yes

Section III: Boardsmanship

All WSSDA Boards of Distinction must demonstrate a minimum level of responsible governance. Please
underline your answer to each question below. If needed, you may briefly clarify an answer in the Comments
section.
1.

Each director has no more than one unexcused absence from a regularly
scheduled board meeting over the past year.

Yes

No

2.

Each member of the board comes prepared and actively participates in board
activities.

Yes

No

3.

The board incorporates the Washington School Board Standards in its work.

Yes

No

4.

The board follows a written vision or plan that has student achievement as a
central goal.

Yes

No

5.

The board has completed a self-assessment in the past year.

Yes

No

6.

The board has completed a superintendent evaluation in the past year.

Yes

No

Comments (optional please be brief):

Section IV: Professional Development from WSSDA

Boards of distinction should be actively involved in seeking professional development from their member
association. Please indicate how many board members attended* each of the following WSSDA events from
9/1/13-9/1/14.
*NOTE: These numbers are inclusive. If 3 members attended a spring regional meeting and 5 attended the fall
regional meeting, the number of attendees = 8.
Event

# Board
Attendees

Workshop or Webinar Topic(s)

1. 2013 WSSDA Annual Conference

Partnerships: Building Community Networks to

Support Student Achievement, A Whole Child
Accountability System, Taking your Boards
Paperless Mission to the Next Level, Flipping
a Math Classroom

2. Regional meeting (fall 13/spring 14)

3. WSSDA Webinar

4. Individual board workshop

5. Individual board workshop

Public Disclosure Commission

requirements
Open Public Meetings Act

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Section V: Student Achievement Data

Please provide the following information. Reviewers may award bonus points based on this data and/or
thoughtful explanations of the data.
1. Embed a copy of your districts student achievement data page from your districts OSPI Report Card
http://reportcard.ospi.k12.wa.us/summary.aspx.

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Provide up to one page explanation of what this data suggests.

The annual OSPI Report Card data serves as the entryway for the boards year-long analysis of what the
data means and what governance decisions will have an impact on the scores. Throughout the year, the
board digs more deeply into the Report Card data, looking for the why behind the data and for the what
that will improve it: For example:

The board digs deeply into the data during the year to see how the 41% qualifying for free or
reduced meals are performing in comparison to everyone else. Our poverty-impacted students are
struggling. Therefore, the board shifted budget allocations to focus on professional development
around instructional strategies to meet those students array of needs. Board-approved and
monitored GEAR UP and AVID programs to focus especially on systems and supports for
underrepresented populations that traditionally do not move on to post K-12 education or training, or
in many cases, fail to graduate from high school.

The Race/Ethnicity section of the Report Card shows results in disaggregated data about
subpopulations and how those students are performing. The board annually reviews progress to
graduation data that tracks upcoming cohorts of students by ethnicity, special education, ELL and
socio economic status. To make budget and program decisions, the board must understand not
only the overall Report Card data, but the numbers behind that data and what must be done to
address each childs learning.

The 2012-13 data showed a disturbing dip in middle school math scores. With increasing math
requirements on the horizon SBAC testing, 24-credit requirements, Common Core this could not
continue. The board funded extra mid-year support for middle and high school math and continued
that support for later years.

It is no accident that the districts strategic plan includes a focus on Strategic Relationships. The
Report Card data and the deep analysis of its complex layers of data affirm that the entire
community must partner to educate its children. Our Community Resource Center was designed to
incorporate offices of our partners early learning, PTSA, our Foundation who play key roles in a
network of agencies and organizations that share our mission and focus on each childs success.

2. How many of your schools were identified as exemplary in 2012/13, based on the State Boards
Achievement Index: https://eds.ospi.k12.wa.us/WAI/IndexReport?
3. What percent of your districts schools attained exemplary status?

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3 of 26 = 11.5%

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Section VI: Demonstration of Effectiveness

For each of the five benchmarks below, please submit a narrative of no more than 300 words explaining
up to three ways in which the board supports that standard.* Indicators for the benchmark being
addressed are included for your convenience and to help inform your essays. You might want to review
the Descriptors, available on the WSSDA Board of Distinction web page. Be sure to address how your
board meets the needs of diverse students and steps they are taking to close the achievement gap.
Immediately after each narrative, insert no more than three* pages of evidence (e.g., portions of board
meeting minutes, protocols, policies, evaluation tools, communications, etc.) to support that narrative.
The same piece of evidence may be used to support more than one narrative.

Standard 1: Provide responsible school district governance

Benchmark: Promoting healthy relationships by communicating supportively, inspiring, motivating and
empowering others, and exercising influence in a positive manner.
Indicators:

1. Does the board provide an opportunity for staff and students to make presentations to the
board?
2. Does the board foster an environment of empowerment to promote a culture of continuous
improvement and flexibility throughout the organization?
3. Does the board use its credibility and influence to mobilize resources and accomplish
productive work?
4. Does the board promote school board service as a meaningful way to make long term
contributions to the community?
5. Does the board treat all individuals, including fellow board members, staff, students and
community, with respect?

1. The board appoints two student representatives to staggered two-year terms who represent their
student voice in deliberations. Student representatives travel with the board to conferences and are
especially impressive advocates for K-12 education at legislative sessions. Other students are members
on district CouncilsFiscal Advisory Council, Capital Facilities Advisory Council, Equity and Access
Advisory Council. Student leaders present ASB budgets annually a highlight students and directors
anticipate for its information and professionalism.
Staff voice is routinely represented in the boards annual meeting plan. Teachers and other front-line
staff provide welcome and valued perspectives as the board considers governance decisions or reviews
and monitors the results of previous decisions
2. The districts Strategic Plan, developed over two years, with more than two dozen community
engagement meetings, encourages non-traditional ways to support continuous improvement. The
boards decade-long drive to remove barriers to graduation has inspired credit-retrieval programs,
summer school tuition, high school success coordinators, mentorship programs and high school credit
for challenging middle school classes. Annual State of the School Reviews (SOSRs) are school-level
presentations of achievement data, and progress on improvement plans. SOSR information is
incorporated into the boards annual budget decisions. The districts Wellness Program is an integrated
approach to fostering wellness among staff and modeling for students healthy eating, activity and
choices. Healthier staff miss work less often, thus providing continuity in classrooms. Students who are
active, fit and make nutritional food choices and smart lifestye choices are more likely to
continuously improve academically.
3. As a direct result of board advocacy, a local Rotary Club created the Next Generation Project a
financial commitment of $200,000 to support AVID students and a human commitment of positive
Rotary role models and mentors for those students.(Rotary also wrote and received a $50,000 grant to
add to the $200,000.) (300 words)

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Standard 1: Provide responsible school district governance Indicator 1

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Standard 1: Provide responsible school district governance Indicator 2

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Standard 1: Provide responsible school district governance Indicator 3

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Standard 2: Set and communicate high expectations for student learning, with clear
goals and plans for meeting those expectations
Benchmark: Articulating the conviction that all students can learn and the belief that student learning
can improve regardless of existing circumstances or resources.
Indicators:

1. Does the board truly believe that all students can achieve?
2. Does the board articulate high expectations for all students?
3. Does the board engage the community in developing and sustaining the belief that all students
can achieve and that improvement in student learning can be made regardless of existing
circumstances or resources?
4. Does the board commit to creating the conditions which foster a culture of collaboration around a
shared purpose of improving student achievement?

1. The board codifies high expectations and belief in each students ability to learn in many ways. The
number one goal in the Strategic Plan is 100% graduation. Achievement data presented to and
discussed by the board is broken down by ethnicity, special education, ELL and socio-economic status.
Discussions and decisions about datas meaning focus on what will it take to eliminate achievement
gaps. The district has established a 2014-15 100% enrollment College Bound scholarship goal for all
middle school students to ensure that each student has a financial advantage for education after high
school. In the first year of board-approved Equal Opportunity Schools at two of the district high
schools, the achievement gap of students enrolled in Advanced Placement classes was completely
eliminated. Just released data show ELL students outperform their peers.
2. The board-approved Learning Improvement Friday (LIF) staff collaboration is staunchly supported by
the current board as time necessary for school staff to dig deeply into schools student data and develop
instructional practices improving student performance. So committed is the board to authentic use of
collaboration time, that it commissioned the Center For Educational Effectiveness to conduct a unique
staff survey in fall 2013 to measure staff perceptions about how collaboration time is used. The survey
included certificated staff and classified classroom support staff. The results are being mined for the
why behind the answers and the what of governance and policy decisions that foster student-focused
collaboration as the key to continuous improvement and an expectation of education professionals.
3. The boards experience with Ken Kay and EdLeader21 led this district to become a K-12 STEM district.
The board authorized resources to
establish a STEM support team to
ensure every student at every
grade level in every school is
engaged in STEM experiences.
(296 words)

Just released reading data

show elementary former
ELL students who have
transitioned out of ELL are
outperforming students
who are not ELL.

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Standard 2: Set and communicate high expectations for student learning, with clear goals and plans for meeting those
expectations Indicators 1 and 2
Regular reports about upcoming cohorts of
graduates are included on the boards annual
agenda plan.

Just released math data

show elementary former
ELL students who have
transitioned out of ELL are
outperforming students
who are not ELL.

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Standard 2: Set and communicate high expectations for student learning, with clear goals and plans for meeting those
expectations Indicators 1 and 2

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Standard 2: Set and communicate high expectations for student learning, with clear goals and plans for meeting those
expectations Indicator 4

Friday Learning Improvement Time is clearly indicated on the

calendar to designate the importance of collaboration

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Standard 3: Create conditions district wide for student and staff success
Benchmark: Adopting and monitoring an annual budget that allocates resources based on the districts vision,
goals and priorities for student learning.
Indicators:

1. Does the board keep the community informed about the financial needs of the school district and invite
public input during the budget process?
2. Does the board provide guidelines for budget development, including a clearly defined expectation for a
reasonable ending fund balance?
3. Does the board adopt a fiscally responsible annual budget that is aligned with the districts vision and
plan?
4. Does the board regularly monitor the budget and fiscal status of the district?

1. The budget is developed with the input of the Fiscal Advisory Council (FAC) a group of community, staff and
students who begin in November to monitor legislative actions, review enrollment, examine student achievement
data, and analyze previous years budgets and projected needs in preparation for a budget recommendation and
decision. The board serves as a committee as a whole to audit district finances. The board sets a routine
schedule for monthly, quarterly, mid year and end-of-year financial status reports. The districts user-friendly
annual budget document helps the community unravel complexities of the state F-195. A board member and the
superintendent routinely visit community groups with state-of-the-district presentations, including how budget
decisions and priorities support student learning. The board designated $1 million for 2014-15 specifically for Full
Day Kindergarten expansion a direct alignment with Strategic Plan
2. Budget decisions are made after filtering options through three lenses. 1.) student data what does data say
about areas that need different funding (or are not working and should be eliminated) to support student learning?
2.) Strategic Plan what are the priorities and the targets? What funding decisions best support reaching those
targets? 3.) information from State of the School Reviews (SOSRs). Annually, each school presents SOSR
reports that include disaggregated student data and progress toward that schools improvement plan. The SOSRs
identify front-line needs and advise the board about policy decisions to foster continuous learning improvement
and operational efficiency
across the district.
3. Board policy 6000 defines
expectations for ending fund
balance. When evaluating the
districts financial status,
Moodys complimented
boards oversight, The
districts ability to operate
within a narrow band of
fluctuation in fund balance,
albeit at a relatively low level,
and to stay above the adopted
policy level is indicative of a
strong management team.
(300 words)

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Standard 3: Create conditions district wide for student and staff success Indicators 1 and 2

The Fiscal Advisory

Council work is
published on the
district website and
includes a link to the
reader-friendly
Citizens Guide to
the Budget.

The boards annual budget is established

through process that incorporates
community perspectives, is based upon
student learning data, the strategic plan
and on-the-ground needs in schools and
departments.

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Standard 3: Create conditions district wide for student and staff success Indicators 4
These sample
segments from
the boards
annual agenda
plan illustrate the
regular and
routine timeline
the board uses to
monitor the
districts
finances.

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Standard 4: Hold school district accountable for meeting

student learning expectations
Benchmark: Evaluating the superintendent on clear and
focused expectations.
Indicators:

1. Does the board establish a policy and a process

for routine evaluation of the superintendent?
2. Does the board have written performance expectations
for the superintendent and communicate those to the
community?
3. Does the board solicit appropriate data for the
superintendents evaluation?
4. Does the board base the decisions about the
superintendents contract on the objective evaluation of
the superintendents achievement of performance
expectations?

1. This board is one of a few in the state to implement a

Superintendent evaluation based upon a four-tier framework
similar to that required of teachers and school administrators. In
the two-years of helping craft an evaluation tool and clarify
standards and indicators, the board has been a resource for other
boards starting down a similar path. The board and
superintendent have shared their work with other boards at
WSSDA and NSBA conferences.
2. Each fall the board establishes the Superintendents goals for that
year as part of a two-day August board planning workshop. The
goals are published as part of a September agenda and serve as
the basis for the Superintendents mid-year and end-of-year
evaluation.
3. The board reviews objective artifacts and evidence of the
Superintendents performance during the school year to produce
an objective evaluation all according to board policy 5251 and
accompanying procedure. The evaluation of the Superintendents
performance for 2013-14 included nine pages of indicators of
performance with more than 200 individual artifacts. (168 words)

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Standard 4: Hold school

district accountable for
meeting student learning
expectations Indicators
2, 3 and 4

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Standard 5: Engage local community and represent the values and expectations they hold for their schools
Benchmark: Collaborating with families and community members, responding to diverse interests and needs, and mobilizing community resources.
Indicators:

1. Does the board provide leadership on educational issues important to the community and advocate on behalf of students and the district?
2. Does the board exhibit cultural, racial and ethnic understanding and sensitivity?
3. Does the board establish partnerships to promote and expand educational opportunities for all students?
4. Does the board foster partnerships with community organizations in the use of facilities and sharing of services?
5. Does the board maintain legislative awareness and communicate with local, state and federal governments in its advocacy role?
6. Does the board follow an established process for referring citizens with questions, concerns, comments or feedback to the appropriate personnel
and following up appropriately?

1. The board meets annually with the Equity and Access Advisory Council a group of community, staff and students charged to Provide guidance on
significant policy matters affecting district success in implementing the strategic plan and closing achievement, graduation and opportunity gaps. Held
each year in May, this meeting helps the board factor Equity and Access Advisory Councils perspective into upcoming budget and other governance
decisions and to evaluate and monitor previous financial and policy decision results.
2. Community Resource Center was designed and built specifically with space for strategic partnerships with entities having missions similar to the district. In
addition, the Community Services Department is devoted entirely to equitable and easy community access to school buildings and fields. District policy
4333, which outlines community facility use begins with statements including, The public investment in school facilities and the general welfare of the
community provide strong justification for the use of
school buildings by community groups for cultural,
civic, and recreational purposes.
3. One board member serves as the bodys Legislative
Representative as outlined in Policy 1230.
Legislative Representative reports are routine board
agenda items. Each fall the board schedules a
special meeting with legislators. One or two board
members also attend with legislators, some of the
districts annual eight day series of enrollment
counts. During the first eight days of each school
year, district staff monitor enrollment trends to
ensure sufficient staff in the right locations. Having
legislative representation at some of those meetings
helped the Legislature understand how staffing and
enrollment allocations are made in schools across
the state and how legislative decisions about
funding based upon student enrollment can impact
school districts. The board brought the Supreme
Court to Everett. Justices visited school classrooms,
ate lunch with students and heard student
perspectives on education funding. (300 words)

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Standard 5: Engage local community and represent the values and expectations they hold for their schools Indicators 2 & 3

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Standard 5: Engage local community and represent the values and expectations they hold for their schools Indicator 5

Justice Fairhurst
and high school
students visiting
over lunch

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