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General Library Item Name Release Date Expire date Access Content Private Friday Report 2012-10-05 October 6, 2012

Administrative Content
Board Meetings & Minutes Drafts Draft minutes from the September 25, 2012 regular board meeting were included with last week's Friday Report. No revisions were offered by directors. Attached are draft minutes from the October 2 special board meeting with the Mill Creek City Council. Special board meetings previously scheduled for October 30 and November 6 have been deleted from the calendar. Special board meetings have been added on December 6 and 13 for meetings with legislators concerning board legislative priorities. Times and locations for these meetings will be confirmed when enough legislators have confirmed their availability. In addition, Charlotte Danielson has agreed to meet with directors on December 6, which will affect the start time of a special meeting on that date: please plan to meet at 6 p.m. in the Evergreen Middle School Library for the Danielson conversation and then the legislator discussion. Attachment: Board Meeting Minutes 20121002 Special.pdf (13 KB) Board Note Following Tuesdays special board meeting, Director Petersen attended a community forum on family homelessness held in the Evergreen Middle School cafeteria. The forum addressed questions about how family homelessness looks and feels, how we can create empathy and awareness, and how we can help. In addition to Ed Petersen, speakers included a representative of the Snohomish County executive, Mary Jane Brell Vujovic of the Workforce Development Council, and Mary Ellen Hardy who coordinates community resources for homeless students in Everett Public Schools. Also featured were some scenes from the Seattle Childrens Theaters production of "Danny, King of the Basement," about a homeless childs imaginary "secret agent self," and his efforts to overcome the realities of a life of uncertainty, hunger, and the lack of things most children take for granted. Board Agenda Items Little Red School House: The district contracts annually with Little Red School House to provide early educational services to children ages birth through three years. These services are funded by state of Washington flow-through dollars specifically for this purpose. Little Red School House provides center-based and home-based services in speech/language, physical motor, health, and pre-academic instruction. The state funding is based on a per pupil cost, and covers the total amount of the contract. The district has been working with Little Red School House for at least 16 years and values this agency as a partner in early learning. This contract will be presented at the October 23 board meeting. Attachment: EPS-Little Red School House 2012-13 Agreement.pdf (406 KB) Providence Health and Services-Washington d/b/a Providence Regional Medical Center Everett: The district contracts annually with Providence Health and Services to provide early educational opportunities to children ages birth through three years. These services are funded by state of Washington flow-through dollars specifically for this purpose. Providence provides center-based and home-based services in speech/language, physical motor, health and pre-academic instruction. The state funding is based on per pupil cost, and covers the total amount of the contract. By contracting with this agency, as well as Little Red School House, the district is able to provide families with options for early learning. Neither agency has capacity to provide for all the students referred by Everett area practitioners. District staff have been working with Providence Health and Services for at least 16 years and values this agency as a partner in early learning. This contract will be presented at the October 23 board meeting. Attachment: EPS-Providence Health & Services 2012-13 Agreement.pdf (393 KB) Race to the Top Grant Application & Memorandum of Understanding Drafts: Attached are the first draft of the completed

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Race to the Top "Bedrock for Success" consortium application, and the current draft of the Memorandum of Understanding between the participating members of the consortium, which requires the signature of the superintendent, the school board president, and the president of the teachers association. At the October 23 meeting the board will be asked to authorize the grant and the board president and superintendent to sign the final memorandum. An extensive summary is presented near the end of this edition of the Friday Report. Attachment: Bedrock for Success Consortium RTT-D Draft proposal 20121005.pdf (835 KB) Attachment: MOU RaceToTheTop-BedrockForSuccess Consortium DRAFT 20121005.pdf (52 KB) Summary of SEIU Tentative Agreement This information remains confidential to the board and administrative team due to ongoing negotiations. The SEIU and district negotiations team will meet next week to resume the negotiations process. Because of a state re-organization in SEIU, a new chief negotiator for the union has been assigned to represent this local in the bargaining process. The composition of this bargaining unit is described immediately below. The key provisions of the tentative agreement rejected by the SEIU membership this summer are provided below. Department Head Count FTE

Duration

Salary Schedule and Longevity Pay

Vacation

Sick Leave and Bereavement

Information Systems Department

Transfer

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District Resources

Boeing After-School Math and Science Program (Strategic Target: 1.2.b) Washington Alliance for Better Schools (WABS) coordinates a Boeing After-School Science and Math program. Boeing engineers volunteer to provide interactive and interesting math and science units for elementary grades 4-5 and middle school grades 6-8 students. This program promotes hands-on learning experiences in an after-school environment. Boeing employees volunteer their time to conduct six, one-hour lessons in math or science, with activities designed to spark student interest and reinforce math and science concepts in conjunction with community partners who will share their "real-world" applications. Encouraging school participation in this program is part of our STEM effort. The six session programs are offered three times a year. This fall the following Everett schools will be hosting this program: Grades 4-5 Math: Forest View, Jefferson, Mill Creek, and Woodside Elementary Schools Grades 6-8 Science: Eisenhower and Evergreen Middle Schools Grades 4-5 Science: Cedar Wood, Garfield, Lowell, Mill Creek, Penny Creek, Whittier, and Woodside Elementary Schools Secondary Literacy Outreach (Strategic Target: 1.2.b) Our secondary literacy office has developed specific outreach plans to support our secondary literacy teachers and building administrators as they continue to increase rigor throughout the curriculum and provide rigorous course offerings equitably across schools. One of our primary goals this year is to work with teachers to develop instructional calendars and curriculum maps which will provide a common experience for students in each grade level across the district. The outreach plan that supports this goal includes attending the Integrated System for Improved Student Achievement training that school leadership teams attended they developed action plans. Second, the literacy department has scheduled a variety of professional development opportunities and workshops throughout the year in which teachers will work collaboratively on the instructional calendars and the curriculum maps. Our curriculum specialist has also scheduled times to meet with each of our secondary administrative teams to revisit each school's needs and to suppor schools with resources as they develop and implement their School Improvement Plans. Additionally, the district literacy team has communicated its availability to meet with grade-level teams on Learning Improvement Fridays to provide support as school literacy teams analyze student reading and writing data, and develop, implement, and revise instructional plans. Science Curriculum Support Overview (Strategic Target: 1.2.b) This year 78 teachers new to a grade level or new to the district receiving training on science materials grades K-12. Even middle and high school teachers with strong science backgrounds and multiple years of experience with Everett's inquiry-based programs, receive training when changing to a new grade level/course. This training is an important element in maintaining a high quality science program. The long-term outcome of this consistent support for science is reflected in increased science scores, increased enrollment in science classes in high school, the need to increase the rigor in middle and high school, and the need to develop additional elective science courses at high school to match the high level of science learning and experience students bring with them from prior grades. In addition, the ongoing training has made it possible to shift K-12 science to an integrated STEM focus. The majority of the K-5 teachers are grade level changes. The full-day training they receive is designed taking into account that these teachers already have experience using inquiry-based modules, use notebooks, and recognizing the strong PLC support in the building. Training focus is on unique materials, procedures, management features, and recent upgrades for a given module. The cadres of district trainers are all master teachers with experience with each module and the changes that have been made to the materials over the last few years. A value-added feature of the training is the opportunity to learn tips and techniques from other buildings that can be brought back and shared with their grade level group. A major objective in implementing this training to keep teacher "pull-outs" from classes to an absolute minimum. The elementary training is focused on a single day in the fall with an after-school component later in the year. Secondary training typically is after school and is ongoing during the year. AVID Chief Operating Officer Visits the District (Strategic Target: 1.2.b) In late September, Mark Tanner, Chief Operating Officer from AVID (Advancement via Individual Determination) visited the district. He was accompanied by AVID State Director Sue Bergman. During his meetings, we discussed the implementation path that Everett Public Schools followed, and the Next Generation Project, the Everett Rotary Club partnership with Everett Public Schools that will provide support to AVID students at Everett and Sequoia High Schools. Mr. Tanner and Ms. Bergman also visited Sequoia High School where they met with Principal Kelly Shepherd and learned about the successful implementation and structure of AVID at a successful alternative high school. Included in their visits were stops at three classrooms: English, science, and culminating exhibition. They observed an English lesson where students were using evidence to determine whether a passage presented a quality argument, looked at samples of student binders and interactive notebooks in biology, and interacted with students in senior seminar, learning about their career goals and aspirations. Upon departing, Mr. Tanner praised the staff and students at Sequoia for their high level of rigor. Attachment: Rotary Next Generation Project Overview 20120625.pdf (192 KB) Attachment: Rotary Next Generation Project Proposal 20120625.pdf (21 KB) Attachment: AVID Brochure.pdf (913 KB)

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Cohorts 1 and 2 Begin Early Literacy Professional Development for Year (Strategic Targets: 1.2.c/5.3.a) Building Foundations That Last (BFTL) PreK-3 Literacy Partnership professional development for 2012-13 began this week. Cohort 1 teachers, continuing for a second year of focused learning with David Matteson, began with Demonstration Days on October 1, 2, and 3. During each Demonstration Day, one of Everett Public Schools first grade teachers demonstrated a modeled writing lesson using the strategies learned over the last year. Following the lesson, the teacher debriefed with David Matteson while other teachers in the Demonstration Day group observed. The remainder of the Demonstration Day focused on supporting the implementation of specific instructional and assessment strategies. Teachers shared modeled writing they had done in their classrooms. David Matteson modeled scoring student work and using the students placement on the developmental continuum to plan next instructional steps. Following this, teachers worked collaboratively to score student work and to identify next steps for small and whole group instruction. Cohort 2 of BFTL kicked off this week with an Overview Day with David Matteson. The event was held at Mukilteo ECEAP at Lake Stickney Elementary School. Over 70 Everett teachers and other staff from ten schools participated along with preschools partners from ECEAP, Head Start, YMCA Preschool and Small World Montessori School. Initial READ 180 SRI Assessment Window (Strategic Target 1.3.a) READ 180 students completed the Scholastic Reading Inventory (SRI) during the first assessment window of the school year (September 12-28). The SRI is a computer-based, adaptive reading assessment that provides Lexile scores indicating students reading levels. These scores are used to form groups for small-group rotations, match text to reading tasks, match students with texts, and differentiate instruction in order to maximize learning and growth. The scores also allow students, parents, and teachers to set, monitor, and adjust reading goals. There are four SRI assessment windows during the school year, providing teachers with benchmark data to monitor and track student progress. In addition to the SRI, READ 180 provides teachers access to multiple measures of reading progress, many available through the programs materials and teacher management system reports. READ 180 is a reading support curriculum for over 800 students at the secondary level. Phase Two of 8-Step Instructional Process Training (Strategic Target: 1.5.a) One hundred teachers and district administrators participated in a four-day training session of the 8-Step Instructional Process, a comprehensive school-wide approach to increasing academic performance for all students in identified essential content areas. This teaching and learning cycle of continuous improvement focuses on methods, strategies and techniques to enable staff to raise the achievement of low-performing students to reflect their true intellectual abilities. Pat Davenport, former teacher, counselor, school administrator, curriculum specialist, and educational consultant, and Peggy Hinckley, retired superintendent, explained the eight steps and showed how the process not only assists teachers in assessing students performance but also enables teachers to evaluate their instructional strategies to provide the best possible opportunities for learning. Each school team created an action plan and the following eight steps provided the framework for their work: data disaggregation, curriculum timeline, instructional focus, assessment, tutorials, enrichment, maintenance, and monitoring. Training evaluation results indicated an appreciation for the meaningful learning and overall high levels of satisfaction from all participants. Most of the training was held at the Port of Everett's large meeting room. A district parent, who wishes to remain anonymous, donated the fee for the room use this past week. The parent stopped by to observe the teacher teams from the 10 schools working, and was very complimentary about what he observed underway. 2012 Annual Measurable Objectives (Strategic Target: 1.5.a) In late September, the Office of the Superintendent of Public Instruction (OSPI) released state, district and school Annual Measurable Objectives (AMO) on the School Report Card website. As a result of the one-year ESEA Flexibility Waiver, AMO replaces the reporting of Adequate Yearly Progress (AYP) this year. Annual Measurable Objectives are calculated for each federal subgroup by ethnicity and special program. This new measure requires schools to decrease the proficiency gap for each subgroup by half in six equal increments by the year 2017. Because this is based on the 2011 baseline score for each subgroup, the AMO targets are specific to each school and subgroup. Prior to the release of the AMO, OSPI recognized that some schools in the state have student groups with a relatively high 2011 baseline which makes it difficult for the school to demonstrate improvement in subsequent years. OSPI decided to grant automatic appeals to student groups in schools if they met the state-wide average of the 2017 targets computed from the same group even if they did not meet the schools individual 2012 target. Of the 26 schools, each with 11 subgroups, for reading and math, 25 subgroups were granted appeals in 11 schools. In this situation, the school or subgroup meets its 2012 AMO through an appeal. The automatic appeals may not be available in future years. In addition to the automatic appeals for high-performing schools and subgroups, through appeals and records reconciliation, an additional 22 subgroups in 14 schools made the AMO Targets. Twelve appeals at ten schools were granted based on including the scores of students who recently were exited from special education or English Language Learner (ELL) programs. Two appeals were granted in one school based on three-year averaging of participation. Corrections were made during records reconciliation to eight subgroups in three schools and in the district. Attached is a summary of the Annual Measurable Objective status of each school and subgroup. At the elementary level, Cedar Wood, Madison and Mill Creek met their AMO targets for every subgroup. At the secondary level, HM Jackson met all of its AMO targets. It is important to remember that this is a new measure of accountability which takes into consideration the different baselines of each school and subgroup and the increase each must achieve to reduce the proficiency gap by half. As such, the achievement of these targets cannot be compared directly to the past measure of Adequate Yearly Progress.

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Attachment: AMO 2011-2012 Status Chart.pdf (47 KB) "Bedrock for Success" Race to the Top District Grant Application (Strategic Target: 5.3.a) Everett Public Schools is applying as part of a consortium for a Race to the Top grant, Bedrock for Success, in the area of PreK-3 learning. This grant will enable the district to expand more quickly the work currently underway in building partnerships with preschool providers; aligning instruction, curriculum, and assessments from preschool through third grade; ensuring the students are prepared for the first day of kindergarten; and deepening understanding of young childrens development and instructional needs among our teachers, building principals, and district leaders. In May 2012, the district sent a team to the Harvard PreK-3 Institute with support from the Gates Foundation. As a result of that work and our participation in the Cross-District P-3 Leadership Coalition with Edmonds and Seattle School Districts, we were asked to apply for the Race to the Top grant by Dr. Kristie Kauerz of Harvard University and the University of Washington. Dr. Kauerz is a nationally-recognized expert in PreK-3 research and policy. Dr. Sharon Ritchie, of the University of North Carolina at Chapel Hill, and Dr. Kauerz are leading the grant application work. The Bremerton School District and the Lansing Public Schools (Michigan) are the other members of the Bedrock for Success consortium. The consortium application is intended to boost efforts in PreK-3 already underway in each of the three participating districts by providing financial and technical resources. The application requests approximately $10 million for Everett Public Schools, which would be spent over the course of four years, from 2013 through 2016 and would support the Everett Public Schools PreK-3 Early Learning Initiative. Initiative Strands: Everett Public Schools PreK-3 Early Learning Initiative is comprised of four strands: alignment of the instructional core PreK3, incorporating a whole child developmental perspective, building family connections, and increasing connections with the community. While we are engaged in numerous projects both within the district and in conjunction with our partners, these four strands form the framework to ensure both coherence and direction. Within these four strands, we focus on building the capacity of Everett Public Schools' teachers as well as our preschool partners, improving our assessment and data systems to better inform instruction, and providing additional structure and supports for personalized learning for all students, but especially our most at-risk students and our lowest-achieving schools. To support our most at-risk students and our lowest-achieving schools, our initiative includes the provision of full-day kindergarten at all Title I-eligible schools until 2016, when the state is expected provide funding. In August, a Jump Start program will orient students to school while permitting teachers to assess their development. Implementation of a consistent Social Emotional Skill Development program, Leveled Literacy Intervention Kits, and increased individualized intervention for English Language Learners provide additional supports for at-risk students. Capacity Building: To build the capacity of our teachers, our grant request includes significant work with teachers from preschool through third grade to align the districts instructional core: common core state standards, curriculum, assessments, and instructional practices. This includes ongoing cross-level and cross-system Professional Learning Communities in which teachers PreK-3 will work collaboratively to deepen their understanding and build their skills. A cadre of early learning facilitators/assessment coaches will support Everett Public Schools' teachers in their implementation and provide district leadership, while a parallel cadre of preschool coaches will support partner preschool teachers and early learning providers. A series of P-3 summer institutes will increase the capabilities and deepen the knowledge base of teachers as well as leaders and practitioners from within the district, the community, and partner districts and organizations. Common Assessment Resource Kit: The development of a Common Assessment Resource Kit at each grade level will expand work already started at kindergarten, giving each teacher PreK-3 common tools to assess students in multiple ways over time. A Learning Management System (LMS) technology specialist will lead the work to build the LMS to incorporate preschool data and build PreK-3 data tracking. Implementation of Washington Assessment of Kindergarten Inventory of Developing Skills (WaKIDS) will provide training for teachers in observational assessment of students on a developmental continuum, and allow for data sharing between preschool and kindergarten using Teaching Strategies GOLD data and connecting with our new state early learning management system. Finally, an assessment consultant will help structure and guide this work toward vertical and horizontal alignment. Family Connections Engagement: To increase engagement with families, the grant includes support for WaKIDS Family Connections meetings. An expanded Jump Start program provides time for teachers to connect with the parents of the most at-risk children grades K3. Family Connections Advocates will work at each Title I-eligible school, creating avenues for ongoing parent engagement among diverse families and facilitating parent learning. Play and Learn groups will create an expanded early learning experience for preschool-aged students, families, and care providers while building parent and provider skills to support childrens well-being and academic success. Implementation of WaKIDS will also create a pathway for us to increase our connection with preschool providers, through data sharing and transition meetings. Ongoing community connections events will allow us to share our work with preschools and build a platform for partnering activities. A cadre of preschool coaches will work with preschool providers on instructional strategies, alignment, development of social/emotional skills, and formative assessment. Partnership Summer Institutes: A series of P-3 Summer Institutes will create additional opportunities to build connections with the community: other school districts, early learning organizations, and other community members such as the Snohomish County Health Department, United Way, Volunteers of America, and Washington States Department of Social

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and Health Services, etc. The Seattle-Edmonds-Everett P-3 Cross District Leadership Coalition will create a common understanding and definition of kindergarten preparedness, and disseminate a consistent message in the Seattle metropolitan region about the importance of early learning. Complementary Funding Sources: Additional support for our work includes funding from basic education, district levy, Title I, and LAP, and assistance from the Northwest Educational Service District 189. These sources complement the work of the grant through funding the following projects: Building Foundations That Last, a two-year professional development cycle for all teachers K-3 and 200 preschool teachers in literacy alignment; training in the Eight-Step Continuous Improvement Model for formative assessments and interventions at all elementary schools; training in Seven Strategies of Formative Assessment for Learning for all elementary schools; purchase of and training in the new core math curriculum for all elementary schools; and materials and training for Leveled Literacy Intervention Kits for Title I schools. Title I funding also pays for 2.0 FTE full-day kindergarten teachers. In addition, funding through the Gates Foundation and Thrive by Five helps to support the implementation of WaKIDS, development of early learning collaborations, and the work of the P-3 Cross District Leadership Coalition. A professional organization partner, the Washington Education Research Association (WERA), provides additional opportunities for principals and other early learning leadership to increase their knowledge and understanding of PreK-3 work through a series of professional development events, including their 2012 winter conference and 2013 PreK-3 spring symposium. Integration with District Priorities: Many of the components of the grant request are intended to launch or boost Everett Public Schools PreK-3 initiative. This includes the work to create the PreK-3 Assessment Resource Kits, provide consistent and aligned curriculum and materials, build capacity and leadership, and create structures and systems where none have existed. Long-term sustainability of the work is ensured through state funding of full-day kindergarten starting in 2016, and commitment of Basic Education, Title I, LAP, and district levy and bond funds. Work done during the life of this grant will develop the capacity of personnel and create the foundations of a sustainable system which intentionally connects PreK-3 work with other initiatives within the district, such as STEM, College and Career Readiness, and On-Time Graduation. Engaging in this work with local, regional and national partners will support a continuous improvement model and create an enhanced foundation for sustainability and ensure that the PreK-3 work becomes an integral component of Everett Public Schools and the Everett community. FIRST Robotics Team 2910 (Jack in the Bots) and Girls Generation (Strategic Target: 5.4.a) In late September, 26 Jackson High School FIRST (For Inspiration and Recognition of Science and Technology) Robotics students boarded a bus headed to Tahoma High School in Covington, Washington. They participated in a girls only competition with 20 other teams from around the state. To emphasize and expand the engineering opportunities, FIRST offers Girls Generation robotics competition for young women around the world. Local girls gain the engineering spotlight by taking over all technical roles on their teams for an exciting day of scrimmaging. They prepare the robot for competition along with systems checks and repairs when needed. Team 2910 brought 13 girls to the competition, all of whom did an excellent job, and made it to the semifinals. The team also brought 13 boys to help cheer the girls on. Last year over 130 girls from 22 different teams participated, making this the largest girls-only robotics scrimmage in the world. The goal is for each team to participate in a minimum of eight qualification matches. Once again Jack in the Bots team unity and energy was evident at the competition; they were recognized for their spirit and helpfulness by winning the Spirit Award. This makes the Jack in the Bots the most recognized team in our region for their spirit and teamwork! This competition was an excellent opportunity for Team 2910 to bond and learn about FIRST; last year, the Jackson High FIRST Robotics team graduated 23 seniors and this year they have 20 new rookie members. The bus ride home carried a team that had bonded and was excited to begin exploring the world of science, technology, engineering, and math. Miscellaneous Attachments, News Releases & Articles Attachment: None. News Releases Points of Pride Budget Articles Field Trip Requests Attachment: Jackson HS FT Inauguration 20121005.pdf (363 KB) Directors' Dates to Remember Tuesday, October 9 - Board Meeting - 4:30 p.m. - Board Room Tuesday, October 16 - Special Board Meeting - 4:30 p.m. Tuesday, October 23 - Board Meeting - 4:30 p.m. - Board Room Tuesday, November 13 - Board Meeting - 4:30 p.m. - Board Room November 14-17 - WSSDA Conference - Spokane Tuesday, November 27 - Board Meeting - 4:30 p.m. - Board Room Tuesday, December 4 - Special Board Meeting - 4:30 p.m. Thursday, December 6 (tentative) - Special Board Meeting - 6:00 p.m. - Evergreen Middle School Library Tuesday, December 11 - Board Meeting - 4:30 p.m. - Board Room

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Thursday, December 13 (tentative) - Special Board Meeting - Time TBA AMO 2011-2012 Status Chart.pdf (47 KB) MOU RaceToTheTop-BedrockForSuccess Consortium DRAFT 20121005.pdf (52 KB) Bedrock for Success Consortium RTT-D Draft proposal 20121005.pdf (835 KB) EPS-Little Red School House 2012-13 Agreement.pdf (406 KB)

Executive Content

Community Contacts The Rotary Club of Everett considered further

EPS-Providence Health & Services 2012-13 Agreement.pdf (393 KB) Jackson HS FT Inauguration 20121005.pdf (363 KB)

Board Meeting Minutes 20121002 Special.pdf (13 KB)

the $200,000 commitment to AVID students at Everett and Rotary Next Generation Project Proposal 20120625.pdf (21 KB) AVID Brochure.pdf (913 KB) Sequoia High Schools. Ted Wente did a superb job presenting the various facets of the program to explain to members the many options for entering into personal commitments to participate. The Rotary's signature program is not just about providing scholarships to AVID students, but rather engaging members in sponsorships, mentorships, events, and related activities aimed at supporting students graduation and enrollment and success in higher education. Ed Petersen deserves a hugh amount of credit for conceiving the essence of this program and shepherding it through the strategic planning process with Rotary. United Way's marketing director met with me by phone to gather input on key marketing strategy questions coming before the marketing committee this week. This week I contacted nearly a dozen references as we completed the search for the interim principal for Eisenhower Middle School, and named Richard Stubrud, a longtime educator in Renton School District where he was the football coach, assistant principal, and then principal. His most recent employment has been as the director of grounds maintenance, athletics, and facilities at Archbishop Murphy High School. Jeff Russell, Ed Petersen, Terry Edwards and I attended the EdLeader 21 conference held in Denver. EdLeader 21 is a professional learning community dedicated to helping leaders enhance the four Cs: critical thinking, communication, collaboration, and creativity. District superintendents, district office staff, educational service district staff, union leaders, school board directors, university researchers, private school leaders, teachers, and community agencies were represented from across the country. Next year's conference is in Chicago, and the year after it is in Dallas. Assembling a cross-disciplinary team to attend a future event would be valuable to our planning efforts. Attendance at this conference will help us develop the community engagement series this year, and focus it productively on our 21st century skills strategic priority. Over the weekend, Sue and I plan to attend the Future of Flight Foundation gala and auction. Proceeds will benefit exhibits and the Flights of Innovation education program. Rotary Next Generation Project Overview 20120625.pdf (192 KB) Staff Contacts As noted above, Pat Davenport and Peggy Hinckley were in the district this week to conduct a four-day training session for 100 teachers and district administrators on the 8-Step Instructional Process, a comprehensive school-wide approach to increasing academic performance for all students in identified essential content areas. I met with Pat and Peggy to review this second phase of training, and plan for this year's follow-up and the third phase next year. The first of the Wellness clinics was held this past week, and I attended the one held at Evergreen Middle School in the cafeteria. I talked with several staff as we received our flu shots for this season, and met several of the health and wellness providers participating in the clinic. It was very well attended during the time I was present. Superintendents Cabinet discussed post-secondary trailing indicators and on-time graduation, Race to the Top, weather readiness, draft legislative priorities, the status of elementary classroom goals, and upcoming board meetings and cabinet meetings.

Last Modified by Kathy Mahan on October 8, 2012

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