Board Special Meeting

Board Special Meeting Work Session: 2018-19 District SMART Goals Annual Evaluation Tuesday, June 25, 2019 Auditorium, John Stanford Center, 4:30pm – 6:00pm 2445 3rd Avenue S, Seattle, WA 98134

Agenda

Work Session: Call to Order 4:30pm

Work Session: 2018-19 District SMART Goals Annual Evaluation 4:30pm

Adjourn 6:00pm*

Special meetings of the Board, including work sessions and retreats, 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. *Times given are estimated. Board Work Session: 2018-19 District SMART Goals Annual Evaluation

Agenda

I. Director Burke will open with a celebration and history of this work (5 min)

II. Each Goal Owner will present their slides 10-15 minutes to review (40-60 min) a. Purpose-student benefit b. Accomplishments c. Learnings/Challenges

III. Director questions (20 minutes)

IV. Superintendent Juneau to close and discuss next steps (10 min)

Photos by Susie Fitzhugh

18-19 District SMART Goals June 2019 Agenda for Each Goal’s Update

• Purpose – Student Benefit • Accomplishments • Learnings/Challenges

Every Student. Every Classroom. Every Day. 2 SMART Goal 1: MTSS Purpose of Goal: IF the district establishes systems and structures to know how each and every student is doing academically, socially, and emotionally, equitably tiers supports and interventions based in need, and develops action plans for groups of students, THEN students will receive the instruction and supports necessary to graduate college and career ready.

Every Student. Every Classroom. Every Day. 3 SMART Goal 1: MTSS Accomplishments: • 30,517 Homeroom sessions (5/29), surpassing 27,000 target • Development of stronger, more coordinated systems and structures (e.g. dashboards, data collection/ reporting, and co-developed tools and professional development) • Development of coordinated, high-leverage practices for academics and social emotional learning • On track to meet our goal of 17/25 Schools of Promise achieving their goal by end of year Every Student. Every Classroom. Every Day. 4 SMART Goal 1: MTSS Learnings • Changing and improving district-wide systems takes time but ultimately does positively impact students • Tiering instruction and supports is an effective way to meet needs of each unique student • Providing limited focus areas and clear, simple guidance and tools is more effective than unlimited options

Challenges • Finding consistent and sufficient time periods for collaborative instructional cycles • Tier 1/core instructional strategies continue to be determined by each school, vary greatly, and may not be evidence-based Every Student. Every Classroom. Every Day. 5 SMART Goal 2: EOG Purpose of Goal: If school climate is safe, healthy and supportive for students, then students are ready to learn and reach increased academic milestones. Accordingly, they will be on track to pursue college and career opportunities.

To create safe and healthy school climates where students are supported and engaged, Seattle Public Schools will provide adults access to support, tools and systems in order to: Apply Alternatives to Discipline, Build Adult Capacity and Efficacy, and Create Identity Safe Spaces so that there are positive outcomes for African American males and other students of color. The work will be based upon six foundational documents: School Board Policy 0030, School Board Policy 3240, School Board Resolution 2014-15-35, House Bill 1541, Senate Bill 5433, and the SPS Formula for Success (F4S). Every Student. Every Classroom. Every Day. 6 SMART Goal 2 Three Signature Strategies

Every Student. Every Classroom. Every Day. 7 SMART Goal 2: EOG Accomplishments: • Design Intentional design of intersectionality, both within the Goal 2 initiatives and across other departments/divisions

• Delivery All 13 initiatives reached proficient at the March 19 C&I Policy Committee report-out. 11 of the 13 initiatives are at distinguished in June

• Demand The demand for racial equity training is at an all-time high. Nearly every level of the system is learning how – and committing – to undoing historical racism

Every Student. Every Classroom. Every Day. 8 EOG Digital Toolkit Highlights

Every Student. Every Classroom. Every Day. 9 SMART Goal 2: EOG Learnings • "One and Done is not a real thing", pt. 1: Awareness and knowledge must keep evolving in order to maximize the effectiveness of the tools • "One and Done is not a real thing", pt. 2: The tools will need to be refreshed, refined, redefined and reflected upon to ensure they stay relevant and meet the needs of learners • The array of initiatives must be connected to a larger plan to truly impact systemic change • Accountability for creating the conditions for safe and healthy environments is a behavior, and the behavior is accountable Challenges • Changing adult mindset and behavior are paramount. We must continue to train/coach adults on meeting students where the students are at, not the other way around • All adults in the system must support the systemic change of undoing historical racism; opting out is not an option • Organizational change(s) should be skillfully managed in order to not disrupt the momentum of systemic change 10 SMART Goal 3: Seattle Ready

Purpose of Goal: IF the district engages in a multi-year effort to engage students in specific learning experiences (i.e., college-level and career-specific CTE course work, internships), and improve their rates of postsecondary success (i.e., college acceptance, college persistence, industry-recognized credentials), THEN we will be able to help all students, particularly African- American males and other students of color, to meet new 24 credit Washington State graduation requirements and graduate ready for college, career pathways, civic engagement, and life in Seattle and the world.

Every Student. Every Classroom. Every Day. 11 SMART Goal 3: Seattle Ready Accomplishments: • 80% of teachers report that they support the district's plans for promoting college and career readiness. • We expanded CCL/CTE Offerings beginning in 2019-20, particularly in high interest career pathways. • We increased CCL/CTE enrollment at the middle school level and for summer programs. • A majority of students in grades 7-11 have completed the Naviance-based high school and beyond lessons. • We developed a baseline for evaluating and planning future college and career readiness work across our high schools.

Every Student. Every Classroom. Every Day. 12 SMART Goal 3: Seattle Ready Learnings • High school teachers value the professional development they receive across many areas and see it as having a large impact on their practice. • High schools need clarity and guidance in the areas of high school and beyond planning and work-site learning to best take advantage of these initiatives. Challenges • Budgetary challenges led to a pause on the move to a new high school schedule with expanded credit-earning opportunities and longer instructional blocks. This caused some high schools to lose momentum in implementing their professional development plans. • Some high schools have struggled to find time in the schedule to promote high school and beyond planning, social and emotional learning, and academic support. • While we have increased participation in CTE pathway-specific advisories, we have not yet convened a larger stakeholder meeting to highlight our CTE/CCL initiatives and build a broad base of support for future work. Every Student. Every Classroom. Every Day. 13 SMART Goal 4: Engagement/Collaboration Purpose of Goal: Improve district decision- making processes, sustainability of decisions, and effectiveness of solutions by authentically engaging the community and staff. • IF the district works with stakeholders at all levels • IF SPS establishes engagement and collaboration guidelines, protocols and training • IF SPS builds a collaborative culture and accountability • THEN we will build trust and confidence in Seattle Public Schools; build student-centered solutions and ensure equitable student outcomes

Every Student. Every Classroom. Every Day. 14 SMART Goal 4: Engagement/Collaboration Accomplishments: • Led a successful Strategic Plan Community Engagement Tour in January 2019, focusing on historically underserved/underheard communities, which impacted the Board's unanimous vote to approve the 2019-24 Strategic Plan • Trained 83 Building Leadership Teams in partnership with SEA; schools are asking for more training • Trained 94 managers/supervisors in Conflict Engagement; saw significant increase in employee perceptions for Black/African American employees at JSCEE • Inclusive and Authentic Community Engagement is one of the four priorities in the new Strategic Plan

Every Student. Every Classroom. Every Day. 15 Successful Strategic Plan Community Engagement Tour

16 SMART Goal 4: Engagement/Collaboration Learnings • Historically underserved/underheard families and community want to be authentically engaged. Feedback from the Strategic Plan Engagement Tour highlighted that the preferred form of engagement is not through technology • Building Leadership Team training was a capacity building lever that increased collaboration and partnership in schools • Training supervisors around conflict is necessary but insufficient Challenges • Inheriting a goal measure mid-stream is extremely challenging • We do not have an infrastructure for Alternative Dispute Resolution. We tried incorporating it into our practices, but it is not systematic

Every Student. Every Classroom. Every Day. 17 Goal 1: MTSS - Ensure Educational Excellence for Each and Every Student: By May 31, 2019, demonstrate progressed

18-19 SMART Goal #1 implementation of a Multi-Tiered System of Support (MTSS) framework that uses common and reliable data to provide academic and social emotional instruction that is culturally responsive, strength-based, and differentiated to meet the learning needs of all

students. The MTSS framework guides the District's shift to prevention (tier 1) and monitoring of student growth. In finally establishing a coherent, coordinated district-wide plan in the Formula for Success, we need to continue a shared commitment to Problem Statement ensure fidelity and sustainability of Multi-Tiered System of Support. This will help move us from inconsistent services and student performance outcomes to consistent, high performing student outcomes that eliminate the opportunity gap. Target, June 2019 Proficient Committee C&I Committee

WORST BEST

Low Red High Red Low Yellow High Yellow Low Green High Green

Key Organizational Behaviors

Baseline as of Basic Proficient (all the elements of Basic plus…) Distinguished (all the elements of June 2018 Proficient plus…) MTSS Teams BASIC High Green – 100 Schools High Green – 80 Schools High Yellow – 33 Schools School leaders and staff establish a MTSS team School leaders and staff establish a MTSS team School leaders and staff have clear MTSS within their school that is representative, meets within their school that is representative, meets protocols and standards that guide their MTSS regularly and monitors school-wide tiered regularly and monitors school-wide tiered team process. The MTSS team monitors instruction and supports. instruction and supports using Homeroom and student progress on academics AND behavior to Atlas. The MTSS team monitors student progress evaluate the effectiveness of tiered instruction Evidence/Outcome Measures: From 69 to 90 to evaluate effectiveness of tiered instruction and supports, using Homeroom and Atlas, that schools have an MTSS team that develops a plan and supports. align with CSIP goals. for tiered instruction and supports at a school- wide level. Evidence/Outcome Measures: From 56 to 75 Evidence/Outcome Measures: From 23 to 49 schools have an MTSS team that reviews schools have an MTSS team that reviews effectiveness of tiered instruction and supports. effectiveness of tiered supports for both academics and behavior.

Tiered Supports BASIC High Green – 99 Schools High Green – 88 Schools High Green – 48 Schools Staff and school leaders use an established Staff and school leaders use a decision-making Staff and school leaders consistently use a decision-making process to tier supports for process that includes multiple data points to tier documented decision-making process that students. supports for students based on student growth / includes multiple academic and behavioral data performance benchmarks. points to tier supports for students based on Evidence/Outcome Measures: From 70 to 85 student growth / performance benchmarks that schools make decisions on tiered supports for Evidence/Outcome Measures: From 53 to 64 align with CSIP goals. students. schools use multiple data points (i.e., F & P, Evidence/Outcome Measures: From 18 to 30 District Interims, and/or missed instruction log schools use multiple academic AND behavioral reports) to make decisions on tiered supports for data points (i.e., F & P, District Interims, and students. missed instruction log reports) to make

Baseline as of Basic Proficient (all the elements of Basic plus…) Distinguished (all the elements of June 2018 Proficient plus…) Teacher BASIC Low Green – 101 Schools High Green – 89 Schools High Green – 45 Schools Collaboration Structures (professional development, calendars, Structures and procedures for collaboration are Consistent use of structures and procedures for teaming opportunities) are in place to support a established so that teacher teams optimize collaboration that capture teachers' reflections collaboration process within teacher teams learning and prevent problems as early as on culturally responsive instructional practices focused on high-quality instruction for students possible through the exchange of effective, exists and is practiced across teacher teams. above, at, and below grade level standards. culturally responsive instructional strategies that relate to students' stories, strengths, and needs. Evidence/Outcome Measures: From 33 to 39 Evidence/Outcome Measures: All schools schools demonstrate a PLC that includes review demonstrate department or grade level Evidence/Outcome Measures: From 75 to 82 of student data with demonstrated action plans Professional Learning Communities (PLCs). schools demonstrate department or grade level for students above, at, or below grade level Professional Learning Communities (PLCs) that standards. review student data to inform their teaching.

High Quality BASIC High Green – 100 Schools High Green – 73 Schools Low Green – 28 Schools Instruction School leaders and staff develop academic and School leaders and teachers develop academic School leaders and teachers develop academic social emotional lesson plans and instructional and social emotional lesson plans and culturally and social emotional lesson plans and culturally strategies for students above, at, and below responsive instructional strategies for students responsive instructional strategies for students grade level standards. above, at, and below grade level standards. above, at, and below grade level standards. Teachers work to revise lesson plans based on Teachers work to revise lesson plans based on Evidence/Outcome Measures: From 50 to 65 multiple measures of student growth data. student growth, academics, and social schools demonstrate instructional strategies for emotional learning. students above, at, and below grade level Evidence/Outcome Measures: From 33 to 50 standards. schools demonstrate instructional strategies for Evidence/Outcome Measures: From 16 to 22 students above, at, and below grade level schools demonstrate instructional strategies for standards. students above, at, and below grade level standards, including students needing both academic AND social emotional supports.

2 June 2019 Annual Evaluation

Goal 1: MTSS - Ensure Educational Excellence for Each and Every Student: By May 31, 2019, demonstrate progressed implementation of a Multi-Tiered System of Support (MTSS) framework that uses common and 18-19 District SMART Goal #1 reliable data to provide academic and social emotional instruction that is culturally responsive, strength-based, and differentiated to meet the learning needs of all students. The MTSS framework guides the District's shift to

prevention (tier 1) and monitoring of student growth. In finally establishing a coherent, coordinated district-wide plan in the Formula for Success, we need to continue a shared Problem Statement commitment to ensure fidelity and sustainability of Multi-Tiered System of Support. This will help move us from inconsistent services and student performance outcomes to consistent, high performing student outcomes that eliminate Target, June 2019 Proficient Committee C&I Committee

1. What work have you done under this goal? a. MTSS Teams i. Updated guidance and templates available to all schools on Schoology, to assist schools in further development of MTSS leadership structures at their building. ii. Central office staff, such as MTSS Leadership, Instructional Coaches, and Program Specialists spent an increased amount of time in schools supporting the development of MTSS leadership systems and structures. This often includes attending actual MTSS meetings with school building teams. Additional support was provided to Schools of Promise to develop a representative team, create an action plan, and progress monitor. b. Tiered Supports i. Improvements were made to the District’s platform for providing reliable student data to teams making decisions about instruction, supports, and interventions. This platform includes improvements and additions to student data in Homeroom, development of high-leverage practices, the Atlas Progress Monitoring Dashboard, refinement of data collection and reporting of the Fountas and Pinnel assessment for elementary students, and implementation of 2018-19 common interim assessments for grades 3-10 in Math. This is a huge, foundational accomplishment, and while it will take time to fully integrate and maximize these new systems, we are already seeing schools use them to impact student outcomes. ii. Our Schools of Promise developed a Focus CSIP with a SMART goal and aligned strategies, an action plan, and a process for monitoring progress. As of May 31, we are on track to meet or exceed our target of 17/25 schools meeting one or more SMART goal. c. Teacher Collaboration i. Provided communication of expectations that grade-level professional learning communities (PLCs) are a foundational element of a successful MTSS framework. Instructional support staff from central office, such as instructional coaches and program specialists met with building PLCs to review student data and collaborate to improve instructional decisions. ii. Created the Equity-Based Tier I Data Analysis Tool, available online, for PLCs to use in analyzing student data and sharing best practices.

June 2019, Work Session: 18-19 District SMART Goals Page 1 of 2 iii. As of May 29, we achieved and surpassed our goal of 27,000 Homeroom sessions, with a count of 30,517 sessions across all schools and central office staff. Our top 10 Homeroom-using schools had session counts ranging 665-1083. See artifact 1 for data. d. High Quality Instruction i. High-leverage practices across Student Support Services and Curriculum and Instruction have been developed and we are preparing to publish these for district-wide implementation in 19-20. The high-leverage practices provide guidance for Math, English Language Arts (ELA), assessment, and social emotional learning, as well as how these areas intersect and complement each other. ii. Common interim assessments for Math were developed and implemented district-wide for grades 3-10. Numerous training sessions were held to help teachers and coaches understand how to use data from the interim assessments to evaluate how students are progressing towards state standards and how to adjust instruction. We continue to develop and field test interim assessments for ELA.

2. Did you meet your Target of Proficient for June 2019? If not, why not (i.e., what challenges did you face)? a. MTSS Teams – Yes i. All schools have a representative team that meets to make decisions about instruction and supports for students, however systems and structures still vary greatly from school to school. ii. Many schools still use a “student intervention” approach, rather than looking at groups of students or school-wide, programmatic effectiveness. Shifting this practice is a priority for 2019-20. b. Tiered Supports – Yes i. School teams are using multiple data points to make tiered decisions for students. Most schools are using both academic and behavioral data to provide supports, as evidenced by usage of Fountas and Pinnel and interim assessments, missed instructional time log, Homeroom, and Atlas. ii. As of May 31, we are on track to meet or exceed our target of 17/25 schools meeting one or more SMART goals. c. Teacher Collaboration – Yes i. All schools have a system in place for teacher teams to collaborate around data and plan instruction, however the integrity and structures in place varies greatly and lack the elements we desire. While we did meet our goal this year, many schools are still challenged with finding consistent, extended time periods to complete a collaborative instructional cycle. ii. Homeroom usage was impressive this year with over 30,000 sessions occurring. We will continue to support usage of tools like Homeroom and Atlas Report Center to drive educator decisions based in data. d. High Quality Instruction – Yes i. We found a significant improvement this year in the amount and quality of diverse instructional strategies to support all students academically, socially, and emotionally. ii. Current discipline data shows suspensions and expulsions have decreased for all students, African American Males, and students of color furthest from educational justice. iii. SPS continues to be mostly site-based, and as a result, schools have varying strategies they use to support Tier 1/Core instruction, and some of those strategies may not be evidence-based.

June 2019, Work Session: 18-19 District SMART Goals Page 2 of 2 Summary of SPS Homeroom Usage 2018-19 School Year to Date

Current Homeroom Sessions (As of May 29, 2019) District Total 30,517

Goal % of 27,000 100%+

Sessions by School Level Elementary Schools 18,951

K-8 Schools 3,444

Middle Schools 2,655

High Schools 1,378

Alternative/Other School Sites K-12 141

Central Office Staff Sessions All District Level Staff 3,948

Top 10 Schools by User Numbers

Leschi Elementary 1083

Concord International School 915 John Rogers Elementary 877 Broadview-Thomson K-8 School 855 Mercer International Middle School 848 Roxhill Elementary 841 Van Asselt Elementary 841 Thurgood Marshall Elementary 758

Loyal Heights Elementary 685

West Woodland Elementary 665 2019/20 Next steps: • Homeroom Version 2 (V2) will be available in August. The revisioned platform will increase staff accessibility to data by providing targeted views of aligned to grade, content, and district level focus.

Heather Wixom 05/10/2019 Goal 2: EOG - Create Safe and Healthy School Climates where Students are Supported and Engaged: By May 31, 2019, provide adults access to support, tools and systems in order to Apply Alternatives to Discipline, Build Adult Capacity and Efficacy, and

18-19 SMART Goal #2 Create Identity Safe Spaces for the purpose of Creating Safe and Healthy School Climates to positively impact outcomes for African American males and other students of color. The work will be based upon six foundational documents: School Board Policy 0030, School Board Policy 3240, School Board Resolution 2014-15-35, House Bill 1541, Senate Bill 5433, and Seattle Public Schools’ Formula for Success.

Seattle Public Schools has yet to provide a systemic evidence-based approach to creating safe and healthy school cultures and climates that create the necessary environmental conditions for student academic success. In the absence of a common and consistent K-12 approach to school culture and climate across all schools, African American males and other students of color often do not fully experience being “known, supported and cared for” by educators and adults in school. This problem can be acute when students transition to middle school and high Problem Statement school, too often leading them to continue to perform beneath their capability, causing disconnection from high school, and risking disengagement from the K-12 educational system. We believe that if school culture and climate is safe, healthy and supportive for all students, regardless of their race, ethnicity or cultural heritage, they will be ready to learn, engage in class, and more likely to achieve academic excellence and graduate college and career ready. Target, June 2019 Proficient Committee C&I Committee

WORST BEST

Low Red High Red Low Yellow High Yellow Low Green High Green

Key Organizational Behaviors

Baseline as of Basic Proficient (all the elements of Basic plus…) Distinguished (all the elements of June 2018 Proficient plus…) Coordinated School Health Services will: Coordinated School Health Services will: Coordinated School Health Services will:

High Green: Deploy a system for tracking High Green: Gather data Missed Instruction Log High Green: Provide training and supports missed instructional time from office referrals usage and produce a guidance document on the to schools on effective use of behavioral and other forms of exclusionary discipline effective utilization of behavioral reports in MTSS- data for MTSS with tools and links to Apply Positive disproportionately impacting students of color tiered practices and supports resources Alternatives to High Green Discipline to High Green: Produce a menu of evidenced-based Low Green: Provide training and supports increase High Green: Produce a summary inventory of restorative practices and tools based on external to schools on restorative practices with instructional Basic restorative practices and other positive research and evidence of promising practices tools and links to additional resources Time and alternatives to discipline currently in use across currently in use across the district student the district Evidence and Outcomes: engagement Evidence and Outcomes: Qualitative evidence of school alignment to Evidence and Outcomes: Data on system usage by schools; document best practices leading to reduction in lost Documentation of system deployment for summary of best practices produced for missed instruction time from exclusionary discipline tracking missed instructional time; summary instructional time and restorative practices and higher student engagement inventory report on restorative practices (attendance; climate survey) Baseline as of Basic Proficient (all the elements of Basic plus…) Distinguished (all the elements of June 2018 Proficient plus…) Curriculum Assessment & Instruction will: Curriculum Assessment & Instruction will: Curriculum Assessment & Instruction will:

High Green: Develop an Ethnic Studies curricular High Green: Provide training and support for an High Green: Create a workgroup to design scope and sequence with course outlines Ethnic Studies pilot aligned to a scope and sequence and pilot common Ethnic Studies curricular units High Green: Develop Since Time Immemorial High Green: Develop an online menu of tools and (STI) implementation plan in select grade levels resources for STI educators; provide initial STI Low Green: Develop assessments or other professional development to high schools accountability measures for STI; track STI Dept. of Racial Equity Advancement will: adoption and produce year-end Dept. of Racial Equity Advancement will: implementation report High Green: Develop a roadmap for new Dept. of Racial Equity Advancement will: modules and applications of the EOG Digital High Green: Create online-accessible facilitation

guides for existing modules Toolkit EOG Digital Toolkit High Green: Develop at least three (3) new

EOG Digital Toolkit modules with facilitation High Green: Sustain support for Racial Equity High Green: Provide guidance and support to help guides Teams (cohorts 1-4); expand from 43 to 53 Racial Equity Teams develop school professional Build Adult teams; train and support new teams (Cohort 5 development plans aligned to CSIPs ) High Yellow: Measure and evaluate Racial Capacity and Equity Teams progress in reaching PD goals; Efficacy to High Green: Conduct a needs assessment for High Green: Create a resource guide with example produce a summary year-end research empower adults to support school use cases for Basic In All Racial Equity Analysis Tools Racial Equity Analysis Tools report to create the and central office department decision-making conditions for Coordinated School Health Services will: High Green: Provide training and support to learning Coordinated School Health Services will: schools and departments in the effective Provide guidance and support to help High Green: use of Racial Equity Analysis Tools in High Green: Sustain implementation of Positive PBIS teams develop school professional decision-making Behavioral Interventions and Supports (PBIS) in development plans aligned to CSIPs 50 schools; expand to 60 teams (cohort 5) Coordinated School Health Services will: High Green: Develop a best practices guide and High Green: Conduct a professional resources for implementing Social Emotional High Green: Measure and evaluate school development needs assessment for Social Learning and Trauma Responsive practices progress and challenges for PBIS Emotional Learning and Trauma Responsive implementation to date; produce a practices Evidence and Outcomes: summary year-end report Documentary evidence of Proficient activities (e.g., Evidence and Outcomes: STI tools and resources; EOG Toolkit facilitation High Green: Provide pilot professional Documentary evidence of Basic activities: (e.g., guides; Best practices guide for SEL/Trauma); development for best practices in Social Ethnic studies scope and sequence; EOG Toolkit qualitative feedback from training and support for Emotional Learning and Trauma roadmap; needs assessment for Racial Equity Racial Equity Teams, PBIS teams Responsive practices Analysis Tools); qualitative feedback from support for Racial Equity Teams, PBIS teams Evidence and Outcomes: Documentary evidence of Distinguished

High Green: Produce a summary inventory of High Green: Produce a menu of evidence-based best High Green: Provide training and support schools implementing the Tier II Care practices highlighting schools successfully for schools to align to best practice and Coordination wrap-around case management implementing a Tier II Care Coordination case modify their Tier II Care Coordination case model management model management model

Dept. of Racial Equity Advancement will: Dept. of Racial Equity Advancement will: Dept. of Racial Equity Advancement will:

High Green: Produce a summary inventory of High Green: Produce a menu of mentoring best High Yellow: Provide training and support mentoring practices for historically underserved practices based on external research and promising for schools to align to best practices and to middle school students currently in use in practices currently in use across the district enhance students’ mentoring experiences schools Create an online strategy High Green: Produce a menu of evidence-based High Green: Create toolkit with resources to help schools in High Green: Produce and inventory of existing strategies highlighting schools successfully creating Identity Safe creating strategies and practices schools currently use to identify safe, welcoming environments identify safe, welcoming Spaces so that environments our students create identify safe, welcoming environments Basic In All know they are Dept. Racial Equity Advancement + Dept. Racial Equity Advancement + supported and Dept. Racial Equity Advancement + Dept. of School-Family Engagement will: Dept. of School-Family Engagement will: Dept. of School-Family Engagement will: cared for Produce a menu of evidence-based best High Green: High Green: Provide training and support High Green: Produce an inventory of existing culturally responsive practices highlighting schools for schools in using tools and resources for efforts by schools to use successfully using family engagement, family-engagement, educator using culturally-responsive family as sources to improve school climate educator climate and student voice climate and student voice engagement, educator climate and student of knowledge to improve school climate (guided voice to improve school climate by voice of historically underserved populations) Evidence and Outcomes: Documentary evidence of Proficient activities (e.g., Evidence and Outcomes: Evidence and Outcomes: menus of best practices for case management, Documentary evidence of Distinguished Documentary evidence of Basic activities: (e.g., mentoring, family engagement/student voice) activities (e.g., training materials and online summary inventories for case management, resources for case management, mentoring, mentoring, family engagement/student voice) family engagement/student voice); qualitative evidence of school alignment to best practices leading to evidence of higher student engagement (attendance; climate ) 3 June 2019 Annual Evaluation Goal 2: EOG - Create Safe and Healthy School Climates where Students are Supported and Engaged: By May 31, 2019, provide adults access to support, tools and systems in order to Apply Alternatives to Discipline, Build Adult Capacity and Efficacy, and Create Identity Safe Spaces for the purpose of Creating Safe and Healthy 18-19 District SMART Goal #2 School Climates to positively impact outcomes for African American males and other students of color. The work will be based upon six foundational documents: School Board Policy 0030, School Board Policy 3240, School Board Resolution 2014-15-35, House Bill 1541, Senate Bill 5433, and Seattle Public Schools’ Formula for Success.

Seattle Public Schools has yet to provide a systemic evidence-based approach to creating safe and healthy school cultures and climates that create the necessary environmental conditions for student academic success. In the absence of a common and consistent K-12 approach to school culture and climate across all schools, African American males and other students of color often do not fully experience being “known, supported and cared for” by educators and adults in school. Problem Statement This problem can be acute when students transition to middle school and high school, too often leading them to continue to perform beneath their capability, causing disconnection from high school, and risking disengagement from the K-12 educational system. We believe that if school culture and climate is safe, healthy and supportive for all students, regardless of their race, ethnicity or cultural heritage, they will be ready to learn, engage in class, and more likely to achieve academic Target, June 2019 Proficient Committee C&I Committee

1. What work have you done under this goal? a. Apply Positive Alternatives to Discipline to increase instructional Time and student engagement i. Coordinated School Health Services 1. Missed Instructional Time: The mySPS Behavioral Health website contains both a Quick Reference Document (QRD) on how to input missed instructional time as well as a guidance document on how to analyze missed instructional data. The guidance document contains information for both elementary and secondary levels. All methods of support have been aligned with the racial equity analysis tool. 2. Restorative Practices: A second, follow-up training to the August 2018 Time, Response and Incentive (TRI) day was offered in January 2019. Participants had the choice of differentiated learning on restorative/talking circles: debrief, which can be used for curriculum conversations; celebration; and conflict resolution. A two-day Restorative Practices Summer Institute will be offered in late August 2019. Additionally, circles are being implemented in non-traditional settings such as a math circle at Cleveland High School. This is complementary to the work underway in the Social Emotional Learning (SEL) and Trauma Responsive Practices b. Build Adult Capacity and Efficacy to empower adults to create the conditions for learning i. Curriculum, Assessment & Instruction 1. Ethnic Studies: The Ethnic Studies workgroup has been formed and a minimum of nine (9) new units of Ethnic Studies curriculum will be completed by June 2019 (and there could be more.) The units span K – 12 learning with offerings* such as: Topics on Latinx history (grades 9 – 12); How to set up a Culturally Responsive classroom (for educator at grades 5 – 8); Poetry is Identity (grades 9 - 12); The History and Culture of African American music (grades 9 – 12); Be a Changemaker (5th grade); Power and Oppression (Fairness) (2nd grade); Migration and Immigration in Seattle (1st June 2019, Work Session: 18-19 District SMART Goals Page 1 of 4 grade); Analyzing Power and Institutions (grades 9 – 12). An Ethnic Studies Summer Institute is being held from July 29 – August 9, 2019. The Institute is a cross-collaborative project between SPS, Seattle Education Association’s (SEA) Center for Race and Equity and Seattle University. As of this writing, the Institute is at 80% capacity and is expected to be “sold out” by the end of June. The Institute is being offered free of charge and has drawn the interest of neighborhood districts; some of the enrollees are non-SPS educators. 2. Since Time Immemorial (STI): STI training for high school educators took place in March 2019. A “train the trainer” workshop for long-term educators took place in May 2019. High school librarians have received STI professional development; key words from the Lushootseed language were a part of the training, as well as Lushootseed books. In addition, the Lushootseed language is now available to all SPS employees in Outlook as well as Word programs. ii. Department of Racial Equity Advancement (DREA) 1. EOG Digital Toolkit (DTK): The online facilitation guides for the existing six modules are complete. In addition, three new modules are complete with facilitation guides. The three new modules are: Implicit Bia in Hiring, Racial Equity Analysis, and Culturally Responsive Practices. 2. Racial Equity Teams: A 30/60/90+ day guide was created so teams could have active and relevant support and training. Building-based professional development plans are referenced throughout the guide. The guide also includes a reference to the draft Strategic Plan so the DREA team can help RET’s begin making important shifts from the existing goals to the new priorities. Although Central Office does not have its own Racial Equity Team, DREA has provided a year-long program of professional development to JSC staff (which was open to anyone in schools who wanted to attend.) Additionally, a member of the DREA staff has been dedicated to provide support to various Central Office departments, offering aligned racial equity professional development to individual department teams in the same manner that is offered to school-based teams. The DREA staff has also been instrumental in providing professional development to members of leadership staff and the School Board. There is high demand for training throughout the system. 3. Racial Equity Analysis Tools: A needs assessment was conducted at the March 2019 Leadership Learning Day (LLD, for school leaders) on racial equity analysis tools, specifically to focus on school budgets. Members of the Budget office, who actively used the REAT, were part of the LLD training. An updated and easy-to-use resource guide/tool with example use case studies has been developed for various levels of the organization including the Board, Extended Cabinet and Central Office departments. The tool has been rolled out to multiple departments in Central Office, as well as through DREA to the Racial Equity Teams (RET). The tool is being used to bring alignment to the Continuous School Improvement Plans (CSIPs), as well as being used in budget development, capital, and with hiring practices. Language from the newly adopted 2019-24 Strategic Plan is included on the tool. Additionally, one of the new modules of the EOG Digital Toolkit is devoted to Racial Equity Analysis. iii. Coordinated School Health Services 1. Positive Behavior Intervention and Supports (PBIS): PBIS coaches meet a minimum of two (2) hours each month with PBIS teams in schools, visiting classrooms and hallways to look at systems already in place. The coaches then co-design a needs/request-specific professional development plan for a particular school. School leaders are required to attend

June 2019, Work Session: 18-19 District SMART Goals Page 2 of 4 PBIS training in order to bring alignment with a school’s Continuous School Improvement Plan (CSIP). Tiered fidelity inventory is in progress and will be completed by June 2019. 2. Social-Emotional Learning and Trauma-Responsive Practices: An Implementation Checklist and Sample First 6 Weeks Task List can both be found on the mySPS Behavioral Health Services webpage. In addition, new professional development has been created, with topics on “Relationship Building”, “Anxiety”, and “Mental Health and Well Being”. Part 2 of Trauma Responsive Practices for SAEOPs on verbal de-escalation was offered at an all-day SAEOP professional development training on March 30. Existing Warm Demander coursework is presently being integrated into the Peer Assistance Review (PAR) training and the Danielson framework. c. Create Identity Safe Spaces so that our students know they are supported and cared for i. Coordinated School Health Services 1. Wrap-Around Case Management Model: A comprehensive guide of evidence-based care coordination practices is available on the Behavioral Health Services website. The guide includes a glossary, a map of core features, a decision- making flowchart, a detailed list of specific supports, a section with additional tools, plus scenarios that can be studied and replicated. The guide can be found on the mySPS Behavioral Health Services webpage. This initiative is better known under it’s working name of Whole Child, Whole Day (WCWD) and a comprehensive report of the WCWD was submitted with the May 2019 Curriculum & Instruction report. ii. Department of Racial Equity Advancement 1. Mentoring Practices: The University of Washington School of Social Work Communities in Action (CinA) released their inventory of current mentoring practices in February 2019. Additionally, an effort to crosswalk the different avenues of mentoring (My Brother’s Keeper, KingMakers, the City of Seattle’s Our Best Advisory Council and certain components of the King County Best Starts grant awardees) is being cross-walked with Policy 0030, the African American Male Advisory Committee 2017 Recommendations, and the four priorities of the new, draft Strategic Plan. The CinA grant has been extended through December 2019, which will enable the work to continue at the start of the 2019-20 school year. 2. Identity Safe, WElcoming Environments: Seattle Council of PTSA (SCPTSA) met with representatives from the Department of Racial Equity Advancement, Student Civil Rights and Student Support Services in early May to discuss the creation of a guidance document on responding to hate and bias in schools. During that meeting, it was identified that no board policy or superintendent procedure exists for these types of incidents. Work will begin in the immediate future to produce a foundational document similar to other board policies (3208 Sexual Harassment; 3210 Nondiscrimination, Acts of Hostility & Defamation) to plainly state that an identity safe, welcoming environment is one of the basic rights of every SPS student. iii. Department of School-Family Engagement 1. Racial Equity Teams (RETs) received a menu of culturally-based responsive practices for family engagement and student voice at the April 2019RET Saturday Institute. This menu was developed by the Social Equity Educators and includes several SPS staff (certificated and paraprofessionals) in addition to Seattle Education Association members and community members who are leaders in the field of educational justice. At the May Leadership Learning Day, the problem of practice on Family Engagement was discussed. After several years of partnership with Johns Hopkins

June 2019, Work Session: 18-19 District SMART Goals Page 3 of 4 University and the Engaging Families in High School (EFIHS) program, the department of Family Engagement declined the opportunity for an extension in part, because there isn’t sufficient alignment with the district’s equity focus. EFIHS does not address students or families furthest from educational justice, an important cornerstone of the district’s new Strategic Plan. Additonally, staff from the Department of Racial Equity Advancement (DREA) has been hosting a series of Student Voice meetings in (mostly) high schools with groups of students from diverse student clubs (e.g. Black/African student unions; Latinx student unions; LGBQT student unions) to listen to students and learn what’s important to them. The culmination of these “listen and learn” sessions was a student-created, student-led SPS Youth and Family Racial Justice Summit on May 18, 2019 at Chief Sealth High School. The purpose of the summit was to “activate the activism in each person, network, and build a bigger coalition for racial justice.”

2. Did you meet your Target of Proficient for June 2019? If not, why not (i.e., what challenges did you face)? We met the Target of Proficient for all initiatives by the March 19, 2019 Curriculum & Policy Instruction report date. In addition, we have 11 of our 13 initiatives at the Target of Distinguished.

a. Apply Positive Alternatives to Discipline to increase instructional Time and student engagement i. Coordinated School Health Services 1. Yes. b. Build Adult Capacity and Efficacy to empower adults to create the conditions for learning i. Curriculum, Assessment & Instruction 1. Yes. ii. Department of Racial Equity Advancement 1. Yes. iii. Coordinated School Health Services 1. Yes. c. Create Identity Safe Spaces so that our students know they are supported and cared for i. Coordinated School Health Services 1. Yes. ii. Department of Racial Equity Advancement 1. Yes. iii. Department of School-Family Engagement 1. Yes.

June 2019, Work Session: 18-19 District SMART Goals Page 4 of 4

C&I Committee Briefing Outline of Ethnic Studies Work Areas 6/11/19 Work areas and accomplishments for 2018-19

Work area Status Ethnic Studies curriculum development 25 complete, 37 units to be completed by June K-12 Scope and Sequence for Ethnic Higher education staff committed to support Studies project Creation of digital platform for ethnic Projected completion in summer by Cyborg and studies curriculum Communications Professional development—Year to date Numerous sessions completed at Racial Equity and looking ahead—Racial Equity and Team Institutes and schools; Summer Institute school training, Summer Institute full; next year PD in planning stage, Cross-crediting and inclusion of ethnic Cross-crediting recommendations complete; to be studies graduation requirement reviewed by curriculum specialists Policy work—adoption of standards for Conferred with Ronald Boy on steps for adoption ethnic studies Community partnerships—contributions Extensive work since 2017; participation, and engagement around curriculum advocacy and community curriculum review • Community celebration (January) Higher ed. partnerships—University of Committed for curriculum development, Washington, Seattle University, North professional development, scope and sequence Seattle College, Bellevue College work and overall advising • College credit ethnic studies courses established National partnerships—Teaching Represented on national Board of Teaching Tolerance, XITO and others Tolerance; in talks for XITO regional conference and work with principals in 2019-20

Proposed work plan for 2019-20 DRAFT:

Work area Status Ethnic Studies curriculum development • Further development of ethnic studies curriculum units summer 2019, number TBD • Adoption of new extended core instructional materials under revised Policy 2015 “Selection and Adoption of Instructional Materials” • Collaborative subject area work—goal that all curriculum areas have: o Content and perspectives reflective of communities of color o Anti-racist and social justice orientation

o Culturally proficient teaching strategies • Development of Black Studies—coordination with Strategic Plan Targeted Universalism • K-5 CCC features student texts reflective of communities of color o Development of comprehension questions highlighting understanding of race, social justice K-12 Scope and Sequence for Ethnic Completed Studies Revision of digital platform for ethnic • Part of overall improvement of SPS website in studies curriculum 2019-20 • Exploration of joint SPS-SEA ethnic studies and racial equity website Professional development • 800 teachers, K-12, by grade-level, in new ethnic studies curriculum and build capacity in teaching knowledge and skill • Regional XITO Institute November • Saturday Racial Equity Team institutes • Summer Institute II • K-12 principal PD targeting early adopters Cross-crediting and inclusion of ethnic • Cross-crediting implemented studies for graduation requirement • Equivalent courses developed • Review and Board Action Report developed Policy work—adoption of standards for • Foundational readings and research ethnic studies (Adapted from Teaching • Related professional development Tolerance Social Justice Standards) • Board Action Report developed Community partnerships (see Continuation of participation, advocacy and Appendix)—contributions and curriculum review engagement around ethnic studies curriculum Expansion of higher ed. partnerships— Continued support for curriculum development, University of Washington, Seattle professional development, scope and sequence University, North Seattle College, work and overall advising Bellevue College National partnerships—Teaching XITO regional conference and other partnerships Tolerance, XITO and others benefiting PD and curriculum development in 2019-20 Expansion of Ethnic Studies Team in Goal: 2.0 FTE coordinators to implement PD and Curriculum, Assessment and Instruction assist in leading further curriculum development

Appendix: Ethnic Studies Community Engagement 2017-2019—Contacts and Partnerships

Community organization outreach and engagement—Local area

• API (Asian Pacific Islander) Chaya • Huraiti Mana • CAIR (Council on American Islamic • Ingersoll Gender Center Relations) WA • Kapatid Kollective • Casa Latina • NAACP • Densho Project • ReWA • Education Unchained • SEA MAR • El Centro de la Raza • SESEC (Southeast Seattle Educational • Ethiopian Community Center Coalition) • FAST (Fathers and Sons Together) • Wing Luke Museum • FOC (Families of Color) Seattle

Networking/Collaborative Endeavors SPS Departments

o Visual and Performing Arts o Social Studies and English Language Arts o DREA o Professional Development o Culturally Responsive Teaching Cadre

Regional school districts and state organizations

o Edmonds School District o Tukwila School District o Mukilteo School District o Bellevue School District o Auburn School District o Seattle Education Association o Oregon Department of Education o Office Superintendent of Public Instruction

National connections

o Free Minds, Free People o XITO Institute o Acosta Educational Partnership o Teaching Tolerance

Higher education institution partnerships

o University of Washington, Seattle o University of Washington, Bothell o Seattle University o North Seattle College o Bellevue College

Goal 3: Seattle Ready* - By May 31, 2019, depending on available resources, develop a plan and begin moving Seattle Public Schools’ high schools to help all students, particularly African-American males and other students of color, to meet new 24 credit Washington State graduation requirements and graduate ready for college, career pathways, civic engagement, and life in Seattle and the world. This will be a 18-19 SMART Goal #3 multi-year effort to help students develop skills that will prepare them for their futures by engaging them in specific learning experiences (i.e.,

college-level and career-specific CTE course work, internships), and improving their rates of post-secondary success (i.e., college acceptance, college persistence, industry-recognized credentials). The district’s Strategic Plan, its Formula for Success and Policy No. 0030 will guide this effort. Approximately 1 in 5 high school students do not graduate from Seattle Public Schools within 4 years, including disproportionate representation by students of color, low income, Special Education and English Language Learners. Local employers consistently identify shortages of qualified employees across a wide range of industries and Problem Statement job roles, and workforce/career development is a major interest of numerous local leaders including the Governor’s office, the City of Seattle, Port of Seattle, and Seattle Chamber of Commerce. The high school system in Seattle Public Schools is not adequately preparing each and every student for postsecondary success in college, career, and the possibilities Seattle has to offer. Target, June 2019 Proficient Committee C&I Committee

WORST BEST

Low Red High Red Low Yellow High Yellow Low Green High Green

Key Organizational Behaviors

Baseline as of Basic Proficient (all the elements of Basic plus…) Distinguished (all the elements of June 2018 Proficient plus…) Professional Basic- LOW GREEN: All high schools engage in central LOW GREEN: All high schools have developed systems HIGH RED: development to professional development and adopt a site- for collecting classroom evidence of implementation of All high schools have developed systems for support revised determined professional development plan to new practices. collecting classroom evidence of implementation of courses and support their staff in teaching in a revised high school new practices and are utilized by school leaders. schedule, helping students develop 21st Century skills Evidence/Outcome Measures: high school (i.e., career-connected learning, social emotional Systems for collecting classroom evidence of Evidence/Outcome Measures: schedule with learning, advanced learning, STEAM) and helping implementation of new practices related to the teaching Walkthrough evidence demonstrates that teachers additional eliminate the opportunity gaps and better serve the of 21st Century skills (i.e., career-connected learning, experiencing professional development exhibit credit-earning needs of African-American males and other students social emotional learning, advanced learning, STEAM) evidence of 21st Century skills (i.e., career-connected opportunities of color (per the Formula for Success and Policy No. are developed. learning, social emotional learning, advanced and longer 0030). learning, STEAM). instructional Evidence/Outcome Measures: The first steps in developing in a multi-year program blocks. Professional development plans have been reviewed evaluation have been developed. Baseline data has been 70% of teachers report a positive change in their for quality and are in full implementation in all gathered to determine where schools and their staff are beliefs, practices and expectations with respect to schools by November 2018. with respect to teaching 21st Century Skills (i.e., career- their role in promoting college and career readiness, connected learning, social emotional learning, advanced particularly for African-American males and other The professional development plans are also learning, STEAM) and a logic model for how professional students of color. reflected in high schools' CSIPs. development will change teacher practice has been created. 70% of students report that they have engaged in The centrally-provided professional development learning 21st Century Skills (i.e., career-connected offerings for high school staff are well coordinated 60% of teachers report that they understand and learning, social emotional learning, advanced with the school-based plans to ensure the support is support the goals of secondary re-visioning and that they learning, STEAM). coherent and effective. feel better prepared to teach 21st Century Skills. Baseline as of Basic Proficient (all the elements of Basic plus…) Distinguished (all the elements of June 2018 Proficient plus…) Implementation Basic- LOW YELLOW: District-wide guidance and site-based LOW YELLOW: All high schools will develop and LOW RED: All high schools will have staff reporting of new schedule implementation plans for each high school will be implement staff and student orientation plans for the that they are ready for the new schedule being expanding developed for schedule changes providing revised high school schedule for 2019-20. implemented in 2019-20. credit opportunities beyond 24 credits in 2019-20 (master schedule in PowerSchool and plan for facilities to Evidence/Outcome Measures: Evidence/Outcome Measures: opportunities accommodate new staff and courses). By April 2019, all high schools begin implementing By May 2019, staff survey results will show that the beyond 24 orientations on the revised high school schedule for majority of staff report that they are ready for the credits Evidence/Outcome Measures: 2019-20. revised high school schedule for 2019-20. By March 1, 2019, implementation plans are in place District staff have coordinated the implementation of for the beginning of the 2019-20 school year. District staff have coordinated the development of a a revised course catalog that results in increased revised course catalog with new, refined course offerings offerings in advanced learning, career-connected in advanced learning, career-connected learning, and learning, and electives across content areas in high electives across content areas, including high school schools across the district. In addition, more credit offerings at the middle school level. historically underserved middle school students of color will have the opportunity to take Algebra 1 and Formal program evaluation of school readiness for the high school level credits. implementation of the new schedule has begun with the development of baseline measures and a logic model on 70% of surveyed community partners report that how the schedule change will improve instruction. they have had the opportunity to be involved in the development of course offerings for the 2019-20 course catalog. Development of Basic- LOW GREEN: In fall of 2018-19 school year, formation LOW GREEN: By May 2019, there is evidence that we HIGH RED: enhanced of work groups to help implement the 7 strategies in have made progress towards meeting the metrics in By June 2019, there is evidence that we have made Career the approved district CTE plan to improve equitable each of the 7 strategies in the approved CTE plan. specific progress towards meeting the metrics in Connected access to career-connected teaching and learning, each of the 7 strategies in the approved CTE plan. particularly for African-American males and other Evidence/Outcome Measures: Learning students of color. Greater SPS student enrollment in CTE and Skills Center Evidence/Outcome Measures: programs courses, work-site learning experiences, and external 70% of surveyed CTE partners report that they are (CCL/CTE). Evidence/Outcome Measures: partnerships. better able to work with the district in support of Development of project plans and advisory groups for career-connected learning opportunities. each of the 7 strategies, including specific metrics. Formal program evaluation of school readiness for the implementation of strategies 1, 2, 3, 6, and 7 has begun 70% of surveyed Seattle families report a better Specific goals for 2018-19 in the approved district CTE with the development of baseline measures and a logic understanding of the career-connected learning plan have been met, including development of the model on how improving access to and rigor of CTE and opportunities the district is offering or developing. Health Services pathway, the refinement of our Skills Center courses, work-site learning experiences, and approach to cross-crediting, the hiring of Career- external partnerships will result in improved quality Connected Learning Coordinators, the increase of across these programs, experiences, and partnerships. students attaining industry-recognized certificates, the development and distribution of a CTE 10% increase in student participation work-site learning partnership framework, and the launch of marketing experiences. and rebranding of CCL work. Baseline as of Basic Proficient (all the elements of Basic plus…) Distinguished (all the elements of June 2018 Proficient plus…) Student Basic- LOW GREEN: Counselors, school leaders and LOW GREEN: Counselors, school leaders and staff LOW YELLOW: The professional development to advisory and staff develop lessons for advisory periods receive professional development on the lessons support the implementation of advisory and the high school & fostering high school and beyond planning for advisory periods fostering high school and high school and beyond plan, including beyond (including connections to Seattle Promise), beyond planning (including connections to Seattle resources from Naviance, reveals evidence that planning social emotional learning, and academic Promise), social emotional learning, and academic these practices are changing student support, including resources from Naviance to support, including resources from Naviance. engagement and improving student better serve students, particularly for African- postsecondary planning. American males and other students of color. Evidence/Outcome Measures: All high schools have developed systems for Evidence/Outcome Measures: Evidence/Outcome Measures: collecting classroom evidence of implementation By April 2019, walkthrough evidence By November 2018, counselors and school staff of lessons to promote high school and beyond demonstrates that teachers experiencing have established district-wide, lesson plans on planning, social emotional learning, and academic professional development exhibit evidence of high school and beyond planning, social support. staff using lessons to promote high school and emotional learning, and academic support for beyond planning, social emotional learning, and implementation by teachers in advisory. Formal program evaluation of school readiness for academic support. the implementation of advisory has begun with the High schools will implement school-specific, development of baseline measures and a logic By the end of the 2018-19 school year, students district-vetted-and-approved plans to support model on how advisory will help with high school report improvement in engagement and their 9th and 10th graders in staying on track to and beyond planning, academic support, and social interest as measured by the annual climate graduation and postsecondary success. emotional learning. survey, with specific benchmarks for African- American males and other students of color. By April 2019, high schools will report their progress in helping their 9th and 10th graders stay By the end of the 2018-19 school year, there is on track to graduation and postsecondary success evidence of SPS students having increased following their district-approved plans. postsecondary planning, access to college, scholarships, and credential-based programs, with specific benchmarks for African-American males and other students of color. By the end of the 2018-19 school year, a majority of high schools will be able to show evidence of success in helping their 9th and 10th graders stay on track to graduation and postsecondary success following their district- approved plans.

*Title of goal to be revisited in fall 2018 after further vetting 3 June 2019 Annual Evaluation Goal 3: Seattle Ready* - By May 31, 2019, depending on available resources, develop a plan and begin moving Seattle Public Schools’ high schools to help all students, particularly African-American males and other students of color, to meet 18-19 District SMART Goal #3 new 24 credit Washington State graduation requirements and graduate ready for college, career pathways, civic engagement, and life in Seattle and the world. This will be a multi-year effort to help students develop skills that will prepare them for their futures by engaging them in specific learning experiences (i.e., college-level and career-specific CTE course work, internships), and improving their rates of post-secondary success (i.e., college acceptance, college persistence, industry-recognized credentials). The district’s Strategic Plan, its Formula for Success and Policy No. 0030 will guide this effort. Approximately 1 in 5 high school students do not graduate from Seattle Public Schools within 4 years, including disproportionate representation by students of color, low income, Special Education and English Language Learners. Local Problem Statement employers consistently identify shortages of qualified employees across a wide range of industries and job roles, and workforce/career development is a major interest of numerous local leaders including the Governor’s office, the City of Seattle Port of Seattle and Seattle Chamber of Commerce The high school system in Seattle Public Schools is not Target, June 2019 Proficient Committee C&I Committee

1. What work have you done under this goal?

a. Professional development to support revised courses and high school schedule with additional credit-earning opportunities and longer instructional blocks

i. Nearly all high schools have offered professional development to their teachers, with more trainings planned for summer 2019. School leaders developed the professional development plans in coordination with their building leadership teams, and in alignment with their Continuous School Improvement Plans (CSIP). The professional development plans were reviewed and approved by Curriculum, Assessment, and Instruction. Teachers in multiple high schools received professional development in blended and digital learning to use in their classrooms. Ballard High School has been a leader in this work and is now inviting teachers from other high schools to observe their blended learning classrooms. Across nearly all professional development areas (for example race and equity, academic content, blended learning), surveyed teachers reported receiving more professional development this year than in the previous 5 years. Note that this includes all PD, not just PD funded by secondary re-visioning, but secondary re-visioning is a major contributor to that increase. It is too soon to fully measure the impact of this PD on student outcomes, but surveyed teachers to report that many of the PD sessions they have attended have had a lasting and positive impact on their teaching.

b. Implementation of new schedule expanding credit opportunities beyond 24 credits

i. We have changed course on the decision to move forward with a new districtwide modified 7-period schedule. That said, we have refined courses offerings and updated the course catalog to make course offerings more consistent, rigorous, and equitable across schools. We have also developed a sequence of recommended courses for all subjects in grades 6-12. In addition, comprehensive high schools utilized additional funding to support students on the path to 24 credits. Each school developed their own plan, with feedback and approval from Curriculum, Assessment, and Instruction. We have provided principals with first semester data on credit accumulation so that they can see who is off-track and support those students during the second semester. We will be reporting back to principals with second semester

June 2019, Work Session: 18-19 District SMART Goals Page 1 of 4 credit accumulation as soon as grades are submitted, and will use data from this year and last year to establish a baseline measure for credit accumulation under the 24-credit graduation requirement so that we can provide adequate supports. We are also engaging with students via focus groups to find out how they feel about their classes with regards to how well they are preparing the students for college and career, and to assess their awareness of and attitude towards CTE and college level course offerings. Finally, we are designing a digital graduation checkout process in PowerSchool to better track and support students in their efforts reach the 24-credit requirement and other graduation requirements.

c. Development of enhanced Career Connected Learning programs (CCL/CTE)

i. Specific goals for 2018-19 in the approved district CTE report have been met, including development of the Health and Medical pathway, the refinement of our Skills Center courses, work-site learning experiences, the launch of the work of the Career Connected Learning Coordinators, the increase of students attaining industry-recognized certificates, the development and distribution of a CTE partnership framework, and the launch of marketing and rebranding of CCL work. For example, three high schools will launch the Health & Medical Pathway in 2019: Nathan Hale, Rainier Beach, and Garfield High Schools. A grant through the Office of Economic Development has been secured for teachers in Health and Medical to collaborate districtwide on curriculum, career connected learning, and best practices for career connected learning.

ii. In addition, the CTE team implemented a 5-year program improvement plan for CTE programs at each school site to directly support growth of our CTE programs. Each program area is evaluated by their assigned industry-supported pathway advisory group to provide recommendations for growth, sustainability, and industry alignment. Identified needs and gaps are addressed in the 5-year goal plan. Program-specific advisories were formed for Communications and STEM. Skilled Trades will be formed by June 2019. 5-year action statements have been developed for each of the strategies in the CTE annual report to the School Board.

iii. Finally, teachers and staff members rated their perceptions of CTE course rigor, authenticity and relevance via the Spring 2019 Teacher/Staff survey. CTE Teachers also rated their perceptions of the extent to which their instruction prepares students to meet SPS Career Ready practice standards. Future program impacts will be estimated using current-year ratings as a baseline.

d. Student advisory and high school & beyond planning

i. We implemented Naviance by training school counselors, registrars, career specialists and other district staff on the tool and activities within this resource. In addition, we created specific classroom lessons which align with the required pieces of the required High School and Beyond Plan utilizing Naviance and we are training staff to support the rollout of Naviance to teachers and parents for 2019-2020. We have also developed a Course Planner so that students can make connections between their course requests and their career goals. Moreover, we trained school counselors to run reports and review data in Naviance in order to find equity gap and make strategic plans to close them and shared implementation data monthly with principals. Finally, we are working with Highline school district on a research project in order to support a more meaningful HSBP, potentially focusing on transition services and supports from 8th to 9th grade for the next year.

2. Did you meet your Target of Proficient for June 2019? If not, why not (i.e., what challenges did you face)?

June 2019, Work Session: 18-19 District SMART Goals Page 2 of 4 a. Professional development to support revised courses and high school schedule with additional credit-earning opportunities and longer instructional blocks – Yes or No

i. Yes, the College and Career Readiness team reviewed all professional development plans for quality and worked with principals to improve and refine the plans. As of May 2019, nearly every high school is implementing its PD plan and many schools will continue to offer PD throughout the summer when teachers have more time to focus on their professional development. As part of their PD plans, schools were required to include goals from their CSIPs, and explained how they would use PD to make progress on those goals.

ii. In addition, in coordination with the Department of Research and Evaluation, we have embarked on a comprehensive evaluation process, and have gathered baseline data via surveys to school staff and focus groups with staff and students. According to survey results, we have met and exceeded the goal of 60% of teachers reporting that they are aware of and support the goals of secondary re-visioning. While most high schools have not developed formal systems for collecting classroom evidence of implementation of new practices, West Seattle High School has worked with its PD provider to develop “look-fors” around its goal of increasing academic discourse in the classroom. Other high school teachers engaging in professional development on project-based learning have also used tools to analyze their classroom practice related to this work. Moreover, through the focus groups, we are asking teachers to talk about how professional development experiences are impacting and improving their practice. Taking all of the data together, the surveys and focus groups have provided a great deal of information on how high school classrooms are helping students develop 21st Century skills and get ready for college and career.

b. Implementation of new schedule expanding credit opportunities beyond 24 credits – Yes or No

i. No. Due to budget shortfalls, we have changed course on this strand of Goal 3. At the same time, although we are not able to change schedules across the district, we are engaging in a multi-prong, multi-year effort to keep students on track to earn 6 credits per year and to help any students who fall off track to recover credits. We have engaged principals during our monthly Leadership Learning Day sessions to review 9th grade data and analyze the root causes of students not being on track to earn six credits during this first year of high school. We have also added courses to the course catalog and removed some outdated courses to promote consistency and quality in our offerings across our high schools.

c. Development of enhanced Career Connected Learning programs (CCL/CTE) – Yes or No

i. Yes. The annual CTE report submitted to the Board documents both the progress we made with implementing the seven strategies to promote CTE in the district and the work we have done to ensure that SPS student participation in CTE cuts across all demographic groups. Moreover, there is overall greater SPS student enrollment in CTE and Skills Center courses, work-site learning experiences, and external partnerships. For example, our efforts to increase enrollment through pathway development in particular career areas and enhanced recruitment efforts resulted in the re-launching of the Construction Trades course at Rainier Beach High School. In addition, the Career Connected Learning Coordinator positions in the schools resulted in 274 career-centered internships this school year and over 2,700 career exploration activities. We have also conducted a formal program evaluation of school readiness for implementation of strategies 1, 2, 3, 6, and 7 and begun the development of baseline measures through staff surveys and the focus group results. At the same time, we did expand our CTE advisory groups. However, as opposed to organizing these by the seven strategies, we instead put these together by CTE areas which will help us continue to build out key pathways in the coming years.

d. Student advisory and high school & beyond planning – Yes or No

i. Yes, the College and Career Readiness team developed a system for collecting classroom evidence of implementation of lessons to promote high school and beyond planning, particularly connected to activities available via Naviance. Our continued professional development June 2019, Work Session: 18-19 District SMART Goals Page 3 of 4 sessions for counselors helped them use the Naviance-based lessons to promote high school and beyond planning. In addition, the staff survey helped us understand school readiness for the implementation of advisory and how it can help with high school and beyond planning, academic support, and social emotional learning. The Spring 2019 Teacher/Staff Survey included multiple questions relating to advisory development, delivery, and content. Teachers and staff reported advisory supports they had received, including professional development, lesson menus, and curricular supports, and perceptions of advisory impacts on student high school and beyond planning, emotional well-being, academic on-track rates, and discipline. The survey also included items relating to Naviance implementation and delivery across grade levels. Finally, we created Schoology Resource Group to provide schools access to free curriculum and other tools that support Advisory goals of SEL, career and academic supports. Going forward, we will expand our support for high school and beyond planning resources as teachers and parents gain access to Naviance in 2019-20. We will also implement findings from the research project with Highline School district to support a more meaningful HSBP process.

June 2019, Work Session: 18-19 District SMART Goals Page 4 of 4 GOAL 3 HIGH SCHOOL REVISIONING EVALUATION

Update and Phase I Report Preview

SPS Research and Evaluation 2018-19 Goal 3 Evaluation Aims • Aim 1: Improve organizational Improve Identify coherence understanding influences on of school goals, progress and • Are school-level goals aligned with activities, and effectiveness of Goal 3 revisioning efforts? targeted implementation outcomes efforts • Aim 2: Identify baseline metrics for future impact analysis What does implementation look Capitalize on • Support innovation by like in Year 1? implementation identifying through analysis • What challenges and successful and technical models within opportunities for improvement assistance district can be identified? 2018-19 Goal 3 Evaluation Progress Timeline

Fall ‘18 Winter Spring Summer ‘19

On-site Logic models Teacher and Focus groups with school presented at staff survey students, teachers, and leader Principal LLD administered wraparound support interviews staff conducted Creation of Development and Survey findings and mid- Summary of Year 1 findings district and iterative review of year credit analysis and recommendations school logic teacher/staff survey presented at Principal LLD, reported in Phase I report models 24 Credits Workgroup Goal 3 Activities and Intended Outcomes

SPS HS Re-visioning Activities School Outcomes Student Outcomes Long-term Impacts

Provide professional development to promote Increase in instructional rigor & authenticity for all Elimination of equitable access to higher Depth of Knowledge students opportunity gaps &

levels across all classrooms Student work (performance increase in number of Support for and adoption of PD District/School Activities: Instructional practice (teacher tasks/portfolios), student classroom students on track to aligned to SPS practice standards survey; classroom observations) experience (survey), enrollment in graduate with 24 Improve utilization of instructional technology college-equivalent courses credits to support blended/digital learning School Activities: Development of technical design courses; th th incorporation of blended learning into curriculum Credit accumulation 9 – 12 , Increased Greater SBA performance, graduation Increased academic student rates Improve systems of support for struggling student and social- connected- students and provide equitable credit earning emotional engagement ness & Attendance, classroom options supports behaviors, student reports District/School Activities: Support for and adoption of SEL-focused PD Caseload management, belonging (survey) Improved college and Student climate survey and practices (e.g., restorative justice, democratic classrooms); EWI system adoption career readiness increase in credit retrieval options; improved alignment with K-8 MTSS strategies; technical support for caseload monitoring College-equivalent course Enhanced post- Increased passing rates, SAT/ACT scores, FAFSA completion, Support enhanced CTE/CCL opportunities secondary planning participation in District/School Activities: change in CTE/CCL course offerings postsecondary enrollment rates, (breadth/depth); change in marketing of these opportunities for all students CTE/CCL activities postsecondary completion rates Naviance usage; Completion of Enrollment in CTE and Skills 4-year course planning tool; Center courses and work-site Attainment of industry- Support postsecondary planning and advising Career interest survey learning experiences; external recognized credentials, District/School Activities: Naviance adoption and support completion/findings partnerships postsecondary survey Preview of evaluation findings: positive trends • Teachers are aware of revisioning activities and support the district’s approach for improving student college and career readiness. • 82% of surveyed teachers reported that they supported the four strands of the Goal 3 plan; importance of plan reiterated in focus group sessions • HS Revisioning has supported impactful professional development experiences. • 95% of surveyed high school teachers (N = 364) reported they received a half-day or more of professional development in 2018-19 - a large increase over previous five years of PD exposure (79%) • Across all funded PD areas, majority of teachers reported a moderate or large positive impact on instructional practice; overwhelmingly positive for culturally-responsive teaching, race & equity training (81%) Preview of evaluation findings: observed challenges • Students lack awareness of career-connected learning opportunities and postsecondary college and career options. • Fewer than 50% of teachers agreed their school does enough to prepare all students for college (43% agreement) and careers (35%) • In focus groups, students report limited exposure to meaningful career- related experiences, lack of awareness of CTE programs, and a need for additional exposure to college options • High school teachers and staff report that MTSS processes should be clarified and systematized to ensure struggling students are supported. • Only 55% of teachers report a clear understanding of how their school identifies struggling students and connects them to supports • In focus groups, wraparound support staff report communication challenges Evaluation Next Steps

• Completion of focus group site visits by June 17th • Completion of Phase I report in summer 2019 • Synthesizes findings from Year 1 research activities (school leader interviews, teacher/staff survey, focus groups) • Reports implementation successes and challenges and baseline student outcome data • Provides recommendations for programmatic changes and next steps

To: Curriculum and Instruction Policy Committee

From: Dr. Caleb Perkins, Director of College and Career Readiness [email protected]

Date: June 11, 2019

Re: Update on SMART Goal 3

Dear Committee Members,

I am writing to share our monthly update on the progress that we are making with regards to secondary re-visioning, career and technical education, and planning for high school and beyond. Following the guidance in the district’s SMART Goal 3, principals, educators, and central team members are all engaging in this work. Our goal is to improve teaching, learning, programming, and counseling across our high schools so that our students graduate ready for college, career pathways, civic engagement, and community. The following captures the major updates in this work since the last memorandum.

Evaluation of Goal 3: Focus groups have been conducted with students, teachers, and school wraparound support staff at three out of six planned sites. In these initial conversations, 9th and 10th grade teachers expressed a strong desire for more year-to-year consistency in professional development focus. Teachers also highlighted several strategies to support 9th grade students who are struggling academically. In two sessions, teachers suggested that improved communication with feeder schools could facilitate better alignment across middle and high schools, particularly with respect to academic expectations. This theme also emerged in conversations with counselors and interventionists. Wraparound support personnel described idiosyncratic approaches to student supports/MTSS processes across sites, but consistently identified high caseloads and difficulties coordinating with teachers and community-based providers as major organizational challenges. In student sessions, 11th and 12th grade students articulated a need for improved marketing of CTE pathway options and career-related experiences. Apart from those students who had completed or were in the process of completing a CTE pathway, 11th and 12th grade students unanimously reported that they had limited awareness of CTE programming and options for career-connected learning (CCL) experiences. Students conveyed frustration that they had not pursued career-related opportunities earlier in high school. This finding was supported by focus group discussions with 9th and 10th grade students, who reported they had spent little or no time considering how they might pursue CCL experiences in the future. Thematic findings from focus groups will be presented in conjunction with spring 2019 teacher/staff survey findings in a summative Phase I Evaluation report. The Phase I Report, planned for summer 2019 release, will detail 2018-19 program activities, describe Year 1 implementation challenges and successes using data from site visits and surveys, and provide recommendations for HS Re-visioning improvement.

High School & Beyond Planning/Naviance: CCR will be collaborating with Highline School District in researching and explore specifics topics to make the High School and Beyond Plan more meaningful over the next year. This year we are having planning meetings to identify and plan for a research topic.

Each school has designated a Naviance Lead to support year two implementation. There will be a training on June 5th to support leads with developing their year two implementation plans. This will include teacher training and parent outreach.

We saw huge gains in High School and Beyond plan task completion rates in Naviance this month. There were gains of more than 10% in some grade levels again this month. Schools have lessons scheduled through June so we will continue to see gains in the completion rates through the end of the school year.

Performance Indicator May April 7th grade HSBP task 43% 41.1% completion 8th grade HSBP task 67.3% 65.7% completion 9th grade HSBP task 65.7% 45.4% completion 10th grade HSBP task 54.9% 42.1% completion 11th grade HSBP College 52.8% 48.3% Super Match task completion 12th grade HSBP task (add two 34.4% 33.1% colleges or identify alternative post-secondary path) completion

School Counseling: In order to support school counselor growth, we have provided 3 full days of training for school counselors this year. Professional Development focused on the following: • Naviance Implementation, reporting and planning • Delivery of Naviance lessons so that students complete activities which address HSBP requirements • Continuing to improve school counselor high quality instruction • “Closing-the-Gap” action plans that address equity disparities in: o Secondary: Naviance lesson activity completion o Elementary: Academic Skills or Math Confidence small groups • Ability to articulate Tier 1 school counseling services and why school counselors teach lessons • How to deliver a results report for a counseling lesson which shows how the lesson impacted students We have submitted our PD plan for next year. In 2019-20 PDs, we will continue to support Naviance, look at Tier 2 school counseling systems and practices such as small groups, and continue our work on reporting out results of school counseling programming and interventions.

Career & Technical Education: Our work continues to evolve around development of rigorous career pathway options for students, including increasing dual credits for students with our work with Seattle Colleges. This quarter, our focus was to work with principals in sustaining CTE offerings for next year, given the challenges with budget reductions, and providing support for staffing. Included in this work was recruitment with rising 8th graders into our Health and Medical pathway at Nathan Hale, Garfield, and Rainier Beach High Schools and launching of new Innovation Lab (ILAB) courses at our Mercer Middle School and Hamilton Middle School with emphasis on career exploration in our seven pathways through a problem-based design approach.

We have been evaluating metrics from first semester and third quarter reporting from our Career Connected Learning Coordinators with respect to outreach and increased participation in internships and career exploration activities school wide. We are excited to share more when we finish our analysis.

Policy and Procedure 2024, Out-of-District Credits and Credit Recovery: Thanks again for your support of revisions to the policy and procedure. We are implementing our communications plan to let the SPS community know about the changes before they take effect on July 1, 2019. Middle and high school principals, as well as counselors and academic intervention specialists, are being informed via email and in-person meetings. The families of students who will be impacted (rising 6th-12th graders) are being informed via email and a feature story on the SPS website. An FAQ document has been posted to the SPS website, and will be updated regularly with questions that come in. Please share the FAQ with any families that approach you with questions, and also let us know what you are hearing from families.

As indicated during the School Board meeting on May 15th, we are working to make an additional minor change to the procedure. There is already an exception in the section on out-of-district credits for students with IEPs/504 Plans, and that exception will be added to the section on credit recovery as well. We want it to be clear that our students will not be prevented from taking any out-of-district credits or credit recovery courses that are called for in their IEPs/504 Plans.

Coordination with FEPP Levy and Seattle Promise: Following the January 29th Board work session, members of the College and Career Readiness team continue to meet with staff from the Department of Education and Early Learning (DEEL) to work through the upcoming competitive grant process and implementation plans for Seattle Promise. Specifically, the College and Career Readiness team is providing input to DEEL on the criteria for the FEPP school-based grant applications.

I look forward to seeing you and providing more details on these topics at the C&I Policy Committee Meeting on June 11th.

Best regards, Caleb Perkins

SCHOOL BOARD ACTION REPORT

DATE: May 22 , 2019 FROM: Ms. Denise Juneau, Superintendent LEAD STAFF: Diane DeBacker, Chief Academic Officer, (206) 252-0180; Kyle Kinoshita, Executive Director of Curriculum, Assessment and Instruction, [email protected], (206) 252-0050; Caleb Perkins, Director of Career and College Readiness; [email protected], (206) 252-0062

For Introduction: May 29, 2019 For Action: June 12 , 2019

1. TITLE

Review and Approval of Career and Technical Education 2019 Annual Report Per Policy No. 2170

2. PURPOSE

This Board Action Report presents the Career and Technical Education 2019 Annual Report for review and approval.

3. RECOMMENDED MOTION

This motion was discussed at the May 21, 2019 Curriculum & Instruction Policy Committee meeting. The Committee reviewed the motion and moved if forward to the full Board with the recommendation for approval.

4. BACKGROUND INFORMATION

a. Background Prior to 2017, the Career and Technical Education (CTE) Annual Report has been presented to the School Board in January of each calendar year. At the December 2, 2015 Regular Board meeting, outdated Policy Nos. C48.00, C49.00, C52.00 were repealed and replaced by the current Policy No. 2170. With these changes, the Career and Technical Education Policy was revised to include Board approval of the District’s plan, not just receipt of the annual report. The current Career and Technical Education Policy, No. 2170, states that the “Board will annually review and approve the district’s plan for the design and delivery of its career and technical education program.” As a result of this policy change, the date for presentation of the 2017 report, including this plan, was changed to May for the 2016-17 school year. For this year’s report, an outline of the plan was shared with the C&I Policy Committee in January of 2019 to solicit input before the final submission to the Curriculum and Instruction Policy Committee meeting in April. Similar to the last two years, this report was developed to address required Career and Technical Education components. In addition to reporting measures, this report includes strategies to improve the quality of the design and delivery of the District’s Career and Technical Education program.

b. Alternatives Do not approve the 2019 Career and Technical Education Annual Report. This is not recommended because a plan will guide responsible use of resources to serve students. Furthermore, lacking a Board-approved Career and Technical Education Annual Report for the 2018-19 school year would violate RCW 28A.700.010 and Board Policy No. 2170.

1 c. Research The report includes analysis of enrollment in high school, middle school, and Skills Center CTE courses, participation by demographic subgroups, performance target attainment, college credits earned, and academic cross-crediting provided.

5. FISCAL IMPACT/REVENUE SOURCE

The district anticipates receiving more than $13.5 million in state and federal funding for Career and Technical Education. The majority of this funding pays for CTE instructors at building sites. It is anticipated that less than $3 million is discretionary funding to support the implementation of initiatives related to the CTE report’s 7 strategies which are described in the report. For example, the largest single expenditure is anticipated to be for the Career Connected Learning Coordinator positions at the district’s high schools.

The revenue source for this motion is state CTE funding and federal Perkins funding. There is no fiscal impact to district’s general funds and this CTE-related funding must be utilized each year to support Career and Technical Education.

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

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

6. COMMUNITY ENGAGEMENT

With guidance from the District’s Community Engagement tool, this action was determined to merit the following tier of community engagement:

Not applicable

Tier 1: Inform

Tier 2: Consult/Involve

Tier 3: Collaborate

Internal and External Expectations for engagement were deemed to be at inform based on the Community Engagement tool. The report includes input gathered over the past year from community partners and stakeholders. The most recent draft of the report has been discussed with the CTE General Advisory Council members, staff from the City’s Department of Education and Early Learning and Office of Economic Development, and staff from Seattle Colleges on multiple occasions. Other engagement is described in the Equity Analysis below. Upon approval by the School Board, the 2019 Career and Technical Education Annual Report will be posted to the District website and the CTE team will work with the Communications team to determine the best way to share the information in this report.

7. EQUITY ANALYSIS

The following is a summary of the analysis we did in developing this year’s version of the district CTE report using the four steps of the district’s Racial Equity Analysis Tool as part of School Board Policy #0030.

2 STEP 1: Set Outcomes, Identify and Engage Stakeholders

The CTE Team defines racially equitable outcomes as ensuring proportional participation across our CTE programs, including a range of opportunities across the city’s geographic regions and our middle and high schools.

To engage stakeholders, particularly those impacted by the proposed report and its goals of promoting racial equity, the CTE team has engaged a diverse set of partners, including the district’s CTE General Advisory Council, CTE Pathway Advisory Groups, staff from the City’s Department of Education and Early Learning (DEEL), and staff from SPS’ Department of Race and Equity Advancement (DREA) among other groups. When putting together pathway advisory groups, the district’s CTE team makes particular efforts to recruit a wide range of members so there is representation across racial and cultural groups. This team also led presentations and discussions with parents and students on CTE at the district’s College Bound Scholars’ Conference in March held at the University of Washington. The Skills Center staff also received feedback from parents at the majority 8th grade family nights held across the district’s middle schools.

In addition, there was special outreach to the subcommittee of the African-American Male Advisory Committee focused on college and career readiness to solicit input that would help ensure that the CTE report is truly aligned to its goal of improving racial equity and per our district strategic plan, serving students furthest from educational justice. Finally, to get a range of teacher and student perspectives, the SPS Research and Evaluation team plans to convene focus groups with SPS educators and students and ask for their input on the district’s efforts to promote career connected learning.

STEP 2: Engage Stakeholders in Analyzing Data

The Career and Technical Education Annual Report includes a report with analysis of equitable access to programs, including based on race/ethnicity. Demographic subgroup participation, including participation of African American students, does not differ significantly between CTE and general education programs.

STEP 3: Ensuring educational and racial equity /Determine Benefit or Burden

The goal of the CTE report is for all students, particularly those furthest from educational justice, to have full access to a range of career exploration and preparation activities and courses. To that end, our strategies describe how we are working to ensure there are robust CTE offerings across the district and improved participation of students across race and cultural groups.

STEP 4: Evaluate Success Indicators and/or Mitigation Plans

This report is part of a multi-year effort that requires regular review on whether we are meeting our goals in improving CTE programming for all students, particularly those furthest from educational justice. This regular review will ensure that we reflect and discuss the lessons learned each year and allocate resources needed to make changes to ensure our CTE efforts to better serve students furthest from educational justice.

3 8. STUDENT BENEFIT

Career and Technical Education (CTE) is a planned program of courses and standards that begins with exploration of career options, supports academic and life skills, and enables achievement of high academic standards, leadership development, and preparation for career and college. A sequence of courses can provide students with employability skills for internships, apprenticeships, preparation for industry certification, and pursuing career options in college.

9. WHY BOARD ACTION IS NECESSARY

Amount of contract initial value or contract amendment exceeds $250,000 (Policy No. 6220)

Amount of grant exceeds $250,000 in a single fiscal year (Policy No. 6114)

Adopting, amending, or repealing a Board policy

Formally accepting the completion of a public works project and closing out the contract

Legal requirement for the School Board to take action on this matter. Per RCW 28A.700.010, annual local school board approval of the District’s career and technical education report is required.

Board Policy No. 2170, Career and Technical Education, provides the Board shall approve this item

Other: ______

10. POLICY IMPLICATION

According to Seattle Public Schools Policy No. 2170, Career and Technical Education, “The Board will annually review and approve the district’s plan for the design and delivery of its career and technical education program.”

11. BOARD COMMITTEE RECOMMENDATION

This motion was discussed at the April 23, 2019 Curriculum & Instruction Policy meeting. The Committee reviewed the motion ______.

12. TIMELINE FOR IMPLEMENTATION

Upon approval of this motion, progress towards improving instructional programs will continue in alignment with the 2019 Career and Technical Education Annual Report, and the Report will be posted to the District website.

13. ATTACHMENTS

• Career and Technical Education Annual Report, 2019 (for approval) • Policy No. 2170, Career and Technical Education (for reference)

CTE Report to SPS School Board April 2019

Submitted by Jane Hendrickson, Dan Golosman, and Caleb Perkins

Table of Contents

Preface ...... 3

Introduction ...... 5 Reports ...... 8

Plans for Improving Design and Delivery of CTE Programs ...... 12 Strategy 1: Evaluate CTE program offerings to provide viable career pathways for future and current workforce demands...... 12 Strategy 2: Increase rigor through industry-recognized credentials, dual credit, and cross-credit opportunities...... 15 Strategy 3: Expand internships and Work-site learning opportunities...... 17 Strategy 4: Improve facilities and viability of the Seattle Skills Center...... 20 Strategy 5: Improve central office program administration and support to schools ...... 22 Strategy 6: Expand Partnerships and Community Outreach ...... 23 Strategy 7: Engage in recruitment and marketing to increase enrollment...... 25

Appendix A: Central CTE Staffing ...... 26 Appendix B: Health & Medical Pathway Overview ...... 27 Appendix C: STEM Pathway Overview ...... 31 Appendix D: Draft SPS Career-Connected Learning Partnership Continuum aligned with CareerConnect Washington ...... 33 Appendix E: Sample Flyer for CCLC-Developed Partnerships at Franklin High School ...... 35 Appendix F: Draft Marketing Materials from the Puget Sound ESD...... 36

Preface - Career & Technical Education/Career-Connected Learning – From Interest to Action

As we shared in last year’s report, there is a strong interest in Seattle and across the state and nation to have K-12 schools provide students with more opportunities to explore and prepare for careers. This interest seems to have only grown in the past year and we continue to believe Seattle Public Schools (SPS) is well poised to take advantage of this focus to improve K-12 career connected experiences for our students. This past year we have sought to convert this interest and energy into actions that will result in improved outcomes for students.

We see interest becoming action with the City. One of the best examples is the recently-passed Families Education Preschool to Promise (FEPP) levy which has made helping students become ready for college and careers a central goal of its projected investments. As it indicates in the FEPP Implementation and Evaluation Plan, the City seeks to promote career connection and exploration experiences which will provide students, teachers, and families with a deep knowledge of the workforce and connections to current and future industry opportunities. SPS is excited to partner with staff from the Department of Education and Early Learning (DEEL) and the Office of Economic Development (OED) so that this funding effectively supplements the career connected learning work described in this report.

We also see interest becoming action at the state level. The Governor launched Career Connect Washington last year noting that while Washington has many excellent career connected learning programs in districts across the state, it lacks systemic supports to achieve the scale needed to have a transformative impact. To that end, the Governor’s team is seeking up to $110 million to develop a statewide career connected learning system that builds off the 11 regional pilots launched in 2017 and in which SPS was a participant. The ultimate goal is for every young adult in Washington to “have multiple pathways toward economic self-sufficiency and fulfillment, strengthened by a comprehensive state-wide system for career connected learning”. We also continue to see promising examples of educational and industry leaders already taking action to improve career connected learning across the region and state. In regular conversations with our colleagues in Everett, Tacoma, West Valley, and other districts, SPS is learning and borrowing from these models. Building off these models, we look forward to SPS participating in Career Connect Washington’s efforts to build a statewide system of strong regional networks from these many strong, but disconnected programs.

The district’s new strategic plan makes it clear that the Superintendent and the School Board also want this interest in career learning to become action as career readiness will be a key focus in our efforts to improve student outcomes over the next five years. The plan’s vision statement is that every Seattle Public Schools’ student receives a high-quality, world-class education and graduates prepared for college, career, and community. In addition, the Key Performance Indicators for the priority on High- Quality Instruction and Learning Experiences include “CTE course pathway completion” as one way for students of color who are furthest from educational justice to demonstrate that they are ready for college and career. These statements build off the work from the Board’s SMART Goal 3 focused on college and career readiness this past year. Going forward, we are eager to ensure that our plans for CTE will help meet the strategic plan’s main goal of serving students furthest from educational justice and we will regularly conduct race and equity analyses of our efforts to ensure we are on track with these efforts. Moreover, the ideas in this CTE report seek not only to improve student outcomes but also to use CTE programs to diversify Seattle’s growing economic sectors.

Some have recently noted that while this interest in Career and Technical Education could be “one more fad… it seems a good bet that career and technical education’s gradual build will give it more staying power than other contested, high-profile 21st-century reforms”. Similarly, we at Seattle Public Schools are resolved to make sure this additional energy results in improved outcomes and opportunities for the students in our city in the long run. The 2018 Road Map Project’s Annual Report shows that we are still struggling as a city and a region to ensure that most students are on a path to postsecondary success. Improved career connected learning is one important way to improve these outcomes. To this end, we believe the best course of action in this area is to stay on our current course. Specifically, we plan to continue to pursue the strategies we launched two years ago and refine initiatives and ideas within each strategy in response to the latest data and ideas we have gathered in the past several months.

In sum, we continue to have the following theory of change for Seattle Public Schools around career- connected learning: if students have access to rigorous, relevant, authentic learning in career-connected courses, then they will more effectively navigate high school and post-high school opportunities including living wage jobs and post-secondary education leading to viable careers. Seattle Public Schools plans to continue with the seven strategies to strengthen Career and Technical Education identified in last year’s report and deepen this work in 2019-20 so that our plans will start revealing results in terms of student participation and outcomes. This report provides more detail on what we have accomplished in these areas and what our refined plans are for the coming years. We invite all interested stakeholders to join with us in these multi-year efforts to help students explore and prepare for careers in Seattle and the world.

Introduction

This Career and Technical Education (CTE) Annual Board Report provides:

- An overall description of the CTE programming in Seattle Public Schools; - A report on indicators for enrollment trends, equitable access to courses, and credit-earning opportunities; and - Current and projected program improvement strategies aligned with CTE state standards supported and approved by the CTE and Seattle Skills Center Pathway Advisories and General Advisory Council in compliance with State OSPI and national Carl Perkins funding requirements.

The 2019-20 school year will represent year three of five of this strategic focus. A description of these strategies, current state of program, and projected work to improve the CTE program make up this report. It is the policy of the Seattle School Board to annually review and approve the district’s plan for the design and delivery of its Career and Technical Education program (SPS Board Policy No. 2170).

Program Description

Program Design

Career and Technical Education is a planned program of courses and standards that begins with exploration of career options, supports academic and life skills, and enables achievement of high academic standards, leadership development, and preparation for career and college. A sequence of courses can provide students with employability skills for internships, apprenticeships, preparation for industry certification, and the pursuit of ongoing career options in college.

Through Career and Technical Education, students explore and prepare for career opportunities and learn how other education disciplines are applied in real-life. Students gain leadership skills through embedded activities in their classrooms and extended learning through participation in Career and Technical Student Organizations (CTSOs) such as DECA (Marketing), Future Business Leaders of America (FBLA), Skills USA, Family Career and Community Leaders of America (FCCLA), HOSA-Future Health Professionals, Technology Student Association (TSA), and First Robotics or a planned leadership equivalency. CTE prepares students to succeed in high-demand occupations in the 21st Century competitive global economy by promoting partnerships with business, industry, and the post-secondary organizations. Courses are formally revised and submitted to the Office of the Superintendent of Public Instruction for re-approval every four years to remain current with industry standards.

Nationally, CTE is organized around the 16 Career Clusters. In Seattle Public Schools, these are organized and consolidated into the following seven pathways listed below that align closely with our postsecondary partners and provide students an easier transition beyond high school. Currently there are multiple programs offered at each of the high schools. Central office certificated specialists support current program pathways, research new programs and initiatives, remain OSPI compliant, and work with industry partners for recommendations to keep programs aligned with industry standards.

CTE Career Pathways High Schools with Program Courses SY2018-2019

*Includes Advanced Courses Arts, Design, and Graphics Chief Sealth High School

*Cleveland High School

*West Seattle High School

*Roosevelt High School

Franklin High School

*Garfield High School

*Ballard High School

*Ingraham High School

*Nathan Hale High School

Nova

*Seattle Center School

Skills Center—Seattle World School

Culinary & Hospitality *Ballard High School

Chief Sealth High School

*West Seattle High School

Rainier Beach High School

*Franklin High School

Garfield High School

Nathan Hale High School

*Ingraham High School

Roosevelt High School

*Skills Center--Rainier Beach High School

Business & Marketing *Chief Sealth High School

*Rainier Beach High School

*Roosevelt High School

*Franklin High School

*Garfield High School

*Ballard High School

Nathan Hale High School

*Ingraham High School

Seattle World School

Skilled Trades Chief Sealth High School

*West Seattle High School

Roosevelt High School

*Franklin High School

Ingraham High School

*Skills Center-Washington Middle School

*Skills Center-Rainier Beach High School

Health & Medical *Cleveland High School

West Seattle High School

Ballard High School

Franklin High School

Roosevelt High School

*Chief Sealth High School

Garfield High School

Ingraham High School

Nathan Hale High School

Skills Center-West Seattle

Skills Center- John Marshall

STEM-Science, Technology, Engineering, Chief Sealth High School Math *Franklin High School

*Ingraham High School

*Garfield High School

*Ballard High School

*West Seattle High School

Rainier Beach High School

*Cleveland High School

*Roosevelt High School

*Nathan Hale High School

Nova

Middle College

*Skills Center-John Marshall

Education and Human Services *Roosevelt High School

Ballard High School

*Chief Sealth High School

Franklin High School

*Ingraham High School

Nathan Hale High School

Southlake High School

*Skills Center-Southlake High School

STEM (Science, Technology, Engineering, and Math)

STEM education is a priority area in CTE with courses in a variety of program pathways. In 2018, CTE partnered with Science, Math and Technology departments in SPS to develop a vision for STEM K12 education. This vision provided the foundation to support industry-engaged science classrooms, expanded career connected learning activities, and enhanced STEM programming options that will provide middle school students a comprehensive career pathway exploratory option to align with our high school pathways. This middle school programming option is referred to as an Innovation Lab.

Other STEM courses include KNHC – Radio/Multimedia Broadcasting at Nathan Hale High School; Woods at Ballard, Franklin, and West Seattle High Schools; Biotechnology Academy at Ballard High School, and Computer Science at all comprehensive high schools and seven middle schools. Computer Science courses have expanded in part due to support from the Microsoft-sponsored TEALS (Technology Education and Literacy in Schools) program, which provides teacher mentoring and co-instruction from qualified industry professionals.

Academy Model

The Academy Model is structured as a small, career-focused learning community that fits within and enhances a student’s experience in our comprehensive high schools. These focused learning communities become an integral part of a plan for higher achievement and maximize a student’s chance at a successful future. The structure encourages teacher, student, and industry collaboration and fosters an environment for succeeding in the workplace.

Examples in SPS include Seattle Academy Foundation support for the National Academy Foundation (NAF) Academy of Finance at Chief Sealth, Franklin, and Ballard High Schools and the NAF Academy of Hospitality and Tourism at Chief Sealth High School. Ballard High School also provides access to Maritime and Biotechnology Academies. Cleveland High School supports a similar STEM model for a Biomedical Academy through its School of Life Sciences and Engineering and Computer Science in its School of Engineering and Design.

Seattle Skills Center

Skills Center programs are half-day programs open to all SPS students aged 16-20. Students attend their

comprehensive high school and are provided transportation to Skills Center sites co-located on SPS campuses for 2½ hour sessions of their school day. For the 2019-20 school year, the Seattle Skills Center will offer 14 distinct courses available at nine sites. For the list of courses and locations, including summer courses, please go to the Skills Center website: https://skillscenter.seattleschools.org/.

Community Partners

Career and Technical Education programs are supported by many strong community partners, including the Port of Seattle (King County), WASTEM, the City of Seattle’s Mayor’s Office, Office of Economic Development (OED), and Department of Education and Early Learning (DEEL), the Seattle Academy Foundation, Washington Hospitality Association, Regional Pre-Apprentice Cooperative (RPAC), Architecture Construction and Engineering (ACE) Mentors, the Manufacturing Industrial Council (MIC), and Seattle Colleges. Additionally, the General Advisory Council (GAC) comprised of industry, labor, post-secondary, community, non-profit organizations, and government members provide support and guidance for the overall CTE program and the Seattle Skills Center, and specific programs have advisory committees. The following are the Program and Pathway Advisories:

• Ballard Biotech Advisory Board • Health & Human Services Advisory including Health Sciences, Family and Consumer Science and Culinary Advisory Boards • STEM and Computer Science Advisory Board • Engineering & Industry Advisory • Aerospace and Welding Advisory • Academy of Finance Board • Media Arts and Communications Board • Academy of Hospitality and Tourism Board • KNHC Radio Advisory Board • Horticulture Advisory Board • Careers in Education Advisory Board • Media Arts and Communications Advisory Board

Report

CTE Enrollment Trends

Career and Technical Education enrollment this school year began lower in comparison with the close of the 17-18 school year. The decrease in number of students enrolling in CTE was due in part to district- wide teacher layoffs. After the first quarter, however, CTE FTE has stabilized showing a relative increase as compared to last year’s average. This is in part to an increase in middle school STEM and opportunities for high school students to enroll in courses for cross credit in science and art. However, high school CTE enrollment has continued to remain between 11-12% of the total general education enrollment, and middle school CTE enrollment has grown to nearly 3% of the total general education enrollment. Overall, Seattle Public Schools has lower CTE enrollment than the 18.52% high school and 6.0% middle school statewide averages.

Additionally, Skills Center enrollment is 1.1% of overall SPS 11th and 12th enrollment; while the statewide average Skills Center enrollment is 3.5% of overall 11th and 12th grade enrollment.

YEAR HIGH SCHOOL MIDDLE SCHOOL SKILLS CENTER TOTAL

FTE (Headcount) SCHOOL YEAR SUMMER 10-month reporting average 2014-2015 1517.23 143.97 72.07 (123) 27.52 (279) 1760.79 +20 +16

2015-2016 1539.71 196.71 67.55 (117) 37.73 (345) 1841.70 -6 +66

2016-2017 1486.21 212.96 69.25 (116) 44.70 (447) 1813.12 -1 +102

2017-2018 1523.10 (7764) 207.70 (848) 80.02 (133) 43.12 (434) 1853.94 (9179) +17 -13

2018-2019 1371.31 (7786) 171.79 (1074) 70.12 (130) TBD 1613.22 (*Sept-March) +22 +248 -2 (8990)

CTE ENROLLMENT AS A % OF TOTAL HIGH SCHOOL & MIDDLE SCHOOL ENROLLMENT HIGH SCHOOL CTE FTE MIDDLE SCHOOL CTE

HIGH SCHOOL FTE MIDDLE SCHOOL FTE Year SPS WA STATE SPS WA STATE 2014-2015 12.02% 18.3% 1.71% 4.6% 2015-2016 11.67% 18.4% 2.77% 5.3% 2016-2017 11.08% 18.4% 2.81% 5.6% 2017-2018 11.3% 18.52% 2.85% 6.0% 2018-2019 10.2% 17.1% 2.41% 5.75%

HIGH SCHOOL CTE ENROLLMENT AS A PERCENTAGE OF TOTAL HIGH SCHOOL ENROLLMENT, COMPARED WITH BENCHMARK DISTRICTS (OSPI DATA POSTED AUGUST 2018) DISTRICT HIGH SCHOOL CTE FTE/ HIGH SCHOOL FTE

2016-17 2017-18 2018-19 Seattle 11% 11% 10% Spokane 17% 14% 14% Everett 19% 20% 24% Bellevue 12% 12% 11% Highline 14% 13% 10% Kent 20% 21% 19% Tacoma 23% 23% 21% Federal Way 19% 20% 21%

Access to CTE programs and enrollment based on demographics - In 2017-18 reporting, participation in CTE coursework by demographic subgroups was similar to the proportion of these subgroups in the overall school district. In the table below, CTE Participants are students who enrolled in one or more CTE courses at any level (total = 12,450 students). CTE Concentrators are students who enrolled in two or more CTE courses beyond the exploratory level (total = 4,672 students).

PARTICIPATION IN CTE AND SKILLS CENTER COURSEWORK BY DEMOGRAPHIC GROUPS

Subgroup % of CTE % of CTE % of Overall Participants Concentrators District

Male 52% 56% 51% Female 48% 44% 49% American Indian / Alaskan Native 1% >1% 1%

Asian 19% 20% 15% Native Hawaiian / Other Pacific Islander >1% >1% >1% Black / African American 19% 19% 15% Hispanic / Latinx of any race(s) 13% 11% 12% White 41% 43% 46% Two or More Races 7% 6% 10% Limited English 11% 10% 13% Migrant 1% >1% >1% Special Education 14% 14% 15% Low Income 44% 42% 34%

CTE Student Performance Indicators

Performance of CTE Concentrators (students who enrolled in two or more years of CTE courses beyond the exploratory level) is assessed by the secondary performance measures set by the Carl D. Perkins Career and Technical Education Act of 2006. The Reading/Language Arts and Mathematics measures are the percentage of CTE Concentrators who passed the respective Smarter Balanced Assessment. The Technical Skill Attainment measure is the percentage of CTE Concentrators who took and passed an industry-designed assessment specific to the course program area. The Secondary School Completion measure is the percentage of CTE Concentrators who attained a high school diploma or GED in 2017-18, and the Graduation Rate measure is the percentage of CTE Concentrators who were included as graduated in the State’s computation of its graduation rate.

CARL D. PERKINS PERFORMANCE MEASURES AND LEVELS OF ATTAINMENT 2016-17 Met Target Performance Performance Measure Level of Performance Level? Reading/Language Arts 80% Yes Mathematics 27% No Technical Skill Attainment 63% Exceeded Secondary School Completion 88% Yes Graduation Rate 89% Yes Non-Traditional Participation/Placement 48% Yes

While most performance targets of CTE Concentrators were met in 2017-18 the target for Mathematics (27%) was not met. Carl D. Perkins performance measures are based on the previous year’s student reporting data. For the CTE year ending report submitted August 2018, measurement was calculated from state posted data from SY2016-17. The Federal Government changed the calculation method for mathematic attainment inclusive of the standardized state test scores from 11th grade year. Students who chose to opt out and use their end of year course assessment for graduation are not measured in to the formula, thus reflected in a lower than normal percentage than previous years. This performance data will be released from OSPI later this Spring.

Industry-recognized credentials, dual credit, and cross-credit

Industry-recognized certificates (IRCs)

Below is a partial list of industry-recognized certificates and related nationally-recognized assessments current to the 2018-2019 school year. Each year Carl D. Perkins school districts report number of IRCs as a measurement for success. Preparatory courses are required to provide assessment, skill attainment certification, or equivalent.

AVAILABLE INDUSTRY-RECOGNIZED CERTIFICATES AND/OR OTHER RELATED ASSESSMENTS Course Certification/State/National Recognition Aerospace Engineering Core +, Forklift Cert, OSHA10 AIE Animation & Gaming AIE Technical College American Sign Language (ASL) Transfer credit with Seattle (Community) Colleges AP Art AP 2-D and AP 3-D AP Economics AP Economics at Ballard and Garfield AP Psychology AP Psychology at Roosevelt Automotive Automotive YES –ASE exit exam Computer Science AP Computer Science, AP Family Health, Nursing Assistant, Medical CPR and First Aid, HIV/AIDS Assisting, Family Relations Human Development; Merit Certification for Learning and Transfer Child/Parenting credit to Seattle Central College IB Psychology IB Psychology at Ingraham Marketing National Professional Certification in Customer Service Medical Careers @ Seattle Skills Center NAC – Certified Nurse Assistant, HIPPA, First Career Essentials, Computer Applications- MOS Core; MOS Expert Microsoft Office Specialist NAF Academies Nationally Recognized End of Course Exams Project Lead the Way Nationally Recognized End of Course Exams Precision Testing Industry recognized Assessment for various CTE courses

The following sections detail each of our seven strategies for program growth and improvement in Career and Technical Education in Seattle Public Schools for the 2019-20 school year and projections through 2021-22 school years. Each strategic goal statement begins with a summary of what we have accomplished to date and the initiatives we are projecting to do in future years. These initiatives have been developed in conjunction with our program 5-year goal plans and end of year program evaluations. Each section tries to define the metrics by which we will determine whether we are successful in implementing this strategy and how the initiatives and programs are helpful in realizing this strategy.

Plans for Improving Design and Delivery of CTE Programs

Strategy 1: Evaluate CTE program offerings to provide viable career pathways for future and current workforce demands.

2018-19 Projected for 2019-20 and Beyond Key • Evaluated programs, developed new • Conduct program review for Actions course sequences, and launched pilots at Business, Marketing, STEM, Skilled specific schools in Health and Medical, Trades, Visual and Media Arts, and STEM, Skilled Trades, and Art, Design, Agriculture. and Graphics. • Collaborate with Seattle Colleges to • Created CTE Innovation Lab course at the develop Informational Tech Pathway 7th and 8th grade to enhance the as part of the emerging “High exploration of multiple career pathways School+3” initiative. to pilot in 2019-20 at two middle schools. • Continue with the evaluation of • Designed and executed recruitment programs and development of new strategy for new program pathway course sequences in Information enrollment. Technology, Skilled Trades, Art, • Developed plan for out-of-classroom Design, and Graphics. experiences with industry partners for • Develop plan for out-of-classroom Health and Medical and Skilled Trades, experiences with industry partners Information Technology, Skilled Trades. for Art, Design, and Graphics.

We set an ambitious vision last year for building out career connected learning pathways tied to high- wage, high-demand jobs across high schools in the district. In a short period, we are already making progress in the efforts to provide more students with the opportunity to engage deeply in promising career fields and prepare for post-secondary success.

Using regular data analyses, we prioritized growth and development of specific career pathways based on reported projections of future and current labor and workforce demands, particularly in the areas of Health and Medical and Skilled Trades. This work has also started in the STEM pathway and Art, Design, and Graphics pathway and will continue into the 2019-2020 school year in collaboration with industry, post-secondary, and community partners who serve on steering committees for this work. We have received commitments from Rainier Beach, Nathan Hale, and Garfield High Schools to launch these pathways in Fall of 2019-20 with incoming 9th graders supporting high demand, family wage careers including in Health and Medical, and in 2020-21 in Skilled Trades and Information Technology (part of STEM). In addition, to continue to grow sustainable programs, we are piloting a new CTE Innovation Lab course at the 7th and 8th grade middle school level to provide students career awareness/exploration in multiple career pathways and problem and design thinking in a STEM learning environment.

CTE team visits with principals resulted in increased collaboration in providing students access to career pathway choices, course planning, and commitment to develop sustainable CTE programs in our schools. This team has also designed and begun executing a recruitment strategy for enrollment connected to these new program pathways and is working with our industry and post-secondary partners to develop plans for out-of-classroom career engagement experiences for Health and Medical, Information Technology, Skilled Trades, and Art, Design, and Graphics.

As we continue to explore how students engage in these pathways and develop successful programs, we 15

are also looking to replicate exemplary models (e.g., NAF Academy). And now with the recently approved district strategic plan, we will connect this work to our overall, district-wide efforts to provide students with the option of completing career pathways as a way to demonstrate post-secondary career readiness. For example, CTE is working with Seattle Colleges and industry partners to design the course of study and curricular components that students will need to have the most up-to-date information and be ready for entry into post-secondary education or viable careers in these targeted areas.

During the next three years, we plan to improve the breadth as well as depth of pathways across the SPS system. We are working to provide an equitable career pathway structure at each of our high schools which will provide students depth and breathe across CTE at each of our high school sites. We will continue to expand middle school CTE offerings and programs that will compliment with feeder high school program offerings, providing students an easier hand-off and continued skill attainment opportunity at their neighboring high school. Finally, we look to leveraging the data on student interest we will have from Naviance to better guide students towards engaging career area courses and experiences. As noted above, the current focus of this work has been centered around Health and Medical and Skilled Trades, with initial development of an IT Pathway in collaboration Seattle Colleges and the City of Seattle. The following provides additional detail on our focus pathways.

Health & Medical Pathway:

Working with support from the Seattle Region Partnership and Washington STEM, we have devoted the most energy and resources to offer students access to a more rigorous and robust Health and Medical Pathway. This includes development of a four-year sequence of courses with dual credit articulations with 9th and 10th grade exploratory courses and 11th and 12th grade preparatory courses and including career connected internship and embedded career focused learning experiences. We started this work with the hope of piloting new course sequences in two schools, but three schools will commit to launching this pathway in 2019-2020, including Rainier Beach, Nathan Hale, and Garfield High Schools. This work is described in greater detail in Appendix B of this report.

IT and STEM Pathway:

In collaboration with Seattle Colleges, this academy-like model will include a pathway of courses that will focus on potential career paths in Information Technology, Computer Science, Virtual Reality, and Cloud-based careers. Similar to the Health and Medical pathway model, the IT pathway will provide students a 4-year experience inclusive of exploratory and preparatory coursework aligned with college credit, embedded industry aligned experiences, and an introductory summer onboarding course to help transition our middle school students to high school in this academy successfully. Students who successfully complete this program pathway will be prepared to transition to an Applied Bachelor of Science at Seattle Colleges with up to one year of college credits earned in high school.

Through a shared interest in developing a districtwide K-12 STEM vision, Seattle Public Schools convened a group of leaders from Curriculum, Assessment and Instruction and the Department of Technology Services to take part in the Smithsonian Symposium on STEM Education in July of 2018. This provided the ground work and commitment for providing SPS students with equitable opportunities to engage with deep content knowledge of science, technology, engineering, and math that is authentic, culturally relevant and rigorous in the service of preparation for global citizenship in a constantly changing digital world.

In addition, the CTE team hired a STEM and Middle School Curriculum Specialist to lead this work with other district partners. The focus of this role included a number of new initiatives and projected work, including the development of a STEM Innovation course, intentional career connected learning opportunities for CTE and non-CTE students, and internal and external partnerships to support teacher professional development, curriculum and equipment, and classroom industry mentors described in Appendix C.

Skilled Trades Pathway:

We continue to consolidate programs in Construction, Manufacturing, and Engineering to provide students with a vertical program of study that allows for multi-year experiences that can lead to industry-recognized certifications and post-secondary career outcomes. As part of the strategy of deepening the pathways available to students, this Skilled Trades pathway will take advantage of Career Connected Learning Coordinators (CCLCs) at the site level to offer internships and avenues into career aligned opportunities to support student success. To ensure that the courses in this cluster are industry- and trade-aligned, we are rebuilding the membership of advisory groups and adding new partners to develop authentic learning opportunities that provide students with relevant and applicable skills. Additionally, those leading the Skilled Trades pathway are evaluating articulation agreements and working with Seattle College partners to build out pathways that allow students to matriculate from Seattle Public Schools with earned college credit into Seattle Colleges and take advantage of the Seattle Promise to continue their career connected learning.

Business/Marketing Pathway:

Business and Marketing pathway courses are distributed in all but one comprehensive high school in our district. In 2019-2020 we are projected to have all comprehensive high schools on board offering courses in one or more business and marketing pathways areas. Additionally, this pathway will be undergoing a comprehensive program review, which will include review of all courses, development of programs of study, and alignment of courses offerings, curriculum, resources, and equipment across all district high school sites. One example of this work this year includes working with the Business Law and Ethics curriculum. Through this collaborative work, Business instructors engage in the development of standards and common performance assessments and evaluate and select appropriate curricular resources. In addition, we are partnering with Seattle University to provide students the opportunity to take Introduction to Business on the Seattle University campus and earn high school/college credit.

Strategy 2: Increase rigor through industry-recognized credentials, dual credit, and cross-credit opportunities.

2018-19 Projected for 2019-20 & Beyond Key • Aligned SPS career pathway structure to • Increase number of students Actions Seattle Colleges. participating in dual credit courses. • Engaged all pathways in an annual • Formally evaluate all CTE programs. program evaluation process and • Articulate dual credit opportunities development of 5-year program goals. for students to new colleges and seek • Refined approach to cross-crediting in Fine new college partnerships for and Visual Arts. alignment of career pathways and • Increased opportunities for students to college articulations. participate in dual credit options through • Develop marketing materials to better Seattle Colleges for both CTE and non-CTE communicate new opportunities to courses and articulation of courses for families about dual credit and Culinary, Education & Human Services, programs of study through Seattle Skilled Trades, Engineering, and Welding. Colleges. This year, our CTE team has been working on initiatives to promote quality CTE programming across our school sites. Each school program and teacher completed a comprehensive annual CTE program evaluation and 5-year goal plan. These documents have been used this year to guide program improvement and support state and national compliance. Program and pathway advisory committees annually support and approve the annual evaluations and improvements are recommended and are turned in to goals on their school’s 5-year goal plan. These plans will be developed collaboratively among program teachers and updated annually.

In addition, our National Academy Foundation (NAF) model programs at Chief Sealth, Franklin, and Ballard High Schools went through an assessment and review of their programs based on the NAF standards which have revealed areas of growth for their respective academies. This assessment is aligned to national industry standards in each of those career pathway areas, conducted by the local academy industry advisory boards, and reviewed and approved by NAF officials to continue district membership status.

Dual Credit – We also seek to raise the quality of CTE programming by providing students access to college preparatory courses. We provide this through access to college-level credits for students through completion of high school CTE courses articulated with our local colleges. College-level credit in CTE is earned through Dual Credit, College in the High School, Advanced Placement, or International Baccalaureate programs.

Through a Dual Credit (formerly Tech Prep) articulation agreement with Seattle Colleges, students are eligible to earn college transfer credit that can be used if students enter Seattle Colleges any time after graduating high school. These college credits are transferable and can be utilized for credit at both in- state and out-of-state colleges provided they are accepted. Students must earn a “B” grade or better during the course and register for the course prior to completing the high school course. During the 2017-18 school year 551 CTE students earned a total of 2826 college credits. While we note the drop in the number of participating students in the last two years, we believe that we will be able to increase offerings in the coming year given improved planning and coordination with Seattle Colleges staff this year. 18

DUAL CREDIT DATA 2014-2018 YEAR TRANSCRIBED STUDENTS 2014-15 1164 2015-16 1214 2016-17 783 2017-18 551

Cross Credit - We also continue to offer additional academic credit provided by CTE courses. Cross-credit is earning an academic credit that meets two subject-specific graduation requirements. With the change in graduation requirements, reduction in required CTE credits to graduate, opportunities for students to obtain cross-credits is crucial. Multiple CTE courses are cross-credited to other academic subject areas. See the table below. The CTE team began the collaborative process with other departments in CAI to refine how students would earn Cross-credit and Occupational Education credits. For example, we established a process for providing quality instruction in both Arts and CTE standards in each of the disciplines for each course cross-credited in these two areas. This process will align with professional development practice for CTE program reapproval beginning next year with the goal of replicating this process with other departments in CAI in the future.

NUMBER OF CTE COURSES CROSS-CREDITED, BY SUBJECT AREA Number of Cross- Number of Cross- Credited Courses Credited Courses Available in SPS Provided in 2018-19 Total CTE-established 123 67 cross- credited courses Fine Arts 28 18 Math 28 2 Science 48 20 Social Studies 12 1 World Languages 4 2 Health 2 2 Language Arts 2 1

Overall, with the new district strategic plan calling out the need for students to complete a CTE pathway as one way to demonstrate postsecondary readiness, we will need to get more precise on how we define pathway completion to ensure that it is actually helping students prepare for postsecondary success. As an example, based on our development of the Health and Medical Pathway, our working definition of an Industry Career Pathway has been an intentional and coherent series of courses and supplemental learning experiences (in-school, after school, and out-of-school /summer) that are aligned with a variety of careers in a particular industry, providing students with the opportunity to explore careers and learn academic and technical skills that will truly prepare them for a postsecondary credential or degree leading to success in the early steps of an industry specific career.

Strategy 3: Expand internships and Work-site learning opportunities.

2018-19 Projected for 2019-20 & Beyond Key • Launched Career-Connected • Develop long-term plan for access to paid Actions Learning Coordinator work at and non-paid internships and credit retrieval high schools. work-site learning opportunities. • Increased access for CTE and • Attain specific target goals for internships, non-CTE students to career- apprenticeships, and enrollment in Career connected learning experiences. Essentials/Career Choices classes. • Designed the “Youth Career • Conduct a districtwide Career Fair Experience" initiative. • Develop and launch TEAMS206 Collaborative • Provided all high schools with Internship initiative Summer 2020. access to multiple pathway field • Pilot "Youth Career Experience“ initiative trip experiences. during Spring Break 2020. • Developed plan for work-ready • Increase access to Teacher Externship bootcamp for Fall 2019 and Experiences. Spring 2020. • Pilot work-site learning online database in • Developed plan for 2019-2020 SharePoint for CCLC access to industry career-connected learning partners interested in working with schools. experiences for middle school.

This past year, we took the bold step of adding certificated Career Connected Learning Coordinators (CCLCs) to all high schools and began providing more career connected learning exploratory opportunities to all high school students. High schools with limited CTE choices were provided some flexibility to provide Career Essentials classes so that 9th and 10th graders were oriented to career pathway options or providing Worksite learning opportunities for advanced CTE students. Taking this step enabled us to increase access for non-CTE students to career-connected learning experiences and increase access to career pathway exploratory courses and work-site learning internship opportunities. Moreover, in adding these positions, we learned a great deal about how best to integrate these new staff members into the schools’ overall efforts to improve counseling, career guidance, and access for students to work-based learning outreach activities.

This spring we will continue to increase access to districtwide work-based learning for all school sites so that students can explore interest in career pathways. Additionally, the summer internship program will continue to help us meet our goal of a 10% increase in work-site learning experiences when compared to prior years. To that end, the CCLCs at each of the sites are vetting students to apply for internships for Summer 2019. As of Spring, our regular school year work site learning internships have reached over 300 students by Spring, with career exploration outreach activities reaching 2700 students including youth career experiences and job shadows.

Next year, we plan to launch additional new initiatives and tools to increase access to quality work-site learning experiences. We will create a work-site learning online database to provide access to work- based learning activities aligned with Strategy 6. This database will help us connect with external

partners to expand work-site learning internship opportunities. For example, we are participating in an all-district medical career fair in connection with Swedish Hospital and the Health Industries Leadership Team committee. In addition, we plan to fully develop a “Youth Career Experience" initiative which allows students to participate in short career-connected learning job shadow opportunities, particularly for middle school students and programs run by the City’s Office of Economic Development (OED). This will result in SPS students participating in more work-site learning experiences during Spring Break 2020 with the goal of dramatically expanding these opportunities across pathways during Spring Break 2021.

In connection with Strategy 7 in this plan, we are also developing a marketing campaign for our work- site learning programs to help onboard students and partner with local businesses. We will work with SPS communication team to update materials and develop more exciting marketing materials for students and parents on these opportunities.

In the coming year, we will plan to provide significantly more central guidance to schools and their CCLCs on how best to leverage this position to increase quality work-site learning opportunities for their students. This guidance will be developed based on our learning from the great work that our high schools did this past year. We will develop a work-ready bootcamp for Fall 2019 and Spring 2020, create manuals, common metrics, and presentations, and provide tools for students, principals, CCLCs and business supervisors. We will also flesh out a long-term plan for access to paid and non-paid internships and credit retrieval worksite learning opportunities. We have started this effort by working with Seattle Colleges and Seattle Academies Foundation (SAF) to expand “Try-A-Trade” conferences for the Business and Hospitality career area. We also continue to work with Price Water House Cooper to offer auditing experience for SAF students. And we are making STEM industry connections to generate a pool of STEM professionals who would visit classrooms to provide students with a career-connected learning experiences.

A centerpiece of this long-term plan will be the launching of the “LAUNCH206” Summer Internship Program. This will be 6-week group internship program for high school-aged students connected to a CTE pathway. This is built on a national model of having students engage in a collaborative team internship at an industry worksite while spending 6 weeks learning about the industry through industry assigned mentors. The Collaborative internship model is an innovative, hands-on concept designed to increase the quantity and quality of meaningful paid internship experiences available for students to participate and prepare for future careers. The collaborative focus supports a growth mindset for both student interns and industry leaders. Businesses host a team of interns and provide mentorship and guidance in a group setting. Students are exposed to business operations and additionally are learning the company culture, expectations and values, and business practices through a team environment. During this experience, students will learn principles of Design Thinking, apply these principles to specific projects, and present their ideas to company leaders at the conclusion of the six weeks. Students will also learn what post-secondary education they would need to obtain higher-level positions in a particular career area and gain other valuable insights important to success in a specific industry.

We plan to pilot LAUNCH206 in the Summer of 2020 with the starting goal of 24-36 students placed in teams of 6 in 4-6 local businesses. This, in addition, will connect with the Mayor’s new Opportunity Promise program which seeks to provide Seattle Promise students with summer internship opportunities. We look forward to coordinating with staff from Seattle Colleges, DEEL, and OED to conduct outreach to interested industry partners and development of this program this year. To that end, we are also looking to link the work for the Colleges’ Student Success Specialists, who will support

the implementation of Seattle Promise, with that of the CCLCs. And we will look for funding sources, such as OED grant funds, to support funding small stipends in conjunction with high school CTE credit. Ensuring that these work-site learning experiences provide value-added incentives will be critical for boosting participation.

We will also strengthen the work of the site based CCLCs by improving curriculum alignment and research and adopting common frameworks and curriculum for scope of Career Choices courses. We will leverage information gathered through Naviance on what career interests SPS students have to guide their planning of these courses and work-site learning experiences. These efforts could be beneficial to connecting internships and other work-based learning activities to stackable certifications. In addition, a key goal will be to identify sustainable funding for CCLC positions and develop a long-term plan for common metrics for each CCLC.

Ultimately, all of this work will connect to specific goals within our long-term plan for CTE. This includes career-connected learning middle school experiences beginning in 2019-20, attaining specific target goals for internships, apprenticeships, and enrollment in Career Essentials/Career Choices classes. We ultimately want to have full Career Connections/Career Launch course available in all high schools supporting students’ high school and beyond planning and providing access to career specific internships per year. We look forward to working with the many partners interested in this work to help reach these lofty goals (see Strategy 6 on expanding partners).

Strategy 4: Improve facilities and viability of the Seattle Skills Center

2018-19 Projected for 2019-20 & Beyond Key Actions • Improved systems for • Continue to work towards offering a majority students to learn about and of courses in a more central location. access Skills Center school • Increase enrollment and decrease subsidy year and summer courses. needed from SPS, with goal of being cost- • Decreased the cost of the neutral for SPS. Skills Center to SPS. • Improve systems for transportation of students to Skills Center courses.

As outlined in the past two year’s CTE Annual Reports, we continue to work to improve the Skills Center and align efforts with those of the CTE Department.

Background:

Presently, the Seattle Skills Center is the only single-district Skills Center site in Washington State. Throughout the state, Skills Center courses serve multiple purposes: 1) as a certificate-earning capstone experience for specific CTE pathways, 2) as an opportunity to help students continue to focus their college and career goals, and 3) to help students gain relevant skills and knowledge that can result in higher wages and increased likelihood of employment, whether they attend a four-year university, a certificate program, or go straight into a career following high school. In Washington State, all Skills Centers offer credit-earning, advanced, “preparatory” CTE courses for 16 to 20-year old students during the school year, and introductory, or “exploratory”, credit-earning courses in the summer. School year courses are normally 2.5 hours per day, every day, and summer courses are usually 4.5 hours per day for the month of July.

For the past two school years, the Seattle Skills Center has provided career-connected learning opportunities to more than 550 students each year and has steadily decreased the cost of a subsidy from the district and is getting closer to becoming cost-neutral.

Pathways:

The Seattle Skills center is aligned with the SPS CTE department in our primary focus on three career pathways:

1. Health and Medical 2. Information Technology 3. Skilled Trades (aerospace, maritime, construction).

The Skills Center is moving towards cost neutrality:

The need for a subsidy from the district to run Seattle Skills Center has decreased significantly for the past three consecutive years. This positive trend is due to factors including:

• Increased enrollment in school year and summer through marketing and increased quality of courses.

• Improved systems (e.g., online application process). • Decreasing expenditures in each course. • The fact that while the FTE we can claim has decreased (from .6 to .54 FTE), the state apportionment per FTE has increased slightly. • Ongoing efforts to gain grants to offset cost of supplies and equipment. Partnerships with industry, labor, and community organizations.

Our goal is to be cost neutral by August 31, 2020. While we have steadily increased and stabilized enrollment in school year and summer, some barriers continue to offer challenges.

• Locations of courses: While some courses are located near the center of the district, others are located less centrally, making it difficult for students from other parts of the city to attend these classes. As outlined in last year’s CTE Annual Report in Strategy 4, to increase equity of access to Skills Center classes, we are working to place a majority of Skills Center courses in a central location in the district, ideally, close to major bus routes and light rail. • Instructor continuity: As we build our team of teachers, we are working to hire experienced and effective instructors who will stay for multiple years and add value to our program. We are also partnering with Human Resources to provide professional development to support our teachers as they grow in this profession. • School schedules: As the district considers narrowing the options for high school schedules, it will be important to ensure that schedules allow students to engage in opportunities like the Skills Center. • Transportation: We are working with the Operations and Transportation team to improve how we transport students next year, including the use of vans instead of taxis to decrease costs. Additionally, the eventual concentration of Skills Center courses more centrally will decrease the cost of transportation with fewer van or bus routes and increased use of public transportation.

Skills Center Planning for future years:

As the Skills Center continues to explore how best to serve students and prepare them for viable college and career pathways, while at the same time making the Seattle Skills Center financially self-sufficient, staff will continue to utilize these criteria to determine courses and locations for future years:

• Historical enrollment data from previous years of school year programs. • Survey data from families and students. • Registration and “interest forms” for our summer courses (one predictor of school year course popularity). • Reports from Washington Roundtable/Boston Consulting Group report, 2016, and ongoing job forecasting from partners at UW, WASTEM, and others. • Community support (e.g., opportunities for grants, internships and other work-based learning, and collaboration with partners).

Strategy 5: Improve central office program administration and support to schools

2018-19 Projected for 2019-20 & Beyond Key Actions • Launched a new Budget Needs • Update CTE funding guidance within the Assessment (BNA) process. district’s Weighted Student Funding • Created online modules to Formula and Gold Book. provide CTE specific information • Develop detailed plans to support new for onboarding of new hires to CTE. instructors.

In last year’s report, we committed to continuing our efforts to organize central staffing and operations in a way that efficiently supports our overarching plan and strategies. We conducted a reorganization of the central office CTE team last year to improve efficiency and quality of service and to shift more resources to schools where possible and appropriate. This year, we have continued to re-organize the CTE team to ensure that schools receive tailored, personalized support, their work is strategically aligned, and our initiatives are connected to specific measures of success. Specialists have transitioned to a generalist role to provide strong site-based support and content teacher leaders will be assigned from program areas to support specific content needs of teachers for Professional Learning Community (PLC) work. We have also hired new staff to support the implementation of Strategies 1-7. Please see Appendix A for more details on CTE staffing.

We improved the efficiency of our CTE operations and support for schools this year most notably, through implementing a new Budget Needs Assessment (BNA) process, developed focus on priority spending based on needs assessments, and refined our overall budgeting and data tracking across our CTE programs. We have also created online modules to provide CTE specific information for onboarding of new instructors. In the coming year, we plan to build on these efforts by updating CTE funding guidance within the district’s Weighted Student Funding Formula and Gold Book and developing more detailed plans to support new hires to CTE.

Strategy 6: Expand Partnerships and Community Outreach

2018-19 Projected for 2019-20 & Beyond Key • Hired central staff member to lead growth of • Develop strategic plan for Actions career connected learning partnerships. adding additional partnerships • Created new partnerships (e.g., Seattle including consistent Maritime Academy, Pine Street Group LLC, communications and outreach Clarke Construction, Silver Cloud Hotel, plan. Charlie’s Produce). • Attain specific targets for • Finalized draft CTE partnership framework. developing partnerships. • Developed accessible online tool for • Develop Career Connect connecting to outside business and industry. Webpage.

This year, the district’s CTE team wanted to ensure that outside organizations and employers interested in partnering with our district can easily connect with our schools and programs. As a part of this work, we worked with the school-level CCLCs and a district-level Internship and Career Pathways Coordinator to build new partnerships (see example of this from Franklin High School in Appendix E). As a result, many new employers and businesses have worked with us this year to align with our prioritized pathways. Examples include Redfin in STEM, Seattle Maritime Academy and the Manufacturing Industrial Council in Maritime Operations, Pine Street Group LLC and Clarke Construction in Construction Trades, Swedish Medical, Kaiser Permanente, and Symbiosis Lab in Health and Medical, and Silver Cloud Hotel, Washington Hospitality Association, and the Sound Hotel in Hospitality Management, Charlie’s Produce in Culinary & Hospitality and Education and Human Services. Also, Price Waterhouse Cooper partnered with SPS’ NAF Finance Academy students to foster interest in the auditing profession. We are currently working with Kaiser Permanente and Swedish in Health and Medical, the Port of Seattle in Maritime and Skilled Trades, and Amazon in STEM on new initiatives for 2019-2020.

Modeled after Denver’s partnership continuum and CareerConnect Washington, we also refined the partnership continuum we drafted last year to reference how partners can become involved with CTE (see draft in Appendix D). These areas include Career Awareness/Exploration, Career Launch, Career Preparation, and Career Support. This framework will directly support K12 career connect in SPS. In the Fall of 2019, we will launch a more user-friendly online tool for interested businesses and employers to submit information to a database supported through the CTE district office and accessible by the CCLCs at their sites. Next steps include the development of a webpage dedicated to career connected learning and the expansion of an online tool to include student access to match with internships and other student-centered activities. Moreover, we will work to make sure these tools and resources align closely with the goals of the district’s new strategic plan to ensure any future partnerships prepare students furthest from educational justice for postsecondary success.

Strategy 7: Engage in recruitment and marketing to increase enrollment.

2018-19 Projected for 2019-20 & Beyond Key Actions • Refined communications • Launch a citywide advertising and materials with a partnership with marketing campaign for career the Puget Sound Educational connected learning. Service District.

In last year’s report, we added a seventh strategy on how we can strategically and systematically improve our recruitment and marketing efforts to increase participation in CTE. We have begun this effort to better market and rebrand traditional CTE programs as Career Connected Learning (CCL) in two ways. First, we are working with the Puget Sound ESD to create better communications documents starting with our prioritized pathways. In Appendix F, you can see a draft example of this work for Health and Medical pathway. This document illustrates our efforts to make this work clearer and more compelling and is designed to help families see what exciting CCL opportunities there are for their children in SPS, school leaders understand how to connect their teachers and programs to the district’s larger vision for support of this work, and industry partners to understand how they can get involved.

Second, we have started to engage with experts in advertising and branding to help us develop a multi- year strategy for changing the mindset and conversation about CCL and CTE in this city that will continue in the coming year. Initial ideas from those conversations include conducting formal research on the perceptions and attitudes towards CTE among Seattle residents. This broader effort will also help us take the proposed sequence of career connected learning activities to which all SPS students should access and connect it to a compelling branding effort that will result in increased participation in the district’s CCL programs and opportunities (see draft vision of K-14 of Career-Connected Learning Continuum from last year’s report below).

Draft Vision of K-14 Career-Connected Learning Continuum: Elementary:

- 4th and 5th grade students: o Introduction to a range of career pathways through field trips, guest speakers, and hands-on activities (example, Living Computer Museum, Boeing, Port of Seattle, Swedish Medical center) - Middle School 6th, 7th and 8th graders: o Participate in field trips, hand-on activities, and meet and hear from people who work in a range of industries. - Summer between 8th grade to 9th grade: o Students take a summer Skills Center course for a .5 HS CTE credit. Focus is on learning high school study skills, employability skills, working on their High School and Beyond plan, and identifying other CTE or Skills Center courses they might be interested in. - 9th Grade: o Students take a CTE and/or STEM-focused course that is related to a possible career pathway of their interest and participate in field trips, hand-on activities, and meet and hear from people who work in a range of industries. Ideally, students also take a Career Essentials class. - Summer between 9th and 10th grade:

o Students take a summer Skills Center course for a .5 HS CTE credit. Focus is on learning high school study skills, employability skills, working on their High School and Beyond plan, and identifying other CTE or Skills Center courses they might be interested in. Participate in a job shadow experience. - 10th Grade: o Students take a CTE and/or STEM-focused course that is related to a possible career pathway of their interest, and participate in field trips, hand-on activities, and meet and hear from people who work in a range of industries. Ideally, students also take a Career Essentials class. Students participate in job shadows, site visits, and learn how internships work. Students consider a Skills Center course they may want to take during 11th grade. (e.g., “Youth Career Experience” initiative) - Summer between 10th and 11th grade: o Students take a summer Skills Center course for a .5 HS CTE credit. Focus is on learning high school study skills, employability skills, working on their High School and Beyond plan, and identifying other CTE or Skills Center courses they might be interested in. Students consider a Skills Center course they may want to take. - 11th Grade: o Students take an advanced/preparatory CTE or Skills Center course. o Students earn dual credit through Seattle Colleges for their coursework. - Summer between 11th and 12th grade: o Students have paid, high school and college credit earning, internship in a job closest to the career pathway of their choice (e.g., “TEAMS206 Initiative”). - 12th Grade: o Students take an advanced CTE or Skills Center course. o Students earn dual credit through Seattle Colleges for their coursework. - Summer after 12th o Paid, dual credit internship (Skills Center). - Year one, Seattle Colleges: o Continue credit earning classes and internships towards a Applied Bachelor of Science - Year two, Seattle Colleges: o Continue credit earning classes and internships towards a Applied Bachelor of Science - Year Three, Seattle Colleges o Graduate from Seattle Colleges with a Applied Bachelor of Science in one of the available fields.

APPENDICES – 2018-19 CTE REPORT

Appendix A: Central CTE Staffing

Central Office CTE Staff for 2018-19 Administrators Director, Career and College Readiness ...... Caleb Perkins CTE Program Manager ...... Jane Hendrickson

Support Staff CCR Operations Lead ...... Debra Knickerbocker Business Analyst II Joy Turner Fiscal Analyst ...... Wendy Durham Administrative Assistant ...... Robyn Redfield Office Specialist ...... Hilary Gray

Certificated Curriculum Specialists Career Pathways and Internship Coordinator ...... Kathryn Searle STEM, Computer Science, and Information Technology ...... John Parker Skilled Trades, Media Arts and Communications ...... Harvey Wright Business, Marketing, & Academies ...... Maria Herrera-Lofton Health & Human Services, Family & Consumer Sciences, and Agriculture ...... Susan Grant

Seattle Skills Center Skills Center Principal ...... Dan Golosman Administrative Secretary/Registrar ...... Jennifer Toth Administrative Project Assistant ...... Angel Menchaca

Appendix B: Health & Medical Pathway Project Overview

The Health Services Pathway Project (HSPP) is a collaborative effort between Seattle Public Schools, Seattle Colleges, and Washington STEM, with regular advising from Swedish Health Services, Kaiser Permanente, King County Public Health, and the Health Industry Leadership Table. We are working to build a career-connected learning pathway focused on health & medical careers in Seattle Public Schools to dramatically increase the number of students interested in and pursuing postsecondary credentials in health careers at Seattle Colleges and other institutions of higher education. We propose to build a Health & Medical Careers Pathway at two or more Seattle Public High Schools starting in the fall of 2019 that includes: • 4-year sequence of courses • Real-world, problem-based, and hands-on Career Connected learning opportunities • Intensive career awareness and exploration beginning in 9th grade so young people learn about the wide range of career options in healthcare, and the commensurate range of degree and credential requirements for those careers • Career preparation and training through work-based internships for every student in the pathway • Teacher externships to ensure teachers have the most up-to-date skills and experiences to draw from in their curriculum design and instructional approach This is a new pathway program for Seattle Public Schools that is modeled on successful well-established long-running programs in Denver, CO, Vancouver, WA, and National Academy Foundation Health Science Academies located across the United States.

The Need and The Opportunity The Seattle region is currently experiencing a shortage of employees trained at all levels in health and medical careers, and the region’s healthcare industry is projected to grow 23% in the next decade. Health careers can appeal to many different types of young people, such as those who like science, those who want to help others, those who like active jobs, and more. Additionally, our workforce lacks the racial, linguistic, and socioeconomic diversity that our region needs to best serve all of our residents.

Yet students are interested in health & medical careers: as of the October count, 2,057 students are enrolled in one of the myriad health-related courses that are currently offered in Seattle Public Schools, and this does not include basic science courses. 80 of those students are enrolled in one of two career preparation programs offered via the Seattle Skills Center - Nursing Certified Assistant and Medical Assisting. Almost 300 students are enrolled in the School of Life Sciences at Cleveland High School which is a biological science program which attracts many healthcare- interested students and provides them a critical academic foundation but does not include any career training in healthcare skills, knowledge, or dispositions. Finally, the remainder of the students are taking a one-off health-related elective that is not part of a pathway, only loosely educates students about career options, and does not do any explicit career exploration or training.

We know from intentional course visits and focus groups conducted in the fall of 2018 that students are interested in health careers. • One student in a biotechnology class told us she was taking the course because “I want to be a nurse but I can’t get to the nursing program from where I live.”

• In another section of biotechnology, fully half of the students are planning on postsecondary study in the healthcare field. • After a short, 30-min panel featuring two health practitioners with a group of approximately 50 8th grade students in the fall of 2018, two-thirds of the group expressed interest in learning more and possibly pursuing a career in health services.

Career pathway programs are especially useful for students who’ve not historically found success in the traditional school environment. According to one report: Many students drop out of high school and college programs in part because they are unable to see any connection between what they are learning and what they may one day be doing professionally. They ask, “Why do I have to learn this?” By linking student learning to career pathways, work-based learning programs can lower the dropout rate (NAF, 2011). Indeed, research has found that students in work-based learning programs complete related coursework at high rates and have higher attendance and graduation rates than those not enrolled in such programs (Colley & Jamison, 1998).

Project Information The Health Services Pathway has been under development for the past 9 months and will launch in the fall of 2019 with the debut of a 1-semester “Intro to Medical Careers” course. Currently the course is on the registration forms for four Seattle high schools - Chief Sealth, Rainier Beach, Garfield, and Nathan Hale. Student demand will drive the ultimate selection of the schools, and we are in the middle of an active student recruitment campaign to educate students and families - especially low-income students and students of color - about both the course and broader career opportunities in health and medicine. Our current outreach campaign includes: • Direct outreach to middle- and high school counselors and administrators via e-mail and webinar • Career panels in feeder middle schools • Distributing information to families via community-based organizations supporting low-income or historically underserved families

The goal of the Intro to Medical Careers course is to build awareness of health careers beyond becoming a doctor, dentist, or nurse. We are particularly interested in building awareness of family-wage pathways that require only a Bachelor’s degree or less to gain an entry-level position, and which immerse workers in true clinical settings where they can build their skills and earn money while deciding whether or not to pursue longer-term training in medicine, nursing or research. We also want to support pathways that include intermediate wage-earning opportunities for students waiting for a spot in a nursing program as those programs are especially hard to get into due to a shortage of available slots in our local region. Some of the in-demand, family-wage careers we are trying to encourage include:

Job Average salary in the Seattle region Degree required

Medical Assistant $43,710 Certificate

Surgical or Radiologic Technician $76,160 Associate’s degree

Respiratory Care Technician $74,189 Associate’s degree

Dental Hygienist $100,603 Associate’s degree

The Intro to Medical Careers course will include several opportunities for students to visit workplaces and interact with healthcare professionals, building their awareness of a range of medical careers and connections to local professionals. These may be clinical settings such as PacMed, a training and clinical facility operated by our partner Seattle Colleges, as well as the hospitals and administration buildings operated by Swedish and Kaiser, and the community health clinics supported by King County Public Health.

A Note on Employer Partnerships Since its inception in April of 2018, the HSPP has had a close relationship with representatives from the healthcare industry, a practice that continues today. Our Steering Committee originally included the founding program manager of the Health Industry Leadership Table (HILT), a coalition of industry representatives who share a goal of expanding training and development opportunities to ensure a thriving healthcare workforce in the Seattle region. We collaborate at least monthly with dedicated representatives from Swedish Health Services, Kaiser Permanente, and King County Public Health, and have recently become a top priority for the Talent Pipeline Subcommittee of the HILT, a committee of 6-10 businesses committed to supporting career awareness and preparation for young people across the region. These representatives helped to staff our career panel in the fall of 2018, have given input on high-demand careers and the training and preparation they look for when hiring for those jobs, and are on deck to help advise on curriculum and student career awareness activities when our students are ready for them.

After students successfully complete the Intro to Medical Careers Course, there will be a pathway course available to them for each subsequent year of high school. We are actively working with our employer partners and steering committee members to determine what those courses will be. Anatomy & Physiology will definitely be one of the courses, either in the 10th or 11th grade year. Other possible courses that we are actively assessing include: Psychology (behavioral health), Sports Medicine, Nutrition, and/or Global Health. In order to make a determination about the sequence of courses, we are working with our industry partners and considering the skills acquired, labor market demand, and student interest.

Other key pathway development considerations include: • When and how to build a work-based internship into the pathway. We know that work-based experiences are critically important for students to develop job readiness skills, a professional identity, and social connections that can help young people - especially youth of color - access opportunities in the field. We are mindful of state regulations that an inhibit young people from working in heavily-licensed fields, as well as traditional state requirements for hours rather than competency required to grant credit, yet we believe that carefully planned experiences can adhere to these requirements and provide students meaningful job-embedded experiences at the same time.

• Additional student support to help previously low-performing students succeed in the pathway. Our project charter and steering committee values are explicit that we see this pathway as a way to promote equity, to diversify our local healthcare workforce, and to improve educational outcomes for historically underserved students. Knowing that, we hope to encourage many previously low-performing students to take the Intro to Medical Careers course. If they are “hooked” on a health career after the course, as we hope will happen, we expect they will need additional support to stay on track, especially as we encourage them to continue taking challenging math and science courses in support of their pathway courses. We are requesting funds for additional teacher & counselor time from this grant knowing that those adults will be the ones to provide and/or organize additional support opportunities for struggling students. • Intentional course connection through placement and dual-credit opportunities between Seattle Public Schools and Seattle Colleges. We know that there is nothing more demoralizing than having to repeat a course due to the fact that systems do not talk to each other. Further demoralizing is when that course costs money or takes away from other potentially paid opportunities. As such, we have begun exploring potential redundancies between our intended high school pathway courses and the prerequisites for most Allied Health degrees at Seattle Colleges. Our goal is to help students earn college credit while still in high school for as many of the “gateway” prerequisite courses as possible so they can move directly into career-aligned postsecondary coursework after high school. Our steering committee includes key members of the Workforce and Navigation teams at Seattle Colleges who are ready to welcome, through a warm handoff to open arms, students who successfully complete the health services pathway in Seattle Public Schools. • Building job readiness competencies into CTE course frameworks. CTE courses across the state are already required to include work-readiness skills in their frameworks, and SPS has a long history of success with this. As we build or revise frameworks for pathway courses in conjunction with teachers and industry professionals, we will be seeking to incorporate the following skills: o A team work ethic and problem-solving, as evidenced through project-based learning. One common activity in an Intro to Health Careers Course is for a small group of students to deeply study a disease, to work together to diagnose it based on common symptoms, and to develop a healthcare plan to help the patient manage or recover from the disease. o Verbal communication. Healthcare professionals need to be able to speak clearly and respectfully with their patients and other colleagues. Many health courses including Sports Medicine, Nursing Certified Assistant, and Medical Assisting include learning to take vital signs and provide basic patient care. o Career-specific skills and certifications, such as HIV/AIDS, First Aid/AED, and CPR.

Appendix C: STEM Pathway Overview

A robust CTE pathway begins intentionally with experiences in the middle school grades, if not before, and continues through to multiple post-secondary options. Given this, the STEM pathway begins in middle school with a STEM Innovation Lab course which will offer students a wide variety of experiences in computing, design, and engineering or the middle school computer science course. Students can also engage in multiple career exploration experiences to expose students to a variety of careers using STEM career panels and participation in individual and collaborative STEM design experiences and showcase their work (e.g., STEM EXPO). The development of this pathway then continues into high school and beyond with exploratory and preparatory courses and career-connected internships.

The following efforts and initiatives support our development of this STEM pathway:

• Embed industry engagement in middle school science courses - In partnership, the district-level CTE and science teams collaborated to plan a STEM career-connected learning experience for students in middle school science classes. SPS science teachers agreed to have STEM professionals visit their classrooms to talk about their pathway into their career pathway. CTE and Science will continue to collaborate to expand the program to more science classrooms with an emphasis on bringing professionals of color, especially African-American males, to classrooms to inspire our students. In addition, this program will grow to mentor teams of students to solve problems and present to industry panels in a districtwide STEM expo to showcase science student work. • Increase access to computer science and create consistency in instructional resources for middle school computer science courses - The CTE department is working to help middle school computer science teachers attend Code.org Discoveries training over the summer and into the school year. This initiative will begin to provide high quality middle school resources in computer science across the district. Code.org Discoveries was chosen because of recommendation by the City and SPS Computer Science Advisory Committee. The purpose is to provide all students an experience with computer science and create awareness of career opportunities in computer science fields. • Increase career connected learning activities for students at the middle schools - The middle school Adopt-a-Classroom Project will pair a software developer with a middle school computer science class to demystify for students the process of becoming a software engineer. The program will feature small groups of students visiting the engineer’s worksite to share back with the other students what it is like to work in in a in a professional team. In addition to scheduling classroom visits and worksite visits, the planning team will structure and script short, weekly skype sessions between the professional and the class so that the software engineer can build and maintain the relationship with the students, introduce new class projects, talk about 21st century skills and share team-building messages with the students. The planning team is working to provide professionals of color for our schools in this partnership. Students of color, particularly Africa-American males, will get priority for these work-site visits in alignment with our district vision of targeted universalism. The planning team is working to pilot this program in the 2019-2020 school year. • Introduce Innovation Lab Course for Middle Schools that currently offer very little CTE programming in 2019-20 - Although our enrollment in MS CTE has increased this year, we have declined in the number of school sites decreasing by one from 15 to 14 school sites. To provide schools that have challenges with staffing or enrollment, the district CTE team developed a course which will allow students to explore STEM opportunities in all career pathways through exploring STEM design. CTE is working with two middle schools to create and pilot an Innovation Lab (ILab) a course in the 2019- 2020 school year. The course will consist of STEM projects dealing with digital citizenship, lab and tool safety, basic computer science and programming concepts, basic computer hardware and 34

software knowledge, use of digital tools, image and video editing applications, simple circuits, circuits with microcontrollers, 3-D modeling and printing, and emerging careers in technology. Students will also gain knowledge and skills in problem solving, teamwork collaboration and innovation. Moreover, they will brainstorm, research, develop ideas, create models, test and evaluate design ideas and communicate solutions. This exploratory course will provide students with introductions to all the CTE pathways in high school which we hope will lead to increased student demand for high school CTE courses. • Increase access to STEM training opportunities for teachers - CTE is working with the WABS STEM Access program to create STEM teams of teachers to collaborate with industry partners over the summer to develop an authentic and engaging problem-based learning lesson or unit. The experience will provide teachers with industry connections and a real-world career-connected experience for students that can be embedded into their curriculum.

Appendix D: Draft SPS Career-Connected Learning Partnership Continuum aligned with CareerConnect Washington

CareerConnect Levels of Industry Partnerships Description of Industry Engagement Examples Career Classroom guest speaker or Career Panel TEALS volunteers in Computer Awareness/Exploration Sponsor industry site tours Science, Manufacturing Sponsor job shadow experiences Industrial Council, and Army Participate in Career Fair Corp of Engineers host job Participate on Industry Advisory Board for shadow experiences; CTE Hot Stove Society, Pine Street These outreach activities can provide early LLC, and Creative Advantage exposure to new jobs and industries. with City of Seattle’s Office of Arts and Culture provide industry site tours and career panels to promote course enrollment Career Preparation Industry Expert Guest Teacher TEALs, City of Seattle, OED, and Mentorship Seattle Colleges Culinary provide Internships teacher training; Pre-Apprenticeships WABS STEM Externships; Externships Molly Moon Ice Cream Industry Challenge; These programs give students hands-on Seattle Academies skills and knowledge experience with a Foundation industry specific business, career track or industry, internships; and help them be more prepared for being Tom Douglas hired in a professional setting. Restaurants embedded internships; Seattle University College Ready Course Career Launch Formal Registered Apprenticeships RPAC; Embedded WSL experiences into SKC Clinicals at Hospital sites curriculum prepare students for credentials

The most intensive type of career connected learning program. Career Launch programs combine paid, meaningful work experiences with aligned classroom learning so students can receive a credential and become a competitive job candidate. Students earn academic credit and gain real-world skills.

Career Support Industry Engagement: TEALs, Keybank, TectStart from Provide Funding to support launching a Facebook, Seattle Academy new high demand program Foundation, College Develop Curriculum Occulus, x Microsoft/Recording Provide industry-level equipment Arts Program, Provide funding to specifically to support Boeing/Manufacturing Industrial student leadership Council Core+, Washington Hotel Provide program specific college Association, Washington scholarships Restaurant Association, Foundry10, City of Seattle OED, This support provides funding, services, or Tom Douglas Restaurants, equipment to support CTE program. Youth Maritime Collaborative, Port of Seattle

Appendix E: Sample Flyer for CCLC-Developed Partnerships at Franklin High School

Appendix F: Draft Marketing Materials from the Puget Sound ESD

CAREER & TECHNICAL Policy No. 2170 EDUCATION December 2, 2015

Page 1 of 2

It is the policy of the Seattle School Board that the district will provide a program of Career and Technical Education to assist students in making informed and meaningful educational and career choices, and to prepare students for a wide range of post-secondary options. The district’s Career and Technical Education program is a planned program of courses and learning experiences that begins with the exploration of career options. Additionally, the district’s Career and Technical Education program supports basic academic and life skills, enables achievement of high academic standards, incorporates leadership training, provides options for high skill development and high-wage employment preparation and includes advanced and continuing education courses. The program and its courses are included as part of the regular curriculum of the district.

The district will establish local Career and Technical Advisory Committees to assist in the design and delivery of the district’s Career and Technical Education program. Committees will advise the district on current labor market needs and the programs necessary to meet those needs. The district’s Career and Technical Education program will be related to employment demands, current and future, and to the needs and interests of students.

The Board will annually review and approve the district’s plan for the design and delivery of its career and technical education program. Equitable access to all programs in middle schools, high schools, and the Seattle Skills Center will be reviewed. The plan will ensure academic rigor, establish program performance targets, address the skill gaps of Washington’s economy and provide opportunities for dual credit.

The Superintendent or his or her designee is granted the authority to develop procedures which will ensure all programs and courses are operated in conformity with the district’s plan for Career and Technical Education and with all Federal and State laws prohibiting discrimination based on federal protected classes. Additionally, the district will seek and utilize state and federal sources of revenue for the financial support of Career and Technical Education in the district.

Board Policy No. 2170 Page 1 of 2

The superintendent or his or her designee is granted the authority to develop procedures in order to implement this policy.

Adopted: December, 2015 Revised: Cross Reference: Policy Nos. 2413, 2415, 2200, 3210, 4110; and related Superintendent Procedures 2170SP and 4110 SP Previous Policies: C48.00, C49.00, C52.00, and Procedure C52.01 Legal References: RCW 28A.150.500 Education agencies offering vocational education programs – local advisory committees – advice on current job needs; RCW28A.230.130 Program to help students meet minimum entrance requirements at baccalaureate – granting institutions or to pursue career or other opportunities – high school course offerings for postsecondary credit; Chapter 28A.700 RCW Secondary career and technical education; 20 U.S.C. 2301 et. Seq. Carl D. Perkins Career and Technical Education Ace of 2006 Management Resources:

Board Policy No. 2170 Page 2 of 2

Goal 4: Engagement/Collaboration - By June 2019, Seattle Public Schools will work with stakeholders at all levels, including 18-19 SMART Goal #4 internal staff and external partners, to build a collaborative culture with a foundation of trust and confidence in Seattle Public

Schools using established guidelines, protocols and training. The district hasn’t had a consistent engagement and collaborative decision-making framework, practices and accountability. As a result, external and internal stakeholders don’t perceive the district central office as responsive to input and concerns. Over time, this has created an Problem Statement environment where trust has been broken with our families and communities, as well as our staff. Central Office is not perceived as transparent in our decision making thus leading to a lack of confidence in SPS. Target, June 2019 Proficient Committee Executive Committee

WORST BEST

Low Red High Red Low Yellow High Yellow Low Green High Green

Key Organizational Behaviors

Baseline as of Basic Proficient (all the elements of Basic plus…) Distinguished (all the elements of June 2018 Proficient plus…) Communications: BASIC Low Green Low Green High Red Two-way Select and implement 2 to 3 online 2-way Pilot and refine use of "professional version" of Working in collaboration with newly formed Engagement engagements; create a project plan and budget for Thought Exchange tool. Select a maximum of Community Advisory Committee, the each engagement; train key staff and stakeholders on fifteen department engagement leads or school Communications and Engagement use; supplement with focus groups including home leaders to train and pilot the tool. Collect Department will review current board policies language and students; analysis of data gathered and feedback. Integrate findings and best practices and superintendent procedures (e.g. report back to the public; provide post action report into the Community Engagement toolkit. Support taskforce and advisory committees). Revisions to cabinet and school board. individuals in developing or new policies and or procedures will be communication/engagement plans; analyzing developed in order to formally strengthen our Evidence/Outcome Measures: Number of families data; and reporting back to the community. commitment and accountability to authentic engaged and increase in underrepresented families engagement. over time. A reduction in dissatisfaction related to Evidence/Outcome Measures: Number of Evidence/Outcome Measures: New or Family Climate Survey data item: The district reaches leaders trained; written support materials; revised policy and procedure to support out to parents when decisions important to families integration of use into toolkit and ongoing community engagement. need to be made. 2018 baseline is 54.8% (will be trainings. available in June 2018).

Baseline as of Basic Proficient (all the elements of Basic plus…) Distinguished (all the elements of June 2018 Proficient plus…) Community BASIC Low Red Low Red Low Yellow Engagement Continue to provide a comprehensive professional Develop, integrate into current principal PD Develop a peer coaching model that brings Model: School- development plan and training opportunities for structures training on the revised Community family engagement, community engagement Based central office staff on community Engagement Toolkit for schools and school and partnership coordination into alignment. Implementation engagement/improved communications. Continue leaders. Select 3 "partnership and engagement" current trainings: Why, What, How: Building and coaches (current principals with proven Authentic Engagement Plan; and Engagement Evidence/Outcome Measures: 25% of schools practice). Train principals on consensus Evaluation. Provide new trainings such as: participate in first year of training; exit survey building facilitation. Select 9-10 schools to Collaboration 101; Closing the Loop. Work with the responses. support. Work with schools to audit current Community Advisory Committee to create course practice; create a vision; multi-year action objectives. Continue to develop online trainings to plan to improve areas of focus. In year 2 support sustainability of work. expand support to another 10 schools. Evidence/Outcome Measures: Schools’ vision Evidence/Outcome Measures: Number of central and draft plans. Increased family climate and school-based participants (goal 150 staff) and survey data for participating schools. Collaboration, BASIC Low Greend f Low Green Orange Problem Solving, and School-Based Increase the capacity of individual managers and Supports (HR school leaders to effectively understand the context Increase the capacity of departments and Implement an Alternative Dispute Resolution Department) of workplace conflict, and skills for improving school/program based teams to effectively Process to be accessed by employees, where communication and collaborative problem solving. understand the context of conflict and provide there is a continuum of support for This would include Tier 1 and Tier 2 training. tools for improving communication and employees engaged in with others. This collaborative problem solving. This would model would include Conflict Engagement Evidence/Outcome Measures: 1) Manager and include BLT training on a quarterly basis (for new Specialists. principal attendance in conflict resolution training 2) teams and/principals) and implementation of a Participant evaluations of training quality and JSCEE Employee Engagement and recognition Evidence/Outcome Measures: Increase effectiveness program. employee engagement perception survey by 5% points on how departments effectively Evidence/Outcome Measures: 1) 100% of deal with conflict and perceptions around schools will have participated in BLT Training support in role all three constructs: (including those trained in 17-18 school year) 2) Participant evaluations of training quality and Construct Baseline Target effectiveness 3) Increase employee engagement Role 84.6% 89% perception survey by 5% points on how Culture 70.4% 75% departments effectively deal with conflict 69% 74% Support (Baseline is 49.9%. Target is 55%) Baseline as of Basic Proficient (all the elements of Basic plus…) Distinguished (all the elements of June 2018 Proficient plus…) Family BASIC High Green High Green High Yellow Engagement Effectively engage families by developing a family Integrate family engagement PD into existing SPS Establish an integrated accountability engagement professional development plan that training structures (Leadership Learning Days and structure consisting of parent leaders and leverages the recommendations provided by the 17- Student Support Summit) to increase the efficacy central office/school staff that aligns existing 18 Family Engagement Scan and Family Engagement of Building Leaderships Teams, Racial Equity resources and develops new structures that multi-year action plan (to be completed Spring Teams, MTSS teams, etc. work collectively to implement SPS’s new 2018). Family Engagement vision (to be completed Evidence/Outcome Measures: Family Spring 2018) and provides increased support Evidence/Outcome Measures: Number of central Engagement PD is identified and integrated as to existing school based family engagement and school-based partnerships (goal 150 staff) key elements in trainings across district groups (e.g. PTSA/PTO, FEAT, etc.); aligning initiatives. both internal and external partners to a district wide framework.

Evidence/Outcome Measures: Implement 1-2 engagement activities identified in the multi- year family engagement action plan.

Members of the PLC / PAC collaborate to develop and deliver 1-2 trainings related to best practices.

3 June 2019 Annual Evaluation Goal 4: Engagement/Collaboration - By June 2019, Seattle Public Schools will work with stakeholders at all 18-19 District SMART Goal #4 levels, including internal staff and external partners, to build a collaborative culture with a foundation of trust

and confidence in Seattle Public Schools using established guidelines, protocols and training. The district hasn’t had a consistent engagement and collaborative decision-making framework, practices and accountability. As a result, external and internal stakeholders don’t perceive the district central office as responsive to Problem Statement input and concerns. Over time, this has created an environment where trust has been broken with our families and communities, as well as our staff. Central Office is not perceived as transparent in our decision making thus leading to a Target, June 2019 Proficient Committee Executive Committee

1. What work have you done under this goal? a. Communications: Two-way Engagement i. Lead a successful Strategic Plan Community Engagement Tour in January 2019, soliciting feedback on the draft Strategic Plan, with a focused effort on historically underserved/underheard families and community members ii. ThoughtExchange contract was not renewed for 2019-20. Cost savings to the district is $103K. This decision was made as the tool does not adequately engage historically underserved/underheard families b. Community Engagement Model: School-Based Implementation i. Consensus Facilitation training for 9 school leaders was actualized. However, school leaders did not utilize the training as outlined in the goal metric c. Collaboration, Problem Solving, and School-Based Supports (HR Department) i. We have made tremendous progress in supporting school Building Leadership Teams’ capacity to engage in productive collaboration and problem solving. 83 BLT teams have been trained as a result of this SMART Goal. While this in and of itself is to be commended, another outcome of this effort is the partnership we built with SEA to co-facilitate these sessions. They are jointly developed and owned by SPS and SEA. ii. Through our Tier 1 training to increase supervisors’ capacity to positively and effectively engage workplace conflict, 94 JSCEE supervisors/managers have attended two full days of training. While minimal gains were achieved on the Employee Engagement Survey for all JSCEE staff, it is important to note that we saw significant gains for Black or African American employees who reported more positive experiences than the previous year results. On the construct of “role”, results showed an 8% increase. On the construct of “culture” results showed a 12.1% increase and on the construct of “support” results showed a 12.2% increase. The full results of the survey are attached as an artifact to this report. d. Family Engagement i. Lead a successful Strategic Plan Community Engagement Tour in January 2019, soliciting feedback on the draft Strategic Plan, with a focused effort on historically underserved/underheard families and community members ii. Revisions to policies have deepened requirements on family engagement (as well as racial equity language)

2. Did you meet your Target of Proficient for June 2019? If not, why not (i.e., what challenges did you face)?

June 2019, Work Session: 18-19 District SMART Goals Page 1 of 2 a. Communications: Two-way Engagement – Yes or No i. Yes. b. Community Engagement Model: School-Based Implementation – Yes or No i. We hit distinguished at low yellow but basic and proficient are at low red. This is because the rubrics for Goal 4 were written in May 2018 under a different department/division but assigned to Equity, Partnerships & Engagement in early November 2018 as part of the superintendent’s Central Office re-organization. It was extremely challenging to meet or implement a non- resourced standard we did not create. c. Collaboration, Problem Solving, and School-Based Supports (HR Department) – Yes or No i. We did implement the strategies outlined in the rubrics, but we did not see the overall results on the JSCEE Employee Engagement Survey that we had established. We did exceed expectations for some sub groups, but the overall (average) scores on the perception survey showed little gains. d. Family Engagement – Yes or No i. Yes.

June 2019, Work Session: 18-19 District SMART Goals Page 2 of 2

District Summary Report by Division and Demographic 2018-2019 Employee Engagement Survey

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For questions and more information about this document, please contact the following:

Clover Codd Chief Human Resources/Human Resources [email protected]

This document is the District summary report for the JSCEE Employee Engagement Survey for the 2018-2019 school year.

Select Category Select Group Select Year Division All 2018 2018 JSCEE Employee Engagement Survey

All Items Division: All 457 Responses % Positive ■ Agree Topic: Role . Change Over ← Strongly disagree Disagree Neutral | Agree Strongly agree → ■ Strongly Agree Last Survey

Topic Average 10% 36% 48% 83.4% ▼ -1.2%

I am encouraged to think creatively and be 8% 16% 31% 40% 71.4% ▼ -6.8% innovative in my role I am passionate about my role with Seale 11% 31% 54% 84.8% ► 0.5% Public Schools I feel like my work is important to the mission 33% 59% 92.6% ► -0.9% and purpose of Seale Public Schools I make an eﬀort to learn new skills that help me 39% 56% 94.5% ► 0.8% grow in my role

I understand the expectations of my role 8% 43% 43% 85.7% ▼ -2.9%

My job is a good ﬁt for my strengths, skills, 8% 31% 58% 88.4% ▼ -1.9% knowledge and talents Setbacks, challenges or recurring problems don't 13% 18% 42% 24% 66.4% ▲ 3.0% discourage me at work

Topic: Culture .

Topic Average 8% 15% 38% 34% 72.1% ▲ 1.7%

Conﬂict in my department is resolved in a timely 9% 15% 21% 34% 20% 54.5% ▲ 4.7% and eﬀective manner I have trusting relationships with my colleagues 5% 14% 45% 33% 77.2% ▲ 1.2% at work

My department has a collaborative work culture 6% 10% 17% 38% 29% 67.5% ► 0.7%

My department is always looking to improve 6% 15% 40% 35% 75.7% ► -1.0% how we serve schools and customers My ideas and contributions are valued and 9% 14% 40% 31% 71.3% ▲ 2.5% respected at work The people I work most closely with are 9% 33% 53% 86.2% ▲ 2.1% commied to doing high quality work

Topic: Support .

Topic Average 6% 9% 17% 35% 34% 68.6% ► -0.5%

I have helpful conversations with my supervisor 8% 20% 34% 32% 66.4% ► -0.6% about my progress and goals

I receive recognition or positive feedback for 8% 12% 16% 39% 25% 64.3% ► -0.7% doing good work

My supervisor cares about me as a person 14% 31% 44% 75.0% ► -0.1%

80% 60% 40% 20% 0% 20% 40% 60% 80%

← % Negative / Neutral | % Positive →

Research & Evaluation | [email protected] Select Category Select Year Division 2018 2018 JSCEE Employee Engagement Survey

Topic Summary By Division % Positive ■ Agree Change Over Topic: Role . ■ .Strongly Agree ← Strongly disagree Disagree Neutral | Agree Strongly agree → Last Survey

District Average for Topic n= 457 10% 36% 48% 83.4% ▼ -1.2%

Capital, Facilities & Enrollment Planning n= 56 11% 38% 45% 83.2% ► -1.0%

Department of Technology Services (DoTS) n= 74 12% 39% 43% 81.7% ► 0.1%

Operations n= 44 9% 12% 31% 44% 75.0% ▼ -8.1%

Teaching & Learning n= 137 9% 36% 48% 84.2% ▼ -2.0%

Other n= 39 7% 12% 35% 44% 79.1% ▼ -5.0%

Business & Finance (Grants) n= 51 8% 36% 54% 89.9% ▲ 2.0%

HR & Professional Growth n= 39 9% 33% 52% 85.0% ▲ 2.1%

Partnerships n= 17 30% 64% 94.1% ▲ 2.6%

Topic: Culture . .

District Average for Topic n= 444 8% 15% 38% 34% 72.1% ▲ 1.7%

Capital, Facilities & Enrollment Planning n= 56 10% 22% 35% 31% 66.1% ▼ -3.7%

Department of Technology Services (DoTS) n= 70 12% 17% 44% 24% 67.4% ▼ -3.5%

Operations n= 44 20% 16% 13% 30% 21% 51.0% ▼ -5.9%

Teaching & Learning n= 132 12% 40% 38% 77.8% ▲ 1.4%

Other n= 37 17% 34% 43% 77.0% ▲ 8.8%

Business & Finance (Grants) n= 50 14% 41% 39% 80.0% ▲ 6.6%

HR & Professional Growth n= 38 9% 15% 43% 31% 73.2% ▲ 6.0%

Partnerships n= 17 10% 34% 51% 85.3% ▲ 5.3%

Topic: Support . .

District Average for Topic n= 440 9% 17% 35% 34% 68.6% ► -0.5%

Capital, Facilities & Enrollment Planning n= 56 7% 14% 14% 40% 24% 64.3% ▼ -8.6%

Department of Technology Services (DoTS) n= 70 8% 22% 40% 26% 66.7% ► 0.6%

Operations n= 43 17% 21% 18% 22% 22% 44.2% ▼ -2.8%

Teaching & Learning n= 131 7%6% 15% 34% 38% 72.3% ▼ -4.1%

Other n= 36 17% 31% 42% 73.1% ▲ 6.5%

Business & Finance (Grants) n= 49 16% 37% 41% 78.2% ▲ 3.4%

HR & Professional Growth n= 38 19% 33% 39% 71.9% ▲ 5.3%

Partnerships n= 17 8% 12% 35% 43% 78.4% ▲ 5.1%

80% 60% 40% 20% 0% 20% 40% 60% 80%

← % Negative / Neutral | % Positive →

Research & Evaluation | [email protected] Select Category Select Year Race / Ethnicity 2018 2018 JSCEE Employee Engagement Survey

Topic Summary By Race / Ethnicity % Positive ■ Agree Change Over Topic: Role . ■ .Strongly Agree ← Strongly disagree Disagree Neutral | Agree Strongly agree → Last Survey

District Average for Topic n= 457 10% 36% 48% 83.4% ▼ -1.2%

Asian n= 37 9% 29% 57% 85.3% ▼ -2.9%

Black or African American n= 35 10% 27% 55% 81.3% ▲ 8.4%

Hispanic or Latino n= 19 9% 30% 56% 85.7% ▲ 3.8%

Multi-racial n= 23 8% 35% 53% 88.2% ▼ -1.6%

Native American n= 5 14% 83% 97.1% ▼ -2.9%

Paciﬁc Islander n= 5 17% 71% 88.6% ▲ 19.5%

White n= 230 10% 38% 46% 84.7% ▼ -3.1%

No response / Prefer not to state n= 103 8% 11% 38% 40% 78.1% ▼ -1.8%

Topic: Culture . .

District Average for Topic n= 444 8% 15% 38% 34% 72.1% ▲ 1.7%

Asian n= 37 6%6% 17% 30% 41% 70.7% ▲ 1.3%

Black or African American n= 35 7% 8% 18% 38% 30% 67.5% ▲ 12.1%

Hispanic or Latino n= 19 7% 8% 15% 25% 46% 70.2% ▼ -8.9%

Multi-racial n= 23 9% 18% 30% 37% 67.4% ▼ -3.2%

Native American n= 5 13% 83% 96.7% ▼ -3.3%

Paciﬁc Islander n= 5 23% 13% 60% 73.3% ▲ 34.4%

White n= 230 8% 14% 42% 33% 74.8% ► -0.8%

No response / Prefer not to state n= 90 11% 17% 41% 27% 67.6% ▲ 4.7%

Topic: Support . .

District Average for Topic n= 440 9% 17% 35% 34% 68.6% ► -0.5%

Asian n= 37 9% 12% 27% 49% 75.7% ► -0.5%

Black or African American n= 35 8% 16% 33% 39% 72.4% ▲ 12.2%

Hispanic or Latino n= 19 11% 14% 30% 40% 70.2% ▼ -4.2%

Multi-racial n= 23 7% 7% 16% 36% 33% 69.6% ▲ 2.9%

Native American n= 5 7% 13% 73% 86.7% ▼ -13.3%

Paciﬁc Islander n= 5 13% 20% 20% 40% 60.0% ▲ 15.6%

White n= 229 17% 37% 33% 70.3% ▼ -4.2%

No response / Prefer not to state n= 87 17% 18% 34% 24% 58.2% ▲ 2.5%

80% 60% 40% 20% 0% 20% 40% 60% 80%

← % Negative / Neutral | % Positive →

Research & Evaluation | [email protected] Select Category Select Year Gender 2018 2018 JSCEE Employee Engagement Survey

Topic Summary By Gender % Positive ■ Agree Change Over Topic: Role . ■ .Strongly Agree ← Strongly disagree Disagree Neutral | Agree Strongly agree → Last Survey

District Average for Topic n= 457 10% 36% 48% 83.4% ▼ -1.2%

Other n<5 n<5 -- Data Suppressed

Female n= 248 10% 36% 49% 84.5% ► -0.4%

Male n= 125 9% 36% 49% 85.5% ► -0.4%

No response / Prefer not to state n= 82 7% 12% 35% 41% 76.8% ▼ -3.7%

Topic: Culture . .

District Average for Topic n= 444 8% 15% 38% 34% 72.1% ▲ 1.7%

Other n<5 n<5 -- Data Suppressed

Female n= 248 8% 16% 37% 36% 73.3% ▲ 3.7%

Male n= 125 6% 8% 13% 42% 30% 72.3% ▼ -1.9%

No response / Prefer not to state n= 69 10% 17% 39% 29% 67.1% ▲ 2.0%

Topic: Support . .

District Average for Topic n= 440 9% 17% 35% 34% 68.6% ► -0.5%

Other n<5 n<5 -- Data Suppressed

Female n= 247 6% 16% 34% 38% 71.9% ▲ 1.3%

Male n= 125 7% 8% 16% 39% 30% 69.1% ▼ -3.8%

No response / Prefer not to state n= 66 7% 19% 20% 28% 26% 54.0% ▲ 2.5%

80% 60% 40% 20% 0% 20% 40% 60% 80%

← % Negative / Neutral | % Positive →

Research & Evaluation | [email protected] Select Category Select Year Employment Status 2018 2018 JSCEE Employee Engagement Survey

Topic Summary By Employment Status % Positive ■ Agree Change Over Topic: Role . ■ .Strongly Agree ← Strongly disagree Disagree Neutral | Agree Strongly agree → Last Survey

District Average for Topic n= 457 10% 36% 48% 83.4% ▼ -1.2%

Non-represented n= 294 10% 37% 46% 83.5% ▼ -1.2%

Represented n= 126 9% 32% 53% 84.6% ▼ -1.3%

No response / Prefer not to state n= 37 14% 33% 45% 78.3% ► 1.0%

Topic: Culture . .

District Average for Topic n= 444 8% 15% 38% 34% 72.1% ▲ 1.7%

Non-represented n= 294 8% 14% 41% 32% 73.4% ► 0.7%

Represented n= 126 7% 9% 17% 32% 36% 67.4% ▲ 1.3%

No response / Prefer not to state n= 24 16% 38% 42% 80.6% ▲ 20.1%

Topic: Support . .

District Average for Topic n= 440 9% 17% 35% 34% 68.6% ► -0.5%

Non-represented n= 293 9% 17% 36% 32% 68.5% ► -0.4%

Represented n= 126 8% 8% 16% 32% 36% 67.7% ▼ -3.3%

No response / Prefer not to state n= 21 11% 10% 32% 43% 74.6% ▲ 16.3%

80% 60% 40% 20% 0% 20% 40% 60% 80%

← % Negative / Neutral | % Positive →

Research & Evaluation | [email protected] Select Category Select Year Years of Experience 2018 2018 JSCEE Employee Engagement Survey

Topic Summary By Years of Experience % Positive ■ Agree Change Over Topic: Role . ■ .Strongly Agree ← Strongly disagree Disagree Neutral | Agree Strongly agree → Last Survey

District Average for Topic n= 457 10% 36% 48% 83.4% ▼ -1.2%

Less than 2 years n= 75 11% 41% 42% 83.4% ▲ 1.6%

2 - 5 years n= 116 6% 13% 40% 39% 78.8% ▼ -3.9%

6 - 10 years n= 71 8% 35% 51% 85.3% ▲ 1.8%

11 - 20 years n= 94 7% 34% 53% 86.7% ► -0.3%

More than 20 years n= 69 8% 29% 58% 86.7% ▼ -2.3%

No response / Prefer not to state n= 32 12% 29% 50% 79.0% ▼ -3.7%

Topic: Culture . .

District Average for Topic n= 444 8% 15% 38% 34% 72.1% ▲ 1.7%

Less than 2 years n= 75 16% 43% 36% 78.6% ▲ 6.0%

2 - 5 years n= 116 9% 15% 42% 30% 71.6% ► -0.8%

6 - 10 years n= 71 12% 12% 33% 40% 73.0% ▲ 4.7%

11 - 20 years n= 94 8% 19% 39% 29% 67.3% ▼ -2.2%

More than 20 years n= 69 7% 10% 15% 34% 34% 68.5% ▼ -3.1%

No response / Prefer not to state n= 19 12% 35% 47% 82.5% ▲ 27.9%

Topic: Support . .

District Average for Topic n= 440 9% 17% 35% 34% 68.6% ► -0.5%

Less than 2 years n= 74 7% 11% 41% 39% 79.3% ▲ 4.3%

2 - 5 years n= 116 7% 20% 35% 32% 67.2% ▼ -2.3%

6 - 10 years n= 71 12% 15% 33% 35% 68.1% ▼ -3.4%

11 - 20 years n= 94 7% 8% 22% 33% 29% 62.8% ▼ -4.7%

More than 20 years n= 69 8% 11% 14% 33% 33% 66.7% ▲ 3.9%

No response / Prefer not to state n= 16 8% 13% 27% 46% 72.9% ▲ 15.3%

80% 60% 40% 20% 0% 20% 40% 60% 80%

← % Negative / Neutral | % Positive →

Research & Evaluation | [email protected]