
Governance.
3. RECOMMENDED MOTION
I move that the Board accept the recommendations of the Board Ad Hoc Governance Committee
for implementation of Student Outcomes Focused Governance, as summarized in this Board
Action Report, with attached supporting documentation. During implementation, the Board
President and Superintendent will make adjustments or modifications to the plan and timeline as
needed.
4. BACKGROUND INFORMATION
a. Background
In June 2022, Board President Hersey created an Ad Hoc Governance Committee to
develop the plan and timeline for the Board’s implementation of Student Outcomes
Focused Governance (SOFG). Directors Hampson, Rankin, and Song Maritz served on
the committee and conducted their work from July 1 to September 30. The committee
identified 8 areas of work where Board practices, structures, and policies required
modification in order to transition to Student Outcomes Focused Governance. The eight
areas were: Implementation Timeline, Board Committees, Policy Manual, Board Meeting
Agenda, Board Superintendent Relationship, Board Accountability, Board Action Report,
and Community Engagement.
The committee conducted research, reviewed SOFG guiding documents, interviewed

staff, and interviewed outside experts in the creation of their recommendations.
Committee members identified the necessary steps, policy revisions, board or staff
actions, and timeline for each transition area, which are included in the attachments to
this BAR. These recommendations and timelines are reflected in the Implementation
Timeline attached to this Board Action Report.
1
This Board Action will accept the implementation timeline and the committee
recommendations in each transition area, and provide direction to the Board President
and staff to implement next steps in areas where Board Action is not required. Additional
Board Actions will be required for implementation in the future and are listed below,
along with actions the Board President will take.
1. Implementation Timeline Recommendation: attached timeline provides

recommendation for timing of all policy actions and practice shifts necessary to transition
to Student Outcomes Focused Governance.
Board Action: Acceptance of Implementation Timeline through approval of this BAR
2. Board Committee Recommendation: Pause all non-legally required committees as of

an action taken by the full Board on October 26th during a legislative session. Said pause
will be in effect until the end of this legislative calendar, July 2023. The full Board will
review the suspension of standing committees and prospective revised committee policy
in April 2023.
Board Members will not introduce new policy work outside of what is legally required
and that which drives the effective completion of Student Outcomes Focused Governance
Model implementation while standing committees are suspended.
Board Action: Approval of suspension of 1240 BAR, adoption of new 1240 and other
impacted policies.
3. Policy Manual Recommendation: Complete review and revision of the existing policy
manual, in alignment with Student Outcomes Focused Governance and Policy
Governance, and sequence future policy work to maintain the Board Policy Manual
structure going forward.
Board Action: adoption, revision, repeal of identified policies

Board President Action: create Ad Hoc Policy Diet Committee to conduct policy review
and planning, recommend policies for adoption, revision and repeal
4. Board Meeting Agenda and Meeting Types: Modify the Regular Board Meeting
Agenda to prioritize policy work and include time for Work Sessions and Progress
Monitoring. Generally hold two full Board meetings monthly with the Superintendent
and District Staff that will be a combination of Legislative and Work Sessions and can
include a Closed Session. Additional Closed Sessions can be continued to be scheduled
outside of this meeting cadence as needed. The Ad Hoc Committee recommends
retention of current full Board meeting dates, including planned Work Sessions, from
November 2022 to April 2023, with potential modification to Board meeting calendar for
May 2023 through July 2023.
Board Action: Approval of Suspension of 1240 BAR (includes related policies)

Board President Action: Work with Superintendent to finalize new Regular Board
Meeting Agenda structure; work with Superintendent to set meeting agendas
2
5. Board Superintendent Relationship: Revise, create, and/or recommit to policies
clarifying roles and responsibilities between the Board and the Superintendent to improve
communication and information sharing, and provide transparent and consistent
procedures for work between the board and superintendent. Include adherence to
agreements in Board self-evaluation and accountability.
Board Action: Approve new or revised policies, conduct self-evaluation on regular basis,
conduct Superintendent Evaluation
6. Board Accountability: Adopt a new policy for Board Code of Conduct and adopt a
schedule for monthly Board time use evaluation and quarterly Board self-evaluation.
Board Action: Approve timeline for self-evaluation through this BAR, approve new Code
of Conduct policy
7. Board Action Reports: Create two Board Action Report Templates: one shorter-form
for items related to Grants, Contracts, Final Acceptances and other legally required
actions and one longer-form for policy and major program shifts that require more
discussion and information for the Board to make a decision.
Board President Action: Work with Superintendent to finalize Board Action Report
templates, incorporating Director feedback
8. Community Engagement: Create Board structure for two-way community engagement

as full board and in small groups that is regularly scheduled, as well as episodic for major
topics.
Board President Action: Create Ad Hoc Community Engagement Committee to create

plan and structures for two-way community engagement.
b. Alternatives [Identify alternative(s) that was considered in your process and explain
briefly why this alternative is not recommended.]
c. Research See attachments for research summaries and resources.
5. FISCAL IMPACT/REVENUE SOURCE
There will not be a fiscal impact to this Board Action.
The revenue source for this motion is _______________.
Expenditure: One-time Annual Multi-Year N/A
Revenue: One-time Annual Multi-Year N/A
6. COMMUNITY ENGAGEMENT
3
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
This Board Action is related to the Board’s own planning to implement Student Outcomes
Focused Governance. Future implementation work will include the development of Community
Engagement structures and engagement on the future policies and Board actions necessary for
implementation.
7. EQUITY ANALYSIS
Not applicable. This Board Action is related to the Board’s planning to implement Student
Outcomes Focused Governance. Future implementation work and policy revisions will include
equity analysis.
8. STUDENT BENEFIT
Not applicable. This Board Action does not directly impact students as it is related to the Board’s
own planning. The transition to SOFG will benefit students by focusing and aligning the Board’s
work with student outcomes.
9. WHY BOARD ACTION IS NECESSARY
Contract initial value or amendment value exceeds applicable threshold (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: Board Acceptance sought on Committee Recommendations
10. POLICY IMPLICATION
4
The implementation of Student Outcomes Focused Governance will ultimately impact a wide
range of policies. Individual BARs will be brought to revise or repeal current policies as needed
in the Board’s implementation work.
11. BOARD COMMITTEE RECOMMENDATION
This motion was discussed at the _____ Committee meeting on _________. The Committee
reviewed the motion and _____________.
12. TIMELINE FOR IMPLEMENTATION
See Attached.
13. ATTACHMENTS
 [ALWAYS LIST THE ITEM FOR APPROVAL FIRST]
[For Board Policy edits, list as follows]

 EXAMPLE: Board Policy No. _____, [TITLE] – clean (for approval)
 EXAMPLE: Board Policy No. _____, [TITLE] – tracked changes (for reference)
5
School Board SOFG Detailed History
3/6/21: Discussion of Board Priorities for input into Goals and Guardrails: AJ Crabill from the Council of
Great City Schools facilitated a discussion with Directors and staff on priority setting. Mr. Crabill,
Directors, and staff began by individually considering the change they wish to catalyze during their time
in leadership; the focus the Board, administration, and individuals personally are placing on those
priorities; and what the focus level of each should be. Directors and staff shared and discussed their
responses. Mr. Crabill, Directors, and staff engaged in discussion about the Board’s role in prioritization
and distinguishing between inputs, outputs, and outcomes. Mr. Crabill, Directors, and staff discussed the
Board’s role representing the vision and the values of the community. Mr. Crabill concluded by sharing
recommendations for continued work, and Director Hampson discussed next steps.
4/7/21: AJ Crabill of the Council of Great City Schools led the Board in discussion about identifying
student outcomes focused goals and guardrails to guide the district’s work. Directors and Mr. Crabill
discussed the Student Outcomes Focused Governance model and worked to develop sample guardrails.
Mr. Crabill closed the conversation by outlining next steps for a continuation of the conversation on
goals and guardrails.
4/21/21: AJ Crabill of the Council of Great City Schools led the Board in a review of the Seattle Public
Schools Strategic Plan, Seattle Excellence, and discussion about setting student outcomes focused goals
and guardrails to guide the district’s work. Directors and Mr. Crabill developed potential goals and
guardrails.
4/28/21: AJ Crabill facilitated a conversation with Board Directors to draft guardrails for the strategic
plan based on community values. This conversation was a continuation of previous work on goals and
guardrails at past work sessions and regular board meetings. Directors determined the draft guardrails
to be sent to Superintendent Jones and senior staff for their feedback and revisions. Next steps were
discussed including collaboration and iteration on the goals and guardrails between staff and Directors,
as well as a shift to Directors talking about board structures, meetings, and committees based on draft
goals and guardrails.
6/5/21 AJ Crabill facilitated a discussion of the draft goals proposed by staff. Staff provided directors
with recommended modifications to the goals Directors developed in previous work sessions. The
growth trajectory and appropriate assessment to use for measurement of the 3rd grade reading goal
were discussed. Clarity was provided about the use of the goals and interim goals in the
Superintendent’s evaluation.
Student Outcomes Focused Governance Goals and Guardrails Continued after a break: AJ Crabill
facilitated continued conversation on the proposed goals. The numeracy goal was discussed, as well as a
potential science goal. Staff presented an alternative goal to the Board goal on graduation, and the
merging of the two goals was discussed, including highlighting career pathways. Staff and board
directors discussed the social emotional learning goal.
7/19-23/21: X Directors attend 2021 Harvard and Council of Great City Schools ABC Leadership Institute
8/11/21: Student Outcomes Focused Governance Work Session: Superintendent Dr. Jones presented on
SOFG and the timeline to review and implement goals and guardrails. Chief Academic Officer Dr. Keisha
Scarlett presented on the topline goals for Board approval. Directors and staff discussed topline goals.
Superintendent Jones presented on the 5 topline guardrails for Board approval.
8/25/21 Board Adopts SMART Goals and Guardrails Consistent with Strategic Plan: Seattle Excellence
12/08/21 SOFG Progress Monitoring Training. AJ Crabill led directors in a discussion of the purpose of
the progress monitoring structure and the purpose of accountability—including that data should be
used to drive resources, rather than consequences to prevent a culture of fear around data and that
progress monitoring is a two-way discussion between the board and superintendent. Directors and Mr.
Crabill discussed the ways in which the board will lead by example through progress monitoring
discussions, including keeping a focus on the data and not individuals and asking questions about the
data and strategies rather than offering advice on staff work. Mr. Crabill provided the distinction of a
strategic question to understand the big picture approach to something, a tactical question to
understand how we are going to implement, and a technical question to understand the mechanics of
implementation. The progress monitoring conversation is for a strategic conversation, not tactical and
technical. Mr. Crabill then led the directors and superintendent through a review of progress
monitoring memo on college and career readiness developed by staff using artificial data. Directors
reviewed the memo elements, clarity of data/charts, and meaning of data. Mr. Crabill provided guidance
that the progress monitoring report is to provide base information to guide the questions that directors
ask during the session. Following the review of the memo, the directors evaluated themselves on how
well they met the goals of progress monitoring.
1/5/22 SOFG Time use training. AJ Crabill of the Council of Great City Schools led the board in a Student
Outcomes Focused Governance training on time use. Directors and Mr. Crabill discussed the relationship
between the Board’s time use and behaviors and student outcomes. Directors and Mr. Crabill discussed
their assessment of the Board’s current use of meeting time, the time use evaluation process, and
prioritization of Board time use under the Student Outcomes Focused Governance model. Directors and
Mr. Crabill discussed continuing time use evaluation and key takeaways.
2/16/22 SOFG Progress Monitoring Training. Superintendent Jones and Mr. Crabill introduced the
progress monitoring session. Directors reviewed the progress monitoring memo on the third grade
reading goal. Superintendent Jones presented a summary of the progress monitoring memo. Directors
and staff discussed the presented assessment information and preschool programming in Seattle Public
Schools. Director Song Maritz requested that future reports include data broken out by grade level.
Directors and staff continued discussion of the presented assessment information and strategies to
reach the identified targets. Directors and Mr. Crabill evaluated the progress monitoring discussion and
discussed approaches to future progress monitoring.
3/23/22 Budget Alignment with Goals and Guardrails Training. Deputy Superintendent Rob Gannon
reviewed the agenda and introduced School Board Consultant AJ Crabill. Mr. Crabill discussed how the
Board Directors alignment of student outcome focused work ties into the budget work with Seattle
Public Schools (SPS).
4/22: Six of Seven Directors enroll in Governance Cohorts with Council of Great City Schools along with
Board Office Director
5/22 Superintendent Jones, Directors Rankin and Hampson Attend SOFG Intensive conference in
Monterey with Council of Great City Schools. The retreat will cover an advanced level deep dive into the
governance behaviors that are focused on student outcomes (http://tinyurl.com/SOFG-School-Board-
Basics) and include 1-on-1 coaching sessions with topic experts that participants can sign up for.
5/11/22 SOFG Training, Interim Metrics Presented by Superintendent. AJ Crabill introduced the purpose
of interim Goal and Guardrail metrics and potential questions to guide the Board discussion. The
Superintendent presented his understanding of the Board-adopted Goals and Guardrails and how that
interpretation informed the development of the interim Goal and Guardrail metrics being proposed. The
Board discussed where there was alignment with the Board intent and where there was need for
additional clarification by the Board in the Goals and Guardrails. The Board was advised by Mr. Crabill on
the process and options for revising the Goals and Guardrails adopted by the Board to provide
additional clarity.
6/22/22: Introduction of SOFG Progress Monitoring Calendar and Approval of Modified SOFG
Superintendent Evaluation
6/23/22 Goals & Guardrails review: Directors discussed potential revisions to the Goals and Guardrails
adopted by the Board in August of 2021. Directors were asked to provide potential revisions in writing
prior to the meeting. Only those revisions were discussed and considered. Directors discussed minor
revisions to Goal 3 concerning College and Career Readiness, Guardrail 1 on stakeholder engagement,
and Guardrail 5 on welcoming environments for future Board approval. More substantial revisions to
Guardrail 2 were discussed, along with a process for developing new Guardrail 2 language to bring to the
full board for approval.
6/28/22: Progress Monitoring Training: Dr. Jones presented the progress monitoring memo for Goal 2
Middle School Math. The Board discussed the data and strategies presented in the memo. Directors
were then coached by AJ Crabill in a self-reflection on Director performance during the progress
monitoring session.
7/6/22 Approval of the Student Outcomes Focused Governance Progress Monitoring Calendar
July-September, President Hersey appoints ad hoc committee and committee meets semi-
weekly/weekly through 9/30/22 (regular meeting packets, board updates and live meetings).
9/21/22 Full School Board performs preliminary committee diet with CGCS Coach AJ Crabill.
10/17/22 Six of seven directors will attend SOFG Cohort session wrap up meetings and three will stay for
the Council of Great City Schools Conference in Orlando.
10/26/22 School Board will undertake final review of Implementation Plan for acceptance.
Staff History
[insert here]
Implementation Timeline
Deliverable Name: Student Outcomes Focused Governance Implementation Timeline
Deliverable Description: An eighteenth-month detailed timeline indicating the type of activity or action
that the Board or Committee will take or complete to complete the full adoption of the Student
Outcomes Focused Governance Framework. The items are organized chronologically and specify activity
or type of time use category, due date/action date, owner (individual or team responsible), status, and
meeting type.
Recommended Practice Shift:
Student outcomes don’t change until adult behaviors changed. One of the more challenging aspects of
behavioral change in organizations is committing to and creating an environmental structure that
supports a culture of teamwork, trust, and continuous improvement, aka, learning—the conditions for
successful behavior change.
The Timeline serves to inform the schedule and cadence by which the Seattle School Board will
implement important changes toward building that structure, and creating those conditions, toward
building a framework that supports our effective focus on improving outcomes for the students of
Seattle Public Schools. The detailed components of this are outlined below, as originally summarized by
Council of Great City Schools upon interviewing School Board Members and establishing the initial
timeline for implementation in Fall 2021.
Timeline for Implementation: Pre-work began in 2021 (see history of SOFG at Seattle Public Schools).
Ad hoc committee was created in June of 2022 to begin work in July of 2022, when the Timeline begins.
The Board’s first major action related to the Timeline is on October 26, 2022. The final action in the
Timeline is November 2023.
Recommended Steps for Implementation (see Timeline):
Overview of Original Timeline Goals
In Fall of 2021, the Seattle Public School Board identified the following objectives to increase its focus on
improving student outcomes as summarized in the original timeline developed by consultant at Council
of Great City Schools. The revised and updated version of the timeline is attached here and intended for
acceptance by the Board and use by the Board President and Superintendent, along with Board, Board
Office staff and SOFG Coach, to support final implementation
● Clarify Goals, create Guardrails, and monitor progress regarding the community’s vision and
values
○ Refresh training on SMART goals and SOFG framework to establish common language
○ Review Governance vs Management and the role of board, particularly the relationship
with Superintendent and with Superintendent’s staff
○ Review difference between being focusing on students versus focusing on student

outcomes
○ Revise the 2024 Strategic plan Goals to be SMART and focused on student outcomes
○ Create Guardrails that represent the community’s values that must be honored
○ Adopt a monitoring framework for the Goals and Guardrails
○ Conduct quarterly self-assessments to track the board’s growth
○ Conduct annual superintendent evaluations based on the board’s adopted Goals and
Guardrails
● Codify board processes and practices
○ Develop new board member pre-boarding process
○ Review and, if needed, revise the board’s policies to clarify distinct work of the board
(governance) and superintendent (management) as well as the shared work of both
parties
○ Provide effective governance trainings for community members
● Redesign board meetings to be more focused on the Goals
○ Invest at least 50% of board meeting time each month into monitoring progress toward
the Goals
○ Review board calendar to create alignment with the Goals and Guardrails
○ Review board agenda to create alignment with the Goals and Guardrails
As described in the revised Timeline presented for acceptance, many of these items have been
successfully completed (more detail in the SOFG at SPS History) while others remain and are detailed
throughout the Timeline and accompanying deliverables.
The Board President, Board Admin, Superintendent, and CGCS Coach were originally to meet monthly to
coordinate activities. To date, this happened inconsistently and is now strongly recommended to
support successful implementation of this timeline, with outputs communicated directly to the full
Board at regular Board meetings.
Additional Resources
Student Outcomes Focused Governance Manual
Progress Monitoring Calendar
Policies for action: As described in the timeline (to be updated regularly and reposted on the SOFG web
page as often as possible).
Forum for work: Actions and work to take place during regular board meetings, occasional work session
and during any new ad hoc committee meetings.
Research: In addition to SOFG Manual resources, and input during SOFG Ad Hoc Committee meetings,
the following people were interviewed throughout the term of the Ad Hoc Committee for this work .
1) Superintendent Brent Jones
2) General Counsel Greg Narver
3) Director Board Relations/Strategic Initiatives Julia Warth
4) Director, Board Policy/Relations Ellie Wilson Jones
5) Rick Maloney, University Place Board Member and WSSDA trainer on Policy Governance
6) Board President Brandon Hersey
7) Executive Committee on August 24, 2022
Attachments: Implementation Timeline for Board acceptance

Seattle Public Schools
Board Implementation Timeline
V.2 October 2022
This (second) version of the Implementation Timeline, after acceptance by the School Board, is to be updated regularly by the Superintendent and
School Board President and refreshed on the Seattle School Board Student Outcomes Focused Governance website.
Status Indicators (far right column)

Not Started Off Track Slightly Off Track On Track Completed
Already Completed
Activity Description (and Meeting Type) Due Date Owner Status

Planning One-on-ones with board members (Phone with Coach) 3.2.21 CGCS Complet
Coach ed
Board Training Board completes orientation on governance that is student outcomes focused (regular board meeting 3.31.21 CGCS Complet
Coach ed,
and work sessions)
Board Training Coach provides draft board implementation timeline (no meeting) 7.15.21 CGCS Off
Coach Track
Vision & Values Staff retreat to finalize draft Goals and Guardrails (retreat July 28/29th) 7.28.21 Supt Complet
ed
Vision & Values Board introduces draft Goals and Guardrails (regular board meeting) 8.11.21 Board Complet
Pres ed
Vision & Values Board adopts Goals & Guardrails (regular board meeting) 9.22.21 Board Complet
Pres ed
Board Training Board training on progress monitoring (regular board meeting and work sessions) 9.30.21 CGCS Complet
Coach ed
Super Eval Identify Supt Finalists (regular board meetings and special sessions) Board Complet
Super ed
V.2
Vision & Values Board receives budget recommendation including evidence of Goal and Guardrail alignment (regular 4.27.22 Supt Complet
ed
board meeting and work sessions)
Monitoring Board conducts progress monitoring (regular board meeting and work sessions) 5.31.22 Board On track
Pres
Vision & Values Superintendent shares draft monitoring calendar with the Board (regular board meeting) 11.10.21 Supt Complet
6.30.22 ed
Vision & Values Board adopts Goal monitoring calendar (regular board meeting) 11.17.21 Board Complet
6.30.22 Chair ed
Supt Eval Board conducts Interim Superintendent Evaluation using prior goals (closed session) 1.5.22 Board Complet
6.30.22 Pres ed
Vision and Board approves progress monitoring calendar (regular board meeting) 7.x.22 Super Complet
Values ed
July 2022
Activity Description Due Date Owner Status
Operating Ad Hoc SOFG Implementation Committee Created and begins meeting (committee meeting) 9.30.22 Pres Complet
Procedures ed
August 2022
Operating Ad Hoc SOFG Implementation Committee meets/works (committee meeting) 8.25.21 Board Complet
Procedures 9.1.22 Pres ed
September 2022
Monitoring Board conducts summative data review (SBAC data) for Goals 1&2 (regular board meeting) 9.28.22 leg Board Complet
meeting Pres ed
V.2
Board Training Board Receives committee Diet training and gives input to prospective committee policy changes (work 2.16.22 CGCS Complet
4.27.22 Coach ed
session)
7.30.23
9.21.22
special
meeting
Operating Ad Hoc Committee Wraps up and Presents Draft Board Action Report for Full Board Consideration 9.30.22 Ad Hock On
Procedures document, Track
(committee meeting)
questions
due to
committee
by 10/7 first
discussion
at intro
10/12
October 2022
Operating Board conducts Committee diet per policy 1240 and any other accompanying policies, either adopting 10.27.21 Board
Procedures/Voti Pres
new policy 1240 or acting to pause all committees except Audit and BTA BEX oversight until June with Action
ng 10.26.22
revisit scheduled for April Board Meeting (regular board meeting)
Board Training Student Board Member SOFG Training (staff and student directors) 10.15.22 Board
Office
and
Member
s
Operating Board Surveyed regarding community engagement ideas (virtual) By 10.15.29 Board
Procedures Presiden
t
Vision and Board adopts revised Goals and Guardrails (supported by revised, not adopted, interim goals and 10.26.22 Board
Values Goal Pres
guardrails) (regular board meeting)
and Guardrail
setting
Super Eval Board adopts revised Superintendent Evaluation Tool (regular board meeting) 10.26.22 Board
Pres
V.2
Operating Board Retreat: Input for Policies regarding Ethics, Superintendent Relationship and Code of Conduct; 10.29.22
Procedures and
Community Engagement Planning (see below) (retreat)
Community
Listening
Community Board members review community engagement ideas, outreach ideas, script ideas for both episodic 8.1.21 CGCS
Listening 8.1.22 Coach
and two-way communication during legislative meetings (retreat)
10.29.22
retreat
Self Eval Board conducts agenda evaluation (regular board meeting) 12.1.21 Ad hoc
8.30.22
10.30.22
November 2022
Monitoring Board conducts summative data review for Goal 3: graduation rate plus course completion (regular 11.09.22 Board
Pres
board meeting)
Operating Board introduces Ethics, Superintendent Relationship and Code of Conduct Policies consistent with 11.30.22 Board
Procedures intro Pres
SOFG framework (retreat topic 10/29) for intro (due November 9) (regular board meeting)
Operating Superintendent and Board President finalize revised agenda format to take effect by January 11, 2023 8.25.21 Board
Procedures 11.30.22 Pres/Su
(inform) per
Operating Superintendent and Board President finalize new Board Action Report to take effect by March 15, 2023 11.30.22 Board
Procedures Pres/Su
(inform) per
December 2022
Monitoring Board conducts progress monitoring Goal 2.1 and 2.2 (regular board meeting) 12.14.22 Board
Pres
V.2
Operating Board Adopts Ethics, Superintendent Relationship and Code of Conduct Policies (regular board 12.14.22 Board
Procedures action Pres
meeting)
January 2023
Pres
Supt Eval Board conducts Interim Superintendent Evaluation using prior goals (closed session) 1.25.23 Board
Pres
Community Board schedules two-way community conversations regarding SOFG Framework and Goals and 8.15.21 CGCS
Listening 9.30.22 Coach
Guardrails development distinguishing between structures for regular legislative communication and
1.25.23
episodic engagement as well as community outreach (regular board meeting)
Operating Board receives re-training on policy diet (regular board meeting) 2.16.22 CGCS
Procedures 1.11.23 Coach
Self Eval Board starts two-year quarterly time use evaluation setting baseline for Quarter 0 (regular board 1.25.23 Board
Pres
meeting)
Operating President appoints Policy Diet Ad Hoc Committee (virtual or regular board meeting) 1.31.23 Board
Procedures Pres
February 2023
Community Board conducts initial two-way community conversation(s) in the form of community outreach (Off-site) 2.28.23 Board
Listening (coordinated Pres
with SPS
community
partners)
Community Board conducts two-way conversation related to vision and values represented in the current strategic 02.08.23 Board
Listening
plan and goals (student outcomes) and guardrails. (TBD)
V.2
March 2023
Activity Description (and meeting type) Due Date Owner Status
Self Eval Board conducts quarterly time use evaluation (>10% focused) and self-evaluation (>30 score) (regular 3.1.23 Board
Pres
board meeting)
Operating Work Session on Policy Diet tool practice and feedback (work session) 3.1.23 Board
Procedures Pres
Pres
Vision and Board and Superintendent discuss of theory of action per SOFG definition, review strategic plan theory 3.15.23 Superint
Values endent
of action/change, Strategic plan relaunch. (work session)
Operating New Policy Diet committee starts evaluation of 0000/1000 series policies working directly with staff. 3.31.23 Policy
Procedures Ad Hoc
(committee meeting) Committ
ee
April 2023
Monitoring Board conducts progress monitoring: Guardrails 1, 2, 3 (regular board meeting) 4.5.23 Board
Pres
Operating Board reviews outline of Policy Manual (regular board meeting) 4.19.23 Board
Procedures Pres
Operating Review of Committee Diet pause and action to determine committee policy going forward (regular 4.5.23 Board
Procedures Pres
board meeting)
May 2023
Monitoring Board conducts progress monitoring Guardrails 4, 5 (TBD) 5.03.23 Board
Pres
V.2
Community Board conducts two-way conversation with community regarding vision and values (TBD) 5.17.23 Board
Listening Pres
June 2023
Operating Board makes recommendations on sequencing of future policy work (TBD) 6.1.22 Board
Procedures 10.30.22 Pres
6.7.23
Self Eval Board conducts quarterly time use evaluation (20% focused) and self-evaluation (>45 score) (TBD) 6.21.23 Board
Pres
Supt Eval Board conducts Superintendent Evaluation (closed session) 1.5.22 Board
6.21.23 Pres
July 2023
Vision & Values Board adopts annual budget based on its alignment with the draft Goals and Guardrails (regular board 7.05.23 Board
Pres
meeting)
Monitoring Board conducts progress monitoring Goals 1.1, 1.2, 2.1, 2.2 (TBD) 7.05.23 Board
Pres
August 2023
Monitoring Progress monitoring of interim indicators for Goal 3.1, 3.2 (TBD) 8.31.23 Board
Pres
Community Board Conducts two-way conversation with community (TBD) 8.31.23 Board
Listening Pres
September 2023
V.2
Self Eval Board conducts quarterly time use evaluation (>30% focused) and self-evaluation (>60 score) 9.30.23 Board
Pres
Monitoring Board conducts progress monitoring Goal 2 (TBD) 9.30.23 Board

Pres
Community Board conducts two-way conversation with community (TBD) 9.30.23 Board
Listening Pres
October 2023
Pres
Listening Pres
Operating Board adopts revised 0000/1000 Policy Manual and Procedure and formally hands over administrative 6.15.22 Board
Procedures 10.30.23 Pres
policies 3000+ to Superintendent (regular board meeting)
November 2023
Pres
Listening Pres
Self Eval Board conducts quarterly time use evaluation (40% focused) and self-evaluation (>70 score) 11.31.23 Board
Pres
V.2
Committee Diet Steps
Deliverable Name: Committee Diet Steps
Deliverable Description: Research and interviews combined with full board work session and
completion of Committee Diet review resulting in committee recommendation for step-by-step process
for Committee Diet.
On September 21st, the full board conducted a facilitated committee training and diet process. At the
end of the process, it was determined that, for now, the BEX/BTA oversight committee and Audit
Committee (as a separate entity from the Audit and Finance Committee which share members but meet
separately, Audit meeting only quarterly) are legally required (site RCW) pending final legal review. The
Board discussed which of the existing committees is focused solely on adopted goals, guardrails. The
Board discussed which committees do or do not have specific deliverables with due date, tangible work
products. At the end of these discussion, outside of the above mentioned legally required, the ad hoc
committee heard relative consensus regarding the need to move forward with a different committee
structure. As such, the committee makes the following recommendation:
Recommended Practice Shift: Pause all non-legally required committees as of an action taken by the full
Board on October 26th during a legislative session. Said pause will be in effect until the end of this
legislative calendar, aka July 2023. However, the full Board will schedule review of cessation and
prospective revised committee policy (sample revision previously provided) during an April 2023
Legislative session.
Board Members are not introduce new policy work outside of legally required and that which drives the
effective completion of Student Outcomes Focused Governance Model implementation.
Timeline for Implementation: October 2022-April 2023
Recommended Steps for Implementation: Functional impact:
1) Suspension of parts of policies 1240, 1250, 1420

2) Actions to come before the Board will now be posted at least ten days before introduction,
ideally fourteen days (with specific intent to achieve fourteen days by July 7, 2023)
3) Directors will have questions to Superintendent Jones (not staff) on any items at least five days
prior to introduction.
4) Superintendent or their designee with provide response to all questions (minus personal
attribution) to the full board at least 48 hours prior to introduction and these questions and
responses will be posted along with the item materials.
5) As already established in policy 1220 and 1420 agenda review and finalization will be conducted
by the Superintendent and Board President utilizing the format recommended by this
committee. Along with agenda and BAR review the Superintendent and Board President will
finalize, with support from the Board Office, a new and predictable cadence and format for
meetings as indicated in the Implementation Timeline.
6) As per #5 the Superintendent and Board President will present a revised Board Calendar by
January 11, 2023.
7) Requests for addition of agenda items from Board members will be accepted and reviewed by
President and Superintendent (no two-member requirement)
8) As established in 1310 the Superintendent may modify procedures in 1310SP to facilitate this
process as they deem necessary.
9) Each month, the Board will endeavor to utilize legislative meetings to conduct: legislative
business and appropriate cycles of: self-evaluation, superintendent evaluation, progress
monitoring, trainings, and two way community engagement. Work session dates currently on
calendar will remain through April as prospective spill over, particularly as SOFG implementation
gets fully underway. However, the goal is to use existing legislative dates to cover the business
of the board, the goal of which is to achieve greater and greater focus on student outcomes.
10) All other committee requirements will come straight to the full board
Policies for action: 1240, 1250, 1420
Forum for work: See above, regular board meetings, retreats, President and Superintendent
Research: See below as well as BAR Benchmark Memo (section B paragraph 3) on Committees in other
districts, SOFG Manual references, Policy Governance literature on best practices relative to committee
work in Governance. Preliminary research summary from prior memo to committee and full Board is
below.
Attachments: September 12, 2022 Memo from Board Office
Note: The Audit committee does have specific deliverables in the form of annual Internal Audit plan
connected to Enterprise Risk Management in support of mitigating risks that would negatively impact
our ability to achieve our goals for students. See policies 6500 and 6500SP and 6550 and 6550BP
However, this should be clarified in the committee section of policy 1240.
Process prior to Board Committee Diet Work Session
Interviews with staff, student and board members, as well as Washington State School Directors
Association Executive Director and their lecturer on Policy Governance, Rick Maloney, who instituted
policy governance at University Place in 2003 gave strong direction that the Committee Diet is among
the most urgent and important of our steps to a move to the Student Outcomes Focused Governance
model. Rick, in particular, was interviewed regarding the prospective steps. He emphasized getting
board members over the hump of seeing the committees (among other structures) as a source of
transparency and control (hence training on 9/21) to create time for greater focus, control and
transparency regarding student results, leaving the how of implementation to the Superintendent
outside of the core policies and limitations. He also emphasized the danger of committees in giving
conflicting direction to Superintendent and staff; offered himself up as potential direct trainer as well;
will be presenting at November Washington State School Directors Association conference for all of us
to access as well.
DATE: October 4, 2022
FROM: DRAFT BAR – for review and potential sponsorship by Ad Hoc
Governance Committee
For Introduction: October 12, 2022

For Action: October 26, 2022
1. TITLE
Partial suspension and temporary modification of Board Policy Nos. 1240, Committees; 1220,
Board Officers and Duties of the Board; 1250, School Board Student Members; 1310, Policy
Adoption and Suspension, Manuals and Superintendent Procedures; 1400, Meeting Conduct,
Order of Business and Quorum; 1420, Proposed Agendas and Consent Agenda; 1620, Board-
Superintendent Relationship; and 2015, Selection & Adoption of Instructional Materials; and
Board Procedures 1620BP, Board-Superintendent Relationship Procedure, and 1630BP,
Evaluation of the Superintendent.
2. PURPOSE
This Board Action Report will temporarily pause most standing Board committees through July
31, 2023, with a mid-point review in April 2023 to determine a revised structure for Board
governance anticipated to take effect in August 2023.
I move that the School Board partially suspend and temporarily modify Board Policy Nos. 1240,
1220, 1250, 1310, 1400, 1420, 1620, and 2015, and Board Procedures 1620BP and 1630BP, as
attached to the Board Action Report, to effectuate a partial suspension of the Board’s standing
committees and revision in Board governance structure through July 31, 2023 with work to
identify permanent policy changes scheduled for April 2023. If the Board does not adopt
permanent changes prior to July 31, 2022, the partial suspensions and temporary modifications
will sunset.
a. Background
The Seattle School Board adopted Student Outcomes Focused Goals and Guardrails in August
2021 and is in the process of transitioning to a Student Outcomes Focused Governance (SOFG)
model. Conducting a Committee Diet to refocus Board work on achieving identified student
outcomes goals is one of the key implementation steps Boards undertake as part of adopting the
SOFG model.
On September 21, 2022, the Board engaged in a facilitated work session on the Board
Committee Diet process and reviewed the Board’s standing committees for potential changes.
Through that process, the Board identified potential compliance requirements for two existing
1
committees: the BEX and BTA Capital Programs Oversight Committee, which provides
oversight for voter-approved capital levies; and an Auditing Committee, as required by RCW
28A.330.090. The Board engaged in further review of the Board’s standing committees
considering whether each focuses solely on the Board’s adopted goals and/or guardrails. In
reviewing the responsibilities of the Board’s standing committees—the Executive Committee;
Operations Committee; Student Services, Curriculum, and Instruction Committee; and Audit &
Finance Committee—Directors identified that much of these committees’ work is not focused on
adopted goals or guardrails and those portions that are encompass work more appropriately
placed with the Board as a whole.
Based on Directors’ evaluation of Board committees by these student outcomes focused criteria
and further review of committee deliverables during the September 21 work session, the Ad Hoc
Governance Committee heard relative consensus regarding the need to move forward with a
different governance structure. As such, the Committee recommends approval of this Board
Action, which will temporarily pause most committees through July 31, 2023, with a mid-point
review in April 2023 to determine a revised structure for Board governance anticipated to take
effect in August 2023.
b. Alternatives
As an alternative to this action, the Board could continue to operate standing committees as
currently prescribed by Board Policy No. 1240. This approach is not recommended because the
Board’s existing committee structure is not focused on Board-adopted goals and guardrails and
creates a barrier to the implementation of a Student Outcomes Focused Governance model that
focuses Board time and governance on actions to support student outcomes. The Board could
also elect to take more permanent action to repeal the Board’s standing committees at this time,
rather than pausing committee work. During the September 21, 2022 work session, Directors
discussed the merits of moving forward with a pause in order to move forward expeditiously
while also committing to revisiting the shift in the spring.
c. Research
This action is informed by the Council of Great City Schools Student Outcomes Focused
Governance guide to conducting a Committee Diet, attached. The Ad Hoc Governance
Committee also reviewed the Board organizational structures utilized by other school districts.
This action is not anticipated to have a fiscal impact.
2
Not applicable
Tier 1: Inform
Tier 3: Collaborate
The Board conducted a Committee Diet work session during an open public meeting on
September 21, 2022, and the Ad Hoc Governance Committee has been engaged in discussions
during open public meetings since July 2022 leading to the development of this BAR. If
approved, the policies impacted by this action will be updated on the School Board website.
7. EQUITY ANALYSIS
This action was not reviewed with the Racial Equity Analysis tool.
8. STUDENT BENEFIT
The Student Outcomes Focused Governance Model is based on the core tenet that “school
systems exist to improve student outcomes.” With this as it’s underpinning, the Board has been
engaged in a review of its current governance structures and they ways in which they support or
inhibit the attainment of student outcome goals. Through the Board Committee Diet process, the
Board analyzed the deliverables for Board Committees and with this action would move forward
with a pause on committee work that does not focus on adopted goals and guardrails or meet a
compliance requirement.
Other: _____________________________________________________________________
This Board Action will partially suspend and temporarily modify Board Policy Nos. 1240,
Committees; 1220, Board Officers and Duties of the Board; 1250, School Board Student
3
Members; 1310, Policy Adoption and Suspension, Manuals and Superintendent Procedures;
1400, Meeting Conduct, Order of Business and Quorum; 1420, Proposed Agendas and Consent
Agenda; 1620, Board-Superintendent Relationship; and 2015, Selection & Adoption of
Instructional Materials; and Board Procedures 1620BP, Board-Superintendent Relationship
Procedure, and 1630BP, Evaluation of the Superintendent.
This motion was not reviewed by a standing Board committee.
Upon approval of this motion, the Board Policies and Procedures attached to this Board Action
Report will be partially suspended and temporarily modified through July 31, 2023. During this
partial suspension of the Board’s standing committees, the Board will work to identify
permanent policy changes in or about April 2023. If the Board does not adopt permanent changes
prior to July 31, 2022, the partial suspensions and temporary modifications will sunset.
13. ATTACHMENTS
• Clean for approval of partial suspension and temporary modification:

o Board Policy No. 1240, Committees
o Board Policy No. 1220, Board Officers and Duties of the Board
o Board Policy No. 1250, School Board Student Members
o Board Policy No. 1310, Policy Adoption and Suspension, Manuals and
Superintendent Procedures
o Board Policy No. 1400, Meeting Conduct, Order of Business and Quorum;
o Board Policy No. 1420, Proposed Agendas and Consent Agenda
o Board Policy No. 1620, Board-Superintendent Relationship
o Board Policy No. 2015, Selection & Adoption of Instructional Materials
o Board Procedure 1620BP, Board-Superintendent Relationship Procedure
o Board Procedure 1630BP, Evaluation of the Superintendent
• Tracked changes for reference:
o Board Policy No. 1240, Committees
o Board Policy No. 1220, Board Officers and Duties of the Board
o Board Policy No. 1250, School Board Student Members
o Board Policy No. 1310, Policy Adoption and Suspension, Manuals and
o Board Policy No. 1400, Meeting Conduct, Order of Business and Quorum;
o Board Policy No. 1420, Proposed Agendas and Consent Agenda
o Board Policy No. 1620, Board-Superintendent Relationship
o Board Policy No. 2015, Selection & Adoption of Instructional Materials
o Board Procedure 1620BP, Board-Superintendent Relationship Procedure
o Board Procedure 1630BP, Evaluation of the Superintendent
• Completing a Board Committee Diet, Council of Great City Schools (for reference)
4
COMMITTEES Policy No. 1240
November 3, 2021DATE
Page 1 of 7
Partial Policy Suspension for November 1, 2022 through July 31,

2023:
On October 26, 2022, the Seattle School Board voted to suspend the requirement
for standing committees, with limited exceptions outlined below, until July 31,
2023. The Board will retain an Audit Committee and retains the authority of the
Board President to establish an ad hoc committee from time to time.
Portions of this policy suspended are as indicated with strikeouts. During this
partial suspension of this policy, the following will be in effect:
• After the election of officers and prior to the first meeting in January, the
Board President, in consultation with the rest of the Board, shall
determine the membership and chair of the Audit Committee; provided
that Executive Committee, when active, membership shall consist of the
Board Officers elected by the full Board in December.
• The Board President and/or their designees will provide leadership for
Board activities, including the development of annual Board Goals and
Objectives; the annual Evaluation of the Board; Board professional
development activities; and implementation of the School Board Student
Member policy including the identification of Board member mentors
during the partial suspension of standing committees
• The annual Board meeting calendar will be developed collaboratively by
the Board President and Superintendent for approval by the Board
• The Board President and/or their designees will develop Superintendent
evaluation materials for the Board and manage the Superintendent
evaluation process
• The Board President and the Superintendent will develop and approve
legislative meeting and retreat agendas
• The Board President will annually approve the schedule for Board-
required reporting requirements
• The Board President will provide oversight of the instructional materials
adoption process
Board Policy No. 1240 Page 1 of 7

Board Committee Principles
Board committees support the policy and oversight work of the Board and shall
promote unity of action by the Board as a whole by preparing policy alternatives,
implications, or recommendations for Board consideration. Committees shall
provide oversight, review and recommendation on policy and oversight issues
defined within their charters below.
The committees may not interfere with the delegation of authority from the
Board to the Superintendent. Committees may not exercise authority over the
Superintendent or staff. Any direction to the Superintendent related to a
committee recommendation will come from the full Board.
There are four standing committees of the Board: Executive Committee; Audit &
Finance Committee; Operations Committee; and Student Services, Curriculum &
Instruction Committee. Each committee shall consist of three Board Members.
After the election of officers and prior to the first meeting in January, the Board
President, in consultation with the rest of the Board, shall determine the
membership and chair of each Board committee; provided that Executive
Committee membership shall be elected by the full Board in December.
The Board President shall determine the committee assignments for each school
board student member in consultation with the student members. School board
student members are non-voting advisors and will not make or second motions
or vote during committee or other meetings of the Board. Board Directors
assigned to each committee will endeavor to act as a mentor for the school board
student members assigned to their Board Committee. The Committee Chairs will
be assigned as the official board member mentor to the school board student
members assigned to their committees, unless another Board Director wishes to
assume that role.
The Superintendent shall designate a lead staff person to support each

committee. The Committee Chair for each committee shall work closely with the
designated lead staff person for their committee to develop committee agendas
and ensure committee agendas and materials are circulated to Board Members,
the Superintendent, and relevant staff in advance of the meeting.
All regularly scheduled, monthly Board committee meetings are generally open to
the public, though an executive session may be called as part of a committee
meeting. The regularly scheduled, monthly committee meetings are generally
conducted as Board Special Meetings guided by the Open Public Meetings Act
(OPMA) and Board Policy No. 1400, Meeting Conduct, Order of Business and
Quorum.
Committees will generally not take public testimony or comments, but testimony
or comments may be allowed at the discretion of the Chair.

Minutes of each committee meeting shall be kept that identify all of the
recommendations of a majority of the committee members and all requests of a
majority of the committee for follow-up work by the Superintendent or staff. (See
also Board Policy Nos. 1440, Minutes, and 1620, Board-Superintendent
Relationship.) Minutes shall be timely forwarded to all Board members, the
Superintendent, and relevant staff.
Audio recordings of committee meetings are not generally made, but are
permitted to be made by Directors, staff, or the public under state law. As a
courtesy, the Chair should make an announcement to all present whenever the
Chair is aware that a recording is being made. If a member of the public is
recording the meeting, the Chair has the discretion to request that the staff also
record the meeting for district archives, to assure the accuracy of recordings.
Generally, items must be recommended by a majority of a committee to move

forward to the full Board for its consideration and action. If there is an urgent
item that is unable to go through the typical committee process, the item may be
added to a regular Board meeting agenda with the approval of the Board
President and Superintendent.
Only committee members may vote on items before the committee. However, if a
committee member is unable to attend a meeting, a substitute Board member
may be recruited to participate and vote in that meeting. If a committee member
is absent and a substitute member has not been arranged for or is not present,
then visiting Board members shall be designated to vote on issues on the agenda,
in the order of the visiting Board members’ arrival, in the order such issues
appear on the agenda, until three Board members are present. Proxy votes are
not permitted. All visiting Board members, whether or not permitted to vote, may
participate in discussion.
The Board President may establish an ad hoc committee and committees of the
whole from time to time. For committees of the whole, only the three members of
the origin committee shall have the authority to vote on items, unless a
committee member is absent and another Board member has been designated to
vote under the rules of this policy.
Standing Committees, Charter of Responsibility
The charter for each standing committee shall be as follows:
Executive Committee
The Executive Committee shall consist of the president, vice president, and
member-at-large. The charter of the Executive Committee is to:

• Ensure the leveraged use of Board Policy No. 0030, Ensuring Educational
and Racial Equity
• In coordination with the Superintendent and lead committee staff, develop
an annual Executive Committee work plan
• Develop, review and recommend Series 1000 and applicable Series 0000
and 4000 policies for consideration by the Board
• Make recommendations with respect to Equity, Partnerships &
Engagement; Public Affairs; African American Male Achievement;
coordination of legal issues; collective bargaining agreements; and the
academic calendar
• In coordination with the Superintendent and lead committee staff,
annually conduct a comprehensive review of policy work contained within
each committee’s work plan to confirm alignment to the strategic plan,
consistency with this policy, and coordination across committees,
including reassignment of topics when necessary to balance committee
work loads
• Provide leadership for Board activities, including the development of
annual Board Goals and Objectives; the annual Evaluation of the Board;
Board professional development activities; and implementation of the
School Board Student Member policy
• Develop the annual Board meeting calendar
• Be a sounding board for the Superintendent
• Draft Superintendent evaluation materials for the Board and manage the
Superintendent evaluation process
• Work with staff to develop a strategy and plan to address emerging
priorities/issues, including identifying and referring to the appropriate
committee provided, however, that the Board President may determine
which committee an issue or action should be referred to when it is not
clear under this policy and a determination is needed prior to the next
meeting of the Executive Committee. The Board President may also refer
an urgent item for review by a committee other than would normally
review the item per this policy if the relevant committee will not meet
prior to the date when Committee review or Board action is needed. In
such case, the Chair of the committee that would normally review the item
should be notified.
• Develop and approve legislative meeting and retreat agendas; however,
Committee approval is not required to modify Board meeting or retreat
agendas to either postpone an item to a future meeting or to add an urgent
item if such change to the agenda is approved by the Board President and
Superintendent

• Work with the Superintendent to guide the preparation of Strategic Plan
updates as needed
• Work with the Superintendent to identify the departments and major
program areas to give Oversight Work Session presentations each year
under Board Policy No. 1010
• Draft a legislative agenda for consideration and approval by the Board and
coordinate government relations for federal, state, and local jurisdictions
o Draft positions on State and City of Seattle resolutions, ballot
measures and initiatives for consideration and approval by the
Board as needed
o Interface with the Washington State School Directors’ Association
(WSSDA) and other school districts
o Coordinate with government entities and other education advocacy
groups
• Annually approve and edit the list of Board-required reporting
requirements to remain consistent with strategic goals and student
outcomes focused
Audit & Finance Committee
Three Board members shall serve on the committee as determined and selected
by the Board president. The charter of the committee is to:
and Racial Equity
an annual Audit & Finance Committee work plan
• Develop, review and recommend Series 5000 and applicable Series 6000
policies for consideration by the Board
• Make recommendations with respect to Business and Finance; Budget
Development; Contracting; Accounting; cash handling at schools; Risk
Management; Procurement; Internal Audit; and Human Resources issues,
including staffing, evaluation, professional development/trainings, and
compensation except with respect to actions related to collective
bargaining agreements, which should be referred to the Executive
Committee
• Monitor all financial statements of the district
• Recommend budget guiding principles for consideration and approval by
the Board
• Provide oversight of the budget development process, including
recommending the budget timeline

• Conduct budget-based program reviews in consultation with the Student
Services, Curriculum & Instruction and Operations Committees
• Provide supervision to the Office of Internal Audit, which reports to the
Audit & Finance Committee, as outlined in Board Policy No. 6550
• Approve and manage changes to the annual internal audit work plan
• Monitor corrective action plans implemented in response to external
audits and reviews conducted by the Washington State Auditors’ Office,
the Office of Superintendent of Public Instruction, and other outside
agencies
• Monitor Risk Management issues of the district
At the discretion of the Chair of the Audit & Finance Committee, one or more
“public advisors” may be added as non-voting advisors to the Committee. The
position of public advisor shall be publicly advertised. The advertisement shall
include the responsibilities and the term of service for the public advisor position,
as determined by the Audit & Finance Committee.
Operations Committee
and Racial Equity
an annual Operations Committee work plan
• Develop, review and recommend applicable Series 3000, 4000, and 6000
policies for consideration by the Board
• Make recommendations with respect to Operations; Nutrition Services;
Transportation; Capital Projects and Planning; Facilities; Sustainability;
Enrollment Planning; Admissions; Boundaries; Athletics; Safety and
Security relating primarily to property; and general technology
infrastructure
• Review capital programs’ budgets on a monthly basis
• Review and make recommendations to the Board regarding the annual
capital budget
• Oversee levy planning and prioritization process and recommend levy
guiding principles for consideration by the full Board
• Provide overarching guidance on space utilization
• In consultation with the Executive Committee, review and recommend
action on facility joint use agreements

Student Services, Curriculum & Instruction Committee
and Racial Equity
an annual Student Services, Curriculum & Instruction Committee work
plan
• Make recommendations with respect to Curriculum, Assessment, and
Instruction; District Educational Research and Program Evaluation;
Schools & Continuous Improvement; Coordinated School Health; Special
Education Services; Safety, Security, and relations with law enforcement,
except with respect to property issues overseen by the Operations
Committee; Highly Capable Services; English Learners; student-focused
technology and general technology plans, policies, and key technology
strategies, except with respect to technology infrastructure and levy
planning overseen by the Operations Committee; the City of Seattle
Families, Education, Preschool and Promise Levy, or successor levy; and
school day waiver requests to the Office of Superintendent of Public
Instruction
• Develop, review and recommend Series 2000 and applicable Series 0000,
3000 and 4000 policies
• Provide oversight of the instructional materials adoption process
Other Assignments
The president may appoint Board members to external Board committees and
Board task forces as appropriate.
Adopted: June 2011

Revised: MONTH 2022 (Partial Suspension); November 2021; March 2021; October 2020; May
2017; September 2015; February 2013;
Cross Reference: Policy Nos. 0030; 1010; 1210; 1220; 1225; 1250; 1400; 1420; 1440; 1620; 1630;
1630BP; 1810; 1820; 2015; 4110; 6030; 6500; 6550; 6550BP
Related Superintendent Procedure: N/A
Previous Policies: B11.00
Legal References: RCW 28A.320.040 Bylaws for board and school government
Management Resources:

BOARD OFFICERS & Policy No. 1220
DUTIES OF BOARD
MEMBERS June 1, 2011DATE
Page 1 of 3

2023:
for standing committees under Board Policy No. 1240, with limited exceptions
outlined in that policy, until July 31, 2023.
President
The president shall preside at all meetings of the Board of Directors and
Executive Committee and sign all papers and documents as required by law or as
authorized by action of the Board. The president shall conduct the meetings in
the manner prescribed by the Board's policies, provided that the president shall
have the full right to participate in all aspects of Board action without
relinquishing the chair, including the right to vote on all matters put to a vote.
It shall be the responsibility of the Board president to manage the Board's

deliberation so that it shall be clear, concise, and directed to the issue at hand;
summarize discussion and/or action before moving on to the next agenda item;
and to generally manage the meeting so that the agenda is treated in an
expeditious manner.
The president is authorized to consult with the Superintendent on issues prior to

presentation to the full Board and perform tasks to facilitate Board meetings.
In dealing with the media and the public in general, the president or his/her
designee will serve as the spokesperson of the Board. The president is authorized
to report and discuss those actions which have been taken and those decisions
made by the Board as a body. The president shall avoid speculating upon actions
or decisions which the Board may take but has not yet taken.
The president shall confer with the Superintendent regarding Board meeting,
study session and Board retreat planning.
Vice President

The vice president shall preside at Board meetings in the absence of the president
and shall perform all of the duties of the president in case of his/her absence or
disability.
Member-at-Large
The member-at-large shall preside at Board meetings in the absence of the

president and vice president and shall perform all of the duties of the president in
case of their absence or disability.
Secretary
The Superintendent as Board secretary shall be responsible for:
1. Maintaining an accurate and complete record of all Board proceedings;

2. Taking charge of the Board's books and documents;
3. Drawing and signing all orders for warrants authorized by the Board;
4. Sending out notices of meetings and other relevant communications to Board
members and the public;
5. Preparing agendas and supplementary documents as authorized by the Board;
6. Submitting required reports to the educational service district and to state
and national agencies;
7. Authorizing the investment of district surplus funds by the county treasurer;
and
8. Carrying out other duties as directed by the Board and required by law.
The Superintendent may appoint a designee as secretary in his/her absence.
Legislative Representative
The Board president shall appoint a legislative representative to serve as the

Board's liaison with the Washington State School Directors' Association
Legislative Assembly. The legislative representative shall assume office in
January in an even year for a two-year period. The legislative representative shall
attend Washington State School Directors' Association Assemblies, conveying
local views and concerns to that body and participating in the formulation of
state legislative programs. The legislative representative shall monitor proposed
school legislation and inform the Board of the issues.
Duties of Individual Board Members
The authority of individual Board members is limited to participating in actions

taken by the Board as a whole when legally in session. Board members shall not
assume responsibilities of administrators or other staff members. The Board or
staff shall not be bound in any way by any action taken or statement made by any
individual Board member except when such statement or action is pursuant to
specific instructions and official action taken by the Board.

Each Board member shall review the agenda and any study materials distributed
prior to the meeting and be prepared to participate in the discussion and
decision-making for each agenda item.
Each Board member shall attend all scheduled meetings.
Adopted: June 2011

Revised: MONTH 2022 (Partial Suspension)
Cross Reference: Policy Nos. 1400; 1450
Previous Policies: B20.00; B21.00; B22.00; B23.00
Legal References: RCW 28A.343.390 Directors — Quorum — Failure to attend meetings; RCW
28A.320 Provisions applicable to all districts; RCW 28A.330.100 Additional powers of the board;
RCW 28A.330.030 Duties of president; RCW 28A.330.080 Payment of Claims — Signing of
warrants; RCW 28A.330.200 Organization of the board — Assumption of superintendent’s duties
by board member, when; RCW 28A.330.040 Duties of vice-president
Management Resources: Policy News, December 2007

Policy No. 1250
SCHOOL BOARD
STUDENT MEMBERS May 11, 2022DATE
Page 1 of 3

2023:
• The Board President will assign Board Director mentors for each School
Board Student Member
The Board President will determine committee assignments, if applicable,
based on individual student interest.
•
School Board Student Members Policy
The Seattle School Board believes students possess valuable insight and should
have a paramount voice in the education received from the district and in the
decisions made by the Board. Inspired by the Angela Davis quote that “Walls
turned sideways are bridges,” the Board recognizes the organizational structure
of the district can create a wall between decision makers and the students the
district serves. To address this and cultivate active communication and
cooperative relationships with students in the decision-making of the district, the
Board will annually seat school board student members to represent student
voice through Board Committees and regular Board meetings. School board
student members will contribute to Board discussion by providing student insight
and perspective, advocating their positions on district issues or needs, and
serving as a liaison between the Board and students. Student school board
members will not attend executive sessions or closed sessions, make or second
motions, vote, or hold Board offices.
Number of Positions
The Board will select three, five, or seven school board student members each
year. Recognizing the impressive diversity of the district, the goal that the
district’s diversity is represented amongst the students selected, and the ultimate

goal for these students to have a meaningful impact on the work of the Board, the
final number of three, five, or seven will be evaluated each year by the Board after
the first year of adoption to determine the number of school board student
members most conducive to achieving these goals. In the first year of adoption,
the 2021-22 school year, the Board will select three school board student
members.
If there are three school board student members, they will be divided among the
Audit & Finance; Student Services, Curriculum & Instruction; and Operations
Committees. School board student members will also be encouraged to attend
meetings of the Executive Committee when an item on the committee’s agenda is
of interest.
If there are five school board student members, they will be divided among the
Audit & Finance; Student Services, Curriculum & Instruction; and Operations
Committees. No more than two students will be assigned to each committee.
School board student members will also be encouraged to attend meetings of the
Executive Committee when an item on the committee’s agenda is of interest.
If there are seven school board student members, they will be divided among the
Audit & Finance; Student Services, Curriculum & Instruction; Operations, and
Executive Committees. No more than two students will be assigned to each
committee.
The Board President will determine committee assignments based on individual

student interest.
Selection Process
The Board will select the school board student members each year at a public
meeting held in the spring and the students selected will serve the following
school year. Eligible students will be required to submit an application and
personal statement to apply. The selection process will include input from a
diverse range of community members and groups that, as a whole, are
representative of, and include, the students of the district.
Term of Office
Each school board student member will serve a one-year term beginning August 1
and concluding July 31. Students may apply to serve a second term if desired, if
still enrolled in Seattle Public Schools. After new school board student members
are selected, they will receive an orientation provided by the Superintendent or
their designee, a Board director, and the staff person assigned to oversee the
school board student members.
Qualifications
Applicants must be a Seattle Public Schools student and entering their junior or
senior year of high school at the time of selection and continue to be enrolled in
Seattle Public Schools for the duration of their term. Exception will be made for

students graduating at the end of the school year during which they served as a
school board student member, so they may complete the final months of their
term. School board student members should reflect the impressive diversity of
the district and represent a variety of interests, perspectives, and backgrounds.
School board student members should also possess an awareness of challenges
and barriers that they or others experience in education and in society.
Additional qualifications may be required in the accompanying procedure.
Responsibilities
School board student members:

Each school board student member will be assigned to a Board Committee based
upon their respective interests. School board student members are expected to
attend each meeting of their committee. Student members are encouraged to
utilize course credit, service hour, independent study, free periods, or other
opportunities to modify their class schedule to accommodate committee meeting
attendance. School board student members will participate in committee
discussions and are welcome to question and communicate their opinions,
suggestions, and concerns.
School board student members will attend the regular meetings of the Board of
Directors in rotation, to be determined in the accompanying procedure, such that
individual student members are not required to attend every regular meeting of
the Board. Student member comments will be a standing regular meeting agenda
item providing opportunity for members to report on the work of their
committee, offer their opinions on the motions and resolutions before the Board,
and communicate other topics of student interest or concern.
School board student members are encouraged to attend Board work sessions
and other special meetings of the Board.
School board student members will have access to all assigned board committee,
work session, and regular board meeting agendas, materials, and minutes to
review in preparation for their attendance and participation.
School Board Directors:

The Board Directors should maintain professional working relationships with
each of the school board student members. The chair of the committee to which a
school board student member is assigned shall act as the Board Director mentor
for the student member(s) on their committee. Other Board Directors are
expected to engage with and provide guidance to the school board student
members assigned to their Board Committee(s). Board Directors other than the
committee chairs may serve as the official mentor for a school board student
member if they wish. Board Directors are expected to consider the opinions of
school board student members before making decisions on district matters.

Removal
School board student members may be removed from their position for not
meeting the obligations under this policy. The process for deliberation and
decision-making will be determined in the accompanying procedure, and must
provide student members authority to recommend and decide on removal.
Vacancies
Mid-year vacancies will be filled using a selection process similar to that used to
select student members during the regular cycle. The timeline and process may
be modified or shortened to meet the needs of the School Board in filling the
vacancy.
Adopted: March 2021

Revised: : MONTH 2022 (Partial Suspension); May 2022 (per Policy No. 1310)
Cross Reference: Policy No. 1240
Related Superintendent Procedure:
Previous Policies:
Legal References:

POLICY ADOPTION & Policy No. 1310
SUSPENSION;
CREATION OF MANUALS November 3, 2021DATE
& SUPERINTENDENT
PROCEDURES Page 1 of 2

2023:
Portions of this policy suspended are as indicated with strikeouts.
Policy Adoption
Proposed new policies and proposed changes in existing policies shall be

presented in writing for reading and discussion. Understanding that school
districts are continually evolving and that policies must reflect the current state of
the district, updating the header or footer, titles of staff, departments, or schools,
and legal or cross references that have been changed since policy adoption;
making format changes; and fixing grammatical, capitalization and punctuation
errors of a current Board-approved policy do not require further Board approval.
Further, non-substantive changes that do not affect the meaning, duties, intent,
or character of the policy also do not require further Board approval.
Unless it is deemed by the Board that immediate action would be in the best
interests of the district or that it is a policy that has potential major operational
impacts and therefore more time is needed in between introduction and action
for public comment, the final vote for adoption shall typically take place at the
subsequent regular or special Board meeting.
In the event that immediate action on a proposed policy is necessary, the motion
for its adoption shall provide that immediate adoption is in the best interest of
the district.
All new or amended policies shall become effective upon adoption, unless a
specific effective date is provided in the motion for adoption.

Policies as adopted or amended shall be made a part of the minutes of the
meeting at which action was taken and shall also be included in the district's
policy manual.
Policy Manuals
The Superintendent shall develop and maintain a current online policy manual
which contains the policies of the district.
The manual is intended both as a tool for district management as well as a source
of information to patrons, staff and others about how the district operates. The
policies will be on the district’s website so that each administrator shall have
ready access to the manual. In addition a paper manual shall be available in the
School Board office and such other places as the Superintendent may determine
for the use of staff, students and patrons.
All policy manuals distributed to anyone shall remain the property of the district.
They shall be subject to recall at any time.
The Superintendent shall develop administrative procedures (called

“Superintendent Procedures”) to facilitate the implementation of Board policies.
Such procedures need not be approved by the Board, though it may revise them
when it appears that they are not consistent with the Board's intentions as
expressed in its policies. Procedures need not be reviewed by the Board prior to
their issuance; though procedures are to be provided for information to the Board
committees and may be tested periodically by the Office of Internal Audit. On
controversial topics, the Superintendent is encouraged to request Board input
prior to issuance.
The Superintendent shall annually provide a report on any changes to
Superintendent Procedures from the previous year.
Adopted: June 1, 2011

Revised: MONTH 2022; November 2021; May 16, 2012
Cross Reference: Policy Nos. 1010; 1240; 1320
Related Superintendent Procedure: 1310SP
Previous Policies: B46.00 and B62.00
Legal References: RCW 28A.320.010 Corporate Powers; RCW 28A.320.040 Directors—Bylaws

MEETING CONDUCT, Policy No. 1400
ORDER OF BUSINESS &
QUORUM July 1, 2015DATE
Page 1 of 4

2023:
• The annual Board meeting calendar will be developed collaboratively by

the Board President and Superintendent for approval by the Board
Meeting Conduct, Order of Business & Quorum Policy
Board meetings will be scheduled in compliance with the law and as deemed by
the Board to be in the best interests of the district and community. The Board
will function through (1) regular meetings, (2) special meetings, including Board
committee meetings, (3) emergency meetings and (4) public hearings.
Regular Meetings
The regular meetings of the Board of Directors are held at least once a month
according to a yearly schedule adopted in advance by the Executive Committee of
the Board.
All regular meetings shall be held at the Frances Owen Auditorium located in the
John Stanford Center for Educational Excellence, 2445 3rd Avenue South, or at
other places as determined by the presiding officer or by majority vote of the
Board or Executive Committee. If regular meetings are to be held at places other
than the Frances Owen Auditorium or are adjourned to times other than a
regular meeting time, notice of the meeting shall be made in the same manner as
provided for special meetings. All regular meetings of the Board shall be held
within the district boundaries. When a regular meeting date falls on a legal

holiday, the meeting shall be held on the next business day, unless otherwise
directed by a vote of the Board or Executive Committee.
An agenda of business to be transacted shall be posted on the district website not

less than twenty-four (24) hours in advance of the published start time of the
meeting.
Special Meetings
Special meetings, including Board committee meetings, may be called by the

President or on a petition of a majority of the Board members. A written notice
of a special meeting, stating the time and place of the special meeting and the
business to be transacted shall be posted to the district’s website not less than
twenty-four (24) hours in advance of the published start time of the meeting, and
each Board member shall receive notice of the posting by e-mail, and if the
meeting is called less than 7 days in advance, by telephone. The written and/or
telephonic notice requirement shall be deemed waived as to a Board member if
that Board member: 1) Submits a written waiver of notice to the Board Secretary
at or prior to the time the meeting convenes. The waiver may be given by
telegram, fax or electronic mail; or 2) Is actually present at the time the meeting
convenes.
Written notice shall also be sent not less than twenty-four (24) hours in advance
of the published start time of the meeting to each newspaper and radio or
television station that has filed a written request for such notices. Written notice
may be delivered personally or by mail, facsimile or electronic mail.
The district shall also prominently display the notice at the main entrance of the
district’s headquarters, as well as at the location of the meeting if the meeting is
held at a location other than the headquarters, not less than twenty-four (24)
hours in advance of the published start time of the meeting.
Final disposition shall not be taken on any matter other than those items
contained in the notice of the special meeting and agenda.
Emergency Meetings
In the event of an emergency involving fire, flood, earthquake, possible personal

injury or property damage, the Board may meet immediately and take official
action without prior notification.
Public Hearings
Public hearings may be held as required by law. A public hearing may include a
presentation by staff on the subject of a hearing, but a presentation is not
required. Testimony is taken at public hearings, subject to the testimony rules

outlined in Policy No. 1430 and Board Procedure 1430BP, Audience
Participation.
Public Notice
Public notice shall be properly given for any special meeting; whenever a regular
meeting is adjourned to another time; or, when a regular meeting is to be held at
a place other than the John Stanford Center for Educational Excellence.
All meetings shall be open to the public with the exception of executive sessions
authorized by law. Final action resulting from executive session discussions will
be taken during a meeting open to the public as required by law.
Individuals who may need an accommodation to participate in a regular or

special Board meeting, including those with disabilities or those requiring
language interpreting services, should contact the School Board's office as soon
as possible, and no later than two days before a regular meeting, so that
arrangements for the accommodation can be made. Reasonable efforts will be
made to accommodate requests made less than 48 hours in advance of a meeting.
Quorum
Four Board members shall constitute a quorum for the transaction of business.
Two Board members shall constitute a quorum for the transaction of business at
a committee meeting.
Meeting Conduct and Order Of Business
All Board meetings will be conducted in an orderly and business-like manner

using Roberts Rules of Order (Revised) as a guide, except when such rules are
superseded by Board policies. The order of business will be that indicated in the
agenda. Any additions or changes in the posted agenda for regular legislative
meetings may be requested by the Superintendent or a Board member and must
be approved by majority vote of the Board members present.
Board members are not required to be physically present to attend a Board or

committee meeting. Any or all Board members may attend a Board or committee
meeting and vote via a communication platform – including teleconference –
that provides, at a minimum, simultaneous aural communication between those
present, provided: 1) the meeting is properly noticed; 2) the meeting is accessible
to the public consistent with statutory requirements; and 3) there is a physical
location that accommodates any member of the public who wishes to attend.
All votes on motions and resolutions shall be by oral roll call vote except for a
vote on the consent agenda, which shall be by “voice” vote. No action shall be
taken by secret ballot at any meeting required to be open to the public. Except as
provided in the next paragraph, a majority vote shall determine the outcome of a

motion. In that regard, if a Board member abstains, the Board member’s
presence counts toward meeting the quorum requirement, but does not count as
a vote for or against the motion. The outcome of the vote is determined by the
majority of those who voted.
A majority vote of all the members of the Board is required for any person to be
elected or selected as a Board officer, filling a vacancy on the Board, or for the
selection of the school district Superintendent.
State law requires that the business of the Board be conducted in public.
Therefore, during Board meetings, Board members shall exercise principles of
good governance and refrain from communicating electronically (e.g. by e-mail,
text or social media) with their fellow Board members regarding Board business
(i.e. any matter that may come before the Board for action).
Adopted: June 2011

Revised: MONTH 2022; July 2015; April 2015; October 2014; September 2013; November 2012
Cross Reference: Policy Nos. 1220; 1240; 1410; 1420; 1430
Previous Policies: B40.00; B43.00; B45.00
Legal References: RCW 28A.330.020 Certain Board elections, manner and vote required; RCW
28A.320.040 Directors—Bylaws for board and school government; RCW 28A.330.070 Office of
Board—Records available for public inspection; RCW 28A.343.370 Directors—Vacancies; RCW
28A.343.380 Directors—Meetings; RCW 28A.343.390 Directors—Quorum—Failure to attend
meetings; RCW 42.30 Open Public Meetings Act; RCW 42.30.030 Meetings declared open and
public; RCW 42.30.050 Interruptions – Procedure; RCW 42.30.060 Open Public Meetings—
Voting by secret ballot prohibited; RCW 42.30.070 Time and places for meetings – Emergencies-
Exception; RCW 42.30.077 Agendas of Regular Meetings – Online Availability; RCW 42.30.080
Special Meetings; 42 U.S.C. §§12101-12213 Americans with Disabilities Act
Management Resources: Policy News, June 2014; April 2013; December 2012; June 2012; June
2005

PROPOSED AGENDAS & Policy No. 1420
CONSENT AGENDA
July 1, 2015DATE
Page 1 of 2

2023:
• The Board President and the Superintendent will develop and approve
legislative meeting agendas
Proposed Agendas
Regular Meetings
The Board secretary shall be responsible for preparing the proposed agenda for
each regular legislative meeting, in accordance with the Executive Committee.
Copies of the proposed agenda, minutes of the previous meeting, Board action
reports, and relevant supplementary information will be posted to the district’s
website at least three (3) days in advance of the meeting and will be available to
any interested citizen at the School Board office twenty-four (24) hours in
advance of the published start time of the meeting. Nothing in this section
prohibits subsequent modifications to the agenda, nor invalidates any otherwise
legal action taken at the meeting where the agenda was not posted in accordance
with this policy.
Exceptions to the 3-day posting requirement of supplementary information are

permitted as long as:
1. The Board action report is posted at least three days in advance of the
published start time of the meeting; and
2. The supplementary information is posted no later than forty-six hours
before action is scheduled to be taken by the Board; and EITHER

3. a) A Board Committee has given approval for the item to move forward to
a regular legislative meeting without all relevant supplementary materials,
or
b) The Superintendent has indicated there is a need to post the
supplementary information less than 3 days in advance. The reason(s)
behind the need to post less than three days in advance shall be noted in
the Board Action Report and will include a brief description of any new
attachments or supplementary information.
Special Meetings
Special meeting agendas, including those for Board committee meetings, will be
posted on the district’s website no later than twenty-four (24) hours in advance of
the published start time, and final action may be taken only on that business
contained in the notice of the special meeting and agenda.
Consent Agenda
To expedite business at a regular School Board meeting, the Board approves the
use of a consent agenda which includes those items considered to be routine in
nature. The consent agenda will appear on the regular agenda following the
approval of minutes of the previous meeting(s).
Any item which appears on the consent agenda may be removed from the consent
agenda by a member of the Board. The remaining items will be voted on by a
single motion. The approved motion will be recorded in the minutes, including a
listing of all items appearing on the consent agenda.
Adopted: June 2011

Revised: MONTH 2022; July 2015; October 2014; August 2013
Cross Reference: Policy Nos. 1240;
1400; 6020; 6215
Previous Policies:
Legal References: RCW 42.30.077 Agendas of Regular Meetings – Online Availability; RCW
42.30.080 Special Meetings
Management Resources: Policy News, June 2014; June 2012

BOARD— Policy No. 1620
SUPERINTENDENT
RELATIONSHIP June 1, 2011DATE
Page 1 of 3

2023:
• Individual Board members shall not request from the Superintendent or
staff the preparation of a report or compilation of materials not readily
available and involving significant staff time unless the majority of a
committee or the Board by motion duly made and adopted shall have
approved the preparation of the report or the compilation of material;
provided that, the Superintendent may seek review of any such committee
request from the before staff begins the work.
• If the Superintendent questions the reasonableness of the request, the
Superintendent may ask the Board President to decide if the request
should be delayed or reduced in scope if it would have an adverse impact
on the core work and established priorities of the district.
Board-Superintendent Relationship Policy
The successful operation of schools requires a close, effective working

relationship between the Board and the Superintendent. The relationship must
be one of mutual respect, trust, goodwill and candor. As the legally designated
governing body, the Board retains final authority within the district. The
Superintendent is the Board’s professional advisor to whom the Board delegates
executive and administrative responsibility.
The Board is charged with setting district policy and the Superintendent is
charged with carrying out and enforcing that policy. It is essential that each
recognize and respect one another’s areas of responsibility. To clarify their
relationship, the following principles are adopted:

1. The Board of Directors and Superintendent together form 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.
2. The Superintendent will be directly responsible to the Board for the
administration of the school district. The Board will vest the Superintendent
with executive authority commensurate with that responsibility.
3. Individual Board members will not hold the Superintendent accountable for
meeting expectations that do not have the endorsement of the Board.
4. Except for issues involving the Superintendent as an employee, or in
exceptional circumstances where the Board deems unilateral action is
warranted, the Board will address personnel issues after consultation and
upon recommendation by the Superintendent, and will issue all orders
affecting employees through the Superintendent.
5. The Board will expect from the Superintendent recommendations for the
improvement of the school district. The Board will adopt or revise policies
after consulting with the Superintendent.
6. Since the strength of public policy is derived from diverse and sometimes
contradictory views of the policymakers, Board members will freely and
openly express their views on all items before the Board. However, all
members of the Board will also seek ways to reconcile their diversity in order
to provide clear direction to the Superintendent and staff.
In furtherance of these principles, the Board and Superintendent will set annual
goals and meet regularly during the year to evaluate the effectiveness of the team.
Board-Superintendent Communications
The Board and the Superintendent will maintain a system of communication and
interaction that builds upon mutual respect and trust. In order to perform their
responsibilities, Board members must be familiar with the operations of the
district. The Superintendent, in order to perform his or her responsibilities, must
also be kept advised of issues and have the authority to control the utilization of
the district’s staff. It is therefore the policy of the Board that:
1. The Board and its members shall not issue directives to staff except through
the Superintendent or the Superintendent’s designated representative(s).
2. Individual Board members shall not request from the Superintendent or staff
the preparation of a report or compilation of materials not readily available
and involving significant staff time unless the majority of a committee or the
Board by motion duly made and adopted shall have approved the preparation
of the report or the compilation of material; provided that, the
Superintendent may seek review of any such committee request from the
Executive Committee before staff begins the work.

3. Members of the Board shall refer all personal appeals, applications,
complaints, and other communications concerning the administration of the
school district to the Superintendent or his or her designated
representative(s) for investigation and report to the Board member.
Ordinarily, such matters are referred to the Board for decision only upon
statutory appeals.
4. Communications between the Board and the Superintendent will be governed
by the following practices:
a. Exercise honesty in all written and interpersonal interaction, avoiding
misleading information
b. Demonstrate respect for the opinions and comments of each other
c. Maintain focus on common goals
d. Communicate with each other in a timely manner to avoid surprises
e. Maintain appropriate confidentiality
f. Openly share personal concerns, information, knowledge and agendas
g. Make every reasonable effort to protect the integrity of the district and
each other
h. Respond in a timely manner to requests and inquiries from each other
Adopted: June 2011

Revised: MONTH 2022
Cross Reference:
Previous Policies: B60.00; B61.00
Legal References: RCW 28A.320.010 Corporate powers; RCW 28A.330.100 Additional powers of
the Board; RCW 28A.400.010 Employment of Superintendent—Superintendent’s qualification,
general powers, term, contract renewal; RCW 28A.400.030 Superintendent’s duties

SELECTION & ADOPTION Policy No. 2015
OF INSTRUCTIONAL
MATERIALS July 20, 2021DATE
Page 1 of 6

2023:
for standing committees, with limited exceptions outlined below, until July 31,
2023. The Board will retain an Audit Committee and retains the authority of the
Board President to establish an ad hoc committee from time to time.
• At the inception of each adoption, the Superintendent or their designee
shall inform the Instructional Materials Committee and the Board that the
adoption is beginning, and report on the make-up of the adoption
committee, selection criteria, community/staff engagement plan, and the
proposed timeline. Periodic reports will be made to the Board on the
progress of the adoption.
Selection & Adoption of Instructional Materials Policy

The School Board recognizes its responsibility for the improvement and growth
of the educational program of the schools in our district. RCW 28A.320.230
provides the statutory authority for the School Board in the adoption of
instructional materials.
The primary objective in selecting instructional materials is to implement, enrich,

and support the educational program of our schools. Instructional materials shall
be selected to ensure alignment with learning standards and enable all students
to master the foundational skills and knowledge needed to be prepared for
college, career and community. As applicable to the given course, adopted
instructional materials shall be used by teachers for instruction. Approved
supplementary instructional materials may be used to enhance and support
adopted instructional materials.
Definitions
For this policy and procedure, the following definitions will apply:
Page 1 of 7
1. Course is defined as the program of instruction for kindergarten
through 12th grade students.
2. Curriculum is defined as the learning standards that teachers teach;

adopted instructional materials, courses, scope and sequence,
presentations, activities, assignments, projects provided for students,
and assessments and other methods to evaluate learning.
3. Instructional Materials are all materials designed for use by students

and their teachers as learning resources to support the curriculum and
help students acquire facts, skills, and/or to develop cognitive
processes. These instructional materials, used to help students meet
State or District 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 School
Board recognizes the following categories of instructional materials:
a. Adopted Instructional Materials: These are recommended by the

Instructional Materials Committee based on the work of an
Adoption Committee and adopted by the School Board.
i. Core Instructional Materials are the primary instructional

resources for a given course. They are provided to all students to
help meet learning standards and provide instruction toward
course requirements.
ii. Extended Core Instructional Materials are used in
conjunction with the core instructional materials to provide
instruction in established learning standards or statutory
requirements that are not fully addressed by, or absent from, the
core instructional materials.
b. Approved Instructional Materials: These are identified by

certificated instructional staff and approved for use by a principal
and/or the Superintendent or Superintendent’s designee, and do
not require Board approval.
i. Supplementary Instructional Materials are supplementary

to Core or Extended Core Instructional Materials and can be
used in conjunction with adopted instructional materials of a
course to enhance and support instruction. Supplementary
instructional materials contain additional content or present
content at a different level of difficulty or in a different
medium.
Selection and Adoption of Instructional Materials
Page 2 of 7
Instructional material adoptions shall occur pursuant to an established adoption
cycle set by the Superintendent or their designee.
When new learning standards or statutory course of study requirements take

effect, the Superintendent or their designee will review existing instructional
materials within the first year of enactment and determine a recommended
course of action to ensure requirements are met in core instruction, with analysis
regarding short and long term fiscal impact. At the conclusion of the review, a
recommendation will be reported to the Superintendent if the review was
conducted by a designee.
Instructional material adoptions can also be initiated to address identified needs

in specific courses or grade levels resulting from obsolete, biased, or unavailable
adopted instructional materials, widespread requests for instructional materials
waivers per Board Policy No. 2020, or other factors impacting student learning.
Recommendations could include, but are not limited to, the following:
1. Adoption of core instructional materials to align with the new standards;

2. Adoption of extended core instructional materials to support the existing
adopted core instructional materials;
3. The development of district-created instructional materials to be reviewed
for adoption as core or extended core instructional materials;
4. Adjusting existing instructional materials to align to the new standards;
and/or,
5. Professional development on the new standards, which include the
changes in content and instructional practice as a result of the practices.
The Instructional Materials Committee will provide direction for next steps to
address alignment to the learning standards.
At the inception of each adoption, the Superintendent or their designee shall

inform the Instructional Materials Committee and the Student Services,
Curriculum & Instruction CommitteeBoard that the adoption is beginning, and
report on the make-up of the adoption committee, selection criteria,
community/staff engagement plan, and the proposed timeline. Periodic reports
will be made to the Student Services, Curriculum & Instruction CommitteeBoard
on the progress of the adoption.
The Adoption Committee
An adoption committee is the body that evaluates instructional materials for each
core instructional materials and extended core instructional materials adoption.
A different adoption committee is formed for each instructional materials
adoption. The formation of an adoption committee is approved by the
Instructional Materials Committee (IMC) in alignment with Superintendent
Page 3 of 7
Procedure 2015SP.B. The process for selecting committee members will be
inclusive, fair, consistent, and transparent. An adoption committee’s members
should reflect the diversity of the district’s students and families. Further, the
composition of an adoption committee will provide subject matter expertise as
well as the perspectives of family members who have current and/or former
students in the grades for which the adoption is being contemplated. Before
beginning their work, the membership of an adoption committee will be
approved by the IMC.
At the beginning of an adoption process, an adoption committee will develop

selection criteria, a community/staff engagement plan, and a proposed timeline
for the adoption. Only after the selection criteria, engagement plan, and proposed
timeline are approved by the IMC, will an adoption committee proceed with their
instructional materials review.
At the conclusion of the selection process, an adoption committee will determine

a final selection and provide their selection to the IMC accompanied by an
affirmation that all required processes were adhered to. The adoption committee
will include with their final selection detail of the mediums required (e.g.,
textbooks, consumables, technological requirements of digital resources) to
implement the selected instructional materials and a thorough cost analysis of
the entire instructional materials adoption. The IMC will review the adoption
committee’s final selection, determine if the adoption committee followed all
required processes and certify if they have, and then, the IMC will determine
their recommendation of instructional materials by taking a vote on the adoption
committee’s final selection. The IMC’s recommendation of instructional materials
adoption will be provided to the School Board by a Board Action Report from the
Superintendent. The School Board may approve or disapprove the
recommendation for adoption.
Selection Criteria Development
The development of an adoption committee’s selection criteria is guided by the

following process. Prior to development of selection criteria and instructional
material review, to ensure that all instructional materials are culturally relevant
and do not contain cultural or racial bias, an adoption committee will review
Board Policy No. 0030, Ensuring Educational and Racial Equity, and will receive
an anti-bias orientation and training including the use of relevant instruments to
assist in the identification of bias.
An adoption committee’s selection criteria will include each of the following

standards to be met in their instructional materials review. Instructional
materials adopted by the Board will:
1. Follow all applicable state and federal laws;

2. Meet state and district learning standards if available;
3. Meet applicable standards as a minimum level of rigor;
Page 4 of 7
4. Enable teachers to implement the district’s curriculum;
5. Provide an effective basic education, including providing materials and/or
support to help students outside of the instructional day, as appropriate;
6. Ensure accessibility and appropriateness for students receiving English
Language Learning, Special Education, and Highly Capable services;
7. Provide a coherent instructional sequence and stimulate student growth
in conceptual thinking and factual knowledge;
8. Are capable of being easily understood by students, taking into
consideration the varied instructional needs, abilities, interests, and
maturity levels;
9. Are based on best practices and research including benchmarking and
efficacy from similar districts, schools that have used the materials,
and other sources;
10. Have a common baseline while ensuring that different learning and
teaching styles are represented;
11. Provide sufficient variety to present opposing views of controversial issues
in order that students may develop the skills of critical analysis and
informed decision-making;
12. Reflect community expectations and values;
13. Represent the diversity of students and contribute to the development of
understanding issues of gender, ethnic, cultural, occupational, and
religious groups;
14. Eliminate, in all instructional materials, bias pertaining to sex (gender),
race, creed, color, religion, ancestry, national origin, age, economic status,
sexual orientation, gender expression or identity, pregnancy, marital
status, physical appearance, disability, honorably discharged veteran or
military status, or the use of a trained dog guide or service animal by a
person with a disability;
15. Include in United States history, social studies, and language arts
instructional materials, and reasonably include in other instructional
materials, significant events, societal contributions and/or positive
representations of American Indian, African American, Latino, Asian
American, and LGBTQIA+ individuals and persons with disabilities; and
16. Any additional standards directed by the School Board or Instructional
Materials Committee that are deemed to be appropriate for an adoption.
The Instructional Materials Committee
It is the policy of the Seattle School Board to create an Instructional Materials

Committee (IMC), pursuant to RCW 28A.320.230, to oversee the instructional
materials of the district. Unlike adoption committees that are only active for a
specific adoption and vary for each adoption, the IMC is always a staffed
committee of the district. The IMC: tracks instructional materials needs of the
district; receives, considers, and acts upon written complaints regarding
instructional materials used by the district; and oversees instructional materials
adoptions. In relation to instructional materials adoptions, the IMC is the body
that reviews and approves the processes followed by an adoption committee to
Page 5 of 7
develop a final selection. It is also the entity that considers an adoption
committee’s final selection and provides an instructional materials adoption
recommendation to the School Board, via the Superintendent. Formation and
operation of the IMC shall be in accordance with Superintendent Procedure
2015SP.B.
The IMC is responsible for ensuring that all adoption committees conform to the
policy and legal requirements pertaining to the adoption of instructional
materials. When the work of an adoption committees is complete, they will
provide their final selection to the IMC. The IMC will certify that all required
processes were adhered to by the adoption committee and determine a
recommendation of instructional materials by taking a vote on the adoption
committee’s final selection. The Superintendent will provide the recommendation
of the IMC to the School Board to approve or disapprove.
The IMC will consist of seven (7) members: Two (2) standing positions and five
(5) positions nominated by the Superintendent or their designee to serve four (4)
year terms. The School Board must approve the membership of the IMC. The
process for selecting committee members will be fair, consistent, and transparent
and is detailed further in the procedure. Committee member selection, within the
confines of the established structure provided in this policy and procedure,
should endeavor to be inclusive and reflect the diversity of the district’s students
and families.
Implementation of Core Instructional Materials Adoptions
To implement core instructional materials, the Superintendent’s designee will

create a professional development plan to train all teachers who will utilize the
adopted core instructional materials. Teachers are required to receive the
identified professional development. The professional development will provide
instruction on the proper use and best instructional practice to implement the
adopted instructional materials. In addition, an evaluation plan will be developed
by the Superintendent’s designee to measure the impact of the core instructional
materials on student learning.
Alternative Processes
For the adoption of Extended Core Instructional Materials, an adoption

committee will develop an appropriate review process and their process will be
approved by the IMC before beginning the review.
The IMC may approve a revision of the process in the case of adoption for courses
with total District enrollment of fewer than 1,000 students. Any revision must
satisfy the selection criteria standards 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
Page 6 of 7
recommend purchase of the new edition/version. The IMC will grant the
approval of the acquisition if the materials satisfy both the state and district
requirements of the subject and grade ranges for the adoption and the relevant
instruments identifying bias in instructional materials.
Provision of Core Instructional Materials
It is the policy of the Seattle School Board to provide or loan initial copies of core
instructional materials to students free of charge. Students are required to
exercise reasonable care in the use of such materials.
The district may use and experiment with instructional materials for a period of
time before general adoption is formalized in accordance with the field-testing
process detailed in Superintendent Procedure 2015SP.B.
The Superintendent may purchase instructional materials in an unanticipated

emergent situation of rapidly changing circumstances or deviant needs.
Procedures
The Superintendent is authorized to develop procedures to implement this policy

including, but not limited to:
• the adoption process for core and extended core instructional materials,
• the approval process for supplementary instructional materials,
• a process for reviewing complaints regarding instructional materials.
Adopted: December 2011

Revised: MONTH 2022; July 2021 (per Policy No. 1310); October 2020; October 2019; April
2017; September 2014; October 2013 (previously numbered as Policy No. 2020)
Cross Reference: Policy Nos. 6881, 2020
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
Page 7 of 7
BOARD— Procedure No. 1620BP
SUPERINTENDENT
RELATIONSHIP March 21, 2012DATE
PROCEDURE
Page 1 of 43

2023:
Portions of this policy suspended are as indicated with strikeouts.
Board-Superintendent Relationship Procedure

As indicated in Policy No. 1620, the successful operation of schools requires a
close, effective working relationship between the Board and the Superintendent.
The relationship must be one of mutual respect, trust, goodwill and candor. The
Board is charged with establishing district policy and the Superintendent is
responsible for implementing that policy and will be accountable to the Board to
assure that staff complies with it. The Superintendent is the chief executive of the
district to whom the Board delegates the management and administration of the
district. The Board provides oversight and perspective which is essential to the
governance of the district. It is important that each recognize and respect one
another’s areas of responsibility.
The Board is committed to recruiting and retaining good leadership for the
district, which in turn improves stability, continuity and public confidence. This
procedure is adopted to promote this objective.
In order to further clarify how Policy No. 1620 shall be implemented, this
procedure delineates several key aspects of the relationship between the Board,
Superintendent, and district staff.
1. Advocacy: Directors should work toward lasting improvement to a

situation, outcome, process or policy by directing the Superintendent
using governance level means whenever possible. Governance level means
include the approval of policy, budget, and the strategic plan; the hiring,
setting expectations for, and evaluation of the Superintendent; and other
Board actions. Directors should contact the Superintendent or senior
leadership to seek information or advocate actions.
Board Procedure No. 1620BP Page 1 of 4

2. Working with the Superintendent: It is vital to the overall productivity,
morale and smooth functioning of the district that the governance team,
the Superintendent and the Board, work together as a cohesive unit in the
spirit of collaboration. The Superintendent and the Board should view
each other as key advisors. The Superintendent and the Board shall
communicate in a thorough, honest and transparent fashion so that the
Board is apprised of the district’s direction and progress. The
Superintendent and the Board should first seek to clarify any questions or
resolve misunderstandings between them through direct personal
communications.
Directors and the Superintendent should support and affirm the authority,
leadership, and decision-making responsibilities of each other.
Disagreements between the Superintendent and the School Board over the
direction of the district should be resolved using governance tools, such as
the regular committee structure.
3. Communications between Board, Superintendent, and Staff: The School

Board values open communication between Directors and staff members
at all levels. The Superintendent will establish a mechanism so that
communications with one Board member are shared with all Board
members.
Directors are encouraged to visit schools and discuss education-related

issues with staff, and Directors are encouraged to foster a welcoming
environment for all staff in the central office as well. Directors shall use
the process outlined in paragraph 4 below to make any request of district
staff time, including asking staff to run reports, attend meetings, or meet
with constituents.
4. Requesting Work of Staff: Any requests of staff involving significant staff

time must come from at least two Board members. All requests must be
made through the Superintendent or appropriate senior leadership. In the
spirit of collaboration, Board members are committed to be sensitive to
staff workload issues and to reach mutual agreement with senior staff
regarding due dates for requested work. The requesting Director shall
confer with the chair of the appropriate committee regarding requests. If
the chair and/or the Superintendent question the reasonableness of the
request, the Superintendent may ask the Executive Committee (or Board
President between committee meetings) to decide if the request should be
delayed or reduced in scope if it would have an adverse impact on the core
work and established priorities of the district. The Board President will
report to the Executive Committee when a decision is made between
committee meetings.

If a two-Board-member-request on an item that is already scheduled to go
before the Board for action is not recommended by staff, staff will
incorporate the request and the reasons they are not recommending it into
the alternative section of the Board action report presented to the full
Board. If a Director does not agree with staff’s analysis, he or she may
offer an amendment.
If a two-Board-member-request on an item that is not already scheduled

to go before the Board for action is not recommended by staff, the
appropriate cabinet member will write a memo to the Superintendent
explaining the staff’s recommendation. The Superintendent will then
address the request with the Executive Committee (or Board President if
between committee meetings).
Clarifications or explanations of agenda items are not considered a request

for staff work.
5. Public Meetings: The School Board and Superintendent are committed to

maintaining a climate of mutual respect and civility at all times.
Disagreements on issues will be addressed respectfully and personal
criticisms will be avoided. To the greatest extent possible, Directors shall
alert staff to non-routine questions prior to public meetings in order to
increase the quality and depth of staff response.
6. Responding to Constituents: Constituent service issues include concerns

identified by families, SPS employees and citizens regarding the operation
and staffing of schools and administrative departments. Board Directors
shall refer all personal appeals, applications, complaints, and other
communications concerning the administration of the school district to
the Superintendent or his or her designated representative(s) and refrain
from engaging in the administration of any school or district department
on behalf of a constituent issue. The Superintendent shall respond within
a reasonable time to such concerns and keep Board members
appropriately informed.
If Directors would like to address constituent concerns of a broader

nature, they should use governance tools to resolve the issue, in alignment
with annually established governance priorities.
7. Hiring & Terminating Employees: The authority and responsibility for

hiring and terminating employees is delegated to the Superintendent.
Directors shall give feedback on the employment status (hiring and firing)
of district staff only in private consultation with the Superintendent. Board
Directors shall refer constituent feedback on personnel issues to the
Superintendent. Individual Directors should not publicly express
negative opinions about staff members or the Superintendent’s personnel
decisions.

8. Board Decision Making: Directors shall use the work session process to
provide guidance to staff to help shape staff recommendations. If Directors
are not satisfied with the final staff recommendations that result from the
work sessions, Directors should submit an amendment to the proposal to
the full Board for a public vote.
The first step is to draft and submit an amendment for staff to vet. The
expectation is that the Superintendent and staff will have examined
amendments raised in advance by Directors in order to provide a
response. Further, other Board Directors shall receive the proposed
amendment with ample time to understand and consider it prior to the
scheduled vote.
9. Superintendent’s Accountability: The Superintendent shall be held

accountable to all areas of responsibility delegated to him or her by policy,
agreed upon annual goals, or other governance level actions. The Board
holds the Superintendent accountable through the Superintendent
evaluation process. The Superintendent’s evaluation instrument may
include such requirements as responding in a timely manner to Directors’
questions or comments, maintaining appropriate confidentiality, and
making every reasonable effort to protect the integrity of the district and
the Board. The Superintendent should not publicly express negative
opinions about the Board or Board members.
Adopted: March 2012

Revised: MONTH 2022
Cross Reference: Policy Nos. 1005; 1010; 1620; 1630; 1640, 4220; 5251; RCW 28A.150.230
District School Directors’ Responsibilities
Previous Policies:
Legal References:

EVALUATION OF THE Board Procedure
SUPERINTENDENT 1630BP
September 18,
2018DATE
Page 1 of 2

2023:
• The Board President and/or their designees will provide leadership for
Board activities, including the annual Evaluation of the Board, in place of
the Executive Committee where referenced below.
• The Board President and/or their designees will develop Superintendent
evaluation materials for the Board and manage the Superintendent
evaluation process in place of the Executive Committee where referenced
below.
Evaluation of the Superintendent Procedure

In alignment with Board Policy No. 1630, Evaluation of the Superintendent, and
the Superintendent’s employment agreement, the Seattle School Board
establishes the following process for conducting the Superintendent’s annual
performance evaluation.
A. Setting of the Annual Performance Goals

a. Per Policy No. 1240, Committees, the Executive Committee
members will work with the Superintendent to draft the
Superintendent’s annual performance goals for the following year
to propose to the full Board.
b. The Executive Committee members and the Superintendent will
meet at least twice to develop the draft evaluation documents.
c. After discussions between the Executive Committee and
Superintendent, the agreed upon proposed evaluation instrument
and goals will be brought before the Board for approval at a public
meeting by the end of June each year. (For the 2018-19 school year,
Board Policy No. 1630BP Page 1 of 2

the instrument and goals must be established by September 30,
2018.)
B. Check-Ins During the School Year

a. Executive Sessions: The Superintendent shall have the opportunity
to meet with the Board in an executive session no less than three
occasions each year, the purpose of which shall be the aiding of the
Superintendent in their performance.
C. Annual Evaluation
a. In June of every year, the Superintendent will be evaluated on the
goals established by the Board and Superintendent the previous
year.
b. The Board and Superintendent will meet at least once in executive
session to discuss the Superintendent’s performance on the goals
over the year.
c. The Superintendent will provide to the Board a written self-
appraisal of their progress on the goals at least one week prior to
the executive session.
d. The Superintendent will be given the opportunity to provide
evidence of progress on the goals. These documents should be sent
one week in advance of the executive session.
e. A member of the Executive Committee will be designated by the
Board to complete the evaluation instrument based on the executive
session discussion.
f. The Board President will give a copy of the completed annual
evaluation documents to the Superintendent at least one week prior
to them being made public in order to give the Superintendent an
opportunity to review and write a written response.
g. The completed annual evaluation documents (e.g., the narrative)
will be posted to a Board meeting agenda prior to the last Board
meeting of the year.
Any of the timelines and deadlines pertaining to the evaluation of the

Superintendent’s performance may be adjusted at the request of either party by
mutual agreement of the Board and Superintendent.
Board Procedure 1630BP

Approved: September 2018
Revised: MONTH 2022
Cross Reference: Policy Nos. 1240, 1630; Superintendent’s employment agreement

Completing A Board Committee Diet
SECTION 1: WHAT’S THE BENEFIT OF CONDUCTING A BOARD COMMITTEE DIET?
Why School Systems & School Boards Exist

School systems exist to improve student outcomes. That is the only reason for which school systems exist.
School systems do not exist to have great buildings, have happy parents, have balanced budgets, have
satisfied teachers, provide student lunches, provide employment in the county/city, or anything else. Those are
all means -- and incredibly important and valuable means at that -- but none of them are the ends; none of
those are why we have school systems. They are all inputs, not outcomes. None of those are measures of
what students know or are able to do. School systems exist for one reason and one reason only: to improve
student outcomes.
An immediate challenge is that throughout the community there are many ideas about which student outcomes
-- which measures of what students know and are able to do -- should be focused on (we refer to this as the
community’s “vision”) and which means should/shouldn’t be used to accomplish this (we refer to this as the
community’s “values”). A school system can’t be effective if it’s trying to pursue a myriad of incoherent visions
while implementing a cacophony of conflicting values. So the decision was made to select a group of
individuals who would collectively represent the community’s vision and values. We refer to this group as a
school board. The function of the school board is to represent the vision and values of the community.
Listening, Identifying, & Implementing the Vision & Values [ What We Say ]
The school board’s work can largely be broken into three buckets:
1. Listening for the vision and values of the community whom they represent.
2. Identifying specific policies that reflect the community’s vision (we refer to this as adopting “goals”) and
specific policies that reflect the community’s values (we refer to this as adopting “guardrails”).
3. Implementing the community’s vision and values by delegating operational responsibility to the
superintendent and then monitoring and communicating progress toward the vision (goals) while
honoring the values (guardrails).
These three behaviors -- listening, identifying, and implementing -- are at the core of exceptional
boardsmanship and, when done well, clearly distinguish the work of governing (which belongs to the school
board) from the work of managing (which the board delegates to the superintendent).
The goals and guardrails that emerge from effective school board work serve as the north star against which all
decisions and all monitoring are evaluated. Should we adopt the superintendent’s budget recommendation?
Only if the superintendent has convinced the school board that the budget prioritizes accomplishment of the
goals while honoring the guardrails. How should we evaluate the superintendent? On the basis of whether or
not they made sufficient progress toward the goals while operating within the guardrails. Should we put a tax
increase or bond approval on the ballot? Only if you can prove to voters that the proceeds will support
accomplishment of the goals and honoring of the guardrails. Should we vote to approve this expenditure item
on the board meeting agenda? Only if the superintendent has convinced the school board that approval will
support accomplishment of the goals while operating within the guardrails. And so on, and so on.
As an aside, technically some consider “legal compliance” to be a fourth bucket because state legislatures
often task school boards with doing things that no school board should ever do. For example, one state’s laws
obligate school board members to install the accounting software. Can you imagine your brand new school
board member heading down to the central office with a copy of Quicken? Scary, right?!
The Currency of Life [ What We Do ]

When we see what someone spends their currency on, that provides us with insight into what they most value.
Ultimately, there is really only one currency: time. Money is simply stored time; you exchanged some of your
time and got money in its place. You bought an apple, but really what you were doing was trading a unit of your
time (money) for a unit of someone elses time (the time they spent picking the apple and bringing it to market).
So if we want to know what people most value, one means of doing so is to track their use of time. This is as
true of school boards as it is of people.
Alignment Between Saying & Doing

Boards that want to have the strongest impact on improving student outcomes will demonstrate a very strong
alignment between the vision and values they speak and the goals and guardrails they act on. The more
alignment there is between saying and doing, the more likely it is that the school board’s actions will create the
context for improvements in student outcomes. The less alignment there is, the more likely it is that the school
board’s behavior is unintentionally harming the school system’s chances of improving student outcomes.
Alignment between saying and doing can be measured by comparing how the school board chooses to use the
precious time it has each month -- the time during public meetings of the school board -- with the board’s
written vision and values (the goals and guardrails they’ve adopted). This is the benefit of a board agenda
evaluation: to reveal the extent to which there is alignment between what the school board says and what the
school board does as a means of helping school boards see a path toward improving student outcomes.
About Goals & Guardrails

Because the intention of goals is to reveal the community’s vision for its students’ outcomes, goals are only
about student outcomes -- what the community wants its students to know and be able to do. Ideal goals will
be SMART (specific, measurable, attainable, results-focused, and time-bound), will describe what the
community wants its students to know and/or be able to do, and will number between one and five (we
generally recommend three). Goals describe what the school system is trying to accomplish. Examples of
goals include:
● The percentage of kindergarten students who will enter kindergarten school-ready on a
multidimensional assessment will increase from 21% on August 1, 2019 to 65% by August 1, 2024
● The percentage of graduates who are persisting in the second year of their post-secondary program will
increase from W% on X to Y% by Z
● The percentage of free and reduced lunch-eligible students in kindergarten through 2nd grade who are
reading/writing on or above grade level on the district’s summative assessment will increase from W%
on X to Y% by Z
● The percentage of students at underperforming schools who meet or exceed the state standard will
● The percentage of males of color who graduate with an associate’s degree will increase from W% on X
to Y% by Z
The community will also have other things it values beyond the vision. These other items relate to what the
adults are doing to cause the goals to happen -- they are the inputs, not the outcomes. They are about the
means, not the ends. We refer to the written version of these values as guardrails. Ideally a school board will
adopt one to five such overarching statements (we generally recommend three). Guardrails describe how the
school system will behave as it seeks to accomplish the goals. Examples of guardrails include:
● The Superintendent will not allow underperforming campuses to have principals or teachers who rank
in the bottom two quartiles of principal or teacher district-wide performance
● The Superintendent will not propose major decisions to the Board without first having engaged
students, parents, community, and staff
● The Superintendent will not allow the number or percentage of students at underperforming campuses
to remain the same or increase
● The Superintendent will not allow the inequitable treatment of students
The more clearly and finitely defined the school board’s adopted goals and guardrails are, the easier it is for
the school board to ensure alignment between not only the school board’s sayings and doings, but also the
superintendent’s sayings and doings. This is what we mean by creating the conditions for improving student
outcomes.
SECTION 2: HOW TO CONDUCT A BOARD COMMITTEE DIET
Create a list of every board-authorized committee, taskforce, working group, or whatever other name is used to
describe a group that the superintendent does not have the authority to immediately and unilaterally dissolve.
Then do the following:
1. Starting with the very first committee, ask the participants: “Does this committee focus solely on either
the board’s adopted goals, adopted guardrails, or is the committee required by state or federal law?”
a. As clarity, the only way to answer “yes” to this question is if the entire purpose of the committee
is directly (not indirectly or tangentially) focused on the board’s adopted goals or the board’s
adopted guardrails, or the citation can be found in state or federal law mandating that the school
board create/have a committee of this nature. Otherwise it’s almost certain that the answer is
“no”.
■ Note: It is not helpful to indulge in delusion and intellectual dishonesty here. More often
than not, board members will try to create tenuous relationships between the
goals/guardrails and the existing committees they love serving on. This is once again the
triumph of adult ego and pride over a well-reasoned focus on student outcomes. The
reality is that for almost every committee, the answer to the above question will be a firm,
“no”. Just accept that and move on: either the work of the committee is literally in the
language of the goals/guardrails or it is not. Wasting time pretending that things are
directly related to your goals/guardrails when the language of your goals/guardrails
doesn’t support that contributes to a culture of deceit.
b. If the answer is yes, add the committee to the “keep/modify” list.
c. If the answer is no, add the committee to the “delete” list. Committees on this list will be
dissolved in an orderly fashion and will no longer be considered during this activity.
d. Continue until every committee is either on the “keep/modify” list or the “delete” list.
2. Starting with the very first committee on the “keep/modify” list, ask the participants: “Does this
committee have a clearly defined deliverable and due date by when the committee will dissolve —
whether or not it has delivered its deliverable?”
a. If the answer is yes, add the committee to the “keep” list. Committees on this list will be
continued as they currently exist and will no longer be considered during this activity.
b. If the answer is no, add the committee to the “modify/delete” list.
c. Continue until every committee from the “keep/modify” list is now either on the “keep” list or the
“modify/delete” list.
3. Starting with the very first committee on the “modify/delete” list, ask the participants: “If this committee
needs to exist, what specific written deliverable does it exist to create and by when should that
deliverable be delivered?”
a. If a specific deliverable and due date are identified, add the committee to the previously created,
“keep” list. Committees on this list will be continued as modified and will no longer be
considered during this activity.
b. If a specific deliverable and due date not identified, add the committee to the previously created
“delete” list. Committees on this list will be dissolved in an orderly fashion and will no longer be
considered during this activity.
c. Continue until every committee from the “modify/delete” list is now either on the “keep” list or the
“delete” list.
Resources
● Student Outcomes Focused Governance (manual): http://tinyurl.com/SOFG-Manual
● School Board Basic: https://tinyurl.com/SOFG-School-Board-Basics
To: Ad Hoc Governance Committee
From: Ellie Wilson-Jones, Director of Policy & Board Relations,

eswilsonjone@seattleschools.org
Date: September 12, 2022
RE: Review of Board Actions in 2021-22
A. Background
The following research and analysis are intended to support the Ad Hoc Governance
Committee’s review of the Board’s existing Board Action Report template and broader decision-
making structure. Attachment A provides a rough summary of the Board’s action items for
2021-22. Each item was coded for the reason it was brought to the Board for action (state
law/funding requirements, policy, Board preference), the type of item (policy
adoption/amendment, labor agreement, contract, grant acceptance, etc.), and, as applicable the
contract or grant type (new or renewal/extension/amendment), type of policy action (legally
required or discretionary), and capital item type.
The compilation method used prioritized efficiency over accuracy at the individual item level,
aiming to produce a general picture of the quantity and type of items before the Board. The
categorizations were not thoroughly researched or analyzed for the exact reasoning for Board
action (e.g. it could be argued that some items before the Board because of “state law” would
have allowed for a delegation by policy of the specific decision by the Board; some items went
to the board for multiple reasons; etc.). This research should be used in the aggregate to identify
general patterns rather than as a record of the exact nature of any given item before the Board.
B. Summary of Board Work in 2021-22
In 2021-22, the Seattle School Board considered roughly 124 Board Action Reports and also
acted on numerous sets of minutes, warrants reports, and personnel reports. Roughly 65 of the
124 Board Action Reports considered were brought to the Board as a requirement of state
law/funding requirements, 51 due to a policy requirement, and eight due to Board preference for
Board approval without a clear policy or legal requirement. 1
1
The categorization of “Board Preference” isn’t entirely distinguishable for the other categories and could easily
be grouped differently. In this case, Board Preference is used to describe items brought to the Board for approval
based on Student Outcomes Focused Governance best practices that would not otherwise require Board approval,
discretionary resolutions adopted by the Board, a contract authorization below the Board’s approval threshold,
and Budget transfers without another reason for Board action.
Page 1 of 3

RE: Comparison of the Seattle School Board Action Report to Other Boards’ Action
Items and Recommendations for Revision
A. Background
The Board Action Report (BAR) is the tool used by the Seattle School Board to bring motions to
the Board for approval, as required by law or policy, with sufficient information to support the
Board’s review. The Board Action Report is referenced in several policies and procedures (1420,
1620BP, 2015, 6220SP.H), but the BAR’s contents is not dictated by policy. The BAR has been
in use by the district for at least a decade, 1 and the current BAR template, Attachment A, has not
been substantive edited since approval by the Board’s Executive Committee in 2016.
The current BAR template has 13 sections, some with multiple parts, and is three pages long,
with completed BARs spanning at least three to four pages. For the August 31, 2022 Regular
Board Meeting, BARs spanned an average of about 5 pages without attachments. Attachments to
Board Action Reports presented on August 31, ranged from zero to 64 pages, and can sometimes
span 500 pages or more.
B. Comparing the Seattle School Board Action Report and Approval Process with Other
Approaches to School Board Decision-Making
The Seattle School Board Action Report was compared with the materials for action items
provided to school boards in the region and across the country. 2 Seattle’s Board Action Report is
the most extensive tool of those reviewed, with far more required sections and longer briefing
1
The School Board Office has access to digital archives going back to 2012-13. Additional research was not
conducted to identify how much earlier than 2012-13 the Board Action Report may have been utilized.
2
Recent agenda postings for the following districts were reviewed: Seattle, Anchorage, Portland, Tacoma, Kent,
Bellevue, Spokane, Highline, Philadelphia, Dallas, and Fort Worth. Districts were reviewed because of their
proximity, participation in the SOFG model, and/or historical benchmarking practices used by the Seattle School
Board. Because the agendas reviewed were largely from the end/beginning of the school year, the exact character
of those Board’s agendas and decision-making processes may have been impacted. Additionally, efficiency in
gathering a general sense of other Districts’ practices was prioritized over capturing exhaustive information about
a given district’s approach.
Page 1 of 3
information. The Highline School Board uses the model most closely aligned with Seattle, with a
BAR also serving as their vehicle for putting action items and supporting information before
their Board. However, while Seattle’s BAR is built from a three-page template with 13 sections,
Highline’s BARs (sample included as Attachment B) are typically one or two pages when
completed and include just nine sections. By contrast to Seattle and Highline’s BARs, some
districts utilize considerably more streamlined approaches, even constraining the information
provided to fields on their agenda, without an additional memo like the BAR to supplement the
motion language placed before the Board for action.
The most common information presented to School Boards of the 11 districts compared were
motions or recommended action before the Board (all), attachments (9), background (8), fiscal
impact (7), and alternatives (3). Only Seattle and Highline routinely included community
engagement, policy implications, and why board action is necessary, and only Seattle included
sections for research, equity analysis, student benefit, committee recommendations, and the
timeline for implementation.
While Seattle’s BAR was the most extensive model identified in this review, some other Boards
do regularly receive some types of information not included in Seattle’s BAR. The additional
fields most commonly included were relevant strategic plan and/or Board goals and specialized
fields applicable to contracts coming before the Board (e.g. contract start and end dates,
locations, vendor names). Dallas, Philadelphia, and Fort Worth provided examples that the Ad
Hoc Governance Committee may wish to explore for communicating key aspects of a contract
approval or grant acceptance to the Board.
While the focus of this review was benchmarking the Seattle School Board Action Report
against vehicles for decision-making used by other Boards, the research also yielded some less
developed but still evident themes about the organizational structure and meeting processes used
by boards to provide oversight. Most other school districts did not appear to have committees,
and none of the districts in Washington State had an obvious committee structure. Other boards
compared also appeared to have fewer touches on some items than the Seattle School Board,
even without having a system for prior committee vetting. Numerous boards appeared to take
actions in their first reading as a regular course of business rather than as an exception and for
the districts that did use a system of Introduction and then Action, or a first and second reading,
the two-step process was sometimes reserved for board policies. Agendas and minutes also
suggested varying approaches to Boards’ in-meeting reviews—such as only receiving
presentations on some items before action.
C. Recommendations for Revising the Seattle Board Action Report
Based on the review of other districts, the Ad Hoc Governance Committee may wish to consider
the following potential revisions to the BAR template for possible recommendation to the
Executive Committee:
• Sections recommended for consideration for potential addition:
Page 2 of 3
o Strategic Plan / Goal & Guardrail Alignment: Under the Student Outcomes
Focused Governance model, actions by the Board are focused on achieving
student outcomes or, when distinct from that, meeting legal requirements. The
Board may wish to include a summary section on why Board Action is necessary
and Strategic Plan/Goals & Guardrail alignment. This content could potentially be
collapsed with existing sections like the “purpose” statement and/or “why board
action is necessary.”
• Sections recommended for consideration for potential revision or removal:
o Background, Research, Alternatives, Student Benefit, Policy Implication, and

Timeline for Implementation: Suggest removing and replacing with an analysis
section that speaks to these areas as relevant with prompt language to support
staff in considering these areas for possible discussion. The delineations between
these items and other BAR sections currently produces repetitive content
throughout many BARs.
o Community Engagement and Equity Analysis: These areas are not commonly
addressed as distinct elements within board documents for other districts, and the
Committee may wish to consider changes. Community Engagement and Racial
Equity Analysis are, however, fundamental to the development of Board policies
and other district actions at Seattle Public Schools. Guardrails 1 and 2 provide
Board expectations for community engagement and ensuring district
programming prioritizes educational and racial equity. Additionally, Board Policy
No. 0030 requires that district policies, programs and procedures be developed
using a racial equity analysis tool.
o Fiscal Impact: Fiscal impact analysis is not a universally provided to boards to

support decision-making, but it does seem like an important consideration in the
context of decisions currently coming before the School Board. The Committee
may wish to consider recommended changes to the existing prompts to align with
the information Directors most need (e.g. contract costs and duration as opposed
to narrative statements and/or information about how the proposed
revenue/expenditure relates to previously approved budgets and levy plans to
situate contract approvals within the broader context of prior Board actions).
o Board Committee Recommendation: Suggest removing if Board Committees

are discontinued. If retained, suggest including as notation alongside dates for
Introduction and Action rather than as a narrative field.
D. Attachments
• Attachment A: Seattle School Board Action Report Template
• Attachment B: Sample Highline School Board Action Report
• Attachment C: Sample Dallas Board of Trustees Agenda Item
• Attachment D: Sample Fort Worth Board of Education Action Agenda Item
• Attachment E: Sample Philadelphia Board of Education Action Item
Page 3 of 3
DATE: [Date]
FROM: Dr. Brent C. Jones, Superintendent
LEAD STAFF: Staff name/title/contact info; Applicable Cabinet member/title/contact info
For Introduction: [Date]

For Action: [Date]
1. TITLE
[Title Here]
2. PURPOSE
[Provide a brief (2-3 sentences maximum) explanation of the purpose of the BAR.
EXAMPLE ONE: This Board Action Report makes edits to Board Policy No. ____, [NAME], in
order to meet new requirements in State law. The changes highlight the need for the District to
file an annual report with the Office of Superintendent of Public Instruction.
EXAMPLE TWO: This Board Action Report details purchase agreements that total $3,000,000
that would provide new classroom technology to 49 schools starting in the 2017-18 school year.]
I move that …
[EXAMPLE ONE:
I move that the School Board authorize the Superintendent to execute a contract with _______ in
the amount of _______, for __________ in the form of the draft Agreement dated (date) and
attached to the School Board Action Report, with any minor additions, deletions, and
modifications deemed necessary by the Superintendent, and to take any necessary actions to
implement the contract.
EXAMPLE TWO:
I move that the School Board amend Board Policy No. ____, [TITLE], as attached to the Board
Action Report.]
a. Background [What led you to bring this motion? (e.g. problems, legal requirements,
conflicting policies, annual requirement) How does this motion address that issue?]
b. Alternatives [Identify alternative(s) that was considered in your process and explain
briefly why this alternative is not recommended.]
1
c. Research [Include research and interviews conducted, data reviewed, and any
benchmarking data.]
Fiscal impact to this action will be _________.
Not applicable
Tier 1: Inform
Tier 3: Collaborate
[After checking the appropriate box, provide a brief rationale for the level of engagement, and if
applicable any relevant feedback received as a result of community engagement and how that
feedback was incorporated into your final recommended motion. If you have not yet been trained
on the Community Engagement Tool, please consult your cabinet member.]
7. EQUITY ANALYSIS
[Include information on the use of the Racial Equity Analysis tool, if deemed applicable for this
decision, and how it impacted your process and decision for this item to ensure racially equitable
outcomes. If you are not sure whether this decision requires use of the Racial Equity Analysis
tool, please consult your cabinet member. If you need support as you apply the tool, please
consult the Department of Racial Equity Advancement.]
8. STUDENT BENEFIT
[Please give a short description of how this action will benefit students.]
2
Other: _____________________________________________________________________
[Write the specific names and numbers of Board policies that are related to this motion. How is
this motion in alignment/compliance with the policy or policies?]
This motion was discussed at the _____ Committee meeting on _________. The Committee
reviewed the motion and _____________.
[The last blank here should NOT be filled in until after review from a committee. It may likely
either be "moved the item forward for consideration by the full Board" or "moved the item
forward with a recommendation for approval by the full Board."]
[Upon approval of this motion, _____________ will happen. List timeline of how this motion
will be put into effect at SPS (training, community engagement, etc.).]
13. ATTACHMENTS
• [ALWAYS LIST THE ITEM FOR APPROVAL FIRST]

• EXAMPLE: Board Policy No. _____, [TITLE] – clean (for approval)
• EXAMPLE: Board Policy No. _____, [TITLE] – tracked changes (for reference)
3
Highline Public Schools Board Action Report
Supports the Strategic Plan
DATE: 7/19/2022
FROM: Dr. Ivan Duran, Superintendent
LEAD STAFF: Lisa Johnson, Nutrition Services Director
For Introduction: 8/17/22 For Action: 9/7/22
I.TITLE Utilizing a Farm to School Purchasing Grant in the 2022-23 school year
II. WHY BOARD ACTION IS NECESSARY

Per Policy 6101, the board must be notified when a grant is over $250,000.
III. BACKGROUND INFORMATION

The Washington State Department of Agriculture (WSDA) offers Farm to School Purchasing Grants to support the
purchase and use of Washington-grown foods in child nutrition programs. The competitive reimbursement grant is
administered by the WSDA in partnership with the Office of Superintendent of Public Instruction (OSPI).
The maximum grant award amounts are based on October 2021 lunch counts, which means Highline Public Schools
could receive up to $320,000.
IV. RECOMMENDED MOTION

I move that the Highline School Board approve the Farm to School Purchasing Grant in the amount of $320,000.
V. FISCAL IMPACT/REVENUE SOURCE

Fiscal impact to this action will be (amount and source including fund Example - $522,000 from general fund Title 1 revenue).
Revenue up to $320,000
The revenue source for this motion is 9826 Farm to School Purchasing Grant.
Expenditure: One-time Annual
VI. APPLICABLE POLICY(S)

This action is in compliance with the following:
Policy and Procedure 6101: Grants
VII. ALTERNATIVES
Highline School District could not accept the grant and greatly reduce the amount of fresh, local food provided to
our students.
VIII. COMMUNITY ENGAGEMENT

Community Engagement Required: Yes No
IX. ATTACHMENTS
Grant documents on file.
School Board Action Report

FOR USE BY BOARD SERVICES OFFICE
BOARD FILE #:
AMENDED DATE: (See Minutes)
1&(175$/(;35(66:$<
'ALLAS, TEXAS 752
BOARD OF TRUSTEES
AGENDA ITEM
Meeting Type: Board Meeting Meeting Date: August 25, 2022

Policy Reference: DNA (LOCAL), CH (LOCAL)
CONSIDER AND TAKE POSSIBLE ACTION TO AUTHORIZE, NEGOTIATE AND ENTER INTO A COOPERATIVE
AGREEMENT WITH RECOMMENDED VENDOR FOR STUDENT PERCEPTION SURVEY SERVICES FOR
DISTRICTWIDE USE (NOT TO EXCEED $1,275,300 OVER THIRTY-FOUR MONTHS /GENERAL
OPERATING/SPECIAL REVENUE/BOND FUNDS)
x Justification:
DNA (Local) requires the administration of a student experience survey as part of the
Teacher Excellence Initiative (TEI). This policy identifies a student survey as an important
component of TEI. The Evaluation & Assessment department has utilized Panorama
Education to administer this survey to students in grades 3-12 since 2014. Beginning in the
Fall of 2020, a Social and Emotional Learning (SEL) student survey for grades 3-12 was
added to measure students’ perceptions of their SEL skills.
x Bid/RFP Statistics and Received: N/A M/WBEs: N/A x Bid/RFP #: x Opening Date:
Information: Compliant: N/A M/WBEs: N/A KH-206865 N/A
x M/WBE Information: In accordance with the District’s M/WBE Program requirements, this contract’s M/WBE
goal is set at 30 % of the contract amount.
No subcontracting opportunities M/WBE vendor
Committed to achieving % Multiple M/WBE vendors #
x Recommended Vendor(s): Panorama Education
x Contract Type: Cooperative Agreement
x Contract Term: August 26, 2022 - June 15, 2025
x Lowest Responsive Bidder(s): N/A x Sole Source Vendor: N/A
x Funding Information: General Operating/Special Revenue/Bond Funds
Budget Approval NA ✔ Request #: N/A PO #: N/A Project Order #: N/A

(Budget Department Approval Required)
x Contact Information:
Name: Cecilia Oakeley Title: Deputy Chief
Department: Evaluation and Assessment Phone #: 972-925-6407
BE IT RESOLVED BY THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES: That the Board of Trustees authorizes the District
to enter into a cooperative agreement with recommended vendor for student perception survey services for Districtwide use (not to exceed $1,275,300
over thirty-four months /general operating/special revenue/bond funds).
The Board action shall take effect immediately upon passage unless otherwise noted.
x 'HWDLOHG Information Sheet(s) attached: ✔ Yes No

DETAILED INFORMATION SHEET
Meeting Date: August 25, 2022

Title: CONSIDER AND TAKE POSSIBLE ACTION TO AUTHORIZE, NEGOTIATE
AND ENTER INTO A COOPERATIVE AGREEMENT WITH
RECOMMENDED VENDOR FOR STUDENT PERCEPTION SURVEY
SERVICES FOR DISTRICTWIDE USE (NOT TO EXCEED $1,275,300 OVER
THIRTY-FOUR MONTHS /GENERAL OPERATING/SPECIAL
REVENUE/BOND FUNDS)
Recommended Vendor(s):
Panorama Education
*Denotes M/WBE Vendor
Historical Information:
On August 24, 2017, per Board File #8.12-08242017, the Board of Trustees authorized the District
to negotiate and enter into agreements with various vendors for a student perception survey to be
administered as part of the Teacher Excellence Initiative (TEI) in the amount not to exceed
$2,250,000 over five years /general operating/special revenue funds. To date, the District has
encumbered $1,788,000.
M/WBE Evaluation Coversheet
Title: School/Department:
Student Perception Survey Services Evaluation and Assessment
Bid/RFP #: Bid/RFP Title:
KH-206865 Student Perception Survey Services
Vendor / Contractor City State Certification (if applicable) M/WBE Contact Compliant COMMENTS
Type Ethnicity/Gender Person Phone YES NO N/A
1 Panorama Education Boston MA Not Applicable White Male Eric Weisman 512-363-3657 X NTE: $1,275,300
Approved by: Date: 7/22/2022
Page 1 of 2
HISTORICAL SPEND
RFP #: MS-204970 Approved On: August 24, 2017
Title: Student Perception Survey Services
Approval Amount (NTE): $2,250,000 over five years
Vendor RFP Tabulation Rank Expenditures

Panorama Education 1 $ 1,788,000.00
Cambridge Education LLC 2 $ -
$ -
$ -
$ -
$ -
$ -
$ -
$ -
$ -
$ -
$ -
$ -
$ -
$ -
$ -
$ -
Total Expended $ 1,788,000.00
*Denotes M/WBE Vendor

FOR USE BY BOARD SERVICES OFFICE
BOARD FILE #:
AMENDED DATE: (See Minutes)
3700 ROSS AVENUE DALLAS, TEXAS 75204

DALLAS INDEPENDENT SCHOOL DISTRICT
BOARD OF TRUSTEES
AGENDA ITEM
Meeting Type: Board Meeting Meeting Date: August 24, 2017

Policy Reference: CH(LOCAL)/DNA(LOCAL)
CONSIDER AND TAKE POSSIBLE ACTION TO AUTHORIZE NEGOTIATE AND ENTER INTO AGREEMENTS WITH
VARIOUS VENDORS FOR A STUDENT PERCEPTION SURVEY TO BE ADMINISTERED AS PART OF THE
TEACHER EXCELLENCE INITIATIVE (TEI) (NOT TO EXCEED $2,250,000 OVER FIVE YEARS/GENERAL
OPERATING/SPECIAL REVENUE FUNDS)
x Justification:
The Evaluation and Assessment department will administer a student perception survey
annually at district campuses as a part of the Teacher Excellence Initiative (TEI) as required
by DNA (Local) which lists student perception as one of the three components of TEI.
Recommended vendors capable of producing a valid and reliable survey have been
identified. Vendor/s will be required to supply the surveys, assist district staff, and provide
the District with results.
x Bid/RFP Statistics and Received: 3 M/WBEs: 0 x Bid/RFP #: x Opening Date:

Information: Compliant: 3 M/WBEs: 0 MS-204970 June 6, 2017
x M/WBE Information: In accordance with the District’s M/WBE Program requirements, this contract’s M/WBE
goal is set at % of the contract amount.
No subcontracting opportunities M/WBE vendor
✔ Committed to achieving Var % Multiple M/WBE vendors #
x Recommended Vendor(s): See Detailed Information Sheet
x Contract Type: Request for Proposal
x Contract Term: August 24, 2017 - August 30, 2022
x Lowest Responsive Bidder(s): N/A x Sole Source Vendor: N/A
x Funding Information: General Operating: Special Revenue
Budget Approval NA Request #: N/A PO #: N/A Project Order #: N/A

(Budget Department Approval Required)
x Contact Information:
Name: Cecilia Oakeley Title: Assistant Superintendent
Department: Evaluation & Assessment Phone #: 972-925-6407
BE IT RESOLVED BY THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES: That the Board of Trustees
That the Board of Trustees authorize the District to negotiate and enter into agreements with various vendors for a student perception survey to be
administered as part of the Teacher Excellence Initiative (TEI) (not to exceed $2,250,000 over five years/general operating /special revenue funds)
The Board action shall take effect immediately upon passage unless otherwise noted.
x Additional Information Sheet(s) attached: ✔ Yes No

II DETAILED INFORMATION SHEET
II
Meeting Date: August 24, 2017
Title: CONSIDER AND TAKE POSSIBLE ACTION TO AUTHORIZE NEGOTIATE AND ENTER
INTO AGREEMENTS WITH VARIOUS VENDORS FOR A STUDENT PERCEPTION
SURVEY TO BE ADMINISTERED AS PART OF THE TEACHER EXCELLENCE
INITIATIVE (TEl) (NOT TO EXCEED $2,250,000 OVER FIVE YEARS/GENERAL
OPERATING/SPECIAL REFENUE FUNDS)
RECOMMENDED VENDORS
*Denotes MWBE
Cambridge Education
Panorama Education
HISTORICAL INFORMATION
On April 24, 2014, per board file#62070 , that Board of Trustees authorized the district to enter into a contract with various
vendors for student perception survey for the evaluation and assessment department in amount $1 ,000,000 over two
years with one year renewal options/general/special revenue funds .
On September 22 , 2016 , per board file#9 .05.092216, that the Board of Trustees approve an increase with various
vendors for student perception survey for the evaluation and assessment department (not to exceed $150 ,000/$1 .150,
000 aggregate over two years with one year renewal option/general/special revenue funds .
To date the district has spent:
Panorama Education - $1 ,103,862.00 over three survey administration years.

Dallas Independent School District
MIWBE Evaluation Coversheet
Title: Student Perception Survey
Vendor I Coldnlctor car ...

Bid/RFP #: Request for Proposal, MS- 204970
.... ......,....
Cl•ll· ....,
., .._
01-.e
..... 'VII 110

,. ...
Scantron Eagan MN JoAnn Smith 65 1-683-6000 X
2 Panorama Education Boston MA Aaron Feuer 617-356-8123 X Subcontracting Opportunities
Self-Certified Subcontract
3 Cambridge Education , LLC Westwood MA Kevin Hardy 781 -915-0020 X
Opportunity
5 .
6
Approvedby: ~~ Date: (, - t 0-17
Page 1 of 1
Dallas Independent School District
MS-204970 - Student Perception Survey
Tabulation/Evaluation
Total Number of Evaluators: 4

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Purchase Price - Detailed description of rate of services . 10 9.34 8.60 10.00
The impact on the ability of the district to comply with

6 laws and rules relating to historically underutilized 20 2.00 4.20 1.00
businesses ;
2 The Quality of the Vendor's Goods or Services 15 9.75 15.00 7.00
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9
Request for Proposal, to be defined as:
0 0.00 0.00 0.00
Total Scores (Out of 100 Posible Points) 100 51 .09 81 .80 42.75
Rank 2
Notes:
RFP-MS-204970 - STUDENT PERCEPTION SURVEY- REQUIRED FORMS REPORT 1
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9. Required Forms included· To Be Determined by Procurement Department· Y =Yes; N =No
9a. Criminal History Report y y y
9 b. Felony Conviction Affidavit y y y
9c. Conflict of Interest Form y y y
9d. Family Relationship Disclosure Form y y y
9e. Federal and State debarment Forms y y y
9 f. Non-Collusion Compliance Form y y y
9g. Minority and Women Business Enterprise Compliance Guideline Forms y y y

Notes:
ACTION AGENDA ITEM
BOARD MEETING
August 23, 2022
TOPIC: APPROVE PURCHASE OF A STRUCTURED LITERACY PROGRAM

AND TRAINING
BACKGROUND:
As part of the District’s focus on early literacy and through an audit of current literacy resources
and practices, we recognize the need for intensive literacy support in structured literacy
instruction. Research has demonstrated the importance of phonological awareness, letter
recognition, and oral language in the acquisition of reading and spelling skills. The District has
provided targeted professional development for Kindergarten through 2nd Grade teachers in
structured literacy for the past two years to support the acquisition of foundational literacy skills.
This support will include professional learning for special education inclusion and resource
teachers to provide intensive structured literacy instruction for students in grades Kindergarten
through 5th Grade.
STRATEGIC GOAL:
1 - Increase Student Achievement
ALTERNATIVES:
1. Approve Purchase of a Structured Literacy Program and Training

2. Decline to Approve Purchase of a Structured Literacy Program and Training
3. Remand to Staff for Further Study
SUPERINTENDENT’S RECOMMENDATION:
Approve Purchase of a Structured Literacy Program and Training
FUNDING SOURCES: Additional Details
ESSER Fund 282-13-6299-015-XXX-24-950-000155-22F32…………$150,000

ESSER Fund 282-11-6399-015-XXX-24-950-000155-22F32…………..$76,500
COST:
$226,500
VENDOR:
Neuhaus
232
PURCHASING MECHANISM:
Bid/RFP/RFQ
Bid Number: 21-083-F

Number of Bid/Proposals received: 71
HUB Firms: 11
Compliant Bids: 71
The above bid/proposal has been evaluated in accordance with the Texas Education Code
Section 44.031(b) regarding specifications, pricing, performance history, etc. All firms
responding to this solicitation have been qualified to provide services per specifications of
proposal. The vendor listed above has been selected to support this purchase.
Purchasing Support Documents Needed:

● Bid – Bid Summary / Evaluation
● Inter-Local (IL) – Price Quote and IL Contract Summary Required
● Sole Source – Price Quote and Notarized FWISD Sole Source Affidavit
● Emergency – Price Quote and Emergency Affidavit
PARTICIPATING SCHOOL(S)/DEPARTMENT(S)/EDUCATIONAL ENTITY:
All Elementary Campuses
RATIONALE:
Data suggests that 50%-75% of students require a structured literacy approach when learning to
read. This resource will provide the essential foundational word identification skills through
explicit, systematic instruction of the structure of the English language with supporting reading
practices.
INFORMATION SOURCE:
Marcey Sorensen
233
234
235
236
Action Item - 18.
Title: Ratification of Acceptance of Grant from the Pennsylvania Department of

Environmental Protection, On-Road Rebate Program ($468,000)
Board of Education Meeting Date: 9/22/2022

Action under consideration
The Administration recommends that the Board of Education ratify and authorize the
acceptance of a grant by The School District of Philadelphia, through the Superintendent or
his designee, as follows:
From: Pennsylvania Department of Environmental Protection
Purpose: To support the purchase of electric school buses
Grant Start Date: 3/4/2022
Grant End Date: 3/4/2023
Amount up to: $468,000
Locations:
Broad Street Garage
Passyunk Garage
Description:
The Department of Transportation Services is requesting ratification approval for an award
received in March 4, 2022, from the Pennsylvania Department of Environmental Protection
(PA DEP). Transportation applied to PA DEP for and was awarded a $468,000 rebate. The
District received notification of the award in late March 2022. Staffing constrains and competing
priorities delayed processing of the award notification prior to the beginning of Fiscal Year
2023. This award from PA DEP is under the Driving PA Forward-On-Road Rebate Program.
The rebate is issued in the form of a voucher by PA DEP, with funding managed by the Grants
Office. This is the District's third award of the Driving PA Forward-On-Road Rebate
Program. The rebate will supplement existing funding. The funding received from this award will
provide supplemental support to cover some of the cost for three electric buses that the District
expects will be delivered by the end of 2023. These funds will also help the District achieve the
goal of reducing its carbon footprint by modernizing the fleet, introducing zero-emission vehicles,
and transitioning from diesel buses to electric buses, which are cleaner, more environmentally
friendly vehicles. It is anticipated that some of the new vehicles will reduce noise, and pollution
and improve air quality as well. In addition, the funds provided will be used to assist the District
with the cost of replacing diesel school buses that have been targeted for replacement due to age,
reliability, and maintenance costs.
Guard Rail Supported: Guard Rail 1 - Every school will be a safe, welcoming, and healthy
place for all students, staff, and the community to learn. Our schools will be physically safe
and clean with an inclusive environment. Students will have access to social, emotional, and
mental health support.
Office Originating Request: Operations - Transportation

Common BAR types reviewed by the Board in 2021-22 were as follows: 2
• State-Required Capital Project Approvals: 24
• Contract Approvals (Non-Labor): 34 (17 were renewals)
• Board Policy Adoption/Amendment/Waiver: 17
• Grant Acceptances: 12 (11 were renewals)
• Annual Updates & State-Required Plans: 9
• Labor Agreements: 5
• Budget Transfers: 5
Additionally, the Board reviewed more than two dozen additional BARs for varied actions
required by law and/or policy (e.g. Superintendent Hiring and Evaluation Processes, Budget
Adoption, Levy Proposals, Curriculum Adoption, and School Year Calendar).
C. Findings and Recommendations
• The volume and meeting time devoted to various BAR categories may not align with the
Board’s priorities for governance and oversight. For instance, the Board reviewed 12
BARs for grant acceptances in 2021-22, all but one of which was a renewal, and five
BARs for budget transfers for a total of 17 BARs across these two areas. The Board also
reviewed 17 BARs for policy adoptions, amendments, and waivers. Under the Board’s
current structures, these bodies of work would be treated roughly equivalently in terms of
the quantity of analysis required in the BAR template, committee review, and Regular
Board Meeting presentation and voting processes.
• Policy work accounted for less than 14 percent of the BARs reviewed by the Board in
2021-22. As stated above, this core function is likely undersized when compared to other
types of Board actions given the Board’s relatively uniform approval process.
• Policy-driven Board actions and other actions taken because of Board preference account
for nearly half of Board Action Reports reviewed by the Board in 2021-22. Given the
volume of Board approvals dictated by Board Policy, the Board has flexibility in revising
the body of work before it and/or in changing its approach to oversight in those areas.
• Contract approvals and grant acceptances brought for approval under Board Policy Nos.
6220 and 6114 accounted for about 41 of the approximately 124 Board Action Reports
reviewed by the Board in 2021-22. Given the volume of these items, any actions by the
Board to revise policies and processes for defining the body of work of the Board, Board
Action Report and agenda templates, and/or process for Board approval should focus on
meeting the Board’s goals for oversight and decision-making in this area.
• Nearly all grant acceptances and more than half of contract approvals were for renewal
agreements, extensions, or amendments. A BAR template that classifies the proposed
grant or contract approval more clearly as a new item or reoccurring body of work may
2
Items may be counted in more than one area. Numbers represent the quantity of BARs brought to the Board in a
given area rather than the number of contracts or policies covered within a specific BAR (e.g. A single BAR
amending 10 policies counts as one)
Page 2 of 3
support the Board’s oversight in this area and better contextualize items for Directors and
others.
• State required approvals drive a varied and large body of work for the Board. These
include capital project approvals, OSPI school waiver applications, plan approvals, and
policy amendments and adoptions among other workstreams. Some contract approvals
required by policy are also needed to satisfy state requirements for Board approval of
capital projects that receive state funding.
D. Attachments
• Attachment A: Summary of 2021-22 Board Actions
Page 3 of 3
Why the Board took
2021-22 Board Actions action Item Type Contract / Grant Type Policy Action Type Capital Item Type
Minutes State Law Governance
Warrants Reports State Law Governance
Personnel Report State Law Governance
Election of Board Officers State Law Governance
Hiring of Superintendent State Law Governance
Negotiation of Contract w/ Superintendent State Law Governance
Approval of the Student Outcomes Focused Governance Progress Monitoring

Calendar Board Preference Governance
Approval of International Union of Operating Engineers (IUOE) Local 302 Unit A
Salary Schedules and Article 15, Effective February 1, 2022 Labor Agreement
Renewal of Washington Schools Risk Management Pool coverage for fiscal year Renewal / Extension /
2022-2023 Policy Contract Amendment
Resolution 2021/22-23, Fixing and Adopting the 2022-23 Budget State Law Governance
Approval of the 2022-2023 Student Rights & Responsibilities (SR&R) State Law Annual Update
Acceptance of Seattle University grant funding for the 2022-2023 school year for Renewal / Extension /
the central and south Seattle school and neighborhood network Policy Grant Acceptance Amendment
Renewal / Extension /
Annual Renewal of the Head Start Grant Policy Grant Acceptance Amendment
Approval of University of Washington Experimental Education Unit (EEU)
Interagency Agreement to provide Special Education services to students with Renewal / Extension /
Individualized Education Programs (IEPs), ages 3-6 Policy Contract Amendment
Review and Approval of 2022-23 Career and Technical Education (CTE) Plan Per Plan Approval by
Board Policy No. 2170 State Law State Law
Approval of Assessment Tool for Progress Monitoring and Continuous
Improvement in Literacy and Math Policy Action by Policy
Board Policy or
Approval of Amendment to Board Policy 0010, Instructional Philosophy; 2161, Procedure
Special Education; and 2162, Education of Students with Disabilities Under Section Adoption/Amendme
504 of the Rehabilitation Act of 1973 State Law nt Discretionary
Awarding Refuse Disposal & Mixed Waste Recycling Collection Services Bid No.
B032248 Policy Contract New
Authorization to extend the contracts awarded under RFP 112041: USDA
Commodity Foods Processing and Commercial Pricing for Seattle School District Renewal / Extension /
Culinary Services Policy Contract Amendment
OSPI Study and Survey Grant: Adoption of the Seattle Public Schools 2022 Study Capital Approval by
and Survey State Law State Law Plan
BEX V: Resolution 2021/22-19 Racial Imbalance Analysis for Montlake Elementary Capital Approval by Racial Imbalance
School Modernization and Addition project State Law State Law Analysis
Board Policy or
Procedure
Adoption/Amendme
Repeal of Board Policy No. 5207, Harassment, Intimidation, and Bullying State Law nt Discretionary
Board Policy or
Procedure
Adoption/Amendme
Amend Board Policy No. 2140, Guidance & Counseling State Law nt Legally Required
Approval of OSPI School Waiver Applications and Resolution No. 2021/22-24

Requesting a Waiver from the 180-Day School Year Requirement for Emergency 180-Day Waiver
School Closures and for Parent/Guardian-Teacher Conferences State Law Application
Approval of Contracts RFP022242A and RFP022242B, Student Transportation
Services for 2022-2025 and Succeeding Years Policy Contract New
Acceptance of Screening and Brief Intervention and Referral to Services (SBIRT) Renewal / Extension /
Grant Policy Grant Acceptance Amendment
Authorization to extend the Commercial Food Products and Supplies Contracts Renewal / Extension /
B052181-1 and B05281-2 Policy Contract Amendment
BEX V Final Acceptance of Contract P5175 with Dickson Company for the Kimball Capital Approval by
Elementary School – Phase 1 project State Law State Law Final Acceptance
Plan Approval by
Approval of Annual Highly Capable Program Plan for 2021-2022 State Law State Law
Approval of Amendment to Community Care Services Contract Policy Contract Amendment
2022-2023 City of Seattle Summer Food Service Program Project Services Renewal / Extension /
Agreement Policy Contract Amendment
Selection of School Board Student Members Policy Governance
Approval of the Amended 2021-22 Superintendent Evaluation Documents State Law Governance
Approval of Amendment to Gersh Academy Services Contract Policy Contract Amendment
Approval of Satterberg Foundation Elementary Feeder School Grant Policy Grant Acceptance Amendment
Amend Yellow Wood Academy Contract for the 2021-22 School Year Policy Contract Amendment
Board Policy or
Procedure
Amendment of School Board Policy No. 2413, Equivalency Credit for Career and Adoption/Amendme
Technical Education Courses State Law nt Legally Required
Adoption of K-5 Math Instructional Materials State Law Curriculum / Courses

Distressed School Grant: Approval of Budget Transfer for the Leschi Elementary
School Four Classroom Addition project Board Preference Budget Transfer
BTA III: Final Acceptance of Contract K5111 with Wayne’s Roofing, Inc., for the Capital Approval by
Olympic View Elementary School Select Roof Repair & Replacement project State Law State Law Final Acceptance
BEX IV: Final Acceptance of Contract P5132 with CDK Construction Services, Inc., Capital Approval by
for the Whitman Middle School Seismic Improvement project State Law State Law Final Acceptance
BEX IV: Final Acceptance of Contract P5161 with M.J. Takisaki, Inc. for the Roxhill Capital Approval by
Building Seismic Improvements project State Law State Law Final Acceptance
BEX IV: Final Acceptance of Contract P5168 with Premier Field Development for Capital Approval by
the Athletic Field Improvements at the Hazel Wolf K-8 School project State Law State Law Final Acceptance
BEX V: Final Acceptance of Contract P5169-BR with Buell Recreation for the BEX V Capital Approval by
Playground Projects at Gatewood & John Hay Elementary Schools State Law State Law Final Acceptance
BEX V Final Acceptance of Contract P5169-PNW with Northwest Playground Capital Approval by
Equipment, Inc. for the BEX V Playground Project at View Ridge Elementary School State Law State Law Final Acceptance
Board Policy or
Procedure
Renaming and Amendment of Board Policy No. 3208, Sexual Harassment, and Adoption/Amendme
Adoption of Board Policy No. 5011, Sexual Harassment of Staff Prohibited State Law; Federal Law nt Legally Required
Amendment to Board Policy No. 5410, Holidays, and Approval of the agreements
with International Union of Operating Engineers Local 302, Teamsters Local 117,
Teamsters Local 174, International Association of Machinists and Aerospace
Workers No. 160, Local 289, Pacific Northwest Regional Council of Carpenters, Board Policy or
PASS, Seattle King County Trades Council and Seattle Education Association Procedure
(SAEOP and Paraprofessionals who are 260 work day employees), adding Adoption/Amendme
Juneteenth as a paid holiday to the parties’ collective bargaining agreements State Law nt Legally Required
Board Policy or
Procedure
Amendment to Board Policy No. 6896, Drinking Water Quality and Access, and Adoption/Amendme
Repeal of Board Procedure 6896BP, Drinking Water Quality and Access Procedure State Law nt Legally Required
BEX V/BTA IV/BEX IV: Recommendation to Extend Contract Terms and Amend
Contract Amounts for Furniture Procurement for 2022-2023, Bid numbers B01834 Renewal / Extension /
and B05866 Policy Contract Amendment
BEX V: Resolution 2021/22-16: Approval of General Contractor/Construction
Manager (GC/CM) Delivery Method and Award GC/CM Contract P5184 to
Cornerstone General Contractors, Inc., for the Asa Mercer International Middle Capital Approval by Approval GC/CM /
School Replacement project State Law State Law New GMP Amendment
BTA IV: Final Acceptance of Contract K5073 with BNBuilders, Inc., for the Webster Capital Approval by
School Modernization and Addition project State Law State Law Final Acceptance
Approval of closure of three instructional program sites for Interagency Academy
School Policy Action by Policy
180-Day Waiver
Approval of Additional OSPI Emergency School Waiver Application State Law Application
Approval of two Memoranda of Agreement (MOA) between the Seattle School
District No. 1 (District) and Seattle Education Association (SEA) State Law Labor Agreement
Approval of Disciplinary Appeal Council Appointees State Law Action by Policy
Approval of Families, Education, Preschool, and Promise (FEPP) Levy funding for Renewal / Extension /
Preschool Services for the 2022 – 2023 School Year Policy Grant Acceptance Amendment
Board Policy or
Procedure
Amending Policy No. 3115, Homeless Students: Enrollment Rights & Services, and Adoption/Amendme
renaming it Students Experiencing Homelessness: Enrollment Rights and Services State Law nt Legally Required
Board Policy or
Procedure
Amend Board Policy No. 3116, Students in Out-of-Home (Foster) Care, and Adoption/Amendme
rename it Dependent Students (Foster Care) State Law nt Legally Required
Board Policy or
Procedure
Adoption of School Board Policy No. 2194, Rigorous High School Course Adoption/Amendme
Enrollment State Law nt Legally Required
Adoption of Board Policy No. 3225, School-Based Threat Assessment; Amendment
and Renaming of Board Policy No. 3143, Notification and Dissemination of Board Policy or
Information About Student Offenses and Notification of Threats of Violence or Procedure
Harm; and Repeal of Board Policy No. 4314, Notification of Threats of Violence Adoption/Amendme
and Harm State law nt Legally Required
City of Seattle Families, Education, Preschool & Promise Levy Funding for Middle
School Out of School Programs, Transportation and Middle School Athletics for Renewal / Extension /
the 2021-22 through 2025-26 School Years Policy Grant Acceptance Amendment
BTA III/BEX IV/BEX V/SCAP: Award Architectural & Engineering Contract P1939 to Capital Approval by
DLR Group for the Montlake Modernization and Addition project State Law State Law New A/E Contract
BEX IV: Approval of Budget Transfer to the Eckstein Middle School Science
Classrooms Improvement project Board Preference Budget Transfer
BEX V: Approval of Budget Transfer to the West Seattle Elementary School
Renovation and Addition project Board Preference Budget Transfer
Budget Transfer;
BEX V: Approval of Budget Transfer and Authorization for the Superintendent to Capital Approval
Execute the Guaranteed Maximum Price Amendment for the Van Asselt School Required by State Renewal / Extension / Approval GC/CM /
Addition project State Law Law Amendment GMP Amendment
BTA III: Final Acceptance of Contract K5118 with Good News Group, Inc. for the Capital Approval by
Adams Elementary School Fire Sprinkler Upgrade project State Law State Law Final Acceptance
BEX IV: Final Acceptance of Contract P5126 with Reynolds General Contracting,
Inc., for the Seismic Improvements at Beacon Hill, Maple, and Whitworth-Orca K-8 Capital Approval by
Schools project State Law State Law Final Acceptance
BEX IV: Final Acceptance of Contract P5125 with Lincoln Construction, Inc., for the Capital Approval by
Broadview-Thomson K-8 Seismic Improvement project State Law State Law Final Acceptance
Approval to repair and perform roof coating restoration of the low slope roofs at
Whitman Middle School, Washington Middle School, Lowell Elementary and
Decatur Elementary Schools during spring/summer 2022 Policy Contract New
Approval of the Student Assignment Transition Plan for 2022-23 Policy Annual Update
BEX V: Award Architectural & Engineering Contract P1952 to Mahlum Architects Capital Approval by
for the Alki Elementary School Modernization and Addition project State Law State Law New A/E Contract
BEX V: Award Architectural & Engineering Contract P1953 to DLR Group, Inc. for Capital Approval by
the John Rogers Elementary School Replacement project State Law State Law New A/E Contract
Final Building
BEX IV Resolution 2021/22-14: Acceptance of the Final Building Commissioning Capital Approval by Commissioning
Report for the Wing Luke Elementary School project State Law State Law Report
Adoption of School Board Resolution No. 2021/22-15, declaring that the lives of
Black students matter, as well as the lives of all of our underserved students; that
we affirm the demands of the Black Lives Matter At School Movement, and that
we encourage participation district-wide in the national Black Lives Matter At Discretionary
School Week from January 31 – February 4, 2022 and Year of Purpose 2021-22 Board Preference Resolution
Approval of Courses with New Content as Defined by Superintendent Procedure
2026SP Policy Curriculum / Courses
BEX V: Approval of Budget Transfer and Authorization for the Superintendent to
Execute the Guaranteed Maximum Price Amendment for the Lincoln High School State Law; Board Capital Approval by Renewal / Extension / Approval GC/CM /
Phase 2 Project Preference State Law Amendment GMP Amendment
BEX IV/BTA IV/OSPI K-3 Class Size Reduction Grant: Resolution 2021/22-5, Final
Acceptance of Contract P5177 with Lydig Construction, Inc., for the Daniel Bagley Capital Approval by
Elementary School Modernization and Addition project State Law State Law Final Acceptance
Acceptance of Learn To Return (L2R) Labor Support Fund grant for 2021-22 Policy Grant Acceptance New
Approval of the renewal “Teacher Diversity Contract” between the City of Seattle
Department of Education and Early Learning (DEEL) and Seattle Public Schools Renewal / Extension /
(SPS) to diversify the educator workforce Policy Grant Acceptance Amendment
Approval of an update to the 2021-22 School Year Calendar State Law Annual Update
Partial Waiver of Board Policy No. 2415, High School Graduation Requirements, to
Suspend Service Learning Requirement for Students Graduating in 2022 Policy Policy Waiver Discretionary
Classified Mentorship Program Memorandum of Agreement (MOA) State Law Labor Agreement
Amendment and renaming of Board Policy No. 1822, Training & Professional Board Policy or
Development for Board Members/Participation in School Directors’ Association; Procedure
amendment of Board Policy No. 1112, Board Member Orientation; and repeal of Adoption/Amendme
Board Policy No. 1805, Open Government Trainings State Law nt Legally Required
Acceptance of Seattle University grant funding for the 2021 – 2022 school year for Renewal / Extension /
the central Seattle school and neighborhood network Policy Grant Acceptance Amendment
Annual Approval of Schools per WAC 180-16-220 State Law Governance
Adoption of School Board Resolution No. 2021/22-13, urging the Washington

State Board of Health to begin review of the COVID-19 vaccination for addition to
the list of immunizations that students must receive before attending school,
once fully approved by the Food and Drug Administration and recommended by Discretionary
the Advisory Committee on Immunization Practices Board Preference Resolution
Approval of the 2022 State Legislative Agenda State Law Governance
Approval of the 2021-22 Superintendent Evaluation Documents State Law Governance
Approval of Resolution 2021/22-11, Certification of Excess Levies and Calculation
of General Fund Levy Rollback for 2022 State Law Governance
Authorization to execute a contract with an executive search firm to conduct a Governance;
superintendent search Board Preference Contract New
Amend contracts awarded under RFP112041 Commodity Foods, RFQ012153 Fresh Renewal / Extension /
Produce, and Bid No. B052181 Commercial Food Products and Supplies Policy Contract Amendment
Approval of Board Resolution No. 2021/22-12 resolving that those persons newly
elected November 2, 2021 to the Seattle School District Board of Directors be
designated to attend the Annual Conference of the Washington State School
Directors’ Association, to be held November 18-20, 2021, as representatives of
the district State Law Required Resolution
Approval of Seattle Public Schools (SPS) Personal Services Contracts (PSC) for City Renewal / Extension /
Year of Seattle Policy Contract Amendment
Approval of the purchase of additional laptops and iPads for students to support
the 1:1 teaching and learning model for the school year 2021-22 Policy Contract New
Board Policy or
Procedure
Adoption/Amendme
Adoption of Board Policy No. 4311, School Safety and Security Services Program State Law nt Legally Required
Approval of the Athletic Trainer Services Contract Policy Contract Amendment
Approval of contract amendment with EPI-Use (vendor) for SAP (Systems, Renewal / Extension /
Applications, and Products) staff support for school year 2021-22 Policy Contract Amendment
BTA IV/BEX V: Award Construction Contract P5167, Bid No. B092101, to Optimus
Construction and Development, Inc. for the North Queen Anne School Upgrades
project and Approval of Budget Transfer from the Building Excellence (BEX) V Construction
Program Contingency Policy Contract New Contract
BEX V: Approval of the Constructability Report; and Resolution No. 2021/22-4 Constructability
certifying the proposed Van Asselt School Modernization and Addition (BEX V) for Capital Approval by Report; 5/30 Year
Five (5) Year Use/Thirty (30) Year Life State Law State Law Resolution
BEX V: Resolution 2021/22-6 New in Lieu of Modernization for the Mercer Capital Approval by New In Lieu
International Middle School Replacement project State Law State Law Resolution
BEX V: Award Architectural & Engineering Contract P1929 to Bassetti Architects

for the Mercer International Middle School Replacement project Policy Contract New A/E Contract
certifying the proposed Lincoln High School Phase 2 BEX V project for Five (5) Year Capital Approval by Report; 5/30 Year
Use/Thirty (30) Years Life State Law State Law Resolution
Amendment to Board Policy Nos. 1010, 1240, 1310, 2090, 2190, 2200, 2255,
3123, 3130, 3208, 4260, 5000, 6000, 6030, 6530, 6801, 6882, and 6900; repeal of Board Policy or
Board Policies A02.00, F21.00, H13.00, and No. 6535; amendment to the Procedure
Information Technology Advisory Committee Charge; and repeal of the Capacity, Adoption/Amendme
Enrollment, and Facilities Master Planning Advisory Committee Charter State Law nt Discretionary
Approval of Resolution No. 2021/22-2 Replacement for Educational Programs and
Operations Levy State Law Governance
Buildings, Technology, and Academics/Athletics (BTA) V Capital Levy Program and
Authorizing Resolution 2021/22-7 State Law Governance
Approval of successor collective bargaining agreement between Seattle School

District No. 1 and International Brotherhood of Teamsters Local Union No. 117 for
September 1, 2020 through August 31, 2023 (Introduction and Action) State Law Labor Agreement
Approve contracting services with Columbia Safety LLC to perform COVID-19

Contact Tracing for Seattle Public Schools. (Introduction & Action) Policy Contract New
Review and Approval of 2021 Career and Technical Education (CTE) Annual Plan
Per Board Policy No. 2170. State Law Annual Update
Board Policy or
Procedure
Rename and Amend Board Policy No. 3246, Restraint, Isolation, and Other Uses of Adoption/Amendme
Physical Intervention State Law nt Legally Required
Approval of Office of Superintendent of Public Instruction (OSPI) Beginning Renewal / Extension /
Educator Support Team (BEST) Grant Policy Grant Acceptance Amendment
Board Policy or
Procedure
Adoption/Amendme
Adoption of Board Policy No. 5515, Workforce Secondary Traumatic Stress State Law nt Legally Required
Approval to Renew Refuse Disposal & Mixed Waste Recycling Collection Services, Renewal / Extension /
Bid No. B01753, with Recology CleanScapes, Inc. Policy Contract Amendment
Seattle Public Schools Alder Academy Easement and Operating Agreement with
King County Policy Contract New
BEX V: Approval of the Value Engineering Report for the Rainier Beach High Capital Approval by Value Engineering
School Replacement project State Law State Law Report
BEX V: Approval of Budget Transfer to the John Stanford Center for Educational
Excellence (JSCEE) Central Kitchen Renovations project. Board Preference Budget Transfer
Approval of Student Outcomes Focused Governance Goals and Guardrails, aligned
with Seattle Excellence Policy Governance
Approval of a Memorandum of Understanding (MOU) between the Seattle School

grant extension in the amount of $800,000. Policy Grant Acceptance Amendment
Acceptance of the Assistance League of Seattle (ALS) Gift Donation for Operation
School Bell (OSB) Shopping Spree to clothe Seattle Public Schools’ elementary and Renewal / Extension /
middle school students. Policy Grant Acceptance Amendment
Approval of contracts for Private Schools Proportional Share Services (RFQ03969),
the provision of equitable services to private school students eligible for special
education. Providers: Hamlin Robinson, Hampton Tutors, Ryther, and Spring Renewal / Extension /
Academy. Policy Contract Amendment
University of Washington Experimental Education Unit (EEU) Interagency
Agreement to provide Special Education services to students with Individualized Renewal / Extension /
Education Programs (IEPs), ages 3-6. Policy Contract Amendment
BEX V, School Construction Assistance Program (SCAP) & Distressed School Grant:
Award Construction Contract P5179, Bid No. B102017, to Absher Construction Construction
Company for the Viewlands Elementary School Replacement project Policy Contract New Contract
BEX V, School Construction Assistance Program (SCAP): Award Construction
Contract P5180, Bid No. B102029, to Cornerstone General Contractors for the Construction
Kimball Elementary School Replacement – Phase II Policy Contract New Contract
First Student Contract Amendment No. 2 Policy Contract New
Approval of the renewed agreement with King County Metro to purchase ORCA
Business Passport Products (Metro Transportation). Policy Contract New
Approval of Resolution 2021/22-3 to request a waiver from the 180 instructional 180-Day Waiver
day requirement for the 2021-22 school year State Law Application
DELIVERABLE #3: POLICY DIET SCOPE AND TIMELINE
Deliverable Description: This item is to provide recommendations to the Board for implementation of a
Policy Diet, in alignment with SOFG. It includes a sample future policy manual structure and a timeline of
actions to review and revise the current board/district policies into a more user-friendly Board Policy
Manual that supports role clarity between board and superintendent and focuses on student outcomes.
Recommended Practice Shift: This deliverable provides direction for a complete review and revision of
the existing policy manual, and the sequencing of future policy work to maintain the Board Policy
Manual structure going forward. Implementing these recommendations will support future boards in
understanding policy relevance to Goals and Guardrails, legally-required vs. not legally-required, and the
responsibilities of the Board and Superintendent. Adopting this practice will also increase transparency
and accountability for the public through more clearly defined assignment of responsibility and stronger
centering of the board as the elected representatives of the community, and the community’s values,
vision, and goals for education in Seattle Public Schools.
Timeline for Implementation: January 2023-October 2023
Recommended Steps for Implementation:
• Retrain/orientation for full board on Policy Diet at January 11, 2023 Board meeting
• President designates Ad Hoc Policy Diet Committee by January 31
• Policy Diet Committee develops draft tool and criteria for evaluating current policies and
determining if each is to stay within the Board’s Policy Manual, move to mandatory inclusion in
Administrative Policy Manual (still under board approval authority), potential inclusion in the
Administrative Policy Manual, or a Legacy policy (legally required but not solidly in previous
categories)
• Full board update/work session for consensus/agreement to criteria for policy evaluation and
designation tool, March 1, 2023 board meeting
• Policy Diet Committee and staff as appropriate evaluate policies for recommendations on
revise/combine/repeal in new Policy Manual – begin by March 31
• Policy Diet Committee makes recommendations for sequencing of future policy work and
discuss with full board June 7, 2023
• Draft Policy Manual is Finalized for Board Approval/Adoption October 2023 and Policy Diet
Committee dissolves
Policies for action: All currently adopted board and district policies/policy manual
possible revisions to specific board policy and practice on sequencing of policy work including:
• 1005 Responsibilities and Authority of the Board

• 1112 Board Member Orientation
• 1310 Policy Adoption and Suspension; Manuals and Superintendent Procedures
• 1822 Training and Professional Development for Board Members
Forum for work: work to implement the recommendation of this deliverable will be done via the Policy
Diet Ad Hoc Committee, the full board in 3 work sessions over 10 months, board office and
superintendent office staff, legal staff as applicable, and adoption of final Policy Manual in a legislative
meeting of the full board.
Research: primary reference for this recommendation is the Council of Great City Schools SOFG
guidance: Completing a Board Policy Diet (see attachments)
Other research included:
• Policy Manuals from multiple other school districts, including Federal Way, WA, Anchorage, AK,
and Kansas City, MO
• Comparing SOFG guidance with Board Policy Governance and other best practices for boards in
general and for school boards specifically, including policy guidance from WSSDA
• Consultation/discussion with SPS Board Office Staff and Board Directors from school districts
including Shoreline, WA, Long Beach, CA, Anchorage, AK, and Columbus, OH
Attachments:
• Memo/notes from Director Rankin on this item

• Completing a Board Policy Diet
• Kansas City, MO Policy Manual
• Sample Policy Manual from SOFG training materials “Joyful Pubic Schools”
• Sample Draft Policy Manual for SPS from Director Rankin – this is sample ONLY to support the
board in picturing the eventual policy manual, not comprehensive of all policies that shall be
included and not intended to pre-suppose recommendations from the Ad Hoc Policy Diet
Committee OR design/display recommendations
Recommend/determine timeline for Policy Diet
January-October 2023
1. Board Policy Diet Orientation/work session – January
2. Create Ad Hoc Policy Committee of three board members w staff support – January
• Board committee members determine governance vs. management
• Staff support to identify types of legally required policies
• Superintendent and staff address student-outcomes impact and develop
administrative policy manual
4. Ad Hoc Policy Diet Committee develops draft tool and criteria for evaluating policies,
based on SOFG guidance, to determine for each policy
• Keep in Board Policy Manual (Goals, Guardrails, Delegation, Governance)
• Remove from Board Manual and direct mandatory administrative policy
• Remove from Board Manual and recommend potential administrative policy
• Designate as legally required but not within other categories
5. Work Session for full board consensus on developing and agreeing to criteria for policy
evaluation and designation – Feb/March
6. Policy Diet Ad Hoc Committee and staff evaluate 0000/1000 series policies to make
recommendations on revise/combine/repeal to draft new policy manual (as identified by
Governance Committee)
7. Staff evaluate legal requirements for other policies
8. Ad Hoc Policy Diet Committee makes recommendations on sequencing of future policy

work: by series, legally require/not legally required, relevance to Board Goals &
Guardrails—and responsible parties
Possible WSSDA review
9. Draft and Finalize Policy Manual by October 2023

6/29/22, 4:05 PM Completing A Board Policy Diet
Completing A Board Policy Diet

SECTION 1: WHAT’S THE BENEFIT OF CONDUCTING A BOARD POLICY DIET?
Why School Systems & School Boards Exist

School systems exist to improve student outcomes. That is the only reason for which school
systems exist. School systems do not exist to have great buildings, have happy parents, have
balanced budgets, have satisfied teachers, provide student lunches, provide employment in the
county/city, or anything else. Those are all means -- and incredibly important and valuable
means at that -- but none of them are the ends; none of those are why we have school
systems. They are all inputs, not outcomes. None of those are measures of what students
know or are able to do. School systems exist for one reason and one reason only: to improve
student outcomes.
An immediate challenge is that throughout the community there are many ideas about which
student outcomes -- which measures of what students know and are able to do -- should be
focused on (we refer to this as the community’s “vision”) and which means should/shouldn’t be
used to accomplish this (we refer to this as the community’s “values”). A school system can’t be
effective if it’s trying to pursue a myriad of incoherent visions while implementing a cacophony
of conflicting values. So the decision was made to select a group of individuals who would
collectively represent the community’s vision and values. We refer to this group as a school
board. The function of the school board is to represent the vision and values of the community.
Listening, Identifying, & Implementing the Vision & Values [ What We Say ]
The school board’s work can largely be broken into three buckets:
1. Listening for the vision and values of the community whom they represent.
2. Identifying specific policies that reflect the community’s vision (we refer to this as
adopting “goals”) and specific policies that reflect the community’s values (we refer to
this as adopting “guardrails”).
3. Implementing the community’s vision and values by delegating operational
responsibility to the superintendent and then monitoring and communicating progress
toward the vision (goals) while honoring the values (guardrails).
These three behaviors -- listening, identifying, and implementing -- are at the core of
exceptional boardsmanship and, when done well, clearly distinguish the work of governing
(which belongs to the school board) from the work of managing (which the board delegates to
the superintendent).
The goals and guardrails that emerge from effective school board work serve as the north star
against which all decisions and all monitoring are evaluated. Should we adopt the
superintendent’s budget recommendation? Only if the superintendent has convinced the school
board that the budget prioritizes accomplishment of the goals while honoring the guardrails.
How should we evaluate the superintendent? On the basis of whether or not they made
sufficient progress toward the goals while operating within the guardrails. Should we put a tax
increase or bond approval on the ballot? Only if you can prove to voters that the proceeds will
support accomplishment of the goals and honoring of the guardrails. Should we vote to approve
this expenditure item on the board meeting agenda? Only if the superintendent has convinced
the school board that approval will support accomplishment of the goals while operating within
the guardrails. And so on, and so on.
As an aside technically some consider “legal compliance” to be a fourth bucket because state
file:///Z:/Julia's Documents/SOFG/SOFG Readings/Completing A Board Policy Diet.html 1/6
As an aside, technically some consider legal compliance to be a fourth bucket because state
legislatures often task school boards with doing things that no school board should ever do. For
Completing
example, A Board
one state’s Policy
laws obligate Dietboard members to install the accounting software.
school
Can you imagine your brand new school board member heading down to the central office with
a copy of Quicken? Scary, right?!
The Currency of Life [ What We Do ]

When we see what someone spends their currency on, that provides us with insight into what
they most value. Ultimately, there is really only one currency: time. Money is simply stored time;
you exchanged some of your time and got money in its place. You bought an apple, but really
what you were doing was trading a unit of your time (money) for a unit of someone elses time
(the time they spent picking the apple and bringing it to market). So if we want to know what
people most value, one means of doing so is to track their use of time. This is as true of school
boards as it is of people.
Alignment Between Saying & Doing

Boards that want to have the strongest impact on improving student outcomes will demonstrate
a very strong alignment between the vision and values they speak and the goals and guardrails
they act on. The more alignment there is between saying and doing, the more likely it is that the
school board’s actions will create the context for improvements in student outcomes. The less
alignment there is, the more likely it is that the school board’s behavior is unintentionally
harming the school system’s chances of improving student outcomes.
Alignment between saying and doing can be measured by comparing how the school board
chooses to use the precious time it has each month -- the time during public meetings of the
school board -- with the board’s written vision and values (the goals and guardrails they’ve
adopted). This is the benefit of a board policy diet: to create alignment between what the school
board says and what the school board does as a means of helping school boards see a path
toward improving student outcomes.
How Much Policy Is Good Policy?

The way the community knows what a board values is by watching where it invests its time. If a
board cares about something, then it should have a policy about it. And the school board
further demonstrates caring when they are willing to invest time in the policy. So said differently,
if the board is willing to invest time monitoring the policy at least once per year, then it cares
sufficiently that it probably makes sense as a policy. If the board isn’t willing to monitor the
policy at least once per year, then the board should avoid creating a policy about it and instead
delegate responsibility for that area to whomever will implement it (and let them create a policy
for it if they want).
Having hundreds of pages of policy language often doesn’t clarify what the board prioritizes; it
typically obscures it. And does so usually while invading the areas of delegation from the
school board to the superintendent. One solution to this is to contemplate a policy diet wherein
the school board delegates all operational policy to the superintendent (as admin policy or
admin procedures; whatever makes the most sense) and the school board only retains as
board policy the most succinct version.
The traditional 1000 page board policy framework has benefits. Focus on a narrowly defined
understanding of the vision and values of the community such that they can actually be
monitored is not one of them.
SECTION 2: HOW TO CONDUCT A BOARD POLICY DIET
Effective school board policy will clearly and succinctly answer four questions: what is the
community’s vision (as expressed in goals), what are the community’s values (as expressed in
guardrails), what is the relationship between the school board and the employee(s) who report
directly to the school board (delegation), and what is the relationship between the school board
and the community, the school board members, and the full board (governing).
Accordingly, these become the four sections of a new policy manual:

Completing A Board
● Goals (board’s Policy
direction Diet
to the Superintendent on the community’s vision)
● Guardrails (board’s guidance to the Superintendent on the community’s values)
● Delegation (board’s relationship with staff who directly report to the board)
● Governing (board’s relationship and processes with community members, board
members, and the board as a whole)
In the next two sections we’ll look at the first two which describe the Board’s expectations of the
superintendent (goals and guardrails) and the latter two which describe the Board’s
expectations of itself (delegation and governing).
About the Board’s Goals & Guardrails

Because the intention of goals is to reveal the community’s vision for its students’ outcomes,
goals are only about student outcomes -- what the community wants its students to know and
be able to do. Ideal goals will be SMART (specific, measurable, attainable, results-focused, and
time-bound), will describe what the community wants its students to know and/or be able to do,
and will number between one and five (we generally recommend three). Goals describe what
the school system is trying to accomplish. Examples of goals include:
● The percentage of kindergarten students who will enter kindergarten school-ready on
a multidimensional assessment will increase from 21% on August 1, 2019 to 65% by
August 1, 2024
● The percentage of graduates who are persisting in the second year of their post-
secondary program will increase from W% on X to Y% by Z
● The percentage of free and reduced lunch-eligible students in kindergarten through
2nd grade who are reading/writing on or above grade level on the district’s summative
assessment will increase from W% on X to Y% by Z
● The percentage of students at underperforming schools who meet or exceed the state
standard will increase from W% on X to Y% by Z
● The percentage of males of color who graduate with an associate’s degree will
The community will also have other things it values beyond the vision. These other items relate
to what the adults are doing to cause the goals to happen -- they are the inputs, not the
outcomes. They are about the means, not the ends. We refer to the written version of these
values as guardrails. Ideally a school board will adopt one to five such overarching statements
(we generally recommend three). Guardrails describe how the school system will behave as it
seeks to accomplish the goals. Examples of guardrails include:
● The Superintendent will not allow underperforming campuses to have principals or
teachers who rank in the bottom two quartiles of principal or teacher district-wide
performance
● The Superintendent will not propose major decisions to the Board without first having
engaged students, parents, community, and staff
● The Superintendent will not allow the number or percentage of students at
underperforming campuses to remain the same or increase
● The Superintendent will not allow the inequitable treatment of students
The more clearly and finitely defined the school board’s adopted goals and guardrails are, the
easier it is for the school board to ensure alignment between not only the school board’s
sayings and doings, but also the superintendent’s sayings and doings. This is what we mean by
creating the conditions for improving student outcomes.
About the Board’s Delegation and Governing

Just like individual leaders must effectively attend to their relationships to be effective as
leaders, school boards must effectively attend to their relationships to be effective as school
boards. Creating clear boundaries and expectations regarding relationships is an important
step in that direction.
The school board will want to be very intentional in its definition of its relationship with any staff
who report to the school board -- its lines of delegation. In most cases, this is only the
superintendent. But some states allow for or require other staff to report to the school board. In
h th
file:///Z:/Julia's Documents/SOFG/SOFG l ti hi
Readings/Completing Ai Board
i t Policy
ti Diet.html
l d fi iti ll C i 3/6
such cases, those relationships require intentional definition as well. Common issues
addressed in this section of policy include delegation, communication, and evaluation.
In addition, the school board must attend to its relationship with the community it represents
and internally with the board members who make up the school board -- its means of
governing. Common issues addressed in this section of policy include the board’s role, board
member roles, officer roles, committee roles, self evaluation, board meeting processes, and
community engagement processes.
Conduct A Policy Review

Before trying to conduct a policy diet, it’s helpful to start with a policy review. A strong policy
review will answer three separate questions for each existing policy:
● Is this policy legally required for the school board to have or can this be legally
delegated to the superintendent?
● Is the implementation of this policy work for the school board or work for the
superintendent?
● To what extent does this policy directly impact the goals the school board has adopted
regarding student outcomes or the guardrails the school board has adopted regarding
the community’s non-negotiables?
Often three different teams will tackle this review: a legal team for the legal delegability
question, a school board ad hoc group for the governance/management question, and a
superintendent-led team to address the student outcomes impact. The response to the legal
delegability question is generally binary: yes it can be or not it cannot be. For the other two, it’s
helpful to create a scoring rubric and have each policy receive a score between 0 and 10.
For the governance/management question, 0 might mean that an item is purely a management
item that will never involve governance and 10 might mean an item is purely a governance item
that will never involve management. Few items will be a 0 or a 10. For example, a policy about
board/community engagement will probably be higher (7-10 depending on context) while a
policy about parent/teacher engagement will probably be lower (0-3 depending on context). The
school board should identify a lowest threshold for policies it definitely does not want to be
involved with; 5 is a reasonable place to start with a board going higher (6 or 7) as it feels more
confident about the superintendent’s ability to implement the work area.
For the impact on student outcomes question, 0 might mean that an item has absolutely no
impact on student outcomes and 10 might mean that an item epitomizes being directly
connected to student outcomes. Few items will be a 0 or a 10. For example, a policy about
incentivizing highly effective teachers to serve your neediest students will probably be higher
(7-10 depending on context) which a policy about which school board member serves on a city
commission will probably be lower (0-3 depending on context). The school board should
identify a lowest threshold or policies it definitely does not want to be involved with; 5 is a
reasonable place to start with a board going higher (6 or 7) as it feels more confident about the
superintendent’s ability to improve student outcomes.
Conduct A Policy Diet

The first step in the policy diet is to delegate all of the easy to delegate policies. That happens
in one step:
1. Identify all policies that may be delegated, that have a score below the
governance/management threshold, and that have a score below the student outcomes
impact threshold. Immediately delegate all of them to the superintendent for potential
inclusion in the administrative policy/procedure manual.
Once all the obvious policies have been delegated, go through every remaining policy and
choose one of four actions:
1. Place it in one of the four policy categories if it meets the criteria.
a. Goals (board’s direction to the Superintendent on the community’s vision)
b. Guardrails (board’s guidance to the Superintendent on the community’s
values)
values)
c. Delegation (board’s relationship with staff who directly report to the board)
Completingd. A Board (board’s
Governing Policyrelationship
Diet and processes with community members,
board members, and the board as a whole)
2. Delete it from the board’s policy manual and hand it over to the Superintendent for
potential inclusion in the administrative policy/procedure manual.
3. Deleting it from the board’s policy manual and handing it over to the Superintendent
for mandatory inclusion in the administrative policy/procedure manual.
4. Adding it to a “Legacy List” when legally required to retain policies that would
otherwise be deleted.
Resources
● Student Outcomes Focused Governance (SOFG) manual: http://tinyurl.com/SOFG-
Manual
● SOFG-style Sample Board Policy Manual: http://tinyurl.com/SOFG-sample-policy-
manual
● Boards That Make A Difference, John
Carver: https://www.amazon.com/dp/B008L01JWO/
An overview of this process is represented in the flowchart below.


Board Policy Manual

1

Policy Governance ® is a registered service mark of John Carver

Updated: March 30, 2020
MEET THE KCPS BOARD OF DIRECTORS
Nate Hogan, Jennifer Wolfsie, Manny R. Abarca IV,

Board Chair Vice Chair Treasurer
Sub‐district 2 Member‐at‐large Sub‐district 3

Rita Marie Cortes Marvia Jones Kandace Buckner
Sub‐district 1 Sub‐district 4 Sub‐district 5

Tanesha Ford Dr. Mark Bedell
Member‐at‐large CEO & Superintendent of
Schools
2

BOARD POLICY MANUAL
3

TABLE OF CONTENTS
0.0 Policy Category: Overarching
Policy Name: KCPS Equity Policy ............................................................................................ 6
1.0 Policy Category: Ends
Policy Name: Global Ends ............................................................................................................ 7
1.1 High Achieving Critical Thinkers
1.2 Succeeding in a Constantly Changing World
1.3 Engaged in the Improvement of their Community
2.0 Policy Category: Governance Process
Policy Name: Global Governance Process .............................................................................. 8
2.1 Policy Name: Fiduciary Responsibility of the Board ............................................................................. 9
2.2 Policy Name: Governing Style ............................................................................................................ 10
2.3 Policy Name: Strategic Agenda Planning .................................................................................................. 11
2.4 Policy Name: Role of the Board Chair ................................................................................................. 12
2.5 Policy Name: Board Members’ Code of Conduct ............................................................................... 13
2.6 Policy Name: Board Members’ Conflict of Interest and Disclosure .................................................... 14
2.7 Policy Name: Owner Engagement ............................................................................................................. 15
2.8 Policy Name: Board Committee and Board Liaisons .......................................................................... 16
2.9 Policy Name: Investment in Governance ............................................................................................ 18
2.10 Policy Name: Monitoring Governance Process ................................................................................ 19
2.11 Policy Name: Internal Processes of the Board .................................................................................. 21
3.0 Policy Category: Governance Relationships
Policy Name: General Board/District Relationships ................................................................. 22
3.1 Policy Name: Unity of Command ....................................................................................................... 22
3.2 Policy Name: Accountability of the Superintendent .......................................................................... 24
3.3 Policy Name: Authority of the Superintendent .................................................................................. 25
3.4 Policy Name: Evaluation of District/Superintendent Performance ................................................... 26
3.4 Ends & Limitations Policy Monitoring Schedule ................................................................................ 27
4.0 Policy Category: Limitations
Policy Name: Global Limitations .......................................................................................... 28
4.1 Policy Name: Treatment of Scholars and Parents/Guardians .................................................................. 29
4

TABLE OF CONTENTS (CONTINUED)
4.2 Policy Name: Treatment of Staff ......................................................................................................... 31
4.3 Policy Name: Financial Condition and Activity ................................................................................... 32
4.4 Policy Name: Financial Planning and Budgeting ................................................................................. 34
4.5 Policy Name: Emergency Succession Planning ........................................................................................ 35
4.6 Policy Name: Asset Protection ........................................................................................................... 36
4.7 Policy Name: Compensation and Benefits ......................................................................................... 37
4.8 Policy Name: Communication and Support to the Board .................................................................. 38
4.9 Policy Name: Personnel Standards ..................................................................................................... 39
4.10 Policy Name: Repurposing ............................................................................................................... 40
4.11 Policy Name: Tax Incentives ............................................................................................................. 41
Appendix A
Policy Name: Code of Conduct Procedures .............................................................................. 42
Communication Procedures .................................................................................................................... 42
Board Member School Visits .................................................................................................................... 46
Email Protocol .......................................................................................................................................... 47
Meeting Procedures ................................................................................................................................. 48
Personnel Procedures .............................................................................................................................. 51
Appendix B
Policy Name: Conflict of Interest and Disclosure Procedures .................................................. 55
Defining and Identifying Potential Conflicts of Interest ........................................................................... 55
Measures to Avoid Conflicts of Interest ................................................................................................... 55
Procedures for Managing Conflicts of Interest ........................................................................................ 56
Violations Defined .................................................................................................................................... 56
Enforcement Measures .................................................................................................................................... 57
Disclosure ................................................................................................................................................ 57
Appendix D
Policy Name: Policy Compliance ......................................................................................... 58
5

0.0 Policy Category: Overarching
Policy Category: Overarching
Policy Name: KCPS Equity Policy
Policy Name: KCPS Equity Policy


The Kansas City Public Schools Board of Education affirms in our actions that each
0.0 student in our school system can, will and shall learn, and that it is the responsibility of
the school district to provide each student the necessary supports to achieve his or her
highest potential.
Educational equity is the intentional allocation of resources, instruction, and opportunities according to
need. We recognize that based on factors including but not limited to race, ethnicity, disability, gender
identity, national origin, language and socio‐economic status, students may be deprived of equitable
educational opportunities.
It is the commitment of the KCPS Board to foster a barrier‐free environment where all students have
equitable access to an excellent education within our schools. To achieve this, it is critical and necessary
to understand and work to eliminate discriminatory practices, prejudices, and beliefs that result in
fewer educational opportunities and persistent achievement gaps for particular demographic groups of
students.
Toward this end, the KCPS Board holds itself and all KCPS staff accountable for building a culture of equity
at all levels of our district in order to meet our responsibilities to the entirety of the students we serve.
6

1.0 Policy Category: Ends
Policy Name: Global Ends
Revised: June 22, 2011, August 28, 2013
Policy Category: Ends
Policy Name: Global Ends

Adopted: June 22, 2011, August 28, 2013

Kansas City Public Schools (KCPS) is a collaboration of scholars, parents, staff and the
1.0 community to constantly improve academic achievement by addressing the individual
needs of each student from birth. Scholars will be high achieving critical thinkers who
are prepared to succeed in a constantly changing world and who are engaged in the
improvement of their community.
1.1 High Achieving Critical Thinkers
1. All scholars will demonstrate proficient or advanced performance on state assessments. Scholars
demonstrating basic or below basic performance will demonstrate significant academic growth
each school year.
2. All scholars will demonstrate literacy, numeracy and critical thinking skills at or above grade
level, both as a whole and by groups. Scholars demonstrating below grade level performance
will demonstrate significant growth each school year.
3. All scholars will be socially, emotionally and academically ready for Kindergarten.
1.2 Succeeding in a Constantly Changing World
1. All scholars will graduate college and career ready empowered to choose their path to a
successful future.
2. All scholars will receive a curriculum that positions them to excel in the 21st Century and beyond.
1.3 Engaged in the Improvement of their Community
1. All scholars will participate in service learning and in district groups/activities that will prepare
them to be effective members of our democratic society.
2. All scholars will demonstrate the skills and behaviors of personal responsibility and civility.
3. All scholars will obtain the life skills necessary to demonstrate self‐improvement of their
mental, emotional and physical health.
7

Policy Name: Global Governance Process
Adopted: June 22, 2011, December 18, 2013

2.0 The purpose of the Board, on behalf of owners of the Kansas City Public Schools (KCPS),
is to ensure that KCPS:
1. Successfully achieves its desired outcomes (as prescribed in the Board’s Ends policies); and
2. Minimizes and avoids intolerable actions and situations (as proscribed in the Board’s Limitations
policies).
The Board serves as the legal and moral educational advocate for all students and owners within the KCPS
boundaries.

8

Policy Name: Fiduciary Responsibility of the Board
Adopted: March 9, 2011, June 22, 2011, December 18, 2013

2.1 The Board is responsible and accountable for the performance of KCPS and the
academic achievement of its students as measured by State Assessments and the
Board’s Ends Policies. Accordingly, the Board is charged with governing KCPS and
ensuring the following (the responsibility for which may not be assigned to any other
entity or person(s), but remains with the Board):
1. The connection between those from whom the Board derives its legal and moral authority and KCPS.
2. The creation of governance policies that address all of KCPS’s decisions and situations, including:
a.Ends: 1.) External results, impacts, benefits and outcomes; 2.) Students, parents, owners and the
overall community; and 3.) The relative value or priority of those things for those people (i.e.
what good, for whom and at what cost); and,
b. Limitations: Constraints on executive, administrative, educational and/or operational authority
in order to establish the prudent, ethical, legal, moral, and just boundaries within which all
executive activity and decisions shall take place (what may not happen, or what is undesirable or
not approvable, even if it accomplishes Ends);
c. Governance Process: How the Board conceives, carries out and monitors its own
purpose, functions and duties; and
d. Governance Relationships: How authority is delegated to and its proper use by the
Superintendent, including his/her role, authority and accountability as well as the operational
role, authority and accountability of any other person directly accountable to the Board.
3. Assuring the successful KCPS performance on Ends and Limitations by:
a. Appointing an individual deemed suitable, equipped, and appropriate as Superintendent;
b. Determining Superintendent compensation, benefits, prerequisites, and employment terms;
c. Deciding any issue or matter not specifically delegated to the Superintendent; and,
d. Monitoring and evaluating Superintendent performance solely against KCPS performance of Ends
and Limitations policies and taking any appropriate action related thereto.
4. Establishing a method for independent review of Superintendent Expenses charged to KCPS, including
requests for reimbursements.
5. Ensuring that all KCPS assets benefit the neighborhoods in which they are located as well as the
overall KCPS community.
9

Policy Name: Governing Style

2.2 The Board shall govern prudently, ethically, morally, lawfully, justly, and transparently,
and with an emphasis on (a) outward vision rather than internal preoccupation,
(b) encouraging diversity in view, (c) providing strategic leadership rather than
administrative detail,(d) establishing and maintaining clear distinction between the
roles of the Board and the Superintendent, (e) making collective rather than individual
decisions, (f) the present and future rather than past, and (g) acting proactively rather
than reactively.
1. The Board shall cultivate a sense of group responsibility. The Board, not the Superintendent,
Administration and/or staff, will be responsible for excellence in governing. The Board will be
the initiator of policy, not merely a reactor to the Superintendent, KCPS, staff or other initiatives
regardless of where they are derived. The Board will not use the expertise of individual Board
members to substitute for the judgment of the Board as a whole, although the expertise of individual
members may be used to enhance the understanding of the Board members as a group.
2. The Board will direct, control and inspire KCPS through the careful establishment of broad written
policies reflecting the Board’s values and perspectives, which should be informed by the ownership of
KCPS. The Board’s major policy focus shall be on the intended long‐term outcomes for the students,
staff, and owners of KCPS rather than administrative or programmatic means of attaining those
outcomes.
3. The Board shall enforce upon itself the discipline needed to govern with excellence. Board discipline
shall apply to matters such as preparation for and attendance at meetings, policy governance
principles, respecting roles of all participants in the governance process, and ensuring the continuance
of governance. The Board can change its governance processes or other policies at any time, however
while in force, the Board will observe such governance processes and other policies scrupulously.
4. Board development and continuous improvement shall include quarterly training and orientation
of new Board members in the Board’s governance process and quarterly Board discussion of
improvement of the governance process.
5. The Board shall not allow any officer, committee, member(s) of the Board, or other individual or group
to hinder or to serve as an excuse for not fulfilling the Board’s commitments.
6. The Board will monitor and discuss the Board’s processes and performance at each meeting.
Self‐monitoring will include the review of Board activities relative to the policies in the Governance
Process and Governance Relationships categories.
7. The Board shall execute all duties and functions specifically required of it by State and Federal law.
The Board shall not delegate specifically mandated responsibilities to be performed by the Board to
any other entity or person(s).
10

Policy Name: Agenda Planning
Policy Name: Strategic March 9, 2011, June 22, 2011, December 18, 2013

2.3 To accomplish its obligations to the governance processes and policies with a
governance strategy consistent with Board values, the Board will follow an annual
agenda in which the Board will (a) annually review its Ends policies, (b) annually review
all other policies, and (c) intentionally and regularly improve Board performance
through Board education and enriched input and deliberation on an on‐going basis.
1. The agenda cycle will conclude each year on the last day of June so that administrative planning and
budgeting can be based on accomplishing a one year segment of the Board’s most recent statement
of long‐term Ends.
2. The cycle will start in July with the Board’s development of its agenda for the next year.
a. Consultations with groups of owners or other methods of gaining owners’ input will be
scheduled in the first quarter and conducted throughout the remainder of the agenda cycle.
b. Education of the Board as it relates to Ends determination (e.g., presentations by futurists,
demographers, market researchers, advocacy groups, parents, students, staff, experts, etc...) will
be scheduled in the first quarter and conducted throughout the remainder of the agenda cycle.
c. Education of the Board as it relates to Policy Governance shall be intentional and shall be conducted
quarterly to increase the Board’s ability to govern. This also shall be done upon any change in Board
composition or change in Superintendent.
3. The Board shall attend to the Board and Superintendent’s consent meeting agenda items as
expeditiously as possible, ensuring that meeting time is managed in such a manner that prevents
untimely or unnecessary delays in starting the regular session or results in items being left on the
agenda at the conclusion of an executive session.
4. Superintendent monitoring and evaluation will be regularly scheduled on Board meeting agendas for
Board discussion, evaluation, and decision.
5. By the July 1st of each year, the Superintendent’s remuneration will be determined after a review and
evaluation of the monitoring reports received for the previous year.
11

, 2013 Policy Name: Role of the Board Chair

2.4 The Board’s Chair shall assure the integrity of the Board’s governance and represents
the Board to outside organizations.
1. The duty of the Board Chair is to ensure that the Board behaves consistently within its rules and those
rules legitimately imposed upon the Board from outside the organization.
a. Board meeting discussions will focus on those issues which, according to Board policy, clearly
belong to the Board to decide or to monitor, evaluate and or decide, and which are placed on the
Board’s meeting agenda.
b. Issues which do not clearly belong to the Board to monitor, evaluate and or decide will be
avoided or minimized, and always noted as not clearly belonging to the Board.
c. Discussions and deliberations will be fair, open and thorough, but also timely, orderly and to
the point.
2. The authority of the Board Chair consists of making decisions that fall within topics covered by Board
policies on Governance Process and Governance Relationships, with the exception of (a) employing
or terminating the employment of a Superintendent, and (b) where the Board specifically delegates
portions of this authority to others. The Board Chair is authorized to use any reasonable interpretation
of the provisions in Governance Process and Governance Relationships policies in the exercise of such
authority.:
a. The Board Chair is empowered to chair Board meetings with all the commonly accepted authority
of that position (e.g., ruling on procedural matters, limiting discussion time, recognizing Board
members during discussion, etc...) while also recognizing that the Chair must remain neutral and
fair in the exercise of such authority.
b. The Board Chair has no authority to make decisions about policies created by the Board within Ends
and Limitations policy areas, including but not limited to any staff issues. Therefore, the Board Chair
has no authority to supervise or direct the Superintendent.
c. The Board Chair may represent the Board to outside parties in announcing the Board’s approved
positions once the Board has completed its deliberations and has come to a decision and
the position can be articulated. In stating the Board’s decision, the Board Chair shall be limited to
those decisions and/or interpretations within an area delegated specifically to the Board Chair.
The Board Chair shall not fail to inform the Board of information, activities, or actions that
may result from meetings with organizations or individuals outside KCPS.
d. The Board Chair may delegate this authority, but remains accountable for its use or misuse,
and once delegated, the Board Chair shall not re‐exercise such authority until such time as the
delegation of the authority by the Board Chair has been revoked.
12

Policy Name: Board Members’ Code of Conduct
Policy Name: Board Members’ Code of Conduct
Revised: June 22, 2011, December 18, 2013

2.5 The Board adopts the following Code of Conduct to promote ethical, businesslike and
lawful conduct, including appropriate use of authority and decorum while serving as an
elected Board Member. This Code of Conduct applies to relationships and interactions
among and between Board Members as well as between Board Members and the
owners, students, parents, ownership groups, and Superintendent.
1. Board Members shall act with allegiance to the owners of KCPS, representing them honestly and
equally, and avoiding conflicts of interest to other Board Members, friends and family, staff, students,
businesses, vendors, other organizations, and special interests.
a. Board Members shall annually disclose their specific involvement with other Board Members,
friends, family, staff, students, businesses, vendors, other organizations, and those representing
special interests and any other associations that could be viewed as a conflict of interest.
2. Board Members shall work with other Board Members with a sense of purpose to establish
appropriate Board policies and to conduct the business of the Board and KCPS in a professional and
collegial manner, without micromanaging the Superintendent and staff.
3. Board Members will take no individual action that could compromise the integrity of the Board,
Superintendent or KCPS.
4. Board Members shall attend Board meetings informed of the issues to be presented and properly
prepared for discussion and deliberation. Additionally, Board Members shall model continuous
learning and improvement, self‐reflection, and good governance at each Board Meeting.
5. Board Members shall respect official Board decisions, recognizing that the Board speaks with one
voice, and no Board Member shall attempt to exercise individual authority over the organization or
express individual views as those of the Board.
6. Board Members shall maintain the confidentiality of any and all information provided to them in
closed meetings of the Board, until such information is disclosed as required by law, recognizing
that each Board Member has been placed in a position of trust and sacred honor by the owners and
constituents who reside within the boundaries of KCPS.
7. Board Members shall work to maintain open, effective, and decorous communication among
the Board Members, with the Superintendent, and with the owners in order to promote the
accomplishment of the Ends.
8. Board Members shall strive for a positive working relationship with the Superintendent, respecting
the Superintendent’s role in advising the Board, implementing Board policy, and operating KCPS.
9. Board Members shall insist upon continuous and systematic monitoring and evaluating of
KCPS performance.
10. Board Members shall hold themselves and other Board Members accountable for complying with this
Code of Conduct.
11. Board Members shall work to build a common vision and consensus among all Ownership groups and
Community organizations.
13

Policy Name: Board Members’ Conflict of Interest and Disclosure
Policy Name: Board Members’ Code

2.6 It is in the Board’s best interest to be aware of and properly manage all conflicts of
interest and appearances of conflicts of interest. This policy is designed to assist Board
Members in identifying and avoiding situations that present real, potential, or perceived
conflicts of interest.
1. A conflict of interest arises when a Board Member has a personal interest that conflicts with the
interests of KCPS, including situations where a Board Member has a duality of interest with KCPS and/
or instances concerning nepotism (See Appendix B, 1).
2. The Board and individual Board Members shall avoid the perception of a conflict of interest and work
to ensure that any real conflict of interest within the Board or Board Members is immediately resolved
(See Appendix B, 2).
3. The Board shall handle and /or resolve any conflicts of interests within the Board or by the Board
Members (See Appendix B, 3).
4. The Board shall enforce the Conflict of Interest and Disclosure policy (See Appendix B, 4 and 5).
5. Every Board Member shall execute Board Member rights, responsibilities, duties, and obligations in
compliance with all applicable state and federal statutes, rules, and regulations.
6. Every Board Member shall complete annually (each June) a Conflict Disclosure Form identifying any
relationships, positions, or circumstances in which the Board Member is involved that is or could
become a conflict of interest or give the appearance of a conflict of interest. These forms will be held
by the Board Secretary and available for the full Board to review (See Appendix B, 6).
14

Policy Name: Owner Engagement
Policy Name: Owner Engagement

2.7 The Board is committed to fostering and supporting owner interest and involvement
in KCPS because owner support of KCPS is essential to student success. The Board shall
encourage a broad and diverse spectrum of owners to share their concerns, ideas, and
interests with the Board. The Board is committed to the exploration, maintenance, and
monitoring of ongoing collaborative and productive communication processes with
KCPS owners.
It is essential that the owners are encouraged, supported, and recruited to contribute
their time, knowledge, skills, ideas, and solutions to KCPS. The processes through which
owner engagement is accomplished must provide an environment where diverse views
can be heard, discussed, and considered in a thoughtful and nonjudgmental manner
to build an atmosphere of respect and to engage everyone in solving the myriad of
obstacles and problems facing KCPS.
As part of the Board’s commitment to owner engagement and to being an advocate
with the students’ best interest as our guiding principle, the Board shall:
1. Ensure that the breadth and diversity of interests and values from across the ownership are heard and
considered by the Board.
2. Recognize that KCPS ownership is comprised of numerous and diverse constituencies, each with a
vested interest in the education of students. Some of these constituents may include, but are not
limited to, Kansas City residents, advocates, non‐profit organizations, parent and/or community‐based
organizations, businesses, civic and non‐governmental organizations, local postsecondary educational
institutions, local state and Federal government and agencies and cultural, ethnic and faith‐based
organizations.
3. Establish a process and climate for owner engagement ensuring that owners and/or constituents have
an opportunity to share their views concerning decisions that will affect KCPS. It is critical that owners
understand that engagement is an integral component of the Board’s role.
4. Ensure owner engagement by utilizing opportunities for input including, but not limited to, hearings,
forums, surveys and public comments.
5. Provide, to the greatest extent possible, interpretation services and translations when needed or
requested.
6. Inform to the greatest extent possible owners on the structure and process of KCPS governance
model, and the vision, goals, and policies developed by the Board.
7. Encourage parents, owners, and community organizations to be involved in KCPS and the success of
its students.
15

Policy Name: Owner Policy Name: Board Committee and Board Liaisons Revised: June 22, 2011, December 18,
Policy Name: Board Committee and Board Liaisons
2013 Adopted: June 22, 2011, December 18, 2013, June 12, 2019

2.8 Board Committees and/or Board Liaisons appointed by the Board are to be used to
reach the Board’s Ends, but they shall never interfere with the delegation from the
Board to the Superintendent.

1. Board Committees and Board Liaisons shall be used to assist the Board to more effectively
perform its job, not to assist, advise or exercise authority over the Superintendent, faculty or staff.
Board Committees ordinarily will assist the Board by preparing policy alternatives and information
for Board deliberation or by performing specific audit or monitoring functions.
2. At the second meeting of the Board following the election of new Board officers, the Board Chair
shall advise the Board of any proposed Board Committees and Board Liaison roles and solicit
interest from Board members on participation in any of such Board Committees and Board Liaison
roles.
3. With the approval or at the direction of the Board and to assist the Board, the Board Chair may
appoint Board members to any Board Committees or as Board Liaisons.
4. Board Committees and Board Liaisons may not speak or act for the Board except when formally
given such authority by the Board Chair for a specific reason and/or time‐ limited purpose.
Expectations and authority will be carefully stated in order not to conflict with the authority that
the Board delegates to the Superintendent and/or the Board Chair.
5. Board Committees and Board Liaisons may not exercise authority over the
Superintendent.
6. Board Committees and Board Liaisons that have helped to develop Board policy will not be used to
monitor KCPS performance on that same subject.
7. Board Committee and Board Liaison responsibilities shall be carefully established in order to clearly
define their expected outcomes, performance time lines, Board‐ authorized use of funds and
administrative or staff time, and the monitoring schedule of their duties, as well as to avoid conflicts
between the authority delegated to the Superintendent and that of the Board Chair.
8. The Superintendent works for the Board, and he/she shall not be required to obtain the approval of
a Board Committee or Board Liaison before taking any administrative action except where such
action is a Board action rather than an administrative action.
9. Board Committees and Board Liaisons will be used sparingly and usually in an ad hoc capacity.
Unless otherwise stated, Board Committees and Board Liaison roles shall cease to exist at the earlier
of (i) as soon as the assigned task is complete or (ii) upon election of new Board officers.

16

Policy Name: Owner Policy Name: Board Committee and Board Liaisons Revised: June 22, 2011, December 18,
Policy Name: Board Committee and Board Liaisons
2013 Adopted: June 22, 2011, December 18, 2013, June 12, 2019

2.8 Board Committees and/or Board Liaisons appointed by the Board are to be used to
reach the Board’s Ends, but they shall never interfere with the delegation from the
Board to the Superintendent. (Continued)

10. Board Committees and Board Liaisons must follow the instructions given to them by the Board and
may be terminated at any time by a majority vote of the membership of the Board. If a specific
Board Committee is required by state or federal law, its composition and appointment shall meet all
guidelines established for that purpose. Final authority in the decision‐making process will reside
with the Board.
11. Any Board Committee appointed by or at the direction of the Board and that is authorized to report
to the Board or any advisory committee appointed by or at the direction of the Board for the specific
purpose of recommending directly to the Board or the Superintendent any policies, policy revisions
or expenditure of public funds, will follow the Missouri Open Meetings and Records Act. The
custodian of records will maintain a list of all such Board Committees.
12. Any group formed or role created by Board action, regardless of whether it is called a
13. Board Committee or Board Liaison, and regardless of whether the group or role includes one or
more Board Members, must comply with the entirety of this Board Policy Section 2.8.
17

Policy Name: Investment in Governance
Policy Name: Investment in Governance

2.9 The Board shall consistently invest in its capacity to govern, increasing its knowledge
and skills so that it members are more effective in their duties in evaluating and
monitoring the performance of KCPS.
1. Board skills, methods and training shall be sufficient to ensure the Board has the tools and ability to
monitor and evaluate Board Policy:
a. External monitoring assistance shall be arranged so that Board Members can exercise confident
control over KCPS performance. This may include, but is not limited to, financial audits and asset
condition reviews.
b. Engagement, outreach and survey methods shall be used as needed to ensure the Board’s ability
to listen to ownership viewpoints and values as well as to listen to other significant owners.
c. Additional resources such as environmental analyses, futurists’ projections, expert presentations,
workshops and materials shall be used as needed to instruct the Board on potential alternatives
and their implications for Ends determination and the long‐range opportunities and threats facing
KCPS.
d. Training and retraining, including facilitation, workshops and materials, shall be used liberally to
orient new and existing Board Members and candidates for membership as well as to maintain
and improve existing member skills.
2. Costs shall be prudently incurred, though not at the expense of endangering the development and
maintenance of expanding the Board’s capability. Annually, the Board shall approve a budget for
quarterly Board development training, guest experts, books, new Board Member training, surveys and
other training as requested by Board Members.
3. New Board members shall not be allowed to attend any annual conferences or training for which
travel outside of the Kansas City area is required until after they have completed their initial Missouri
School Board Association (MSBA) 16 hour training, unless it is approved by the Board.
4. Each fiscal year, the Board shall establish a training budget for the upcoming fiscal year, which shall be
included the annual Board budget.
18

Policy Name: Monitoring Governance Process

2.10 The role of the Board is to make decisions that define expectations, to delegate
authority, to systemically monitor and evaluate Board Policy (Ends and Limitations) to
determine whether outcomes were achieved, and to ensure that delegated authority
was neither misused nor abused.
1. Monitoring and evaluation is simply to determine the degree to which the Board is in compliance with
its Governance Process and Governance Relationships policies.
2. 2. Monitoring of the Board’s own governance will be acquired by three methods:
a. By direct Board inspection where one or more designated members of the Board assess
compliance with Board Policy.
b. By Owner inspection, in which one or more designated and trained Owners or member/employee
of an Owner assess Board compliance with appropriate Board Policy.
c. By external report, in which a third party, disinterested expert selected by the Board
assesses compliance with selected policy criteria.
3. In every case, the standard for compliance shall be any reasonable interpretation of the Board
Chair’s interpretation of the Board Policy being monitored. The Board is the final arbiter of appeal for
reasonableness and the Board shall always judge with a “reasonable and prudent person” test rather
than with an interpretation favored by individual Board Members.
4. Board policies will be monitored at a frequency and by a method chosen by the Board. The Board
reserves the right to monitor any policy at any time. The Board will normally monitor relevant
Governance Process and Governance Relationships policies with direct Board inspection during the
first Board meeting of the month and will monitor and evaluate all policies according to the following
schedule:
19


Policy Policy Name Monitoring Method Monitoring Freq. Monitoring Month(s)
2.0 Global Governance Process Direct Inspection Annual February
2.1 Fiduciary Responsibility of the Board Direct Inspection/External Annual October
2.2 Governing Style Direct Inspection/External Semi‐Annual October & March
2.3 Strategic Agenda Planning Direct Inspection Annual June
2.4 Role of the Board Chair Direct Inspection Annual November
2.5 Board Members’ Code of Conduct Direct Inspection/External Annual November
2.6 Board Members’ Conflict of Interest Direct Inspection/External Annual November
2.7 Owner Engagement Direct Inspection/External Semi‐Annual December & May
2.8 Board Committee and Board Liaisons Direct Inspection Annual November
2.9 Investment in Governance Internal Annual January
2.10 Monitoring Governance Process Direct Inspection Annual February
2.11 Internal Processes of the Board Direct Inspection Annual January
Revision Date: February 23, 2011, June 22, 2011
Policy Policy Name Monitoring Method Monitoring Freq. Monitoring Month(s)

3.0 General Board/District Relationships Direct Inspection Annual February
3.1 Unity of Command Direct Inspection Annual February
3.2 Accountability of the Superintendent Direct Inspection Annual February
3.3 Authority of the Superintendent Direct Inspection Annual February
3.4 Evaluation of District/ Direct Inspection Annual February

Superintendent Performance
20

Policy Name: Internal Processes of the Board
Policy Name: Internal Processes of the Board
Revised: March 9, 2011, June 22, 2011, December 18, 2013

2.11 Systematic monitoring and evaluation of the Board’s Governance Process and
Governance Relationships policies shall be conducted to ensure the Board’s
commitment to on‐going improvement and adherence to Board Policy.
1. The Board Secretary shall ensure that all requirements and preparations are made for all meetings of
the Board, including recording of meeting minutes. The Board Secretary will generally receive their
instructions from the Board Chair and receive support assistance as needed to accomplish Board
needs from the Superintendent.

21

Policy Name: General Board/District Relationships
Policy Name: General Board/District Relationships
Revised: May 18, 2011, June 22, 2011, December 18, 2013
Adopted: May 18, 2011, June 22, 2011, December 18, 2013

3.0 The Board’s sole official delegatory connection to KCPS (in terms of authority and
accountability), its administration, faculty, staff, methods, practices, achievements, and
conduct, will be through the Superintendent.
1. In the pursuit of the Ends policy, the Board may operate KCPS as a portfolio of schools, inclusive of
diverse curricular programs, educational formats, or sponsorship models, which are either high‐
performing or showing consistent growth towards being high‐performing.
2. The Superintendent is the operator for the entire portfolio of KCPS schools unless otherwise
determined by the Board as a result of a Superintendent recommendation.
a. New and existing non‐KCPS schools and programs may join KCPS through a Board‐
approved Superintendent recommendation and transfer of sponsorship to KCPS.
3. Regardless of the method of sponsorship (i.e., traditional, contract, or charter school), all KCPS
programs will be held to the same academic and operational standards and the Superintendent will
serve as the Board’s agent in all circumstances related to monitoring and accountability.
a. The Superintendent shall not be held accountable for the academic or operational performance
of non‐KCPS schools and educational programs operated in KCPS facilities.
22

Policy Name: Unity of Command
Policy Name: Unity of Command

3.1 Only officially passed motions of the Board are binding on the Superintendent.
1. Decisions, directions or instructions from individual Board Members, officers, Board Committees, and/
or Board Liaisons are not binding on the Superintendent or staff.
2. In the case of Board Members, Board Committees or Board Liaisons requesting information or
assistance without Board authorization, the Superintendent may refuse such requests that require, in
the Superintendent’s opinion, a material amount of staff time or funds, or which are disruptive.
3. In the event of a disagreement about the validity of any request from a single Board Member, the
Superintendent must report to the board chair the reason for declining the request. The board chair
may either attempt to resolve the issue with the requesting board member or bring the issue before
the full board for discussion at the next regular meeting. The full board may then issue a direction at
their discretion.
23

Policy Name: Accountability of the Superintendent
Policy Name: Accountability of the Superintendent

3.2 The Superintendent is the Board’s only official link to operational achievement and
conduct, so all authority and accountability of administration, faculty, and staff is
considered by the Board to be the authority and cumulative accountability of the
Superintendent.
1. Neither the Board nor Board Members may ever give directions or instructions to persons who report
directly or indirectly to the Superintendent.
2. Neither the Board nor Board Members will evaluate, either formally or informally, any persons who
report directly or indirectly to the Superintendent
3. The Board and its members will view Superintendent Performance as identical to KCPS performance
so that KCPS’s accomplishment of Board‐prescribed Ends and avoidance of Board‐proscribed
Limitations will be viewed as successful Superintendent performance.
24

Policy Name: Authority of the Superintendent
Policy Name: Authority of the Superintendent

3.3 The Board will instruct the Superintendent through written policies that prescribe KCPS
outcomes to be achieved (Ends) and proscribe organizational KCPS circumstances to be
avoided (Limitations), allowing the Superintendent to use any reasonable interpretation
of these policies within those Ends and Limitations.
1. The Board will develop policies instructing the Superintendent to achieve specified results for
specified recipients at a specified cost and/or priority. These policies will be developed systematically
from the broadest, most general level to more defined levels and will be called “Ends” policies. All
issues that are not ends issues are defined here as means issues.
2. The Board will develop policies that limit the latitude the Superintendent may exercise in choosing
organizational or staff means. These policies will be developed from the broadest, most general level
to more specific or narrow levels, and they will be called “Limitations” policies. The Board will avoid
prescribing organizational or staff means, (i.e., the Board will avoid telling the Superintendent or staff
what to do or how to do it, particularly if that direction is intended to improve the accomplishment of
Ends).
3. As long as the Superintendent uses any reasonable interpretation of the Board’s Ends and Limitations
policies, the Superintendent is authorized to establish all further policies, make all decisions, take all
actions, establish all practices, and pursue all activities. Such decisions of the Superintendent shall
have the full force and authority as if decided by the Board.
4. All prescriptions or proscriptions contained within any higher or more general or broad level of Ends
or Limitations policy apply to all lower or more narrow or specific policies within that same category
or topic of policies.
5. The Board may change its Ends and Limitations policies, thereby shifting the boundary between
Board and Superintendent domains. By doing so, the Board changes the latitude of choice given to
the Superintendent. As long as any particular delegation is in place, the Board and its members will
respect and support the Superintendent’s choices.
25

Policy Name: Evaluation of District/Superintendent Performance
Policy Name: Evaluation of District/Superintendent Performance
Adopted: August 11, 2010, November 17, 2010, June 22, 2011, December 18, 2013
Revised: August 11, 2010, November 17, 2010, June 22, 2011, December 18, 2013

3.4 Systematic and rigorous evaluation of Superintendent job performance will be solely
against the only expected Superintendent job products: KCPS accomplishment of
the provisions of the Board‐adopted Ends policies and operation of KCPS within the
boundaries established in the Board‐adopted Limitations policies.
1. The purpose of monitoring is simply to determine the degree to which Board policies are being met.
Information that does not accomplish this will not be considered to be monitoring information.
2. The Board will acquire monitoring information by one or more of three methods: (a) by internal
report, in which the Superintendent discloses interpretations, evidence and achievement information
to the Board; (b) by external report, in which an external, disinterested third party selected by the
Board assesses compliance with Board policies and discloses such information; or (c) by direct Board
inspection, in which the Board assess compliance with the appropriate policy criteria.
3. In every case, the standard for compliance shall be any reasonable interpretation by the
Superintendent of the Board policy being monitored. The Board is the final arbiter of reasonableness,
but will always judge with a “reasonable and prudent person” test rather than with interpretations
preferred by Board Members or by the Board as a whole.
4. The Board will judge (a) the reasonableness of each Superintendent interpretation, including its
clarity, relevance, quantified standards, justification and completeness (b) whether data or evidence
directly demonstrate accomplishment of that interpretation, and (c) if accomplishment has not been
demonstrated, when or under what circumstances KCPS shall accomplish a reasonable interpretation
of the Board’s policy.
5. All policies that direct or instruct the Superintendent will be monitored at a frequency and by a
method chosen by the Board. The Board may monitor any policy at any time by any method for all or
any part of KCPS, but will ordinarily depend on the routine schedule shown in the following table.
6. For each individual policy within BP 1.0, there shall be a decreasing amount of variability among
schools, and all assessment data shall include district, school, and sub‐group performance. Quarterly
within each individual policy within BP 1.0 and BP 4.0, the Superintendent shall not fail to provide the
Key Performance Indicators used to monitor the policy and the refreshment rate. The key indicators
should be consistent so that longitudinal progress toward Ends shall be evident. Additionally, the
overall scope of this policy should reflect an upward trend in all categories rather than a regression to
the mean.
26

Ends & Limitations Policy
Monitoring Schedule
27


Policy Name: Global Limitations
Policy Name: Global Limitations

4.0 1. The Superintendent shall neither cause nor allow KCPS circumstances that are illegal,
contrary to pertinent regulations, unethical, imprudent, unsafe, or in violation of
accepted business and ethics practices.

28

Policy Name: Treatment of Scholars and Parents/Guardians
Revised: February 23, 2011, June 22, 2011, December 18, 2013
Adopted: February 23, 2011, June 22, 2011, December 18, 2013

4.1 The Superintendent shall neither cause nor allow KCPS circumstances for current or
prospective scholars, parents, guardians, or mandated parent organizations (collectively,
“KCPS Families”) that are unsafe, undignified, or unnecessarily intrusive or restrictive.
Without limiting the above, the Superintendent shall not cause or allow KCPS to:
1. Elicit unnecessary information.
2. Use any method of collecting, reviewing, transmitting, or storing of KCPS Families’ information
that fails to protect against unauthorized access to or disclosure of the information that has been
collected.
3. Have facilities that are unclean, ill‐maintained and inaccessible, and/or are otherwise not available for
KCPS Families, owners and community organizations to rent for non‐disruptive activities and events.
4. Permit KCPS Families to be unaware of (a) what shall be expected and what shall not be expected
from classes, courses, activities or other services, or (b) expectations and procedures about behavior
or disciplinary consequences for violations of Scholar Code of Conduct.
5. Discriminate or retaliate against any KCPS Families for any non‐ disruptive expression of dissent or
concern.
6. Ineffectively or untimely (a) resolve concerns and complaints or (b) respond to inquiries from KCPS
Families and community members.
7. Fail to communicate with KCPS Families in a manner that (a) systematically informs them about what
is occurring in KCPS and in their respective schools, (b) accurately informs them about both positive
and negative developments in their respective schools and (c) avoids using language that includes
educational jargon, acronyms and other terminology unfamiliar to non‐educators.respect and support
the Superintendent’s choices.
8. Fail to provide information to KCPS Families regarding anticipated actions that 1) represent a
significant reallocation of KCPS resources for their school or 2) represent a significant change to the
educational experience of scholars or parents at their school. The provided information must include
data that supports the conclusions and decisions regarding proposed changes, the reasons for the
proposed changes and the potential effects of the proposed changes. Information intended to comply
with this policy must be provided at least 45 days prior to a Board vote and must be provided in a
manner conducive to KCPS Families’ understanding.
29

Adopted: February 23, 2011, June 22, 2011, December 18, 2013
Revised: February 23, 2011, June 22, 2011, December 18, 2013

4.1 9. Fail to meet and confer with KCPS Families on anticipated actions that 1) represent a significant
reallocation of KCPS resources for their school or 2) represent a significant change to the educational
experience of scholars or parents at their school. Meetings intended to comply with this policy must
take place at least 45 days prior to a Board vote and must occur at times and locations that are
conducive to KCPS Families’ participation. Board items compliant with this policy will note how KCPS
Families’ input was used.
10. Be without a building‐level parent leadership organization at each school, a building‐level scholar
leadership organization at each middle & high school, a KCPS‐wide parent leadership organization
and a KCPS‐wide scholar leadership organization. The officers of each of these organizations must be
democratically elected from their constituent groups and bylaws changes must be approved by the
constituent group.
11. Allow KCPS Families to be (a) uninformed of this policy or (b) without a process to be heard for anyone
who believes they have not been afforded a reasonable interpretation of their rights under this policy.
Sections 7 through 9 of this policy are not required if their implementation would be excessively
costly or delaying, however, when this occurs KCPS Families will be provided evidence demonstrating
excessive costs and/or delays.
30

Policy Name: Treatment of Staff
Policy Name: Treatment of Staff

4.2 The Superintendent shall neither cause nor allow KCPS circumstances for staff (including
employees, independent contractors, and volunteers) that are unfair, undignified,
unsafe, disorganized or unclear, or fail to recognize collective bargaining agreements
that have been negotiated with KCPS. Without limiting the above, the Superintendent
shall not cause or allow the KCPS to:
1. Operate without sufficient written rules, expectations, and processes or those, whether written or
not, that: (a) Subject staff to rules or expectations that are unachievable or confusing; (b) Leave staff
an ineffective or a biased method of resolving appropriate concerns; (c) Subject staff to wrongful
conditions, including nepotism or preferential treatment based on personal or unprofessional reasons.
(d) Fail to avoid conflict of interest. (e) Fail to provide for appropriate protective child abuse, sexual
harassment, and anti‐bullying and intimidation policies that are communicated to staff, volunteers,
and administrative personnel.
2. Permit staff to be unprepared to deal with emergency situations.
3. Be in violation of any rules or regulations as they relate to the collective bargaining agreement of
KCPS employees and or any terms of any agreements reached between the KCPS and (a) American
Federation of Teachers or (AFT); (b) The Service Employees International or (SEIU); (c) Kansas City
School Administrators Association (KCSAA).
4. Allow staff to be unaware or uninformed of the Superintendent’s interpretations on the policies for
Treatment of Staff.by law. Except where otherwise required by law, the Superintendent may waive this
requirement in the event of a KCPS emergency.
31

Policy Name: Financial Condition and Activity
Revised: January 26, 2011, June 22, 2011, March 28, 2012, December 18, 2013
Adopted: January 26, 2011, June 22, 2011, March 28, 2012, December 18, 2013

4.3 The Superintendent shall neither cause nor allow the development of fiscal jeopardy or
a material deviation of actual expenditures from Board priorities as established in Ends
policies. Without limiting the above, the Superintendent shall not cause or allow the
KCPS to:
1. Spend or obligate more funds in any fund than will be received in the current fiscal year unless the
debt, reserve and liquidity guidelines below are met.
2. Indebt or obligate the KCPS to any amount greater than can be repaid by unencumbered revenues by
the end of the current fiscal year.
3. Have inadequate reserves in any fund, use or borrow from any designated or reserve fund (as defined
by law or audit standards) for any use other than its intended purpose, or use any Board‐designated
fund for a purpose other than its intended purpose.
4. Incur any financially illiquid condition.
5. Conduct any inter‐fund shifting in any amount greater than can be restored to a condition of discrete
fund balances by unencumbered revenues within the current fiscal year.
6. Make a single purchase or commitment of greater than $250,000.00. Splitting orders to avoid this limit
is not acceptable.
7. Receive, acquire, lease, encumber, improve or dispose of real property. Maintenance and replacement
of building and site components are permitted improvements.
8. Sell any KCPS assets without Board approval.
9. Settle any payroll, accounts payable or KCPS debt in an untimely manner.
10. Remit any tax payment or government required payments or filings in an untimely, inaccurate manner
or in such a way that may incur penalties on such payments or filings.
11. Improperly dispose of surplus assets, as long as the policy for selling KCPS assets is not violated.
12. Establish inadequate reserves for any unplanned obligations.
13. Fail to conduct a competitive bidding process for the purchase of supplies, equipment, services,
facility construction, facility renovations or improvements that are projected to exceed $25,000 or
more, or for insurance contracts, bank depository services and other products or services as required
by law. Except where otherwise required by law, the Superintendent may waive this requirement in
the event of a KCPS emergency.
32

Revised: January 26, 2011, June 22, 2011, March 28, 2012, December 18, 2013

4.3 14. Be without procedures that allow KCPS to benefit from cooperative purchasing and address unusual
situations such as purchasing when there is only a single distributor for the purchase.
15. Provide initial contract and business preferences to local businesses that are registered with or
headquartered in KCPS geographic boundaries and whose employees are KCPS patrons and/or who
reside within the KCPS geographic boundaries.
16. Engage in any conflict of interest (See Appendix B, 2) or the appearance of a conflict of interest.
Potential conflicts of interest should be avoided by the Superintendent and his/her senior cabinet,
specifically including but not limited to the provision of any contract or agreement where persons
within three degrees by consanguinity or who are related by affinity to the Superintendent and/or his/
her senior cabinet would financially benefit.
33

Policy Name: Financial Planning and Budgeting
Policy Name: Financial Planning and Budgeting

4.4 Financial planning or budgeting for any fiscal year or part thereof shall not deviate
materially from Ends priorities or risk fiscal jeopardy, and shall be derived from a
multi‐year plan. Without limiting the above, for any financial plan or budget, the
Superintendent shall not cause or allow the KCPS to:
1. Omit (a) credible projections of revenues and expenses, (b) separation of capital and operational
items, (c) cash flow and significant balance sheet items, or (d) disclosure of planning assumptions.
2. Budget or plan in any manner that risks incurring any conditions set forth in the Board’s policy on
Financial Condition and Activities.
3. Fail to provide less in Board allocations during the current fiscal year than has been set forth in the
Board Investment in Governance plan.
34

Policy Name: Emergency Succession Planning
Policy Name: Emergency Succession Planning

4.5 The Superintendent shall not risk organizational jeopardy due to the loss of the
Superintendent or other key executives. Without limiting the above, the Superintendent
shall not:
1. Have fewer than two senior cabinet members who are fully trained in Board and Superintendent
processes and procedures, including all Board policies, to enable either to act as an interim
Superintendent reporting to the Board, fully accountable to the Board as Superintendent.
2. For each administrator, there shall be no fewer than one other administrator who is fully trained and
ready to act as an interim successor.
35

Policy Name: Asset Protection
Policy Name: Asset Protection

4.6 KCPS is dedicated to the principles of sustainability as it has a powerful impact on the
environmental, economic and educational performance of the District. As such, the
Superintendent shall neither cause nor allow KCPS or affiliate assets to be unprotected,
inadequately maintained or unnecessarily risked. Without limiting the above, the
Superintendent shall not cause or allow the KCPS to:
1. Inadequately indemnify Board Members, staff, and the KCPS itself against theft, casualty, and liability
losses.
2. Permit unbonded or uninsured personnel access to funds of KCPS or affiliated entities. Very small cash
funds are excluded from this requirement.
3. Subject building, grounds, vehicles, equipment or other long‐term assets to improper use, wear and
tear, or insufficient maintenance.
4. Allow intellectual property or information and files to be exposed to theft, loss or significant damage.
5. Unnecessarily expose the KCPS, its Board or staff to claims of liability.
6. Make any purchase, except for professional services: (a) wherein normally prudent protection has not
been given against conflict of interest; (b) of more than a minimal amount without having obtained
comparative prices and quality; and (c) of over a significant amount without a stringent method of
assuring a favorable balance of long term quality and cost. Orders may not be split to avoid these
requirements.
7. Receive, process or disburse funds under controls which are insufficient to (a) Detect, deter or prevent
fraud, including internal policies and procedures that comply with Federal Whistleblower Protection
Act and reporting, or (b) Prevent and detect significant deficiencies and material weaknesses, or (c)
Otherwise meet external auditor standards.
8. Invest or hold operating or capital funds in any insecure instruments, including uninsured accounts or
securities with less than the highest safety of principal, or in any non‐interest‐bearing accounts except
where required to facilitate ease in operational transactions.
9. Compromise the independence of the Board’s audit or any other external monitoring or advice. Audit
or monitoring parties may not be engaged as consultants or advisers to the Superintendent or KCPS.
10. Obtain less than LEED certified or equivalent standards for all new construction and renovation
projects over 100,000 square feet, nor prohibit the incorporation of sustainable best practices into its
operations decision making process.
11. Endanger KCPS’s public image, credibility, or ability to accomplish Ends.
36

Policy Name: Compensation and Benefits
Policy Name: Compensation and Benefits

4.7 The Superintendent shall neither cause nor allow jeopardy or fiscal integrity to
the public image through employment, compensation or benefits to employees,
independent contractors or volunteers.
Without limiting the above, the Superintendent shall not cause or allow the District to:
1. Change his or her own compensation and benefits, except as his or her benefits are consistent with a
package for all other employees.
2. Promise or imply permanent or guaranteed employment to any KCPS personnel, except as provided
by law (e.g., teacher tenure) or as provided in the terms of collective bargaining agreements.
3. Create any obligations for a period of time longer than revenues can be safely projected, and in any
circumstance that is subject to a loss in revenue.
4. Establish or change any pension or other benefit program as to cause any unpredictable or inequitable
situations, including those that may (a) incur unfunded liabilities; (b) provide less than the some basic
level of benefits to all full time employees, though differential benefits to encourage longevity or Ends
performance are not prohibited; (c) permit any employee to lose benefits already accrued; or (d) treat
the Superintendent differently from other key employees.
37

Policy Name: Communication and Support to the Board

4.8 The Superintendent shall not cause or allow the Board to be uninformed or unsupported
in its work. Without limiting the above, the Superintendent shall not:
1. Withhold, impede or confound information relevant to the Board’s informed accomplishment
of its job. Accordingly, the Superintendent may not (a) Present information in an unnecessarily
complex, lengthy, untimely, untruthful or incomplete form or in a form that does not differentiate
among information of three kinds: monitoring, decision preparation, and other or incidental; (b)
Neglect to submit monitoring data as required by the Board (see policy on Evaluation of District/
Superintendent Performance) in a timely, truthful and complete manner, directly addressing
provisions of Board policies being monitored; (c) Allow the Board to be unaware of any actual
or anticipated noncompliance with any Ends or Limitations policy of the Board, regardless of the
monitoring schedule; (d) Allow the Board to be without critical information as requested by the Board
or the Board Chair or let the Board be unaware of relevant trends or patterns, developing material
external opportunities or threats, or internal strengths or weaknesses, particularly any changes in the
assumptions or laws upon which any Board policy has previously been established; (e) Fail to provide
for the Board as many staff and external points of view, issues, alternatives and other implications
as the Board or Board Chair determines it may need for fully informed Board choices, including
decision‐ making authority retained by the Board; (f) Allow the Board to be unaware of any incidental
or other information it may require; and (g) Avoid informing the Board if, in the Superintendent’s
opinion, the Board or its members may not be in compliance with law, contractual agreements, or
the Board’s own policies on Governance Process and Governance Relationship, particularly in the
case of Board behavior that may be detrimental to the work relationship between the Board and the
Superintendent.
2. Withhold from the Board and its processes logistical or clerical assistance. Accordingly, the
Superintendent may not (a) Avoid a system and adequate resources for official Board, officer and
Board Committee communications. (b) Neglect pleasant and efficient settings and arrangements for
the meetings of the Board and its committees.
3. 3. Impede the Board’s holism, misrepresent its processes and role, or impede its lawful or ethical
obligations. Accordingly, the Superintendent may not (a) Deal with the Board in any way that favors
or privileges certain Board Members over others except when (i) fulfilling individual requests for
information or (ii) responding to officers or Board Committees with respect to duties charged to them
by the Board; or (b) Neglect submitting for the Superintendent’s consent agenda all items delegated
to the Superintendent, but required by law, contract, or third‐party to be Board‐approved, along with
the appropriate related decision or monitoring information.
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Policy Name: Personnel Standards
Policy Name: Personnel Standards
Adopted: February 23, 2011‐Adopted, June 22, 2011, December 18, 2013
Revised: February 23, 2011‐Adopted, June 22, 2011, December 18, 2013

4.9 The Superintendent shall neither cause nor allow the KCPS to employ staff that cannot
advance KCPS towards its Board‐adopted Ends objectives. Without limiting the above,
the Superintendent shall not cause or allow the KCPS to:
1. Employ any teachers or any other instructional staff who cannot demonstrate mastery of college‐level
literacy and numeracy.
2. Employ any teachers or any other instructional staff who cannot demonstrate that they are or can be
“Effective Teachers” as defined in the appendices.
3. Employ teachers or any other instructional staff who cannot demonstrate and articulate their belief
that all children can learn and achieve their maximum potential.
4. Employ any administrator, principal, teacher or other instructional staff who interferes with or
impedes KCPS’s accomplishment of its Board‐adopted Ends objectives.
5. Employ any principal or any other building administrator who does not encourage, support, develop
and nurture “Effective Teachers” as defined in the appendices.
39

4.10
Policy Category: Limitations
Policy Name: Repurposing Program
Policy Name: Repurposing Program
Revised: May 27, 2015
Adopted: May 27, 2015

4.10 KCPS recognizes that its real property, school buildings and other facilities are critical
tangible assets that; 1) have served as community centers in its neighborhoods; 2) in
many cases are a valuable historic resource; and 3) play a role in the well‐being of the
community, therefore, such surplus facilities require both short‐term and long‐term
assessments regarding their use, removal, or transfer. Without limiting the above in the
process identified as “repurposing” the Superintendent will not:
1. Diminish or impede KCPS’s ability to achieve the Ends policy.
2. Diminish or impede the financial strength and integrity of KCPS.
3. Complete the repurposing process without the comprehensive consideration of:
a. The intentional collection of input from Ownership Groups and the community in general, especially
those neighborhoods adjacent to KCPS facilities;
b. Multiple points of view, including but not limited to the intrinsic value of KCPS’s historic building
stock, removal of potential nuisances and blight, and the financial burden of maintaining surplus
facilities;
c. The timeliness and consistency of the review and decision‐making process. All proposals will be
evaluated based on alignment with this policy, adopted KCPS plans, the technical analysis of each
site completed by KCPS repurposing staff, various market and financing conditions, and the
logistical and financial capacity of interested parties;
d. The potential benefits and impacts of surplus facilities to accommodate future enrollment growth;
e. The retention and/or continuation of a public and open community use at each surplus facility;
f. The potential benefit and/or impact the final decision will have on the students of KCPS.
4. Diminish in value, impede the future marketability of, and/or create a potential public safety issue at
surplus facilities.
5. Discourage traditional or innovative approaches to the future use of surplus facilities, including, but
not limited to sale, lease, use agreement, land swap, and/or other strategies.
40

Policy Name: Tax Incentives
Policy Name: Tax Incentives
Revised: March 23, 2016
Adopted: March 23, 2016

4.11 The Superintendent shall neither cause nor allow KCPS staff, employees, independent
contractors or other KCPS representatives to promote, support, or sponsor development
proposals that place KCPS, as a taxing jurisdiction dependent on revenue derived from
property taxes, in fiscal jeopardy.
Without limiting the above and based on analysis and information available at the time
of the projects/proposals the Superintendent shall not cause or allow KCPS to:
1. Support development projects and/or proposals that will not provide sustained economic growth for
the KCPS community, or that do not advance the mission of KCPS.
2. Support projects/proposals for tax incentives and/or tax abatements unless it is clear such projects/
proposals would not be undertaken “but for” the public assistance of tax abatements, TIF redirection
of taxes, or other statutory incentive measures. (“But for” as described in a credible official public
analysis.)
3. Support development projects and/or proposals where the abatement(s)/ incentive(s) exceed the
length of time reasonably necessary for the project.
4. Support development projects and/or proposals that do not provide KCPS with payments in lieu of
taxes (PILOTS) in an amount sufficient to offset the additional costs to KCPS as a result of the project.
5. Fail to cooperate with, or consider the positions, of the similarly situated taxing jurisdictions on
development projects/proposals requesting tax incentives and/or tax abatements when analyzing the
rationale for the request(s) on development projects/proposals.
41

Policy Category: Appendix A
Policy Name: Code of Conduct Procedures
Adopted: March 9, 2011‐Adopted, June 22, 2011 ‐ Updated
These Board Procedures are provided to outline the behaviors and processes by which
the Board Member Code of Conduct may be adhered to. As situations occur that require
clarification as to the most appropriate Board Member behavior, additional procedures shall
be adopted by the Board.
Communication Procedures
Board Member Requests Related to Agenda Items
1. Board Members will direct their individual requests for additional materials or information relating to
Agenda related questions to the Superintendent (or designee) and Board Secretary prior to the Board
Meeting.
2. If the requested information is not available, the Superintendent shall inform the Board Member prior to
the start of the meeting.
3. In order to honor the Superintendent’s time, Board Members will make every attempt to request additional
materials or information relating to regular Board Meeting Agenda items by 9:00 a.m. of the last working
day before the scheduled meeting.
4. If the Superintendent determines that a request for additional information or materials is not readily
available, would interfere with District operations or cannot reasonably be prepared before the Board
meeting, the Superintendent (or designee) will notify the Board.
5. The Superintendent (or designee) will ensure that any additional materials or information is provided to
all Board Members. If a Board Member has requested information or materials, and the request has been
denied or delayed in such a manner that the Board Member feels that he/she will not be able to make an
informed decision, the request will be placed on the regular agenda.
6. If the Board determines that the request should be honored, the Board and the Superintendent will
determine the appropriate timeline and means for presentation to the Board Members and the Agenda
item will be pulled from that agenda.
7. Information requested by one Board Member shall be provided to all Board Members at the same time.
Nothing in this operating procedure shall be construed to limit a Board Member’s ability to ask questions
during the Board Meeting.
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Board Member Requests Not Related to Agenda Items
1. Board Members will direct their individual requests for detailed or sensitive non‐agenda information to the
Superintendent (or designee) and Board Secretary.
2. Information requested by one Board member shall be provided to all Board Members at the same time.
3. If the requested information is deemed not readily available or a satisfactory time line cannot be negotiated
and the Board Member wishes to proceed, the request will be placed on the regular agenda of the next
Board meeting to determine the Board’s desire for the information.
4. If the Board determines that the request for information should be honored, it will determine with the
Superintendent, an appropriate timeline and means for presentation of the information to all Board
Members. That determination will be made at the same meeting that the Board directs the development of
the requested information.
Board Member Communication with the Superintendent
1. The Superintendent will communicate with all Board Members weekly via the Friday Board Packet with
information that will include, but not be limited to:
a. District Events
b. Progress reports: District goals, Board directives, and other information timely and relevant.
c. Board agendas and support materials as requested or required
d. Information or reports requested by a Board Member
2. The Superintendent will communicate requested information to all Board Members in a reasonable time
without interfering with the regular conduct of District business.
3. The Superintendent will distribute to all Board Members any information requested for the Board by a
Board Member.
4. Board members may communicate with other individual Board Members or the Superintendent for the
purposes of asking clarifying questions, providing clarifying information or socializing under circumstances
that do not conflict with or circumvent the Missouri Sunshine Law.
5. Board Members who wish to share information relevant to District business or issues before the Board
may relay the information to the Board Chair or Superintendent for placement on the Board Agenda or, if
appropriate, distribution to all Board members in the weekly Board information.
6. The Superintendent will release significant information including News Releases to the Board Members as
expediently as possible.
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Board Member Communication with District Staff
1. Board Members will refrain from discussing matters on the Board Meeting Agenda with any District staff
except as directed by the Superintendent.
2. If Board Members are contacted by District staff without the permission of the Superintendent, Board
Members will follow the procedure, “Board Member Responses to Comments and/or Complaints” and then
notify the Superintendent of the contact.
Board Member Communication with District Staff
1. Board Members are encouraged to participate in community activities as liaisons between the Ownership
and the District. When doing so, Board Members are expected to:
a. Listen politely and respectfully.
b. Relay information about the District in a positive and truthful manner.
c. Refer questions about specific District activities/issues to the appropriate staff person or
spokesperson when they do not know the answers.
2. The Board encourages community input, but will not respond or act on the basis of anonymous calls,
letters or e‐mails unless the communication pertains to criminal, health or safety issues.
3. Signed letters to the Board, to an individual Board Member or to the Superintendent will be forwarded
to the Board Secretary or Superintendent for inclusion in the Friday Board Packet, with a notation of any
action taken, if the letter is not of a confidential or personal nature.
4. A Board Member retains the right to speak to anyone as an individual, but must understand that any
comment will likely be interpreted by the listener as being an “official” statement of the Board.
5. In speaking as an individual, the Board Member should:
a. Clarify that he/she is speaking as an individual and not for the Board.
b. Should remind media representatives of any position or action that the Board has officially taken
related to the issue in question.
44

Board Member Responses to Comments and/or Complaints
1. Board Members will listen respectfully and remain impartial.
2. Board Members will ask if the commentator/complainant has followed the District’s procedures and/or
chain of command.
3. If the commentator/complainant does not know the procedures or chain of command, provide the
following information:
a. The commentator/complainant must first speak with the appropriate staff member. If not satisfied then;
b. The commentator/complainant must go to the appropriate administrator in charge of the school
or department where the comment/concern arose. If not satisfied, then;
c. The commentator/complainant must contact the appropriate central office administrator. If not
satisfied, then;
d. The commentator/complainant will conference with the Superintendent (or designee).
4. The Board Member will inform the Superintendent if an issue has advanced to or beyond Step B, and
will include the nature of the comment/complaint, the commentator/complainant and to whom the
commentator/complainant has been referred.
5. The Superintendent will inform the Board Member of the resolution of any referred comment/complaint.
6. This policy shall not be construed to apply to comments/complaints alleging criminal activity.
45

Board Member School Visits
1. Board Members are encouraged to visit any school.
2. Board Members will inform the Superintendent of any visit 24 hours in advance of the visit whenever
possible unless the Board Member is attending a function to which he/she has been invited.
3. Board Members must check in at the Principal’s office following district guidelines, and must have their
identification badge visible.
4. All visits are to be escorted or directed by the Principal (or designee).
5. Board Members will not interrupt scheduled learning periods or interfere with the learning process.
6. Board Members will not assume a supervisory role with staff or Students.
7. Board Members will not assume a participator role with staff or Students unless specifically requested by
the Principal (or designee).
8. This operating procedure does not pertain to visits as a parent, as a spectator to school events or other
events open to the general public.
46

Email Protocol
1. Board Members are encouraged to respond to emails from constituents but should bear in mind that any
such responses may be subject to Freedom of Information Act and Missouri Sunshine Law requests.
2. Board Members retain the right to respond to emails as an individual but must understand that such
communication may be interpreted by the reader as being an “official” statement of the Board. The
member should:
a. Clarify that he/she is responding as an individual and not for the Board.
b. Remind the reader of any position or action the Board has officially taken on the subject.
3. Board Members are encouraged to share emails they receive with the rest of the Board if:
a. The email is not of a personal or confidential nature.
b. It is not obvious that the sender has copied the rest of the Board Members on the email.
c. The Board does not engage in any conversation or action which would violate Missouri Sunshine
Laws. Board Members will not assume a supervisory role with staff or Students.
4. Board Members will not respond to anonymous emails unless the communication pertains to criminal,
health or safety issues. Any such emails will be forwarded to the Superintendent for action and copied to
the rest of the Board for information.
5. If a Board Member receives an email which they perceive to be of a threatening nature they will forward
the email to the Superintendent and KCPD for action and to the rest of the Board for information.
47

Meeting Procedures
1. The creation of Board meeting agendas is the sole responsibility of the Board and coordinated by the Board
Chair. The Board Chair shall work with the Superintendent to determine any items that need to be on the
agenda for Administration. The draft agenda does not become the Agenda until it is approved by the Board.
2. Any Board Member may request that a subject be included on an agenda for a meeting. That request shall
be forwarded to the Board Chair and copied to the Board Secretary and Superintendent no less than seven
(7) calendar days prior to the regular Board Meeting. The Board Chair shall ensure that any topics the Board
or individual Board Members request to be addressed shall be on that agenda or the Board Chair shall
specify which future agenda on which the item shall be scheduled. The Board Chair shall not have authority
to remove from the agenda a subject requested by a Board Member without that Board Member’s specific
authorization.
3. No item can be placed on the Board Meeting agenda less than seven (7) calendar days in advance of the
meeting unless delay in acting or discussing the added item could seriously affect the operation of the
District. No item should ever be placed on the Board Meeting Agenda less than seventy‐two (72) hours in
advance of the meeting unless an emergency or urgent public necessity exits.
4. Board Members who have questions about a particular Board Meeting Agenda item will follow the “Board
Member Preparation for Meetings” board procedure.
5. The Superintendent shall be sure that adequate back up materials are provided for each Board Meeting
Agenda item and the information will be relayed to Board Members at least five (5) calendar days prior to
the meeting. The information may be relayed in the Friday Board Packets unless an emergency or urgent
public necessity exists which would not permit the five (5) day notification.
6. For contracts placed on the Agenda for approval, the Superintendent shall be sure that the contract to
be considered is included with the Agenda materials as well as a matrix of other contracts that were
considered.
7. For major action items, a description of how the decision was made and affirmation of which relevant
policies were (or were not) followed will be included with the backup materials.
8. The Board may, by consensus, remove an item from the agenda if sufficient back up materials are not
provided in a timely manner.
9. The Consent Agenda may include, but not be limited to:
a. Approval of Minutes
b. Acceptance of Grants
c. Approval of Gifts
d. Other items agreed to by the Board
48

Board Member Preparation for Meetings
1. The Superintendent will ensure that all necessary or requested information is supplied to the Board
Members to allow for informed decisions. Agenda packets will be electronically posted and delivered no
less than five (5) calendar days in advance in the case of Regular meetings and three (3) calendar days in
advance for Workshop meetings. Items not available when the Agenda is electronically posted and/or
delivered will be electronically posted or delivered in the weekly packet immediately prior to the meeting.
2. Board Members will read and study the packet prior to each meeting.
3. Board Members will direct Agenda related questions to the Superintendent (or designee), according to
board procedure, “Board Member Requests Related to Agenda Items”.
4. To honor the Superintendent’s time, Board Members will make every attempt to submit questions about
regular meeting agenda items two (2) working days before a board meeting.
5. If requested information is not available, the Superintendent will inform the Board Member at least four (4)
hours prior to the beginning of the regular Board meeting.
6. The Board may pull an item from the agenda if sufficient information is not provided in a timely manner.
Board Member Participation during Meetings
1. All Board Members are expected to conduct themselves professionally and in accordance with their written
commitment to the Board Member Code of Conduct during all meetings and public forums. Examples of
behavior that will not be tolerated are rude remarks, interruptions, yelling, name calling and disrespectful
verbal or body language.
2. During Regular meetings and Workshop meetings, all members will conduct themselves according to such
rules or procedures as the Board or Board Chair may adopt from time to time..
3. If, during a meeting or public forum, any Board Member conducts themselves in a manner that is
intolerable or prevents the accomplishment of goals, the Board Chair may adjourn the meeting. If a majority
of the Board disagrees with the adjournment then the meeting must continue, however the offending
member may be ejected for the remainder of the meeting if the rest of the Board unanimously agrees.
4. Differences of opinion, if respectfully submitted, are not to be construed as unacceptable behavior but
rather as alternate views on a subject and should be encouraged.
49

Confidentiality of Closed Meetings
1. Given the legal and sensitive nature of Closed Meetings, Board Members understand that the law requires
that all such Meetings are strictly confidential.
2. When it is apparent to the Board that it would be in the best interest of the Students, staff, community or
Board to make a statement regarding anything that occurs in or results from a Closed Meeting, the Board
Chair will compose an official public statement that meets with the approval of a majority of the Board. Any
such statement will comply with limitations set by law.
3. If individual Board Members are pressed for information regarding Closed Meetings, that Board Member
will state clearly that he/she can give no information other than what is posted on the agenda. If pressed
further, the Board Member will refer the inquiry to the Board Chair or Superintendent.
50

Personnel Procedures
Board Members Concerns About Superintendent Performance
1. If, at any time, a Board Member becomes concerned that the Superintendent may have (1) breached any
term of the Superintendent’s contract; (2) violated a state or federal statute; (3) violated a Board Policy or
Operating Procedure; or (4) failed within a reasonable amount of time to address a specific issue identified
by a Board Member, the following process will be used:
a. The concerned Board Member will meet privately with the Superintendent to discuss their concerns
in order to resolve the issue(s). The concerned Board Member may elect to bring their concerns to
the Board Chair instead who will assist in resolving the issue(s).
b. If the concerned Board Member does not feel that the resolution is satisfactory the Board
Member may request, through the Board Chair, that an item be placed on the next regular meeting
agenda as
a Closed Meeting item, posted in accordance with Missouri Sunshine Laws. The concerned Board
Member must inform the Board Chair in writing of the specific nature of any concern(s) which prompted
the request for a Closed Meeting.
c. In addition the Board Chair may, of their own accord, place an item on a regularly scheduled
meeting agenda as a Closed Meeting item to discuss concerns about the professional performance
of the Superintendent.
2. In the event that a Closed Meeting is called, the Board must listen to the concern(s) and make a
determination if the issue raised is truly cause for concern. Failure to make such a determination shall end
the Board Meeting.
3. 3. If the majority of the Board determines that there is a violation or breach of one of the items listed, the
following process will be followed:
a. The exact nature of the deficiency will be documented and discussed with the Superintendent.
b. A plan for remediation will be written, to include action(s) to be taken and timelines.
c. The Board Chair shall monitor the plan for compliance and the results will be made part of
the Superintendent’s annual performance evaluation.
d. It shall be the responsibility of the Board Chair to ensure that all documentation relating to
performance deficiencies shall be appropriately placed in the Superintendent’s personnel file.
51

Board Members Concerns about Non‐Superintendent Employee Performance
1. When a Board Member becomes concerned about the performance of District employees they must bring
their concerns directly to the Superintendent and inform the Board Chair. Such concerns must be limited to:
a. Actions which are illegal
b. Egregious violations of Board policy
c. Actions which are harmful to the District’s or Board’s reputation.
2. Board Members must remain cognizant that District personnel are the responsibility of the Superintendent,
not the Board.
3. The Superintendent is obligated to listen to such concerns, review the matter and notify the Board of the
resolution of the matter to the extent allowed by policy.
4. When a Board Member has concerns about the performance of District employees which relate to
employee, Student, Board or community safety, the Board Member will notify the Superintendent and,
when appropriate, the KCPD.
52

Board Member Concerns About Board Member Performance
1. If a Board Member believes that another Board Member has violated the Board Member Code of Conduct,
it is the responsibility of the concerned Board Member to discuss the alleged violation with the other Board
Member in private prior to taking any other action, unless the nature of the allegation requires immediate
escalation to the Board Chair.
2. If, after the concerned Board Member has privately discussed the alleged violation with the other Board
Member, the concerned Board Member remains unsatisfied that the alleged violation has been addressed,
the concerned Board Member may submit, in writing, the allegation to the Board Chair (arbiter). If the
Board Chair is involved in the allegation, the concerned Board Member may instead submit the allegation,
in writing, to the Board Vice‐Chair or the next most senior Board Member not involved in the allegation
who is then obligated to serve as arbiter instead.
3. The Board Members involved will conference to discuss the alleged violation. All parties are strongly
encouraged not to allow any further escalation of these procedures and the arbiter’s duty is to work to
avoid such escalation.
4. If, after the conference, the concerned Board Member remains unsatisfied that the alleged violation has
been addressed, the Board Chair will call a special meeting of the Board to discuss the alleged violation.
The Board Chair may call upon the District’s General Counsel or an external legal advisor to investigate the
nature of the allegations. The findings of this investigation will be presented at the special meeting of the
Board.
5. If, after the special meeting of the Board to discuss the alleged violation, the Board determines that
additional consideration of the alleged violation is warranted, the allegation and the investigative findings
will be placed on the next regular meeting agenda.
6. In order for the alleged violation to be considered, one of the following three motions must be made and
seconded: a motion to dismiss allegations, a motion to admonish or a motion to censure.
a. In order to protect the overriding principle of freedom of speech, the Board shall not impose admonition
or censure on any of its members for the exercise of their First Amendment rights. In order to ensure
the right to a fair jury trial, the Board shall not impose admonition or censure on any of its members for
the violation of any law while criminal charges are pending. However, when the criminal proceedings are
final, the Board need not be bound by the conclusions of the Court and may again pursue admonition
or censure.
b. A motion to dismiss allegations concludes these procedures and exonerates the accused Board
Member. Once a motion to dismiss allegations has passed concerning a given alleged violation, no
other motions concerning that alleged violation are in order. A motion to dismiss allegations requires a
majority vote to pass.
53


c. An admonition is a one‐time punitive action which serves as a penalty imposed for wrongdoing but
carries no fine or suspension of the rights of the Board Member as an elected official. A motion to
admonish must be presented in writing and must contain the exact language of the alleged violation
and the proposed admonition. A copy of the motion to admonish must be provided to the accused
Board Member at least seventy‐two (72) hours prior to discussion of the motion. A motion to admonish
requires a majority vote to pass.
d. A censure is an action that is permanent until lifted by the Board via a majority vote of the Board. A
censure serves as a penalty imposed for wrongdoing but carries no fine or suspension of the rights of
the Board Member as an elected official. A motion to censure must be presented in writing and must
contain the exact language of the alleged violation and the proposed censure. A copy of the motion to
censure must be provided to the accused Board Member at least seventy‐two (72) hours prior to
discussion of the motion. A motion to censure requires a 2/3 majority vote to pass. A motion to
censure can only be lifted by a motion to dismiss allegations that occurs at least one (1) meeting after
the motion to censure was passed.
Hiring of Personnel Other Than the Superintendent
1. The Board, according to law, may only approve or reject candidates brought forth by the Superintendent.
The Board, individually or collectively, shall not engage in lobbying for specific hiring decisions beyond what
the law allows.
2. Board Members may not advise the Superintendent on specific hiring decisions unless such input is
sought. Board Members may, however, assist the Superintendent by identifying individuals with specific
professional expertise.
3. Board Members should refrain from writing letters of recommendation for any person seeking employment
with the District. Should a Board Member write such a letter, they must abstain from voting on the
candidate’s hiring.
4. Board Members must abstain from any votes on personnel issues where a conflict of interest is clear as
defined in Board Policy and/or statute.
54

Policy Category: Appendix B
Policy Name: Conflict of Interest and Disclosure Procedures
1. Defining and Identifying Potential Conflicts of Interest
a. A Board Member, or individual related by affinity or within the fourth degree by consanguinity, is a
party to a contract or has a financial interest in a transaction with the District. Financial interest, as
used in this policy, means having a 5% partnership interest or owning 5% or more of the outstanding
shares of any class of stock in an entity contracting or entering into an agreement for services with the
District, and/or receiving annual compensation equal to or exceeding $1,000 from an entity.
b. A Board Member, or individual related by affinity or within the fourth degree by consanguinity, is a
trustee, director, board member, associate, employee, consultant or advisor of an entity engaged with
the District in a contract or transaction for goods or services.
c. A Board Member, or individual related by affinity or within the fourth degree by consanguinity, is
engaged in some capacity or has a financial interest in a business or enterprise that competes or
partners with District.
d. A Board Member shall not vote to employ or appoint any person who is related by affinity or within
the fourth degree by consanguinity to the Board Member or Board Member’s spouse. Furthermore,
applicants to District positions are restricted from using Board Members as references.
e. A Board Member voting for or against any measure if they have received or have been promised any gift
or payment of any item or value on condition of vote.
2. Measures to Avoid Conflicts of Interest
a. The District shall not employ Board Members for compensation even on a substitute or part‐time
basis. Board Members may volunteer in the District.
b. Former Board Members shall not be eligible for employment, as a direct report to the board, for a
period of 12 months after having left the Board.
c. The Board shall not enter a contract or financial transaction where a conflict of interest, as defined by
this policy, exists unless the conflict has been properly disclosed and managed.
d. Every Board Member shall submit to the Board Chair and Secretary an annual Conflict Disclosure Form
identifying any relationships, positions, or circumstances in which he/she is involved that contributes to
a conflict of Interest or the appearance of a conflict of interest as defined by this policy. (See II.
Disclosure)
e. All conflicts, potential conflicts, and disclosures will be submitted to the Board Chair and Secretary no
later than 48 hours prior to the Board Meeting at which the Board Item relating to the potential conflict
is to be discussed.
f. Board Members shall not sell, lease, or provide personal property or real estate to the District.
Personal property or real estate may be donated to the District by a Board Member.
55

3. Procedures for Managing Conflicts of Interest
a. In the event of a conflict of interest or potential conflict of interest, the involved Board Member will
submit a Statement of Conflict to the Board Chair and Secretary no later than 48 hours prior to the
Board Meeting at which the Board Item relating to the potential conflict is to be discussed.
b. A Board Member who discloses a conflict of interest will abstain from voting and recues
him/herself from all discussions on the matter. Upon abstaining, the Board Member shall state the
conflict and their reasoning for abstaining. Furthermore, Board Members will be prohibited from
influencing the matter outside of the Board’s decision making process. All Board Members will be
required to report inappropriate influence or pressure to the Board Chair as prohibited by this
policy. (See Appendix D, Number 3)
c. All actions, disclosers, and discussions regarding conflicts of interest will be recorded in Board
meeting minutes and posted on the District’s website.
4. Violations Defined
a. Failure to Disclose
i. The failure to disclose a conflict of interest prior to a Board discussion or action on the Board Item
or issue.
b. Failure to Comply with Inquiries
i. Refusal to cooperate with inquiries made by the Board into potential conflicts of Interest.
c. Inappropriately Influencing the Decision Making Process
i. Pressuring or influencing fellow Board Members to discuss or vote a certain way on a decision
involving a conflict of interest including, but not limited to, asking, suggesting, manipulating,
pressuring, or threatening a Board Member to vote a certain way.
d. Failure to Report Suspected Conflicts of Interest
i. A Board Member knowingly failing to report a conflict regarding a fellow Board Member to the
Board Chair and Secretary.
e. Use of Confidential Information
i. Use of confidential information obtained in the course a Board Member’s official capacity in any
manner with the intent to result in financial or political gain for him/ herself, any other person, or
any entity.
56

5. Enforcement Measures
a. The Board may vote by a simple majority to publicly rebuke or censure the Board Member.
b. The Board may vote by a simple majority to publicly report the Board Member to the Missouri
Ethics Commission.
c. The Board may vote by a simple majority, after conferring with legal counsel, to publicly report the
Board Member to the Office of the Missouri Attorney General and local prosecutor when appropriate.
6. Disclosure
a. Financial
i. Each transaction in excess of $100 between the District and the Board Member, or any person
related within the fourth degree by consanguinity. The statement does not need to include
compensation received as an employee or payment of any tax, fee, or penalty due the district. The
statement will include the dates and identities of the parties in the transaction.
ii. Each transaction in excess of $100 between the District and any business entity in which the Board
Member or any person related within the fourth degree by consanguinity has a financial interest. The
statement does not need to include any payment of tax, fee or penalty due the district or payment
for providing utility service to the district. The statement will include the dates and identities of the
parties in the transactions.
iii. Each transaction in excess of $100 between the District and any entity in which the Board Member
or any person related within the fourth degree by consanguinity is a trustee, director, associate, or
employee.
b. Political
i. Financial contributions, volunteer work, memberships, and affiliations with political
candidates, campaigns, clubs, or committees may be voluntarily disclosed.
ii. A copy of all financial disclosures made to the state of Missouri shall also be submitted to the
Board Secretary.
c. Employment
i. Current places of employment and all places of employment five years prior to Board membership.
57

Policy Category: Appendix D
Policy Name: Policy Compliance
Adopted: June 22, 2011‐Adopted, February 22, 2011 – Updated
May 27, 2020 – Updated, other dates as listed below
The following Administrative Procedures have been, in accordance with state and federal law, enacted and approved by the
Board. The mandated portions of these Administrative Procedures cannot be altered without a vote of the Board. The Board
has delegated responsibility for implementation and enforcement of these Administrative Procedures to the Superintendent
and/ or his designee.
AA School District Legal Status GBH‐AF Staff/Student Relations JFCC Student Conduct on School Transportation
AC Prohibition against Discrimination, Harassment GBLB References JFCCA Video Surveillance on District
and Retaliation Adopted 5.27.2020 Transportation
ACA Sexual Harassment under Title IX GCL Professional Staff Development JFCF Bullying
Adopted 10/14/2020 Opportunities
AC‐AP Prohibition against Discrimination, IGAB Instructional Interventions JFCG Hazing
Harassment and Retaliation (transgender and
Gender Nonconforming Employees & Students)
AC‐1 Discrimination/Harassment: Complaint IGBB Programs for Gifted Students JFCJ Weapons in School
Procedures for Parents & Students
AC‐2 Discrimination/Harassment: Complaint IGBC Parent and Family Involvement and JG Student Discipline
Procedures for Employees & Applicants for Engagement
Employees
ADF District Wellness Program IGBCA Programs for Homeless Students JGA Corporal Punishment
AH Use of Tobacco Products and Imitation IGBCB Programs for Migratory Students JGD Student Suspension & Expulsion
Tobacco Products
BBFA Board Member Conflict of Interest and IGBE Students in Foster Care JGE Discipline of Student with Disabilities
Financial Disclosure
DG Depository of Funds IGBH Programs for English Learners JGF Discipline Reporting and Records
DGA Authorized Signatures IGC Extended Instructional Programs JGGA Seclusion, Isolation & Restraint
DJDA Supplier Diversity Procurement Program IIAC Instructional Media Centers/School JHC Student Health Services & Requirements
Libraries
DJFA Federal Programs & Projects IIAC‐R Instructional Media Centers/School JHCB Immunizations of Students
Adopted 5.27.2020 Libraries Selection and Reconsideration of Materials
DLCA Travel Expenses IKE JHCD Administration of Medications to Students
EB Safety Program IKF Graduation Requirements JHCF student allergy Prevention & Response
Revised 5.23.18
EBB Safety Program (Identify Potential Hazards) IKFB Graduation Exercises JHDA Surveying, Analyzing or Evaluating Students
EF Food Service Management IL Assessment Program JHDF Suicide Awareness and Prevention
Revised 5.23.18 Adopted 5.23.18
EGAAA Reproduction of Copyrighted Materials ILA Test Integrity and Security JHG Reporting and Investigating Child Abuse and
Neglect
EHB Technology Usage Revised 5.23.18 IM Evaluation of Instructional Materials JO Student Records
GBCA Staff Conflict of Interest INC Speakers at District Events KL Public Concerns and Complaints Revised 5.23.18
GBEBA Drug‐Free Workplace JCB Intra‐District Transfers KLA Concerns and Complaints Regarding Federal
Programs Adopted 5.23.18
GBCBB Protected Staff Communications JCC Inter‐District Transfers KLB Public Questions, comments or concerns
regarding District Instructional/Media/Library
materials
GBH Staff/Student Relations
58

Kansas City Public Schools
2901 Troost Ave., Kansas City, Missouri 64109
Phone: (816) 418‐7621
Email: board@kcpublicschools.org
Web: kcpublicschools.org/board
59
JOYFUL PUBLIC SCHOOLS
BOARD POLICY MANUAL
WHAT IS A BOARD POLICY MANUAL

The function of the School Board is to represent the vision and values of the district’s stakeholders; this is what
it means to govern the district. The function of the superintendent is to implement the district stakeholders’
vision and values; this is what it means to manage the district.
This document is the Board’s policy manual and is focused on how the School Board governs the district. In
addition there is the district procedure manual that is maintained by the superintendent and is focused on how
the superintendent manages the district (https://www.joyfulpublicschools.org/supt/).
HOW TO USE THIS BOARD POLICY MANUAL

This is the official Board Policy Manual for Joyful Public Schools. The manual is divided into four sections —
Goals, Guardrails, Delegation, and Governing — followed by an appendix.
The Goals policies focus on the direction the Board wants to lead the school system. Because schools only
exist to improve student outcomes, the Goals section is concerned with the outcomes the community wants to
see for its students. The Goals section includes the vision and goals.
The Guardrails policies focus on the protections the Board puts in place regarding unacceptable
circumstances. Because the School Board must represent not only the community’s vision but also its values,
the Guardrails section is concerned with identifying behaviors that the Superintendent may not engage in
because they would be violations of the community’s values. The Guardrails section includes the theory of
action and guardrails.
The Delegation policies focus on the Board’s cascading of authority to staff who are directly evaluated by the
Board. The Delegation section includes the extent and nature of delegation and delegate evaluation.
The Governing policies focus on the Board’s roles, Board Member roles, and how Board Members conduct
themselves. The Governing section includes descriptions of the Board’s role, Board Member ethics, Board
self-evaluation, monitoring calendar, Board meeting procedures, communication procedures, and community
engagement procedures.
1.0 GOALS
Vision
Joyful Public Schools exists to ensure that all students will graduate ready for and with opportunities in careers,
college, or the military.
Board’s Goals
The Board’s goals, as aligned to the vision, are:
● Goal 1: The percentage of kindergarten students who will enter kindergarten school-ready on a
multidimensional assessment will increase from 21% on August 1, 2019 to 65% by August 1, 2024
● Goal 2: The percentage of males of color who graduate with an associate’s degree will increase from
W% on X to Y% by Z
● Goal 3: The percentage of graduates who are persisting in the second year of their post-secondary
program will increase from W% on X to Y% by Z
2.0 GUARDRAILS
Theory of Action
● If the central office directly operates some schools and grants varying levels of autonomy to other
schools; and
● If the central office clearly defines operational thresholds that deserve higher levels of autonomy, and
the specific autonomies earned, consistent with Board goals and guardrails; and
● If central office manages the accountability system and enrollment system for all schools,
● Then:
○ Central office will ensure accomplishment of the Board’s goals while operating within the
Board’s guardrails at centrally managed schools; and
○ School leaders will ensure accomplishment of the Board’s goals while operating within the
Board’s guardrails at autonomously managed schools
Board’s Guardrails
In attaining the Board’s goals, the Superintendent shall not:
● Guardrail 1: The Superintendent will not allow underperforming campuses to have principals or
teachers who rank in the bottom two quartiles of principal or teacher district-wide performance
● Guardrail 2: The Superintendent will not propose major decisions to the Board without first having
engaged students, parents, community, and staff
● Guardrail 3: The Superintendent will not allow the number or percentage of students at
underperforming campuses to remain the same or increase
● Guardrail 4: The Superintendent will not allow conditions for students or staff that are inequitable or
unsafe
3.0 DELEGATION
3.1 Delegation to the Superintendent

The School Board shall concern itself primarily with broad questions of policy and with the appraisal of results,
rather than with administrative details. The application of policies shall be an administrative task to be
performed by the superintendent and their staff who shall be held accountable for the effective administration
and supervision of the entire school system.
All matters to be submitted to the Board shall first be brought before the superintendent for investigation. If
these matters require Board action, they shall be presented to the Board by the superintendent or their
designee. Board members, acting as individuals, have no authority over school affairs, but have such
authority when acting as a body duly called in session. Board members will refrain from acting as arbitrators of
complaints. All complaints will be channeled through the superintendent for resolution.
The Board believes that vision, goal setting, goal monitoring, and the legislation of policies are the most
important functions of a Board, and that the execution of the policies should be the function of the
superintendent.
The superintendent shall be the sole person responsible to the Board for the entire school program. All official
Board actions and decisions will take place only when the Board convenes formally. The Board and the
superintendent will strive at all times to preserve institutional integrity and support each other, the faculty, and
students. They will strive to maintain mutual respect for each other and be mindful that it is the solemn duty of
each to fulfill the hopes and aspirations of the general school community and to always act within the
framework of the local, state and federal laws when implementing duly constituted Board policies.
3.2 Superintendent’s Role

The Superintendent, as the Board’s sole executive officer for managing school system operations, shall be
responsible for accomplishing any reasonable interpretation of the Board’s goals within the boundaries
provided by the Board’s guardrails, and state and federal law.
State and federal law require Board adoption of policies on a variety of topics. The Board’s adopted policies in
the district procedure manual constitute compliance with these legal requirements. In accordance with state
law, the Superintendent shall be responsible for preparing recommendations for policies to be adopted by the
Board, overseeing implementation of adopted policies, and developing appropriate administrative procedures.
In recommending policy for Board adoption, the Superintendent shall identify when the Board is required to
adopt policy or has statutory decision-making authority that cannot be delegated to the Superintendent.
Required board policy addressing administrative issues shall be handled by consent agenda, with the
Superintendent informing the Board of substantive changes.
Any operational issues not required to be Board adopted shall be addressed in district procedure manual and
the Board shall take necessary steps to remove such issues from board policy.
3.3 Superintendent Evaluation

The Board shall annually evaluate the Superintendent based on the school system’s achievement of the
Board’s goals and compliance with the Board’s guardrails.
4.0 GOVERNING
4.1 Powers and Duties of School Board

Members of the Board shall attend Board meetings, discuss items presented on the agenda, suggest other
items for consideration and vote upon motions and resolutions presented. Official decisions of the Board can
be arrived only at duly constituted Board meetings. Individual Board Members or groups of Board Members do
not have independent authority to speak for the Board and should make no out-of-meeting commitments
unless directed to do so on behalf of the Board.
4.2 Board’s Guardrails for the Board

The Board shall operate within the Board’s role (as defined above) and the Board’s operating procedures (as
defined below). The Board, either collectively or through the actions of individual Board Members, shall not:
● Invest less than 50% of its minutes each month into monitoring student outcome goals
● Perform or appear to perform any of the responsibilities delegated to the Superintendent
● Violate any Board-adopted policy or district procedure
4.3 Board Officer Roles & Responsibilities

The Chair of the Board shall preside at Board meetings, shall perform all duties imposed by the state statutes,
and shall perform such other duties as may be prescribed by law or by action of the Board. The Board Chair
shall have the same right as other members to offer resolutions, make motions or second motions, discuss
questions, and vote thereon. The Vice Chair of the Board shall have the powers and duties of the Board Chair
in the event of absence or disability of the board Chair. The secretary of the Board shall keep, or cause to be
kept, a full and accurate record of the proceedings of the Board which shall be transcribed into the official
minutes of the Board. The secretary shall sign official district documents that require the signature of the
secretary’s office.
4.4 Board Committees

Committees, composed of Board Members, may be selected for special assignments. Such committees shall
be appointed by the Board Chair and shall terminate upon completing their assignments, or may be terminated
by a vote of the Board at any time. All recommendations of a committee must be submitted to the Board for
action. The role of the Board’s committees is to advise and support the work of the Board, not to advise or
direct district staff.
No Committee may meet until the Board Chair has first defined the committee’s Chair, Members, deliverable,
and due date for the deliverable. Committees that fail to provide their deliverable back to the full board by the
due date shall be disbanded and the Board Chair may create a new committee to accomplish the deliverable --
but the former chair from the failed committee is not eligible to serve on a new committee formed for a similar
purpose.
4.5 Board Self Evaluation

The Board shall regularly conduct formative self-evaluations and, within 45 days prior to conducting the annual
Superintendent evaluation, an annual summative self-evaluation. The Board shall self-evaluate using a
research-based self-evaluation instrument.
4.6 Board Agenda
● 14 Days Before Board Meeting: For each Board meeting the Superintendent will provide all items to be
considered -- including legal documents, support materials, staff presentations, etc -- to Board
members at least 14 days prior to the Board meeting during which the items will be considered. The
Superintendent will always provide recommendations for items that require Board approval. All
consent-eligible items will be placed, by default, on the consent agenda. Once Board members receive
the materials, they may immediately begin submitting questions to the Superintendent. Any items not
provided to the Board at least 14 days in advance will not be eligible for consideration and will be
moved to the subsequent meeting agenda.
● 9 Days Before Board Meeting: Board members will have five days to submit questions about the
agenda items to the Superintendent.
● 6 Days Before Board Meeting: The Superintendent will have three days to create a Q&A document of
responses.
● 4 Days Before Board Meeting: Board members will have the following two days to request items be
removed from the “consent” agenda and placed on the “regular” agenda for discussion and
consideration. If at least three board members request an item to be moved from the consent agenda to
the separate vote agenda by 73 hours prior to the board meeting, the Board services office will
immediately make the change. This is the only time before or during Board meetings that items will be
able to be moved from the consent agenda to the separate vote agenda.
○ If Board members need to recuse themselves from participation in an item on the agenda
because of a conflict of interests, they must declare that in writing to the Board services office
and copy the Board president. If the Board services office receives a declaration, it will create a
second consent agenda item -- a “recusal consent” agenda -- to place items on that are subject
to a conflict of interests so that Board members can vote on the standard consent agenda
without voting on an item on the conflicted consent agenda.
● 3 Days Before Board Meeting: The Board services office will post the final agenda 72 hours in advance
in accordance with state law. The Board meeting agenda must include a copy of the Q&A document.
No additional changes will be made to the Board agenda during the 72 hour period prior to the Board
meeting.
● Day of Board Meeting: No additional additions to the agenda or removal of items from the consent
agenda will be made to the Board agenda during the Board meeting. Motions to that effect will be ruled
out of order by the Board president.
4.6 Board Meeting Procedures

The School Board shall meet regularly. A majority of the members of the Board shall constitute a quorum for
the transaction of business. Special and recessed meetings may be held upon the call of the Board chair, or
upon a call of a majority of the Board members. The Board may go into executive session under the
circumstances permitted by statute, and the minutes of the Board shall show in each instance any final action
taken in executive session.
All business shall be transacted in open meeting with the superintendent present. All action taken by the Board
shall become official at the time it is taken. The superintendent or their designee shall be present at all
meetings except when the trustees discuss matters germane to the superintendent.
All action taken by the School Board shall become official at the time it is taken. All school business shall be
transacted at Board meetings, and members shall avoid commitments through personal interviews with
individuals which might tend to hamper or embarrass the trustees or to prejudice their decision.
4.7 Public Comment In Board Meetings

The School Board desires to hear the viewpoints of stakeholders throughout the district and considers the
responsible presentation of these viewpoints vital to the efficient operation of the district. Because the Board is
not the district ombudsman, stakeholders are encouraged to fully utilize meetings with school officials, site
councils, and administrative procedures to communicate and resolve issues with the school administration
prior to presenting the issue to the Board..
4.8 Board Member Conflict of Interest

It shall be unlawful for any member of the board to participate in decision-making when they have or own any
direct or indirect interest individually or as agent or employee of any person, partnership, firm or corporation, in
any contract made or let by the board for the construction, repair, or improvement of any school facility, the
furnishing of any supplies, materials, or other articles, the doing of any public work or the transportation of
children, or in any sub-contract indirectly connected with the above-stated activities. To protect the community’s
confidence in their work, Board Members will make every effort to avoid the reality of or perception of a conflict
of interest.
4.9 Board Member Responses to Comments and/or Complaints

1. Board Members will listen respectfully and remain impartial.
2. Board Members will clarify that it is unethical for them to intervene directly with staff but that it is their
role to aid stakeholders with connecting to the appropriate staff members. In most cases, this will be a
teacher or a principal.
3. Board Members will ask if the commentator/complainant has followed the District’s procedures and/or
chain of command.
4. If the commentator/complainant does not know the procedures or chain of command, the Board
Member will aid them in identifying the appropriate staff member. It is unethical and inequitable,
however, for the Board Member to communicate directly or indirectly with district staff on behalf of the
commentator/complainant.
5. This policy shall not be construed to apply to comments/complaints alleging criminal activity.
4.10 Board Member Concerns About Superintendent Performance

1. If, at any time, a Board Member becomes concerned that the Superintendent may have (1) breached
any term of the Superintendent’s contract, (2) violated a state or federal law, (3) violated a Board Policy
or (4) failed within a reasonable amount of time to address a specific issue identified by the full Board,
the following process will be used:
a. The concerned Board Member will meet privately with the Superintendent to discuss their
concerns in order to resolve the issue(s). The concerned Board Member may elect to bring their
concerns to the Board Chair instead who will assist in resolving the issue(s).
b. If the concerned Board Member does not feel that the resolution is satisfactory the Board
Member may request, through the Board Chair, that an item be placed on the next regular
meeting agenda as a Closed Meeting item. The concerned Board Member must inform the
Board Chair in writing of the specific nature of any concern(s) which prompted the request for a
Closed Meeting.
c. In addition the Board Chair may, of their own accord, place an item on a regularly scheduled
meeting agenda as a Closed Meeting item to discuss concerns about the professional
performance of the Superintendent.
2. In the event that a Closed Meeting is called, the Board must listen to the concern(s) and make a
determination if the issue raised is truly cause for concern. Failure to make such a determination shall
end the Board Meeting.
3. If the majority of the Board determines that there is a violation or breach of one of the items listed, the
following process will be followed:
a. The exact nature of the deficiency will be documented and discussed with the Superintendent.
b. A plan for remediation will be written, to include action(s) to be taken and timelines.
c. The Board Chair shall monitor the plan for compliance and the results will be made part of the
Superintendent’s annual performance evaluation.
d. It shall be the responsibility of the Board Chair to ensure that all documentation relating to
performance deficiencies shall be appropriately placed in the Superintendent’s personnel file.
4.11 Board Member Concerns About Non-Superintendent Employee Performance

1. When a Board Member becomes concerned about the performance of District employees they must
bring their concerns directly to the Superintendent and inform the Board Chair. Such concerns must be
limited to:
a. Actions which are illegal
b. Egregious violations of Board policy
c. Actions which are harmful to the District’s or Board’s reputation.
2. Board Members must remain cognizant that District personnel are the responsibility of the
Superintendent, not the Board.
3. The Superintendent is obligated to listen to such concerns, review the matter and notify the Board of
the resolution of the matter to the extent allowed by policy.
4. When a Board Member has concerns about the performance of District employees which relate to
employee, student, Board or community safety, the Board Member will notify the Superintendent and,
when appropriate, the police department.
4.12 Board Member Concerns About Board Member Performance

1. If a Board Member believes that another Board Member has violated Conflict of Interest, Board Policy,
or State or Federal law, it is the responsibility of the concerned Board Member to discuss the alleged
violation with the other Board Member in private prior to taking any other action, unless the nature of
the allegation requires immediate escalation to the Board Chair.
2. If, after the concerned Board Member has privately discussed the alleged violation with the other Board
Member, the concerned Board Member remains unsatisfied that the alleged violation has been
addressed, the concerned Board Member may submit, in writing, the allegation to the Board Chair
(arbiter). If the Board Chair is involved in the allegation, the concerned Board Member may instead
submit the allegation, in writing, to the Board Vice-Chair or the next most senior Board Member not
involved in the allegation who is then obligated to serve as arbiter instead.
3. The Board Members involved will conference to discuss the alleged violation. All parties are strongly
encouraged not to allow any further escalation of these procedures and the arbiter’s duty is to work to
avoid such escalation.
APPENDIX 1: Board Monitoring Calendar
MONTH GOAL MONITORING GUARDRAILS MONITORING STATUTORY OBLIGATIONS

/ TRAININGS /
EVALUATIONS
July Goal 1, Interim Goal 1.3 Board-led Community Training

Goal 3, Interim Goal 3.2 on Goal Monitoring
August Goal 2, Interim Goal 2.1 Guardrail 3, Interim Guardrails Annual Tax Ratification
3.1-3.3
Board Quarterly Self Eval
September Goal 1, Interim Goal 1.1
October Goal 3, Interim Goal 3.3 Guardrail 1, Interim Guardrails

1.1-1.3
November Goal 2, Interim Goal 2.3 Annual Board Self Eval Annual Academic Performance
Review
December Goal 2, Interim Goal 2.2 Annual Board Superintendent

Eval
January Goal 1, Interim Goal 1.2 Annual Board/Superintendent

Retreat
February Goal 3, Interim Goal 3.1 Board Quarterly Self Eval

Goal 3, Interim Goal 3.3
March Goal 2, Interim Goal 2.1

Goal 2, Interim Goal 2.3
April Goal 1, Interim Goal 1.1 Guardrail 2, Interim Guardrails Annual Staff Nonrenewals
2.1-2.3
May Goal 2, Interim Goal 2.2 Board Quarterly Self Eval
June Goal 3, Interim Goal 3.2 Board-led Community Training Annual Budget Adoption
on Governance
APPENDIX 2: Legal Notice Regarding Legacy Policies
This document is the official Board policy manual for Joyful Public Schools. All other policies and procedures in
use by Joyful Public Schools are subordinate to and must not conflict with this Board policy manual.
Not Delegated
As required by state law, the following policies in the district procedure manual are not delegated and may not
be modified or deleted without the Board’s prior approval. The Board does delegate all implementation and
monitoring authority for these district procedures to the Superintendent so long as their implementation does
not violate any policies in this Board policy manual. The Superintendent remains responsible, additionally, for
notifying the Board if any of these non-delegated procedures are recommended for modification or removal.
A series FCA GACL ILA

BA series FDA GACN-GADA series JBD
BBA-BBE series FEB GADE-GADG JBG
BC-BH series FEC GADQ JBL
CB-CD series FEE GAEE JCBA
CE FEF GBBA JCB
CHAA-CI series FFA GBDA JCE
DA-DEGA series FH GBED-GBEG series JCF-JCH series
DEH-DHA series GAAAA GBEJ JCIB
DIA GAAA GBEM JCJ
DIEB GAAB ICC-ICL series JCP
DIED GAAE IDEE JCQ
DIEF GAAF IDG JDJ
DIEI GAAI IDIA JFA
DIEJA GABA IGAA JKAA-JKC series
DIEM-DOA series GACD IIA KBA
EBD GACH II
EB GACI IKB
EJ GACJ IKI
Delegated
As allowed by state law, all other procedures in use by Joyful Public Schools that are not required by state law
to be retained by the Board are fully delegated by the Board to the Superintendent. The Superintendent may
modify or delete these procedures without the Board’s prior approval. The Superintendent remains responsible,
however, for ensuring that any such modifications or deletions do not cause district procedure to conflict in any
way with this Board policy manual.
BOARD POLICY MANUAL
Seattle Public Schools Board of Directors
ROLES
The Seattle School Board is a publicly elected body of seven members. These seven directors work
together as a board to represent the vision and values of the district’s stakeholders and community. This
is what it means to govern the district. The Board’s primary responsibilities are:
• Hire, supervise and evaluate the superintendent

• Set the vision, mission and strategic goals for the district
• Review, revise and adopt policies
• Establish and oversee the budget
• Serve as community representatives
• Monitor the district’s progress towards its goals
The function of the Superintendent is to implement the district stakeholders’ vision and values; this is
what it means to manage the district.
This manual is the Board’s policy manual and is focused on how the School Board governs the district. In
addition there is the district procedure manual that is maintained by the superintendent and is focused on
how the superintendent manages the district, in alignment with the policies of the board.
“WHEN WE FOCUS on ensuring racial equity in

our educational system, unapologetically address
the needs of students of color who are furthest
from educational justice, and work to undo the
legacies of racism in our educational system,
THEN we will eliminate opportunity and
achievement gaps and every student will receive a
high-quality, world-class education.”
Address | City, St Zip Code

PURPOSE
This is the official Board Policy Manual for Seattle Public Schools. The manual is divided into four
sections of policies: Goals, Guardrails, Delegation, Governance, followed by Appendices
The Goals policies focus on the direction the Board wants to lead the school system. Because schools
only exist to improve student outcomes, the Goals section is concerned with the outcomes the
community wants to see for its students. The Goals section includes the vision and goals.
The Guardrails policies focus on the protections the Board puts in place regarding unacceptable
circumstances. Because the School Board must represent not only the community’s vision but also its
values, the Guardrails section is concerned with identifying behaviors that the Superintendent may not
engage in or allow because they would be violations of the community’s values. The Guardrails section
includes the theory of action and guardrails.
The Delegation policies focus on the Board’s cascading of authority to staff who are directly evaluated
by the Board. The Delegation section includes the extent and nature of delegation and delegate
evaluation.
The Governing policies focus on the Board’s roles, Board Member roles, and how Board Members
conduct themselves. The Governing section includes descriptions of the Board’s role, Board Member
ethics, Board self-evaluation, monitoring calendar, Board meeting procedures, communication
procedures, and community engagement procedures.
2
GOALS
Vision: Every Seattle Public Schools’ student receives a high-quality, world-class education and
graduates prepared for college, career, and community.
Board’s Goals
The Board’s goals, as aligned to the vision, are:
• The percentage of Black boys who achieve English Language Arts proficiency or higher on the
3rd grade Smarter Balanced Assessment will increase from 28% in June 2019, to 70% in June
2024.
• The percentage of Black boys and teens in 7th grade who achieve proficiency or higher on the
7th grade Smarter Balanced Assessment in math will increase from 23% in June 2019, to 45% in
June 2024 and to 70% in June 2026 – essentially doubling over 3 years and reaching the
targeted 70% in 5 years.
• The percentage of Black boys and teens in each cohort/class who graduate and also successfully
completed at least one advanced course will increase from 52% in June 2019, to 62% in June
2024
0010 Instructional Philosophy

0030 Ensuring Educational and Racial Equity
1810 Annual Goals and Objectives
GUARDRAILS
Theory of Action: When we focus on ensuring racial equity in our educational system, unapologetically
address the needs of students of color who are furthest from educational justice, and work to undo the
legacies of racism in our educational system, then we will eliminate opportunity and achievement gaps
and every student will receive a high-quality, world class education.
Board’s Guardrails
In attaining the Board’s goals, the Superintendent shall not:
• The superintendent will not allow school and district initiatives to go forth without engaging
students of color furthest from educational justice and their families, following stakeholder
engagement principles that are utilizing current adopted best practices.
• The Superintendent will not allow implementation or adoption of any programming that does not
prioritize educational and racial equity.
• The superintendent will not allow adult behaviors in central office, school buildings, or classrooms
that are misaligned with district-wide vision, values, and anti-racism initiatives.
• The superintendent will not allow the use of disciplinary actions as a substitute for culturally
responsive behavioral and social emotional supports for students, with and without disabilities.
• The superintendent will not allow any district department, school building, or classrooms to
provide unwelcoming environments.
3
DELEGATION
The School Board shall concern itself primarily with broad questions of policy and with the appraisal of
results, rather than with administrative details. The application of policies shall be an administrative task
to be performed by the superintendent and their staff who shall be held accountable for the effective
administration and supervision of the entire school system.
Direction from Board to Superintendent - 1620 Board-Superintendent Relationship

Purpose/Role of the Superintendent - 1640 Responsibilities & Authority of the Superintendent
Superintendent Accountability
Superintendent Authority
Superintendent Evaluation - 1630 Evaluation of the Superintendent
Emergency Succession - 5650SP Supt. Delegation of Authority and Line of Succession
Budget/Finance – 6000Program Planning Budget Preparation, Adoption and Implementation
GOVERNANCE
Purpose/Role and Authority of the Board
1000 Legal Status and Operations
1005 Responsibilities and Authority of the Board
Monitoring Board Policy w/calendar
1010 Oversight and Progress Monitoring
Behavior of the Board – Guardrails for the Board
Roles and Responsibilities of Board Members
1220 Board Officers & Duties of Board Members
1225 Legislative Program & Advocacy
1250 School Board Student Members
Board Committees and Liaisons
1240 Committees
Process of the Board/Board Agenda
1210 Annual Organization Meeting/Election of Officers
1310 Policy Adoption and Suspension
1420 Proposed Agendas & Consent Agenda
Board Meeting Procedures
1400 Meeting Conduct, Order of Business, and Quorum
1410 Executive or Closed Sessions
1440 Minutes
1450 Absence of Board Member
Public Comment in Board Meetings
1430 Audience Participation
Conflict of Interest
1610 Conflicts of Interest
Code of Conduct/Norms
Community (Owner) Engagement
4
Board Self-Evaluation
1820 Evaluation of the Board
APPENDIX A – BOARD PROCEDURES

Communication Standards/Procedures
Meeting Procedures
Board Member Conflict Procedures
APPENDIX B – POLICY COMPLIANCE (2000-6000)

Administrative Policies and Procedures in accordance with state and federal law, that are
enacted and approved by the Board. The mandated portions of these Administrative
Policies and Procedures cannot be altered without a vote of the Board. The Board has
delegated responsibility for implementation and enforcement of these Administrative Procedures
to the Superintendent and/ or his designee.
5
Deliverable #4:
Board Meeting agenda and meeting type revisions scope and timeline recommendation
Deliverable Description:
(1) Recommendation for approved list of meetings and meeting cadence for full Board meetings.
(2) Recommendation for agenda setting protocols.
(3) Draft agenda template for regular, legislative Board meetings,
The Committee sought to develop a Board Agenda template that is a reflection of how the Board
seeks to structure its time. We are currently applying the same level of rigor to each Board Action
Item, regardless of what kind of action it is. We lose the opportunity to set Board priorities
because all actions are treated the same. We also need to set expectations to our community for
what will and what will not happen at each of our meetings, particularly our regular, legislative
meetings.
Timeline for Implementation: Introduction on October 12, 2022, Vote on October 26, 2022
(1) Introduce and vote on suspension of Board Policy 1420: Proposed Agendas and Consent
Agenda
(2) Revisit Board Agenda template, agenda setting procedures, and meeting cadence in April for
consideration of further Board action.
Policies for action: Policy 1420 Proposed Agendas and Consent Agenda
Forum for work: New Board Agenda is to be used in our regular, legislative sessions.
Research:
(1) Compiled list of existing meetings types: Legislative, Closed Sessions, Work Sessions, Retreats,
Ad Hoc Committees
(2) Reviewed agendas of other districts adopting policy governance and or Student Outcomes
Focused Governance
(3) Interviewed Ellie Wilson-Jones and Julia Warth
Attachments:
1. Memo on recommendations for meeting types, meeting cadence for full Board meetings, and
agenda setting protocols, changes to Board Agenda template
2. Draft Board Agenda template
Memo to Ad Hoc Committee
From: Director Song Maritz
September 30, 2022
Re: Recommendation for meeting types, meeting cadence for full Board meetings, and agenda setting
protocols
Meeting Types
The Ad Hoc Committee recommends the following meeting types that the Board will proceed to have:
● Regular, legislative
● Work Sessions
● Closed Sessions
● Retreats
● Ad Hoc Committees’ Special Meetings
The Ad Hoc Committee recommends at least 2 full Board meetings monthly with the Superintendent and
District Staff. The meetings will be a combination of Legislative and Work Sessions and can include a
Closed Session. Additional Closed Sessions can be continued to be scheduled outside of this meeting
cadence as needed.
The Board President should schedule Board Retreats as needed, and at least one in the immediate near
future to set Board priorities and annual goals and to initiate any needed Ad Hoc Committees.
Meeting Cadence
The Ad Hoc Committee recommends retention of current full Board meeting dates, including planned
Work Sessions, from November 2022 to April 2023. We recommend that the Board President and
Superintendent set the meeting cadence using these scheduled dates, particularly for work sessions and
board self-evaluation. We also recommend use of the planned Work Sessions for any needed Board
training. Meetings are currently scheduled from November 2022 to April 2023 on:
● November 2, 2022 Work Session

● November 9, 2022
● November 30, 2022
● December 14, 2022
● January 4, 2023 Work Session
● January 11, 2023
● January 25, 2023
● February 1, 2023 Work Session
● February 8, 2023
● March 1, 2023
● March 8, 2023 Work Session
● March 15, 2023:
● April 5, 2023
● April 19, 2023
● April 26, 2023 Work Session
Agenda Setting
The Ad Hoc Committee recommends the Board President and Superintendent work together to set the
agendas for full Board meetings during this suspension period, in lieu of the Executive Committee.
Any Board Director may make a request to the Board President that a subject can be included on an
agenda for a meeting. That request should be in writing to the Board President and Superintendent at
least ten (10) days prior to the regular Board Meeting. The Board President will ensure any topics the
Board or individual Board Directors request will be considered.
Draft Board Agenda Template
The Ad Hoc Committee is recommending the following changes Board Agenda template:
1. School Board Director Comments should be shifted to earlier in the agenda, following
Superintendent and Student School Board Director Comments, and be focused on:
a. Ad Hoc Committee Updates and Meeting Reminders
b. BEX/BTA Oversight Committee Updates and Meeting Reminders
c. Liaison Updates and Meeting Reminders
2. Consent Agenda should be scheduled after Public Testimony.
3. This section of the agenda will be re-named “Required Approvals and Consent Agenda.”
Required approvals, including Contracts, Grants, and Capital Projects FInal Acceptances will be
included on the Consent Agenda for Introduction and Action. Items Introduced at a prior Board
Agenda will also be placed on the Consent Agenda. Note that, any Board Director can motion to
take any item off the Consent Agenda for separate consideration.
4. Following the Consent Agenda is consideration of Items Removed from the Consent Agenda.
5. This will be followed by Board Legislative Introduction and any items for Board Action that the
Board President and or Superintendent have placed in this section instead of on the Consent
Agenda.
6. The final section of the agenda is for Work Session time, when no Board Action is taken. Possible
uses of this time include Budget Work Sessions, Board Self Evaluation, and Board Training.
Draft Board Agenda
As of September 30, 2022
I. Call to Order - 4:15 p.m.

General Welcome Announcement to Audience
Roll Call
II. Superintendent Comments
III. Student School Board Member Comments
IV. School Board Director Comments

Ad Hoc Committee updates
Liaison updates
Meeting reminders
V. Public Testimony – 4:30 p.m.
VI. Required Approvals and Consent Agenda

Minutes
Personnel Report
Warrants Report
Monthly Financial Report
Contracts - Introduction/Action
Grants - Introduction/Action
Capital Projects Final Acceptances - Introduction/Action
Items for Action (previously Introduced)
VII. Items Removed from Consent Agenda
VIII. Board Legislative Introduction or Action
IX. Work Session - Possible topics include Progress Monitoring, Goal and Guardrail Setting,
Superintendent Evaluation (closed), Board Self Evaluation, Budget Work Sessions, Trainings
X. Adjournment
Board Topics for non-Legislative Agenda Items
Below are topics that the Board will discuss during currently scheduled work session meetings or during
the new work session portion of Regular Legislative Meeting agendas.
Monthly:
• Progress Monitoring
• Budget
• Board Time Use Evaluation
Quarterly:
• Superintendent Evaluation
• Board Self-Evaluation
• Two-way Community Engagement
As Needed:
• Student Outcomes Focused Governance training and implementation work sessions (3-5)
• Youth Leadership training (1-2)
Annual:
• State Auditors Office presentation of findings
Schedule TBD:
• Capital Levy Planning (2023)

• Student Outcomes Focused Governance training for community
• Other planning conversations
DELIVERABLE #5 – BOARD-SUPERINTENDENT RELATIONSHIP
Deliverable Description: Recommendations for alignment of the board-superintendent relationship to

Student Outcomes Focused Governance
Recommended Practice Shift: Implementation of these recommendations will clarify roles and
responsibilities between the Board and the Superintendent, improve communication and information-
sharing, and provide transparent and consistent procedures for work between the board and
superintendent.
Timeline for Implementation: October-December 2022
• Dedicate time during the October 29th Board Retreat to review existing policies,
recommendations from the Ad Hoc Governance committee and corresponding
samples/research for this item (#5) and Deliverable #6 as applicable
• Come to consensus/agreement on approach for missing pieces, group values around Board-
Supt. Relationship
• President assigns 1-2 Board Directors to incorporate feedback from work session into a draft
package to introduce to full board in November 30 board meeting, Action December 12
Policies for action:
• 1620 Board-Superintendent Relationship (and procedures)

• 1630 Evaluation of the Superintendent (and procedures)
• 1640 Responsibilities & Authorities of the Superintendent
• Policies regarding Board Behavior crossover with Deliverable #6
Forum for work: Board Retreat on October 29, 2022, Board member work with staff as needed
Research:
• SOFG Manual
• https://www.hanoverresearch.com/media/Effective-Board-and-Superintendent-Collaboration-
Featured.pdf
• Anchorage Board Policy and ByLaws, Federal Way Public Schools Policies, Kansas City SD
• Discussion/consultation with Superintendent Jones, Special Assistant to the Superintendent
Jimenez, and Board Office staff members Warth and Wilson-Jones
Attachments:
• September 26 Memo from Director Rankin to Ad Hoc Governance Committee

• Hanover Research Executive Summary and Key Findings, and Section 1: Best Practices for School
Board and Superintendent Relationships from “Effective Board and Superintendent
Collaboration” 2014
• SPS Policies 1620, 1630, 1640
• Anchorage School Board BB9271, BB9012
• Federal Way Public Schools Policy No. B/SR-2, B/SR-3, B/SR-4
• Kansas City Board Policy 3.0, 3.1, 3.2, 3.3, 3.4
• WSSDA Model Policy 1620P
• SOFG guidance documents Sample Board Operating Procedures About Individual Board Member
Behavior, Cascading Alignment from the Board to the Cabinet
BOARD— Policy No. 1620
SUPERINTENDENT
RELATIONSHIP June 1, 2011
Page 1 of 3
The successful operation of schools requires a close, effective working

relationship between the Board and the Superintendent. The relationship must
be one of mutual respect, trust, goodwill and candor. As the legally designated
governing body, the Board retains final authority within the district. The
Superintendent is the Board’s professional advisor to whom the Board delegates
executive and administrative responsibility.
The Board is charged with setting district policy and the Superintendent is
charged with carrying out and enforcing that policy. It is essential that each
recognize and respect one another’s areas of responsibility. To clarify their
relationship, the following principles are adopted:
1. The Board of Directors and Superintendent together form 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.
2. The Superintendent will be directly responsible to the Board for the
administration of the school district. The Board will vest the Superintendent
with executive authority commensurate with that responsibility.
3. Individual Board members will not hold the Superintendent accountable for
meeting expectations that do not have the endorsement of the Board.
4. Except for issues involving the Superintendent as an employee, or in
exceptional circumstances where the Board deems unilateral action is
warranted, the Board will address personnel issues after consultation and
upon recommendation by the Superintendent, and will issue all orders
affecting employees through the Superintendent.
5. The Board will expect from the Superintendent recommendations for the
improvement of the school district. The Board will adopt or revise policies
after consulting with the Superintendent.
6. Since the strength of public policy is derived from diverse and sometimes
contradictory views of the policymakers, Board members will freely and
openly express their views on all items before the Board. However, all

members of the Board will also seek ways to reconcile their diversity in order
to provide clear direction to the Superintendent and staff.
In furtherance of these principles, the Board and Superintendent will set annual
goals and meet regularly during the year to evaluate the effectiveness of the team.
Board-Superintendent Communications
The Board and the Superintendent will maintain a system of communication and
interaction that builds upon mutual respect and trust. In order to perform their
responsibilities, Board members must be familiar with the operations of the
district. The Superintendent, in order to perform his or her responsibilities, must
also be kept advised of issues and have the authority to control the utilization of
the district’s staff. It is therefore the policy of the Board that:
1. The Board and its members shall not issue directives to staff except through
the Superintendent or the Superintendent’s designated representative(s).
2. Individual Board members shall not request from the Superintendent or staff
the preparation of a report or compilation of materials not readily available
and involving significant staff time unless the majority of a committee or the
Board by motion duly made and adopted shall have approved the preparation
of the report or the compilation of material; provided that, the
Superintendent may seek review of any such committee request from the
Executive Committee before staff begins the work.
3. Members of the Board shall refer all personal appeals, applications,
complaints, and other communications concerning the administration of the
school district to the Superintendent or his or her designated
representative(s) for investigation and report to the Board member.
Ordinarily, such matters are referred to the Board for decision only upon
statutory appeals.
4. Communications between the Board and the Superintendent will be governed
by the following practices:
a. Exercise honesty in all written and interpersonal interaction, avoiding
misleading information
b. Demonstrate respect for the opinions and comments of each other
c. Maintain focus on common goals
d. Communicate with each other in a timely manner to avoid surprises
e. Maintain appropriate confidentiality
f. Openly share personal concerns, information, knowledge and agendas
g. Make every reasonable effort to protect the integrity of the district and
each other
h. Respond in a timely manner to requests and inquiries from each other

Adopted: June 2011
Revised:
Cross Reference:
Previous Policies: B60.00; B61.00
Legal References: RCW 28A.320.010 Corporate powers; RCW 28A.330.100 Additional powers of
the Board; RCW 28A.400.010 Employment of Superintendent—Superintendent’s qualification,
general powers, term, contract renewal; RCW 28A.400.030 Superintendent’s duties

EVALUATION OF THE Policy No. 1630
SUPERINTENDENT
June 1, 2011
Page 1 of 1
The Board shall establish evaluative criteria and shall be responsible for
evaluating the performance of the Superintendent as provided by statute.
The Superintendent shall have the opportunity for confidential conferences with
the Board members on no less than three occasions in each year, the purpose of
which shall be the aiding of the Superintendent in his/her performance. The
Board, on the basis of the evaluation, may renew and/or extend the
Superintendent’s contract for periods not to exceed three years.
Adopted: June 2011

Revised:
Cross Reference: Policy No. 1620
Legal References: RCW 28A.405.100 Minimum criteria for the evaluation of certificated
employees, including administrators—Procedure—Scope—Penalty

EVALUATION OF THE Board Procedure
SUPERINTENDENT 1630BP
September 18, 2018
Page 1 of 2
In alignment with Board Policy No. 1630, Evaluation of the Superintendent, and
the Superintendent’s employment agreement, the Seattle School Board
establishes the following process for conducting the Superintendent’s annual
performance evaluation.
A. Setting of the Annual Performance Goals

a. Per Policy No. 1240, Committees, the Executive Committee
members will work with the Superintendent to draft the
Superintendent’s annual performance goals for the following year
to propose to the full Board.
b. The Executive Committee members and the Superintendent will
meet at least twice to develop the draft evaluation documents.
c. After discussions between the Executive Committee and
Superintendent, the agreed upon proposed evaluation instrument
and goals will be brought before the Board for approval at a public
meeting by the end of June each year. (For the 2018-19 school year,
the instrument and goals must be established by September 30,
2018.)
B. Check-Ins During the School Year

a. Executive Sessions: The Superintendent shall have the opportunity
to meet with the Board in an executive session no less than three
occasions each year, the purpose of which shall be the aiding of the
Superintendent in their performance.
C. Annual Evaluation
a. In June of every year, the Superintendent will be evaluated on the
goals established by the Board and Superintendent the previous
year.
b. The Board and Superintendent will meet at least once in executive
session to discuss the Superintendent’s performance on the goals
over the year.
c. The Superintendent will provide to the Board a written self-
appraisal of their progress on the goals at least one week prior to
the executive session.

d. The Superintendent will be given the opportunity to provide
evidence of progress on the goals. These documents should be sent
one week in advance of the executive session.
e. A member of the Executive Committee will be designated by the
Board to complete the evaluation instrument based on the executive
session discussion.
f. The Board President will give a copy of the completed annual
evaluation documents to the Superintendent at least one week prior
to them being made public in order to give the Superintendent an
opportunity to review and write a written response.
g. The completed annual evaluation documents (e.g., the narrative)
will be posted to a Board meeting agenda prior to the last Board
meeting of the year.
Any of the timelines and deadlines pertaining to the evaluation of the

Superintendent’s performance may be adjusted at the request of either party by
mutual agreement of the Board and Superintendent.
Board Procedure 1630BP

Approved: September 2018
Revised:
Cross Reference: Policy Nos. 1240, 1630; Superintendent’s employment agreement

RESPONSIBILITIES & Policy No. 1640
AUTHORITY OF THE
SUPERINTENDENT June 1, 2011
Page 1 of 2
In order to carry out its responsibilities, the Board employs a Superintendent of

Schools as its Chief Executive Officer and as the Chief Administrative Officer of
the district and shall delegate to the Superintendent such powers as are required
to manage the Seattle Public Schools in a way consistent with Board direction and
policy and state and federal law. The execution of all decisions made by the
Board concerning the internal operation of the school system is delegated to the
Superintendent. The Superintendent is accountable to the Board.
The Superintendent shall:
1. Be the Chief Executive Officer of the school district.

2. Carry out and ensure compliance with all policies of the Board of Directors
through administrative procedures.
3. Consistent with Board policies, take appropriate administrative action.
4. Recommend adoption of new policies and revision or elimination of
outdated policies.
5. Provide professional leadership for the educational program of the
schools, formulating necessary developments in policies governing
curriculum and instruction and presenting them to the Board for its
consideration.
6. Develop a system for evaluating the academic performance of the district
and presenting it to the Board for its consideration.
7. Regularly report to the Board all aspects of the district’s educational
program.
8. Formulate and administer a program of supervision for the schools.
9. Recommend candidates for election as principals or teachers and other
certificated positions.
10. Be responsible for assignment of all personnel within the district.
11. Formulate and administer a means of evaluating the efficiency and
effectiveness of staff members and report findings to the Board as
required.
12. Administer programs of maintenance and operation of school properties.
13. Develop and present plans for the improvement or expansion of buildings
and site facilities needed to properly provide for an adequate educational
program.
14. Negotiate collective bargaining agreements for approval by the Board.

15. Prepare courses of study for approval by the Board.
16. Recommend instructional materials for approval by the Board.
17. Prepare and present reports on the educational program as required.
18. Prepare and submit the annual budget.
19. Direct all purchases and expenditures for the district, in accordance with
Board policies and within the limits of major appropriations approved by
the Board.
20. Provide annual management oversight reports on major school district
programs as required by Policy No. 1010.
21. Plan and prepare measures to keep the community and the legislature
informed about school matters.
22. Maintain an accurate inventory of district property and equipment.
23. Inform the Board of appeals and carry out rulings.
24. Serve as Secretary to the Board of Directors.
Adopted: June 2011

Revised:
Cross Reference:
Legal References:

Sept. 26 Memo in advance of Sept 27 meeting of the Ad Hoc Governance Committee
From: Director Rankin
Re: Board Superintendent Relationship
Findings
What I have identified for this Deliverable (#5 in the Ad Hoc work plan - Board-Superintendent
Relationship) is that the core policies are in place, but they are not being read or followed, and
we need to have some expectations and accountability that is agreed upon by the board and
superintendent in the form of operating procedures or mutual expectations. The biggest gap in
existing policy is in Board Accountability to and for itself in following Board Policy.
Discussion
Big picture theme/need is delineating between POLICY and PRACTICE. Within that, the areas
of work are around Role Clarity/Division of Work, Communication between the Board and
Superintendent, and Superintendent Evaluation.
Policies we have are:

1620 Board-Supt Relationship
1640 Responsibilities & Authorities of the Superintendent
1630 Evaluation of the Superintendent
Additional policies about Board roles and responsibilities that overlap with deliverable #6
We need to address:
Behavior/Guardrails for the Board (some of this is deliverable #6 but includes board-Supt
relationship as well)
Communication Standards/Procedures (for the board in general but for Deliverable #5
specifically between board and Supt)
Board member concerns about Superintendent performance
Board member concerns about non-Superintendent Employee Performance
Research
From the SOFG Manual, I pulled the following for meeting and mastering SOFG as pertains
specifically to the Board-Supt Relationship in the Unity & Trust section:
Requirement that info provided by the Superintendent to one board member is provided to all
Board Committees are to advise the board not the staff
Board members do not give operational advice or instructions to staff members
In addition to SOFG resources, I found this 2014 report very helpful specifically for the Board-
Superintendent Relationship: https://www.hanoverresearch.com/media/Effective-Board-and-
Superintendent-Collaboration-Featured.pdf
Recommendation
My recommendation is that time during the October 29 board retreat, about 2 hours, is
dedicated to group review of existing policies and samples/best practices from other districts (I
have a file going) to collaboratively agree on approach to the missing pieces. Crossover with
Deliverable #3 and #6. My current thinking is that there needs to be a Board Director
Handbook/Operating Manual that includes pre boarding, onboarding, Code of Conduct,
Behavioral Expectations/Norms, and Communication guidelines.
I met with Superintendent Jones and Board Office and Supt. Office Staff to discuss possible
recommendations and there is alignment around what is needed and what work can be done to
address the gaps. I would like to discuss in Committee more specifically about a timeline to
include in the final recommendations to the full board for this deliverable.
Deliverable #6:
Board Accountability Structures – Code of Conduct and Ethics, Board Self-Evaluation, Board
Time Use Evaluation. Scope, timeline, and recommendations
Deliverable Description:
(1) Draft version of a Code of Conduct (see Attachments - Draft Conduct of Conduct)
(2) Recommendation for timeline for adoption (see Recommend Steps for Implementation)
(3) Recommendation for a schedule for self evaluation (see Recommend Steps for Implementation)
(4) Identify tools for Board monthly time use evaluation and quarterly self evaluation (See
Attachments - Resources from Student Outcomes Focused Governance on Board Self
Evaluations)
(1) Adopt a new policy for Board Code of Conduct

(2) Adopt a schedule for monthly Board time use evaluation and quarterly Board self evaluation.
Timeline for Implementation: October 29 - November 30, 2022; April 26 - May 19, 2023
Board Code of Conduct
(1) Present to draft Board Code of Conduct policy to the full Board at Board Retreat on October 29,
2022 and collect feedback.
(2) Submit Code of Conduct by November 9, 2022 for Introduction at November 30, 2022 Board
meeting.
(3) Introduction at November 30, 2022 Board Meeting.
(4) Vote at December 14, 2022 Board Meeting.
Board Self Evaluation
The Board President needs to update the schedule for Board Self Evaluation on the Implementation
Timeline to reflect the changed meeting cadence.
Policies for action: new Board Code of Conduct
Forum for work: October 29, 2022 Board Retreat
Research: Available upon request, included in prior Ad Hoc Committee meeting packets
● Review of existing Board policies to identify any new policies and or protocols needed
● Review of board conduct policies from other school districts
● Interview with Ellie Wilson-Jones and Julia Warth for Seattle Public Schools specific feedback.
Attachments: Resources from Student Outcomes Focused Governance on Board Self Evaluations, Draft
Board Code of Conduct
Resources from Student Outcomes Focused Governance on Board Self Evaluations
Student Outcomes Focused Governance Resources
● Student Outcomes Focused Governance Time Use Evaluation Template (Monthly)

● Student Outcomes Focused Governance Board Self-Evaluation Overview (Quarterly)
● Student Outcomes Focused Governance Board Self-Evaluation Template (Quarterly)
● Student Outcomes Focused Governance 360 Evaluation Process Overview
Code of Conduct ( draft )
Board Directors of the Seattle School District agree to adhere to this Code of Conduct, consistent with
and in support of its focus on student outcomes and the principles of student outcomes focused
governance. This code of conduct synthesizes expectations for Board Director conduct as
adopted in Board Policy and Procedure and further sets the following expectations and protocols.
This Code of Conduct applies to relationships and interactions among and between Board Directors as
well as between Board Directors and the students, parents, community, stakeholder groups,
Superintendent and staff.
1. Responsibilities and Authority: On behalf of the people of Seattle, the Board will establish a
vision for Seattle Public Schools’ students, provide a structure that fulfills this vision, adopt a
system for District oversight and accountability, and serve as an advocate for the District, its
students and schools. To this end, Board Directors will work with other Board Directors with a
sense of purpose to establish appropriate Board policies and to conduct the business of the
Board and the District in a professional and collegial manner. ( Board Policy No. 1005
Responsibilities and Authority of the Board )
2. Unity of Action: Board Directors will strive for a positive working relationship with the
Superintendent and staff and work to maintain open, effective, and decorous communication
among Board Directors, Superintendent and staff, and with the community in order to fulfill the
community’s vision for student outcomes.
The Board and the Superintendent understand that district oversight is the responsibility of the
Board as a whole, not of individual Board members. ( Board Policy No. 1010, Oversight and
Progress Monitoring ).
Board Directors will take no individual action that could compromise the Board, the
Superintendent, and or the District. The authority of individual Board members is limited to
participating in actions taken by the Board as a whole when legally in session. Board Directors
will not misrepresent official Board decisions, recognizing that the Board has an official position
after a decision has occurred.
3. Ethics: Board Directors, as district officers, will demonstrate the values of integrity in the
performance of the District’s business, accountability to the law and to the people we serve,
stewardship of the District’s resources, and independence in the performance of their jobs.
Directors will adhere to the ethical standards of conduct as further prescribed by Policy No. 5251 ,
including, but not limited to, standards for disclosure and disqualification in the event of a conflict
of interest and interest in contracts, prohibits misuse of directors’ positions and district property
for private gain, provides limitations on the acceptance of gifts and gratuities, prohibits the misuse
of confidential information, and prohibits retaliation. ( Board Policy No. 5251, Ethics , No. 1610,
Conflicts of Interest)
Board Directors will hold themselves and other Directors accountable for complying with this
Code of Conduct and its related protocols.
Protocols
1. Board Meeting Conduct
Each Board member shall attend all scheduled meetings. Whenever possible each Board member shall
give advance notice to the President or Superintendent of his/her inability to attend a Board meeting. A
majority of the Board may excuse a Board member’s absence from a meeting if requested to do so.
(Board Policy No. 1450, Absence of a Board Member)
All Board meetings will be conducted in an orderly and businesslike manner using Roberts Rules of Order
(Revised) as a guide, except when such rules are superseded by Board policies. The Board and
Superintendent are committed to maintaining a climate of mutual respect and civility at all times.
Disagreements on issues will be addressed respectfully and personal criticisms will be avoided. To the
greatest extent possible, Directors shall alert staff to non-routine questions prior to public meetings in
order to increase the quality and depth of staff response. ( Board Policy No. 1400, Meeting Conduct, Order
of Business and Quorum )
Board Directors shall also exercise principles of good governance and refrain from communicating
electronically (e.g. by e-mail, text or social media) with their fellow Directors regarding Board business
(i.e. any matter that may come before the Board for action). ( Board Policy No. 1822, Training and
Professional Development for Board Members/Participation in School Directors Association; Board Policy
No. 1400, Meeting Conduct, Order of Business and Quorum )
Board Directors will adhere to confidentiality in Executive Sessions as required. ( Board Policy No. 1410
Executive or Closed Session )
2. Board Meeting Agenda Preparation and Procedures
The creation of Board Meeting Agendas is the responsibility of the Board and is coordinated by the Board
President. The Board President will work with the Superintendent to determine any items that Board
Directors and district staff would like to place on the agenda. The draft agenda does not become the
Agenda until it is approved by the Board.
Any Board Director may make a request to the Board President that a subject can be included on an
agenda for a meeting. That request should be in writing to the Board President and Superintendent at
least ten (10) days prior to the regular Board Meeting. The Board President will ensure any topics the
Board or individual Board Directors request will be considered.
Additional policy for proposed agendas and consent agendas are codified in Board Policy No. 1420
Proposed Agendas & Consent Agenda .
3. Board Decision Making
Each Board member shall review the agenda and any study materials distributed prior to the meeting and
be prepared to participate in the discussion and decision-making for each agenda item. ( Board Policy No.
1220, Board Officers and Duties of Board Members )
The Superintendent will ensure all necessary and requested information is supplied to all Board Directors
to allow for informed decisions. Agenda packets will be electronically posted and/or delivered no less than
ten (10) days in advance of a regular Board Meeting.
Board Directors will submit requests for additional information or questions about regular Board Meeting
Agenda items to the Superintendent or designee no less than seven (7) days prior to the regular meeting.
The Superintendent or designee will respond to Board Director questions no less two (2) days prior to the
regular Board Meeting. This does not ensure that the Board Director will always receive information or
response to the question if more time is needed to generate the answer.
Board Directors shall use the work session process to provide guidance to staff to help shape staff
recommendations. If Board Directors are not satisfied with the final staff recommendations that result from
the work sessions, Board Directors should submit an amendment to the proposal to the full Board for a
public vote. The first step is to draft and submit an amendment for staff to vet. The expectation is that the
Superintendent and staff will have examined amendments raised in advance by Board Directors in order
to provide a response. Further, other Board Directors shall receive the proposed amendment with ample
time to understand and consider it prior to the scheduled vote.
4. Student School Board Directors

The Board Directors should maintain professional working relationships with each of the school board
student members. Board Directors are expected to consider the opinions of school board student
members before making decisions on district matters. ( Board Policy No. 1250 School Board Student
Members )
5. Board Director Required Training

Board Directors will model continuous learning and improvement. Board Directors will obtain the trainings
required by Washington state: Open Government training, and Cultural Competency, Diversity, Equity,
and Inclusion training. ( Board Policy No. 1822, Training and Professional Development for Board
Members/Participation in School Directors Association )
6. Board & Superintendent Relations: Board Directors will adhere to the requirements of Board Policy
No. 1620, Board-Superintendent Relationship, in all work with the Superintendent and District Staff,
including the following expectations:
● Individual Board Directors will not hold the Superintendent accountable for meeting expectations
that do not have the endorsement of the Board.
● Since the strength of public policy is derived from diverse and sometimes contradictory views of
the policymakers, Board Directors will freely and openly express their views on all items before
the Board. However, Board Directors will also seek ways to reconcile their diversity in order to
provide clear direction to the Superintendent and staff.
● Board Directors and the Superintendent should support and affirm the authority, leadership, and
decision-making responsibilities of each other. Board Directors should work toward lasting
improvement to a situation, outcome, process or policy by directing the Superintendent using
governance level means whenever possible. Governance level means include the approval of
policy, budget, and the strategic plan; the hiring, setting expectations for, and evaluation of the
Superintendent; and other Board actions.
● Board Directors shall refer all personal appeals, applications, complaints, and other
communications concerning the administration of the school district to the Superintendent or
designated representative for investigation and report to the Board Director. Ordinarily, such
matters are referred to the Board for decision only upon statutory appeals.
● The authority and responsibility for hiring and terminating employees is delegated to the
Superintendent. Board Directors shall give feedback on the employment status (hiring and firing)
of district staff only in private consultation with the Superintendent. Board Directors shall refer
constituent feedback on personnel issues to the Superintendent. Individual Directors should not
publicly express negative opinions about staff members or the Superintendent’s personnel
decisions.
● The Superintendent will communicate with all Board Directors weekly via a Superintendent
Update with information that will include, but not be limited to:
○ Clarifying information on items on upcoming Board meeting agendas (if not in violation of
OPMA laws)
○ Non-agenda information and reports requested by individual Board Directors,
○ Progress reports on Goals, Board directives, and other timely and relevant information.
Significant news releases should be communicate to Board Directors as expediently as
possible,
○ Supplemental information, including information about District and community events and
staff, student, and school commendations,
● Communications between the Board and the Superintendent will be governed by the following
practices:
● Exercise honesty in all written and interpersonal interaction, avoiding misleading
information
● Demonstrate respect for the opinions and comments of each other
● Maintain focus on common goals
● Communicate with each other in a timely manner to avoid surprises
● Maintain appropriate confidentiality
● Openly share personal concerns, information, knowledge and agendas
● Make every reasonable effort to protect the integrity of the district and each other
● Respond in a timely manner to requests and inquiries from each other
● The Superintendent shall be held accountable to all areas of responsibility delegated by policy,
agreed upon annual goals, or other governance level actions. The Board holds the
Superintendent accountable through the Superintendent evaluation process. The
Superintendent’s evaluation instrument may include such requirements as responding in a timely
manner to Board Directors’ questions or comments, maintaining appropriate confidentiality, and
making every reasonable effort to protect the integrity of the district and the Board. The
Superintendent should not publicly express negative opinions about the Board or Board
members.
7. Board & Staff Relations: The Board values open communication between Board Directors and staff
members at all levels. The Superintendent will establish a mechanism so that communications with one
Board member are shared with all Board members.
● Any requests of staff involving significant staff time must come from at least two Board
Directors. All requests must be made through the Superintendent. In the spirit of
collaboration, Board Directors shall be sensitive to staff workload issues and to reach
mutual agreement with staff regarding due dates for requested work. The Superintendent
may ask the Board President to decide if the request should be delayed or reduced in
scope if it would have an adverse impact on the core work and established priorities of
the District.
○ If a two-Board Director-request on an item that is already scheduled to go before
the Board for action is not recommended by staff, staff will incorporate the
request and the reasons they are not recommending it into the alternative section
of the Board action report presented to the full Board. If a Board Director does
not agree with staff’s analysis, he or she may offer an amendment.
○ If a two-Board Director-request on an item that is not already scheduled to go
before the Board for action is not recommended by staff, the appropriate cabinet
member will write a memo to the Superintendent explaining the staff’s
recommendation. The Superintendent will then address the request with the
Board President. Clarifications or explanations of agenda items are not
considered a request for staff work.
● As previously states, Board Directors shall refer all personal appeals, applications,
complaints, and other communications concerning the administration of the school district
to the Superintendent or designated representative for investigation and report to the
Board Director. Ordinarily, such matters are referred to the Board for decision only upon
statutory appeals.
● Board Directors are encouraged to visit schools and discuss education-related issues
with staff. So as not to interrupt scheduled learning periods or interfere with the learning
process, Board Directors should contact school staff and related Central Office staff in
advance of a visit and check in at the school office upon arrival. This does not pertain to
visits as a parent, spectator to school events or other events open to the public.
8. Board & Community Relations
Board Members are encouraged to participate in community activities as liaisons between the community
and the Board and District. When doing so, Board Directors are expected to listen respectfully, but not
make promises about actions to be taken, relay factual and truthful information, and refer questions to the
Superintendent or designee and or Board President if the Board Director does not know the answer.
The Board President is appointed to speak to the media and public on behalf of the Board and will
represent the majority consensus of the Board. In speaking as an individual, each Board Member
shouldClarify that he/she is speaking as an individual and not for the entire Board.
Constituent service issues include concerns identified by families, District employees and citizens
regarding the operation and staffing of schools and administrative departments. Board Directors shall
refer all personal appeals, applications, complaints, and other communications concerning the
administration of the school district to the Superintendent or designee and refrain from engaging in the
administration of any school or district department on behalf of a constituent issue. The Superintendent
shall respond within a reasonable time to such concerns and keep Board Directors appropriately
informed. If Board Directors would like to address constituent concerns of a broader nature, they should
use governance tools to resolve the issue, in alignment with annually established governance priorities.
An individual Board Director can respond to community emails but should recognize:
(a) All email responses are subject to the public records law, although some information may fall
within exceptions to disclosure under the law.
(b) Such communication may be interpreted by the reader as being an “official” statement of the
Board. The Board Director should clarify that he/she is responding as an individual and not forthe
Board and remind the recipient of any position or action the Board has officially taken on the
subject.
Board Directors may choose to share individual emails and their responses with other Board Members if
the email is not of a personal or confidential nature and The sharing of the email or related
communication does not violate OPMA
9. Board Director to Director Relations
If a Board Director believes another Board Director has violated this Code of Conduct, the Board Director
should first directly provide constructive feedback with the other Board Director. If the Board Director is
uncomfortable discussing concerns directly with the other Board Director, the concern should be raised to
the Board President for resolution.
If the complaint alleges violation of Board Policy No 5251: Ethics , the Board Director can refer the matter
to the Internal Auditor who will investigate and can issue recommendations to the Board regarding
appropriate action. Alternatively, the Board can retain the investigation functions and utilize a third-party
Investigator.
If the concerned Board Director meets with the other Board Director and remains unsatisfied that the
alleged violation has been addressed, the concerned Board Director may submit, in writing,the allegation
to the Board President. If the Board President is involved in the allegation, the concerned Board
Director may instead submit the allegation, in writing, to the Board Vice President or Member-at-Large to
serve as a facilitator.
The Board Directors involved will conference to discuss the alleged violation. All parties are strongly
encouraged not to allow any further escalation of these procedures. It is the facilitator’s duty to work to
avoid such escalation. The Board Director who is the subject of the complaint or concern should be
notified in advance of the complaint or concern and be given an opportunity to respond.
If, after the conference, the concerned Board Director remains unsatisfied that the alleged violation has
been addressed, the Board President will call a special meeting of the Board to discuss the alleged
violation. The Board President may call upon the District’s legal counsel or an external legal advisor to
investigate the nature of the allegation. The findings of this investigation will be presented at the special
meeting of the Board.
If, after the special meeting of the Board to discuss the alleged violation and any investigation findings,
the Board determines that disciplinary actions may be warranted, the allegation and the investigative
findings will be placed on the next regular Board Meeting agenda.
In order for the alleged violation to be considered, one of the following motions must be made and
seconded: a motion to dismiss allegations, a motion to admonish, a motion to censure, or a motion for a
corrective action.
A passing motion to dismiss allegations concludes these procedures and exonerates the accused Board
Director. Once a motion to dismiss allegations has passed concerning a given alleged violation, no other
motions concerning that alleged violation are in order. A motion to dismiss allegations requires a majority
vote to pass.
An admonition is a one-time punitive action which serves as a penalty imposed for wrongdoing but carries
no fine or suspension of the rights of the Board Director as an elected official. A motion to admonish must
be presented in writing and must contain the exact language of the alleged violation and the proposed
admonition. A copy of the motion to admonish must be provided to the accused Board Director at least
seventy-two (72) hours prior to discussion of the motion. A motion to admonish requires a majority vote to
pass. Any penalty determined by the Board related to admonition requires 2/3 vote.
A censure is an action that is permanent until lifted by vote of the Board. A censure serves as a penalty
imposed for wrongdoing but carries no fine or suspension of the rights of the Board Director as an elected
official. A motion to censure must be presented in writing and must contain the exact language of the
alleged violation and the proposed censure. A copy of the motion to censure must be provided to the
accused Board Director at least seventy-two (72) hours prior to discussion of the motion. A motion to
censure requires a 2/3 majority vote to pass. A motion to censure can only be lifted by a motion to dismiss
allegations that occurs at least one (1) meeting after the motion to censure was passed and requires a 2/3
majority vote. Any penalty determined by the Board related to censure requires 2/3 vote.
Board Action Reports
Deliverable Name: Revised Board Action Report(s) Draft(s)
Deliverable Description: Recommendations for Streamlined Board Action Report(s) to better align with
the Student Outcomes Governance process, gain greater efficiency, efficacy.
Recommended Practice Shift: Move from a one-size-fits all approach to Board Action Reports to a two-
tiered BAR approach: Short and Original Format. Doing so recognizes the data (see 9/12/22 memos from
board office attached) regarding the types of BARs that come before the Board and the need for the
Board to feel informed.
In the two-tiered approach, the Short Form BAR is relevant for Grants, Contracts, Final Acceptances,
Legal Requirements and Others miscellaneous actions that do not require extensive review and a longer
version for major policy and program changes when items like Alternatives, Community Engagement
and Racial Equity Analysis are critical components.
An addition to both is the inclusion of specific Strategic Plan, Goal and Guardrail relevant to the action
requested; a common practice among other districts, particularly Policy Governance Districts.
The second part of this recommendation, as the BAR while referenced in policies as a form is not in
policy, is for the Superintendent and Board President to review the recommended Short and Original
Formats and, in direct consultation with the scope of staff involved in BAR routing and development,
particularly Contracts, finalize a new set of a Short Form and Original Form BARs.
Timeline for Implementation: After Board reviews in October, the Superintendent and Board President
have until November 30, 2022 to finalize. However, now formats would need until March 2023 to be
fully socialized, new routing format and schedule created, etc.
1) Board provides feedback in October after review of data and revised formats.
2) Superintendent works with Board Office Staff to gather additional staff feedback mid-November
2022.
3) Board President and Superintendent review proposed edits and make final amendments to
BARs by November 30, 2022.
4) Board Office Staff work to socialize the new formats and procedures for full implementation in
March 2023
Policies for action: While not a document required by policy or law, the Board Action Report document
is referenced in 1420, 1620BP, 2015, and 6220SP.
Forum for work: Regular Board meetings in October and then off-line between Superintendent and
Board President.
Research:
As summarized in prior memos, interviews were conducted with the following:
1) Superintendent Brent Jones
2) General Counsel Greg Narver
3) Director Board Relations/Strategic Initiatives Julia Warth
4) Director, Board Policy/Relations Ellie Wilson Jones
Additionally, the committee reviewed at least thirty other districts action cover reports throughout the
nation and in Washington state, particularly those of Policy Governance districts. Moreover, Policy
Director Ellie Wilson Jones did thoughtful (non- scientifically peer reviewed but extensive nonetheless)
research on the contents of sample board action cover reports and compiled her findings in the
attached memos.
Among the most startling of her findings relative to SPS Usage is that the majority of our actions fall into
the legally required, contract renewal, acceptances, etc., categories for which a Short Form would be
most appropriate and could save the Board and, importantly staff, a tremendous amount of time
without reducing transparency relevant to the item itself.
Attachments:
Short Form BAR
Original Form BAR (amended)
Review of Board Actions in 2021-22 9/12/22 Memo
Comparison of the Seattle School Board Action Report to Other Boards’ Action
Items and Recommendations for Revision 9/12/22 Memo

RE: Review of Board Actions in 2021-22
A. Background
The following research and analysis are intended to support the Ad Hoc Governance
Committee’s review of the Board’s existing Board Action Report template and broader decision-
making structure. Attachment A provides a rough summary of the Board’s action items for
2021-22. Each item was coded for the reason it was brought to the Board for action (state
law/funding requirements, policy, Board preference), the type of item (policy
adoption/amendment, labor agreement, contract, grant acceptance, etc.), and, as applicable the
contract or grant type (new or renewal/extension/amendment), type of policy action (legally
required or discretionary), and capital item type.
The compilation method used prioritized efficiency over accuracy at the individual item level,
aiming to produce a general picture of the quantity and type of items before the Board. The
categorizations were not thoroughly researched or analyzed for the exact reasoning for Board
action (e.g. it could be argued that some items before the Board because of “state law” would
have allowed for a delegation by policy of the specific decision by the Board; some items went
to the board for multiple reasons; etc.). This research should be used in the aggregate to identify
general patterns rather than as a record of the exact nature of any given item before the Board.
B. Summary of Board Work in 2021-22
In 2021-22, the Seattle School Board considered roughly 124 Board Action Reports and also
acted on numerous sets of minutes, warrants reports, and personnel reports. Roughly 65 of the
124 Board Action Reports considered were brought to the Board as a requirement of state
law/funding requirements, 51 due to a policy requirement, and eight due to Board preference for
Board approval without a clear policy or legal requirement. 1
1
The categorization of “Board Preference” isn’t entirely distinguishable for the other categories and could easily
be grouped differently. In this case, Board Preference is used to describe items brought to the Board for approval
based on Student Outcomes Focused Governance best practices that would not otherwise require Board approval,
discretionary resolutions adopted by the Board, a contract authorization below the Board’s approval threshold,
and Budget transfers without another reason for Board action.
Page 1 of 3
Common BAR types reviewed by the Board in 2021-22 were as follows: 2
• State-Required Capital Project Approvals: 24
• Contract Approvals (Non-Labor): 34 (17 were renewals)
• Board Policy Adoption/Amendment/Waiver: 17
• Grant Acceptances: 12 (11 were renewals)
• Annual Updates & State-Required Plans: 9
• Labor Agreements: 5
• Budget Transfers: 5
Additionally, the Board reviewed more than two dozen additional BARs for varied actions
required by law and/or policy (e.g. Superintendent Hiring and Evaluation Processes, Budget
Adoption, Levy Proposals, Curriculum Adoption, and School Year Calendar).
C. Findings and Recommendations
• The volume and meeting time devoted to various BAR categories may not align with the
Board’s priorities for governance and oversight. For instance, the Board reviewed 12
BARs for grant acceptances in 2021-22, all but one of which was a renewal, and five
BARs for budget transfers for a total of 17 BARs across these two areas. The Board also
reviewed 17 BARs for policy adoptions, amendments, and waivers. Under the Board’s
current structures, these bodies of work would be treated roughly equivalently in terms of
the quantity of analysis required in the BAR template, committee review, and Regular
Board Meeting presentation and voting processes.
• Policy work accounted for less than 14 percent of the BARs reviewed by the Board in
2021-22. As stated above, this core function is likely undersized when compared to other
types of Board actions given the Board’s relatively uniform approval process.
• Policy-driven Board actions and other actions taken because of Board preference account
for nearly half of Board Action Reports reviewed by the Board in 2021-22. Given the
volume of Board approvals dictated by Board Policy, the Board has flexibility in revising
the body of work before it and/or in changing its approach to oversight in those areas.
• Contract approvals and grant acceptances brought for approval under Board Policy Nos.
6220 and 6114 accounted for about 41 of the approximately 124 Board Action Reports
reviewed by the Board in 2021-22. Given the volume of these items, any actions by the
Board to revise policies and processes for defining the body of work of the Board, Board
Action Report and agenda templates, and/or process for Board approval should focus on
meeting the Board’s goals for oversight and decision-making in this area.
• Nearly all grant acceptances and more than half of contract approvals were for renewal
agreements, extensions, or amendments. A BAR template that classifies the proposed
grant or contract approval more clearly as a new item or reoccurring body of work may
2
Items may be counted in more than one area. Numbers represent the quantity of BARs brought to the Board in a
given area rather than the number of contracts or policies covered within a specific BAR (e.g. A single BAR
amending 10 policies counts as one)
Page 2 of 3
support the Board’s oversight in this area and better contextualize items for Directors and
others.
• State required approvals drive a varied and large body of work for the Board. These
include capital project approvals, OSPI school waiver applications, plan approvals, and
policy amendments and adoptions among other workstreams. Some contract approvals
required by policy are also needed to satisfy state requirements for Board approval of
capital projects that receive state funding.
D. Attachments
• Attachment A: Summary of 2021-22 Board Actions
Page 3 of 3
Why the Board took
2021-22 Board Actions action Item Type Contract / Grant Type Policy Action Type Capital Item Type
Minutes State Law Governance
Warrants Reports State Law Governance
Personnel Report State Law Governance
Election of Board Officers State Law Governance
Hiring of Superintendent State Law Governance
Negotiation of Contract w/ Superintendent State Law Governance
Approval of the Student Outcomes Focused Governance Progress Monitoring

Calendar Board Preference Governance
Approval of International Union of Operating Engineers (IUOE) Local 302 Unit A
Salary Schedules and Article 15, Effective February 1, 2022 Labor Agreement
Resolution 2021/22-23, Fixing and Adopting the 2022-23 Budget State Law Governance
Approval of the 2022-2023 Student Rights & Responsibilities (SR&R) State Law Annual Update
Acceptance of Seattle University grant funding for the 2022-2023 school year for Renewal / Extension /
the central and south Seattle school and neighborhood network Policy Grant Acceptance Amendment
Annual Renewal of the Head Start Grant Policy Grant Acceptance Amendment
Approval of University of Washington Experimental Education Unit (EEU)
Interagency Agreement to provide Special Education services to students with Renewal / Extension /
Individualized Education Programs (IEPs), ages 3-6 Policy Contract Amendment
Review and Approval of 2022-23 Career and Technical Education (CTE) Plan Per Plan Approval by
Board Policy No. 2170 State Law State Law
Approval of Assessment Tool for Progress Monitoring and Continuous
Improvement in Literacy and Math Policy Action by Policy
Board Policy or
Approval of Amendment to Board Policy 0010, Instructional Philosophy; 2161, Procedure
Special Education; and 2162, Education of Students with Disabilities Under Section Adoption/Amendme
504 of the Rehabilitation Act of 1973 State Law nt Discretionary
Awarding Refuse Disposal & Mixed Waste Recycling Collection Services Bid No.
B032248 Policy Contract New
Authorization to extend the contracts awarded under RFP 112041: USDA
Commodity Foods Processing and Commercial Pricing for Seattle School District Renewal / Extension /
Culinary Services Policy Contract Amendment
OSPI Study and Survey Grant: Adoption of the Seattle Public Schools 2022 Study Capital Approval by
and Survey State Law State Law Plan
BEX V: Resolution 2021/22-19 Racial Imbalance Analysis for Montlake Elementary Capital Approval by Racial Imbalance
School Modernization and Addition project State Law State Law Analysis
Board Policy or
Procedure
Adoption/Amendme
Repeal of Board Policy No. 5207, Harassment, Intimidation, and Bullying State Law nt Discretionary
Board Policy or
Procedure
Adoption/Amendme
Amend Board Policy No. 2140, Guidance & Counseling State Law nt Legally Required
Approval of OSPI School Waiver Applications and Resolution No. 2021/22-24

Requesting a Waiver from the 180-Day School Year Requirement for Emergency 180-Day Waiver
School Closures and for Parent/Guardian-Teacher Conferences State Law Application
Approval of Contracts RFP022242A and RFP022242B, Student Transportation
Services for 2022-2025 and Succeeding Years Policy Contract New
Grant Policy Grant Acceptance Amendment
Authorization to extend the Commercial Food Products and Supplies Contracts Renewal / Extension /
B052181-1 and B05281-2 Policy Contract Amendment
BEX V Final Acceptance of Contract P5175 with Dickson Company for the Kimball Capital Approval by
Elementary School – Phase 1 project State Law State Law Final Acceptance
Plan Approval by
Approval of Annual Highly Capable Program Plan for 2021-2022 State Law State Law
Approval of Amendment to Community Care Services Contract Policy Contract Amendment
2022-2023 City of Seattle Summer Food Service Program Project Services Renewal / Extension /
Agreement Policy Contract Amendment
Selection of School Board Student Members Policy Governance
Approval of Amendment to Gersh Academy Services Contract Policy Contract Amendment
Approval of Satterberg Foundation Elementary Feeder School Grant Policy Grant Acceptance Amendment
Amend Yellow Wood Academy Contract for the 2021-22 School Year Policy Contract Amendment
Board Policy or
Procedure
Amendment of School Board Policy No. 2413, Equivalency Credit for Career and Adoption/Amendme
Technical Education Courses State Law nt Legally Required
Adoption of K-5 Math Instructional Materials State Law Curriculum / Courses

Distressed School Grant: Approval of Budget Transfer for the Leschi Elementary
School Four Classroom Addition project Board Preference Budget Transfer
BTA III: Final Acceptance of Contract K5111 with Wayne’s Roofing, Inc., for the Capital Approval by
Olympic View Elementary School Select Roof Repair & Replacement project State Law State Law Final Acceptance
BEX IV: Final Acceptance of Contract P5132 with CDK Construction Services, Inc., Capital Approval by
for the Whitman Middle School Seismic Improvement project State Law State Law Final Acceptance
BEX IV: Final Acceptance of Contract P5161 with M.J. Takisaki, Inc. for the Roxhill Capital Approval by
Building Seismic Improvements project State Law State Law Final Acceptance
BEX IV: Final Acceptance of Contract P5168 with Premier Field Development for Capital Approval by
the Athletic Field Improvements at the Hazel Wolf K-8 School project State Law State Law Final Acceptance
BEX V: Final Acceptance of Contract P5169-BR with Buell Recreation for the BEX V Capital Approval by
Playground Projects at Gatewood & John Hay Elementary Schools State Law State Law Final Acceptance
BEX V Final Acceptance of Contract P5169-PNW with Northwest Playground Capital Approval by
Equipment, Inc. for the BEX V Playground Project at View Ridge Elementary School State Law State Law Final Acceptance
Board Policy or
Procedure
Renaming and Amendment of Board Policy No. 3208, Sexual Harassment, and Adoption/Amendme
Adoption of Board Policy No. 5011, Sexual Harassment of Staff Prohibited State Law; Federal Law nt Legally Required
Amendment to Board Policy No. 5410, Holidays, and Approval of the agreements
with International Union of Operating Engineers Local 302, Teamsters Local 117,
Teamsters Local 174, International Association of Machinists and Aerospace
Workers No. 160, Local 289, Pacific Northwest Regional Council of Carpenters, Board Policy or
PASS, Seattle King County Trades Council and Seattle Education Association Procedure
(SAEOP and Paraprofessionals who are 260 work day employees), adding Adoption/Amendme
Juneteenth as a paid holiday to the parties’ collective bargaining agreements State Law nt Legally Required
Board Policy or
Procedure
Amendment to Board Policy No. 6896, Drinking Water Quality and Access, and Adoption/Amendme
Repeal of Board Procedure 6896BP, Drinking Water Quality and Access Procedure State Law nt Legally Required
BEX V/BTA IV/BEX IV: Recommendation to Extend Contract Terms and Amend
Contract Amounts for Furniture Procurement for 2022-2023, Bid numbers B01834 Renewal / Extension /
and B05866 Policy Contract Amendment
BEX V: Resolution 2021/22-16: Approval of General Contractor/Construction
Manager (GC/CM) Delivery Method and Award GC/CM Contract P5184 to
Cornerstone General Contractors, Inc., for the Asa Mercer International Middle Capital Approval by Approval GC/CM /
School Replacement project State Law State Law New GMP Amendment
BTA IV: Final Acceptance of Contract K5073 with BNBuilders, Inc., for the Webster Capital Approval by
School Modernization and Addition project State Law State Law Final Acceptance
Approval of closure of three instructional program sites for Interagency Academy
School Policy Action by Policy
180-Day Waiver
Approval of Additional OSPI Emergency School Waiver Application State Law Application
Approval of two Memoranda of Agreement (MOA) between the Seattle School
Approval of Disciplinary Appeal Council Appointees State Law Action by Policy
Approval of Families, Education, Preschool, and Promise (FEPP) Levy funding for Renewal / Extension /
Preschool Services for the 2022 – 2023 School Year Policy Grant Acceptance Amendment
Board Policy or
Procedure
Amending Policy No. 3115, Homeless Students: Enrollment Rights & Services, and Adoption/Amendme
renaming it Students Experiencing Homelessness: Enrollment Rights and Services State Law nt Legally Required
Board Policy or
Procedure
Amend Board Policy No. 3116, Students in Out-of-Home (Foster) Care, and Adoption/Amendme
rename it Dependent Students (Foster Care) State Law nt Legally Required
Board Policy or
Procedure
Adoption of School Board Policy No. 2194, Rigorous High School Course Adoption/Amendme
Enrollment State Law nt Legally Required
Adoption of Board Policy No. 3225, School-Based Threat Assessment; Amendment
and Renaming of Board Policy No. 3143, Notification and Dissemination of Board Policy or
Information About Student Offenses and Notification of Threats of Violence or Procedure
Harm; and Repeal of Board Policy No. 4314, Notification of Threats of Violence Adoption/Amendme
and Harm State law nt Legally Required
City of Seattle Families, Education, Preschool & Promise Levy Funding for Middle
School Out of School Programs, Transportation and Middle School Athletics for Renewal / Extension /
the 2021-22 through 2025-26 School Years Policy Grant Acceptance Amendment
BTA III/BEX IV/BEX V/SCAP: Award Architectural & Engineering Contract P1939 to Capital Approval by
DLR Group for the Montlake Modernization and Addition project State Law State Law New A/E Contract
BEX IV: Approval of Budget Transfer to the Eckstein Middle School Science
Classrooms Improvement project Board Preference Budget Transfer
BEX V: Approval of Budget Transfer to the West Seattle Elementary School
Renovation and Addition project Board Preference Budget Transfer
Budget Transfer;
BEX V: Approval of Budget Transfer and Authorization for the Superintendent to Capital Approval
Execute the Guaranteed Maximum Price Amendment for the Van Asselt School Required by State Renewal / Extension / Approval GC/CM /
Addition project State Law Law Amendment GMP Amendment
BTA III: Final Acceptance of Contract K5118 with Good News Group, Inc. for the Capital Approval by
Adams Elementary School Fire Sprinkler Upgrade project State Law State Law Final Acceptance
BEX IV: Final Acceptance of Contract P5126 with Reynolds General Contracting,
Inc., for the Seismic Improvements at Beacon Hill, Maple, and Whitworth-Orca K-8 Capital Approval by
Schools project State Law State Law Final Acceptance
BEX IV: Final Acceptance of Contract P5125 with Lincoln Construction, Inc., for the Capital Approval by
Broadview-Thomson K-8 Seismic Improvement project State Law State Law Final Acceptance
Approval to repair and perform roof coating restoration of the low slope roofs at
Whitman Middle School, Washington Middle School, Lowell Elementary and
Decatur Elementary Schools during spring/summer 2022 Policy Contract New
Approval of the Student Assignment Transition Plan for 2022-23 Policy Annual Update
BEX V: Award Architectural & Engineering Contract P1952 to Mahlum Architects Capital Approval by
for the Alki Elementary School Modernization and Addition project State Law State Law New A/E Contract
BEX V: Award Architectural & Engineering Contract P1953 to DLR Group, Inc. for Capital Approval by
the John Rogers Elementary School Replacement project State Law State Law New A/E Contract
Final Building
BEX IV Resolution 2021/22-14: Acceptance of the Final Building Commissioning Capital Approval by Commissioning
Report for the Wing Luke Elementary School project State Law State Law Report
Adoption of School Board Resolution No. 2021/22-15, declaring that the lives of
Black students matter, as well as the lives of all of our underserved students; that
we affirm the demands of the Black Lives Matter At School Movement, and that
we encourage participation district-wide in the national Black Lives Matter At Discretionary
School Week from January 31 – February 4, 2022 and Year of Purpose 2021-22 Board Preference Resolution
Approval of Courses with New Content as Defined by Superintendent Procedure
2026SP Policy Curriculum / Courses
BEX V: Approval of Budget Transfer and Authorization for the Superintendent to
Execute the Guaranteed Maximum Price Amendment for the Lincoln High School State Law; Board Capital Approval by Renewal / Extension / Approval GC/CM /
Phase 2 Project Preference State Law Amendment GMP Amendment
BEX IV/BTA IV/OSPI K-3 Class Size Reduction Grant: Resolution 2021/22-5, Final
Acceptance of Contract P5177 with Lydig Construction, Inc., for the Daniel Bagley Capital Approval by
Elementary School Modernization and Addition project State Law State Law Final Acceptance
Acceptance of Learn To Return (L2R) Labor Support Fund grant for 2021-22 Policy Grant Acceptance New
Approval of the renewal “Teacher Diversity Contract” between the City of Seattle
Department of Education and Early Learning (DEEL) and Seattle Public Schools Renewal / Extension /
(SPS) to diversify the educator workforce Policy Grant Acceptance Amendment
Approval of an update to the 2021-22 School Year Calendar State Law Annual Update
Partial Waiver of Board Policy No. 2415, High School Graduation Requirements, to
Suspend Service Learning Requirement for Students Graduating in 2022 Policy Policy Waiver Discretionary
Classified Mentorship Program Memorandum of Agreement (MOA) State Law Labor Agreement
Amendment and renaming of Board Policy No. 1822, Training & Professional Board Policy or
Development for Board Members/Participation in School Directors’ Association; Procedure
amendment of Board Policy No. 1112, Board Member Orientation; and repeal of Adoption/Amendme
Board Policy No. 1805, Open Government Trainings State Law nt Legally Required
Acceptance of Seattle University grant funding for the 2021 – 2022 school year for Renewal / Extension /
the central Seattle school and neighborhood network Policy Grant Acceptance Amendment
Annual Approval of Schools per WAC 180-16-220 State Law Governance
Adoption of School Board Resolution No. 2021/22-13, urging the Washington

State Board of Health to begin review of the COVID-19 vaccination for addition to
the list of immunizations that students must receive before attending school,
once fully approved by the Food and Drug Administration and recommended by Discretionary
the Advisory Committee on Immunization Practices Board Preference Resolution
Approval of the 2022 State Legislative Agenda State Law Governance
Approval of the 2021-22 Superintendent Evaluation Documents State Law Governance
Approval of Resolution 2021/22-11, Certification of Excess Levies and Calculation
of General Fund Levy Rollback for 2022 State Law Governance
Authorization to execute a contract with an executive search firm to conduct a Governance;
superintendent search Board Preference Contract New
Amend contracts awarded under RFP112041 Commodity Foods, RFQ012153 Fresh Renewal / Extension /
Produce, and Bid No. B052181 Commercial Food Products and Supplies Policy Contract Amendment
Approval of Board Resolution No. 2021/22-12 resolving that those persons newly
elected November 2, 2021 to the Seattle School District Board of Directors be
designated to attend the Annual Conference of the Washington State School
Directors’ Association, to be held November 18-20, 2021, as representatives of
the district State Law Required Resolution
Approval of Seattle Public Schools (SPS) Personal Services Contracts (PSC) for City Renewal / Extension /
Year of Seattle Policy Contract Amendment
Approval of the purchase of additional laptops and iPads for students to support
the 1:1 teaching and learning model for the school year 2021-22 Policy Contract New
Board Policy or
Procedure
Adoption/Amendme
Adoption of Board Policy No. 4311, School Safety and Security Services Program State Law nt Legally Required
Approval of the Athletic Trainer Services Contract Policy Contract Amendment
Approval of contract amendment with EPI-Use (vendor) for SAP (Systems, Renewal / Extension /
Applications, and Products) staff support for school year 2021-22 Policy Contract Amendment
BTA IV/BEX V: Award Construction Contract P5167, Bid No. B092101, to Optimus
Construction and Development, Inc. for the North Queen Anne School Upgrades
project and Approval of Budget Transfer from the Building Excellence (BEX) V Construction
Program Contingency Policy Contract New Contract
certifying the proposed Van Asselt School Modernization and Addition (BEX V) for Capital Approval by Report; 5/30 Year
Five (5) Year Use/Thirty (30) Year Life State Law State Law Resolution
BEX V: Resolution 2021/22-6 New in Lieu of Modernization for the Mercer Capital Approval by New In Lieu
International Middle School Replacement project State Law State Law Resolution
BEX V: Award Architectural & Engineering Contract P1929 to Bassetti Architects

for the Mercer International Middle School Replacement project Policy Contract New A/E Contract
certifying the proposed Lincoln High School Phase 2 BEX V project for Five (5) Year Capital Approval by Report; 5/30 Year
Use/Thirty (30) Years Life State Law State Law Resolution
Amendment to Board Policy Nos. 1010, 1240, 1310, 2090, 2190, 2200, 2255,
3123, 3130, 3208, 4260, 5000, 6000, 6030, 6530, 6801, 6882, and 6900; repeal of Board Policy or
Board Policies A02.00, F21.00, H13.00, and No. 6535; amendment to the Procedure
Information Technology Advisory Committee Charge; and repeal of the Capacity, Adoption/Amendme
Enrollment, and Facilities Master Planning Advisory Committee Charter State Law nt Discretionary
Approval of Resolution No. 2021/22-2 Replacement for Educational Programs and
Operations Levy State Law Governance
Buildings, Technology, and Academics/Athletics (BTA) V Capital Levy Program and
Authorizing Resolution 2021/22-7 State Law Governance
Approval of successor collective bargaining agreement between Seattle School

District No. 1 and International Brotherhood of Teamsters Local Union No. 117 for
September 1, 2020 through August 31, 2023 (Introduction and Action) State Law Labor Agreement
Approve contracting services with Columbia Safety LLC to perform COVID-19

Contact Tracing for Seattle Public Schools. (Introduction & Action) Policy Contract New
Review and Approval of 2021 Career and Technical Education (CTE) Annual Plan
Per Board Policy No. 2170. State Law Annual Update
Board Policy or
Procedure
Rename and Amend Board Policy No. 3246, Restraint, Isolation, and Other Uses of Adoption/Amendme
Physical Intervention State Law nt Legally Required
Approval of Office of Superintendent of Public Instruction (OSPI) Beginning Renewal / Extension /
Educator Support Team (BEST) Grant Policy Grant Acceptance Amendment
Board Policy or
Procedure
Adoption/Amendme
Adoption of Board Policy No. 5515, Workforce Secondary Traumatic Stress State Law nt Legally Required
Approval to Renew Refuse Disposal & Mixed Waste Recycling Collection Services, Renewal / Extension /
Bid No. B01753, with Recology CleanScapes, Inc. Policy Contract Amendment
Seattle Public Schools Alder Academy Easement and Operating Agreement with
King County Policy Contract New
BEX V: Approval of the Value Engineering Report for the Rainier Beach High Capital Approval by Value Engineering
School Replacement project State Law State Law Report
BEX V: Approval of Budget Transfer to the John Stanford Center for Educational
Excellence (JSCEE) Central Kitchen Renovations project. Board Preference Budget Transfer
Approval of Student Outcomes Focused Governance Goals and Guardrails, aligned
with Seattle Excellence Policy Governance
Approval of a Memorandum of Understanding (MOU) between the Seattle School

grant extension in the amount of $800,000. Policy Grant Acceptance Amendment
Acceptance of the Assistance League of Seattle (ALS) Gift Donation for Operation
School Bell (OSB) Shopping Spree to clothe Seattle Public Schools’ elementary and Renewal / Extension /
middle school students. Policy Grant Acceptance Amendment
Approval of contracts for Private Schools Proportional Share Services (RFQ03969),
the provision of equitable services to private school students eligible for special
education. Providers: Hamlin Robinson, Hampton Tutors, Ryther, and Spring Renewal / Extension /
Academy. Policy Contract Amendment
University of Washington Experimental Education Unit (EEU) Interagency
Agreement to provide Special Education services to students with Individualized Renewal / Extension /
Education Programs (IEPs), ages 3-6. Policy Contract Amendment
BEX V, School Construction Assistance Program (SCAP) & Distressed School Grant:
Award Construction Contract P5179, Bid No. B102017, to Absher Construction Construction
Company for the Viewlands Elementary School Replacement project Policy Contract New Contract
BEX V, School Construction Assistance Program (SCAP): Award Construction
Contract P5180, Bid No. B102029, to Cornerstone General Contractors for the Construction
Kimball Elementary School Replacement – Phase II Policy Contract New Contract
First Student Contract Amendment No. 2 Policy Contract New
Approval of the renewed agreement with King County Metro to purchase ORCA
Business Passport Products (Metro Transportation). Policy Contract New
Approval of Resolution 2021/22-3 to request a waiver from the 180 instructional 180-Day Waiver
day requirement for the 2021-22 school year State Law Application
(Contracts, Grants, Final Acceptances, Legally Required
and Other Short Form*)
DATE: [Date]
FROM: , Superintendent
Posting Date [Date]

For Introduction and Action: [Date]
1. TITLE
[Title Here]
Sample Proposed Motion #1: I Move that the School Board authorize the Superintendent to
approve the Service Agreement with Cornerstones of Care. With any minor additions, deletions
and modifications deemed necessary by the Superintendent, and to take any necessary actions to
Sample Proposed Motion #2: I move that the School Board amend Board Policy No. ____,
[TITLE], as attached to the Board Action Report.]
3. BACKGROUND
[Under 500 words]
Amount of contract initial value or contract amendment exceeds $250,000 (Policy No. 6220)
Legal requirement for the School Board to take action on this matter (including policy
amendments)
Other: _____________________________________________________________________
5. CONTRACT INFO
Original Term Agreement N, Renewal Term (1-5) __2__, Final Renewal Y/N _Y_
6. BOARD POLICY
[List]
1
7. STRATEGIC PLAN, GOALS, GUARDRAILS AND MEASURES OF STUDENT
SUCCESS (list all that apply)
[List]
8. ATTACHMENTS
[List]
9. DEPARTMENT RESPONSIBLE FOR IMPLEMENTATION

[Name]
10. PROCUREMENT INFORMATION (IF APPLICABLE)
11. MBE/WBE Information
12. SUPPORTING DOCUMENTS
(Alternative strategic plan and board policy signaling:

Strategic Plan & Board Policy (samples)
A-Pillar: Personalized, Rigorous, Culturally Responsive Teaching & Learning
Strategic Priority 1-Strategic Priority 1: Student-Centered Caring Relationships
Strategic Priority 2-Aligned Instructional System
Strategic Priority 3-Personalization & Successful Transitions)
2
GOVERNANCE☐ ADMINISTRATIVE ☐
DATE: [Date]
FROM: , Superintendent
For Introduction: [Date]

For Action: [Date]
1. TITLE
[Title Here]
I move that …
[EXAMPLE ONE:
I move that the School Board authorize the Superintendent to execute a contract with _______ in
the amount of _______, for __________ in the form of the draft Agreement dated (date) and
attached to the School Board Action Report, with any minor additions, deletions, and
modifications deemed necessary by the Superintendent, and to take any necessary actions to
EXAMPLE TWO:
I move that the School Board amend Board Policy No. ____, [TITLE], as attached to the Board
Action Report.]
a. Background [under 300 words]
b. Alternatives [For major policy, program changes only. Otherwise exclude. Identify
alternative(s) that was considered in your process and explain briefly why this alternative
is not recommended.]
4. FISCAL IMPACT/REVENUE SOURCE (include only if impact is a significant

impact or adjustment to approved budget, e.g. equal to or greater than 10%. Do
NOT include if consistent with existing budgeted expenditure or within expected
margins.)
Fiscal impact to this action will be _________.
1
5. COMMUNITY and/or CUSTOMER ENGAGEMENT (include ONLY for major

Board policy or program changes)
[Under 200 words] Distinguish from Customer engagement conducted by staff relative to
impacted students, families, staff and community partners and Community Engagement
conducted by School Board with Owners.
If the District’s Community Engagement tool was utilized, this action was determined to merit
the following tier of community engagement:
Not applicable
Tier 1: Inform
Tier 3: Collaborate
[After checking the appropriate box, provide a brief rationale for the level of engagement, and if
applicable any relevant feedback received as a result of community engagement and how that
feedback was incorporated into your final recommended motion. If you have not yet been trained
on the Community Engagement Tool, please consult your cabinet member.]
6. EQUITY ANALYSIS (include ONLY for major Board policy or program changes)
[Under 200 words]

[Include information on the use of the Racial Equity Analysis tool, if deemed applicable for this
decision, and how it impacted your process and decision for this item to ensure racially equitable
outcomes. If you are not sure whether this decision requires use of the Racial Equity Analysis
tool, please consult your cabinet member. If you need support as you apply the tool, please
consult the Department of Racial Equity Advancement.]
Amount of contract initial value or contract amendment exceeds $250,000 (Policy No. 6220)
2
Other: _____________________________________________________________________
8. STRATEGIC PLAN, GOALS, GUARDRAILS AND MEASURES OF STUDENT

SUCCESS (list all that apply)
[List]
9. ATTACHMENTS
• [ALWAYS LIST THE ITEM FOR APPROVAL FIRST]

• EXAMPLE: Board Policy No. _____, [TITLE] – clean (for approval)
• EXAMPLE: Board Policy No. _____, [TITLE] – redline (for reference)
3
Community Engagement Plan to Plan
Deliverable Name: Community Engagement Plan to Plan Memo
Deliverable Description: Initial process and recommendation for development of Community

Engagement Ad Hoc Committee to create mid-interim-long term plan for community engagement and
outreach to be conducted by the Board.
Recommended Practice Shift: The Board does not have a community engagement structure, policy or
procedure for itself. The Board is responsible for both community engagement and outreach as a full
board and in small groups (no fewer than two ideally). The shift desired is to have proactive, two-way
conversations with community (as owners, see definition) that are both episodic (major topics) and a
matter of course (regular legislative business, values and vision check-in and SOFG training). Creating a
structure in which community engagement is proactive and calendared accomplishes a number of
things:
1) The Board takes responsibility for owner engagement and frees the Superintendent and the District
to focus on customer service, family engagement and partner engagement.
2) The Board creates a proactive engagement opportunity for community rather than a reactive one.
3) The Board learns to engage as a team, rather than as individuals.
4) Superintendent provides clear guidelines (Board Superintendent Relationship Policy/Procedure) as to

where Board Members send customer service inquiries.
Timeline for Implementation: October 2022-March 2023
Step 1: Solicit Board Input Via Survey/Interviews, Survey Email or CGCS Coach
Step 2: Compile Board responses for discussion on October 29th Step 3.
Step 3: Share responses back to directors and establish prospective plan for engagement, dates and
times, to be finalized by January 2023.
Step 4: As necessary, create ad hoc community engagement committee to finalize and plan for
engagement as well as present draft Owner Engagement Policy for incorporation into Policy Manual in
series 1000.
Step 4: Starting February 2023 and ramping up slowly, begin cycle of regular two-way communication
that is predictable and can be ramped up as we head into developing the revised strategic plan and
goals and guardrails for 2025 and beyond. For outreach, request Superintendent overlay (create
consistency) with District stakeholder and partner contacts/use as opportunity for role clarity.
Policies for action: New policy in 1000 series on Owner Engagement. See sample at end.
Forum for work: 1) 10/29 Retreat 2) Community Engagement Ad Hoc Committee 3) Board Legislative
meetings 4) Community Outreach in community spaces.
Research: SOFG Policy Manual and associated references, Kansas City and San Francisco Engagement
strategies, Council of Great City Schools, NSBA (Oregon School Board Association summary linked),
Standard 1 of the WSSDA School Board Standards
Attachments:
Community Engagement Definitions per SOFG Framework
Sample Board Communication
Sample Policy Manual Engagement Policy

--------------------------------------------
Background and Definitions per SOFG Framework:
Community Engagement (with “Owners”) is defined as: Time invested by the Board in two-way
communication between the Board and community members.
Community Outreach is defined as: Two-way communication between the board and community
members that focuses on the community’s vision and values and that occurs at a meeting hosted by
community members.
Customers: The organization’s recipients of services and/or transactional beneficiaries -- such as

students and staff -- for whom the staff is better positioned to address and/or resolve issues in a timely
and effective manner. In a school system, customers and owners can be the same people, and therefore
care must be taken to distinguish customer issues from owner issues.
Owners: The organization’s moral and legal authority—such as residents and taxpayers—for whom the
board is better positioned to address and/or resolve issues in a timely and effective manner. In a school
system, owners and customers can be the same people, and therefore care must be taken to engage
them in a way that distinguishes between owner and customer issues (Customer issues being best
addressed by the Superintendent and staff)
The Student Outcomes Focused Governance Framework measures Board effectiveness relative to
Community Engagement in the following ways:
Not Student Outcomes Focused:
The Board has not hosted opportunities to listen to the vision of the community during the previous 36-
month period.
The Board has not hosted opportunities to listen to the values of the community during the previous
thirty-six month period.
Approaching:
The Board is tracking its time relative to two-way communication between the Board and community
members. Categories are Community Engagement: Two-way opportunity where Board Members listen
for and discuss vision/values of their staff and community members. Student/Family Engagement: Two
way communication opportunity where Board Members listen for and discuss the vision and values of
their students and family members. This contributes to time spend focused on student outcomes.
Meeting:
The Board has hosted and the Board Members have led or co-led at least one training session on
Student Outcomes Focused Governance during the previous twelve month period.
Mastering:
The Board included students as the presenters in at least one of the Student Outcomes Focused
Governance training sessions during the previous twelve months.
The Board used a process that included students, parents, staff and community members in a way that
leads them to express ownership of the adopted goals and guardrails and, if applicable, theories of
action
Prior to being selected, all newly selected Board Members received training on Student Outcomes
Focused Governance from fellow Board Members on their Board or from a certified Student Outcomes
Focused Governance Coach.
------------------------------------------
Sample communication to full Board to solicit feedback to be discussed at the 10/29 Board retreat, to
be finalized by Board President and CGCS Coach.
The School Board exists to represent the vision and values of the community. The Board will be having
conversations, listening sessions and training with the community to gather ongoing feedback on the
vision and values of the community and provide training regarding Board Role and Student Outcomes
Focused Governance. We will be discussing the structure and forums for these conversations on
October 29th at our retreat.
Part of the preparation for these sessions will be for us to build out a script so that every session has the
same message, questions, format etc. We need to get input from all board members regarding the
vision, values of community, alignment with goals and guardrails and how to provide training for the
community, engage in two-way conversations with the community. In order to do so, what needs to be
included in that script as you gather feedback to help you discern the vision and values of the
community? What needs to be part of the conversation? Are there options or opportunities you would
like to provide to hear community voice?
We will ask you to
1) Fill out the spreadsheet labeled Community Engagement with your recommendations for
meetings that the board will host.
2) Fill out the spreadsheet tab labeled Community Outreach with your recommendations for
meetings hosted by the community members that the board will join.
Below is a sample breakdown of what engagement might look like on a predictable bases. The Goal of
The Committee and Board from October 22-March of 2023 should be to build this out (slow ramp up)
with specific dates, locations, times, partners. Currently, placeholders are in Implementation Timeline
based on at least one two-way Engagement opportunity per quarter.
Type of Engagement Frequency Location Engagement or

Outreach
Hosted by Monthly IN community Outreach
Partners/Others
Vision and Values Quarterly and then Legislative Meetings Engagement
including Strategic monthly during 2024-5
Planning
Community Training Semi-Annually year 1& Alternate IN Engagement
2 (recorded) and then community and at John
Annually Stanford (provides
virtual access)
Other Legislative input At least 1 quarterly, John Stanford Center Engagement
and actions more as needed for (and virtual) and
major actions website (one-way)
Sample 1000 Series Policy
The Board is committed to fostering and supporting owner interest and involvement in SPS because
owner support of SPS is essential to student success. The Board shall encourage a broad and diverse
spectrum of owners to share their concerns, ideas, and interests with the Board. The Board is
committed to the exploration, maintenance, and monitoring of ongoing collaborative and productive
communication processes with SPS owners.
It is essential that the owners are encouraged, supported, and recruited to contribute their time,
knowledge, skills, ideas, and solutions to SPS. The processes through which owner engagement is
accomplished must provide an environment where diverse views can be heard, discussed, and
considered in a thoughtful and nonjudgmental manner to build an atmosphere of respect and to engage
everyone in solving the myriad of obstacles and problems facing SPS.
As part of the Board’s commitment to owner engagement and to being an advocate with the students’
best interest as our guiding principle, the Board shall:
1. Ensure that the breadth and diversity of interests and values from across the ownership are heard and
considered by the Board.
2. Recognize that SPS ownership is comprised of numerous and diverse constituencies, each with vested
interest in the education of students. Some of these constituents may include, but are not limited to,
Seattle residents, advocates, non-profit organizations, parent and/or community‐based organizations,
businesses, civic and non-governmental organizations, local postsecondary educational institutions,
local state and Federal government and agencies and cultural, ethnic and faith-based organizations.
3. Establish a process and climate for owner engagement ensuring that owners and/or constituents have
an opportunity to share their views concerning decisions that will affect SPS. It is critical that owners
understand that engagement is an integral component of the Board’s role.
4. Ensure owner engagement by utilizing opportunities for input including, but not limited to, hearings,
forums, surveys and public comments but especially two-way conversation opportunities.
5. Provide, to the greatest extent possible, interpretation services and translations when needed or
requested.
6. Inform to the greatest extent possible owners on the structure and process of SPS governance model,
and the vision, goals, and policies developed by the Board.
7. Encourage parents, owners, and community organizations to be involved in SPS and the success of its
students.
Seattle Public Schools Board of Directors Adoption of A Continuous Improvement Framework Focused
Improving Outcomes for Students
Inside of our love for children, if we are unable to master our emotional responses in pursuit of the
culture of continuous improvement, we will unintentionally contribute to conditions which make children
less likely to succeed.
Said more succinctly, what we model in the Boardroom is reflected in the classroom.
Why did Seattle Public Schools begin the Student Outcomes Focused (Policy) Governance Model
implementation?
Effective school board governance is premised on two beliefs:
First, school systems exist to improve student outcomes. That is the only reason school systems exist.
School systems do not exist to have great buildings, happy parents, balanced budgets, satisfied teachers,
student lunches, employment, or anything else. Those are all means—and incredibly important and
valuable means at that—but none of them are the ends; none of those are why we have school systems.
They are all inputs, not outcomes. None of those are measures of what students know or can do. School
systems exist for one reason and one reason only: to improve student outcomes.
Second, student outcomes don’t change until adult behaviors change. Or said differently, when placed in
the context of governing, patterns of behavior exhibited in the boardroom can reasonably be expected
to be found paralleled in the classroom. Effective governance is not easy; changing adult behaviors
requires effort to overcome institutional inertia. But with training and coaching, school boards can
change their adult behaviors in ways that most correlate with improvements in student outcomes.
The SOFG framework can be boiled down to four essential behaviors that effective governance teams
demonstrate for continuous improvement:
1. Clarify Priorities: What should the school board, on behalf of the community, direct the school
system to focus on? How does the school board effectively communicate the community’s
priorities?
2. Monitor Progress: How will the school board know if the school system is improving over time
relative to the community’s priorities? How will the school board know if a significant strategic
pivot is required?
3. Align Resources: How will the school board ensure that the community’s priorities are the
primary focus of resource allocation? How will the school board change its behaviors to center
the community’s priorities on its own work?
4. Communicate Results: How will the school board update the community regarding the
priorities?
According to the Policy Governance Model these are the Eight Characteristics of an Effective School
Board 1:
1. Effective school boards commit to a vision of high expectations for student achievement and quality
instruction and define clear goals toward that vision
2. Effective school boards have strong shared beliefs and values about what is possible for students and
their ability to learn, and of the system and its ability to teach all children at high levels.
3. Effective school boards are accountability driven, spending less time on operational issues and more
time focused on policies to improve student achievement.
4. Effective school boards have a collaborative relationship with staff and the community and establish a
strong communications structure to inform and engage both internal and external stakeholders in
setting and achieving district goals.
5. Effective boards are data savvy; they embrace and monitor data, even when the information is
negative, and use it to drive continuous improvement.
6. Effective school boards align and sustain resources, such as professional development, to meet
district goals.
7. Effective school boards lead as a united team with the superintendent, each from their respective
roles, with strong collaboration and mutual trust.
8. Effective school boards take part in team development and training, sometimes with their
superintendents, to build shared knowledge, values and commitments for their improvement efforts.
Seattle School Board aspires to a level of training and continuous improvement that would have self-
evaluate to represent nearly all if not all of these characteristics. At the time the SOFG exploration
began, we did not. This is the level of investment made to date in training and improvement via the
SOFG exploration/adoption process.
What does this mean for the Board and for SPS?
Upon reflecting on best practices represented through highly regarded and researched frameworks and
support organizations, school board realized that its policies and procedures, and therefore its time, are
not focused on student learning. When the board isn’t focused on students, neither is the district. In
Spring 2021, the Board adopted in a public meeting a governance model that is consistent with a Policy
Governance model, board best practices, and research on effective school boards, called Student
Outcomes Focused Governance (SOFG).
While achieving this higher standard of governance can take two years, if not longer, the School Board
felt it was unlikely to move forward in a good way for students without this level of commitment to
change and building a culture of continuous improvement. The ultimate intention is to create a
1
https://www.nsba.org/-/media/NSBA/File/cpe-eight-characteristics-of-effective-school-boards-report-december-
2019.pdf
governance culture and systems that endure beyond the tenures of the governance team members.
Most importantly, the ultimate goal is to create conditions which clearly demonstrate, through board
behavior and practice the Board’s fundamental belief in our student’s ability to succeed.
In SOFG, the School Board sets goals for student outcomes, based on the community’s vision for the
district, and guardrails, based on the community’s values for how the vision will be achieved. The
framework focuses the Board on doing the work of monitoring progress on the goals and holding the
superintendent accountable through clear metrics for district performance. SOFG supports the Board’s
work of continuous improvement and responsibility for creating the conditions for superintendent
success, to create the conditions for administrator, educator, and finally and most importantly, student
success.
What specific changes will there be as a result of adopting and acting upon the implementation
recommendations?
The school board will adopt and continually update clearer guidelines for itself, SPS and the public to
understand the responsibilities and accountability measures of district governance. The board will adopt
a set of operational procedures designed to focus more time on student outcomes, with the goal of
spending at least 50% of its time each month addressing student learning. Currently, the board spends
less than 10% amount of time engaged in outcomes for students.
This governance model will return oversight on student outcomes to the board in full view of the public
and operational and managerial functions to the Superintendent, with board oversight. This will make it
easier for the board, district, and public to identify, diagnose, and address long standing issues, engage
productively with each other and the community, and provide more time for the Board to collaborate
with other districts in advocacy around state and federal issues that impact public schools.
Some changes will be immediately apparent; others will take time. Here are some changes you might
see when a Board chooses to turn it’s governance attention to proactive behaviors that focus on
outcomes for students:
• Significantly increased time at board meetings discussing student outcomes
• Transparent reporting to the public on student progress
• Shorter and streamlined board meetings and fewer committee meetings
• Teamwork among the board, superintendent, and senior staff
• A clear distinction between the board’s role and the superintendent’s role
• Transparent reporting to the public on the board’s progress in each of the four areas mentioned
above
Current Practice Effective Practice

Board engages in individual capacities in public A clear distinction between the board’s role and
and with staff in ways that undermine the superintendent’s role, and accountability
organization alignment, prospective collaboration for both
and effective governance
Long meetings with a lot of discussion and sharing Streamlined board meetings and agendas and
of opinions/suggestions about staff work (adult significantly fewer committee meetings and
inputs) and little on the impact of district inputs agreed conduct regarding the role of opinions,
and outputs on student outcomes advice, and desires in favor of accountability
toward outcomes
Less than 10% of time each month is invested in Significantly increased time at board meetings
monitoring progress toward our goals for student (all board meetings, including committees
learning count toward total time) discussing student
outcomes
Conflict, competition, siloed information among Teamwork and shared expectations among the
board members, and between the board and the board as a body of seven, superintendent, and
superintendent and superintendent and staff. senior staff
Limited discussion of whether students are Transparent reporting to the public on the
actually learning and how to improve outcomes progress of the Board and district in supporting
student success, not just annually but related to
goals, guardrails (executive limitations) on an
interim basis all year long
No internally imposed accountability regarding Transparent reporting to the public on board

board or board member behavior or governance self-evaluation, continuous improvement
Community engagement is unpredictable, and Regular, predictable, accessible two-way

individual based on capacity and desires of seven engagement with Board about the vision and
directors, or is limited to one-way communication values of community and continuous
(public comment) improvement
To cause those changes in board behavior, here are some of the high-level pieces of the ad hoc
governance committee’s recommendations:
Current Procedure Proposed Update

The process for Board Action is hurried and All items to be considered for action by the
performative, with at times only surface-level school board will be provided at least 14 days in
information provided to the board on items that advance of the school board meeting. This will
the school board is being asked to vote on. allow individual board members to review the
items, ask questions, and get jointly answered
School board members are insufficiently prepared
prior to the meeting to inform their decision-
for school board meetings.
making. This will also allow the public time to
review and provide input/questions/concerns
prior to the board vote and allow for meeting
discussion that is more strategic and focused on
student outcomes.
School board meetings are more focused on adult School board meetings will focus on 1)
inputs almost to the exclusion of any focus on accomplishment of the community’s vision
student outcomes. (goals), 2) adherence to the community’s values
(guardrails), and 3) items legally required to
come before the board. Adult inputs to achieve
these ends are under the management of the
Superintendent.
Resolutions without end that are geared toward Resolutions will not be used to govern.
political posturing rather than coherent and
effective governance practices.
Board meeting agendas are populated with items All board members will have access to the same
related to adult inputs, and items that were information and relationships with staff, and
discussed in committee before coming to the full discussion on behalf of the community’s vision
board. and values and in pursuit of goals will take
place in public meetings of the full board.
Board meeting agendas contain operational Operational matters that have not gone
matters as a means for the board to engage in through a board-approved process will not be
day-to-day management of the district. allowed on the agenda.
Board member comments and questions in regular Board members will have ample opportunity to
board meetings are performative for the public provide comments and questions directly to the
viewers of the meeting instead of authentic superintendent, and those questions and
engagement and information-sharing answers will be shared with the full board and
made publicly available. The board will engage
in owner-level community engagement and the
district will provide clear, regular, and
consistent information to the public on board
actions and feedback opportunities.
Summary of Progress to date in adopting this model (detailed summary of these actions also provided
as addendum):
● Beginning in March 2021, the Seattle School Board engaged with the Council of Great City
Schools to examine and transition district governance to a Student Outcomes Focused
Governance (SOFG) model.
● Full board and Superintendent with staff participated in training sessions during public board
meetings beginning in April through the present
● July 2021 Directors (4/7?) participated in 2021 Harvard Business School and Council of Great City
Schools Accelerating Board Capacity (ABC) Institute
● August 25, 2021 Board adopted Goals and Guardrails consistent with SPS Strategic Plan
● March 2022, 6 of 7 Directors and board office staff began 8-month governance training program
in cohorts with board directors from across the country in other urban school districts.
● May 2022, Superintendent and 2 Directors attended intensive governance workshop in CA
● July 2022, Ad Hoc Governance Committee on implementation of SOFG was created
● Summer-Fall 2022 the ad hoc committee established deliverables for recommendations for
implementation to the full board. 3 directors have taken on research and development of work
upon deliverables, to complete a full set of recommendations for the board to consider for
adoption.
What Will Happen Next?
● Upon submitting final recommendations to the full board, the Ad Hoc Governance Committee
will dissolve
● The set of recommendations from the committee will come to the full board for introduction
and subsequent action in regular board meetings in October 2022
● Once adopted, the board and superintendent to begin implementation of the changes.
● It is expected that the remaining changes will require eighteen months to fully implement
starting in July of 2022 with the Ad Hoc Committee and ending in November 2023 with
completion of policy diet and transition to policy governance format.
● Additional work such as updating the Board Policy Manual, amending individual policies for
board approval, etc. will be assigned to ad hoc committees or individual board directors as
appropriate to carry out the work as recommended by the committee and approved by the full
board.

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Documentation For The Seattle School Board Ad Hoc Committee Meeting On Student Outcome Focused Governance, Oct. 4, 2022

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Board Special Meeting

Ad Hoc Governance Committee

Call to Order 4:00 pm

Committee Business 4:05 pm

1. Finalize Recommendation Package

3. Approval of September 27 Minutes

4. Review Progress on Deliverables

5. Review of Implementation Timeline

This meeting adjourned at 1:32 pm.

Minutes submitted by:

The Office of the School Board

DATE: October 3, 2022

For Introduction: October 12, 2022

Acceptance of the Board Ad Hoc Governance Committee’s Recommendations for

The committee conducted research, reviewed SOFG guiding documents, interviewed

1. Implementation Timeline Recommendation: attached timeline provides

Board Action: Acceptance of Implementation Timeline through approval of this BAR

2. Board Committee Recommendation: Pause all non-legally required committees as of

Board Action: adoption, revision, repeal of identified policies

Board Action: Approval of Suspension of 1240 BAR (includes related policies)

8. Community Engagement: Create Board structure for two-way community engagement

Board President Action: Create Ad Hoc Community Engagement Committee to create

c. Research See attachments for research summaries and resources.

5. FISCAL IMPACT/REVENUE SOURCE

There will not be a fiscal impact to this Board Action.

The revenue source for this motion is _______________.

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

Other: Board Acceptance sought on Committee Recommendations

10. POLICY IMPLICATION

11. BOARD COMMITTEE RECOMMENDATION

12. TIMELINE FOR IMPLEMENTATION

 [ALWAYS LIST THE ITEM FOR APPROVAL FIRST]

[For Board Policy edits, list as follows]

Deliverable Name: Student Outcomes Focused Governance Implementation Timeline

Recommended Practice Shift:

Recommended Steps for Implementation (see Timeline):

Overview of Original Timeline Goals

○ Review difference between being focusing on students versus focusing on student

○ Adopt a monitoring framework for the Goals and Guardrails

○ Conduct quarterly self-assessments to track the board’s growth

● Codify board processes and practices

○ Develop new board member pre-boarding process

○ Provide effective governance trainings for community members

● Redesign board meetings to be more focused on the Goals

Student Outcomes Focused Governance Manual

Progress Monitoring Calendar

2) General Counsel Greg Narver

3) Director Board Relations/Strategic Initiatives Julia Warth

4) Director, Board Policy/Relations Ellie Wilson Jones

6) Board President Brandon Hersey

7) Executive Committee on August 24, 2022

Attachments: Implementation Timeline for Board acceptance

Status Indicators (far right column)

Activity Description (and Meeting Type) Due Date Owner Status

Monitoring Board conducts progress monitoring Goal 2 (TBD) 9.30.23 Board

Deliverable Name: Committee Diet Steps