1 of 61 THU JUN 28, 2018 @5:00Pm - Regular School Board Mtg

Home , Waldron Island

ORCAS ISLAND SCHOOL DISTRICT #137 EASTSOUND, WASHINGTON 98245 Notice of a SPECIAL and REGULAR School Board Meetings THURSDAY, April 26, 2018 AGENDA Morning Session: Waldron School, Waldron Island, WA Evening Session: School Library, Eastsound, WA 10:00 am CALL TO ORDER - WALDRON ISLAND SCHOOL (Transportation via boat–leaving Deer Harbor approx. 9:15 am – return to Orcas @ approx 2pm) 1. Work Session for Waldron budget development Annual Meeting with The School Board. ADJOURN 5:00 pm CALL TO ORDER - REGULAR MEETING – PUBLIC SESSION - School Library *1.Approve Agenda *2. Consent Agenda PUBLIC ANNOUNCEMENTS 3. Members of the community, parents, students, staff, administrators and visitors are invited to make an announcement. SPECIAL REPORTS 4.ASB (Associated Student Body) Report 5.OEA (Orcas Education Association) Report 6.PSE (Public School Employees) Report 7. 17-18 Highly Capable Program Report -Elyn Andersson, Lorena Stankevich ADMINISTRATORS’ REPORT 8. Project Manager - Liz LeRoy 9. Mahlum Architects - David Mount and Jessica Lapano 10. Business Report – Keith Whitaker 11. Pre-K-5 Principal’s Report – Lorena Stankevich 12. OASIS Principal/Special Ed Director- Becky Bell 13. 6-12 Principal Report – Kyle Freeman 14. Superintendent Report/ WSLA (Washington State Leadership Academy) Presentation– Eric Webb and Tom Murphy 15. Board’s Running Questions: PUBLIC COMMENTS 16.Members of the community, parents, students, staff, administrators and visitors are invited to make statements or requests, which are in the best interest of our schools, with each presentation limited to not more than three minutes. GENERAL BUSINESS *17. Adopt Minimum Educational Plan for 2018-19 School Year. *18. Approve the plan for the OISD Highly Capable Program. *19. Accept a grant procured by Margie Sabine of $2500. from Quilceda Village Tulalip Tribe for PIP. *20. Second Reading and possible adoption of WSSDA recommended updates/revisions to the following policies: 2104 Federal and or State Funded Instructional Programs; 2108 Learning Assistance Programs; 3232 Parent and Student Rights in Administration of Surveys, Analysis and Evaluations; 3244 Prohibition of Corporal Punishment; 4200 Safe and Orderly Learning Environment; 6535 Student Insurance. ADJOURN IMPORTANT FUTURE DATE: THU MAY 10, 2018 @ 5:00pm - Special Mtg. Board/Budget Work Session - School Library. THU MAY 24, 2018 @ 5:00pm - Regular School Board Mtg. - School Library. THU JUN 7, 2018 @ 5:00pm - Special Mtg. Board/Budget Work Session-School Library. SAT JUN 9, 2018 @ 2:00pm - OASIS Graduation - Benson Hall Orcas Episcopal Church. FRI JUN 15, 2018 @ 10:00am - Class of 2018 Celebration of Success - OHS GYM. SAT JUN 16, 2018 @ 2:00pm - Class of 2018 Graduation - OHS GYM. 1 of 61 THU JUN 28, 2018 @5:00pm - Regular School Board Mtg. - School Library. ORCAS ISLAND SCHOOL DISTRICT- BOARD OF DIRECTORS

April 26, 2018 Regular Meeting CONSENT AGENDA

1. APPROVE the minutes of MAR 22, 2018 Regular Mtg; APR 11, 2018 Special Budget Workshop.

2. APPROVE the following PERSONNEL ACTIONS:

Administrative:

● Approve a 1.0 annual FTE contract for Becky Bell, 0.80 FTE OISD OASIS Principal / Special Education Director and 0.20 FTE Lopez Island School District Special Education Director/Teacher for the 2018-19 school year, effective July 1, 2018. Annual salary: $108,777.83; includes a 3.1% increase.

Certificated:

● Approve Kim Malo as the Elementary Yearbook Advisor for the 2017-18 School Year. Annual stipend: $811.56. ● Open a 1.0 FTE Secondary Physical Education Teacher / Athletic Director position for the 2018-19 school year. ● Approve a leave of absence for Marilyn Storey, OASIS K-8 Teacher, effective April 24, 2018 - May 21, 2018.

Classified:

● Accept an intent to retire from Kathy Eastman, ParaEducator, at the end of the 2017-18 school year. ● Accept a resignation from Roann Mietzner, Elementary Office Manager, effective 09-28-2018. ● Open a .854 FTE Elementary Office Manager position (180 school days plus 30 non-school days @ 8.0 hours/day) for the 2018-19 school year. ● Accept a resignation from Chris Bullock, Athletic Director, effective May 31, 2018. ● Approve a leave of absence for Jessica Gonzalez, ParaEducator, effective April 23, 2018 through the end of the 2017-18 school year. ● Approve a leave of absence for Georgia Philbrook, OIMS/OIHS Office Manager, effective April 23, 2018 - August 31, 2018.

Co-curricular:

● Approve Dan Drake as a Volunteer Assistant Golf Coach for the 2017-18 school year.

3. APPROVE: ● ACCOUNTS PAYABLE: Warrant #s 221409-221421 and 221428-221659 for $323,692.91 ● PAYROLL: Warrant #s 221422-221427 and 221449-221479 and ACH Deposits dated March 31, 2018 for $652,086.89

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Highly Capable Guide

Orcas Island School District 557 School Road Eastsound, WA 98245

Elementary Principal.…...... ……..Lorena Stankevich

High School/ Middle School Principal...... Kyle Freeman

OASIS K-12 School Principal...... Becky Bell

Highly Capable Program Coordinator.……………………….Elyn Andersson

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Orcas Island School District Highly Capable Program

Mission Statement The Orcas Island School District Highly Capable Program provides services to eligible students in grades 1 through 12. The program offers each qualifying student with appropriate services and support. Options for service may include accelerated learning opportunities, unique educational challenges and/or academic grouping arrangements.

Who are Highly Capable Students? Highly capable students are those who perform at significantly advanced academic levels when compared with others of the same age. Outstanding abilities are seen within students' general intellectual aptitude and/or specific academic abilities.

Program Goals: To provide rich and accelerated academic challenges that encourages creative problem solving, and higher level thinking skills, including analysis, synthesis and evaluation of concepts.

Identification Process Identification is open to all students in the Orcas Island School District beginning in November and ending December 15th. It is a multi-step process that includes notification, referral, parent permissions, assessment, and selection.

Nomination Process Anyone can nominate a student for highly capable services including parents, teachers, administrators, and community members. All nominations must be received by the district (either elementary school, middle school, or high school) no later than December 15th in order to be considered for highly capable.

Screening After students are referred for Highly Capable Program services, program staff will compile a portfolio of data on each child that includes CogAT score, the Renzulli Rating Scale and district assessment data such as the Smarterbalanced Assessments, Dibels, and Star Enterprise Assessments. Student data portfolios are evaluated by a multidisciplinary selection committee to determine if each student is eligible to receive program services. Eligible students will perform at approximately the top 5% academically when compared with others of their age. Parents will be notified by mail regarding eligibility status.

CogAt: Cognitive Abilities Assessment used to test reasoning and problem solving abilities. Renzulli Rating Scales: Rates the behavioral characteristics of superior students. PSAT: Measure the ability to understand and process elements of reading, writing, and mathematics.

Nomination Timeline November: Nomination packets available at school office. January: Notification will be sent to families to confirm testing day and time. February or March: Assessment window

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Test scores are reviewed by the Multidisciplinary Selection Committee to determine eligibility. All families and nominating teachers will be provided the outcome regarding student placement.

Procedure for Appeal If a student does not meet the eligibility requirements, parents or guardians have the right to appeal the final decision of the multidisciplinary team. Appeals must be submitted in writing within 15 business days of notification.

The Orcas Island School District, in compliance with the Washington State rules for Highly Capable Programs (WAC 392-170-047), has a procedure to allow students to exit the program. Once a student is placed in the Highly Capable Program, that student will remain in there unless it is evident that the student is consistently having difficulty. School staff members and parents will meet to discuss student progress and support. Placement in the Highly Capable Program will be reviewed to determine if it is in the best interest of the student. The decision to exit a student from the program will be based on data demonstrating that the student is consistently struggling to meet Highly Capable expectations.

Common Characteristics of Highly Capable Individuals Because gifted children are so diverse, not all exhibit all characteristics all of the time. However, there are common characteristics that many gifted individuals share: ● Unusual alertness, even in infancy ● Rapid learner; puts thoughts together quickly ● Excellent memory ● Unusually large vocabulary and complex sentence structure for age ● Advanced comprehension of word nuances, metaphors and abstract ideas ● Enjoys solving problems, especially with numbers and puzzles ● Often self-taught reading and writing skills as preschooler ● Thinking is abstract, complex, logical, and insightful ● Longer attention span and intense concentration ● Preoccupied with own thoughts—daydreamer ● Learn basic skills quickly and with little practice ● Asks probing questions ● Wide range of interests (or extreme focus in one area) ● Highly developed curiosity ● Interest in experimenting and doing things differently ● Puts idea or things together that are not typical ● Keen and/or unusual sense of humor ● Vivid imaginations

Nomination form Permission to test form

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State Regulations RCW 28A.150.220(3)(g)(3) The instructional program of basic education provided by each school district shall include: (g) Programs for highly capable students under RCW 28A.185.010 through 28A.185.030. RCW 28A.185.020 The legislature finds that, for highly capable students, access to accelerated learning and enhanced instruction is access to a basic education. WAC 392-170-012 For highly capable students, access to accelerated learning and enhanced instruction is access to a basic education. School districts may access basic education funds, in addition to highly capable categorical funds, to provide appropriate highly capable student program.

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Highly Capable Nomination Form Orcas Island School District

Date: ______

Nominator:______Relationship to child: ______

Student ______Grade level:______

Directions: Please read the statements below. Carefully rate the student according to the following scale. Only one check mark per category.

Learning Characteristic Rarely Sometimes Often Most of the time

1. Has unusually advanced vocabulary for age/grade. Reads advanced level books outside school.

2. Asks probing questions

3. Has quick recall & mastery of information; catches on quickly.

4. Learns basic skills quickly and with little practice

5. Preoccupied with own thoughts—daydreamer

6. Enjoys working independently

7. Thinking is abstract, complex, logical, and/or insightful

8. Excellent Memory

9. Advanced comprehension of word nuances, metaphors and abstract ideas

12. Enjoys solving problems, especially with numbers and puzzles

13. Often self-taught

16. Longer attention span

17. Puts idea or things together that are not typical

20. Vivid imaginations

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Child’s hobbies interest and accomplishments:

______

Academic areas of excellence:

______

Other useful information:

______

Signature of parent or guardian Date

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Orcas Island School District 557 School Road Eastsound, Wa 98245 Highly Capable Program

Date: ______

Dear Parent/Guardian of ______

Your child has been nominated to be assessed for Orcas Island School Districts Highly Capable Program. In order to provide appropriate educational services for your child, we are requesting permission to give him/her the Cognitive Abilities test (CogAT) and the Renzulli rating scale.

The CogAT’s purpose is to measure a student’s general reasoning abilities, focusing on reasoning and problem-solving using verbal, quantitative and nonverbal/spatial symbols. The Renzuli Scales are used to measure learning, creativity, motivation, and leadership.

Please return this letter to your child’s teacher stating whether or not you wish to have your child tested. If you have any questions, you may call or email the school’s principal or Lorena Stankevich, [email protected].

------

I DO or DO NOT (circle one) give permission to have my child, ______, tested with the CogAT and the Renzulli Scale.

My child’s birth date is: _____/_____/_____ making him/her _____years _____months.

Parent/Guardian Name: ______

Parent/Guardian Signature:______Date:______

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CAPITAL PROJECT UPDATE - APRIL:

Bond 2017:

Design: Schematic Design Package attached for review.

Permitting: EPRC Liz and David provided overview at April 5th meeting.

Budget and OSPI: Cost Estimate Overview update attached for review.

Programming and Schematic Design Schedule: A. Project Overall Schedule See attached for Meeting Schedule B. Survey Complete C. Geotech Complete D. Abatement and Investigation Ongoing

HS Mechanical Replacement Project: A. Owner Consultants: 1. Submittals and Schedule by Contractor Completed

B. Schedule to completion 1. June 20th Contractor start work 2. August 10th Contractor to move from using North parking to allow for athletics 3. August 31st Classroom circulation/heating/fans operational 4. October 12th Commissioning and Controls Complete

10 of 61 Orcas Island School District Bond 2017 Programming and Schematic Design Schedule

Updated: April 6, 2018

January Community Meeting (5:30-6:30)

February 2nd Community Discussion 10:00 am EPRC, Parks and Rec, OPAL, County, Funhouse, Land Bank Pathways, connections and planning Open Staff/Community Input 1:00 – 2:30pm Old Gym Dan Drake Field/Old Gym 3:00 – 4:00 pm Parks and Rec Field/Old Gym 4:00 – 5:00 pm Coaches

February 3rd Old Gym 10:00 – 11:00 Dan Drake MP User Group Meeting 11:00 – 12:00 MAG Open Staff/Community Input 12:00 – 1:00 Leadership Team Meeting 1:00 – 2:30

February 23 Leadership Meeting (10:30-12:00) Dan Drake Old Gym (12:30 – 1:30) Chris Bullock Field and Old Gym (2:00 – 3:00) Existing Facility Survey

Pamela Wright

March 1 Board Meeting Update (Liz) • Contracts • Overall Project Schedule • Staff and Community Outreach Schedule

March 6 Dan Drake (11 – 12:30 pm) Leadership Meeting (1:30-3:00) - Program/Scope Update and Cost Model Corey Wiscomb (3:15 – 4:15 pm) Community Open House (5:30 – 6:30)

March 7 Liz not attending Val Heller (8:00 – 9:00 am) Pamela Wright (9:40 – 10:30 am) Darren Dix (11:00 – 12:00 pm) Staff Open House (2:15-3:15)

March 22 EWUA To be determined Leadership Meeting 12:30 – 2:00 Civil Engineering 1:30 – 3:00 Landscape/Civil Engineers Maintenance/Mech 3:00 – 4:00 Metrix Engineering

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Board Meeting Update (Liz) • Progress on Programming and Schematic Design • Design Progress: Draft Diagram of MP Room • Design Progress: Field Clarifications and Summary of Work • Draft budget: Verbal

March 26 Via phone Technology 11:30 – 12:30 Survey work

March 28 or 29 EWUA Flushing and Fire Test: Info sent on

April 5 EPRC 3:00 – 5:00 pm

April 9, Monday 10:30 – 11:30 am Check in DM/LL and EW

Cost Estimate Internal Deadlines April 16th Cost Estimate deliverable to Mahlum / Liz April 18th Review and clarify pricing April 23rd Cost Estimate clarifications / Liz provide summary for overall budget(s)

April 18, Wednesday 1:00 – 2:00 pm Budget Meeting/Eric Schematic Design cost estimate review

April 23, Monday Technology/Electrical Via email Leadership Meeting 10:30 – 12:00 pm Old Gym/Field 12:00 – 1:00 pm Chris Field 2:00 pm Phyllis Heningson Old Gym 3:15 – 4:00 pm Corey MP Room 4:00 pm Pamela Wright Old Gym Val: To be determined Overall Update PTA: To be determined Darren Dix Not available

April 26, Thursday Old Gym 11:00 – 12:00 Dan Drake Old Gym Darren Dix: Not available Board Meeting Schematic Design Deliverable Overview (when should staff see it?) Cost Estimate Summary

May 14th – Monday Leadership Meeting 1:00 – 2:00pm Community Partners Meeting 2:00 pm EPRC (Margaret Payne), Parks and Rec, OPAL, OPALCO, EWUA, County, Funhouse and Orcas Center, MAG Community Meeting 5:00 pm – 6:00pm

May 24 Board Meeting Access Plan for limits of work Budget update

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Still to be coordinated: Student Involvement

June

July

August 2nd EPRC Meeting Update or September

September

13 of 61 14 of 61 15 of 61 16 of 61 17 of 61 18 of 61 19 of 61 20 of 61 21 of 61 22 of 61 23 of 61 24 of 61 25 of 61 26 of 61 27 of 61 28 of 61 Pre-School – 5th grade Elementary Principal’s Report April 2018 Lorena Stankevich

Banana Slug String Band Assembly – The Banana Slug String Band came to us from Santa Cruz, CA. They were coming to our area to entertain community members at the Funhouse Science Fair and work with Environmental Education staff at Camp Orkila. Dimitri asked if I would like them to present an assembly and I jumped at the opportunity. A special thank you to YMCA Camp Orkila and an anonymous donor for making this assembly happen.

GLAD Training – Catherine Laflin and I returned to Yakima April 11-13 to complete the theory portion of our GLAD, Tier 2 Training. GLAD stands for Guided Language Acquisition Design and is a collection of best practices specifically designed to provide shelter instruction to our EL students, however these best practices are fabulous for all learners including gifted and talented. GLAD is researched based. We will continue to work with teachers and support implementation of GLAD strategies in the classroom for the remainder of this year, over the summer and into next year. During the 2018-19 school year we will present our unit of study and teach a theory and demonstration class to

29 of 61 finalize our certification. Then we will be able to certify our teachers in GLAD tier 1 and become a GLAD school. Westerlies Assembly – This special assembly is happening at the Orcas Center on Thursday, April 26. The group is a brass quartet and is also working with our music students throughout the week. A special thanks to the Orcas Island Chamber Music Festival for making this special week and assembly happen! Coming Up…Friday, April 27 – Our Dependable Assembly is happening in the cafeteria at 2:10. We will recognize students who demonstrate the character trait of being dependable as well as recognize classes with the fewest tardies!

Smarter Balanced Assessments Coming in May – ● Testing 3rd-5th grade – One part of the test a day ● Monday, April 30-Thrusday, May 3 – ELA ● Tuesday, May 8 and Thursday, May 10 – Math ● Tuesday, May 15, 5th grade only – Science ● Thanks to the PTSA for providing special testing snacks to all students – this year we also purchased special reusable water bottles for students to keep at school through the entire testing experience.

“Recognizing the brilliance in EVERY child!”

30 of 61 Pre-School – 5th grade Elementary Principal’s Report April 2018 - Addendum Lorena Stankevich

Kindergarten for Next Year – Important Dates: • May 11 – Kindergarten Screening • May 16 – Transition Dinner – at the Episcopal Church • May 23 – Kindergarten Visit

Wednesday in the Woods – For the 2018-19 School Year, a new proposal has been made to get our students outside in nature (the woods) one morning every week, rain or shine! • 3 hours every Wednesday • In Collaboration with YMCA Camp Orkila • Utilize 2-3 parent volunteers each week • Purchase appropriate outerwear – so every student has what is needed • Each week also have a Nature Specialist • This is a brainchild of Mandy Randolph – and I so appreciate all her work!

“Recognizing the brilliance in EVERY child!”

31 of 61 REPORT TO THE SCHOOL BOARD April 2018 Becky Bell, Director of Special Education and Principal of OASIS K-12

OASIS K-12

Waiting List Continues: Our current waiting list for the 2018-19 school year has approximately 110 potential new students on it. Currently there are a total of 296 students who have already re-enrolled (or have begun re-enrollment) for 18-19 school year. OASIS teachers currently teach, in addition to their normal class size, an additional 58 FTE students (all OASIS teachers are in overload status). As of April 2nd there were about 386 FTE students enrolled in OASIS with a total headcount of over 400.

Last year at this time OSPI (Office of Superintendent of Public Instruction) ALE office had some discussion and concern related to our CBI (Community Based Instructor) usage and model. In response, our district reviewed our CBI program with OSPI and revised our application process. This fall we rolled out new applications making certain all components that are required were being fully implemented. In additional to an application for CBI work, our district requires fingerprinting, may communicate with references, and made certain CBIs understood the requirements that they communicate regularly with our certificated teachers. It is important to understand that our teachers are the teachers who provide and approve the instructional components to the CBIs including regular reviews and check-ins. Our teachers share with the CBI the state standards and expectations of learning. CBIs support our students by allowing them access to group instruction in many curricular areas including PE and music.

OASIS Assessment: This week we tested over 40 students in one location. Two teachers at a time volunteer to travel and proctor testing for our students. This week the proctors were Bruce Orchid and Bob Ingram. Bruce and Bob brought our computer systems with them along with student information. They continued to provide instruction via email with their own students while managing the proctoring. Thank you OASIS staff for volunteering to be away from your families for days at a time so our students can participate in assessments!

SPECIAL EDUCATION

New Students: One of the requirements of school districts is to find students in our district boundaries who may have disabilities and are in need of evaluation and services. We do this through our Childfind process. Our next Childfind is April 30th beginning at 8:30 AM. If someone has a child they’d like to participate in the childfind screenings, they would call the elementary school and make an appointment to participate.

Traditionally, it has been primarily preschoolers that have attended the childfind screenings. We ask preschool programs to refer students that they suspect may have a disability and in need of services through this Childfind process. Currently we serve a total of 9 preschoolers in special education including those receiving speech services, occupational therapy services and pre-academic skill building. The majority of these preschoolers were found through the Childfind process.

Professional Learning for Staff: The middle school staff had a professional learning opportunity with a visit from our educational audiologist. The staff sat with the audiologist during lunch and were given information regarding students who are deaf and hard of hearing and what strategies can support students with hearing loss as they work to access school programs.

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April 2018 6-12 Board Report

Spaghetti Dinner While I missed the actual event due to my journey’s with the Japan Studies group I am happy to say that the Spaghetti Dinner was a smashing success. The students and staff did an incredible job and fed over 400 people and used up every supply we had on hand. We are already planning for next year (and we’ll try to make sure we have enough salad and bread). We couldn’t make this night happen without the support of Island Market, Camp Orkila and or course our very own Chef Zach. Not only is the Spaghetti Dinner a fun and amazing community event, it is a wonderful opportunity for our students to practice customer service skills and learn how to prepare and pull off a huge event. The other groups that make this happen beside our community supporters and our students are the middle schools staff and our amazing parent volunteers.

Japan Studies Trip As noted above I was absent from the Spaghetti Dinner as I joined the Japan Studies group for the first 4 nights and 5 days in Tokyo as our district representative following a family medical emergency that kept Phil Comito from joining the trip until day 5. Fortunately we were able to make some travel changes and I had the chance to step into Phil’s spot for the first few days with little impact on the trip or their program budget. This is an amazing opportunity that is shared with our students through Patricia and Hugh Burleson of Lopez Island who have been leading this trip for years (through an amazing grant). Each year 4-5 students and a teacher from both Lopez and Orcas travel to Japan for a two-week cultural immersion that is connected with course work and study that takes place before and after the trip. Having now witnessed just a bit of this experience first-hand I am even more grateful that this gift is shared with some of our students.

Common Application for Orcas Scholarships

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We are in the process of introducing a new Scholarship application process to the Seniors of Orcas Island High School and also our community scholarship grantors. We are piloting a new online “common application” that will provide basic information about each student to all of our scholarship granting organizations. Students will continue to apply for scholarships and complete follow up work for each organization, but we are hoping that organizations with this information in hand will be able to make a more informed decision regarding all of the students in our school. We know this change to the system is going to take some time and we are planning to continue to refine the process following this years pilot.

Theater As Literature The High School Theater as Literature class is making a movie. Rather than a stage production Jake Perrine and Val Helar, with the assistance of many will be producing a movie featuring the students from our Theater as Literature course. We are excited to be exposing our students to a new medium and to be able to share their work with the Orcas Community at an upcoming screening (by the end of the year). Thank you to OIEF for the continued support for this course.

Middle School Theater This year OIEF has also sponsored the introduction of theater arts to the middle school through our Exploratory program. Jake Perrine and Kelly Carpenter teamed up to put together a fun class that taught theater basics and culminated in a fun adaptation of Shakespeare and Star Wars.

Fourth Quarter Exploratories As we head into the 4th quarter Middle School students will again be exploring new areas in their Exploratory courses. With courses this quarter including: sailing, marine science, visual arts, Tiny House/construction and Farm to Classroom.

Testing Season Has Begun Just for your information regarding the number of assessments and when they will be taken in the coming weeks (if not already) I have included the Middle and High School Assessment schedule for April-June. Keep in mind that Orcas Elementary and OASIS will also be testing during this “season”.

High School and Middle School Assessment Schedule 2018

Date Assessment Est. # Location Time

April 3rd 10th/11th ELA CAT Library and Lab 8:30-10:30

April 5th 10th/11th ELA PT Library and Lab 8:30-10:30

April 24th 10th/11th Math CAT Library and Lab 8:30-10:30

April 26th 10th/11th Math PT Library and Lab 8:30-10:30

April 30th 6/7/8 ELA CAT MS 8:30-12:30

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May 1st 6/7/8 ELA PT MS 8:30-12:30

May 8th AP Physics Emmanuel Parish Hall 12:30-3:30

May 11th AP US History Emmanuel Parish Hall 8:30-11:30

May 15th AP Calculus Emmanuel Parish Hall 8:30-11:30

May 15th AP Computer Science Emmanuel Parish Hall 12:30-3:30

May 15th 8th Grade Science MS Science 8:30-12:30

May 17th 11th Grade State Science Library 8:30-12:30

May 18th AP Human Geography Emmanuel Parish Hall 8:30-12:30

May 22nd 7/8 Math CAT MS 8:30-12:30

May 24th 7/8 Math PT MS 8:30-12:30

June 18 Finals HS 8:30-10:30 Study Time 1st: 10:30-12:30 2nd:1:10-3:05

June 19 Finals HS 8:30-10:30 Study Time 3rd: 10:30-12:30 4th: 1:10-3:05

June 20 Finals HS 5th. 8:30-10:30 6th. 10:40-12:40

1:10-2:05 Advisory/Scheduling Prep

35 of 61 Washington State Leadership Academy April 26, 2018

Presented by: Tom Murphy & Eric Webb

36 of 61 Topics of Discussion

§ Start-up of WSLA § What is WSLA § Theory of Action § Delivery and Design § Cycle of Inquiry § Problem of Practice

37 of 61 3 Start-up of WSLA

• AWSP/WASA push to legislature for school/district leadership focused on systems

• Start-up grant 2007: Bill and Melinda Gates Foundation

• Legislature: Public funding originally for 2 year planning and pilot

• Current: Legislative funding, minimal district contribution, always searching private funding sources

38 of 61 4 What is WSLA?

The mission of the Washington State Leadership Academy is creating sustainable aligned systems that ensure equity and high-quality learning.

39 of 61 5 WSLA Theory of Action

If school districts participate in the Washington State Leadership Academy’s team based, multiyear program that:

• focuses on continual, system-wide improvement • involves regional collaboration among school districts • includes in-district coaching for participating districts • builds each leader’s capacity to lead system-wide change

Then those districts will create systemic sustainable aligned systems to ensure equity and high levels of student learning.

40 of 61 6 Random Acts of Improvement

41 of 61 7 WASLA is the Work

ØMANDATES ØSBAC ØTPEP Theory of Action ØCOMMON CORE ØEquity

42 of 61 8 System Alignment

K-12 curriculum instruction assessment plan

District budget plan

School improvement plans

Direction of Flight District-wide plan • Clearly articulated • Intentional & focused

District professional development plan

Teacher and principal evaluation plans

Compensatory education plans

43 of 61 9 WSLA Curriculum Strands

44 of 61 10 WSLA Curriculum Rubrics

• System-wide Commitment to Equity • System-wide Support for Learning • Focus on Learning • Collaborative Cultures • Enhance Personal Leadership Skills • Problem of Practice • Clear and Collaborative Relationships

45 of 61 11 WSLA Curriculum Rubrics

46 of 61 12 Delivery & Design

• District Leadership Teams

• Four collaborative learning workshops per year at ESD for teams with coaches

• 15 days of in-district coaching days for teams

• State-wide summer workshop to share and celebrate accomplishments while learning from other districts

47 of 61 13 In-District Coaching

• 15 days • Collaborate with district WSLA teams and/or individual district administrators • Provide support in POP and Theory of Action

48 of 61 14 The Cycle of Inquiry

Understand Start with a What Problem of Happened Practice

Develop a Take Action Systems-Level Plan & Theory of Action Identify Evidence of Progress

49 of 61 15 A Cycle of Inquiry WORKING on Problem of Practice

• Start with a problem of practice § Framing a “learning” problem or challenge § Reframing to go deeper § Working with and from data

• Develop a systems-level plan and theory of action § Intentionally connect the plan to the problem § What’s the rationale for the strategies you are using?

• Identify evidence of progress § How will you know that you are making progress on the problem? § Who will be responsible for gathering/analyzing evidence? When?

50 of 61 16 A Cycle of Inquiry WORKING on Problem of Practice

• Take focused action § Implement the plan on a timeline

• Understand what happened § Gather and analyze data to assess progress and inform the next cycle

51 of 61 17 District Problem of Practice

How can we ensure sustained high levels of learning for ALL students and intervene to eliminate the Achievement Gap with our students not making AYG, who are often the same students year after year?

52 of 61 18 Orcas Island Program Review

• Name of Program • Key Players • Year of Implementation • Cost • Number of Students Served • Why was this program implemented? • What research says results should be of using this program(Success Criteria) • How do we measure the success of the program? • What are our results?

53 of 61 19 Next Steps

• Develop a systems-level plan and theory of action

• Identify evidence of progress

• Update school board in October

54 of 61 20 Questions?

Thank you

55 of 61 Policy: 2104 Section: 2000 - Instruction

Federal and/or State Funded Special Instructional Programs

The district will participate in those special programs that are funded by state and/or federal government for which a local need can be defined and for which a local program would be developed if funds were available. Board approval will be required before submission of an application for such a program. Applications may include, but are not limited to, programs for highly capable, remedial, and minority students.

Pursuant to federal law, school districts receiving Title I funds to provide educational services to students must do so in accordance with Title I. It is the Board’s intent that Title I funds will be used efficiently and effectively to benefit the academic opportunities and progress of students in School-wide or Targeted Assistance Programs.

Title I funds will be used to provide educational services that are in addition to the regular services provided for district students. By adoption of this policy, the board ensures equivalence among schools in teachers, administrators, and auxiliary personnel, and equivalence in the provision of curriculum materials and supplies.

The superintendent or designee will adopt procedures to ensure that planning, implementation, and evaluation phases of a special program comply with the rules and regulations of the funding agency.

Cross References: 2190 - Highly Capable Programs 2108 -– Learning Assistance Program

RCW 28A.300.070 Receipt of federal funds for school purposes — Legal References: Superintendent of public instruction to administer 20 U.S.C. 6321(c) Comparability of services ORCAS ISLAND SCHOOL DISTRICT Classification: Priority Revised Dates: 08.04; 04.18

WSSDA recommended revisions - 2ND READING FOR POSSIBLE ADOPTION

56 of 61 1 of 6 Policy: 2108 Section: 2000 - Instruction

Learning Assistance Program

The district will implement a learning assistance program designed to enhance educational opportunities for students enrolled in kindergarten through twelfth grade who do not meet state English language arts or mathematics standards by providing supplemental instruction and services to those students.

Selection of Students

Students participating in the district’s learning assistance program will be limited to the following:

A. Students who score below standard for his or her grade level using multiple measures of performance, which may include the statewide student assessments or other assessments and performance measurement tools administered by the school or district;

B. Students who are in grades eleven or twelve and are not on track to meet state or local graduation requirements;

C. Students identified in eighth grade in need of high school transition services, which may continue up through the end of ninth grade; or

D. Students who are identified by the district as being significantly at-risk of not being successful in school and to be served under the district’s readiness to learn program.

Best Practices

The district will use best practices in providing learning assistance program services to participating students. The district will select practices and strategies in accordance with WAC 392-162-041.

Coordination with Other Programs

The district may coordinate federal, state, and local programs in order to serve the maximum number of students who are below grade level in basic skills. Students receiving assistance in another special needs program may also be served in the learning assistance program if they meet student eligibility and selection requirements.

Annual Report to OSPI

The district will submit an annual report to the superintendent of public instruction detailing the following:

A. The amount of academic growth gained by students participating in the learning assistance program;

B. The number of students who gain at least one year of academic growth;

C. The specific practices, activities, and programs used by each school building that received learning assistance funds; and

D. The number of students served by the learning assistance program during the school year who were able to exit the program because student academic growth resulted in meeting the academic standard for grade level.

Legal References: Chapter 28A.165 RCW Learning Assistance Program WAC 392-162 Special Service Program - Learning Assistance

Cross References: 6100 - Revenues From Local, State and Federal Sources 4130 - Title I Parent and Family Engagement WSSDA recommended2161 - Special revisions Education - and 2ND Related READING Services for Eligible FOR Students POSSIBLE ADOPTION 2104 - Federal and/or State Funded Special Instructional Programs

Orcas Island School District Adoption Date: 10/14/1998 Revised Dates: 06.05; 4.18 Classification: Essential

57 of 61 2 of 6 Policy: 3232 Section: 3000 - Students

Parent and Student Rights in Administration of Surveys, Analysis or Evaluations

All instructional materials, including supplementary materials and teachers manuals, used with any survey, analysis, or evaluation in a program or project supported by federal funds are available for inspection by parents and guardians.

No student will be required as part of any project or program supported by federal funds to submit to a survey, analysis or evaluation that reveals information concerning the following without prior written consent of the student, if the student is an adult or an emancipated minor, or the student’s parent:

A. Political affiliations or beliefs of the student or the student’s parent;

B. Mental or psychological problems of the student or the student’s family;

C. Sex behavior or attitudes;

D. Illegal, anti-social, self-incriminating, or demeaning behavior;

E. Critical appraisals of other individuals with whom the student has close family relationships;

F. Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;

G. Religious practices, affiliations, or beliefs of the student or student’s parent; or

H. Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program).

The district will make arrangements to protect student privacy during the administration of surveys and the collection, disclosure or use of personal information for marketing, sales or other distribution purposes.

The superintendent or designee will develop procedures consistent with this policy.

Cross References: 3231 - Student Records

Legal References: 20 U.S.C. 1232h Protection of pupil rights 34 CFR Part 98 Student rights in research, experimental activities and testing

Policy News, April 2003 Districts Required to Review Collection and Management Resources: Dissemination of Information

ORCAS ISLAND SCHOOL DISTRICT AdoptionWSSDA Date: recommended MAR 24, 2003 revisions - 2ND READING FOR POSSIBLE ADOPTION Classification: Priority Revised Dates: 04.18

58 of 61 3 of 6 Policy: 3244 Section: 3000 - Students

Prohibition of Corporal Punishment

The use of corporal punishment in common schools is prohibited. Corporal punishment is defined as any act that willfully inflicts or willfully causes the infliction of physical pain on a student.

Corporal punishment does not include:

A. The use of reasonable physical force by an administrator, teacher, other school employee, or volunteer as necessary to maintain order to prevent a student from harming him/herself, other students, school staff, other persons, or property;

B. Physical pain or discomfort resulting from or caused by training for or participating in athletic competition or recreational activity voluntarily engaged in by a student;

C. Physical exertion shared by all students in a teacher-directed class activity, which may include, but is not limited to, physical education exercises, field trips or vocational education projects; or

3241 - Classroom Management, Discipline and Corrective Cross References: Action

RCW 28A.150.300 Corporal punishment prohibited - Adoption Legal References: of policy

WAC 392-400-235 Discipline - Conditions and limitations

OISD Adoption Date: Oct 28, 1998 Classification: Priority Revised Dates: 04.18

WSSDA recommended revisions - 2ND READING FOR POSSIBLE ADOPTION

59 of 61 4 of 6 Policy: 4200 Section: 4000 - Community Relations

Safe and Orderly Learning Environment

Contacts with Staff

The learning environment and the staff's time for students will be free from interruption. Except in emergencies, staff will not be unreasonably interrupted in their work. Brief messages will be recorded so as to permit the staff member to return the call when free.

Certificated staff will be available for consultation with students and community members 1/2 hour before school starts to 1/2 hr after school ends . Students and community members are urged to make appointments with staff to assure an uninterrupted conference.

No one will solicit funds or conduct private business with staff on school time and premises.

Visitors

The board welcomes and encourages visits to school by parents/guardians, community members, and interested educators. The superintendent or designee will establish guidelines governing school visits to insure orderly operation of the educational process and the safety of students and staff.

Disruption of School Operations

The superintendent or staff member in charge will direct a person to leave immediately if any person is:

A. Under the influence of controlled substances, including marijuana (cannabis) or alcohol; or

B. Is disrupting or obstructing any school program, activity, or meeting; or

C. Threatens to do so or is committing, threatening to imminently commit; or

D. Inciting another to imminently commit any act which would disturb or interfere with or obstruct any lawful task, function, process or procedure (of any student, official, classified or certificated staff member or invitee) of the school district.

If such a person refuses to leave, the superintendent or staff member will immediately call for the assistance of a law enforcement officer. Cross References: 3510 - Associated Student Bodies 3124 - Removal-Release of Student During School Hours

RCW 28A.605.020 - Parents' access to classroom or school sponsored activities — Legal References: Limitation RCW 28A.635.020 - Willfully disobeying school administrative personnel or refusing to leave public property, violations, when — Penalty RCW 28A.635.030 - Disturbing school, school activities, or meetings — Penalty RCW 28A.635.090 - Interference by force or violence — Penalty RCW 28A.635.100 - Intimidating any administrator, teacher, classified employee, or student by threat of force or violence unlawful — Penalty 20 U.S.C. 7908 – Armed Forces recruiter access to students and student recruiting information WSSDA recommended revisions - 2ND READING FOR POSSIBLE ADOPTION

Management Resources: 2013 - February Issue Orcas Island School District Adoption Date: 02.23.03 Classification: Discretionary Revised Dates: 07.13; 04.18

60 of 61 5 of 6 Policy: 6535 Section: 6000 - Management Support

Student Insurance

The district may offer student insurance coverage . The superintendent/designee is authorized to receive quotations from insurance providers and to recommend for board consideration the source or sources of student insurance. Upon approval by the board, the district will distribute student insurance application forms. The District may supply claims information (time of accident, location of accident) when requested by a student or his/her parent.

To be eligible for consideration, insurance providers must provide knowledgeable representatives to process claims, answer questions concerning coverage and procedures, and expedite communication among claimants, doctors, medical providers, and the claims office. All insurance providers must be licensed to do business in the state of Washington.

Cross References: 2151 - Interscholastic Activities

RCW 28A.400.350 Medical, dental, vision, liability, life, accident, disability, and salary insurance authorized — Expiration of authority for Legal References: basic and optional benefits — Health savings accounts — Premiums — Noncompliance

OISD Adoption Date: APR 22, 1998 Classification: Priority Revised Dates: 12.11; 04.18

WSSDA recommended revisions - 2ND READING FOR POSSIBLE ADOPTION

61 of 61 6 of 6