Meeting Packet

EduPortal Meeting Packet

"Ensuring learning while challenging each student to achieve full potential"

Meeting Packet

January 23, 2013 Regular Board Meeting January 23, 2013 6:30pm

Packet page 1 of 127 EduPortal Meeting Agenda

"Ensuring learning while challenging each student to achieve full potential"

January 23, 2013 Regular Board Meeting

Pullman High School 510 NW Greyhound Way Pullman, WA 99163

1/23/2013 6:30pm 1. Call to Order

President will call the meeting to order.

2. Flag Salute

Pledge of Allegiance

3. Approval of Agenda

Presenter: Paul Sturm, Superintendent

The board or superintendent will revise the agenda if needed at this time; and approve by motion.

4. Visitors

This part of the agenda is for anyone wishing to speak before the board, either as an individual or as a member of a group. Visitors addressing the board will go to the microphone and state their name and address prior to presenting their information.The board will listen, but will not discuss the topic at this time. The board may consider moving the topic presented to a future meeting date as a discussion item.

5. Reports, Correspondence & Program

1. Board Reports 2. Superintendent's Report

Board members and the superintendent will give informational reports at this time.

6. Consent Agenda

To expedite business at a board meeting, the board approves the use of a consent agenda, which includes items considered to be routine in nature. Any item, which appears on the consent agenda, may be removed from the consent agenda by a member of the board and voted on separately. The remaining items will be voted on by a single motion.

1. Minutes

January 9 2013 Minutes (p. 6)

EduPortal Meeting Agenda Packet page 2 of 127 EduPortal Meeting Agenda

2. Warrants

Payroll warrants 1.23.13 (p. 10) Warrants 1.23.13.pdf (p. 11)

3. Budget Status Report

December 2012 budget status report (p. 24)

4. Personnel Report

Personnel Report 1.23.13 (p. 32)

5. Transfer Requests

Student Transfer Requests 1.23.13 (p. 33)

7. Action Items

Action items have previously been discussed by the board. The board will now take action, by motion.

1. TPEP Memorandum of Understanding

Presenter: Paul Sturm, Superintendent

teacher evaluation MoU exec summary (p. 34) New Teacher Evaluation MoU 2012-2013.pdf (p. 35)

2. Master Agreement Preamble

Presenter: Paul Sturm, Superintendent

Teacher Master Agreement Preamble exec summary (p. 41) Draft Suggestions from Discussion at the January 9 School Board Meeting.pdf (p. 42) Preamble (p. 43)

3. Building Secretaries Collective Bargaining Agreement

Presenter: Paul Sturm, Superintendent

School Secretaries Bargaining Agreement Exec summary (p. 44) Building secretaries collective bargaining agreement 1.9.13 (p. 45)

8. Discussion Items

Discussion items are presented to the board for discussion. If they need action they will be brought back at the next meeting.

1. English Language Development Instructional Materials Recommendation

Presenter: Susana Reyes, Assistant Superintendent

Exec Summary ELD Materials Recommendation 1.23.13 (p. 73) ELD CarouselIdeasSupportingDocs.pdf (p. 74) Prog Preview Booklet_Prog Preview Booklet.qxd (p. 78)

2. Instructional and Learning Priorities K-12 Writing Scope and Sequence

Presenter: Susana Reyes, Assistant Superintendent

Exec Summary Writing Scope and Sequence 1.23.13 (p. 82) Instructional and Learning Priorities K-12 Revised Jan 18.pdf (p. 83)

3. 2012-2013 School Improvement Plan Update - LMS and Mathematics Instruction Update

EduPortal Meeting Agenda Packet page 3 of 127 EduPortal Meeting Agenda

Presenter: Susana Reyes, Assistant Superintendent

SIP Exec summary 1.9.13 (p. 90)

4. Revision to PHS Contemporary World History/World Problems Scope and Sequence

Presenter: Susana Reyes, Assistant Superintendent

Exec Summary PHS Cont World History Scope and Sequence 1.23.13 (p. 91) PHS ContWorldHistProbScopeSeqRev.pdf (p. 92)

5. PHS Mathematics Instructional Materials Recommendation

Presenter: Susana Reyes, Assistant Superintendent

Exec Summary PHS Math Materials Recommendation 1.23.13 (p. 101) PHS CoreConnAlg1SupportDocsJan182013.pdf (p. 102) CCSS Math Prac CPM Algebra.doc (p. 109)

6. Elementary Prep Time Language for Master Agreement

Presenter: Paul Sturm, Superintendent

Prep Time MOU attached as an FYI.

Prep time exec summary (p. 118) Article III elementary planning time.pdf (p. 119) 2012-2014 Prep Time-Specialist MoU.pdf (p. 120)

7. Board Legislative Proposals

Presenter: Paul Sturm, Superintendent

8. 2014-2015 Academic Calendar

Presenter: Paul Sturm, Superintendent

Exec Summary 2014-2015 Academic Calendar (p. 121) Calendar Draft 2014-2015 option A.pdf (p. 122) Calendar Draft 2014-2015 option B.pdf (p. 123) Calendar Draft 2014-2015 option C.pdf (p. 124) Calendar Draft 2014-2015 option D.pdf (p. 125)

9. Informational Items

Informational Items do not require action or discussion by the board. The items are included in the agenda for the board to review, and may be moved to the discussion items section of the board agenda by any board member. Informational Items may include board procedure updates that do not change the intent or practice of the procedure.

1. Administrative Requirements Update

January Admin requirements (p. 126)

2. Board Calendar

Planning Calendar 2012 - version 2.pdf (p. 127)

10. Executive Session

The board recesses into an executive or closed session by motion, stating how long it will last and if action will be taken. Following the executive or closed session the board president convenes the regular meeting.

EduPortal Meeting Agenda Packet page 4 of 127 EduPortal Meeting Agenda

No Executive Session

11. Adjournment

The president will adjourn the meeting.

District Strategic Plan Goals: District Goal #1: Establish and maintain a clear and shared focus throughout the district. Objectives: ·Establish continual improvement through strategic planning ·Align school and department improvement plans with district strategic plan

District Goal #2: Ensure the highest levels of learning and achievement for each student served by the district. Objectives: · Align curriculum, assessment, and instruction · Focus professional development · Develop high levels of communication and collaboration · Monitor teaching and learning frequently

People with disabilities may contact Shannon Focht in the Superintendent’s office (509.332.3581) so that arrangements can be made for meeting attendance or participation.

Notice: This board meeting will be video recorded and broadcast from the Pullman School District website

EduPortal Meeting Agenda Packet page 5 of 127 MINUTES OF THE January 9, 2013 REGULAR BOARD MEETING

Attendance: Dean Kinzer Karl Johanson Jim Evermann Allison Munch-Rotolo Susan Weed

Absent: No Absences

Call to Order: 6:31 p.m.

Flag Salute: Led by board

APPROVAL OF AGENDA No changes to the agenda. Jim Evermann moved to approve the agenda as presented. Dean Kinzer seconded. The agenda was unanimously approved.

VISITORS: No Visitors

REPORTS:

1. Board Reports Dean Kinzer: no report

Karl Johanson: no report

Jim Evermann: Met with PEA leaders for the PEA planning meeting this week. He talked with them about pushing the “Adopt a School” program, further showing their interest in the schools and being an active presence in them.

Allison Munch-Rotolo: Attended several bond presentations recently – the League of women voters and the Whitman County Realtors Association. Both Paul and Dan did great jobs.

Susan Weed: Jill Brockmier, 5th grade teacher at JES, selected for a national teacher advisory group. Congratulations to Jill! At the last work session, a board self-assessment was discussed. Paul sent an email with the link last week. Please complete it prior to the next board work session

2. Superintendent’s Report: Superintendent Sturm shared a certificate of appreciation from the PHS Booster Club thanking them for their donation of an auction basket for the PHS Booster Auction.

Bond election coming up – ballots are sent out the 25th and must be returned or postmarked by the 12th of February.

Next week we will be hosting tours of PHS facilities and presentations about the bond. 15th and 17th – tours start at 6pm and presentations at 7pm.

CONSENT AGENDA Karl Johanson moved to approve the consent agenda as presented. Dean Kinzer seconded the motion. The consent agenda was unanimously approved.

Board Minutes approved. December 12, 2012 Regular Board Meeting January 2, 2013 Work Session Minutes

Warrants approved: 26707302-26707380, General Fund (Warrants), in the amount of $1,447,994.36

Packet page 6 of 127 26707381-26707383, LMS ASB Fund, in the amount of $1,112.03 26707384-26707397, PHS ASB Fund, in the amount of $12,571.34 26707398, ASB Fund, in the amount of $1,274.17 26707399- 26707482, General Fund, in the amount $240,753.31 26707483-26707484, Capital Projects Fund, in the amount of $11,466.60

Budget Status Reports approved: November 2012 Budget Status report

Personnel Report items approved: Certified: -James Trendall as special education teacher at Sunnyside Elementary for the remainder of the 2012-2013 school year under a special education pre-endorsement waiver -Devin Bauer, special education teacher at Pullman High School, request for new parent leave starting February 25 through April 8, 2013 using his accrued sick leave -Erika Boruff, 2nd grade teacher at Sunnyside Elementary, request for new parent leave starting February 11, 2012 through April 19, 2013 using her accrued sick leave and leave without pay.

Classified: -James Trendall, special education paraprofessional and high cap teacher at Lincoln Middle School, request for a leave of absence for the remainder of the 2012-2013 school year to serve as special education teacher at Sunnyside Elementary -Grethe Vogel as a special education paraprofessional at Franklin Elementary for the remainder of the 2012- 2013 school year

Addendum to the Pullman School District Building Secretaries Agreement for Optional Days for the 2012-2013 school year

Informational: -Brenda Cockrum, Title 1 paraprofessional at Jefferson Elementary, requested a leave for March 4 through March 8 using 2 personal leave days and 3 days leave without pay.

Professional/Personal Services Contracts Approved:  Northeast Washington Educational Service District 101, (Steve Schreiner, Technology and Learning Coordinator), to provide eVAL trainings to the Pullman School District Staff, initial 3 hour training (January 7, 2013) will be at no cost to the district, three additional trainings sessions will be charged at $400 per session. All trainings will be on-site at the Pullman School District and not to exceed 30 participants per session.

ACTION ITEMS No action items

DISCUSSION ITEMS: 1. Writing Instruction: K-12 Scope and Sequence K-5 is undergoing a few revisions so will be reported to the board at a future meeting.

During the 2010-2011 and 2011-2012 school years, the district Writing Committee met to work on the development of a scope and sequence document for writing instruction for grades K-12.

Board members asked questions about the details of curriculum included by their packet.

Packet page 7 of 127 2. 2012-2013 School Improvement Plan Updates Every year, each school in the district is required to present their School Improvement Plan to the school board before June 30th per Policy 2005, and then submit it to the state. The Principals initially presented their 2012-2013 SIP’s at the June 13, 2012 Board meeting for feedback, and at the September 12, 2012 board meeting for approval, including any revisions they made after the June 13 presentation. Principals will share progress made towards the goals in their 2012-2013 School Improvement Plan.

Sunnyside Elementary Principal Pam Brantner shared some statistics about referrals for poor behavior – referrals have dropped dramatically from last year. They have implemented a few new ideas to improve behavior including posters around the schools with written instructions of guidelines for behavior and tours of the school for all students with verbal directions about appropriate behavior in different environments.

Franklin Elementary Principal Bill Holman shared that the continued focus is on mathematics. The students will be taking MAPS and DIBELS soon which will give more concrete evidence of progress. He noted the emphasis on intervention and utilizing the Title programs this year.

Jefferson Elementary Principal Craig Nelson said the new math curriculum poses challenges with the transition but it seems to be making a positive impact. Jefferson students are in the midst of MAPS testing so test results will give some evidence of how students are doing this year.

PHS Principal Joe Thornton invited the board to the PHS production of Fiddler on the Roof – next weekend in the PHS Theater. Joe noted the reimplementation of a PBIS team. With Dan Lucier focusing on attendance, they have noticed fewer issues with attendance and attendance related behavior and academic issues. With the creation of the Writing Scope and Sequence, each department will be responsible for playing a role in that rubric of writing expectations.

3. Board Legislative Proposals Every year, WSSDA presents proposals to legislators that include suggestions from their membership. In the past, the board has submitted proposals to WSSDA that they would like moved forward to legislators. If the board is interested, they may choose to submit a proposal to WSSDA.

Karl suggested a proposal related to experiential learning and career training rather than a focus on EALRs, teaching for the tests, etc.

Jim agreed and noted that combining efforts with other school districts to submit as a group would probably carry more weight with legislators. Perhaps there are proposals from other districts that we can support.

Superintendent Sturm noted that there may be legislative priorities from WSSDA and WASA that we can wrap into a proposal. He will work with Susan Weed to draft a proposal and we may be able to work with some other school districts.

4. TPEP Memorandum of Understanding The Problem Solving team has developed and reached tentative agreement on a memorandum of understanding for implementing teacher evaluation system throughout the current year. The state-wide system continues to be under development and questions remain regarding some of the rules for implementation. However, the Problem Solving team recommends moving forward with implementation with the understanding that adjustments to the system will undoubtedly be necessary as we receive additional guidance from OSPI and Washington Administrative Codes (WACs) are released. Implementation during this school year provides for a four-year implementation cycle of comprehensive evaluation to be completed by 2015-2016.

5. Master Agreement Preamble The Teacher/Administrator Problem Solving team has reached tentative agreement on new language for the Master Agreement. The language is to reflect a desire of the group to reinforce a strong partnership among the PEA, administrative team, and the school board toward bargaining in good faith in the interest of sustaining a strong fiscal position for the long-term financial benefit of the entire district and all employees.

Packet page 8 of 127 If the Board wishes to suggest modifications to the new language, that new language will need to go back to the problem solving team for further discussion and tentative agreement before the Board takes action.

Susan noted a couple of grammatical changes that she would like to see. The preamble will come back at the next meeting.

6. Building Secretaries Collective Bargaining Agreement The 2012-2015 school secretarial bargaining agreement has been ratified by the secretary group. No additional cost items have been added to the updated agreement.

7. Architect for the Elementary Expansion at Franklin Elementary School We need to be ready to move quickly into design for the elementary expansion project assuming financing is approved by the voters on February 12. Design West Architects, PA, are a Pullman firm that has done a preliminary conceptual study for the elementary expansion at FES. In addition, Design West Architects, PA, were finalists in and presented during the recent architect selection process.

We recommend that the district begin negotiations with Design West Architects, PA, for a contract to provide professional design services for the elementary expansion project.

Allison Munch-Rotolo moved to move this to an action item. Jim Evermann seconded. The discussion item was moved to an action item unanimously.

Karl Johanson moved to approve Design West Architects as the preferred architectural firm. Jim Evermann seconded. The motion was unanimous.

Informational Items:

1. January Administrative Requirements Update 2. Annual Board Requirements Calendar

No executive session.

Susan Weed reminded everyone – if they have any questions visit www.psd267.org.

Jim Evermann moved to adjourn the board meeting. Karl Johanson seconded. The meeting was unanimously adjourned at 8:20 pm.

______

Board President Board Secretary

Packet page 9 of 127 “Ensuring learning while challenging each student to achieve full potential ” Payroll Office Pullman School District No. 267 240 SE Dexter St Pullman WA 99163 Phone: 509.334.9395 Fax: 509.334.0375

PAYROLL WARRANT AUTHORIZATION

The Board of Directors of Pullman School District No. 267, Whitman County, Washington, hereby authorizes the payment of payroll warrant numbers 26707486 to 26707569 inclusive, with payroll amounting to $1,449,784.98 issued 01/31/13 on the account of the General Fund.

Said warrants have been signed by the Secretary of the Board of Directors by order of said Board.

Secretary President of Board of Directors

Packet page 10 of 127 Packet page 11 of 127 Packet page 12 of 127 Packet page 13 of 127 Packet page 14 of 127 Packet page 15 of 127 Packet page 16 of 127 Packet page 17 of 127 Packet page 18 of 127 Packet page 19 of 127 Packet page 20 of 127 Packet page 21 of 127 Packet page 22 of 127 Packet page 23 of 127 3wa6amswa12.p PULLMAN SCHOOL DISTRICT #267 1:49 PM 01/14/13 05.12.10.00.00-10.2-010001 2012-2013 Budget Status Report PAGE: 1

10--General Fund-- FUND BALA NCE -- AGENCY ACCOUNTS -- Original -- BUDGET-STATUS -REPORT Fiscal Year 2012 (September 1, 2012 - August 31, 2013)

For the PULLMAN SCHOOL DISTRICT #267 School District for the Month of December , 2012

ANNUAL ACTUAL ACTUAL A. REVENUES/OTHER FIN. SOURCES BUDGET FOR MONTH FOR YEAR ENCUMBRANCES BALANCE PERCENT 1000 Local Taxes 4,606,250 25,197.13 1,917,561.71 2,688,688.29 41.63 2000 Local Support Non Tax 663,205 34,508.96 271,304.44 391,900.56 40.91 3000 State Revenue-General Purpose 11,733,027 1,052,806.44 3,843,510.94 7,889,516.06 32.76 4000 State Revenue-Special Purpose 2,441,373 209,906.11 749,568.25 1,691,804.75 30.70 5000 Federal Revenue-General Purpose 0 .00 .00 .00 0.00 6000 Federal Revenue-Special Purpose 1,236,869 100,375.56 419,983.42 816,885.58 33.96 7000 Other School Districts 0 .00 .00 .00 0.00 8000 Other Entities 10,000 2,332.50 33,000.50 23,000.50- 330.01 9000 Other Financing Sources 0 .00 .00 .00 0.00

Total REVENUES/OTHER FIN. SOURCES 20,690,724 1,425,126.70 7,234,929.26 13,455,794.74 34.97

B. EXPENDITURES 00 Regular Instruction 11,403,032 953,856.14 4,073,597.19 92,483.75 7,236,951.06 36.53 10 Federal Stimulus 0 .00 741.65 0.00 741.65- 0.00 20 Special Ed Instruction 2,517,954 238,226.85 867,961.09 97,833.22 1,552,159.69 38.36 30 Vocational Ed Instruction 902,500 61,268.83 277,025.69 28,646.06 596,828.25 33.87 40 Skills Center Instruction 0 .00 .00 0.00 .00 0.00 50+60 Compensatory Ed Instruct. 901,258 62,670.97 246,295.59 8,200.00 646,762.41 28.24 70 Other Instruction Programs 34,048 1,997.19 7,105.78 44.79 26,897.43 21.00 80 Community Services 0 .00 .00 0.00 .00 0.00 90 Support Services 5,601,812 497,297.50 1,946,818.67 333,644.70 3,321,348.63 40.71

Total EXPENDITURES 21,360,604 1,815,317.48 7,419,545.66 560,852.52 13,380,205.82 37.36

C. OTHER FIN. USES TRANS. OUT (GL 536) 0 .00 .00

D. OTHER FINANCING USES (GL 535) 0 .00 .00

E. EXCESS OF REVENUES/OTHER FIN.SOURCES OVER(UNDER) EXP/OTH FIN USES (A-B-C-D) 669,880- 390,190.78- 184,616.40- 485,263.60 72.44-

F. TOTAL BEGINNING FUND BALANCE 1,252,932 1,505,308.60

G. G/L 898 PRIOR YEAR ADJUSTMENTS(+OR-) XXXXXXXXX .00

H. TOTAL ENDING FUND BALANCE 583,052 1,320,692.20 (E+F + OR - G)

Packet page 24 of 127 I. ENDING FUND BALANCE ACCOUNTS: G/L 810 Restricted for Other Items 0 .00 G/L 815 Restricted for Unequalized Dedu 0 .00 G/L 821 Restricted for Carryover of Res 0 36,076.74 G/L 825 Restricted for Skills Center 0 .00 G/L 828 Restricted for C/O of FS Rev 0 19,313.74 G/L 830 Restricted for Debt Service 0 .00 G/L 835 Restricted for Arbitrage Rebate 0 .00 G/L 840 Non Spendable Fund Bal Inventor 35,000 10,428.86 G/L 845 Restricted for Self Insurance 0 .00 G/L 850 Restricted for Uninsured Risks 0 .00 G/L 870 Committed to Other Purposes 0 .00 G/L 872 Commitd to Min Fnd Bal Policy 1,217,932 1,272,030.48 G/L 875 Assigned to Contingencies 0 .00 G/L 884 Assigned to Other Cap Projects 0 .00 G/L 888 Assigned to Other Purposes 0 .00 G/L 890 Unassigned Fund Balance 669,880- 17,157.62-

TOTAL 583,052 1,320,692.20

Packet page 25 of 127 3wa6amswa12.p PULLMAN SCHOOL DISTRICT #267 1:49 PM 01/14/13 05.12.10.00.00-10.2-010001 2012-2013 Budget Status Report PAGE: 1

20--Capital Projects-- FUND BA LANCE -- AGENCY ACCOUNTS -- Original -- BUDGET-STAT US-REPORT Fiscal Year 2012 (September 1, 2012 - August 31, 2013)

For the PULLMAN SCHOOL DISTRICT #267 School District for the Month of December , 2012

ANNUAL ACTUAL ACTUAL A. REVENUES/OTHER FIN. SOURCES BUDGET FOR MONTH FOR YEAR ENCUMBRANCES BALANCE PERCENT 1000 Local Taxes 198,000 1,171.05 88,207.28 109,792.72 44.55 2000 Local Support Non-Tax 350 4.45 30.42 319.58 8.69 3000 State Revenue-General Purpose 0 .00 .00 .00 0.00 4000 State Revenue-Special Purpose 0 .00 .00 .00 0.00 5000 Federal Revenue-General Purpose 0 .00 .00 .00 0.00 6000 Federal Revenue-Special Purpose 0 .00 .00 .00 0.00 7000 Other School Districts 0 .00 .00 .00 0.00 8000 Other Entities 0 .00 .00 .00 0.00 9000 Other Financing Sources 0 .00 .00 .00 0.00

Total REVENUES/OTHER FIN. SOURCES 198,350 1,175.50 88,237.70 110,112.30 44.49

B. EXPENDITURES 10 Sites 0 .00 .00 0.00 .00 0.00 20 Buildings 0 .00 .00 0.00 .00 0.00 30 Equipment 198,000 15,880.52 27,534.56 43,281.16 127,184.28 35.77 40 Energy 185,000 .00 .00 0.00 185,000.00 0.00 50 Sales & Lease Expenditure 0 .00 .00 0.00 .00 0.00 60 Bond Issuance Expenditure 0 .00 .00 0.00 .00 0.00 90 Debt 0 .00 .00 0.00 .00 0.00

Total EXPENDITURES 383,000 15,880.52 27,534.56 43,281.16 312,184.28 18.49

C. OTHER FIN. USES TRANS. OUT (GL 536) 0 .00 .00

D. OTHER FINANCING USES (GL 535) 0 .00 .00

E. EXCESS OF REVENUES/OTHER FIN.SOURCES OVER(UNDER) EXP/OTH FIN USES (A-B-C-D) 184,650- 14,705.02- 60,703.14 245,353.14 132.87-

F. TOTAL BEGINNING FUND BALANCE 63,700 93,461.07

G. G/L 898 PRIOR YEAR ADJUSTMENTS(+OR-) XXXXXXXXX .00

H. TOTAL ENDING FUND BALANCE 120,950- 154,164.21 (E+F + OR - G)

Packet page 26 of 127 I. ENDING FUND BALANCE ACCOUNTS: G/L 810 Restricted for Other Items 0 .00 G/L 825 Restricted for Skills Center 0 .00 G/L 830 Restricted for Debt Service 0 .00 G/L 835 Restricted for Arbitrage Rebate 0 .00 G/L 850 Restricted for Uninsured Risks 0 .00 G/L 861 Restricted From Bond Proceeds 0 .00 G/L 862 Restricted From Levy Proceeds 198,000- 27,534.56- G/L 863 Restricted From State Proceeds 185,000- .00 G/L 864 Restricted From Federal Proceed 0 .00 G/L 865 Restricted From Other Proceeds 0 .00 G/L 866 Restricted from Impact Proceeds 0 .00 G/L 867 Restricted from Mitigation Fee 0 .00 G/L 869 Restricted from Undistributed P 0 .00 G/L 870 Committed to Other Purposes 0 .00 G/L 889 Assigned to Fund Purposes 262,050 181,698.77 G/L 890 Unassigned Fund Balance 0 .00

TOTAL 120,950- 154,164.21

Packet page 27 of 127 3wa6amswa12.p PULLMAN SCHOOL DISTRICT #267 1:49 PM 01/14/13 05.12.10.00.00-10.2-010001 2012-2013 Budget Status Report PAGE: 1

30--Debt Service Fund-- FUND BA LANCE -- AGENCY ACCOUNTS -- Original -- BUDGET-STAT US-REPORT Fiscal Year 2012 (September 1, 2012 - August 31, 2013)

For the PULLMAN SCHOOL DISTRICT #267 School District for the Month of December , 2012

ANNUAL ACTUAL ACTUAL A. REVENUES/OTHER FIN. SOURCES BUDGET FOR MONTH FOR YEAR ENCUMBRANCES BALANCE PERCENT 1000 Local Taxes 2,222,000 13,136.74 969,222.88 1,252,777.12 43.62 2000 Local support Non-Tax 3,250 192.11 800.32 2,449.68 24.63 3000 State Revenue-General Purpose 0 .00 .00 .00 0.00 5000 Federal Revenue-General Purpose 0 .00 .00 .00 0.00 9000 Other Financing Sources 3,924,000 .00 3,726,520.05 197,479.95 94.97

Total REVENUES/OTHER FIN. SOURCES 6,149,250 13,328.85 4,696,543.25 1,452,706.75 76.38

B. EXPENDITURES Matured Bond Expenditures 1,605,000 1,605,000.00 1,605,000.00 0.00 .00 100.00 Interest on Bonds 850,000 323,725.42 323,725.42 0.00 526,274.58 38.09 Interfund Loan Interest 0 .00 .00 0.00 .00 0.00 Bond Transfer Fees 0 .00 23,100.00 0.00 23,100.00- 0.00 Arbitrage Rebate 0 .00 .00 0.00 .00 0.00 Underwriter's Fees 6,000 .00 15,521.70 0.00 9,521.70- 258.70

Total EXPENDITURES 2,461,000 1,928,725.42 1,967,347.12 0.00 493,652.88 79.94

C. OTHER FIN. USES TRANS. OUT (GL 536) 0 .00 .00

D. OTHER FINANCING USES (GL 535) 3,924,000 .00 3,684,237.50

E. EXCESS OF REVENUES/OTHER FIN.SOURCES OVER(UNDER) EXPENDITURES (A-B-C-D) 235,750- 1,915,396.57- 955,041.37- 719,291.37- 305.11

F. TOTAL BEGINNING FUND BALANCE 1,391,277 1,414,661.30

G. G/L 898 PRIOR YEAR ADJUSTMENTS(+OR-) XXXXXXXXX .00

H. TOTAL ENDING FUND BALANCE 1,155,527 459,619.93 (E+F + OR - G)

I. ENDING FUND BALANCE ACCOUNTS: G/L 810 Restricted for Other Items 0 .00 G/L 830 Restricted for Debt Service 1,155,527 459,619.93 G/L 835 Restricted for Arbitrage Rebate 0 .00 G/L 889 Assigned to Fund Purposes 0 .00 G/L 890 Unassigned Fund Balance 0 .00

TOTAL 1,155,527 459,619.93

Packet page 28 of 127 3wa6amswa12.p PULLMAN SCHOOL DISTRICT #267 1:49 PM 01/14/13 05.12.10.00.00-10.2-010001 2012-2013 Budget Status Report PAGE: 1

40--Associated Student Body Fund-- F UND BALANCE -- AGENCY ACCOUNTS -- Original -- BUDGE T-STATUS-REPORT Fiscal Year 2012 (September 1, 2012 - August 31, 2013)

For the PULLMAN SCHOOL DISTRICT #267 School District for the Month of December , 2012

ANNUAL ACTUAL ACTUAL A. REVENUES BUDGET FOR MONTH FOR YEAR ENCUMBRANCES BALANCE PERCENT 1000 General Student Body 158,284 1,704.50- 66,211.38 92,072.62 41.83 2000 Athletics 145,000 8,560.59 59,420.80 85,579.20 40.98 3000 Classes 15,000 .00 148.48 14,851.52 0.99 4000 Clubs 201,800 13,021.38 74,302.47 127,497.53 36.82 6000 Private Moneys 2,000 49.15 391.80 1,608.20 19.59

Total REVENUES 522,084 19,926.62 200,474.93 321,609.07 38.40

B. EXPENDITURES 1000 General Student Body 141,100 2,349.73 34,361.62 375.03 106,363.35 24.62 2000 Athletics 177,500 7,067.78 46,055.28 22,870.40 108,574.32 38.83 3000 Classes 11,000 .00 .00 0.00 11,000.00 0.00 4000 Clubs 209,275 12,489.02 56,159.10 12,433.17 140,682.73 32.78 6000 Private Moneys 1,000 89.90 530.26 50.07 419.67 58.03

Total EXPENDITURES 539,875 21,996.43 137,106.26 35,728.67 367,040.07 32.01

C. EXCESS OF REVENUES OVER(UNDER) EXPENDITURES (A-B) 17,791- 2,069.81- 63,368.67 81,159.67 456.18-

D. TOTAL BEGINNING FUND BALANCE 247,650 219,834.10

E. G/L 898 PRIOR YEAR ADJUSTMENTS(+OR-) XXXXXXXXX .00

F. TOTAL ENDING FUND BALANCE 229,859 283,202.77 C+D + OR - E)

G. ENDING FUND BALANCE ACCOUNTS: G/L 810 Restricted for Other Items 0 .00 G/L 819 Restricted for Fund Purposes 229,859 283,202.77 G/L 840 Nonspendable Fund Bal-Inventory 0 .00 G/L 850 Restricted for Uninsured Risks 0 .00 G/L 870 Committed to Other Purposes 0 .00 G/L 889 Assigned to Fund Purposes 0 .00 G/L 890 Unassigned Fund Balance 0 .00

TOTAL 229,859 283,202.77

Packet page 29 of 127 3wa6amswa12.p PULLMAN SCHOOL DISTRICT #267 1:49 PM 01/14/13 05.12.10.00.00-10.2-010001 2012-2013 Budget Status Report PAGE: 1

90--Transportation Vehicle Fund-- FU ND BALANCE -- AGENCY ACCOUNTS -- Original -- BUDGET -STATUS-REPORT Fiscal Year 2012 (September 1, 2012 - August 31, 2013)

For the PULLMAN SCHOOL DISTRICT #267 School District for the Month of December , 2012

ANNUAL ACTUAL ACTUAL A. REVENUES/OTHER FIN. SOURCES BUDGET FOR MONTH FOR YEAR ENCUMBRANCES BALANCE PERCENT

1000 Local Taxes 0 .00 .00 .00 0.00 2000 Local Support Non Tax 1,200 47.88 196.29 1,003.71 16.36 3000 State Revenue-General Purpose 0 .00 .00 .00 0.00 4000 State Revenue-Special Purpose 140,000 .00 .00 140,000.00 0.00 5000 Federal Revenue-General Purpose 0 .00 .00 .00 0.00 8000 Other Entities 0 .00 .00 .00 0.00 9000 Other Financiing Sources 0 .00 .00 .00 0.00 A. TOTAL REV/OTHER FIN.SRCS(LESS TRANS) 141,200 47.88 196.29 141,003.71 0.14

B. 9900 TRANSFERS IN FROM GF 0 .00 .00 0.00 .00 0.00

C. Total REV./OTHER FIN. SOURCES 141,200 47.88 196.29 0.00 141,003.71 0.14

D. EXPENDITURES

Type 30 Equipment 175,000 .00 .00 0.00 175,000.00 0.00 Type 60 Bond/Levy Issuance and/or Electi 0 .00 .00 0.00 .00 0.00 Type 90 Debt 0 .00 .00 0.00 .00 0.00

Total EXPENDITURES 175,000 .00 .00 0.00 175,000.00 0.00

E. OTHER FIN. USES TRANS. OUT (GL 536) 0 .00 .00

F. OTHER FINANCING USES (GL 535) 0 .00 .00

G. EXCESS OF REVENUES/OTHER FIN SOURCES OVER(UNDER) EXP/OTH FIN USES (C-D-E-F) 33,800- 47.88 196.29 33,996.29 100.58-

H. TOTAL BEGINNING FUND BALANCE 356,700 359,190.11

I. G/L 898 PRIOR YEAR ADJUSTMENTS(+OR-) XXXXXXXXX .00

J. TOTAL ENDING FUND BALANCE 322,900 359,386.40 (G+H + OR - I)

K. ENDING FUND BALANCE ACCOUNTS: G/L 810 Restricted for Other Items 0 .00 G/L 830 Restricted for Debt Service 0 .00 G/L 835 Restricted for Arbitrage Rebate 0 .00 G/L 850 Restricted for Uninsured Risks 0 .00 G/L 889 Assigned to Fund Purposes 322,900 359,386.40 G/L 890 Unassigned Fund Balance 0 .00

TOTAL 322,900 359,386.40

Packet page 30 of 127 ************************ End of report ************************

Packet page 31 of 127 MEMORANDUM

TO: Board of Directors

FROM: Paul Sturm, Superintendent Kathy Brown, Personnel Coordinator

DATE January 23, 2013

SUBJECT: Personnel Report Employment with the District will be conditional upon the district’s receipt of a criminal conviction history record that is clear of any convictions, adjudications, protective orders, final decisions, or criminal charges in accordance with Washington State law and conditional upon receipt of a Sexual Misconduct Disclosure Form from prior Washington State employer(s), where employment was in a school setting, indicating that no sexual misconduct materials were found in the records of such employer(s) pursuant to RCW 28A.400 and WAC 180-87-080.

I recommend the Board of Directors accept the following:

Certified: Beth Nolting, special education/resource room teacher at Lincoln Middle School, resignation effective at the completion of the 2012-2013 school year

Classified: Kristen Palmeira, special education paraprofessional at Lincoln Middle School, request for new parent leave January 2, 2013 through February 18, 2013

I recommend the Board of Directors approve the following supplemental/stipend payments:

Scott Stevens as assistant basketball coach at Lincoln Middle School Andy Boyd as head girls’ tennis coach at Pullman High School Juston Pollestad as assistant tennis coach at Pullman High School

For your information:

Packet page 32 of 127 Board Meeting – January 23, 2013 Student Transfer Requests

For 2012-2013 School Year Released from PSD: Meghan Allen, 11th grade, to Ritzville School District (The American Academy) Amelia Voiles, 10th grade, released to Palouse

Released to PSD: Zoe Guthmiller, 6th grade, released from Palouse

Packet page 33 of 127 Ensuring Learning While Challenging Each Student To Achieve Full Potential Pullman Public Schools, District No. 267240 SE Dexter Pullman, WA 99163(509) 332-3581

Teacher Evaluation Memorandum of Understanding An Executive Summary January 9, 2013 By Paul Sturm Superintendent

Background:

The Problem Solving team has developed and reached tentative agreement on a memorandum of understanding for implementing teacher evaluation system throughout the current year. The state-wide system continues to be under development and questions remain regarding some of the rules for implementation. However, the Problem Solving team recommends moving forward with implementation with the understanding that adjustments to the system will undoubtedly be necessary as we receive additional guidance from OSPI and Washington Administrative Codes (WACs) are released. Implementation during this school year provides for a four-year implementation cycle of comprehensive evaluation to be completed by 2015-2016

Recommended Board Action:

Approve the one-year 2012-2013 MoU for first-year implementation of the new state teacher evaluation system.

Motion to approve:

I move approval of the 2012 -2013 Teacher Evaluation MoU (as presented) or (as amended).

 Approved  Not Approved

Date:

Board Secretary Signature:

Packet page 34 of 127 P a g e | 1

New Teacher Evaluation – draft Memorandum of Understanding 2012-2013

Purpose: The purpose of this memorandum is to define/describe an agreement between the Pullman Education Association and the Pullman School District in order to implement the new teacher and principal evaluation and professional growth protocol (TPEP) under the criteria stipulated in E2S B6696 and ESS 5895.

Instructional Framework: The Danielson model was selected from the three state approved models (Center for Educational Leadership, Danielson, and Marzano). The Danielson model was selected because it was found to have consistently objective components and a straightforward approach to each state criterion. It was also determined to be a more user-friendly tool than the other two models.

Rationale: This new teacher evaluation model must be implemented by all school districts by the 2013-2014 school year. Early implementation (school year 2012-2013) will allow for identifying and addressing issues and concerns (a) prior to a mandated implementation date and (b) before we put language into our Master Agreement.

Conditions: This Memorandum of Understanding will be reviewed and modified as OSPI clarifies all requirements established by the Legislature. Requests for modification can be made by both the Association and Administration.

Selection of Participants: Law mandates that all employees be evaluated comprehensively once every four years. Because we are beginning a four-year cycle, it is targeted to place approximately ¼ of staff on the comprehensive evaluation plan each of the next four years, with the remainder of staff completing a focused evaluation. In addition, it is mandated that probationary teachers, provisional teachers, and teachers new to the district participate in comprehensive evaluations. Teachers who have been on short form will cycle in to comprehensive evaluation according to their previous evaluation schedule. If additional spots for comprehensive evaluation are available, interested teachers may volunteer for the comprehensive evaluation. If sufficient participants (from a pool of provisional/probationary/new teachers and those who volunteer) are lacking, the association and administration will sort teachers into comprehensive and focused categories by using a random drawing. The association and administration may alter a random drawing decision based upon mutual agreement.

An administrator may place a teacher on a comprehensive evaluation form more often than once every four years if evidence can be presented supporting the need for additional professional growth in more areas than could be covered by a focused evaluation.

Training:

 Evaluations will be conducted by a trained administrator.  All teachers will be given opportunity for training in the TPEP process. Those on the comprehensive evaluation form will be given additional training, support, and mentoring as needed.  District administration will establish and communicate a uniform training plan that will be applied district wide.

Timeline: The new teacher and principal evaluation and professional growth protocol (TPEP) is a year-long, conversation intensive process. Because of the focus on professional development and the significance of decisions made as a result of this process, adhering to a timeline is critical.

10/11/2012 1/4/2013

Packet page 35 of 127 P a g e | 2

Tenured Teacher Evaluation Process – comprehensive evaluation Provisional Teacher – comprehensive evaluation 1st and 2nd year TPEP Process Step Action Deadline Teacher Self-Assessment Given to staff the first week of school Goal Setting & Collaborative Conference By day #30 st

1 Pre-Observation Conference 1st Formal Observation By day #65 1st Post Observation Conference

2nd Pre-Observation Conference Ongoing 2nd Formal Observation Before day #130 nd 2 Post-Observation Conference Observation Informal Summative Evaluation May 15th

Tenured Teacher Evaluation Process – focused evaluation TPEP Process Step Action Deadline Teacher Self-Assessment Given to staff the first week of school Goal Setting & Collaborative Conference By day #30

1st Pre-Observation Conference Ongoing 1st Formal Observation TBD st 1 Post Observation Conference Observation Informal At least two 15-minute informal observations oriented towards observing focus area TBD

Summative Evaluation May 15th

Provisional Teacher Evaluation Process – 3rd year TPEP Process Step Action Deadline Teacher Self-Assessment Given to staff the first week of school Goal Setting & Collaborative Conference By day #30 1st Pre-Observation Conference 1st Formal Observation By day #65 st

1 Post Observation Conference 2nd Pre-Observation Conference 2nd Formal Observation By day #100 nd 2 Post-Observation Conference Ongoing 3rd Pre-Observation Conference rd 3 Formal Observation Observation Informal By day #130 3rd Post-Observation Conference Summative Evaluation May 15th

10/11/2012 1/4/2013

Packet page 36 of 127 P a g e | 3

Initiating and scheduling steps in the process is a shared responsibility between teacher and principal.

Following each observation, or series of observations, the principal or his/her designee must (a) promptly document the results of the observation in writing, and (b) provide the employee with a copy of the written observation report within three days after such a report is prepared.

Formal Observation Time Amounts

All classroom teachers on the comprehensive evaluation will be observed at least twice each school year in the performance of their assigned duties. At least one such observation must be for a period of thirty minutes. Teachers on the comprehensive evaluation plan must be observed for a period of no less than sixty minutes during each school year.

All classroom teachers who are new employees must be observed at least once for a total observation time of thirty minutes during the first ninety calendar days of the employee’s employment period.

All classroom teachers in the third year of provisional status must be observed at least three times in the performance of the employee’s assigned duties. The total observation time for the school year must not be less than ninety minutes for such employees.

All teachers on the focused evaluation plan must be observed at least twice each school year in the performance of their assigned duties. At least one such observation must be for a period of thirty minutes. All employees who are subject to a focused evaluation must be observed for a period of no less than sixty minutes during each school year.

Focused Criterion Selection

Teachers placed on focused evaluation will be evaluated on one of the state criterion. If the chosen focus is not criterion 3, 6, or 8, then student growth rubric from criterion 6 must be used.

After completing the self-assessment the teacher and administrator will collaboratively work to determine which criterion will be the focus of the evaluation.

The purpose of the focused evaluation is to move the teacher towards professional growth. Selection of the focused criterion must be for the purpose of improving in a specific area.

If agreement on the focused criterion cannot be reached, the administrator will select the focused criterion. The administrator must support that decision with evidence to show need for growth in the selected criterion.

Selection of Evidence

Both teacher and administrator will contribute to the collection of evidence. The collection of evidence will be a transparent and shared process.

Evidence collection is not intended to mirror a Pro-Teach or National Boards portfolio. Instead, it is a sampling of evidence to inform the decision about level of performance.

10/11/2012 1/4/2013

Packet page 37 of 127 P a g e | 4

Criterion Rating Determination

All elements within a criterion will be equally weighted. The criterion score will be the numerical average of all element scores, excluding student growth rubrics for criterion 3, 6, and 8. Student growth rubrics will only be used to determine student growth score. Each element will be given a score of 1 -4. The element ratings of each criterion will be determined by the preponderance of all evidence. A pre-ponderance means superiority in weight, importance, or influence.

Summative criterion scores, including instructional and student growth rubrics, must be determined by an analysis of the evidence.

Overall Summative Score Determination

For classroom teachers on the comprehensive evaluation plan, an overall summative score must be derived by a calculation of all summative criterion scores and use of the final four-level rating based on the superintendent of public instruction’s determined summative scoring band.

Student Growth Score Determination

Teacher and principal will establish growth goal and growth scale (low, average, high) determiners. If agreement cannot be reached, the administrator will set growth scale determiners.

Student Growth Rating Impact

Upon completion of the overall summative scoring process, the evaluator will combine only the student growth rubric scores to assess the certificated classroom teacher’s student growth impact rating.

Certificated classroom teachers with preliminary rating of Distinguished with Low Student Growth rating will receive an overall Proficient rating.

Certificated classroom teachers with preliminary rating of Distinguished with Average or High Student Growth rating will receive an overall Distinguished rating.

Certificated classroom teachers with preliminary rating of Proficient with Average or High Student Growth rating will receive an overall Proficient rating.

Certificated classroom teachers with preliminary rating of Basic with Average or High Student Growth rating will receive an overall Basic rating.

Certificated classroom teachers with preliminary rating of Proficient or Basic with Low Student Growth rating will engage, with their evaluator, in a Student Growth Inquiry pursuant to the following section.

As per law: teachers who receive a “low” student growth score will have a growth plan put in place.

10/11/2012 1/4/2013

Packet page 38 of 127 P a g e | 5

Student Growth Inquiry Option Selection

Teacher and administrator will jointly decide which option, from the list provided by OSPI, will be implemented.

OSPI Growth Inquiry Language

Within two months of receiving the low student growth score or at the beginning of the following school year, whichever is later, one or more of the following must be completed by the evaluator:

 Conduct two thirty-minute observations;  Schedule monthly conferences with the teacher to discuss/revise goals, progress toward meeting goals, and best practices;  Triangulate student growth measure with other evidence (including observation, artifacts, and student evidence) and additional levels of student growth based on classroom, school, district and state-based tools;  Examine extenuating circumstances possibly including: goal setting process/expectations, student attendance, and curriculum/assessment alignment; and/or  Create and implement a professional development plan to address student growth areas.

Probation

If a teacher is placed on probation, the timeline for implementing the employee dismissal process will be extended to the amount of time allowable by law. The evaluator shall hold a personal conference with the probationary teacher to establish the beginning of the probationary period. At that time, teacher and evaluator will discuss performance deficiencies and the remedial measures to be taken.

A teacher on probation may request an additional evaluator. If requested, it must be granted.

When appropriate, in the judgment of the evaluator, the evaluator may authorize one additional certificated employee to assist the probationary teacher in improving his/her areas of deficiencies.

The probationary teacher may request assistance of a companion teacher in improving his/her performance.

During the probationary period, the evaluator shall meet with the probationary teacher at least twice monthly to supervise and make a written evaluation of the progress made by the teacher.

The probationary teacher may be removed from probation any time if he/she has demonstrated improvement to the satisfaction of the evaluator in those areas specifically detailed in his/her notice of probation.

During the probation, the teacher may not be transferred from the supervision of the original evaluator. Improvement of performance must occur and be documented by the original evaluator before any consideration of a request for transfer or reassignment is contemplated by either the individual or the district.

The establishment of a probationary period shall not adversely affect the contract status of a teacher within the meaning of any law and shall not be grievable under the grievance procedures set forth in the Master Agreement.

10/11/2012 1/4/2013

Packet page 39 of 127 P a g e | 6

Areas we anticipate will be developed / addressed throughout the year

 Student growth data  HR decisions

Agreed upon this ______day of January, 2013 by:

For the Association

______Sandra Casanova, PEA President

For the Administration and School Board

______Paul Sturm, Superintendent

10/11/2012 1/4/2013

Packet page 40 of 127 Ensuring Learning While Challenging Each Student To Achieve Full Potential Pullman Public Schools, District No. 267240 SE Dexter Pullman, WA 99163(509) 332-3581

Teacher Master Agreement Preamble An Executive Summary January 9, 2013 By Paul Sturm Superintendent

Background:

The Teacher/Administrator Problem Solving team has reached tentative agreement on new language for the Master Agreement. The language is to reflect a desire of the group to reinforce a strong partnership among the PEA, administrative team, and the school board toward bargaining in good faith in the interest of sustaining a strong fiscal position for the long-term financial benefit of the entire district and all employees.

If the Board wishes to suggest modifications to the new language, that new language will need to go back to the problem solving team for further discussion and tentative agreement before the Board takes action.

Recommended Board Action:

Approve the new Master Agreement preamble statement.

Motion to approve:

I move approve the new Master Agreement preamble statement as presented

 Approved  Not Approved

Date:

Board Secretary Signature:

Packet page 41 of 127 Draft Suggestions from Discussion at the January 9 School Board Meeting

Master Agreement Preamble: The Board and the Association agree that their common goal—to provide the [each] students of this district with a high quality education—depends on the collective efforts of all parties. Both parties agree that student learning needs are best met by balancing the professional needs of teachers and [with the overall health [wellbeing; stewardship; strength] and financial management of the district. They [The parties] recognize that establishing and maintaining a collaborative working relationship requires trust, mutual respect, and direct communication. They [The parties] will confer regularly with a mutual obligation to consider [and modify]modification to this agreement, focusing on [in] the application of state law [and toward the balance of interests describe above].

Packet page 42 of 127 Master Agreement Pullman School District No. 267 & Pullman Education Association

PREAMBLE

The Board and the Association agree that their common

goal – to provide the students of this district with a high

quality education – depends on the collective efforts of all

parties. Both parties agree that student learning needs are

best met by balancing the professional needs of teachers

and the overall health and financial management of the

district. They recognize that establishing and maintaining

a collaborative working relationship requires trust, mutual

respect, and direct communication. They will confer

regularly with a mutual obligation to consider modifications

to this agreement, focusing on the application of state law.

Packet page 43 of 127 Ensuring Learning While Challenging Each Student To Achieve Full Potential Pullman Public Schools, District No. 267240 SE Dexter Pullman, WA 99163(509) 332-3581

School Secretaries Bargaining Agreement An Executive Summary January 9, 2013 By Paul Sturm Superintendent

Background:

The 2012-2015 school secretarial bargaining agreement has been ratified by the secretary group. No additional cost items have been added to the updated agreement.

Recommended Board Action:

Approve the 2012-2015 school secretarial bargaining agreement as presented and ratified by the school secretary bargaining unit.

Motion to approve: I move approve the 2012-2015 school secretarial bargaining agreement as presented and ratified by the school secretary bargaining unit

 Approved  Not Approved

Date:

Board Secretary Signature:

Packet page 44 of 127

COLLECTIVE BARGAINING AGREEMENT

BETWEEN THE

PULLMAN SCHOOL DISTRICT

BUILDING SECRETARIES

AND THE

PULLMAN SCHOOL DISTRICT NO. 267

July 1, 2012 to June 30, 2015

Packet page 45 of 127 TABLE OF CONTENTS

PREAMBLE ------3

ARTICLE I – ADMINISTRATION ------3 Section 1 – Definitions ------3 Section 1 – Exclusive Recognition ------4 Section 2 – Status of the Agreement ------4 Section 3 – Effective Date------4 Section 4 – Conformity to Law ------4 Section 5 – Labor/management Committee ------4 Section 6 – Distribution of Agreement ------4 Section 7 – Management Rights ------5

ARTICLE II – BUSINESS ------5 Section 1 – Payroll Deduction of Association Dues ------5 Section 2 – Representation Fee ------5 Section 3 – Association Rights ------6

ARTICLE III – PERSONNEL ------6 Section 1 – Individual Rights ------6 Section 2 – Nondiscrimination ------6 Section 3 – Personnel File ------6 Section 4 – Discipline------7 Section 5 – Work Day and Work Year ------7 Section 6 – Overtime ------8 Section 7 – Holiday ------8 Section 8 – Vacations ------9 Section 9 – Insurance Benefits ------10 Section 10 – Employee Evaluation ------11 Section 11 – Probation ------12 Section 12 – Seniority and Layoff/Recall Procedures ------12 Section 13 – Employee Protection ------14 Section 14 – Transfer and Vacancies ------14 Section 15 – Professional Development ------15 Section 16 – Medication ------15 Section 17 – Salary ------15

ARTICLE IV – LEAVES ------15 Section 1 – Sick Leave, Family Leave and Emergency Leave ------15 Section 2 – Bereavement Leave ------16 Section 3 – Jury Duty & Court Appearances ------17 Section 4 – Leave of Absence ------17 Section 5 – Emergency Closing/Late Start Days ------17 Section 6 – Association Leave ------17 Section 7 – Family and Medical Leave Act ------18 Section 8 – Personal Leave ------18

ARTICLE V – GRIEVANCE PROCEDURE ------18 Panel of Standing Mediator/Arbitrators ------19

ARTICLE VI – DISTRICT PROTECTION ------20 Section 1 – No Work Stoppage and No Lockout ------20 Section 2 – Subordination of Agreement ------21 Section 3 – Entire Agreement ------21

ARTICLE VII – DURATION ------22 Section 1 – Duration ------22 Section 2 – Salary Increases ------22 Section 3 – Openers ------22

APPENDIX A (Wage Schedule) ------23 APPENDIX B (Secretarial/Administrative Assistant Performance Appraisal) ------24

Packet page 46 of 127

PREAMBLE

This Agreement is made and entered into between the Pullman School District Number 267 (hereinafter called the “District”) and the Pullman School District Building Secretaries/ Washington Education Association/National Education Association (hereinafter called the “Association”).

In accordance with the provisions of the Public Employment Collective Bargaining Act and regulations promulgated pursuant thereto, and in consideration of the mutual covenants contained therein, the parties agree as follows:

ARTICLE I – ADMINISTRATION

Section 1 - Definitions

As used in this Agreement, the following words will have the following meanings unless the context in which they are used shall clearly indicate another meaning:

1.1 “District” shall mean the Pullman School District No. 267, Pullman, Washington

1.2 “Board” shall mean the Board of Directors of the Pullman School District as the governing body of the District

1.3 “Association” shall mean the Pullman School District Building Secretaries, an affiliate with the Washington Education Association and the National Education Association

1.4 “Parties” shall mean the District and the Association as co-signers of the Agreement

1.5 “Agreement” shall mean the Collective Bargaining Agreement (CBA) signed by the District and Association

1.6 “Employee” shall mean those employees for whom the Association is recognized as the duly authorized bargaining agent

1.7 “Superintendent” shall mean the chief administrator of the District

1.8 “President” shall mean the presiding officer of the Association

1.9 “Day” shall mean employee workday

1.10 “Seniority” shall mean the first date on which the employee began continuous daily employment, hereinafter called the “hire date”

1.11 “RCW” shall mean the Revised Code of Washington

1.12 “WAC” shall mean Washington Administrative Code

Packet page 47 of 127

Section 2 – Exclusive Recognition

The District hereby recognizes the Association as the exclusive representative of all employees in the bargaining unit described below and the Association recognizes the responsibility of representing the interests of all such employees.

2.1 The bargaining unit to which this Agreement is applicable shall consist of all regular part-time and full-time secretaries working for the Pullman School District who are assigned to school buildings, excluding clerical-aides, building aides, supervisors, confidential employees and all other employees of the employer.

2.2 The bargaining unit was formed by voluntary recognition of the Pullman School Board on May 13, 1998.

2.3 Unless the context in which they are used clearly requires otherwise, words used in this Agreement denoting gender shall include both masculine and feminine, and words denoting number shall include both singular and plural. The word “day” shall mean employee workday.

Section 3 – Status of the Agreement

This Agreement shall supersede any rules, regulations, policies, resolutions or practices of the District, which shall be contrary to or inconsistent with its terms.

Section 4 – Effective Date

This Agreement shall become effective when ratified by the Association and Board and executed by authorized representatives, and may be amended or modified only as specified herein. See also “Term of Agreement” and “Appendix “A” “Salary Schedule.”

Section 5 – Conformity to Law

This Agreement shall be governed and construed according to the constitution and laws of the State of Washington. If any provisions of this Agreement or any application of this Agreement to any employee or group of employees covered shall be found contrary to law, such provision or application shall have effect only to the extent permitted by law, but all other provisions or applications of the Agreement shall continue in full force and effect.

Section 6 – Labor/Management Committee

The Association leadership shall meet with the superintendent to discuss matters of mutual concern at the request of either party. Such meetings shall take place on as needed basis.

Section 7 – Distribution of Agreement

Within thirty (30) days after ratification and signing of this Agreement and/or addendum, the Association shall prepare this Agreement and provide a proof copy of the same to the District. The cost of the printing of Agreement shall be shared equally by the District and the Association, with copies for each member of the bargaining unit, plus twenty (20) additional copies each.

Packet page 48 of 127

Section 8 – Management Rights

8.1 It is recognized that the Board on behalf of the district, by law, is responsible for the operation of the School District. Therefore, all rights and duties of the Board are hereby retained except as those rights and duties are clearly and expressly relinquished in this contract.

8.2 The right to make reasonable rules and regulations shall be considered acknowledged functions of the District.

ARTICLE II – BUSINESS

Section 1 – Payroll Deduction of Association Dues

1.1 The District shall deduct Association membership dues, assessments and fees from the pay of any employee who authorizes such deductions in writing pursuant to RCW 41.56.110. The District shall transmit monthly all such deducted funds to the treasurer of the WEA or other designated organization.

1.2 The dues deduction form and authorization shall remain in effect from year to year unless withdrawn in writing by the employee.

1.3 The Association shall submit a copy of each signed authorization form to the District office for processing. Amounts of annual dues deductions, assessments, and fees shall be made known by the Association to the District office by September 15 of each year.

Section 2 – Representation Fee

2.1 No member of the bargaining unit will be required to join the Association; however, those employees who are not Association members but are members of the bargaining unit, will be required to pay a representation fee to the Association as follows.

2.2 All employees who are members of the Association on September 1, 2005 and all employees newly hired for the 2005-2006 school year or thereafter and all employees who elect to become members of the Association, shall, as a condition of employment, be members of the Association and its affiliates or pay a representation fee.

2.3 Any employee who was employed by the District prior to September 1, 2005, and was not a member of the Association shall be exempt from paying a representation fee unless they submit a notice of membership as allowed in Article III, Section 1.1.

2.4 Association members shall not be required to make a political contribution to WEA- PAC and/or the NEA-Fund for Children and Public Education unless they have submitted signed authorization form(s) to the district payroll office. Nonmembers shall be neither required nor allowed to make a WEA-PAC or NEA-Fund for Children and Public Education deduction.

Packet page 49 of 127 2.5 This provision safeguards the right of non-association employees based on bona fide religious tenets and teachings of a church or religious body of which such an employee is a member. Such employee shall pay an amount of money equivalent to the Association’s regular dues and fees to a non-religious charity mutually agreed upon by the employee affected and the Association. Should such employee and the Association be unable to reach agreement as to the charity to which payment will be made, the charity will be selected per the method required by RCW 41.56.122.

2.6 The employee’s request for religious objector status shall be directed to the Association. The Association and employee will deliver to the district a membership Enrollment Form, which shall authorize the deduction of an amount equal to the dues and assessments to be directed to said charitable organization. The District agrees to remit to the Association a list of employees on behalf of whom charitable deductions have been made.

2.7 The Association will defend and hold the District harmless for any allegations, claims, or actions at law involving the District because of the operation of this section. The Association agrees to reimburse the District any amounts paid in error by the District under the membership dues/representation fee deduction provisions of this section 2 of this Agreement.

Section 3 – Association Rights

The usual and traditional rights of the Association, as the exclusive bargaining representative of employees, are guaranteed.

ARTICLE III – PERSONNEL

Section 1 – Individual Rights

Each employee shall have the usual and traditional rights provided to employees in the bargaining unit including the right to have an Association representative present when matters of discipline are being discussed.

Section 2 – Nondiscrimination

There shall be no discipline or discrimination on the part of the District or Association with respect to the employment of any person because of such person’s race, creed, color, national origin, age, sex, marital status, sexual orientation, gender identity, military status including honorably discharged veterans or the presence of any sensory, mental, or physical disability.

Section 3 – Personnel File

3.1 Employees shall, upon written request, have the right to inspect all contents of their complete personnel file. Upon request, a copy, at employee’s expense at current reproduction rate, of any documents contained therein shall be afforded the employee. Anyone, at the employee’s request, may be present in this review. Upon request, the personnel coordinator shall sign to verify the contents of the file.

Packet page 50 of 127 3.2 Derogatory materials about an employee cannot be placed in her/his personnel file without the employee’s knowledge. A copy of all such materials shall be given to the employee.

Section 4 – Discipline

Due Process. No employee shall be disciplined without reasonable cause. Should an employee be disciplined, a written explanation of the reason for any disciplinary action will be given to the employee. The discipline will be appropriate to the behavior, which precipitates the action.

4.1 An employee shall be entitled to have present a representative when disciplinary action is being discussed or considered.

4.2 Normally, progressive discipline will be followed. Immediate suspension may be initiated pending an investigation, should the severity of the behavior warrant it.

4.3 Any complaint made against an employee, by a parent, student, or other person, will be promptly called to the attention of the employee. Any complaint not called to the attention of the employee may not be used as the basis for any disciplinary action against the employee.

Section 5 – Work Day and Work Year

Employees in the bargaining unit shall be classified according to the number of months worked, i.e., eleven (11) month employees and/or twelve (12) month employees.

5.1 The work year for twelve-month employees shall be two hundred and sixty (260) days beginning September 1 and ending August 31 including paid holidays and paid vacation.

5.2 The work year for eleven-month employees shall be two hundred thirty-two 232 days including paid holidays and paid vacation and shall begin on the first Monday in August.

a. Work year 2012-2013: August 6, 2012 through June 25, 2013

b. Work year 2013-2014: August 5, 2013 through June 24, 2014

c. Work year 2014-2015: August 4, 2014 through June 23, 2015

5.3 Each employee’s workday shall be set by the District. Once set such workday shall not be changed, except as deemed necessary by the superintendent.

5.4 If the principal requires additional hours, the employee currently working in that position will be offered the additional hours at her/his hourly rate. Should the employee decline, the district is free to hire someone else to perform such work.

5.5 Lunch and Rest Periods

a. Employees working more than four (4) hours per day are entitled to a minimum one-half hour duty-free lunch period without pay.

Packet page 51 of 127 b. Employees shall receive a fifteen-minute rest period during each four hours of work, not to exceed two such breaks during a regular eight-hour day, at a time that is convenient to the work schedule as determined by the supervisor.

c. Employees required to work through their regular lunch periods will be given time to eat at a time agreed upon by the employee and the supervisor. In the event the District requires and authorizes an employee to forego a lunch period and the employee works the entire time, including the lunch period the employee shall be compensated for the foregone lunch period.

Section 6 – Overtime

6.1 Classified employees working in excess of forty hours per week shall receive time and one-half pay at their hourly rate of pay.

6.2 When agreed upon in writing (District Form 5200F), between the employee and supervisor, in lieu of overtime pay, the employee may elect to take compensatory time at a rate of one-and-one-half hours for each hour worked. All compensatory time should be taken in the same pay period in which it was earned unless other arrangements are made with the employee’s supervisor. In all cases, compensatory time must be taken in the same fiscal year it was earned. Compensatory time cannot be taken during times that would cause unacceptable disruption of school operations.

6.3 All overtime must receive prior authorization from the supervisor.

Section 7 – Holidays

7.1 Twelve-month employees shall have the following twelve paid holidays:

Labor Day New Year’s Eve Veterans Day New Year’s Day Thanksgiving Day Martin Luther King Day Day after Thanksgiving Presidents Day Christmas Eve Day Memorial Day Christmas Day Independence Day

7.2 Eleven-month employees shall have eleven (11) paid holidays – those listed previously with the exception of Independence Day.

7.3 These holidays will be observed as they appear on the approved district calendar. If a holiday falls on Saturday, it will be observed the previous Friday. If a holiday falls on Sunday, it will be observed the following Monday.

7.4 Un-worked Holidays. Eligible employees shall receive pay equal to their normal workday. Employees who are on the active payroll on the holiday and have worked their last scheduled day preceding the holiday and their first scheduled day succeeding the holiday or on an authorized paid leave of absence shall be eligible for pay for such un-worked holiday. An exception to this requirement will occur if employees can furnish proof satisfactory to the District that because of illness they were unable to work such days and the absence previous to such holiday, by reason of such illness, has not been longer than thirty (30) regular workdays.

Packet page 52 of 127 7.5 Worked Holidays. Employees who are required to work on the above described holidays shall receive the pay due them for the holiday, plus time and one-half for all hours worked on such holidays.

7.6 Holidays During Vacation. Should a holiday occur while an employee is on vacation, the employee shall be allowed to take one extra day of vacation with pay in lieu of the holiday as such.

7.7. Floating Day. If the work year calendar for a twelve-month employee is actually 261 days, a floating leave day is available for use during the school year. Employees will be notified at the beginning of such a 261-day work year. Floating days are non- cumulative.

Section 8 – Vacations

All absences from work must be entered and reported in the district electronic absence tracking and substitute placement system. (Aesop)

8.1 A request for vacation must be submitted for approval prior to taking vacation days.

8.2 Employees eligible for paid vacation will accumulate it as follows. If an employee’s first day of work is on or before the 15th day of the month, he/she will accumulate vacation time for that month. If the first day of work is after the 15th day of the month, no vacation time will be accumulated. Likewise, if an employee terminates on or before the 15th of the month, no vacation time will be accumulated for that month. If he/she terminates after the 15th, vacation time will be granted. Earned vacation may not be taken during a probationary period.

8.3 Twelve-month (12) employees

During the first year of employment, twelve-month (12) employees will be granted one (1) day of vacation for each month worked. For each succeeding full year of employment, one additional day of vacation will be granted up to a maximum of twenty (20) per year.

Twelve-month (12) employees may take vacation at any time during the year with the approval of the supervisor.

8.4 Eleven-month (11) employees

During the first year of employment eleven-month (11) employees will be granted one (1) day of vacation for each month worked. For the purposes of this section an employee will be credited with a month accumulation if the employee works a minimum of 15 days in each month. For each succeeding full-year of employment one (1) additional day of vacation will be granted up to a maximum of 19 days per year.

Eleven-month (11) employees are encouraged to take vacation to coincide with school vacation.

8.5 For purposes of accumulating vacation, a full year of experience will be granted if employment began on or before February 1. If employment began after February 1, no movement will be made on the vacation schedule for that year.

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8.6 Employees may not accumulate more than two years’ vacation days.

8.7 Upon retirement from the District, employees may cash out unused vacation days up to thirty (30) days. The rate of pay will be calculated as follows: Normal work year less annual allowable vacation days less applicable holidays to equal number of work days. The annual salary will be divided by the number of work days to determine the daily rate for this purpose.

Section 9 – Insurance Benefits

9.1 The District agrees to provide the amount of benefit contributions funded by the state to the members of the bargaining group, less the retiree benefit carve-out per full-time employee, for approved programs. The state-funded contribution is the maximum amount payable by the District.

9.2 The benefit amount shall be administered in accordance with the state laws relating to school district employee benefits.

9.3 Benefit contributions for less than full-time employees shall be prorated in accordance with the number of hours contracted and/or FTE. Full benefits are paid to those employees working 1440 hours or more in any one fiscal year.

9.4 Benefit pooling

a. The Pullman School District shall contribute the State funded amount for each twelve-month (12) and eleventh-month (11) employee and a prorated amount of the same for part-time employees, less the retiree benefit carve- out, to a pool of funds to be used for the purchase of insurance benefits. Twelve-month (12) and eleven-month (11) employees shall be entitled to basic benefit insurance (dental, vision, group life and medical), and may select optional benefits from the plans selected and approved by a majority vote of the bargaining group. Part-time employees shall be eligible to receive their share, prorated in accordance with the FTE of the position for which they are hired.

b. After each employee has selected her/his basic benefits under the program provided above, the remaining funds in the pool, if any exist, shall be distributed, prorated according to employee FTE, and applied to the remaining amount of unpaid cost for employee requested basic coverage if such cost exist.

c. Each employee included in the pooling arrangement shall be offered basic benefits, including coverage for dependents, without a payroll deduction for premium charges before benefits monies may be used for purchasing optional benefits.

d. After all basic benefits have been satisfied, each employee included in the pooling arrangements, regardless of the number of dependents receiving basic coverage, shall receive the additional employer contribution, prorated according to employee FTE, for other coverage or optional benefits.

Packet page 54 of 127 e. Optional benefit plans may not include employee beneficiary accounts that can be liquidated by the employee on termination of employment.

f. Enrollment shall be for a thirty (30) day period and shall be completed by September 10 of each year for the selection of basic benefits and for the selection of optional benefits.

Should an employee be hired after October 1, she/he may elect insurance coverage from the plans available during the first thirty (30) days of employment. If an employee is hired prior to the 15th of a month, their benefits begin the first of the next month. If hired after the 15th of a month, their benefits begin after the next full calendar month.

If an employee hired during the school year is a replacement for an employee terminating, then the new employee may elect insurance options to be paid for by the pool up to the amount of those selected by the terminating employee for whom she/he is a replacement.

If a replacement employee will be adversely affected by this policy, the District will provide additional funds up to the amount identified in Section 9.4 until the following year.

g. If an employee works past the 15th of the month, the employee terminating employment shall be entitled to continue receiving the District insurance contribution for the remainder of the calendar month in which the termination is effective. Cobra rules shall be applied as warranted for the employee to continue coverage at her/his expense.

h. Benefit programs are listed below:

Basic Benefits covered by the pooling - Dental, Vision, and Group Life premiums are paid first out of state allocated monies and remaining funds are applied to medical benefits.

Mandatory Group Long Term Disability and Short Term Disability premiums are paid by the employee.

Optional Benefits – Optional Life Insurance, Cancer Insurance, Accident Insurance, Accidental Death and Dismemberment Insurance (AD&D), and Long Term Care Insurance are paid by the employee.

9.5 Enrollment of new employees in approved insurance programs shall be completed within the first thirty (30) days of their contract year.

Section 10 – Employee Evaluation

10.1 Every employee will be evaluated in writing annually. The evaluation will be reviewed in person, by the evaluator, with the employee and a copy of the report furnished to the employee prior to placement in the personnel file.

10.2 Newly hired employees shall be evaluated within ninety (90) calendar days after commencement of employment.

Packet page 55 of 127 10.3 All monitoring or observations should be conducted openly and with full knowledge of the employee.

10.4 No employee shall be required to sign a blank or incomplete evaluation form. The evaluation form, Appendix B, shall be the only form used.

10.5 A non-probationary employee receiving an unsatisfactory evaluation will be given a written schedule and tasks to assist in her/his work performance and a reasonable amount of time to implement specific suggestions for improvement. A reevaluation schedule will be established at the time of the initial evaluation, not to exceed thirty (30) calendar days, but may be extended up to ninety (90) calendar days with the approval of the superintendent. The supervisor of any employee whose performance does not meet minimum requirements based on the performance criteria shall make recommendation to the Superintendent on the continued employment of said employee. The superintendent shall recommend to the board of directors any action to be taken.

10.6 The employee may offer written comments to the evaluation.

10.7 If the employee has transferred within the District and the performance is unsatisfactory, the employee may return to the former position if it is available.

10.8 Only the procedural aspects of the evaluation may be appealed through the grievance process.

Section 11 – Probation

11.1 Probation: A newly hired employees will serve a ninety (90) calendar day probationary period. Job performance review with the building principal will be conducted on or before ninety (90) calendar days for the new employees. Based on an unsatisfactory evaluation, the new employee may be released from employment prior to the completion of the ninety (90) calendar day probationary period.

At the completion of the ninety (90) calendar day probationary period, the employee will be either:

1. removed from probationary status; 2. released from employment; or 3. given another ninety (90) calendar day probation period to improve job performance.

11.1.1 After a ninety (90) calendar day extension the employee will be: 1. removed from probationary status; or 2. released from employment.

During the probationary period, the employee may be granted sick leave at the rate of one (1) day per month and vacation credit at the rate of one (1) day per month. If, upon termination, an employee has used more sick leave than the number of days accumulated, a deduction will be taken from her/his last paycheck. Earned vacation may not be taken during probationary period.

Packet page 56 of 127 Section 12 - Seniority and Layoff/Recall Procedures

12.1 Seniority: No employee shall acquire seniority until she/he has become a regular employee. A regular employee is one who has successfully completed the new employee probationary period as specified in this Agreement. Upon successful completion of the new employee probationary period, such employee’s seniority will be retroactive to the time of hire.

Seniority for the purposes of layoff and recall shall be based on accumulated FTE from hire date within the bargaining unit (same definition as in CBA).

In the event that more than one individual employee has the same seniority ranking (accumulated FTE from hire date within the bargaining unit), the employee having the greatest accumulated calendar years of service in the district from the date of hire will be ranked higher on the seniority list. Part-time and full-time employees will accrue seniority at the same rate (past practice in District).

In the event of more than one individual employee having the same seniority ranking (accumulated FTE within the bargaining unit and accumulated calendar years of service in the district) she/he shall participate in a drawing by lot to determine her/his position on the seniority list. Each employee and the Association shall be notified in writing of the date, time and place of the drawing which will allow the affected employees and the Association to be in attendance.

A list of employees in the bargaining unit arranged in the order of their seniority shall be given to the bargaining unit by December 1st. The list will contain the following information: hire date, FTE and total years of service worked within the bargaining unit and hire date, total calendar years worked in the district since hire date. Employees shall have twenty (20) work days to report any dispute regarding their years of experience or FTE worked. The District will then provide a copy of the finalized list to each employee and the Association no later than March 1. The finalized list shall include all additions, deletions and/or corrections made by employees.

Accumulated seniority rights shall not be lost for the following reasons: industrial accident, industrial illness; judicial leave; time on leave of absence granted for the purpose of serving in the Armed Forces; time spent on other authorized leave with pay; time spent in layoff status during the two year recall period.

12.2 Layoff and Recall Procedures

a. Definition: The term Reduction in Force (RIF), refers to action by the Board to reduce the number of employees beyond normal attrition (resignation and retirement) for economic reasons such as but not limited to: failure of special levies, reduction of state or federal funding, or reduction in enrollment. It does not refer to decisions to discharge or non-renew an employee for cause.

b. Notification: The superintendent will provide written notice to the Association and to all employees affected by an anticipated RIF.

c. Recall: Employees will be placed in a rehire pool in order of seniority for a period of two (2) years following layoff. The district will recall employees in the rehire pool in reverse order of layoff to positions in the bargaining unit.

Packet page 57 of 127 After written notification by certified letter, noting receipt, if the employee does not respond in two (2) weeks, then the employee will be removed from the rehire pool. The board will not hire additional personnel to fill any position until all members in the rehire pool have been recalled or have rejected the offer to return.

Employees in the rehire pool will have, upon request, first priority for substituting and placement into temporary positions within the bargaining unit. Employees may also serve as a substitute or fill temporary positions outside the bargaining unit if available. Upon rehire, sick leave if not cashed out or transferred, position on the salary schedule shall be restored.

All insurance benefits, to which an employee was entitled to at the time lay off, shall be restored to the employee upon the employee’s recall to active employment in accordance with the new start date as determined by section 9.4 item f.

d. Benefits and Employee Status: Employees in the rehire pool may be eligible to self-pay their health benefits through COBRA for a period of eighteen (18) months following layoff.

Section 13 – Employee Protection

13.1 The board shall provide employees with insurance protection up to the limit as contained in the District insurance policy.

13.2 Whenever an employee is absent from employment and unable to perform her/his duties as a result of bodily injury sustained in the course of her/his employment, she/he will be paid a combination of unused sick leave and worker’s compensation in accordance with the District Worker’s Compensation Cooperative, which is governed by the State Department of Labor and Industries. In no case shall an injured employee’s combination of sick leave and worker’s compensation exceed the regular salary paid to such employee prior to injury.

13.3 Should an employee be assaulted by a student, parent, or other person while on school property, the District shall immediately report such assault to the police.

Section 14 – Transfer and Vacancies

14.1 A vacancy is defined as a newly created or open position.

14.2 Job openings or vacancies for all classified positions shall be posted for five (5) working days electronically and on the bulletin boards located in each district location and in the personnel office.

14.3 All classified District employees applying for a job opening shall be considered in filling the position. Employees covered by this agreement shall be given full consideration throughout the entire hiring process, including the granting of an interview.

14.4 The hiring administrator shall make the final determination for potential transfer placement based on employee relevant qualifications/experience, seniority and needs of the District. All employees not selected shall receive written notice.

Packet page 58 of 127 14.5 If there are no transfer applicants selected, or if no transfer requests are received by the end of the fifth (5th) day, then the position will be posted for outside applicants.

14.6 Employees may be involuntarily assigned from their current work assignment only after consultation with the superintendent regarding the effects of such transfer.

Section 15– Professional Development

Employees may attend professional meetings if approved by her/his principal. Reasonable registration and travel expenses will be paid as authorized by the principal in accordance with District policy.

Section 16– Medication

The building principals and nurses will determine the procedure for the distribution of student medications within each building.

Section 17 – Salary

17.1 Employees of the bargaining unit include Head Secretary at each of five school sites, Associated Student Body Secretary (middle and high schools), and Registrar (high school).

17.2 Employees will be placed on the wage schedule and paid in accordance with Appendix A.

17.3 Initial placement will be at the first step of the wage schedule or at the step, up to step 3, justified by the employee’s verified training and experience relevant to the requirements of the new position (see Appendix A, Wage Schedule). The new employee will be required to complete the probationary period as described in Section 11: Probation.

ARTICLE IV – LEAVES

All absences from work must be entered and reported in the district electronic absence tracking and substitute placement system. (Aesop)

Section 1 – Sick Leave, Family Leave and Emergency Leave (to be deducted from accumulated sick leave).

1.1 Sick leave will be awarded at the rate of one (1) day per month, not to exceed twelve (12) for twelve-month employees and eleven (11) days for eleven-month employees. This leave is awarded each September or upon employment with the District. A full day will be granted to an employee hired on or after the 15th of the month for that month. Unused sick leave days may be accumulated.

1.2 Sick leave shall be granted to part-time employees based on actual hours worked, not to exceed eight hours per month or eighty hours per year.

1.3 If, upon termination, an employee has used more sick leave than the number of days accumulated, a deduction will be taken from his/her last paycheck.

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1.4 The District agrees to comply with statutory provisions concerning credit for sick leave accrued while employed by another state agency.

1.4 Sick leave buy back will be in accordance with District policy. The rate of pay will be calculated as follows: Normal work year less annual allowable vacation days less applicable holidays to equal number of workdays. The annual salary will be divided by the number of workdays to determine the daily pay rate for these purposes.

1.6 For planned leaves for health reasons, the employee shall notify her/his supervisor of the dates involved at least 5 days in advance. Absences of this nature will not exceed five (5) days without the attending physician's supportive statement.

1.7 Maternity leave, leave for adoption, and other job protected leave are available as specified by the Family Medical Leave Act (FMLA) of 1993 and in accordance with Pullman School District Policies 5322 and 5329.

1.8 Unanticipated sick leave, family leave or emergency leave must be documented in the electronic substitute and leave tracking system on the first day of return from leave.

1.9 Leave-sharing. (In accordance with Policy 5328 and 5328P Administrative Procedure.) The District has established a leave-sharing plan in which eligible employees may donate excess leave for use by an employee who is suffering from, or has a relative or household member suffering from an extraordinary or severe illness, injury, impairment of physical or mental condition.

This program is intended to extend leave benefits to an employee who otherwise would have to take leave without pay or terminate his/her employment with the District.

1.10 Emergency Leave. The following conditions constitute an emergency leave:

a. The situation must be one which is serious, unavoidable and of major importance, not one of mere convenience.

b. The situation must be suddenly precipitated or must be of such a nature that planning is not possible or such that planning could not have eliminated the need for the leave.

c. Absence from work due to serious illness in the employee’s immediate family (spouse, child, parent, brother, sister, or other dependents or family substitutes) shall be considered emergency leave.

d. A statement of the emergency is required to support emergency leave. This statement shall be submitted in the electronic substitute and leave tracking system.

e. Emergency leave shall be deducted from sick leave.

Packet page 60 of 127 Section 2 – Bereavement Leave

In the event of death in an employee’s family or death of a close personal friend, the employee shall be allowed leave under the following guidelines:

2.1 A maximum of three (3) days with pay.

2.2 An additional two (2) days leave with pay may be allowed by the superintendent, if extended travel is required.

2.3 No deduction from accumulated sick leave.

Section 3 – Jury Duty and Court Appearances (no deduction from accumulated sick leave).

When an employee of the District is absent from his or her position or because of a mandatory court appearance, she or he shall suffer no loss of income by reason of this service.

3.1 A copy of the subpoena or certificate of the clerk of the court shall be filed with the personnel/payroll office.

3.2 Absence of an employee for legal action in which she/he is a litigant shall be classed as personal business and a pay deduction will be made or the employee may use leave as appropriate for such absence.

Section 4 – Leave of Absence

Upon recommendation of the immediate supervisor through administrative channels to the superintendent, and upon approval of the board of directors, an employee may be granted a leave of absence without pay for a period not to exceed one (1) year. The terms of the leave will be determined by the District.

The employee will return from an approved leave of absence to a position that is the same or similar to the position.

Section 5 – Emergency Closing/Late Start Days

Emergency closing days are considered to be regular workdays. If school starts late, employees are expected to be at school as soon as is reasonably possible. Employees who are unable to work during emergency closing days may:

(1) Request emergency leave

(2) Make up the day

(3) Request that the absence be charged as a vacation day.

In the event of emergency closing, employees may be released early with approval of the building principal.

Packet page 61 of 127 Section 6 – Association Leave

An aggregate of five (5) leave days per year with pay shall be provided to the Association to carry out responsibilities as bargaining agent. The cost of the substitute shall be reimbursed to the District by the Association.

Section 7 – Family and Medical Leave Act

The District shall provide Family and Medical Leave Act leaves pursuant to Board Policy 5329 and the Family Leave Act of 1993.

Section 8 – Personal Leave (no deduction from accumulated sick leave)

8.1 Each employee shall be entitled to one (1) day personal leave per year.

8.2 It is expected there may be times when an employee will find it necessary to be absent from work for reasons other than those mentioned above. The intent of personal leave is to accommodate such situations. Personal leave may not be used to extend a vacation.

8.3 Notice of intent to use personal leave shall be given within a minimum of forty-eight (48) hours if possible, by entering the request in the electronic substitute and leave tracking system. This leave is presumed to be granted upon request.

8.4 Personal leave shall be non-cumulative.

ARTICLE V – GRIEVANCE PROCEDURE

1.1 The purpose of this grievance procedure is to establish effective machinery for the fair, expeditious, and orderly adjustment of grievances. Only matters involving the interpretation, application, or enforcement of the express terms of this Agreement shall constitute a grievance.

1.2 Either the Association or the District may process grievances each against the other to allege contract violations and enforce the party’s respective rights. Association or District grievances shall enter the procedures at Step 3 and be subject to all applicable time limits, other provisions, and to mediation/arbitration.

1.3 Steps.

Step 1. The aggrieved employee shall discuss the grievance with her/his immediate supervisor within ten (10) days of the date of the occurrence prompting the grievance. The immediate supervisor shall attempt to adjust the matter and shall respond to the employee within five (5) working days. All grievances not brought to the immediate supervisor within ten (10) days of the occurrence shall be invalid and subject to no further processing. Any grievance, which is not processed to the next level within the time lines stated, shall be invalid and subject to no further processing.

Step 2. If the grievance is not resolved at Step 1, the aggrieved employee or representative shall submit a written grievance to the supervisor within five (5)

Packet page 62 of 127 working days following the supervisor’s oral response. The written grievance at this step and at all steps, thereafter, shall contain the following information:

(1) A statement of the grievance and the facts, upon which it is based, (2) The alleged violation of the Agreement, (3) The remedy or adjustment sought, and (4) The signature of the aggrieved employee. The supervisor shall respond in writing to this grievance within five (5) working days of its receipt. The written response at this step, and management responses at all steps thereafter, shall contain the following information:

(1) An affirmation or denial of the facts upon which the grievance is based, (2) An analysis of the alleged violation of the Agreement, (3) The remedy or adjustment, if any, to be made; and (4) The signature of the appropriate management representative

Step 3. If the grievance is not resolved at Step 2, the aggrieved employee or representative shall submit the grievance to the superintendent or designee within five (5) working days following the supervisor’s written response. The parties shall meet and discuss the grievance prior to its disposition. The superintendent or designee shall respond in writing to this grievance within fifteen (15) working days of such meeting.

District grievances shall be submitted to the Association. District grievances shall be submitted within ten (10) calendar days of the occurrence prompting the grievance and shall be subject to expedited mediation/arbitration and other provisions in Step 4.

Step 4. If the grievance has not been resolved at Step 3, the Association or District may refer the dispute to expedited mediation/arbitration as provided below. The Association shall notify the District in writing of submission to expedited mediation/arbitration within five (5) working days after receipt of the superintendent or designee written response at Step 3.

PANEL OF STANDING MEDIATOR/ARBITRATORS

1.4 The parties agree to timely establish a panel of three (3) standing mediator- arbitrators to hear and resolve all contract disputes. If the two parties cannot agree on a panel, then a list of eleven (11) names shall be obtained from the Federal Mediation Conciliation Service. The parties shall alternately strike names until three (3) remain. Each person selected shall serve in turn regarding a single grievance dispute. If unavailable, the next listed person will serve. The mediator/arbitrators shall thus serve in rotation.

1.5 Each party may unilaterally remove a mediator/arbitrator at any time as long as there is no dispute pending at the time. Mediator/arbitrators panel vacancies shall be filled as in the above paragraph.

1.6 The panel member assigned to a grievance shall meet without delay with the parties and the grievant and attempt to mediate/conciliate the dispute. If an agreement is reached, it shall be reduced to writing, shall be signed by each of the above parties, including the grievant, and shall be final and binding.

Packet page 63 of 127 1.7 If, after a concerted effort, a single mediation meeting does not produce a settlement, the mediator/arbitrator shall immediately convene an informal arbitration hearing. Witnesses, evidence, and exhibits shall be kept to a minimum and the rules of evidence shall not apply.

1.8 The mediator/arbitrator shall, on the same date of the hearing, provide a “bench award” as a binding settlement of the grievance. 1.9 The mediator/arbitrator shall not have the power to add to, subtract from, or modify the provisions of this Agreement in arriving at a decision on the issue or issues presented; and shall confine his/her decision solely to the interpretation, application, or enforcement of this Agreement. The mediate/arbitrator shall confine herself/himself to the precise issue submitted for arbitration, and shall have no authority to determine any other issues not so submitted to her/him. The decision of the mediator/arbitrator shall be final and binding upon the aggrieved employee, Association and District.

1.10 The District and the Association shall share equally the fees and expenses of the mediator/arbitrator.

1.11 Either party has the right to have a representative represent them at any step of the grievance procedure.

1.12 The following grievance principles shall govern and be controlling in any and all grievances:

(1) While a grievant may be “made whole”, any punitive award shall be void and unenforceable.

(2) Unless agreed otherwise, only one grievance will be heard at a time by a mediator/arbitrator.

(3) Any and all known information, documents, facts, etc., not provided to the other party, prior to the arbitration hearing, shall be specifically excluded from presentation and/or reference in the arbitration process, and as such shall not be considered by the mediator/arbiter in arriving at his/her arbitration decision.

(4) The parties agree to provide all pertinent information relating to the grievance, upon request, in a timely manner.

(5) There shall be no reprisals against any employee or group of employees or agents of the District because of participation in the grievance process.

(6) All documents, files, and information regarding a grievance shall be filed separately from an employee’s personnel file except that the final written resolution of the grievance shall be placed in the grievant’s personnel file.

(7) Failure of the District to meet a time line shall allow the grievant or the grievant’s representative to move the grievance to the next level. Failure of the grievant to meet a time line shall invalidate the grievance.

Packet page 64 of 127 ARTICLE VI – DISTRICT PROTECTION

Section 1 – No Work Stoppage and No Lockout

1.1 The District and the Association agree that the public interest requires the efficient and uninterrupted performance of all district services, and to this end pledge their best efforts to avoid or eliminate any conduct contrary to this objective. During the life of this Agreement, neither the Association nor the employees shall cause, condone, or participate in any strike or work stoppage, slow down, or other interference with District functions by employees under this Agreement, and should same occur, the Association agrees to take appropriate steps to end such interference. District employees who engage in any of the above-referenced activities shall not be entitled to any pay and/or benefits during the period in which he/she is engaged in such activity. Employees covered by this Agreement who engage in any of the foregoing actions shall be subject to appropriate disciplinary action as may be determined by the District. The determination as to whether disciplinary action shall be taken and the type of disciplinary action to be taken is left to the sole discretion of District management.

1.2 The District agrees that there will be no lockouts during the term of this Agreement; however, the District reserves the right to keep district offices closed where the situation is such that opening the office to district employees would result in loss or damage to the District or district property.

Section 2 – Subordination of Agreement

It is understood that the parties hereto and the employees of the District are governed by the provisions of applicable federal and state law. When any provisions thereof are in conflict with or are different from the provisions of this Agreement, the provisions of said federal law or state law are paramount and shall prevail.

Section 3 – Entire Agreement

3.1 The Agreement expressed herein in writing constitutes the entire Agreement between the parties and no oral statement shall add to or supersede any of its provisions.

3.2 The parties acknowledge that each has had the unlimited right and opportunity to make demands and proposals with respect to any matter deemed a proper subject for collective bargaining. The results of the exercise of that right are set forth in this Agreement. Therefore, except as otherwise provided in this Agreement, each voluntarily and unqualifiedly, agree to waive the right to oblige the other party to bargain with respect to any subject or matter whether or not specifically referred to, or covered in this Agreement.

Packet page 65 of 127 ARTICLE VII – DURATION

Section 1 – Duration

This Agreement shall be in force and effect from July 1, 2012 to June 30, 2015 and shall not be extended orally. Upon written notice given by the Association to the District not later than April 1, the Parties agree to exchange proposals and commence negotiations on a successor Agreement no later than May 1, 2015.

Section 2 - Salary Increases

1.0 Salary increases funded and allocated by the state for classified employees will be distributed in total according to Appendix A. Any state increases funded for insurance benefits for classified employees during the duration of this Agreement will be implemented.

2.0 Appendix A is the current salary schedule.

Section 3: Openers

Modifications of this Agreement, matters of common concern, wages, hours, terms and conditions of employment may be subject to negotiations during the term of this agreement only upon request and by mutual agreement of the parties, except as otherwise provided herein.

In the event the State Legislature passes laws that impact this agreement and if such laws are also subject to local bargaining, negotiations shall be opened on such matters.

Executed this _ _day of _ _ _2013, at Pullman, Whitman County, Washington, by the undersigned officers with the authority of and on behalf of the Parties.

Signed: ______Representative(s) Pullman School District Building Secretaries

Signed: ______Superintendent

Signed: ______Pullman School District Board President

Packet page 66 of 127

APPENDIX A

Pullman School District Building Secretaries Wage Schedule

2010-2011

Range Step One Step Two Step Step Four Step Five Step Six Step Three Seven

Secretary $16.11 $16.59 $17.09 $17.60 $18.13 $18.68 $19.24

Pullman School District No. 267 Pullman School District Building Secretaries

Appendix A 2011-2012 and 2012-2013 Wage Schedule with 1.9% reduction

Range Step One Step Two Step Three Step Four Step Five Step Six Step Seven

Secretary $15.80 $16.27 $16.77 $17.27 $17.79 $18.33 $18.87

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Pullman School District Form 5222F Page 24 of 28

Secretarial/Administrative Assistant Performance Appraisal (Form to be completed in blue ink.)

Name: ______Appraisal Year: ______

Position: ______Location: ______

Date: ______Rating Key:

Supervisor: ______4 Exceeds Requirements 3 Meets Requirements 2 Below Requirements 1 Signific antly Below Requirements Rating Specific Performance NA Evaluation Criteria Does Not Apply

_____ Knowledge of Job Requirements Demonstrates knowledge of procedures, job scope and responsibility necessary for effective performance.

Comments:

_____ Responsibility Demonstrates ability to fulfill requirements of position and understands established priorities.

Comments:

_____ Management Organizes procedures, assigns as appropriate and monitors work of staff.

Comments:

_____ Leadership Develops confidence of staff and community, makes decisions as related to specific job responsibilities, motivates, and fulfills expectations of position.

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Comments: _____ Exhibits ability to lead, develops confidence of others and delegates work as appropriate; participates in work-related activities in a leadership capacity; is role model for others.

Comments:

_____ Problem Solving Identifies, evaluates, and determines best course of action to resolve a situation.

Comments:

_____ Quality of Work Produces assigned work in an accurate, neat, and thorough manner.

Comments:

_____ Quantity of Work Produces assigned volume of work in a timely manner.

Comments:

_____ Development of Office Skills Has acquired competencies as specific job requires in computer, word processing, and other office equipment.

Comments:

_____ Organization Demonstrates ability to organize and prioritize work load; uses discretionary time effectively.

Comments:

_____ Adaptability Adjusts to changing work conditions and shows flexibility.

Comments:

_____ Communication Expresses and understands instructions and other work-related information, both written and oral; evidences acceptable grammar, punctuation, and spelling.

Comments:

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_____ Demonstrates ability to communicate effectively with staff and community.

Comments:

_____ Self-Improvement Participates in self-initiated professional growth activities; demonstrates a desire to refine skills.

Comments:

_____ Demonstrates desire to refine skills and accept constructive criticism and suggestions.

Comments:

Personal Skills

_____ Interpersonal Relations Deals effectively with others in the work site; is flexible; demonstrates teamwork; and exhibits sound judgment and common sense.

Comments:

_____ Confidentiality Deals with confidential information and communications in an ethical manner.

Comments:

_____ Initiative Takes independent action as situation warrants; identifies potential problems; determines course of action within parameters of assignment.

Comments:

_____ Takes independent action within parameters established by supervisor, and makes suggestions for improvements, if needed.

Comments:

_____ Attitude Demonstrates a positive cooperativeness with staff, students, and community; approaches work in a positive manner; is sensitive to needs of others.

Comments:

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_____ Dependability Shows resourcefulness and completes required work on schedule with little supervision.

Comments:

_____ Shows ability to follow through to completion, as well as dependability of attendance and punctuality.

Comments:

_____ Attendance Comment on employee's attendance and punctuality (breaks, arrival, and departure).

Comments:

Summary

Supervisor's summary of comments/suggestions for improving present performance.

Employee's summary of comments/suggestions for improving present performance.

I certify that this report was discussed with me. I understand my signature does not, necessarily, indicate agreement.

Employee's Signature:______Date:______

Supervisor's Signature:______Date:______

Distribution: Original to Personnel File, Copy to Employee, Copy to Supervisor Revised: March 24, 1996

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Office of the Assistant Superintendent Pullman School District No. 267 240 SE Dexter St Pullman WA 99163 Phone: 509.332.3144 Fax: 509.334.5531

Ensuring learning while challenging each student to achieve full potential

An Executive Summary By Susana Reyes, Assistant Superintendent Chair, Curriculum Advisory Council January 17, 2013

CAC Voting Members Present: Bill Gould, Tina Zweigle, William Hallagan, Joe Thornton, Garren Shannon, Erin Thompson, and Julie Udy

Background Information: The Curriculum Advisory Council met on January 17, 2013 to review a recommendation for instructional materials for English Language Development (ELD).

ELD Instructional Materials Recommendation:  Carousel of Ideas Sets 1 & 2

Carousel of Ideas is a comprehensive English language development program designed for K-5 English language learners at all levels of proficiency. The program is research based and integrates listening, speaking, reading, and writing activities. It also includes academic language instruction for the core content areas. Additional information is attached for your review.

CAC Recommendation: The Curriculum Advisory Council recommends approval of the ELD instructional materials recommendation for grades K-5 as presented.

Date:

Assistant Superintendent:

School Board Action:

Approved Not Approved

Date: ______Board Secretary Signature: ______

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LISTENING SPEAKING READING WRITING O & !

Carousel of IDEAS Fourth Edition Overview

A comprehensive and systematic English language development program.

Ballard Tighe helping English learners realize their full potential ... one student at a time

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u Welcome to Carousel of IDEAS Carousel of IDEAS, Fourth Edition was created to teach language. It is a comprehensive, research-based language development program designed for K-5 English learners at all levels of language proficiency. The program integrates listening, speaking, reading, and writing with major content areas to prepare students for success in academic classes and is an ideal intervention program for struggling English language learners.

• Set 1 is for Beginning to Early Intermediate Language Learners. • Set 2 is for Intermediate to Advanced Language Learners.

Structural Overview for Set 1 and Set 2 In Set 1, there are two units for the Beginning Level and two units for the Early Intermediate Level. Each unit has 5-7 chapters, and each chapter has 5-6 lessons.

In Set 2, there are two units for the Intermediate Level, one unit for the Early Advanced Level, and one unit for the Advanced Level. Each unit has 4-6 chapters, and each chapter has 4-6 lessons.

The estimated time to complete each unit is half a year. Thus, it will take approximately two years to complete Set 1 and another two years to complete Set 2.

u Here is what you will find in the Carousel of IDEAS Premium Bundle:

Teacher’s Guides The Teacher’s Guides contain thorough lesson plans with both linguistic and academic learning objectives. At the beginning of each chapter, target vocabulary words and phrases are presented. The Teacher’s Guides also include instructions for placing students in the program. All lessons follow this format: Presentation, Practice, Apply & Extend, Involving Family, Observing Student Progress. At the end of each chapter, there is an Evaluation section to assess student learning.

Language Progress Card The Language Progress Card enables teachers to view the scope and sequence of the Carousel program and track individual student progress.

Go English2! Forms and Functions Charts These charts clearly and succinctly provide explicit information to teachers that guide their instruction of English learners at all proficiency levels. The charts can serve as a tool to access examples of the ways in which the uses of language interrelate with its grammar.

Lesson Plan Flow Charts These easy-to-use charts provide a short summary of each activity in the Teacher’s Guides. They provide both a quick overview of the scope, sequence, and pacing of lessons as well as the breakdown of each individual lesson into manageable sessions. The charts include modifications to customize Carousel content and activities for K-1 learners.

Frames for Fluency Frames for Fluency is designed to develop oral proficiency through meaningful practice of the key grammatical forms that are embedded in key language functions.

2 Carousel of IDEAS Program Overview

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Resource Books and CD-ROMs Reproducible support materials for Carousel lessons are available as blackline masters or can be printed from the CD-ROMs. There are Activity Sheets, Activity Pictures, Templates, and Chapter Tests and Assessment Tools. The Teacher’s Guides provide instructions on how to use all support materials.

Picture & Word Cards These colorful cards engage students in language learning and facilitate their comprehension of target vocabulary words. Set 1 and Set 2 include more than 550 full-color Picture Cards—displaying both illustrations and photographs— and corresponding Word Cards.

Beginning English Language Learners Theme Picture #1: A Family Picnic Unit 1, Chapter 1: My Family

Target Vocabulary: baby, boy, brother, children, family, father, girl, man, mother, sister, woman

TEACHING TIP LANGUAGE DEVELOPMENT ACTIVITIES FOR OTHER LEVELS

Focus on students’ ability to listen and respond non-verbally or with a one-word Early Intermediate: Focus on students’ ability to speak in short, simple sentences. response. Have students point, nod, draw, act out, or answer in single-word Have them describe the picture. Ask questions: What is happening in this picture? responses. Ask yes/no questions and repeat your commands as often as necessary for What are the children doing? What is the father doing? What is the mother Theme Pictures and Theme Pictures on Transparencies and CD-ROM students to understand. doing? Have students write a sentence explaining what is happening in this picture and then read it to a partner.

BEGINNING LANGUAGE DEVELOPMENT ACTIVITIES Intermediate: Students are starting to speak in complex sentences and they are able to form opinions when prompted. Ask questions such as: Is the family having fun? Show students the theme picture and say: This is a picture of a family at a park. Why do you think the father is smiling? Do you think this family is happy? Have They are having a picnic. They are eating food and talking to each other. students write a paragraph explaining whether they think the family is happy and Listening and Speaking why. Have students read their paragraphs to a partner. The full-color Theme Pictures (9.5" x 11"), which include both illustrations and • Point to the mother. Point to the father. Where is the boy? Where is the Early Advanced: Students are speaking in complex and compound sentences and sister? Is there a baby? Point to the baby. Where is the man? Where is the should be able to debate a position and analyze text. Ask questions: What do you woman? Point to the family. Help students as needed. think would happen if it started to rain during this family’s picnic? What do • Point to the baby and say: Is this the father? Is this the mother? Is this the you think each person would do if it started raining? What would you do if you baby? That’s right! This is the baby. Point to the father and say: Is this the were having a picnic and it started raining? Have students write a short story woman? Is it the father? That’s right! This is the father. Continue pointing to using this prompt: The family thought it would be a great day for a picnic, but you’ll the pictures and asking students yes/no questions. never guess what happened! Have students read their stories to a partner. • Point to the mother and say: This is the _____. Yes, this is the mother (or photographs, bring vocabulary alive and provide an authentic and natural context for woman). Point to the brother and say: This is the _____. Yes, this is the Advanced: Students are able to listen, speak, read, and write proficiently in English. brother (or boy). Continue with other target vocabulary. Ask students: Is your family similar to the family in the picture? How are they • Hold up the theme picture and say: This is a boy. What is the first sound in alike? How are they different? If you were going to plan the perfect picnic for the word boy? [/b/] This is a father. What is the first sound in the word your family, what would you plan? What food would you bring? What activities father? [/f/] This is a brother. What is the first sound in the word brother? would you have? Would your family members enjoy it? Why or why not? Have [/b/] Continue with other beginning sounds students have learned. students write a short essay on “the perfect picnic” and then read it to a partner. Reading and Writing • Write the target vocabulary words on the board. Point to the word children and language learning. In addition, on the reverse side of each picture, teachers will find ask: What word is this? That’s right, it’s children. Hold up the theme picture. Point to the children in this picture. Continue with the other target vocabulary. • Hold up each target vocabulary word card and read it aloud. Have a student volunteer take the card, read it aloud, and point to the corresponding person in the theme picture. specific questions appropriate for students at each level of language proficiency. The

From Carousel of IDEAS, 4th Edition. ©2005 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. All rights reserved. Cat. #2-905 No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by ISBN 1-55501-680-4 any means, electronic or mechanical, including photocopy, recording, or otherwise, without permission in writing from the publisher. Carousel Theme Pictures also are available as transparencies and in CD-ROM format.

Literature Collection Students will enjoy these wonderful books, many of which are award-winning literature titles, as they develop their literacy skills. Each chapter of the Teacher’s Guides includes a complete work of children’s literature. Language-level appropriate activities are associated with the literature.

Transparencies These full-color transparencies include short readings, songs, graphic organizers, visuals, and other instructional tools.

IDEA Picture Dictionary 1 and 2 The IDEA Picture Dictionary 1 (for Set 1) includes more than 600 entries, colorful illustrations for each word, and translations into six languages. The IDEA Picture Dictionary 2 (for Set 2) includes nearly 1,400 entries, including language arts, social studies, science, and mathematics standards-based vocabulary. It also includes appendixes about idioms, U.S. presidents, and other content area reference information.

Carousel Testers (sold separately) The Carousel Testers add a more formal assessment component to the Carousel of IDEAS program. End-of-chapter tests reveal how well students have mastered the chapter learning objectives so you can easily identify areas where some students may need more practice. There are separate tests for grades K-1 and 2-5 students. The K-1 tests are designed to be age-appropriate for younger test-takers.

Carousel of IDEAS Program Overview 3

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Carousel of IDEAS English Language Development Program

Carousel of IDEAS covers the five stages of English language acquisition: Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced.

Ballard & Tighe, Publishers – Who We Are: For over 30 years, Ballard & Tighe, Publishers has provided instructional programs and assessment tools to thousands of districts across the United States.

How We Are Different: At Ballard & Tighe, ELD/ESL is not a component of what we do; it’s all that we do. We believe that there is a difference between teaching English and teaching in English. Carousel of IDEAS teaches English. It is a comprehensive and systematic language development program. In Carousel, language is in the driver’s seat. Research shows that oral language rehearsal is critical for students to internalize language. Carousel provides students with ample opportunities for meaningful communication. As a result, reading and writing are natural extensions of oral fluency. The program also gives students ample opportunity to understand and practice social and academic vocabulary while building literacy.

Key Benefits & Features of Carousel of IDEAS: • Delivers differentiated instruction through a proficiency based program. • Prepares students for success in mainstream academic classes by integrating academic language with major content areas. • Minimizes learning gaps by the explicit and systematic delivery of language instruction. • Accommodates many different learning environments (e.g., in pull-out classes, self-contained classes, mainstream classes with ESL students, intervention classes, and bilingual and dual language classes). • Integrates all four domains of language (Listening, Speaking, Reading, and Writing). • Aligns to a cross-section of national and state standards.

Visit www.ballard-tighe.com to download sample materials, or contact your local representative for more information.

Ballard Tighe 471 Atlas Street Brea, California 92821 (714) 990-4332 fax:(714) 255-9828 (800) 321-4332 CAT. #M-2-901-02 April 2010 www.ballard-tighe.com

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Office of the Assistant Superintendent Pullman School District No. 267 240 SE Dexter St Pullman WA 99163 Phone: 509.332.3144 Fax: 509.334.5531

Ensuring learning while challenging each student to achieve full potential

An Executive Summary By Susana Reyes, Assistant Superintendent Chair, Curriculum Advisory Council January 17, 2013

CAC Voting Members Present: Bill Gould, Tina Zweigle, William Hallagan, Joe Thornton, Garren Shannon, Erin Thompson, and Julie Udy

Background Information During the 2010-2011 and 2011-12 school years, the district Writing Committee worked on the development of a scope and sequence document for writing instruction for grades K-12.

On December 13, 2012, the Curriculum Advisory Council (CAC) met to review the recommendation presented by the committee for K-12 writing scope and sequence. The document entitled Instructional and Learning Priorities K-12 (Writing) was approved by the CAC. During the January 9th collaboration day, K-2 teachers reviewed the document and found that more direct alignment of the scope of and sequence to the Common Core State Standards was needed. Members of the writing committee (K-2 teachers) met on January 16th to revise the document. On January 17th, the CAC met and reviewed the suggested changes and voted to recommend formal consideration by the School Board for official adoption of the writing scope and sequence. The revised document is enclosed for your review.

CAC Recommendation The Curriculum Advisory Council recommends approval of the Instructional and Learning Priorities K- 12 (Writing) as presented.

Date: Assistant Superintendent:

School Board Action

Approved Not Approved

Date: ______Board Secretary Signature: ______

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Opinion

Kindergarten First Second Third Fourth & Fifth Using a combination of  Introduce topic/Name book  Introduce topic/Name book Section to be added for 2013-2014 Section to be added for 2013-2014 drawing, dictating and

writing to:  State opinion  State opinion

 Introduce topic/Name  Supply reason for opinion  Supply two or more reasons for book opinion using linking words  Provide sense of closure  State opinion or  Provide a concluding preference about statement/section topic or book

Content & Content Organization &

Style

 When writing, uses  – Errors are not severe and do not interfere with meaning or fluency. See Language Standards on pages 26-29 in Common Core Standards Document. initial and/or ending o - Capitalization phonetic sounds o - Usage & Grammar o - Punctuation  Uses spaces in o - Spelling between words

 Uses a capital and a

Conventions period

 Forms legible letters

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Expository Writing

Kindergarten First Second Third Fourth & Fifth Using a combination of  Name a topic  Introduce topic  Topic Statement/ Sentence  Intro Paragraph drawing, dictating and  Reason/Detail #1 Sentence  Reason/Detail #1 Sentence (Supports writing to:  Supply two or more facts  Use facts and definition to (Supports Main Topic) Main Topic)  Name a topic about topic develop points  “E” Sentence –Explain, Extend,  “E” Sentence –Explain, Extend, Give an  Supply information Give an Example Example

about a topic  Provide some sense of closure  Concluding statement  Personal Elaboration (“One  Personal Elaboration (“One Time…”)

Time…”)  Reason/Detail #2 Sentence (Supports  Reason/Detail #2 Sentence Main Topic) (Supports Main Topic)  “E” Sentence –Explain, Extend, Give an  “E” Sentence –Explain, Extend, Example Give an Example  Personal Elaboration (“One Time…”)  Personal Elaboration (“One  Student uses transition words to lead into Time…”) reasons/details. (First, Second, Another, A  Student uses transition words good, One important, The worst, Next, to lead into reasons/details. Later, Furthermore, Additionally, etc…) (First, Second, Another, A  Conclusion Paragraph

Content & Content Organization & good, One important, The worst, Next, Later, Furthermore, Additionally, etc…)  Conclusion Sentence (“Wrap- up Sentence”)

 Voice – Is this paper specific or  Voice – Is this paper specific or generic? generic? Could this be Could this be anyone’s paper or is it anyone’s paper or is it unique? unique?

 Vocabulary – Uses  Vocabulary – Uses interesting/exciting interesting/exciting word word choice? (Vs. only ‘vanilla’

choice? (Vs. only ‘vanilla’ vocabulary) Style vocabulary)  Variety in Sentence Structure – Shows  Variety in Sentence Structure – variety in their sentence starts. Shows variety in their sentence starts.  When writing, uses  – Errors are not severe and do not interfere with meaning or fluency. See Language Standards on pages 26-29 in Common Core State Standards document.

initial and/or ending o - Capitalization phonetic sounds o - Usage & Grammar  Uses spaces in o - Punctuation between words o - Spelling  Uses a capital and a period Conventions  Forms legible letters

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Narrative Writing

Kindergarten First Second Third Fourth Using a combination of  Beginning statement  Beginning statement  Beginning  Beginning drawing, dictating and -Name the characters Introduction of characters & setting. Introduction of characters & setting. writing to: and tell the setting  Middle Introduces Problem or Conflict Introduces Problem or Conflict -well elaborated event or short  Middle  Middle  Tell about an event or  Middle sequence of events Problem Solving Event - Makes an Problem Solving Event - Makes an attempt

several loosely-linked - Recount two or more -include details attempt to solve their problem. to solve their problem. events sequenced events, (See Speaking and Listening on Uses detail sentences to Uses detail sentences to including details page 23) Support/Explain/Describe each event. Support/Explain/Describe each event.  Tell about events in (See Speaking and Listening Problem Solving Event - Makes another the order in which on page 23)  Ending Problem Solving Event - Makes another attempt to solve their problem. they occurred -Use temporal words to -Wrap up/Sense of ending attempt to solve their problem. Uses detail sentences to signal event order Uses detail sentences to Support/Explain/Describe each event.  Provide a reaction to Support/Explain/Describe each event.  Ending what happened  End Solution – Exciting Resolution -Provide Wrap up/Sense  Ending Story comes to a balanced and logical of closure Solution ending. Content & Content Organization & Wrap up/ Ending events.  Student uses transition words to lead into  Uses transition / connecting words. events. (First; Then; After; At midnight)

 Uses Sensory Details (See, Hear, Feel)

 Uses meaningful dialogue.  Uses meaningful & purposeful dialogue.

 Word choice – Uses 3-5 interesting  Vocabulary – Uses interesting/exciting word words. choice? (Vs. only ‘vanilla’ vocabulary)

 Variety in Sentence Structure – Shows  Variety in Sentence Structure – Shows

Style variety in their sentence starts. variety in their sentence starts.

 Voice – Story shows emotion/ personality.

 When writing, uses  Errors are not severe and do not interfere with meaning or fluency. See Language Standards on pages 26-29 in Common Core State Standards document.

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Expository/Narrative Writing

4th / 5th 6th 7th 8th  Intro paragraph  Intro paragraph  Intro paragraph  Intro paragraph o Grabs reader’s o States a “controlling o States a thesis for the paper  Reason/detail #1 Sentence attention idea / thesis” for the o Organizes ideas into broader (supports main topic) o Clarifies main topic paper (clearly categories of the paper previewing what is  “E” sentence – explain, ahead)  Topic sentences are supported with extend, give an example  Topic sentence focus / clarify o Organizes ideas layered sentence to sentence the main idea of the logically elaboration  Personal elaboration paragraph o supported with  Topic sentences are  Paragraphs work together to support supported with layered  Reason/detail #2 sentence specific details the thesis. (supports main topic) o details supported sentence to sentence with specific elaboration  Uses techniques (rhetorical questions,

elaboration concession / rebuttal, anecdote,  “E” sentence – explain,  Paragraphs are all focused on causal reasoning, etc.) to develop the extend, give an example the thesis.  Uses transition words to topic  Personal elaboration connect and clarify the  Uses techniques (rhetorical relationship among reasons questions, concession /  Uses transition words to create  Student uses transition words and ideas rebuttal, anecdote, causal cohesion and clarify relationships to lead into reasons/details reasoning, etc.) to develop among ideas and concepts  Content and Organization and Content Conclusion ends essay, the topic  Conclusion paragraph providing a strong sense of  Conclusion paragraph ends paper with wholeness and completeness  Uses transition words to a strong sense of wholeness and create cohesion and clarify completeness relationships among ideas o Conclusion makes clear how and concepts paragraphs worked together to support the thesis  Conclusion paragraph ends paper with a strong sense of wholeness and completeness o Conclusion makes clear how paragraphs worked together to support the thesis 4 | P a g e

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Expository/Narrative Writing 4th / 5th 6th 7th 8th  Voice – is this paper specific or  Voice – is this paper specific  Voice – is there a clear sense  Voice – is there a clear sense of the generic? Could this be or generic? Could this be of the “person behind the “person behind the words”? anyone’s paper, or is it unique? anyone’s paper, or is it words”?  Vocabulary – wide variety of precise  Vocabulary – uses interesting / unique?  Vocabulary – wide variety of word choice, appropriate to audience exciting word choice  Vocabulary – wide variety of precise word choice,  Distinguish among the connotation of  Variety in sentence structure precise word choice, appropriate to audience words with similar definitions

appropriate to audience  Distinguish among the  Variety in sentence beginning, length,

 Distinguish among the connotation of words with and structure

Style connotation of words with similar definitions  Establish and maintain a formal style similar definitions  Variety in sentence  Variety in sentence beginning beginning, length, and and length structure – use sentence  Establish and maintain a structure to signal differing formal style relationships among ideas  Establish and maintain a formal style Errors are not severe and do not interfere with meaning or fluency  Use pronouns correctly (case,  Use phrases and clauses  Recognize and correct inappropriate  Capitals intensive, shifts, clarify appropriately shifts in verb voice and mood  Spelling vagueness)  Use commas to separate  Form and use verbs in active and  Punctuation  Use commas to set off non- coordinate adjectives passive voice

Conventions  Usage and grammar restrictive / parenthetical  Use punctuation to indicate a pause elements or a break

 Moving into seeing  Using well-crafted  Use scope of the paper to determine paragraphs as organized paragraphs as “parts of a number of paragraphs units of support – all about whole”. one main idea – stating an  Paragraphs work together to idea in the topic sentence support the bigger idea and then moving through the (thesis) stated in the intro paragraph to support/explain paragraph.

that idea with specific details Development / goals / Development and elaborations.

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Packet page 87 of 127 Instructional and Learning Priorities K-12 Writing

Expository Writing 9th 10th 11th 12th  Design an introductory  Write arguments to  Write arguments to  Write arguments to support claims paragraph to establish support claims and support claims in an in an analysis of substantive topics the thesis and its informative/explanato analysis of substantive or texts, using valid reasoning and importance. ry texts to examine topics or texts, using relevant and sufficient evidence.  Have a logical and clear and convey complex valid reasoning and  Develop claim(s) and counterclaims organizational pattern. ideas. relevant and sufficient fairly, supplying evidence for each in  Maintain a consistent  Introduce a topic by evidence. a manner that shows understanding and developed focus in presenting one’s  Support claims with of audience. each paragraph and thesis and illustrating strong and thorough  Write informative/explanatory texts

throughout the essay. its relevance. textual evidence. to examine and convey complex  Provide transitions which  Organize to make  Introduce precise ideas, concepts, and information clearly serve to connect important claims and distinguish clearly and accurately through the ideas and clarify the connections and them from alternate effective selection, organization, relationships among distinctions. or opposing claims. and analysis of content. ideas and concepts.  Utilize information  Create an organization  Write a conclusion that from multiple sources. that establishes clear clarifies how one  Develop the topic with relationships among adequately supported well-chosen, relevant, claim(s), Content and Organization and Content the thesis. and sufficient counterclaims, information reasons, and appropriate to the evidence. audience.  Write  Provide a conclusion informative/explanato that follows from or ry texts to examine supports the thesis. and convey complex ideas, concepts, and information.

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Expository Writing 9th 10th 11th 12th  Develop a clear sense of  Use precise language  Use transitions to  Select words carefully, using the “person behind the and domain-specific create cohesion and techniques such as metaphor, words.” vocabulary clarify relationships simile, and analogy to manage the  Include sentences of  Use appropriate and between claim(s) and complexity of the topic.

varied length and varied transitions. reasons, reasons and

structure.  Establish and maintain evidence, and claim(s)

Style  Use word choices that a formal style and and counterclaims. are engaging and objective tone.  Use precise language appropriate. and domain-specific vocabulary to manage the complexity of the topic.

 Generally follow the rules  Consistently follow  Consistently follow  Consistently follow the rules of of standard English for the rules of standard the rules of standard standard English for usage, spelling usage, spelling of English for usage, English for usage, of common words, capitalization, common words, spelling of common spelling of common and punctuation.

capitalization, and words, capitalization, words, capitalization, Conventions punctuation. and punctuation. and punctuation. th  Focus on organization  Focus from 9 grade  Applies skills to  Applies skills to increasingly complex and development, continues, enhanced increasingly complex content and ideas. emphasizing textual by increased balance content. support. between one’s own ideas and the ideas of Development others.

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Packet page 89 of 127 Ensuring Learning While Challenging Each Student To Achieve Full Potential Pullman Public Schools, District No. 267240 SE Dexter Pullman, WA 99163(509) 332-3581

School Improvement Plans An Executive Summary January 9, 2013 By Susana Reyes Assistant Superintendent

Background: Every year, each school in the district is required to present their School Improvement Plan to the school board before June 30th per Policy 2005, and then submit it to the state. The Principals initially presented their 2012-2013 SIP’s at the June 13, 2012 Board meeting for feedback, and at the September 12, 2012 board meeting for approval, including any revisions they made after the June 13 presentation. Principals will share progress made towards the goals in their 2012- 2013 School Improvement Plan.

Recommended Board Action:

No action needed

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Office of the Assistant Superintendent Pullman School District No. 267 240 SE Dexter St Pullman WA 99163 Phone: 509.332.3144 Fax: 509.334.5531

Ensuring learning while challenging each student to achieve full potential

An Executive Summary By Susana Reyes, Assistant Superintendent Chair, Curriculum Advisory Council January 17, 2013

CAC Voting Members Present: Bill Gould, Tina Zweigle, William Hallagan, Joe Thornton, Garren Shannon, Erin Thompson, and Julie Udy

Background Information: The Curriculum Advisory Council met on January 17, 2013 to review a recommendation for revision to the PHS Contemporary World History/World Problems Scope and Sequence. The document is attached for your review.

CAC Recommendation: The Curriculum Advisory Council recommends approval of the revision to the PHS Contemporary World History/World Problems Scope and Sequence as presented.

Date:

Assistant Superintendent:

School Board Action:

Approved Not Approved

Date: ______Board Secretary Signature: ______

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Office of the Assistant Superintendent Pullman School District No. 267 240 SE Dexter St Pullman WA 99163 Phone: 509.332.3144 Fax: 509.334.5531

Ensuring learning while challenging each student to achieve full potential

An Executive Summary By Susana Reyes, Assistant Superintendent Chair, Curriculum Advisory Council January 17, 2013

CAC Voting Members Present: Bill Gould, Tina Zweigle, William Hallagan, Joe Thornton, Garren Shannon, Erin Thompson, and Julie Udy

Background Information: The Curriculum Advisory Council met on January 17, 2013 to review a recommendation for Algebra 1 instructional materials for Pullman High School.

Mathematics Instructional Materials Recommendation:  Core Connections Algebra 1, Second Edition, Version 5.0

Additional information is attached for your review.

CAC Recommendation: The Curriculum Advisory Council recommends approval of the Core Connections instructional materials recommendation for Algebra 1.

Date:

Assistant Superintendent:

School Board Action:

Approved Not Approved

Date: ______Board Secretary Signature: ______

Packet page 101 of 127 Packet page 102 of 127 Packet page 103 of 127 Packet page 104 of 127 Packet page 105 of 127 Packet page 106 of 127 Packet page 107 of 127 Packet page 108 of 127 CPM Algebra Connections Mathematical Practices Introduction The CPM Connections curriculum, developed from 2003-10, mirrors the elements of the CCSS Mathematical Practices. The principles of CPM course design—problem-based lessons, collaborative student work, and spaced practice—are based on the methodological research for teaching mathematics that leads to conceptual understanding. As such, the mathematical practices, similar to previous “best practices” such as the Marzano Principles or CPM’s “Ways of Thinking” (see below), are integral to the pedagogy used throughout all of the courses. Task designs ask students to create models, make connections and explain their work regularly. Students are held responsible for high academic rigor, analysis, and critical thinking, and communicate their mathematical findings in writing and/or oral presentations in a clear and convincing manner. Contents of this resource: Sample lesson (detailed) Page 2 presents a detailed review of one lesson from Algebra Connections that shows how the eight Mathematical Practices are woven into it. Selected lessons for review of embedded Mathematical Practices Page 3 offers two-dozen lessons that the reader can review to see the embedded Mathematical Practices. CPM editors have created a table to indicate which practices are in the lesson and to what degree. The reader should examine the detailed sample lesson on page 2 before examining any of these lessons. Keep in mind that this list is a sampling of lessons where you will find the mathematical practices. Elements of the Mathematical Practices are present in most lessons. CPM’s “Ways of Thinking” mirror the Mathematical Practices The CPM Connections courses each focus on five mathematical ways of thinking that are similar or identical to the CCSS Mathematical Practices. Page 4 explains the connection in detail. Integrating each Mathematical Practice into CPM courses The paragraphs on pages 5 and 6 discuss in detail how each Mathematical Practice is integrated into the structure of the CPM courses. Additional resources: CCSSM Content Standards, Supplemental Lessons, and Pacing Guides (1) Correlations: There is a separate document that has correlations to the algebra content standards. Be sure to read the list of abbreviations for the coding used in the citations near the top of the first page. Most references are to lessons in the student textbook. (2) Supplement: Note that the other references are all available in the Algebra Connections CCSSM Supplement booklet (available February 2011) or via download at the CPM website. These topics provide the additional content—beyond the textbook—required to meet the CCSSM content standards for this course. (3) Pacing guide: There is also a CCSSM table of contents file for Algebra Connections that shows which lessons may be omitted and where the supplementary lessons should be inserted. Page 1

Packet page 109 of 127 Example of how the Mathematical Practices are integrated throughout a lesson in Algebra Connections

A typical CPM lesson exemplifies how deeply the CCSS Standards for Mathematical Practice are integrated into the course even though the course predates the CCSS practices. In Lesson 3.1.2 in CPM’s Algebra Connections, “John’s Giant Redwood,” students work in their collaborative teams conducting an inquiry early in the course into multiple representations of a linear function. In Problem 3-9 students try to find a rule that represents an input-output function table in haphazard order. They do this in an interactive (and fun!) whole-class game (for about 10 minutes) that is set up in a way that when one student finds a solution it does not end the process for the rest of the students. During the game, students need to make sense of the pattern they see, look for additional patterns and structure, and look for consistency in repeated input-output combinations (Practices 1, 7, 8). In Problem 3-10 students reason quantitatively and abstractly (Practice 2) to justify (Practice 3) their finding of the growth rate and their prediction. Students have calculators readily available, but quickly determine that repeated addition on the calculator is not a very efficient process for solving this problem (Practice 5). In Problem 3-11, students model (Practice 4) the growth of the tree with a graph, and start an inquiry into the capabilities of their model; in Problem 3-11(d) students justify (Practice 3) predictions made with the model. Problem 3-12 moves students back and forth between the concrete and abstract (Practice 2) to create an equation that models the situation (Practice 4). Students apply the same skills they used in Problem 3-9(a) from the beginning of the day in their interactive game. In the “Closure” activity for the day (as described in the teacher notes), students discuss the advantages and disadvantages of each of the three representations of the growth function, during which the precision of answers (Practice 6) is discussed. The purpose of the lesson is to begin developing a deep conceptual understanding of rate of growth. Students make sense of growth (Practice 1) by constructing arguments and defending them in collaborative groups, and—toward the end of the day—doing so in a whole- class discussion (Practice 3).

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Packet page 110 of 127 Other Examples for Review—A Partial List The CCSS Standards for Mathematical Practice are regularly integrated into the course design of CPM Connections. The list below is by no means exhaustive (the course has about 135 lessons); it illustrates typical lessons that demonstrate the practices in action. These citations are just a few examples of where the mathematical practices are integrated into the course. An “xx” in the table below represents a practice that is a focus of the lesson. An “x” represents a practice that is present in the lesson.

A FEW EXAMPLES OF THE INTEGRATION OF CCSS PRACTICES INTO THE CPM CURRICULUM CCSS Standards for Mathematical Practice 1. 2. 3. 4. 5. 6. 7. 8. Chapter 2 - Variables and Proportions 2.1.7, 2.1.8 Recording Work and Solving for x xx x x Chapter 3 - Graphs and Equations 3.1.2 John's Giant Redwood xx x x xx xx x x x 3.1.3 The Big "C"s x x x xx xx xx 3.1.7 Completing Tables and Drawing Graphs xx xx x x Chapter 4 - Multiple Representations 4.1.5 Checking The Connections x x x xx 4.2.2 Buying Bicycles xx xx x xx x Chapter 5 - Multiplication and Proportions 5.1.3 Using Generic Rectangles x x 5.2.1 Setting Up Proportions x x x x x x x Chapter 6 - Systems of Equations 6.2.2 The Hills are Alive xx xx x xx x xx 6.3.1 Putting it all Together xx xx xx xx x xx Chapter 7 - Linear Relationships 7.1.2 The Roller Coaster xx xx x xx xx x 7.2.1, 7.2.2, 7.2.3 Slope as Rate xx xx x xx xx 7.3.2 Slopes xx x xx x 7.3.4 Line Logo Factory x x xx x xx Chapter 8 - Quadratics 8.2.2 Water Balloon Contest xx xx x xx 8.2.3 Zero Product Property x x xx xx Chapter 9 - Inequalities 9.1.2 The United Nations xx xx x xx 9.2.1 Graphing Two-Variable Inequalities xx x xx Chapter 10 - Simplifying and Solving 10.1.1, 10.1.2 Multiplying/Dividing Rational Expressions x xx xx 10.4.3 Fractional Exponents x xx xx Chapter 11 - Functions and Relations 11.1.3 The Cola Machine xx x x x 11.2.1 Intercepts and Intersections xx xx x xx x x x Chapter 12 - Algebraic Extensions 12.1.1 Special Quadratics x xx xx 12.1.2, 12.1.3 Adding/Subtracting Rational Expressions x xx x xx xx Page 3

Packet page 111 of 127 CPM’s “Ways of Thinking” mirror the Mathematical Practices

Rather than discretely introducing each mathematical practice as a topic to be learned, CPM integrates these practices throughout each lesson. One way these practices are threaded throughout the CPM Connections courses is through its focus on mathematical “Ways of Thinking.” These Ways of Thinking represent common ways of working mathematically and thus are forms of mathematical practice. Ways of Thinking differ slightly per course due to the different nature of the content, but several are common across courses. For example, since an important mathematical practice is to regularly ask and answer questions such as “How do I know this is true?” and “Is this always true?”, Reasoning and Justifying is one of the Ways of Thinking common to most Connections courses. Other Ways of Thinking found across multiple Connections courses include choosing a strategy, generalizing, visualizing and investigating. Ways of Thinking found in the Connections courses are listed below. (MC = Making Connections for middle grades, AC = Algebra Connections, GC = Geometry Connections, and A2C = Algebra 2 Connections.) MC1: comparing, visualizing, describing and explaining, looking for multiple ways of seeing or doing, and sense making MC2: generalizing, reasoning and justifying, reversing, choosing a strategy, visualizing AC: justifying, generalizing, making connections, reversing thinking, and applying and extending GC: investigating, examining, reasoning and justifying, visualizing, and choosing a strategy/tool A2C: justifying, generalizing, choosing a strategy, investigating, and reversing Specifically, many of the mathematical practices proscribed by the Core Content State Standards document directly relate to the Ways of Thinking. For example, “Make sense of problems and persevere in solving them” asks students to engage in a way of thinking captured by sense making (MC1), making connections (AC), and investigating (GC and A2C). The practice “reason abstractly and quantitatively” is represented by the Way of Thinking referred to as generalizing (MC2, AC, and A2C) and comparing (MC1). The practice “construct viable arguments and critique the reasoning of others” is emphasized with the Ways of Thinking describing and explaining (MC1), reasoning and justifying (MC2 and GC) and justifying (AC and A2C). Finally, the mathematical practice “use appropriate tools strategically” is addressed with the Ways of Thinking looking for multiple ways of seeing or doing (MC1), choosing a strategy (MC2 and A2C), and choosing a strategy/tool (GC).

In addition to encountering prompts in each closure section which require students to reflect on the different ways they used each Way of Thinking throughout the chapter, the text also highlights the regularity of each Way of Thinking by bolding the frequent instances where students are prompted for that form of thinking.

The CPM Connections series predates the CCSS Standards for Mathematical Practice by several years, yet the practices advocated by the Standards are naturally integrated as a core foundation of the CPM curriculum.

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Packet page 112 of 127 Each Standard of Mathematical Practice is Integrated into CPM

Standard 1 of the CCSS Standards for Mathematical Practice requires students to “Make sense of problems and persevere in solving them.” The Connections courses have students solve realistic, non-routine problems that are rich in mathematics on a daily basis. These guided investigations are not mere “word problems” that mimic examples of rules. By having students make sense of the problem, rather than being told how to solve a particular kind of problem step-by-step, CPM problems develop deep conceptual understanding of the mathematics, procedural fluency, and perseverance on a daily basis, in addition to teaching and using problem-solving strategies. The curriculum fosters strategic competence and adaptive reasoning in students.

Standard 2 of the CCSS Standards for Mathematical Practice requires students to “Reason abstractly and quantitatively.” In contrast to offering word problems at the end of each chapter, the CPM program generally presents mathematical ideas in contexts first, helping students make sense of otherwise abstract principles. Only then do students move on to abstraction and generalization using symbolic notation. Students are taught how to gather and organize information about these contextual problems, break them into smaller parts, look for connections to previous mathematics, and identify patterns and relationships that lead to solutions. Students are also asked to work in reverse, that is, create situations for abstract generalizations.

Standard 3 requires students to “Construct viable arguments and critique the reasoning of others.” In CPM Connections courses, students regularly share information, opinions, and their expertise in collaborative study teams. They work at tables where they have room to manipulate their learning materials and tools. They take turns talking, listening, contributing, arguing, asking for help, checking for understanding, and keeping each other focused. More importantly, during this process students are using higher-order thinking: providing clarification, building on each other’s ideas, analyzing and coming to consensus, and productively criticizing. Justifying and critiquing is a part of daily life in a CPM classroom, not an occasional assignment. For each problem, students are expected to communicate their mathematical findings in writing, in oral presentations, or in poster presentations in a clear and convincing manner. Teachers answer students’ questions, but do so in a manner that challenges and motivates students to develop and test solutions themselves.

Standard 4 has students “Model with mathematics.” Modeling contextual situations with multiple representations is a recurring theme in the CPM Connections series. For example, from their earliest work with proportions and linear functions all the way through the more complex functions of later courses, students consistently model functions using tables, graphs, equations, and narrative or diagrams. In creating these models, students make assumptions, then predictions, and then check to see if their predictions make sense in the context of the problem. Students regularly use area models to multiply fractions, multiply and divide polynomials, factor, and solve probability problems. In contexts involving variability in data, students learn that a model may not be perfect, yet can be very useful for describing data and making predictions. CPM students find that a calculator or computer can help them model repeated probabilistic experiments much more efficiently than actually conducting the experiment.

Page 5

Packet page 113 of 127 Standard 5 requires students to “Use appropriate tools strategically.” In the typical CPM lesson, students have available to them a cornucopia of tools—from rulers and scissors, to tracing paper and graph paper, to blocks and tiles, to calculators—but are not typically told which specific tools to use to solve any particular problem. Indeed, a team of collaborating CPM students usually has a designated Resource Manager, whose task it is to ask the teacher for the tools their team needs for that lesson. It is not unusual for different teams to use different tools to solve a problem; during the course of the lesson students share with the whole class their solution strategies, and frequently this includes a lively discussion of which tools were most efficient and productive to solve a given problem. For problems where students are becoming fluent with algebraic procedures, the CPM Connections texts use an icon to indicate calculators should not be used. But during investigations students may choose to explore with their calculators to make sense of the mathematics without getting bogged down in computations. During various lessons, students might be exploring in a computer lab with programs provided by CPM, using motion detectors to determine rates, or using lasers or computer-based applets to demonstrate a point.

Standard 6 requires students “Attend to precision.” Since they are solving contextual problems on a daily basis, the need for attending to precision soon becomes a natural consequence of being a CPM student. Whether they are converting the units in a problem to be consistent, or checking whether a numerical solution makes sense, dealing with precision in choosing units is inherent. Many CPM investigations make use of a calculator; using calculators extensively requires students to frequently attend to the precision of the results displayed. Since most problems are contextual, when students are symbolically solving problems, the mantra of “defining variables with units” becomes essential to coming up with a solution that makes sense. In the case of trigonometric or exponential situations, problems often require decimal approximations to make sense of the solution; CPM students find that approximations made in these situations may require higher levels of precision when evaluating expressions. They also determine that four decimal places of precision is useless when measuring angles in a garden plot.

Standard 7 requires students to “Look for and making use of structure.” Since CPM students are developing deep conceptual understanding of the underlying mathematics, they frequently use this practice to bring closure to investigations. For example, cross-multiplying to find equivalent fractions is not taught simply as a procedure to be practiced, but is developed from the underlying structure of a multiplication table. Students develop deep conceptual connections between proportions, growth, steepness, and slope by exploring different manifestations of the structure of rates. CPM students do not simplify rational expressions by “canceling;” instead they use the underlying structure of the “Giant One”—fractions where the numerator and denominator are equal. Theorems in geometry are developed from the structure of repeated translations, not just listed in isolation. Polynomials are not multiplied and divided by following an algorithm, but by looking at the underlying structure of an area model. Moreover, polynomials are not solved by just following algorithms, but by looking at the structure of the factored form and the different kinds of roots that structure leads to.

Standard 8 requires students to, “Look for and express regularity in repeated reasoning.” When faced with a new investigation of a mathematical concept, CPM students often look for a simpler or analogous problem. By extending the structure of previous problems, students are continually expanding their ability to solve increasingly complex problems. At first students use repeated reasoning in multiplication tables to multiply fractions or find equivalent fractions. Students expand the reasoning of simpler intuitive probability problems into increasingly more complex probabilistic situations. CPM students observe repeated structure in area models and leverage that into the ability to multiply, factor, and eventually divide, polynomials. Students use repeated patterns to make sense of negative, zero, and fractional exponents, and to solve rational expressions. Repeated reasoning allows for increasingly complex geometric proofs to be developed from simpler ones and, more generally, by repeated building on conceptual understanding of previous underlying mathematics, make connections to continually and increasingly more complex situations. Page 6

Packet page 114 of 127 3.1.2 How can I make a prediction? 3 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • –3• 3 –3 Using Tables, Graphs, and Rules to Make Predictions

In Lesson 3.1.1, you wrote rules for patterns found in x → y tables. In this lesson, you will focus on using variables to write algebraic rules for patterns and contextual situations. You will use a graph to help predict the output for fractional x-values and will then use a rule to predict the output when the input is too large and does not appear on the graph.

While working today, focus on these questions:

How can you write the rule without words?

What does x represent?

How can you make a prediction?

3-9. SILENT BOARD GAME

During Lesson 3.1.1, you created written rules for patterns that had no tiles or numbers. You will now write algebraic rules using a table of jumbled in/out numbers. Focus on finding patterns and writing rules as you play the Silent Board Game. Your teacher will put an

incomplete x → y table on the overhead or board. Study the input and output values and look for a pattern. Then write the rule in words and symbols that finds each y-value from its x-value.

Chapter 3: Graphs and Equations 97

Packet page 115 of 127 3-10. JOHN’S GIANT REDWOOD, Part One

John found the data in the table below about his favorite redwood tree. He wondered if he could use it to predict the height of the tree at other points of time. Consider this as you analyze the data and answer the questions below. Be ready to share (and justify) your answers with the class.

Number of Years after Planting 3 4 5 Height of Tree (in feet) 17 21 25

a. How tall was the tree 2 years after it was planted? What about 7 years after it was planted? How do you know?

b. How tall was the tree the year it was planted?

c. Estimate the height of the tree 50 years after it was planted. How did you make your prediction?

3-11. John decided to find out more about his favorite redwood tree by graphing the data.

a. On the Lesson 3.1.2B Resource Page provided by your teacher, plot the points that represent the height of the tree over time. What does the graph look like?

b. Does it make sense to connect the points? Explain your thinking.

c. According to the graph, what was the height of the tree 1.5 years after it was planted?

d. Can you use your graph to predict the height of the redwood tree 20 years after it was planted? Why or why not?

3-12. John is still not satisfied. He wants to be able to predict the height of the tree at any time after it was planted.

a. Find John’s table on your resource page and extend it to include the height of the tree in the 0th year, 1st year, 2nd year, and 6th year.

b. If you have not already, use the ideas from the Silent Board Game to write an algebraic rule for the data in your table. Be sure to work with your team and check that the rule works for all of the data.

c. Use your rule to check your prediction in part (c) of problem 3-10 for how tall the tree will be in its 50th year. How close was your prediction?

98 Algebra Connections

Packet page 116 of 127

3-13. Write the equation represented in each diagram below on your paper. = +1 For each part, simplify as much as possible and then solve for x. Be = –1 sure to record your work on your paper.

a. b. x + x + + + x x x x

x x x x _ _ _ _

3-14. Evaluate the following expressions given the values below.

a. ab + bc + ac for a = 2 , b = 5 , and c = 3

2 b. 20!x for x 2 and y!x = ! y = 6

3-15. Copy and simplify the following expressions by combining like terms.

a. x + 3x ! 3 + 2x2 + 8 ! 5x b. 2x + 4y2 ! 6y2 ! 9 + 1! x + 3x

c. 2x2 + 30y ! 3y2 + 4xy ! 14 ! x d. 20 + 3xy ! 3xy + y2 + 10 ! y2

3-16. Use the order of operations to simplify the following expressions.

a. 5 ! 2 " 32 b. (!2)2

c. 18 ÷ 3! 6 d. !22

1 e. (5 ! 3)(5 + 3) f. 24 ! 4 ÷ " 2 g. Why are your answers for parts (b) and (d) different?

3-17. Mrs. Swanson gives out only one type of candy for Halloween. The local discount store sells six pounds of butterscotch candies for $7.50. Use proportional reasoning to determine the information below. Be sure to explain your answer and organize your reasoning.

a. What is the cost of 18 pounds of butterscotch candies? b. What is the cost of 10 pounds of butterscotch candies?

Chapter 3: Graphs and Equations 99

Packet page 117 of 127 Ensuring Learning While Challenging Each Student To Achieve Full Potential Pullman Public Schools, District No. 267240 SE Dexter Pullman, WA 99163(509) 332-3581

PEA Master Agreement—Elementary Preparation Time An Executive Summary January 23, 2013 By Paul Sturm Superintendent Background: The Board has agreed to a Memorandum of Understanding (MoU) regarding elementary preparation time effective for two school years: 2012-2013 and 2013-2014. The problem solving team, prompted by the teachers association, has been preparing language to be considered for addition and changes to the Master Agreement (the certificated non-administrative employee bargaining agreement). The current MoU establishes practice similar to the proposed Master Agreement language, but for a determined period of time, requiring review and action in order to continue the practice. The implications of placing this new language into the Master Agreement are to establish ongoing practice and, unless a sunset clause is included, require negotiation and agreement by both parties to change the practice.

The new language requires an increase from 150 minutes to 180 minutes of preparation time. However, by including specified time allotments in 5.6.3.2, the average preparation time is 202.5 minutes per week over a two week period—one week at 180 minutes and the next week at 225 minutes.

For now, existing specialist staff is able to cover the preparation time. Of course, as enrollment increases and new classrooms are added, additional specialist time will be needed to comply with the increased minutes of preparation time.

One consideration for discussion could be to include a weekly common grade level collaboration time to be scheduled, planned and supervised by the principal in collaboration with the teachers. This is in line with the new state mandated teacher evaluation criteria #8, “Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning.” The difficulty with this concept is that it limits the principals’ scheduling flexibility and may add staffing cost in some circumstances in order to comply with the specified minutes and common planning time.

Recommended Board Action: The staff is soliciting discussion among the board members and board suggestions to the problem solving team regarding the proposed new language for preparation time.

Motion to approve: I move to approve the proposed language in the Master Agreement Article III, Section 9, paragraphs 5.0 and 5.6.

 Approved Date: ______ Not Approved Board Secretary Signature: ______

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Article III

Section 9:

5.0 Normal Work Load and/or Schedule

5.3 Elementary Teachers

5.3.2 Art, Music, Physical Education teacher subject specialists shall be considered a full FTE when the normally assigned schedule of classes is between 40 and 46 thirty (30) minute teaching sections 26 and 30 forty-five (45) minute sections per week.

5.3.2.1 If sections are thirty (30) minutes, the number of sections will be prorated to reflect a similar amount of student contact time.

5.6 Preparation Time

5.6.1 High School certified teachers ……

5.6.2 Middle School certified teachers ………

5.6.3 Elementary certified teachers: A minimum of one hundred fifty (150) eighty (180) minutes per regularly scheduled week will be assigned as preparation time.

5.6.3.1 Every effort will be made to ……..

5.6.3.2 Preparation time will be provided while students attend various specialists’ classes.

For 1st – 5th grade, the minimum time allotments for each class are as follows (for a regular 5- day week): 90 minutes for PE 45 minutes for music 45 minutes for library 45 minutes for art (every other week)

For kindergarten, the time allotments are as follows (for a regular 5-day week). Times are stated per kindergarten section: 30 minutes for library 30 minutes for music 30 minutes for PE (every other week) 45 minutes for art (every other week)

5.6.3.3 Principals will develop specialists’ schedules with every effort made to:

 Provide 5 minutes between classes, especially when different grade levels follow each other  Balance student learning needs with teacher preparation time  Provide as much consistency and equity in teacher preparation time as feasible  Provide a block or prep time when possible

5.7 Part-time Teachers

5.7.5 Elementary Specialists: Specialists who are less than full-time will be issued a contract of .023 for the number of 30 minute sections assigned and .033 times the number of 45 minute of sections assigned. Planning time in included in this proration.

Packet page 119 of 127 Packet page 120 of 127 Ensuring Learning While Challenging Each Student To Achieve Full Potential Pullman Public Schools, District No. 267240 SE Dexter Pullman, WA 99163(509) 332-3581

2014-2015 Academic Calendar An Executive Summary January 23, 2013 By Paul Sturm Superintendent

Background: The district’s academic calendar has traditionally been set by a vote of the certificated non- administrative staff, choosing among a variety of options presented by the Problem Solving committee (the certificated non-administrative employee collective bargaining committee).

The development of the 2012-2013 and 2013-2014 academic calendars have followed this pattern. However, in order to accommodate both Christmas and New Year’s Day within the break and limit the holiday to a two week period, the result was a mid-week start and end to the winter holiday. Without extending the holiday this situation is likely to reoccur in future years.

Because of the configuration of winter break staff and board members heard from patrons who offered various opinions about the academic calendar, including the start date and end dates, which the board by law has the authority to set.

The 2013-2014 calendar year has been set, unless the board decides to change it. The staff has prepared four versions of possible academic calendars for the 2014-2015 school year for the board’s consideration of the start and end dates.

Recommended Board Action: Discuss and consider the options presented and take action to set the beginning and ending dates for the 2014-2015 academic calendars.

Motion to approve: I move approval of the 2014-2015 academic calendar start date to be ______and the end date to be ______.

 Approved Date: ______ Not Approved Board Secretary Signature: ______

Packet page 121 of 127 2014-2015 School Year Proposal: Option A Student Total M TU W TH F Start August 27 Days/wk Days Short Thanksgiving August 11 12 13 14 15 18 19 20 21 22 August 26: Learning Improvement Day 0 25 26 27 28 29 August 27: First Day of School 3 3 Sept 1 2 3 4 5 September 1: Labor Day 4 7 8 9 10 11 12 5 12 15 16 17 18 19 5 17 22 23 24 25 26 5 22 29 30 1 2 3 October 3: Learning Improvement Day 4 26 Oct 6 7 8 9 10 5 31 13 14 15 16 17 5 36 20 21 22 23 24 5 41 27 28 29 30 31 October 27-31: Fall Conferences 5 46 Nov 3 4 5 6 7 5 51 10 11 12 13 14 November 11: Veterans Day 4 55 17 18 19 20 21 5 60 24 25 26 27 28 November 27-28: Thanksgiving Break 3 63 Dec 1 2 3 4 5 5 68 8 9 10 11 12 5 73 15 16 17 18 19 5 78 22 23 24 25 26 December 22-January 2: Winter Break 0 78 2015 January 29 30 31 1 2 0 78 5 6 7 8 9 5 83 12 13 14 15 16 5 88 19 20 21 22 23 January 19: MLK Day 4 92 26 27 28 29 30 5 97 Feb 2 3 4 5 6 5 102 9 10 11 12 13 5 107 16 17 18 19 20 February 16: President's Day 4 111 23 24 25 26 27 February 23-27: Spring Conferences 5 116 Mar 2 3 4 5 6 5 121 9 10 11 12 13 5 126 16 17 18 19 20 5 131 23 24 25 26 27 5 136 Apr 30 31 1 2 3 5 141 6 7 8 9 10 April 6-10: Spring Break 0 141 13 14 15 16 17 5 146 20 21 22 23 24 5 151 May 27 28 29 30 1 5 156 4 5 6 7 8 5 161 11 12 13 14 15 5 166 18 19 20 21 22 5 171 25 26 27 28 29 May 25: Memorial Day 4 175 June 1 2 3 4 5 June 5: Last Day of School 5 180 8 9 10 11 12

180

No School

Half Day

Packet page 122 of 127 2014-2015 School Year Proposal: Option B Student Total M TU W TH F Start August 27 Days/wk Days Long Thanksgiving August 11 12 13 14 15 18 19 20 21 22 August 26: Learning Improvement Day 0 25 26 27 28 29 August 27: First Day of School 3 3 Sept 1 2 3 4 5 September 1: Labor Day 4 7 8 9 10 11 12 5 12 15 16 17 18 19 5 17 22 23 24 25 26 5 22 29 30 1 2 3 October 3: Learning Improvement Day 4 26 Oct 6 7 8 9 10 5 31 13 14 15 16 17 5 36 20 21 22 23 24 5 41 27 28 29 30 31 October 27-31: Fall Conferences 5 46 Nov 3 4 5 6 7 5 51 10 11 12 13 14 November 11: Veterans Day 4 55 17 18 19 20 21 5 60 24 25 26 27 28 November 24-28: Thanksgiving Break 0 60 Dec 1 2 3 4 5 5 65 8 9 10 11 12 5 70 15 16 17 18 19 5 75 22 23 24 25 26 December 22-January 2: Winter Break 0 75 2015 January 29 30 31 1 2 0 75 5 6 7 8 9 5 80 12 13 14 15 16 5 85 19 20 21 22 23 January 19: MLK Day 4 89 26 27 28 29 30 5 94 Feb 2 3 4 5 6 5 99 9 10 11 12 13 5 104 16 17 18 19 20 February 16: President's Day 4 108 23 24 25 26 27 February 23-27: Spring Conferences 5 113 Mar 2 3 4 5 6 5 118 9 10 11 12 13 5 123 16 17 18 19 20 5 128 23 24 25 26 27 5 133 Apr 30 31 1 2 3 5 138 6 7 8 9 10 April 6-10: Spring Break 0 138 13 14 15 16 17 5 143 20 21 22 23 24 5 148 May 27 28 29 30 1 5 153 4 5 6 7 8 5 158 11 12 13 14 15 5 163 18 19 20 21 22 5 168 25 26 27 28 29 May 25: Memorial Day 4 172 June 1 2 3 4 5 5 177 8 9 10 11 12 June 10: Last Day of School 3 180

180

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Packet page 123 of 127 2014-2015 School Year Proposal: Option C Student Total M TU W TH F Start September 3 Days/wk Days Short Thanksgiving August 11 12 13 14 15 18 19 20 21 22 0 25 26 27 28 29 September 1: Labor Day 0 0 Sept 1 2 3 4 5 September 2: Learning Improvement Day 3 3 8 9 10 11 12 September 3: First Day of School 5 8 15 16 17 18 19 5 13 22 23 24 25 26 5 18 29 30 1 2 3 October 3: Learning Improvement Day 4 22 Oct 6 7 8 9 10 5 27 13 14 15 16 17 5 32 20 21 22 23 24 5 37 27 28 29 30 31 October 27-31: Fall Conferences 5 42 Nov 3 4 5 6 7 5 47 10 11 12 13 14 November 11: Veterans Day 4 51 17 18 19 20 21 5 56 24 25 26 27 28 November 27-28: Thanksgiving Break 3 59 Dec 1 2 3 4 5 5 64 8 9 10 11 12 5 69 15 16 17 18 19 5 74 22 23 24 25 26 December 22-January 2: Winter Break 0 74 2015 January 29 30 31 1 2 0 74 5 6 7 8 9 5 79 12 13 14 15 16 5 84 19 20 21 22 23 January 19: MLK Day 4 88 26 27 28 29 30 5 93 Feb 2 3 4 5 6 5 98 9 10 11 12 13 5 103 16 17 18 19 20 February 16: President's Day 4 107 23 24 25 26 27 February 23-27: Spring Conferences 5 112 Mar 2 3 4 5 6 5 117 9 10 11 12 13 5 122 16 17 18 19 20 5 127 23 24 25 26 27 5 132 Apr 30 31 1 2 3 5 137 6 7 8 9 10 April 6-10: Spring Break 0 137 13 14 15 16 17 5 142 20 21 22 23 24 5 147 May 27 28 29 30 1 5 152 4 5 6 7 8 5 157 11 12 13 14 15 5 162 18 19 20 21 22 5 167 25 26 27 28 29 May 25: Memorial Day 4 171 June 1 2 3 4 5 5 176 8 9 10 11 12 June 11: Last Day of School 4 180

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Packet page 124 of 127 2014-2015 School Year Proposal: Option D Student Total M TU W TH F Start September 3 Days/wk Days Long Thanksgiving August 11 12 13 14 15 18 19 20 21 22 0 25 26 27 28 29 September 1: Labor Day 0 0 Sept 1 2 3 4 5 September 2: Learning Improvement Day 3 3 8 9 10 11 12 September 3: First Day of School 5 8 15 16 17 18 19 5 13 22 23 24 25 26 5 18 29 30 1 2 3 October 3: Learning Improvement Day 4 22 Oct 6 7 8 9 10 5 27 13 14 15 16 17 5 32 20 21 22 23 24 5 37 27 28 29 30 31 October 27-31: Fall Conferences 5 42 Nov 3 4 5 6 7 5 47 10 11 12 13 14 November 11: Veterans Day 4 51 17 18 19 20 21 5 56 24 25 26 27 28 November 24-28: Thanksgiving Break 0 56 Dec 1 2 3 4 5 5 61 8 9 10 11 12 5 66 15 16 17 18 19 5 71 22 23 24 25 26 December 22-January 2: Winter Break 0 71 2015 January 29 30 31 1 2 0 71 5 6 7 8 9 5 76 12 13 14 15 16 5 81 19 20 21 22 23 January 19: MLK Day 4 85 26 27 28 29 30 5 90 Feb 2 3 4 5 6 5 95 9 10 11 12 13 5 100 16 17 18 19 20 February 16: President's Day 4 104 23 24 25 26 27 February 23-27: Spring Conferences 5 109 Mar 2 3 4 5 6 5 114 9 10 11 12 13 5 119 16 17 18 19 20 5 124 23 24 25 26 27 5 129 Apr 30 31 1 2 3 5 134 6 7 8 9 10 April 6-10: Spring Break 0 134 13 14 15 16 17 5 139 20 21 22 23 24 5 144 May 27 28 29 30 1 5 149 4 5 6 7 8 5 154 11 12 13 14 15 5 159 18 19 20 21 22 5 164 25 26 27 28 29 May 25: Memorial Day 4 168 June 1 2 3 4 5 5 173 8 9 10 11 12 5 178 15 16 17 18 19 June 16: Last Day of School 2 180 180

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Packet page 125 of 127 Administrative Requirements Update

January 2013  Audit Preparation  Repositories Notification (Dan)  Begin New Year Budget Preparation (Dan)

February 2013  Yearly OSHA Report

Packet page 126 of 127 Pullman Public Schools Board of Directors Planning Calendar

Mission Ensuring Learning While Challenging Each Student to Achieve Full Potential

District Strategic Plan Goals: District Goal #1: Establish and maintain a clear and shared focus throughout District Goal #2: Ensure the highest levels of learning and achievement for each the district. student served by the district. Objectives: Objectives: Establish continual improvement through strategic planning Align curriculum, assessment, and instruction Align school and department improvement plans with district Focus professional development strategic plan Develop high levels of communication and collaboration Monitor teaching and learning frequently

January February March Adopt Board Legislative Proposals School Improvement Plan Updates Board Self-Evaluation (in even # years, 1820/P) Superintendent’s Evaluation (1630P)

April May June Superintendent Contract Renewal Present Dedicated Teacher Award School Improvement Plans – CY Notification Rehire of all certificated staff Update and Preliminary I-728 Plan Hearing and Adoption Curriculum Adoptions (as needed) Presentation of NY SIP (2004) State Tech Plan Approval (as Approve summer activities Revise 2410/P as needed needed) Annual WIAA Enrollment Resolution Superintendent Evaluation (1630P) Review Dedicated Teacher Approve ASB Fundraisers and Clubs Nominees (2150, 3530) Levy Planning (as needed) Work Session: Board Goals

July August September Grant Proposals, including Hi-Cap Budget – Public Hearing and Approve current year School Improvement (2190) Adoption Plans Annual District Assessment Schedule Enrollment Projections Food Service Bid Awards (as (including info from 2090P) Budget Presentation needed) State of the District, including Strategic Plan CTE Report (2170P) Fuel Bid Awards (as needed) Update and Board Goals) Uncollected non-tax revenue report (6119) Annual Affirmative Action Report Employee Agreements Risk Management Program Report (6500/P) Title IX Report Inventory Loss/Write-Off Report (6801P) Annual ALE Report (2255 – 6.0) Program Compliance Report (2106, 4110) Approve Student Fees

October November December Application for Basic Education Set levy date (as needed) Dinner with Legislators Allocation Board Legislative Proposals Board President and Vice-President Budget Year-End Report (6030) elected (odd years, re-elected in Minimum Basic Education even years) Compliance Report WIAA and Legislative Reps Asset Preservation Program Report Appointed Committee purpose, terms and members defined (1210P)

Packet page 127 of 127