Wenatchee School District Board of Directors

Wenatchee School District Board Workshop

Minutes of February 20, 2015 District Office – 8:00 A.M.

Board Members Present Staff Present Walter Newman, President Brian Flones, Superintendent Jennifer Talbot, Vice President Cabinet Jesús Hernández Robert Sealby Laura Jaecks

Jennifer Talbot, Board Vice President opened the board workshop at 8:15 am with a request for a field trip approval. It was reported that Board President Walter Newman would arrive late to the board workshop. To: Board of Directors From: Brian Flones Superintendent Prepared By: Jodi Smith Payne Assistant Superintendent of Learning and Teaching Re: Learning and Teaching OUT-OF-DISTRICT / OVERNIGHT FIELD TRIP APPROVAL The following field trip request is presented to you for your approval: Group Name: Wenatchee High School – Debate Date of Trip: February 20-21, 2015 Purpose: National Qualifying Tournament Number of Students: 5 Location: Spokane, WA Means of Funding: No Cost Approx. Cost: **No Cost to District, Students or Parents Supervision: Two adults, Mr. Carlson MOTION MADE: Laura R. Jaecks made the motion to approve the Debate National Qualifying Tournament field trip as presented by the advisor, Mr. Carlson and Assistant Supt. Smith Payne. SECONDED: By Robert Sealby PASSED: Unanimously Superintendent Brian Flones gave a summary of the agenda to the board and explained how the workshop would work using the Strategic Plan website. He led a discussion about the vision, strategies and objectives and how we will be looking at them through the eyes of the district on our webpage.

Strategy One Design the Personalized Learning System Of The Future

Objectives:

ï Flexible Personalized learning system Orchard Modified Schedule- Executive Summary- Taunya Brown WHS Modified Schedule- Executive Summary- Bob Celebrezze

ï Students exploring career paths·

ï Career Cruising, Career Exploration projects , Internships Executive Summary - Dennis Conger,

Diana Haglund Executive Summary WVTSC- Jon Torrence

ï Science, Technology, Engineering, Math (STEM) and Project

Based Learning (PBJ) Elementary Science- Executive Summary- Jill Fineis

ï Project Lead The Way-Executive Summary-Dennis Conger

ï More positive and safe Learning Environment Positive Behavior Support Framework - PBIS Executive Summary- John Waldren

Orchard Modified Schedule- Executive Summary- Taunya Brown presented the OMS modified schedule to the board. Ms Brown also gave examples how it is working for students and answered the board questions during the presentation:

Orchard Middle School has continued refining the flexible block schedule for 2014-15.

I. Board Workshop Opening 8:15 a.m.

Building Schedule: We continue with a 4-- period day (80--minute periods). Each day also includes an enrichment/intervention period of 30--45 minutes depending upon the day of the week and students alternate classes every other day in order to meet both math and reading intervention needs of our struggling learners. Teams: Each grade level has two interdisciplinary teams as well as a building--wide specialist team, this allows for relationship building with a common cohort of students. Grade level teams consist of instructors of Mathematics, Language Arts, and either Social Studies or Science depending upon the semester rotation. The specialist team consists of art, music, health, technology, fitness, and library instructors. Special Education: We are continuing an inclusion model with our Special Education students. With the exception of our Life Skills students, Special Education students are no longer pulled out for special services, but remain in all grade level classes with extra support. Special Education Co-Teaching: Our Special Education teachers are now co-- teaching within general education classrooms, assisting any struggling students with their academics in reading and math.

Data: We have developed a data analysis process with systematic procedures for visually tracking each individual student's personal academic progress in reading and mathematics. Our data analysis has revealed gaps in student learning. We are responding by developing systematic processes for identification and remediation of identified gaps. With district assistance, we are implementing Read 180 with 1section of students at each grade level. We are progress monitoring our students reading and math growth using Scholastic Math and Reading assessments (SMI and SRI)and adjusting intervention placement based on multiple data points throughout the year. Team Time: All staff members have 30 minutes each day during which they meet with their respective teams to conduct data analysis, communicate with parents/students, develop behavioral/academic interventions, and collaborate in general regarding student learning. Our continued implementation of the above mentioned endeavors has resulted in high staff satisfaction and increased collaboration focused on personalized learning for our students. Academic Results

Special Education: Fall to Spring NWEA Data: 90% experienced growth in Reading 81% experienced growth in Math

NWEA Yearly Growth Comparison of ALL students Average Reading Growth

Prior to new schedule After new schedule GRADE (Fall 2012 to Spring 2013) (Fall 2013 to Spring 2014) 6 5.99 9.76 7 3.79 9.14

8 3.81 6.34 Average Math Growth Prior After

GRADE (Fall 2012 to Spring 2013) (Fall 2013 to Spring 2014) 6 5.22 10.45

7 6.31 8.64 8 3.82 8.47

WHS Modified Schedule- Executive Summary- Bob Celebrezze presented the following to the board and explained that in the last 3 weeks the teachers voted the schedule to be changed. In September of 2013, a study team comprised of students, parents, faculty, administration and staff was established to review Wenatchee High School's class schedule. Research of schedule options was conducted for two months and information was presented to faculty regarding the concept of a modified block schedule on October 16th. Numerous meetings of the team were held. A consensus vote of the faculty took place on November 20th and was tallied and counted by two faculty members using closed ballots. The outcome of this input vote determined consensus support to change to a modified block schedule. A recommendation was presented to Superintendent Flones on December 2nd, followed by a presentation to the School Board. The School Board unanimously approved the change in schedule as presented for Wenatchee High School. The modified block schedule was implemented at the beginning of this school year. This schedule includes four 85 minute periods on a rotating schedule three days per week {Tuesday, Wednesday and Thursday) and six period days on Mondays and Fridays. Professional Development trainings regarding how to best utilize the increased teaching block have been numerous and continue to be the focus of the WHS LIT and WHS Administration beginning last Spring. The 2014-2015 LIT building goal surrounds how to assist with strategies to best engage students in the learning process. These trainings, many of which have been held by WHS faculty, have assisted in buy-in to change.

Results of this scheduling change from a traditional 6 period day to a Modified Block format are yet to be determined as WHS operates on a semester based credit system.

As CORE 24 is upon us with the class of 2019 and beyond, what can be most learned from the process to date would be utilizing consensus building processes, Professional Learning Communities and input from an array of

stakeholders while understanding the complexities and ramifications that CORE 24 has. Mr. Celebrezze is confident that buy-in and trust in the Principal who leads this systemi change will only continue to blossom here at Wenatchee High School. Mr. Celebrezze explained the challenges the high school is having now with the schedule. It will go back to the six period days until it can be worked out to a more advisable schedule for everyone. Brief discussion followed and Mr. Celebrezze answered their questions. College and Career Readiness: Diana Haglund, Coordinator of WL Connect and CTE Director Dennis Conger narrated the following presentation: Students exploring career paths: Career Cruising, Career Exploration projects, Internships­ One of the main objectives for the 2014-2015 school year was the launch of the new College and Career Ready Curriculum, which included the creation of an online Moodie course through which high school students will complete the requirements for the High School and Beyond Plan (HSBP). The HSBP includes the following:

• Identification of a career goal and pathway • Financial plan to meet career goals • Resume • Letter of application

Apply to a community college, university, technical school, military or employment . In addition to this requirement we also implemented a new career exploration system called Career Cruising . This system includes in depth tools for students to identify and research various career pathways and post-secondary training options . It also gives students the ability to discover their potential by creating a personal portfolio, which includes a resume; career matchmaker results and learning style and aptitude test results. Using this platform, students may apply directly to post-secondary educational institutions and for financial aid and local and national scholarships . Our implementation strategy included the creation of collateral marketing materials that included:

Instructions on how to log into the online College and Career Ready classroom o 12x18 posters - Distributed to staff and placed on walls throughout the WHS o 4x6 postcards- Instructions for how to log in to the online classroom and Career Cruising. o Student produced introduction video - CTE Tech Lab students o Assemblies for introduction of course o Senior targeted video about graduation requirement and the online classroom o Letter home to parents/guardians of senior students informing them of graduation requirement o Creation of student help schedule at WHS Career Center o Invitation from the Career Center to WHS staff to bring groups of students to the center for support, access and facilitation of HSBP lessons. o Lesson plan for teachers

To compliment the online learning experience we hosted the first ever Wenatchee Learns College and Career Expo. This event built off of the semi annual evening career fair that was held at WHS. The goal of the new event was to reach all 9-12 grade students in the Wenatchee School District by having the event held during the day and providing transportation. The College and Career Expo was held on November 5 at Wenatchee Valley College and was a partnership between, Wenatchee Valley College, Wenatchee School District Career & Technical Education, Wenatchee High School, WestSide High School, Wenatchee Valley Tech, Skill Source and Wenatchee Learns Connect. Over 1,500 9-12 grade students attended with 88 college and business exhibitors participating. Based on the positive feedback from participants and community support we are making plans to host this event annually. Community partnerships are a key element to supporting college and career readiness initiatives. Over the last six months we have partnered with several on a variety of projects related to helping students explore career paths. This past October in collaboration with the City of Wenatchee we had 12 students from a WHS accounting course participate in a city budget simulation and job shadow experience. North Cascades Bank provided a grant to purchase JA Finance Park Curriculum for 90, 8th grade AVID students to develop financial literacy. In addition the students will get to travel to the JA World Center In Yakima for a culminating learning experience. Lastly, we have partnered with North40 to create a mini documentary called Designing the Edge. This film will follow the design and manufacturing of skis in WHS teacher Doug Merrill's pre-engineering class. The documentary will emphasize career-connected learning while showcasing the power of project-based learning. As it relates to work based learning experiences School to Work Liaison, Cobi Foxx placed more than 200 students in either a job shadow or internship with local employers. Many of the students

who benefited from these experiences took a corresponding course at the high school hat directly related to their work based learning experience. Our next steps are to evaluate the effectiveness of the moodle classroom and make any necessary changes to the course. We will also need to review the CORE 24 requirements and HSBP requirements to ensure our plans for middle school career cruising align well. Furthermore, we will begin populating the Career Cruising Pathfinder tool. This tool automates the scheduling process for students and allows them to plan their high school schedules to ensure that they follow the 3 diploma guidelines set forth in the CORE 24 requirements. We foresee this as a valuable tool for our counseling staff so that they can focus on supporting students and not scheduling.

Wenatchee Valley Technical Skills Center Electronic Employability Evaluation Jon Torrence – WVTSC Director explained the following about the WVTSC and added the need to expand into alternative programs, discussion followed. Assistant Director Pete Jelsing was in attendance and contributed to the discussion. Students are evaluated across disciplines and over time on a core set of employability skills. The result is an Employability Score and focused emphasis to improve areas of weakness. Students receive an Employability Certificate on their resume. All employability evaluations are held in a database indicating their status and progress over time and a progress report to share with parents. Students can utilize the Employability Certificate as a component and each successive evaluation shows the current status of skill attainment in each area measured. Elementary STEM Engineering Design Challenges Jill Fineis, Science coach presented the following materials to the board. Assistant Superintendent of Learning and Teaching, Jodi Smith Payne joined in on the discussion and presentation. Teachers on the elementary STEM Committee worked with Science Coordinator, Jill Fineis, to create one engineering design challenge (EDC) for each grade level. With engineering as a new disciplinary core idea, the committee believed that a high quality problem-solving STEM experience would help teachers understand the instructional shifts embedded in NGSS. K-5 Science Kits The elementary STEM committee recommended the purchase one kit per grade level of Engineering is Elementary curriculum. These kits are problem-based engineering curricula that satisfy the NGSS engineering standards. Currently, we have 4 teachers trying them. Jill Fineis has been keeping track of the publishers who will help us make a smooth kit transition to the NGSS when elementary science comes into the next adoption cycle. K-5 Science Field Experiences Jill and Arianna Jones, Science Resource Specialist, are working to update science field experiences for grades 1, 3, and 4 to have a more hands-on STEM component and alignment with the NGSS. They are working on Salmon Festival (3rd grade) with the United States Forest Service, and River of Power (4th grade) with North Central ESD, Middle School STEM. Last summer a team of middle school teachers updated the STEM units that were created for each grade level. These units were implemented in all middle school science classrooms. Also, teachers who attended the Buck Institute put together a "Project Based Learning" (PBL) unit at each grade level 6-7-8. As they began to implement these units, teachers worked with the Science Resource Center to find and purchase the materials needed. Middle School STEM Last summer a team of middle school teachers updated the STEM units that were created for each grade level. These units were implemented in all middle school science classrooms. Also, teachers who attended the Buck Institute put together a "Project Based Learning" (PBL) unit at each grade level 6-7-8. As they began to implement these units, teachers worked with the Science Resource Center to find and purchase the materials needed. High School STEM Wenatchee High School The WHS STEM committee met three times this year, continuing the annual Ski/Snowboard and Projectile projects. The following four projects were added:

1. Watershed Project (Effects of Conventional and Organic Farming Practices on the Environment with a focus on runoff): Students will evaluate the effects of various farming and industrial practices on the surrounding environment and the people who work within the industries. They will also identify local industries and possible sources of runoff and understand the decision making processes at the local and state level. The project will provide students the opportunity to evaluate research in order to create and test a new hypothesis and evaluate the credibility of sources and information.

3. Waste Management Project: This project involves the use of science, technology, engineering, and math to understand the process of waste management and the components of landfill sites. There will be four parts to this project that will alternate over a four year period. This project will provide students the opportunity to discover what happens to the waste they generate every day and how it affects the environment around them.

4. Wenatchee Art on the Avenues Odyssey: Students will research the sculptures and artists who are featured in Wenatchee's outdoor Art on the Avenues exhibit. They will map the locations and distances between each statue, measure slope, study symmetry and geometric shape as related to art, and will create a brief summary of each piece, including the artist, the relevance of the piece to the Wenatchee Valley, and their own responses to the art itself. Students will create a Smartphone application that will provide comprehensive information about the statue, the artist, the location in respect to the other pieces of art included in the exhibit. GPS coordinates will be included as well as QR codes.

5. Wenatchee River Institute: Students will spend a field day at the Barn Beach Reserve in Leavenworth. They will explore fire behavior, fire-wise practices, and look at characteristics of ecosystems as well as individual plants species. Students will spend time thinking about where structures like dwellings and sheds are placed in relationship to combustibles. They will also analyze concepts like slope, density, and litter on the forest floor.

WHS also implemented two sections of PLTW's engineering track. 116 students at 9th grade made PLTW their 1st or 2nd choice for their freshman elective, so interest is high. We will add additional sections in the future. CTE will fully fund PLTW. Westside High School Steve Niccum and Hana Butler revamped Westside's No Child Left Inside program so that it is aligned to the NGSS and includes STEM elements. Ms. Smith Payne gave Kudos to Ms. Fineis for the leadership and work she is doing for our students in these programs. Wenatchee Valley Technical Skills Center The Skills Center is working on a plan to offer an Environmental Science STEM program next year. We will run a 14-day summer school program that is available to 9-12 graders. This will provide a terrific promotional opportunity and students can earn .5credits. The new Environmental STEM classroom is part of the remodel and will be available to students 2nd semester of 2014 -15. Mr. Torrence and Mr. Jelsing contributed to the discussion with the board about the innovative classroom. A board member pointed out that Mr. Torrence and Mr. Jelsing were nominated for the Innovator of the Year Award from GWATA for their work at WVTSC. Project Lead the Way: Dennis Conger, Director of CTE presented the following material to the board: Project Lead the Way (PLTW) is new to the Wenatchee School District. Project Lead The Way is the nation's leading provider of science, technology, engineering, and math (STEM) programs. Through world-class K-12 curriculum, high-quality teacher professional development, and outstanding partnerships, PLTW is helping students develop the skills needed to succeed in the global economy. Middle School

Foothills, Orchard, and Pioneer middle schools are all offering PLTW Gateway to engineering courses to 7th and 8th Grade students. The Foundations units being taught this year include the following:

Design & Modeling Students apply the design process to solve problems and understand the influence of creativity and innovation in their lives. They work in teams to design a playground and furniture, capturing research and ideas in their engineering notebooks. Using Autodesk® design software, students create a virtual image of their designs and produce a portfolio to showcase their innovative solutions.

Automation & Robotics Students trace the history, development, and influence of automation and robotics as they learn about mechanical systems, energy transfer, machine automation, and computer control systems. Students use the VEX Robotics® platform to design, build, and program real-world objects such as traffic lights, toll booths, and robotic arms.

Wenatchee High School At Wenatchee High School PLTW Engineering is being offered to freshman. It is about applying engineering, science, math, and technology to solve complex, open-ended problems in a real-world context. Students focus on the process of defining and solving a problem, not on getting the "right" answer. They learn how to apply STEM knowledge, skills, and habits of mind to make the world a better place through innovation. 1. Introduction to Engineering Design (lED, 1year) Students dig deep into the engineering design process, applying math, science, and engineering standards to hands-on projects. They work both individually and in teams to design solutions to a variety of problems using 3D modeling software, and use an engineering notebook to document their work.

The plan is to add Principles of Engineering next year for the sophomores. 2. Principles of Engineering (POE, 1year)

Through problems that engage and challenge, students explore a broad range of

engineering topics, including mechanisms, the strength of structures and materials, and automation. Students develop skills in problem solving, research, and design while learning strategies for design process documentation, collaboration and presentation. Much discussion followed Mr. Congers presentation about the importance of these programs. He shared the integration into the high schools and that he has been in the classrooms with the students and shared their excitement. He also gave credit to several teachers for their work with students. The engineering classes were discussed. CTE programs and grants have and continue to provide a lot of opportunities for our students. We are working on all avenues. Positive Behavior Intervention and Support District Implementation: John Waldren, Administrator of Student Services/PBIS Committee Chairperson narrated the presentation of the PBIS implementation and transition. District implementation of the PBIS framework is focused upon assisting schools to develop systems and practices that address school-wide and classroom behavioral interventions and support for all students. Training for school-wide implementation is in process for all WSD schools. The first phase of district implementation begins with Tier One training. This involves learning how to put systems and practices in place to support all students in a school. To support this implementation, all WSD schools are to receive Tier One training. Schools that have completed this training are: Lewis and Clark Elementary, Columbia Elementary, Abraham Lincoln Elementary, and Pioneer Middle School. This year, Foothills Middle School, WestSide High School, Washington Elementary, and John Newbery Elementary are receiving this training. Schools that have yet to receive training are: Wenatchee High School, Orchard Middle School, Sunnyslope Elementary, and Mission View Elementary.

PBIS Transition This spring, a transition action plan is being developed to prepare the school district for full Tier One implementation for the 2015-2016 school year. Currently, professional development is being developed for all schools in anticipation of a District Day training that will focus upon classroom management systems and managing classroom student behavior conducted by Dr. Flint Simonsen. It is imperative that those schools having yet to receive Tier One training (Wenatchee High School, Orchard Middle School, Mission View Elementary, Sunnyslope Elementary) receive an overview training of PBIS prior to the next school year. This can best be accomplished by a one-day overview training conducted by our PBIS consultant, Dr. Flint Simonson.

Continued Implementation It is highly recommended that WSD hire a PBIS Director to manage the implementation of the framework district-wide. Not only will it be important to provide district support and guidance for ongoing school implementation of Tier One (3-5 years) but Tier Two and Tier Three implementation as well. This will involve the identification and development of Tier Two and Tier Three interventions and support for all of our schools to improve our school's systems and practices at these needed levels of intervention.

Positive Behavior Intervention and Support Currently, there are varied practices being conducted by schools to provide Tier Two support (targeting selected groups of students) and Tier Three support (targeting individual students needing intensive individual support). These intervention practices are being implemented without district oversight or coordination. It is not clear as to what Tier Two and Tier Three interventions may currently be in place throughout our district. Attention must be given to systems, practices, and data collection that support these two levels of intervention. Two outstanding examples of Tier Two practices is the work being conducted by WestSide High School and Abraham Lincoln Elementary. Both schools are developing interventions for the health and well-being of their students (Tier Two and Tier Three). Particular attention is being given to mental health through diagnostic screening accompanied by Tier Two intervention. This involves providing additional counseling support for "targeted students." However, the needs as identified at Abraham Lincoln Elementary exceed the district's capacity to adequately address them. This work at both schools is emerging and informing us that more support is needed to provide this kind of intervention for more students throughout our school district if we hope to see an increased engagement and progress in their learning. Monitoring Fidelity of Implementation and Continuous Improvement Systems and practices must constantly undergo progress monitoring to evaluate fidelity of implementation and effectiveness. This is critical for informed continuous improvement. Data-decision making is therefore a necessary part of the PBIS Framework. It is the third domain of the PBIS model that cannot be overlooked. SWIS is the data system most widely used throughout districts in the United States to assist in the task of progress monitoring and continuous improvement. Along with the PBIS model, SWIS was developed by the University of Oregon to provide a tremendous amount of resource and technical support for this purpose.

All Wenatchee Schools should adopt SWIS for monitoring fidelity of implementation and to inform continuous improvement. The district-wide us of SWIS will provide school district leadership the necessary information to review and assess district-wide progress each year and to inform decisions for district improvement. Positive Behavior Intervention and Support Closing Comments The PBIS Framework is a response to intervention framework that outlines multi-tiered interventions through systems, practices. and data collection and decision-making. For the framework to function with a high level of fidelity, attention needs to be given to ongoing professional development, coaching, and program assessment and evaluation. A strong Tier One system provides the solid foundation for Tier Two and Tier Three interventions. Therefore, it is paramount that Tier One development be given continual ongoing attention. Without a strong Tier One system in place, Tier Two and Tier Three interventions and supports will be compromised. This executive summary has highlighted the absolute essential components of PBIS district implementation. Finally, it is strongly recommended that a PBIS District Director be given oversight of PBIS to better assure its successful implementation. Discussion followed and the board asked for Kris Cameron’s views and how the teachers feel about this transition. She shared their concerns and the hardships on the principals. The tiers system was discussed and it was suggested that the counselors could take some of the role in the transition. It was suggested that rather than a new administrator provide more help at the building level. There is a strong need to get this message out into the community so the parents know what to expect. We will be working on the essentials for the fall, every school will have the orientation. They communicate with their parents also. We need to be clear on terminology and PBIS needs to be linked to the policy and procedure. Training discussed along with the timeline. Risk Management Plan: Director of Risk Management and Security Adam Bergstrom presented the following material to the board. Mr. Bergstrom explained to the board that he is formalizing the program and that is what this executive summary is. He set strategic goals that are critical to the district, from cracks in the sidewalk to students with weapons. SRO Miller is doing a fantastic job so far. He also explained that they are working on many projects: Supervision, Field Trip forms, individual prioritization from the top to the bottom. Policies and procedures are being review and revised. In addressing district objective 1.4 “More Positive And Safe Learning Environment” of strategy one: “Design The Personalized Learning System Of The Future”, the District took a significant step towards understanding risk within the district and applying strategic risk management with the hiring of a Director of Risk Management in January 2015. Moving forward, risk management leadership will be provided by the Director of Risk Management and the District Risk Management Committee (once formed), through the guidance of the superintendent, to promote and deliver the risk management framework and business processes that support its delivery. The school board and district leadership, through this action, demonstrate their renewed commitment in developing a viable integrated, comprehensive, consistent, and authoritative risk management program that reduces risk in all district activities and facilities. The Risk Management Program will formalize the process for implementing proactive risk management as part of the overall management of the District. The program will describe the framework for identifying, analyzing, prioritizing, and tracking loss exposures, and planning adequate resources to manage loss exposures. It will assign specific responsibilities for the management of risk and prescribes the processes to be followed. The Wenatchee school district is committed to identifying risk within our district and eliminating or reducing their occurrences and effects.

FRAMEWORK. A wide range of risks occur by accident, mishap or mistake rather than by design. The challenge is to reduce, as far as is practicable, the potential for such events, by being proactive in the management of risk. The Wenatchee School District risk management framework will be based on the following key principles: • School board and district management commitment to, and leadership of, the total risk

management function. • Continued development of the districts risk management framework to include the formal

application of the risk management process to all areas of its business and activities. • Widespread employee participation and consultation in the risk management process. • Risk management will support the district in achieving its strategies and objectives. • Risk management priorities and activities must be undertaken within an appropriate timeframe to

help the district achieve its strategies and objectives. • Appropriate resources will be made available, including people, knowledge and budget to address

identified risk. • Progress against district risk management is monitored, reviewed and reported. • District risk management will be reviewed continually to ensure it is aligned with the objectives

and challenges facing the district and reflects relevant changes in the internal and external contexts.

FORMALIZED PROGRAM. Most worrying to the district are those unfortunate events that result from a lack of clear policy, deficient working practices, poorly defined responsibilities, inadequate communications or staff working beyond their competence. To this end, the district will develop, review, and update formalized risk management programmatic elements, including: • Policy. Updating district risk management policies(s) to reflect a more authoritative program

assigning risk component owners and providing a framework for accountability.

• Strategic Plan. Developing a district Risk Management Strategic Plan outlining strategic goals and supporting critical tasks needed to facilitate progress toward achieving the stated vision and satisfying the intent of reducing risks in order to provide a safe learning environment.

• Manual. Developing a district risk management manual that prescribes risk management functions and amplifies and tailors risk management requirements and standards to the district operating environment. The manual will give procedures, protocols, general guidance and clarification of risk management requirements, standards, responsibilities, and implementing guidance for conducting WSD risk management. In addition it will provide the tools and forms to conduct and record a risk management tasks and the benchmarks and criteria to be use when assessing risk management.

• Plan. Building specific risk management plans (incorporated in each safe school plans) that describes the specific measures taken to establish and maintain risk management providing detailed guidance for planning, implementing, and executing risk management practices in the daily business practices and activities.

DATA COLLECTION AND ANALYSIS. A key mechanism for improving risk management awareness, knowledge, capability and future performance is to ensure that the District learns from risk events. One of the most visible forums for this will be the risk management committee. The district will establish a risk management committee to oversee and guide the risk management program. The risk management committee will formally communicate items of interest within the district pertaining to risk management. Delivery of the risk management framework will also be undertaken with consideration to other strategies and frameworks in the district, especially the planning and project frameworks that draw significantly upon risk information. Much of this will be achieved by the adoption of an active approach to the review of all risk occurrences, and these are adequately reported and recorded. A wide range of district risk information will be collected and analyzed, helping to inform decisions about where the district needs to place resources, manage expectations and likely sources of uncertainty in the future. Information will be obtained form standardized district assessments such as: • Multi-Hazards Threat Analysis (MHTA). The goal of the WSD MHTA is the identification and

prioritization of the multiple hazards that could present themselves to district personnel, facilities, and materials. Hazard/Threat analysis is a key step in an effort to reduce the likelihood that personnel, facilities, and material will be exposed to loss and to mitigate the effects of natural or human-induced incidences should they occur. The four main goals of a WSD MHTA are:

o Identify likely or known hazards. o Analyze the likelihood of the hazard occurring. o Analyze the severity of each hazard should it occur. o Prioritize the risk of the identified hazards occurring.

• Integrated Prioritized Risk Analysis (IPRA). The IPRA is a process that integrates the key components of risk management into a single easy to use methodology eliminating redundancy and producing a more efficient process. By combining the criticality, vulnerability, and risk assessments into a single methodology the district will be able to more efficiently prioritize assets according to WSD criticality, determine their vulnerability to the multiple hazards identified during the conduct of the MHTA, determine which assets require the most protection, and where future expenditures are required to minimize risk of multi-hazards events or lessen the severity of the outcome of an event/attack.

• Safety and Security Needs Assessment (SSNA). The SSNA provides a vulnerability-based analysis of WSD personnel, facilities, and resources that are susceptible to loss, natural and human-induced hazards, and attacks in order to identify areas of improvement to withstand, mitigate or deter the hazards identified in the MHTA.

• Program Review. The risk management program review process evaluates the effectiveness and adequacy of the district program implementation. The review includes an assessment of the degree to which the district level program complies with the policy and standards. The review evaluates all mandatory program elements and assesses the viability of the program in view of local operational environment constraints and conditions. The district risk profile will be continuously monitored by the Risk Management Committee and formally reviewed at least quarterly to check that risk management remains appropriate to deliver the district’s objectives in light of internal and external drivers and constraints.

TRAINING. In order to continue the development and application of risk management, employees, faculty, and staff need to have access to relevant training to encourage application of best practice methods. The district will develop and review risk management training to ensure; • All district employees, faculty, and staff have guidance in learning to manage risk. • That risk management and business continuity is embedded proportionately at every level of the

district. • Senior managers are able to make risk based decisions using the information available from the

district’s risk management system and tools. • All district employees, faculty, and staff know how to identify risk and how to escalate concerns or

issues so that they are captured within the risk management framework. The board thanked Mr. Bergstrom for all his hard work and efforts, he answered all their clarifying questions.

Tap the Power of our Whole Community: Diana Haglund Objectives:

o Skilled volunteering opportunities § Wenatchee Connect- Executive Summary- Diana Haglund § Serve Our Students-Emergency Subs-Executive Summary-Lisa

Turner

o Citizen student mentoring § Wenatchee Connect- Executive Summary- Diana Haglund

o Partnerships with businesses § Wenatchee Connect- Executive Summary-Diana Haglund § WVTSC- Executive Summary- Jon Torrence

o More engagement of parents § Wenatchee Connect- Executive Summary- Melissa Hernandez

WL connect Coordinator Diana Haglund led this discussion: • Up to 2000 volunteers coming through the system • Graphic in Strategic Plan was shared • 12,920 hours spent in the schools • $291,360.21 worth of resources in our buildings as volunteers • All background checks done through our system- details shared • North 40 Project Fundraising

2.1 Skilled Volunteering Opportunities Diana Haglund, Wenatchee Learns Coordinator and Dennis Conger, WSD Career and Technical Education Director directed this conversation. With the launch of Wenatchee Learns Connect Partnership Center and the new online partner portal we have improved the process of connecting our community with our schools. By creating an online partner (volunteer) application it allows for parents and community members to complete and submit the application online 24/7. By creating an online partner account partners are able to manage their personal information and make changes anytime. The online application has allowed us to centralize the volunteer application process to Wenatchee Learns Connect and collect accurate and complete data . We now have complete contact information for our partners making it easier to share information with them. Background checks will be done on all continuing partners be annually before the start of the school year. Contact will be made with all volunteers to ensure they have updated their account information.

On August 28 we held the grand opening of the Wenatchee Learns Connect Partnership Center at our downtown location. Over 100 community members, downtown neighbors, local dignitaries, parents, school staff, students and parents in attendance it was a great celebration.

The Wenatchee Learns Connect made a significant effort to outreach to parents and the community during the first six weeks of school so the new partner application process information was available to staff, parents and the community. To date we have over 1,800 volunteers in the database that have been background checked using the Washington State Patrol WATCH system . We have installed iPad kiosks in all school building locations across the District for volunteers to use to sign in/out. Through this system we can better track the number of service hours been spent in our schools. Data collected by the kiosks shows that between September and December 31 partners have spent 12,920 hours of volunteer time supporting our kids. To put that in perspective partners are putting in $291.360.21 worth of time when using the IRS's national average dollar assessment for volunteers. The next steps for the partner portal is to begin training staff how to access and leverage the database to connect with volunteers and find specific community members based on their talents . In addition we are planning to create Wenatchee Learns Parent Ambassadors program that will support volunteers in the buildings by hosting orientations and recruiting new parent partners.

S.O.S.: Serve our Students was the motto we created collaboratively with Wenatchee Learns, Learning and Teaching and Human Resources. To assist in addressing our sub shortages, these three departments got together to create a public campaign to recruit our community to Serve Our Students. Through the help of media and radio, we were able to host an informational event in January for Emergency Subs. Seventy (70) interested community members attended. Since the inception of this campaign we have signed up approximately fifty (50) emergency subs, and they continue to be soliciting us for opportunities.

An emergency sub is generally not a person with a teaching certificate, so they have limited or no experience in the classroom. To address the specific needs of this group we have created a Subbing 101 course with Laura Waldren, our Mentor Coach, Instructional Coach and Instructional Framework Specialist. Laura has been able to provide valuable training on what to expect, how to prepare, and how to manage a classroom, to the emergency subs. This training is required prior to subbing on an emergency certificate. Additionally, she will have a follow-up class after a few months of teaching experience is gained. To date, approximately 45 people have completed this course. The next step is to build on the success of this recruiting effort with the S.O.S motto to reach more student teachers and teachers outside of the community. We continue to hear from our staff what a great district Wenatchee is to work in; we want people who do not yet

work here to know that. Through the creation of the online partner application we were able to create categories

of volunteer activities that better match volunteer choices. Mentorship as defined by Wenatchee Learns is " providing one-on-one support and encouragement to students". Mentors share information about their own career paths, as well as provide motivation, emotional support and role modeling. Mentorship opportunities for partners include but are not limited to; • Wenatchee High School College Mentorship Program • Lunch buddies • Tutors • Online Career Coaches

To date 135 partners have signed up as a mentor through Wenatchee Learns Connect and are actively working with our schools and students to provide support and encouragement to our youth. It should also be noted that act of mentorship happens in a variety of other capacities not captured in the above categories or easily quantifiable. Citizen-student mentorship takes place in many situations where students and the community are connecting through such activities as work based learning (internships, job shadows etc), classroom presentations, project based learning experiences and co-curricular and extracurricular activities.

Next Steps Moving forward Wenatchee Learns Connect is working to create a culture of mentorship in our community and schools by continuing our outreach to citizens, businesses and professionals. In the 2015-2016 school year we will be working on a campaign to increase the number of online career coaches and businesses that offer work based learning experiences for students in our community. Additionally we are working on a mentorship program with the Junior Service League of Wenatchee to support students in the Jobs for America's Grads (JAG) at WestSide High School.

Business partnerships are a key element to our success. Throughout the planning and implementation stages of the Wenatchee Learns Connect Partnership Center business partners have provided guidance, support and resources. Moreover the needs of the business community as employers have been in the forefront of our planning.

In August the new partner portal wenatcheelearns.com was launched. The site provided a way for businesses to create company profiles and share information about their organizations and offer work based learning and project based learning experience. We currently have over 100 company profiles in the system. These are now available for staff and students to review when looking to connect with business partners. A strategic marketing campaign to outreach to business was rolled out with business rack cards, radio PSAs and service club presentations. Creating an awareness of our role as it relates to bridging the gap between business partners is an ongoing process. We have been busy meeting with various businesses and making connections.

Several specific examples of other partnerships include, Wenatchee Valley College - College and Career Expo. The college provided in-kind space and staff support for hosting this event. Over 1,500 students and 88 business and higher education institutions participated. City of Wenatchee- The city hosted 12 WHS accounting students as part of a project based learning experience with a hands on city budgeting simulation. The students "acted" as the city council and were challenged to prioritize real budget requests while balancing expenditures and revenues. North 40- In partnership with North 40 we are creating a documentary film about the ski making project taking place in Doug Merrill's pre-engineering class. This experience is part of the Project Lead the Way curriculum and incorporates STEM in class learning with real world applications. The film called "Designing the Edge" will follow student through the making and production process of building the skis. They will also have the opportunities to visit Line Skis (a division of K2) in the Seattle area an see their plant and visit with K2 Engineers. This film will be distributed by Line Skis though various industry channels and film festivals as part of North 40's feature film Lifted. We hope to use the film to demonstrate the power of STEM and Career Connected learning. Moreover, this film could be used by various other entities in Wenatchee to promote our community and recruit employers, employees and tourists to our area. Chelan Douglas Land Trust We have partnered with the COLT to seek out funds to support the construction and development of an outdoor classroom and enhanced trailhead at Saddlerock. The current facility is used by thousands of Wenatchee school District students as a STEM outdoor learning laboratory. North Cascades Bank Is providing funds for 90 Middle School AVID students to participate in Junior Achievement Finance Park curriculum and attend the JA World Center in Yakima for a one day culminating simulation. JA helps student develop financial literacy skills that will benefit them for a lifetime. Partnership for a Drug Free Youth Provided funding and support for a variety parent programs. Washington State University Cooperative Extension Provided materials and staff for the Love and Logic classes, Teening- Up and Strengthening Families parent programs. GWATA Leveraging the strengths of GWATA we created a series of parent targeted tech

workshops that helped parents create an email account. This was an outreach effort to support the new Wenatchee Learns online partner (volunteer) application and provide parents with a foundational tool for being engaged with learning.

Wenatchee Valley Technical Skills Center Jon Torrence Mr. Torrence led the following discussion: Each Career and Tech Program has an industry advisory group of three to ten businesses. Partnerships supporting WVT outside the advisory include:

1) Build North Central Washington and WVT Trades rodeo event - single day event where 75°/o of 8th graders in the Wenatchee Valley explore different trades.

2) Wenatchee Collision Center - Sponsor transportation for the trades rodeo event. 3) Plumber Pipefitter apprenticeship - WVT provides space to offer apprenticeship training.

Examples of partnerships with businesses include: • Automotive Technician I Collision Repair • Wheels Plus - Partner to procure training vehicles • EZ Auto Wrecking - Help provide training engines • Orielly's Auto Parts - Provide student discount

Law Enforcement: • Salmon Festival and Law - Help with parking and directing students • Wenatchee Valley Velo Club Tour de Bloom bike race- directing spectators

Tobacco and Alcohol Enforcement - Ride along Cinematography

• Ted Talk - Filming and editing PAC - Filming and Editing

• North 40 productions -Internships Wenatchee World - Internships

• Vortex Productions - Internships Culinary Arts:

• Ongoing Catering events for Wenatchee businesses Rhubarb Market - Provide baked goods, salads and soups

• D'Oiivo - Provide Breads Firefighting:

• Douglas County Fire Station - Provide Equipment and Classroom Space Malaga training Center - Provide Equipment and Training Facility

• Chelan County One - Provide Equipment • Wenatchee Fire Department - Provide Equipment

Construction Trades Numerous opportunities for students to practice on construction sites. This year students have built one garage and the foundation has started on a second. This Spring students are slated to do some remodel work for Eastmont School District. Numerous opportunities for students to practice on construction sites. This year students have built one garage and the foundation has started on a second. This Spring students are slated to do some remodel work for Eastmont School District. Parent and Volunteer Engagement Melissa Hernandez, Wenatchee Learns Volunteer & Parent Coordinator, presented the following. She also shared the February 2015 Parents Guidebook that she developed. Our first comprehensive Partnership Guidebook for the Wenatchee School District was created with our Wenatchee Learns Connect vision in mind, "Connecting Wenatchee students, parents, staff and community by creating an engaging and personalized learning experience through meaningful partnerships, exceptional service, and innovative technology that inspires individual growth." The Partnership Guidebook includes general information about our schools and highlights the benefits of becoming partners in education and its positive impact on making learning personal for all students. All registered partners have received a copy of Partner Guidebook in electronic form. Guidebooks are also available via WLC website and hard copy at every school. School and Community Outreach Since the spring of 2014, Wenatchee Learns team visited all WSD schools during End of the Year BBQs and later Ice-Cream socials to make personal connection with parents. Information about the new online Partner (volunteer) application and iPad sign in system was shared. The overall response was positive and very welcoming. We also learned through these meaningful conversations with parents that a large majority did not have emails accounts nor computers at home but had cell phones. This represented an opportunity for Wenatchee Learns Connect to partner with local agencies (WVC, Work Source, Skill Source, and Community Choice) to offer a series of workshops "Getting Connecting to Schools with Technology" in Spanish & English at their sites in September. We partnered with GWATA to create teaching manual for these free workshops. In addition, Wenatchee Learns Connect attended Back to School events (CVCH, Clothing/Shoe Giveaway, National Night Out) in the community to raise awareness about new Partnership Center and personally invite folks to our Grand Opening held in late August. Once school began, we attended schools' Open Houses, curriculum nights and PTAs meetings to introduce our team and to sign up parents as partners. This outreach effort was very successful and was extended to include Parent-Conferences. The result: over 1800 partners registered in the first three months of school. Parent Programing Through ongoing coordination by Family Advocate team, we continue to provide K-12 parent

rogramming in Spanish & English to connect and engage parents in meaningful ways with our schools and to build parent capacity for student success. These parent leadership academies include: PASSport sessions (with an academic focus), Strengthening Families (building strong families), and Love & Logic parenting classes. We have partnered with Together for Drug Free Youth as well as WSU Cooperative Extension, and CWU Mosaic GEAR UP to bring these opportunities to our families. In addition, we work very closely with all social service agencies in our region to bring additional resources and make referrals to services. We'll be participating in the Prosperity Summit with Dr. Donna Beegle in March to learn new approaches to engaging with families in generational poverty. Next Steps

*Create Wenatchee Learns' Ambassadors Program (Spring 2015) *New Partners Monthly orientation opportunities (Spring 2015) *Host 1st. Wenatchee Learns Partners' Recognition event (Spring 2015) *Train WSD staff on how to use resources available through Wenatchee Learns Connect (Career

Cruising) and how to engage partners successfully (Spring 2015) *Coordinating annual Parent Conference with Special Programs for our

Title/LAP/Migrant/Bilingual families (April 20 15) Ongoing Efforts

• Hosting weekly "Cafecito Educativo" live Spanish radio show with Wenatchee School District guests

• Hosting monthly "Interagency Networking" meetings with social service agencies and non-profit organizations to share/highlight WSD efforts

Ms. Hernandez highlighted all the areas that are reaching the highest population of our community. The board thanked her for all her input and efforts.

Strategy Three Use the best tools and resources to advance learning

Objectives: o Personal technology devices for learners

§ Executive Summary- Ron Brown o Blended learning environments (face to face & electronic)

§ Executive Summary- Ron Brown o The right tools and resources for staff

§ Implementation of Common Core and NGSS- Executive Summary- Jod i Smith Payne § Technology Tools and Resources- Ron Brown

Ron Brown - Director Instructional Technology: Mr. Brown covered all the technology devices for learners and blended learning environments. Through a pilot process and prior work from our Technology Planning committee we are continuing slowly toward our multi-year technology implementation plan for providing personal technology devices for teachers and learners in our schools. We will continue this deployment and build the deployment outward from the middle grades as budget and support capacity allow. Starting with our pilot group of teachers and students we are planning ahead to ensure teaching staff of the students who will receiving the devices the following year get their devices and training the year prior. Here is a link to our pilot site with more details about the pilots. Equipping and training staff prior to the students will be critical for the successful use of the personal devices and the staff's ability to shift their instruction . It is abundantly clear that after two years of the pilot, looking at student, staff, and parent perception data, and achievement data that shifting to digital instruction and personal devices for students is the right direction . But the shift in the teachers pedagogy and instruction to allow students to show their learning in new ways or "redefinition in the SAMR model" is the ultimate goal. So through our pilots and time with staff it is clear that this model is not a technology model but a whole methodology model starting with the instructional framework and then leveraging the new tools to allow teachers to engage, enrich, and provide relevancy to this newer generation of students as they learn standards and 21st century skills for their future not our past. This tiered deployment will allow our infrastructure, professional development, and support services to stay ahead as will be necessary to accomplish our long term vision of a personal device for every student. Through the pilot we are now seeing that support in place has logically been impacted, but more so than predicted. One avenue being tested currently is student help desk support at Foothills and soon to be starting at Orchard and Pioneer. This will allow for the extension and enrichment of the students involved and a tier one support that will be nimble and quick to respond to basic requests from staff and students. Ray Birks (Instructional Technology Facilitator) has been instrumental in this model's creation and is mentoring the students to create a viable system of just in time support.

The elementary grades will continue to receive devices in shared settings where appropriate, shared carts of devices and/or subsets of devices will be made available within classrooms and buildings to allow students more access to the technology. We have not yet decided on a specific device but are targeting a tablet style device. We are currently piloting

iPads, Google Tablets(Android) , Chromebooks , and laptops in various environments . After three years of piloting we can clearly that a tablet is the right choice with it's varied usable features . But if we move toward laptops the Chromebooks are looking very promising for a laptop device for our upper secondary. Another strategy that will allow the shift in teaching and learning to happen sooner is an increase of our use of Bring Your Own Device (BYOD) in our schools . All three middle schools and two elementary schools currently allow devices with parent permission. Operational technology has done an incredible job of increasing the footprint and capacity of our wireless networks at the secondary level and will be continuing this expansion of infrastructure into the elementary schools soon. Since last year we have made some large gains in our ability to offer this type of learning, mostly through infrastructure and system upgrades. We continue to expand our services and training in the area of blended learning following the vision to provide easy-to-use systems to digitally house courses for students. Our goal continues to be coupling this long term vision with personal devices giving students 24/7 access to curriculum and materials for their classes, thus creating a truly blended approach to the standard classroom. We upgraded our Moodie server in the summer of 2014 and continue to leverage this effective open-source tool as our Learning Management System (LMS). Moodie upgrades have provided mobile device technology and responsive design that will match up with any hardware students and staff might have in the future. Added themes, features, layouts, and interaction types allow for very robust courses for both online, blended, and traditional classes. Staff will continue to leverage Google, Edmodo, social media, and other digital services to engage students and families in a digital environment. In February 2015 all students grades 9-12 will have a Google email account to improve communication and digital workflows. These accounts will be filtered and managed to ensure we have appropriate use of this new tool for students. Another unanticipated bright spot this year has been the addition of a product from Google called "Classroom". This new Google app offers staff the workflow to assign, communicate, give feedback, grade, collect, and distribute Google documents to their students. The staff currently using it love its ease of use and integration. Google applications offer a level of collaboration, feedback and ease that we have never seen before from any other product. Fortunately Google is committed to education and offers all of their apps and unlimited storage in the cloud for students and staff for free. Wenatchee Internet Academy will continue offering accredited high school courses through Wenatchee High School in a fully online environment in Moodie. Demand for the courses continues and will require us to examine their use and ways to increase offerings without increasing costs. These courses also use our Moodie system for their LMS. We will have redesigned two of the social studies courses and added an Agricultural Biology course for pilot in 2014 in addition to adding a summer offering of Citizen Washington. Implementation of the Common Core State Standards: Jodi Smith Payne, Assistant Superintendent of Learning & Teaching provided an insight to these materials:

We continued our implementation of the Common Core State Standards (CCSS) this year in the areas of English Language Arts and Mathematics. Learning how to teach the new standards has been a multi-faceted challenge. The rigor is much higher than our previous standards . Teachers must develop a deep understanding of content, and learn instructional approaches that engage students in conceptual understanding and application in new ways. The new standards are a challenge for students as well. Additionally, students have entered the next grade level without a solid foundation in the standards at the previous level. Students who were once considered to be proficient according to previous standards are not necessarily considered proficient now according to the new, higher standards. Students will take the Smarter Balanced Assessments this spring. The questioning format, content, and vocabulary of the exam is different, and students must use technology effectively to navigate it efficiently. With limited computer access, testing will take over a month in some schools . Due to many challenges surrounding the test, we 've been told to prepare for a colossal drop in scores. We recognize, however, that the Smarter Balanced Assessment results are not really comparable to the previous test, the MSP, which was completely different and aligned to different standards . But in spite of the stress this combination of circumstances creates for students, staff and systems, we have a positive attitude. We have begun the implementation process and plan to ta ke this challenging journey one step at a time. Elementary English Language Arts At the elementary level, we have continued our work as outlined on the Reading Initiative.

Elementary Reading Initiative 2014-2015

90% of ALL students will be reading in English at grade level by the end of third grade 2014-2015: Reduce number of students in "Red" on DIBELS Next by 5°/o

Strategy #1: Increase Teacher Knowledge and Skill Wenatchee Learns

{2] Provide GLAD training on select strategies for all classroo m staff

{2] Schedule Instructional Rounds for Comprehensive Teachers

{2] Provide grade level tea m training on CCSS - Reading Sca les- A ugust PD +1 day/g rade level team

{2] A lign the Scales wor k of the grade level teams 121 Increase team collaboration as possible

0 Continue to offer training on LETRS Modules: Module #1

0 Continue to offer Teacher Academy Works hops 0 Continue to offer instructional coaching and

support 0 Continue to provide intervention resource

training 0 Provide time and materials to reorganize Fountas

& Pinnell resource for interested K-2 teachers - June 2014

Strategy #6: Invite Parent Support

0 Develop parent understanding of Common Core State Standards in Reading through print and digital materials distributed through schools and Wenatchee Learns Connect (Postpone until Reading adoption Is completed .)

0 Offer "Parent Nights" and/or other opportunities for parent education regarding home support for children learning to read (Postpone until Reading adoption is completed.)

Strategy #7: Early Learning

0 Schedule "Readiness for Kindergarten" Parent Awareness Session at every elementary school, May 2015 0 Pilot "Ready for K" Parent Workshop w ith migrant parents of 4 year-olds at Columbia,Spring 2015 0 Work with community partners on Early Learning connections to determine district role and capacity to

provide support We continue to use the Dynamic Indicators of Early Basic Literacy Skills (DIEBLS Next) three times throughout the year to identify students who are below standard in reading and to develop strategies for meeting their needs. After screening, grade level teams analyze their DIBELS data to group and provide differentiated instruction for their students (intervention, enrichment, etc.). Instructional intervention materials are identified and available across the district, and teachers set growth goals, monitor the progress of each student, and celebrate success as standards are met. Elementary Math With a new comprehensive reading program coming next year, we put a major focus on the Common Core Stare Standards (CCSS) in math at K-5 this year. Knowing our core instructional materials were not well aligned to the standards, we are supporting implementation of engage New

0 Develop, distribute and encourage use of SBAC Question Cards with Depth of Knowledge identified by grade level

Strategy #2: Deep Implementation of Assessment System 0 Continue DIBELS Next/ IDEL implementation at

K-5 0 Review assessment data fall/spring 0 Implement data wa lls 0 Identify interventions 0 Progress Monitor 0 Celebrate progress in June

0 Continue DRA testing in the fall 0 Explore the types of data walls used at each

school for tracking student achievement levels and show ing individual student growth

Incorporate teacher evaluation student growth goals and measures: 0 3.1 Subgroup growth goals 0 3.2 Multiple sources of data 0 6.1 Whole class growth goals 0 6.2 Multiple sources of data WSD Assessment System 0 Identify optional reading comprehension exams

aligned to Washington Comprehensive Assessment Program (SBAC) for use in 2014-2015 ( Readworks- 3 per grade level)

Strategy #3: Provide Substantial Reading Time 0 90 minutes of daily instruction (including intervention)

0 K-1 Focus on Foundational Skills 0 2-5 Focus on comprehension 0 K-5 Incorporate higher level thinking through targeted questioning - oral and written 0 Include explicit oral language development

0 Continue to provide targeted instruction 4-5 times/week 121 School Schedule - Endeavor to adjust specialists' schedules to accommodate intervention opportunities

and increase instructional time (Pilot at Lincoln 2014-2015) Strategy #4: Use Instructional Resources Aligned to Common Core C

.ore Instructional Resources (English)

WSD Red Reading Notebook

. SAILS (leveled library)

Supplemental: Phonemic Awareness (K&l) C.ore Instructional Resources (Spanish)

. De Canciones a Cuentos

. Benchmark (leveled library)

0 Develop a nd pilot a Flow Chart for ntervention Strategies

I.ntervention Resources

. Literacy Intervention Toolkit Fifty Nifty Instructional Activities Florida Center for Reading Research . Phonics for Reading, Rewards, Read Naturally

I.ntervention Specialists

. Phonological Awareness Lessons

. The Six-Minute Solution Imagine Learning

Strategy #5: Provide Initiative Support 0 Provide additional intervention support at

Sunnyslope 0 Investigate expansion of Imagine Learning 0 Schedule collaborative time with Core teacher s

and Intervention Specialists 0 Continue to meet as a district administrative team

to share successes and resolutions to challenges 0 20 14-2015 - Research and adopt CORE

instructional Reading materials and prepare for implementat ion 2015-2016

0 Develop understa nding of new K-4 Literacy Bill (ESSB 5946)

0 Bring Focus to Grade 3 in preparation for new K-4 Literacy Bill

0 Develop Procedure to align to new WASDA Policy (K-4 Literacy Bill)

York, an Open Educational Resource (OPR - free, online) at K-5. We also purchased the updated, aligned edition of Number Corner for each grade level, a program that has been in place for several years. We plan to research and adopt cess math curriculum following successful implementation of our new English language arts adoption. Until then, engage New York, and Number Corner will serve as our interim curriculum. Teacher teams are in the process of developing math assessments that are aligned to the new standards and mathematical practices. We have also offered staff training on effective ways to embed GLAD strategies in math instruction. (See additional information on Project GLAD, Guided Language Acquisition Design, under Strategy Four: Balance Change for All with Excellence for All.) Secondary English Language Arts Middle School Middle school language arts teachers focused on their priority standards through the Springboard curriculum. Already rigorous, this curriculum has been upgraded for improved alignment in next year's editions of teacher and student materials. Teachers also worked on proficiency scales and leveled assessments. Several teams began to identify targeted interventions to address student needs in the reading areas of fluency and decoding. Two schools continued to refine standards-based grading, while the third implemented an innovative schedule to better support student learning. Read 180 We implemented a reading intervention program, Read 180, at our middle schools this year to help support students in need of extra support. This is a research-based replacement program designed to strengthen students' decoding, fluency, and comprehension skills. With our students who are several years behind grade level, we are trying to accelerate student growth so that students can catch up to their peers. Read 180 is designed to personalize and differentiate learning for these students. Wenatchee and WestSide High Schools At grades 9 and 10, the English departments at WHS and WSHS is beginning to research ELA curriculum aligned to the Common Core. Staff continue to share assessment data and effective instructional strategies. Westside English teachers have begun to unwrap the high school ELA Standards by creating proficiency scales for their students. Secondary Mathematics Both middle and high school math teachers worked to increase their knowledge of the standards and the new mathematical practices that cross every grade level and math course. The lack of aligned curriculum has been difficult. This year, all middle school math teachers implemented the first module of Engage New York Math as an interim curriculum. After reviewing their initial test data, staff decided how to proceed for the rest of the year. Math curriculum was identified for possible use for the remainder of the year, including CPM, Carnegie, and Engage NY. This year we applied for and were awarded a two- year grant to provide an Intensified Algebra course for ninth grade students who are 1-3 years behind in math. We plan to offer four to five sections (depending on staffing) of Intensified Algebra starting in the Fall of 2015. Intensified Algebra combines a number of strategies and resources, including those to develop a growth mindset. This curriculum supports efficient review and repair of misconceptions, and powerful tools to organize effective learning, while providing Algebra I course content for eligible students. Intensified Algebra is aligned with the Common Core State Standards for Mathematics and designed to improve students' scores on the Smarter Balanced Assessment. Next year we will begin the secondary math adoption process to search for high quality, aligned curriculum. In the meantime, the focus will continue to be on deepening understanding of the new standards and the mathematical practices, as well as the development of common assessments that mimic Smarter Balanced assessments. Elementary Transition to the Next Generation Science Standards Jill Fineis, Science Coach gave all the details of this presentation and answered the board’s questions. Based upon the recommendation from OSPI, we began the process of implementing the Next Generation Science Standards (NGSS) starting with the science and engineering practices. Due to implementation of engage New York Math, sub shortages, and the overarching concern of not "overwhelming elementary teachers with another initiative," participants at the initial training on NGSS were limited to one classroom teacher per grade level, per school, this year. The full-day training included the following components:

• Introduction to the framework • How to read the NGSS • Instructional shifts of the NGSS • Materials for the grade level engineering design challenges (EDC)

Participants were asked to share the NGSS information they learned with their team members at a grade level collaboration meeting. Teachers who did not attend the training were invited to an after school training to learn/get materials for the EDC.

6-8 Transition to the Next Generation Science Standards Based upon the recommendation from OSPI, the middle school science teachers began the process of gradually implementing the Next Generation Science Standards starting with 4 of the 8 science and engineering practices (SEPs). All science teachers are working with Jill Fineis during 4 release days to learn the the SEPs, as well as modifying current science curriculum to align with the instructional shifts. We are also implementing Project Lead the Way (PLTW) Introduction to Engineering in all three middle schools. Each school will offer four sections per semester for a total of 8 sections per year. All tech labs are being upgraded and staff training is provided during the summer. 9-12 Transition to the Next Generation Science Standards

The WHS science staff is following the recommendation from OSPI to begin teaching the

Science and Engineering Practices (SEP), as well as the Cross Cutting Concepts from the Next Generation Science Standards. WHS science teachers were given four release days to become familiar with the SEPs and NGSS. Staff learned about the instructional shifts and how to read the standards, as well as how a new comprehensive exam in a student's junior year (as opposed to lOth grade Biology End of Course Exam) will affect courses. One entire release day was spent looking at the NGSS performance expectations and mapping out personalized, meaningful pathways that students could take throughout high school in order to be ready for the new comprehensive exam. WHS science and CTE teachers sorted through performance expectations and mapped which grade level they should be taught. This process of course mapping led to the realization that in order to effectively prepare students, interdisciplinary courses will need to be developed. The next two release days will focus heavily on the NGSS SEPs and how to modify current curriculum to reflect those shifts. That will mean changing the standards that are in our current biology and Introduction to Physics 1 Chemistry courses towards a more rigorous approach. All students entering 9th grade and 10th grade will be required to take the integrated science courses offered.

Technology Tools and Resources Ron Brown - Director Instructional Technology provided the board with the details how the district is currently standing in these areas.

This year we have upgraded man staff in areas ready to benefit from the new tools. For our pilot classrooms we have ensured the tools being implemented are what we would like to do in the future to all staff. It is critical that we continue to upgrade the classroom tools for staff along with the necessary infrastructure and support for these upgrades. If we keep ahead of our device rollout our entire system will handle this change. Upgrading the staff, classroom, and building tools is a long-term vision and will take many years to accomplish. With the passage of the 2014 facilities bond we will be incorporating the desired systems into the specifications for the replacement/remodeled buildings at Abraham Lincoln, Special Education, and Washington. All other locations are also in need of upgrades and we will be aligning these upgrades as the staff and teaching systems are ready to benefit. As the staff or students receive personal devices, then the classroom tools in that classroom will, as budget allows, also be upgraded. Professional development will be provided to enable the tools and devices to be integrated into teaching and used to improve student learning. One potential idea is a technology levy to go along with our M & O levy to pay for hardware, software, infrastructure, and personnel. We have to find a way to slowly keep piloting and ensuring that our decisions for the money that might come from a levy be wisely used and well planned for. We will not be upgrading classroom or teacher technology just for the sake of upgrading. With our chosen devices we can get many years of use with proper care. We will be targeting those special needs areas that show they will be ready to benefit from newer technology and use it for learning. The new standard for a classroom teacher would be: a laptop, tablet, tablet stand, audio amplification, projector, control system, and desktop presentation station. In order to continue to provide timely professional development, we have hired our first Instructional Technology Facilitator (Ray Birks) to coach staff and coordinate professional development for our initiative areas. We will hire additional positions over time as more staff and students are added to our personal device initiative. As new curriculum is adopted much will be moving to a digital platform and will require us to work on solutions for staff and students to use these new tools. Many new curriculums are being looked at this year but through special programs we have been able to test out intervention software and systems to help our most struggling students, and these programs tend to be technology based. One example is our new READ 180 curriculum at middle school that uses a blended approach through a web interface on Chromebook devices along with whole group and small group instruction. If is very promising and engaging for these sometimes disenfranchised learners. The following items were provided to the board for review.

1) Road Map to Common Core State Standards (CCSS) Next Generation Science Standards (NGSS) and Smarter Balanced Assessment 2) Consortium (SBAC) Development and Implementation Calendar I Plan 3) Road Map to Common Core State Standards (CCSS) Smarter Balanced Assessment Consortium (SBAC) Secondary English Language Arts Development and Implementation Calendar I Plan 4) Middle School Development and Implementation Continuum I Calendar Common Core State Standards (CCSS) 5) High School Development and Implementation continuum / Calendar Common Core State Standards (CCSS) 6) Road Map to Next Generation Science Standards (NGSS) Middle School Science Development and Implementation Calendar I Plan

Much discussion took place covering: • Parents as first teachers & critical piece of learning process • Engaging our community • April Board Meeting- Technology Plan to the board • Ray Burks instrumental part of transition into the digital world • Need for more mobile devices/tablets – teachers parts • Tier 1 Intervention • Curriculum Adoption/software/digital materials • A lot more involved in going digital: cameras, computers, projectors etc.

• Screens, blocks and filters to protect the students from online (dangerous) sites • Holding them accountable, teachers and principals don’t have the time to monitor but must

develop a system • Bond will update hardware in Washington and Lincoln • Request cycle to start updating hardware for other areas • Apple and Google are free upgrades • 2017-18 Bond/Levy possibility to run together • Implementation of Common Core Standards • Individualized learning • STEM and preparing students for jobs • 40% of students have a college path/Career Cruising will begin that path • CTE Students doing great things • WVTSC contributions to getting our students where they need to be upon graduation • Brainstorming on ways to make our students more prepared for their futures

The following presenters/Strategy Four were not able to present due to lack of time. Mr. Flones assured the board that we will follow up on these items at a later workshop. The board received all of the following materials to review.

Strategy Four

Balance Change for All with Excellence for All Objectives: Continuous Improvement of Service Quality

ï Human Resources Updates -Collective Bargaining, hiring, and Recruiting, Substitute Strategy- Lisa Turner

ï Risk management - Executive Summary- Adam Bergstrom Sound Fiscal and Resource Management

Enrollment and Budget Status Report- Les Vandervort High student achievement

ï CJPP Supportive Data- Executive Summary- Jon DeJong ï Early Learning Action Plan Development- Executive Summary-Sarah Hanchey

Curriculum Adoption Process- Executive Summary- Sarah Hanchey Highly trained and engaged staff

Marzano Instructional Framework/Guided Language Acqui sition Design Executive Summary- Jodi Smith Payne

Workshop adjourned at 2:10 pm.