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NOTE:

Signed and dated copies of board meeting minutes are available by contacting the superintendent’s office at (253) 583-5190 or supt@cloverpark.k12.wa.us.

CLOVER PARK SCHOOL DISTRICT

Regular Meeting/Workshop of the Board Student Services Center, Room 18
10903 Gravelly Lake Dr. SW, Lakewood, WA 98499

February 27, 2017

MINUTES

Present: Vice President Carole Jacobs, Becki Kelley, Joe Vlaming, Paul Wagemann and Debbie LeBeau
Not Present: President Marty Schafer
5:00p.m. Vice President Carole Jacobs called to order the Regular

REPORT FROM THE SUPERINTENDENT

PARENT CONNECTIONS COUNCIL

Director of Student Services Holly Shaffer and Family & Community Partnership Coordinator Holly Bocchi presented an update regarding strategies employed in Clover Park School District related to parent engagement.

Parent Connections Council (PCC) meetings began last winter and include parent representatives from each school. The group meets quarterly and the agenda is driven by parents. The meetings are held in a roundtable format offering parents the opportunity to pick issues that offer the most interest. Parents also can rotate to other roundtable discussions during the evening. Some of the topics covered this year were: change in school start times, health and wellness educational standards, curriculum and instruction, safety, bullying, student rights and responsibility and behavioral guidelines. The PCC meetings have been positive and upbeat. The two-way conversations have been successful.

Some of the strategies used to connect with families include providing access to Skyward and sending Blackboard Connect outreach messages in the form of telephone, text and email. These messages come in both English and Spanish, as appropriate.

Director Shaffer said much credit goes to Holly Bocchi. Ms. Bocchi has worked hard to increase the level of parent engagement at the schools. She works with many parent groups such as the PTO and Watch DOGS. She has become well known in the district and schools and staff do not hesitate to contact her.

Ms. Bocchi shared information with the Board about how student services and schools are working together to support diverse families. The number of requests to translate documents or provide translators at school meetings has grown significantly. The district continuously works to build and maintain its interpreter base, and training is offered twice each year by the PSESD. Many teachers now realize it's easier to communicate with families using their primary language. Report cards are now translated into Spanish as needed, which has benefited families greatly.

Ms. Bocchi has been working with the schools to make the volunteer process "family friendly". One of the ways to do this is use of "Helpcounter'' which allows volunteers to sign in on a designated laptop at the school to track hours, print badges, and identify where they are working. Another important element that Ms. Bocchi has worked on is to ensure that the time volunteers spend at schools offers meaningful work. Parent engagement plans identify how and when parents and other volunteers can assist the school.

Overall, the Board was pleased with the report. Ms. Jacobs congratulated the district on using social media to inform families and community members that interpreters are needed. She added that it's been a great connector and is exactly what needed to be done.

Director Wagemann asked how success is measured. Ms. Bocchi shared that the district is using the National Network of Schools Model. It also recognizes that there is more than one way for parents to be involved and multiple ways to measure success in the process. For example, if a student comes to school every day, that's a success. Ms. Bocchi also said that looking at the number of volunteer hours is not the only way to measure success. The district has to look at how it can get parents involved and each school needs to have a parent engagement plan that is purposeful. She believes that parent engagement can help with student success.

CAREER TECHNICAL EDUCATION UPDATE

Director of Career and Technology Education (CTE) Deb Shanafelt provided an update on CTE objectives. The CTE Program Review cycle is every three years. A little more than a year ago, the CTE review committee convened and reviewed program data and made recommendations to the board. Working with the CTE leadership team, they created the CTE plan.

The objectives are:

Objective 1 - Program of Study - The CTE Department will develop and maintain relevant centralized Programs of Study (POS) that prepare students for post-high school opportunities. This ensures a deliberate sequence of CTE courses with technical skills, academic content, and 21st Century Skills and student leadership and >development extended beyond the classroom. The POS bridge high school to post­ secondary options and focus on current demands in a global economy while also fulfilling the graduation requirements of a High School and Beyond Plan. There were some gaps found so the focus moved to extend learning that begins in the classroom and provide leadership opportunities. CTE Teachers attended new advisory training for the following career and technical student organizations: Skills USA and Technology Students Association.

The district has students involved in organizations such as DECA, FCCLA, JROTC, Photo Club, Robotics, Skills USA, Technology Student Association and Sports Medicine. The number of organizations has grown from 13 to 22 in the past year. Participation in CTE classes has also grown as the district provides extended learning and leadership opportunities after school that align with courses during the day.

Ms. Shanafelt provided a look at the personalized pathways for 2016-17. The district has 20 different personal pathways. A review found that the finance capstone course held little interest to students. A survey revealed that students felt it was important and valuable work, but too hard and had a lot of math. When a change was presented to give the course an entrepreneurial focus, students showed some interest. The leadership team also found that the Information Technology course progression and sequencing had to be revised in order to make it a better fit. The leadership team also modified the Principals of Engineering Course to Aerospace Engineering and Manufacturing using Boeing Core Plus curriculum.

As part of the POS, the district is maximizing dual credit opportunities by adding an Advanced Placement Computer Science course and Increased Microsoft Office Specialist Industry Certification. The selling point of the dual credit courses to parents and students is that you are not paying college prices, it's free, and the course is transferable to college.

Another important element of Objective 1, is to provide centralized professional development opportunities for CTE staff aligned to Washington State CTE program standards. CTE professional development is offered five times a year and focuses on program actions plans, student leadership program at work, CTE safety plan and curriculum frameworks.

Objective 2 - Career Readiness - Ms. Shanafelt provided highlights on how the district is collaborating with colleges, industry and businesses to support career readiness. Some of the partners are JBLM, Boeing, Columbia Bank, Umpqua Bank, and West Pierce Fire Rescue. The goal is to increase our partnerships and teacher involvement. Ms. Shanafelt meets three times a year with industry representatives. There are about 30 staff in attendance and 30 industry partners. This year, the various groups met on their own and got right to business. It put more responsibility on the teachers and created a better connection with partners.

There is a new dual credit articulation with Clover Park Technical College for an Aerospace Engineering and Manufacturing course. The district is also aligning careers in education courses with the Pierce College preservice teacher training program which services preschool to Grade 3. Pierce College also partners with Central Washington University for those interested in continuing their education.

A concerted effort has been made to develop and implement a cohesive marketing plan in order to educate stakeholders. An informational web page has been developed as a resource for students. CTE courses have also been placed in front of the course catalog by career cluster. Eighteen pathway flyers have been developed so that teachers can market information to students and families. These flyers are also linked to the website.

Objective 3- Career Guidance- Career Guidance is designed to prepare all students for their future with support from a school counselor and/or educator/advisors, curriculum, and tools for their High School and Beyond Plan. Best practices in national Career and College Readiness models were researched to determine feasibility of implementation. The district looked at two models: 1) Common Core State Standards (CCSS); and the 2) American School Counselor Association (ASCA). These models focus on academics, career, social development, mindset and procedures. Career Guidance in Washington aligns with the ASCA model. It is managed through the State Board of Education, has a personalized pathway requirement and offers the 24-credit career- and college-ready diploma. Ms. Shanafelt concluded her presentation acknowledging 150 students attended Career Day at the Washington State Fairgrounds in Puyallup on November 17, 2016. The students focused on careers in the trades and hopefully it appealed to the young women who might be interested in STEM opportunities, which are typically considered non-traditional careers for women.

Superintendent LeBeau said it has been a thoughtful process that has occurred over time which has allowed for growth of the CTE program. There is a lot to balance and >the most challenging area is gaining the interest of students to fill programs. There have been some great changes that have occurred at our schools in the area of Career Technical Education. This is the most evolved we've ever seen the program. Vice President Jacobs noted that as the district engages parents, she hopes parents will feel empowered to have a larger role in supporting students.

PROPOSED CHANGES FOR 2017-18

The superintendent previously provided the Board information about proposed changes for the 2017-18 school year in Friday packets related to committees formed by the superintendent to study assessment, trimester schedule at the elementary level, and professional learning communities. No action is being asked of the Board, this is just an informational update on several actions the superintendent is planning to move forward on this coming school year.

Trimester

Superintendent LeBeau and Assistant Superintendent of Elementary Schools Ron Banner announced that the district is moving forward on a trimester schedule change at all elementary schools starting with the 2017-18 school year. The district has been considering this option for the last few years, and the superintendent decided it was time to appoint a committee to study the impact. It was determined that trimester systems were favorable after reviewing results from elementary principals and classroom teachers via a survey monkey analysis. Parents also had favorable input.

Some of the advantages noted by moving to the 60-day schedule from the current 45- day schedule are: 1) teachers will have more time for assessment and instruction, 2) teachers will receive more accurate student data both in the holistic view of academic progress and social development, and 3) teacher workload demands will decrease to some degree.

The change to a trimester schedule will require restructuring of the report card and developing a communication plan. Communication to parents about grades will still occur at spring and fall parent conferences and mid-quarter progress reporting. Skyward also will continue to be a resource for parents.

Middle School Courses

For many years, Clover Park School District has had one teacher teach math/science and social studies/language arts at the middle school level. With the continued teacher shortage, it has been difficult to fill these types of positions in addition to other specialties such as special education and career technical education. Many other school districts have long stopped combining classrooms. It made sense in the past, but now as the education system has evolved, it's time to end this practice of having teachers teach two subjects.

There are few universities that will work on joint endorsements for certificates. Teachers have also told us they have elected to work in other districts because they do not want to teach both courses. For example, combining classes requires a teacher to be an expert in new math standards and next generation science standards. The superintendent has been wrestling with this decision for some time, and now her plan is to begin the next school year unbinding these courses. Information has been reported to district teachers as they complete their intent to return paperwork.

Professional Learning Communities and One-Hour Late Start on Wednesdays

Deputy Superintendent Brian Laubach provided an update on the district's work related to Professional Learning Communities (PLCs). While the term PLC is not new to the district, it has changed in meaning and purpose over time. Initially, PLCs were about data teams. Over time, instructors have changed, vehicles for delivery of the information has changed, and now it's become a national topic. Schools around Washington are using PLCs to "guarantee high levels of learning for all individuals through an equitable, supportive and collaborative and systematic approach."

Mr. Laubach shared a video of kindergarten teachers at Oakbrook using PLCs in action. The focus of PLCs is on learning rather than teaching. This is one of the reasons the district changed its mission statement to reflect learning is acquired rather than just being taught.

Teachers at the same levels meet regularly to share expertise and discuss what a student has learned and have conversations on how to make sure the student is ready to move to the next standard.

The following critical questions are asked and focused on for each student:

  1. What do we want students to learn?
  2. How will we know if they have learned?
  3. What will we do if they don't learn?
  4. What will we do if they already know it?

The district believes the frequency of professional development time needs to be addressed. This year, the calendar has nine half-days. It does not allow for timely response and regular collaboration. Deputy Superintendent Laubach said the calendar was designed for professional development, not PLCs. He added that access to PLC time is not consistent throughout the district, and success has been inconsistent. Each school is using a different approach to offer PLC time to teachers-some during the school day, others before or after school.

A district PLC committee has researched and studied successful district implementation of PLCs through online, document and data review. Surveys are in the process of being conducted with parents, daycares, staff and administrators about removing professional development half-days from the calendar next school year, and instead having one­ hour late start on Wednesdays. So far, a majority of parents and staff are in favor of the change. The survey included open ended questions, and the next step for the committee is to review open ended responses.

To move forward, the district has more work to do to ensure a clear understanding of stakeholders, partnering with parents and the community, professional development for all educators, consistent collaboration for all teachers, and consistent expectations for PLC work.

Deputy Superintendent Brian Laubach said the committee's recommendation to the superintendent is to have effective collaboration that focuses on improved learning for all students and is a significant part of continuous strengthening of professional practice. Collaboration should be meaningful and relevant to staff an align with current research and best practices.

The committee further recommended that collaboration is a systemic process in which employees work together, interdependently to analyze and impact their professional practice in order to improve individual and collective student growth. The work of PLCs will be grounded in the four guiding questions above.

If the recommendation is accepted by the superintendent, 29 one-hour late starts on Wednesday are proposed starting the 17-18 school year.

  1. PLCs will meet for a total of 23 Wednesdays, except for the following days: first two weeks of school; parent conference Wednesdays {fall and spring); day be Thanksgiving; and those that fall in June, including the last day of school.
  2. Six late start Wednesdays will be used for district professional development.

Much work needs to be completed by the district before finalizing the decision. Survey collection is ongoing, discussions with transportation and student nutrition services will need to address the impact, association representatives will have an opportunity to provide input after input from parents, staff and administration is factored into the proposal. There will also be a need to develop a communication plan, update and distribute the district calendar, and changes will need to be shared with parent groups through various media and publications, to include a radio announcement on KLAY. Vice President Jacobs said positive responses from staff in particular show her there is validity to this change. The superintendent said there is no one solution or structure that will work for 100 percent of the people, therefore the district is attempting to find something that works best for students and the district. She added there are still some important conversations to have with the Clover Park Education Association. The district is hopeful for a different plan for next year. It's a complicated change to plan and implement.

EXECUTIVE SESSION

••Executive Session

There was no executive session.

7:21 p.m. On motion by Joe Vlaming seconded by Becki Kelley, the meeting was adjourned.

 

Original Signed
Dr. Marty Schafer, President

Original Signed
Deborah L. LeBeau, Superintendent

Clover Park School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity,disability, or the use of a trained dog guide or service animal, and provides equal access to the Boy Scouts and other designated youth groups. Address correspondence to one of the following individuals who have been designated to handle questions and complaints of alleged discrimination at Clover Park School District, 10903 Gravelly Lake Dr., SW, Lakewood, WA 98499-1341:

- Title IX Coordinator, Brian Laubach, Deputy Superintendent, (253) 583-5050

- Section 504/ADA Coordinator, Brian Laubach, Deputy Superintendent, (253) 583-5050

- Civil Rights Compliance Coordinator, Lori McStay, Executive Director for Human Resources (253) 583-5080