CLOVER PARK SCHOOL DISTRICT
Regular Meeting/Workshop of the Board
Student Services Center, Room 18
10903 Gravelly Lake Dr. SW, Lakewood, WA 98499
June 26, 2017
Present: President Marty Schafer, Vice President Carole Jacobs, Becki Kellcy, Joe Vlaming, Paul Wagemann and Debbie LeBeau
5:00 p.m. President Schafer called to order the Regular Meeting/Workshop of the Board.
REPORTS FROM SUPERINTENDENT
Superintendent LeBeau shared information about a bear sighting in Lakewood that resulted in several schools going into lockdown while local law enforcement and wildlife officials captured and then later relocated the animal.
The superintendent met with three students who attended the recent board meeting on May 8. These students did not meet the End of Course (EOC) biology graduation requirement and were seeking permission to walk with their graduating class. The superintendent also reported that students were gathering signatures for a petition to be filed with legislators requesting they overturn the decision to require EOC biology as a graduation requirement. This requirement significantly impacted those who learned English as a second language. The biology terminology does not come as naturally as the English language and these students have maintained good grade point averages in every other area.
It was determined that these students could celebrate their achievements thus far with fellow students during the senior awards night at Clover Park High School. The district took steps to sign the three students up to take ACT again, and each of them will participate in ACT prep activities. The district chose to cover the expense for the ACT in order to remove that burden. Only the legislature can change the requirement and the district encouraged students to talk with legislators and send the petition to them.
CAPITAL PROJECTS UPDATE
Administrator for Business Services and Capital Projects Rick Ring presented a capital projects update. The report included a discussion on the new middle school design, current construction market conditions, capital project funding options that include a potential bond, and an overview of capital projects planning.
Also present was Director of Capital Projects Bill Coon and Principal Architect for Studio Meng Strazzara Dennis Erwood who provided updates on the work of the middle school educational specifications committee and design advisory committee. These committees are made up of school administrators, teachers, and other staff; and include parent involvement.
Mr. Ring shared information regarding the delivery model of using a General Contractor Construction Management (GCCM) versus the Design/Bid/Build option. The district plans to use the GCCM model as it offers more flexibility and control of the project. Approval to use this model comes from a state level committee.
Market conditions have resulted in an escalation of costs to build a new middle school. The original budget considered in December 2016 was $60,000,000, and now has increased to $73,000,000 based on bid market data and increased soft costs. Mr. Erwood remarked that there are 28 major school projects going out to bid in the Puget Sound Region next school year.
Mr. Ring shared current facility conditions that are essential to address this coming year that include roof repair at Clover Park, roof replacement at Custer and Dower, a special education students playground at Custer, cafeteria/gym floor replacement at Custer, boiler replacement at Tillicum, scoreboard replacement at Harry Lang Stadium, and districtwide painting. The estimated costs for these projects is $3,000,000. In 2018, essential needs total $5,000,000, and include roof replacements at Lake Louise, Idlewild and Tillicum; pool and lighting repair at Clover Park; painting projects districtwide, and a new lighting control replacement system at Clover Park.
These projects leave a shortfall in the capital projects fund; therefore, the Board discussed options such as a potential capital projects bond, sale of property, and non-voter approved debt and the impacts associated with those options.
The superintendent will bring recommendations to the Board for further consideration. The Board was open to discussing the sale of property to minimize debt.
615 p.m. The Board took a brief break.
6:23 p.m. The Board reconvened and continued with the next report.
BIOLOGICAL EVOLUTION, NEXT GENERATION SCIENCE STANDARDS AND CLOVER PARK SCHOOL DISTRICT CURRICULUM
Deputy Superintendent Brian Laubach reported about the district’s curriculum on Biological Evolution, Next Generation Science Standards (NGSS). His report included information about evolution as a unifying concept; nature of science and scientific theories; standards for grades 3-12; the district’s evolution curriculum; the stance of the National Science Teachers Association; and district course design, selection and adoption of instructional materials.
The study of biological evolution is first introduced in 3rd grade and continues through high school. The district’s curriculum is aligned to NGSS and the first pilot of the NGSS state exam will take place this spring with in 11th grade classrooms whose teachers volunteered to pilot.
The district’s standard refers to evolution as “things that change over time”. The standards do not refer to the beginning of time as some might expect. Evolution is discussed in the broadest sense that leads to an understanding that the natural world has a history and that cumulative change through time has occurred and continues to occur.
The NGSS emphasize evolution as a unifying concept because of its importance across the disciplines of science. Concepts such as astronomy, geology, biology and anthropology, cannot be taught with integrity if evolution is not emphasized.
Mr. Laubach provided the Board with an overview of the standards taught by grade level, 3-12, as it relates to NGSS biology evolution. Grades 3-5 are exposed to environmental changes i.e. land characteristics, water distribution, temperature, food, and other organisms. Grades 6-8 receive more in depth learning about change such as patterns of change, explanation of evolutionary relationships among organisms, general patterns of relatedness, and learning to form simple probability statements and use proportional reasoning to construct explanation. There is also emphasis on mathematical models and this is where math and engineering come into play. Students also learn about genetically modified organisms (GMO) and discuss the number of food crops genetically modified. Grade 9-12 learn what impacts organisms over time, DNA sequences, anatomical structures and order of appearance of structures in embryological development. Students analyze ecosystems, changes to the environment such as deforestation, fishing, drought, flood and discuss threats to endangered species or genetic variation of organisms for multiple species. Students 9-12 focus on verbs like construct and apply, and develop their own ideas about evolution based on the evaluation of evidence. Evolution is not discussed in grades K-2, but there is science taught at those levels.
The evolution curriculum at Grade 3 uses the FOSS Kit – Environments and FOSS KIT – Structures of life. Students develop an understanding of types of organisms and the nature of their environments. Third grade students are expected to develop an understanding that when the environment changes, some organisms survive and reproduce, some move to new locations, some move into a transformed environment, and some die. They also learn about inherited traits and how the environment can affect the traits that an organism develops.
In Grade 7, the curriculum focuses on the diversity of living things. Holt Fusion books are used and students learn about the functions of cells, how they grow, develop and reproduce; change over time; and response to environment; and how living things interact with them.
The next levels of biology focus on cellular biology and evolution using the Pearson Biology book. Cellular biology focuses primarily on human cells. The evolution curriculum, discusses how biological evolution is influenced by both genetic and environment conditions. It also covers that the great diversity of organisms is the result of more than 3.5 billion years of evolution. Students learn that evidence of evolution is found in both the fossil records and through observations of anatomical and molecular similarities of living organisms.
Vice President Jacobs said the curriculum design allows for conversations in the classroom to aid students in understanding where they fit into the scheme of things. Mr. Laubach added that teachers as part of their professional development and training are taught not to influence a student’s understanding of evolution.
There was no executive session.
7:07 p.m. On motion by Paul Wagemann, seconded by Carole Jacobs, the meeting was adjourned.
Dr. Marty Schafer, President
Deborah L. LeBeau, Superintendent