• And the President's Award Goes to...

    by David Morrill | Jul 12, 2021


    President's Award trophy

    Some dream about winning an Emmy, Grammy, or Golden Globe Award. Others fantasize about walking to the stage to accept an Academy Award. Some dream of ticker tape, fireworks, and packed stadiums while being crowned a Super Bowl, Stanley Cup, WNBA, or World Series Champ. Others dream about stepping up on the Olympic podium as a new world record holder gold medalist. While others place their life’s work into winning a Nobel Peace Prize. And, finally, of course, above all recognition, the world waits with bated breath for the annual AWSP President’s Award.

    That’s right. An award greater than all awards and recognition across the globe. More noble, more prestigious, more meaningful, impactful, and life-changing. An award that reaches deep into humanity focusing on improving society, shaping futures, molding communities, and saving lives. An award that recognizes self-sacrifice, dedication, unwavering support of those who need it the most, and the modeling of unconditional love for all. An award that highlights the true definition of determination, perseverance, and grit. 

    For decades, the AWSP Board President selects one person in our state every year who tirelessly fights for the work principals and assistant principals do across the state. In the past, this award has been bestowed upon elected officials, state leaders, and other partners who wholeheartedly believe in the mission of AWSP. The list of names is impressive and their accomplishments inspiring. So, who did this year’s AWSP Board President, Cameron Grow, choose?

    You. All of you.

    That’s right. You. President Cameron Grow of Lincoln Middle School in Pullman, WA, decided that each and every principal and assistant principal in the state deserved this prestigious recognition. The past 16 months have been unimaginable. The role our school leaders played during these crazy times is simply astounding and inspiring. No one in the entire system deserves more recognition than you. No one.

    So if you haven’t heard the news yet, let me be the first one to congratulate you on your well-deserved and incredible recognition. You are the 2020-21 AWSP President’s Award winner. More than an Academy Award or Olympic Gold Medal, you take home the prize of all prizes.

    Who stood in the gap of uncertainty? You. Who created 29 different master schedules? You. Who worked tirelessly to support students and staff? You. Who delivered technology to homes? You. Who packed meals for families? You. Who responded to ever-changing guidelines? You. Who worked tirelessly to lead healing and restoration? You. Who took temperatures at the front door? You. Who put your own health and safety behind everyone else? You. Who never gave up? You.

    Our society has no idea of what you all just endured as school leaders. Everyone suffered during the last year, but not everyone served as a school leader. Your work is truly unique. There is no job like yours. The stress, anxiety, and pressure you face has always been relentless. Then throw a pandemic and social unrest into the mix and you’ve got a recipe for, as your Board President said, “the hardest year of my entire career.”

    That’s why you are all being recognized. True heroes in our society. None of you stepped into school leadership for fame or fortune. You took on the role to make a difference, change lives, dismantle bad-for-kids systems, and to lead hope. Yes, it is the toughest job in the system, but it is also the most rewarding. Because of you…your students, staff, and community not only weathered this storm, but came out the other side better prepared to meet the future needs of each and every student in the system. And yes, I understand that everything takes a team effort, but that team requires leadership, which again is you.

    At AWSP, we won’t rest in sharing with the world the continued plight of school leaders. School leadership always mattered, it mattered especially during the last year, and matters even more as we move forward in reimagining how we redefine the system. We need great leaders like you to stay committed to your roles, your schools, and your communities. Your kids deserve consistent leadership and we will fight to make sure you are supported, encouraged, and compensated accordingly to consistently get the job done.

    So go find a mirror and look straight into it as you hear these words, “And this year’s AWSP President’s incredibly prestigious life-changing award goes to…YOU.”

    Congratulations and thank you for your incredible service.


    2020-21 President Cameron Grow Presents the Award

  • Join Us For Our End of the Year Celebration & Annual Luncheon

    by David Morrill | Jun 28, 2021

    Summer Conference header image


    Monday, June 28, 11:45 am

    Come join us free, end-of-year celebration and annual luncheon. Well, not totally free...you do have to supply your own lunch. Connect with us and principals and assistant principals across the state, find out who we interviewed for our "who's your favorite principal" celebrity surprise, and see if you win any prizes. We can’t wait to see you there!

    Sign in to our LMS with your AWSP account and register for the Zoom luncheon with one click. If you run into trouble in the LMS, you can use the Zoom registration link as a backup. Hope to see you there!
  • Special Education and 504 Tips & Resources | September 3 Edition

    by Xenia Doualle | Jun 25, 2021

    image of inclusion cutout people

    This content is emailed weekly to leaders in special education and Section 504. Each newsletter contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice.  

    This week’s email includes links to information on:

    Section 504
    NEW 
    Long COVID under Section 504 and the IDEA
    OSPI 
    Section 504 and Students with Disabilities
    OCR
    Protecting Students with Disabilities

    9th Circuit Case Law
    September Special Education Legal Alert

    Family Engagement
    School-wide family engagement rubric

    Discipline
    4 Myths About Suspension That Could Hurt Students in the Long Term
    Understood.org
    How to respond when kids say “I can’t do it”
    ADHD in girls
    ADHD in boys


    Upcoming Classes and Events

    Have a nice weekend. For more information, contact Abby Bowers, Capital Region ESD 113's Director of Special Programs.

  • AWSP News for June 17, 2021

    by Xenia Doualle | Jun 17, 2021

    In this final episode of AWSP News for this year, we discuss:

    • sharing any updates to guide how we might be opening our schools in the fall,
    • this year’s virtual Summer Conference and the annual AWSP Summer Conference lunch program,
    • the incredible programs and networks that your AWSP ProLearning Team has put together for you,
    • making outdoor education accessible to all kids and an Outdoor School survey,
    • programs and opportunities for developing your student leaders,
    • how an AWSL “School” Membership supports your school, and
    • our annual reminder to reach out to us as you head into your final evaluation with your supervisor.

    Prefer to read the news? Check out the script.

  • Office Closure (6/18) for Juneteenth

    by Xenia Doualle | Jun 15, 2021

    Juneteenth

    AWSP will close this Friday, June 18th, in recognition of Juneteenth (June 19th). Starting in 2022, Washington state will recognize June 19th as an official state holiday. Although this recognition as a state holiday is over 150 years overdue, AWSP will start recognizing it this year.

    Still not sure what Juneteenth is? You can most likely thank your public school experience for not recognizing the plight of Black Americans in many history lessons, and especially that of June 19th. Many of us (myself included) thought with the wave of President Lincoln's pen on the Emancipation Proclamation in 1863, slavery was ended throughout the land. It wasn't. Almost two years later on June 19th, 1865, the last group of enslaved Black Americans was freed by Union troops in Galvaston Bay, Texas. The army announced that by executive decree, more than 250,000 Black Americans were now free. That's why many people see June 19th as a more significant independence day in our country.

    We all know that June 19th, 1865, did not bring an end to racial discrimination and inequality, and the events of this past year further highlight the need for unity and urgency in ending continued racial injustice. It can't take just some of us; it will take all of us.

    While I was a high school principal, I used to tell my students on MLK Day that it wasn't a "day off," but rather a "day on" with the purpose of remembering the past, recognizing the present, and dreaming about the future. I encourage us to do the same regarding June 19th and treat this day the equal intentionality. What have we continued to learn about the past? What have we learned about our present? And what can we do as an organization and you as educators to shape the future? 

    I hope a day of individual reflection helps all our collective efficacy moving forward.
  • Ideas for Summer Reading

    by Xenia Doualle | Jun 15, 2021

     

    Summer_reading

    We hope you find time to read (or listen!) for fun this summer, whether that be gushy romances or murder mysteries, historical fiction, tabloid magazines, podcasts, or maybe a really cool new non-fiction book. 

    When you’re ready to jump into some professional reading, check out this list of books that Jack Arend and I created based on some of the books that we are reading or that we hear others mention. We also provide some tips for engaging your staff in a book study, if that is something that you are considering. 

    If you have any great book study ideas that we can share with others, let us know! We also have a few extra copies of the book Principaled: Navigating the Leadership Learning Curve and if you would like a copy, email me!


    Tips for Engaging Staff in a Book Study


    • Include teacher leaders in making decisions and leading this work

    • Define your goals for the book study

    • Think about Universal Design for Learning (UDL) when working with your staff

    • Provide options for your staff members

    • Start with a small excerpt from the book or a short video or podcast about the topic or author

    • Include a variety of ways to engage with the content and discussions including online platforms

    • Make it fun and engaging

    • Set a schedule and develop agendas

    • Follow up throughout the year with discussions and reflection about the impact of this new learning


    ALL LEARNING SEL All Learning is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond by Nancy Frey, Douglas Fisher, and Dominique Smith

    “Along with a toolbox of strategies for addressing 33 essential competencies, you'll find real-life examples highlighting the many opportunities for social and emotional learning within the K–12 academic curriculum. Children’s social and emotional development is too important to be an add-on or an afterthought, too important to be left to chance. Use this integrated SEL approach to help your students build essential skills that will serve them in the classroom and throughout their lives.”

    coaching-equity  

    Coaching for Equity: Conversations that Change Practice by Elena Aguilar


    “If we hope to interrupt educational inequities and create schools in which every child thrives, we must open our hearts to purposeful conversation and hone our skills to make those conversations effective. With characteristic honesty and wisdom, Elena Aguilar inspires us to commit to transforming our classrooms, lays bare the hidden obstacles to equity, and helps us see how to overcome these obstacles, one conversation at a time. Coaching for Equity is packed with the resources necessary to implement Transformational Coaching in any organization. Extensive personal narratives demonstrate what coaching for equity looks like and help us see how we can make every conversation count towards building a more just and equitable world.”
    Cultivating_genius Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy 

    by Gholdy Muhammad

    “In Cultivating Genius, Dr. Gholdy E. Muhammad presents a four-layered equity framework—one that is grounded in history and restores excellence in literacy education. This framework, which she names, Historically Responsive Literacy, was derived from the study of literacy development within 19th-century Black literacy societies. The framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices.”

    cultural_competence 

    Cultural Competence NOW: 56 Exercises to Help Educators Understand and Challenge Bias, Racism, and Privilege by Vernita Mayfield

    “What will it take to create equitable educational opportunities for all students? According to veteran educator Vernita Mayfield, teachers and school leaders need to learn how to recognize culturally embedded narratives about racial hierarchy and dismantle the systems of privilege and the institutions that perpetuate them with knowledge, action, and advocacy. Cultural Competence Now provides a structure to begin meaningful conversations about race, culture, bias, privilege, and power within the time constraints of an ordinary school. The 56 exercises include activities, discussions, and readings in which to engage during each of the four quarters of the school year. School leaders will discover how to facilitate learning through the four steps—awaken and assess; apply and act; analyze and align; and advocate and lead.”

     culturally_responsive

    Culturally Responsive Education in the Classroom: An Equity Framework for Pedagogy by Adeyemi Stembridge

    “This exciting book helps educators translate the concept of equity into the context of pedagogy in the K-12 classroom. Providing a practice-oriented framework for understanding what equity entails for both teachers and learners, this book clarifies the theoretical context for equity and shares rich teaching strategies across a range of content areas and age groups. Unpacking six themes to understand Culturally Responsive Education (CRE), this powerful book helps teachers incorporate equity into behaviors, environments, and meaningful learning opportunities. Culturally Responsive Education in the Classroom provides specific, practice-based examples to help readers develop a culturally responsive pedagogical mindset for closing equity gaps in student achievement.” 
     cultural_brain

    Culturally Responsive Teaching & the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond

    “To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation. In this book, Zaretta Hammond draws on cutting edge neuroscience research to offer an innovative approach for designing and implementing brain compatible culturally responsive instruction. The book includes: information on how one’s culture programs the brain to process data and affects learning relationships, ten "key moves" to build students’ learner operating systems and prepare them to become independent learners, and prompts for action and valuable self reflection.”

    fostering Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom 

    by Kristin Souers and Pete Hall

    “Grounded in research and the authors' experience working with trauma-affected students and their teachers, Fostering Resilient Learners will help you cultivate a trauma-sensitive learning environment for students across all content areas, grade levels, and educational settings. The authors--a mental health therapist and a veteran principal--provide proven, reliable strategies to help you understand what trauma is and how it hinders the learning, motivation, and success of all students in the classroom; build strong relationships and create a safe space to enable students to learn at high levels; adopt a strengths-based approach that leads you to recalibrate how you view destructive student behaviors and to perceive what students need to break negative cycles; and head off frustration and burnout with essential self-care techniques that will help you and your students flourish.”
     principaled

    Principaled: Navigating the Leadership Learning Curve by Kate Barker, Kourtney Ferrua, and Rachael George

    “With humor, humility, and candor, the authors detail the key ingredients to finding balance as a school leader: taking time to reflect and learn, seeking out mentors, crafting simple and clear goals, and not neglecting self-care. The authors present a step-by-step approach to facing the challenges of school change and demonstrate that achievement and improving culture are not mutually exclusive goals. Strengthened by their hard-earned wisdom, the dynamic trio behind Principaled will elevate school leaders and help them find their footing along the route to career contentment.”


  • Special Education and 504 Tips & Resources | June 11 Edition

    by Xenia Doualle | Jun 11, 2021

    image of inclusion cutout people

    This content is emailed weekly to leaders in special education and Section 504. Each newsletter contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice.  

    This week's newsletter includes links to information on:

    Section 504
    Eligibility Checklist

    Attendance
    Attendance and Truancy Legal Requirements for Elementary Students
    Attendance and Truancy Legal Requirements for Middle and High School Students

    Disproportionality
    Key Elements of Policies to Address Discipline Disproportionality: A Guide for District and School Teams

    ADHD
    Understanding Executive Functioning
    Don’t Mistake Results for Effort

    OSPI
    Special Education Updates


    Upcoming Classes and Events


    Have a nice weekend. For more information, contact Abby Bowers, Capital Region ESD 113's Director of Special Programs.

     

  • A Survey to Help 5th and 6th Graders with Funding for Outdoor School

    by Caroline Brumfield | Jun 07, 2021
    Outdoor Schools Blog Header

    Ready for some good news? There’s state money to help send your fifth- and sixth-graders to Outdoor School next year. We are working with a team of learning centers and camps to get money allocated in this year’s state budget. 

    To help us plan and budget, we need to find out who is planning to host an outdoor school for their students. You can help with this process now by completing this Outdoor Schools survey. This information will helps us to plan for the 2021-22 school year as well as give us information to seek further funding for the 2022-23 school year and beyond.

    Watch for more information from us about sending your students to an overnight outdoor learning experience for next school year. You should get a reminder email this week from Greg Barker.

    We appreciate your time, and we know fifth- and sixth-graders do, too!

  • Special Education and 504 Tips & Resources | June 4 Edition

    by Xenia Doualle | Jun 04, 2021

    image of inclusion cutout people

    This content is emailed weekly to leaders in special education and Section 504. Each newsletter contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice.  

    This week's newsletter includes links to information on:

    Section 504
    Legally Defensible Section 504 Practices Q&A on Civil Rights and School Reopening in the COVID–19 Environment

    Special Education Legal Alert
    Tuition Reimbursement

    Social Skills
    Why some kids can’t wait their turn

    Special Olympics
    2021 Virtual Transition Event

    OSPI
    New | Special Education Recovery Services Updates for June 2021 MTSS District Implementation Grant Application
    Academic and Student Well-Being Recovery Plan



    Upcoming Classes and Events Have a nice weekend, for more information, contact Abby Bowers.
  • School Celebration Newsletter | June Edition

    by David Morrill | Jun 01, 2021

    Celebrations

    It's June

    I know many schools have closed up the 2020-2021 school year, but we are still going strong in Kelso, Washington (my district). This month is a magical milestone month for our students, staff, and families it is important to celebrate, celebrate, and celebrate. I have no doubt you will find some simple and fun ideas to utilize this final month. Finish strong friends; you got this. I BELIEVE in you.


    June Days of Celebration

    June 1 – National Olive Day | “Olive this staff…..” you could attach a sticker with this on a can of olives or play off the words and provide any treat you like.

    June 1 is also National Say Something Nice Day | Put up post-its in staff bathrooms and in the staff lounge with positive quotes and messages.

    June 2 – National Rocky Road Day | Purchase some rocky road candy bars with a sticker that says “End of the year might be a bit of ‘rocky road’ but we got this!”

    June 2 is also National Leave the Office Early Day | Keep this one simple and encourage everyone to go home and enjoy some family time.

    June 4 – National Doughnut Day | Pick up some doughnuts on the way to school today and make a sign that says “Dough-nut ever doubt you make a difference.” Just for some trivia who makes the best doughnuts? The Cromwell Family LOVES Dunkin Donuts.

    June 7 – National Chocolate Ice Cream Day | Load the freezer with individual size ice cream containers with a variety of ice cream. (eg Ben & Jerry’s) This will be an unforgettable surprise.

    June 10 – National Ballpoint Pen Day | We all love a fresh new pen and it is June so your staff might be running a bit low on the high-quality ones.

    June 10 is also National Iced Tea Day | Provide chilled cans of iced tea for your staff (so many varieties) with a note “It might be June but your teaching is still on FIRE. Here is some iced tea to keep you cool” or “Iced Tea For You & Me”.

    June 11 – National Making Life Beautiful Day | Include a special treat today with a note that might say “Thank you for making life beautiful for our students. Enjoy a special treat today.”

    June 14 – National Strawberry Shortcake Day | One of our favorite snacks is from Little Debbie. To celebrate today purchase their Strawberry Shortcake Rolls for a sweet treat to celebrate. Red, White, and YUM.

    June 15 – National Smile Power Day | Do not ever doubt the power of a smile!! Include smiles in every email and communication you send to make everyone’s day.

    June 17 – National Apple Strudel Day | Pick up a few strudels at your local bakery to share with staff today.

    June 18 – National Flip Flop Day | Send your staff off to summer vacation with a pair of flip flops (Old Navy has super sales on these) and a small bottle of sunscreen.

    June 21 – National Daylight Appreciation Day | There are some great sales on headlamps and mini flashlights. Purchase these for staff with a little note that reads “You are the light to learning.”

    June 22 – National Onion Rings Day | Make it a trivia question for staff and students about where to get the best onion rings in town? Not that it's my home town but if you ever get a chance you must try Wahlburgers onion rings or ANYTHING off the menu. You will thank me for the recommendation.

    June 23 – National Hydration Day | Load the staff refrigerator with school-appropriate beverages.

    June 24 – National Bomb Pop Day | It’s the end of June and these summertime favorite treats are a great warm day treat for everyone.


    Cindy has over 20 years of administrative experience. She is currently the Alternative Learning Education Administrator for the Kelso School District where she serves as the principal of Loowit High School and the Kelso Virtual Academy. Cindy has two teenagers and has been married for 21 years to her husband Leszek. She was named one of three National Digital Principals of the Year by the National Association of Secondary School Principals. Follow her on Twitter at @sholtys.

  • AWSP News for May 28, 2021

    by Xenia Doualle | May 28, 2021

    In this edition of AWSP News, we discuss:

    • wrapping up the craziest year in your professional career,
    • what your school will look, sound, and feel like in the fall,
    • the departure of Kurt Hatch, one of our Associate Directors,
    • two new faces joining the AWSP/AWSL and Cispus family,
    • AWSL’s Summer Leadership Series,
    • choosing your own learning adventure in our Summer Conference,
    • using TPEP iGrant 664 funds to register anyone who evaluates teachers,
    • an opportunity to share your story of how you have coped during the pandemic, and
    • sharing your outdoor school plans for next year.

    Prefer to read the news? Check out the script.

  • Special Education and 504 Tips & Resources | May 28 Edition

    by Xenia Doualle | May 28, 2021

    image of inclusion cutout people

    This content is emailed weekly to leaders in special education and Section 504. Each newsletter contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice.  

    This week's newsletter includes links to information on:

    Section 504
    Q&A on Civil Rights and School Reopening in the COVID–19 Environment

    Recovery Services

    WASA SpEd Directors’ Academy PPT
    WASA SPEDA Session 8 May 13, 2021
    Washington’s Roadmap for Special Education Recovery Services: 2021 & Beyond

    Students with Significant Cognitive Disabilities

    Planning for Instruction Both at School and Distance Learning: the 5C Process

    Instruction

    Understanding why kids struggle with reading

    PBIS

    Improving Attendance in a Remote Learning Environment
    Creating Effective Classroom Learning Environments Planning Template

    Special Olympics

    2021 Virtual Transition Event

    OSPI

    Academic and Student Well-Being Recovery Plan


    Upcoming Classes and Events

    Have a nice weekend, for more information, contact Abby Bowers.

  • Changes at AWSP

    by David Morrill | May 27, 2021
    changing trees in the forest


    If you haven’t heard the news, Dr. Kurt Hatch, one of our Associate Directors, is moving on to another incredible professional opportunity. Starting June 1st, Kurt will be the Educational Administration Program Director and professor of practice at the University of Washington Tacoma. Although a direct loss for AWSP, it is an indirect win as Kurt will be shaping and preparing the next generation of school leaders at UW-T.

    Kurt joined AWSP about five years ago after a successful career as a building administrator and teacher. While at AWSP, Kurt served in a variety of capacities ranging from professional learning to becoming an important principal voice on statewide committees and task forces, to leading courageous conversations about race and equity. Kurt carried the AWSP torch proudly as he represented the mission of AWSP, which is supporting principals and the principalship in the education of all students. Kurt’s leadership and influence across the state have been invaluable and will be deeply missed.

    When Kurt first came to AWSP, he was hired as the Director of Diversity and Equity. That move was in line with what many organizations in both the public and private sectors were doing as they were hiring similar positions. A few years ago, we changed Kurt’s title to Associate Director to (1) capture the wide array of work in which Kurt was deeply engaged, and (2) to shift our internal thinking away from placing the sole burden of leading race and equity on the one (at the time) Black male. Leading equity is not up to Kurt; it’s up to the entire organization and all those within. It’s up to all of us. And quite frankly, there’s greater urgency and burden for the white leaders in the system to lead the charge, and be the change.

    As AWSP moves forward, we face a challenge immediately finding a replacement for Kurt. You might not see a job posting for his position for a while. For one, we don’t want to rush finding the right person. And secondly, we all know finding a high-caliber school leader willing to leave their building in late June is not prudent. In fact, when we hired Kurt, we had a similar situation requiring internal shifts so when the time was right, we could get the right person. 

    But if we were filling Kurt’s position today, who would we be looking for? Someone who loves kids. Someone who loves the principalship. Someone with successful and effective school-level leadership experience. Someone who knows and understands how to lead adult learning. Someone with incredible interpersonal skills who can advocate and represent principal voice across the state. Someone with passion, a vision, and conviction for leading change. Someone who believes in the value of a team. Someone who is reflective in their practice. And yes, someone who will fight head-on for systems-level changes through the lens of race and equity. Is that you?

    As the Executive Director at AWSP, it is my duty to lead our organization now and well into the future. You might be wondering how we can maintain our current level of high-quality support to our members by not immediately replacing Kurt’s position. Well, my answer is simple. I’d rather have us make internal adjustments right now to cover the scope of Kurt’s work until the right time and the right person comes along.

    AWSP is a rapidly changing organization. Together with your student programs organization, the Association of Washington Student Leaders (AWSL), we are elevating the important roles both principals and student leaders play in shaping school culture, creating equitable systems, and improving learning for everyone. 

    Kurt made AWSP better. He made us stronger as leaders. He left a long-lasting impact and legacy with us and across the state and country. We are better leaders thanks to Kurt’s time at AWSP. Future leaders enrolling in UW-T’s principal prep program will be in good hands. 

    Onward. 

  • OSPI School Safety Tips for June

    by David Morrill | May 25, 2021
    Safety blog


    Why? Because...

    It is wonderful to know that schools will be fully open in the fall! It has taken a lot of hard work and dedication on everyone’s part to make it through the pandemic. None of us has come through unscathed, but hopefully, we have come through stronger.

    Nearly 20 years ago, in 2002, our state legislature first called for districts and schools to develop comprehensive safety plans as a response to the 9/11 tragedy. Although I doubt that anyone foresaw anything like COVID, at that time, with SSB 5543, the Legislature did recognize that such safety plans for each public school were of paramount importance to help to assure that our schools would be able to provide the safest possible learning environment for all students. That bill became RCW 28A.320.125. Over the years, the RCW has been modified and adapted to changing times, recognizing and planning around a wide range, variety, and intensity of risks, threats, and hazards.

    Keep in mind that comprehensive school safety planning is not a stand-alone activity. In developing plans, the process is more important than the product. That process needs to consider SEL, to take an MTSS approach, and to be built with an inclusive, equity lens. There is not a cookie-cutter template to be filled in.

    As we grow stronger, it is an excellent time to revisit comprehensive school safety. It is time to revisit our district and individual school safety plans. And aside from the law, it is also a good time to consider the answers to the bottom-line questions, “Why we do them? School safety? So what? Why is this so important?”

    This is so important because of our kids. It is because of our students. Our future. It is because a safe and secure learning environment impacts attendance, achievement, and overall success in school. It is because we need to provide the safest possible learning environment for each and every student.

    Comprehensive safety planning is important because Sean has a hard time maneuvering his wheelchair around the halls. Because Mrs. Jones says that her daughter is being bullied so she keeps her home. Because Casey is the only openly gay student at school and has had some threats. It is important because after a small earthquake, people are too afraid to go back into their old building. Because Suzie’s ‘boyfriend’ makes her work at night; she’s often just too tired to go to school. Because there was a bomb scare posted on ask.fm; a lot of kids at school saw it and stayed home. Because it snowed, and the bus can’t make it up Mark’s slippery hill. Because someone’s mom was out too late last night, and she just couldn’t get the kids up today. And because Tariq wears a turban, and other kids try to pull it off.

    Safety planning is important because after the heavy rains, a landslide blocked the road on Mel’s street. Because there was an online threat to blow up “CHS” last week, and about half the students at a dozen or more schools stayed home. Because the principal said that there would be a drill today, so Ginny stayed home. Because there were reports of an active shooter in the area this morning. Because Robbie wanted to go to school, but he was hurt so badly during hazing he couldn’t do so for a couple days. Because Tina’s boyfriend threatened to beat her after he saw her talking to another boy. Because suicides are up. Because Pablo’s parents often keep their kids home; they’re undocumented and afraid of being arrested, and the kids will come home to an empty house. Because nobody knows where Malia is. And because Yuki has nasty bruises almost every Monday; she’s out again.

    School safety planning is important because Roy is a radicalized youth on a mission. Because Les skips 3rd and 4th period daily, doing ‘things’ with other kids for spending money. Because some old chemicals spilled, the school still stank, and some kids got sick. Because gang activity in her neighborhood means Sandra can’t leave home for fear of violence. Because Jimmy is coming back to his school after several months in juvenile detention. Because a student was embarrassed and scared because sexted pictures were shared. Because Ronnie’s parents do not have proof of his immunization status. And because Missy lives in a car, and she can’t shower every day.

    School safety planning is important because well over one million young people in our state are just now emerging from a traumatic pandemic year.

    You may know many of these young people. And others. I do, too.

    They are why we do comprehensive safety planning.

    Thank you for all you do every day for every one of your students.

  • Eatonville Students Dig Gardening

    by David Morrill | May 24, 2021
    elementary student tends to garden bed

    The students at Columbia Crest A-STEM Academy in Ashford (part of Eatonville School District) really dig gardening...both literally and figuratively. The construction of the garden at Columbia Crest was completed by students, staff, and volunteers 4 years ago. The garden initially was viewed as a way to teach students self-reliance skills, and to provide snacks for students during the school day. Over the last several years, the Columbia Crest Garden Program has blossomed into a classroom integrated, standards-based educational tool; as well as a community outreach vehicle. The Columbia Crest Garden Program has two main goals: to promote education, and to provide a source of fresh produce for the local community. Last year alone, the Columbia Crest Garden Program donated over 400 pounds of fresh produce to the community! Given Ashford’s distance from stores that sell produce, this is a much-needed service.

    Ashford is far removed from easy access to fresh fruit and vegetables. The drive from Ashford to the closest grocery store (Morton or Eatonville) takes 45 minutes. As a result, the greater Ashford community has to drive farther and spend more money to get healthy food than the average American. Some families just can’t make that drive. By providing a source of fresh, free produce in Ashford, The Columbia Crest Garden Program helps save local families considerable time and money. Instead of having to drive the 45 minutes to the closest grocery store in Eatonville, families can stop by the school, grab some produce, and start dinner in under 15 minutes. At over $3.50/gallon, this is a significant savings in gas alone, not to mention the cost of the produce!

    Last year, even with the COVID19 pandemic, students grew, harvested, and donated over 400 pounds of produce to their community. Peas, green beans, lettuce, beets, strawberries, spinach, and squash were among the selections of produce available from the garden. This year, students predict that they will at least double their donations to the public. Each grade level has planted and tended its own garden bed. Middle school students oversee their beds, and the entire garden, making sure that weeding, watering, and general maintenance are performed correctly. By the end of the school year, most garden beds will be ready to start harvesting. The harvest will last all the way through the summer, into the next school year. This will provide a constant stream of fresh fruit and veggies to the community, and continued educational opportunities in the Fall. 
     
    Students almost universally appreciate the garden as a motivating tool in their education. They are excited to get out of the classroom and into the garden, especially this year. Charlie Smith explains that “Working in the garden cuts the stress. It’s fun and it’s good to get fresh air; especially with the masks this year!” Students particularly appreciate how garden assignments provide a real-world use of classroom skills, like Teagan Ellington, “Researching garden methods pushes us to learn how to research, which we need to do in English. But then we actually get to use our research. When we find out how to plant and grow something, then actually get to do it, it’s so much more fun!” Jennavieve Smith, expands on that,” Sitting in a classroom staring at a computer is boring. It is hard to be excited about writing essays for the sake of learning how to write. Doing assignments for the garden is motivating because we know we will get to use our research. Our work will actually help people, instead of just getting us a good grade.” 

    Even teachers appreciate the garden as a tool they can use to get the most out of their classes. I have been using the garden to teach ELA (English) for 3 years, “With the garden, students can see how valuable and applicable research is to their everyday lives. Students don’t come to me knowing how to amend soil, or what depth to plant a particular seed. They have to find this on their own. They have to research different crops and persuade their classmates that a certain crop or method of growing is superior to another. Students who don’t typically excel in the classroom find success in the garden classroom. Absences have declined and grades have improved since I have begun regularly incorporating garden lessons into my curriculum.” The Columbia Crest Garden Program supports nearly every aspect of student education. 

    To students and staff at Columbia Crest, their garden is not a way to get out of the classroom, it is a way to bring the classroom outside; or, perhaps, to bring the outside into the classroom. Between helping a community save money and gain access to fresh produce, to helping students engage and apply their more traditional lessons, the Columbia Crest gardening program is helping to grow a healthier and happier community…and the kids really dig it. 
  • Special Education and 504 Tips & Resources | May 21 Edition

    by Xenia Doualle | May 21, 2021

    image of inclusion cutout people

    This content is emailed weekly to leaders in special education and Section 504. Each newsletter contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice.  

    This week's newsletter includes links to information on:

    Section 504 New:
    Q&A on Civil Rights and School Reopening in the COVID–19 Environment

    IEPs
    Determining Measurable Annual Goals

    Physical Education
    What to Know About Adapted PE in Washington State

    Special Olympics
    2021 Virtual Transition Event

    OSPI
    Best Practices for Planning Paraeducator Support Academic and Student Well-Being Recovery Plan


    Upcoming Classes and Events 

    Have a nice weekend, for more information, contact Abby Bowers.

  • AWSP News for May 21, 2021

    by Xenia Doualle | May 21, 2021

    In this this special edition of AWSP News, we discuss:

    • our role in the Inclusionary Practices Project,
    • common language on what inclusion looks, feels, and acts like within a school context,
    • the difference between inclusion, exclusion, integration, and segregation,
    • what we learned along the way,
    • and some incredible content, tool boxes, webinars, podcasts and more for school leaders and school teams to learn from and implement in their buildings.

    Prefer to read the news? Check out the script.

  • Retirement & Health Benefits for May 21, 2021

    by Xenia Doualle | May 20, 2021

    Retirement Blog

    “Want to see how people really are? Wait until money is involved.” ~ Anonymous

    Review of the 2021 Legislative Session

    The legislative session has concluded, the Governor has acted, and now as the show goes on, districts have to adjust. Clearly, the COVID virus, and Federal and state efforts to lessen the financial impacts on states, businesses, and individuals, came into play during this session.

    There were 1,448 bills introduced in this session. In total, 335 bills passed the Legislature. Democrats passed 266 (79.4%) and Republicans passed 69 (20.6%). Of the 335 total bills that passed, 24 bills (7.1%) squeaked through on party line votes. So, what happened regarding pensions, health care, financials, and other issues? Listed, unless stated otherwise, are bills that have passed both Houses and been signed by the Governor.

    Pension/Retirement Related Proposals 

    SB 5021 | Re: retirement benefits/ furlough: This bill provides that specified public pensions will not be reduced as a result of compensation reductions that are part of a public employer’s expenditure reduction efforts during the 2019–2021 and 2021–23 fiscal biennia. It also provides that the pension benefit of an employee covered by a pension system that is administered by the Department of Retirement Systems is not reduced as a result of participation in an unemployment insurance shared work program, retroactive to July 28, 2013. Effective 7/25/21.

    SB 5367 | Retirement Contributions Refunds: This bill directs the Department of Retirement Systems to establish rules for closing and refunding inactive member accounts with a balance of less than $1,000. Effective 7/25/21.

    SB 5453 | was a bill proposing a merger of LEOFF 1 fund balance (Law Enforcement/Fire Fighters) with TRS 1 as a means to reduce the unfunded liability (UAAL) of TRS Plan 1. The bill never got beyond an introduction. However, legislators, primarily Republican leadership, and Senator Rolfes have been concerned over the UAAL. So much so, that Section 747 of the adopted budget ( ESSB 5092) reads: “The appropriation in this section ($800 Million) is subject to the following conditions and limitations: The entire general fund—state appropriation is provided solely for expenditure on June 30, 2023, into the teachers’ retirement system plan 1 fund, to be applied to the unfunded actuarial accrued liability.

    Comment: When the $800 M gets added to the TRS 1 plan in 2023, the UAAL surcharge (See selected financials below) should go down quite a bit saving employers/school districts money. But¸ there are two sessions left where the legislature could tinker with the amount or decide not to do it at all.

    The unfunded liability balances to date are $3.4 B in TRS 1 and $5.099 B in PERS 1. It is estimated that the UAAL would become fully funded in 2026 and 2027. This is all assuming a 7.5% return on investments since the funds paying over 70% of retirement payments are from investment earnings.

    The Governor has signed the budget and did not veto this section. It stands as an approved intent.

    HB 1040 | Concerning health care coverage for retired or disabled school employees. This bill was introduced but had no further action. It would have allowed PEBB to open a window for earlier retirees who only had one option for PEBB insurance when they retired to re-enter PEBB since there are now a minimum three options available. Although not heard, Section 212 of the adopted budget reads, “The health care authority shall analyze and report on the potential impacts of providing a one-time enrollment window for retirees to reestablish eligibility for enrollment in retiree benefits under the public employees’ benefit board program. The authority shall submit the report to the appropriate committees of the legislature by January 1, 2022. At a minimum, the report must include an estimate of the employer cost and a description of the assumptions used.


    School Employee Benefit Board (SEEB) and Other Health-Related Proposals

    SB 5322 | Re: SEBB and PEBB dual enrollment. This bill has been signed by the Governor. It requires an employee who is eligible for both Public Employees’ Benefits Board and School Employees’ Benefits Board insurance coverage to choose health, dental, and vision coverage from the same program beginning with the 2022 plan year.

    This is not new, but as a reminder: Section 1212 (3) of the budget reads “The health care authority must study the potential cost savings and improved efficiency in providing insurance benefits to the employers and employees participating in the public employees’ (PEBB) and school employees’ benefits board (SEBB) systems that could be gained by consolidating the systems. The consolidation options studied must maintain separate risk pools for Medicare-eligible and non-Medicare eligible employees and retirees, assume a consolidation date of 8 January 1, 2022, and incorporate the experiences gained by health care authority during the initial implementation and operation of the school employees’ benefits board program. The study must be submitted to the committees of the house of representatives and the senate overseeing health care and the omnibus operating budget by November 15, 2020.” The HCA submitted a study that recommended a consolidation. However, this would require legislation which will be pursued in future sessions. Effective 7/25/21.


    Other Bills:

    SSB 5326 (ESHB 1813) | mandates that the costs of contracted employee health and retirement benefits must be built into school district contracts for pupil transportation. This bill died by Senate action placing it on the “X” file, but it is expected to return in some form during the 2022 session. (See future projections below.) Other Bills that may have fiscal/HR impacts for Districts.

    Caveat: These bills may or may not impact districts. For unemployment (UI), as an example, many districts belong to insurance pools administered by ESD’s; some districts do not. Changes in UI may affect districts or not. The issue of whether a bill such as ESSHB 1073 below applies is not clear to this author. When in doubt, it is reported. Human Resource departments or WASBO are the final arbiters of applicability.

    ESSHB 1073 | Re: Paid Leave Coverage: This bill provides grants to certain employees ineligible for paid family and medical leave benefits due to insufficient hours worked. Provides grants to smaller employers with employees taking leave in receipt of a grant. Effective 7/25/21.

    HB 1087 | Family/Medical Leave Continuity: This bill specifies that the Family Leave Act, as it existed prior to January 1, 2020, applies to valid claims based on conduct before that date and the Paid Family and Medical Leave Act applies to claims after that date. This was viewed as a ‘technical fix’ to ensure employee rights should there be cause for action. Effective 4/16/21.

    ESHB 1214 | K–12 safety & Security Services: This bill creates a new safety and security category of classified staff for public schools. It requires safety and security staff to meet certain training requirements. Directs school districts and charter schools to adopt a policy and procedure with certain elements, adopt an agreement with the law enforcement agency or security guard company supplying the staff, and collect and submit certain information on safety and security staff to the Office of the Superintendent of Public Instruction. Effective 7/25/21.

    SHB 1323 | Long-term Service Trust: HB 1087 passed in 2019 set up this employee-paid long-term trust program. This bill requires that self-employed persons who wish to elect coverage under the Long-Term Services and Supports Trust Program (newly named Washington Cares Fund) exercise that option by January 1, 2025, or within three years of becoming self-employed for the first time. It also authorizes federally recognized tribes to elect to collect the premium assessment for their employees under the Trust Program. The bill was amended to allow employees to opt-out by 11/1/2021. The program is to begin on 1/1/2022. Effective 7/25/21.

    Some answers to common questions as listed by Washington State Retail Association:

    • How is the self-employed exemption defined? The definition is the same as it is for those who are exempt from Paid Family Medical Leave based on the reference in RCW 50B.04.010 (7–9). Opt-in is available with time limitations.
    • Unlike the Paid Family Medical Leave with a deduction limit tied to the Social Security tax ($142,800 in 2021), the $0.58 per $100 of earnings premium rate applies to the whole paycheck without a ceiling.
    • Though the contribution rate is based on earnings, the lifetime maximum benefit of $36,500 with cost-of-living built-in is the same for all.
    • The benefit is not portable from state to state. In other words, Washington state workers who move out of state or retire to a different state will not be able to access benefits regardless of the amount of their contribution.

    Comment: This mandated program was enacted through intense lobbying by AARP. It was intended to provide long-term services and supports benefits to persons who have paid into this Trust Program for a specific amount of time and who had been assessed as needing a certain amount of assistance with activities of daily living. Washington Policy Center, a critic of this program, wrote an article detailing the program's faults.

    SHB 1363 | Secondary Trauma/ K–12: This bill requires the Office of the Superintendent of Public Instruction to publish on its website links to resources, self-assessments, and best practices for educators and local policymakers to prevent and address secondary traumatic stress in the workforce. It directs the Washington State School Directors’ Association to develop or revise, and periodically update, a model policy and procedure to prevent and address secondary traumatic stress in the workforce that includes specified elements, for example, establishing a district-wide workforce mental health committee and it requires school districts to adopt, by the beginning of the 2021–22 school year, policies and procedures related to secondary traumatic stress that incorporate specified elements. Effective 7/25/21.

    ESSB 5061 | Unemployment Insurance: This bill limits unemployment insurance rate increases by: (1) capping the social tax; (2) suspending the solvency surcharge tax; and (3) relieving certain benefit charges. It also increases access to benefits by: (1) expanding eligibility for those in high-risk households; and (2) waiving the waiting period when federally reimbursed, modifies the weekly benefit amount thresholds by: (1) increasing the minimum from 15 to 20 percent of the average weekly wage; and (2) limiting benefits to a person’s weekly wage. It also ends deductions of lump-sum pensions from weekly benefit amounts and modifies the voluntary contribution and shared work programs, and certain training eligibility. Effective 2/8/21 (Retroactive)

    ESSB 5097 | Paid Leave Coverage: (Pending Gov. Action) This bill expands the definition of a family member in the Paid Family and Medical Leave (PFML) program which was established in 2017. It is funded by a payroll tax on employees and employers in Washington (0.4% of gross wages split between employer/employee). This bill requires the Employment Security Department to collect and analyze data and submit reports to the Legislature with certain information relating to the PFML program. It also requires the general fund to cover additional leave expenses under certain circumstances. For an analysis of this issue, see the Washington Policy Center. Effective 7/25/21.

    ESSB 5115 | Establishing health emergency labor standards: (Pending Gov. Action). This bill creates an occupational disease presumption for frontline employees during a public health emergency for the purposes of workers’ compensation. It requires employers to notify L&I when a certain percentage of their workforce becomes infected during a public health emergency. Furthermore, it requires employers to provide written notice to employees on the premises and their union of potential exposure to the infectious or contagious disease during a public health emergency. It prohibits discrimination against an employee who is at high risk for seeking accommodation that protects them from the disease or using all available leave options if no accommodation is reasonable. Effective 5/11/21.

    SSB 5254 | Protective Devices/ Health: This bill provides that an employer who does not require employees to wear specific personal protective equipment (PPE), must accommodate an employee’s or contractor’s voluntary use of specific PPE, during a public health emergency and when other conditions are met. Effective 4/26/21.

    SB 5425 | Unemployment Extended Benefits: This bill allows claimants of unemployment insurance to be eligible for extended benefits regardless of whether their 52-week benefit year has expired. It allows the state’s extended benefit program to “trigger on” without having to wait the 13 weeks between extended benefit periods. It also amends a job search provision, for the purposes of federal conformity, regarding denying extended benefits for failing to accept an offer of, or apply for, suitable work. Effective 4/16/21.

    ESSB 5478 | Unemployment Insurance: This bill creates the Unemployment Insurance Relief Account (UI Relief account). It requires the Employment Security Department (ESD) to determine forgiven benefits, based on a calculation, for certain employers which will be reimbursed by the UI Relief account instead of charged to the employers’ experience rating accounts. It mandates ESD transfer from the UI Relief account to the unemployment compensation fund an amount equal to the forgiven benefits. Effective 5/12/21.

    Comment: The adopted budget had $500 million put into the UI fund to help replenish its fund balance and to keep employer rates lower than they would be based on their history of claims.


    Selected Financials

    ESSB 5092 State Budget

    Below are selected financial figures from the adopted supplemental 2021–2023 Budget:

     
     2021-222022-23
    Fringe benefit allocation22.07%22.07%/Allocated Certificated
     19.25%19.25%/Allocated Classified
    Incremental fringe benefit22.07% 22.07%/Allocated Certificated
     19.25%19.25%/Allocated Classified
    Insurance Health Benefit (SEEB)$968/Month $1,032/Month
    The Benefit Allocation Factor/Multiplier remains: Certified staff units x 1.02; Classified staff units x 1.43
    Medicare Insurance Subsidy for Retirees$183/Max/Month$183/Max/Month
    Substitute Rate (4 subs/classroom teacher unit)$151.86$151.86
    Health Care Carveout (Retirement Remittance)$72.08 Begins 9/2021$80.04 Begins 9/2022
    (Includes pro-rated payment by district for eligible part-time employees)  
     
    Pension Rates2021–20232023–25 (Estimated)
    TRS 2 Employee8.05%7.61%
    Employer14.24%13.80%
    (normal cost 8.05%/UAAL Surcharge 6.19%)  
    PERS 2 Employee6.36%5.49%
    Employer10.07%9.20%
    (normal cost 6.36%/UAAL Surcharge 3.71%)  
    SERS 2 Employee7.76%6.96%
    Employer11.47%10.67%
    (normal cost 7.76%/UAAL Surcharge 3.71%)  

    The employer rates do include the UAAL surcharge but do not include the 0.18% administrative rate.

    Unemployment Insurance

    The budget allocated $600 M + for Employment Security, including staffing to handle backlogs and addressing how to prevent future fraud. (A reminder that ESD paid over $600 M in fraudulent claims, before discovering the fraud.)


    What Will The Future Hold?

    At the start of the session, the Democrat majorities in both houses were committed to proposed legislation focusing on: Budget, Covid-related Issues, Race/Equity, Policing, and Climate issues. Substantive pieces of legislation dealing in all these areas were passed.

    For the future, the effects of Covid–19 on the state, local governments, and school district budgets will continue to be felt. This patina will continue to color all actions in the foreseeable future. Although many policy bills proposed during the session failed to advance, some components will likely be re-introduced through either new legislation or reviving a previous bill proposed during the recently concluded 2021 Session.

    Moving into speculation on the future, some key activities may occur:

    1. It will be a priority for the Democrats to not only maintain majorities in both houses but to build a more substantive majority in the Senate which is currently 28–21. The Cap-and-Trade bill passed the Senate 25/24 which is just one example of how some Democrat Senators are not fully in support of leadership. The long-term goal of tax reform will need 60% majorities at a minimum. So, a larger majority would assist. (Note, similarities to Federal Senate situation.)

    2. Currently, the D’s hold a strong majority in the House, but as stated, a weaker one in the Senate. There is always a chance that the D’s may lose both majorities given the challenges of campaigning and raising dollars in a Covid–19 world, public reaction to tax and fee issues from this recent session, the Governor’s continual role in determining COVID/business restrictions, etc. The long-term consequences are losses in rural Washington. Progressive goals and objectives could lose rural districts that have Democrat members. Legislative districts to watch are 10 (Island, Skagit, Snohomish), 19 (Cowlitz, Grays’ Harbor, Lewis), 24 (Clallam, Grays’ Harbor), and the 42nd (Whatcom). The Republicans will continue to organize opposition by beating up the Democrats over their passage of the Capital Gains tax, their failure to live within the state’s existing means, and the Governor’s continuation of emergency powers. 2) Unions groups like WEA and SEIU and social advocacy associations/organizations like the Economic Opportunity Institute continue to have a great deal of influence on the successful passage of legislation and funding. Many organizations got one-time Federal dollars. When these funds are spent, they will be urging the Legislature to continue funding of these programs. Their impact will continue.

    3. There continues to be a need to get full funding of the SEBB benefits for districts. The law says that districts are to fund benefits for every employee who qualifies. The state funds benefits on a formula-generated FTE allocation, not based on the actual number of eligible employees that receive the benefit. This results in an unfunded liability to districts that has been estimated to exceed $700 million dollars statewide.

    4. If there is a missing piece to the financial planning puzzle, it is the failure to appreciate the limits on the state property tax. There is a false hope that property values will continue to soar showing a lack of understanding of business tax shifts and the continuing desire to attach more exemptions to household property taxes. This poses a structural risk to the tax system and makes planning and even supporting levies problematic.

    5. Past legislation allowed employees to bargain for insurance benefits for employees working less than 630 hours. There will continue to be pressure on districts to offer these benefits to all employees. A proposal before the 2021 legislature dictated that identical SEBB health benefits and retirement benefits be paid to employees who work with private providers of transportation services to school districts. This proposal failed but is likely to return. Should this pass, those contracted employees such as in food service, janitorial, special education, etc. working within school districts may well ask for similar benefit coverage. This is a classic unfunded mandate unless the state funds these changes and even then, the state funds on staff formula basis, not an actual district FTE basis.

    6. Continued efforts will be made to increase the Medicare insurance subsidy for retirees. Insurance and medical costs have gone up substantially. The current $183/ month is not nearly enough to offset the increased costs.

    7. Work will continue to put school retirees in the largest risk pool available to reduce their current insurance costs. Currently, K–12 retirees remain in the PEBB program/pool. The HCA has studied the issue and recommends consolidating school retirees into the SEBB program. This, however, will take legislation to accomplish.

    8. Talk of merging the LEOFF 1 surplus budget funds into the TRS 1 pension fund may come up again. This merger would decrease the unfunded liability in Plan 1. It decreases the added surcharge employers (both state, school districts, counties, and cities) are currently paying to decrease this liability. This is an issue dear to the Republican leaders.

    9. As passed by the Legislature, 2021–23 NGFO appropriations are $59.193 billion. Of that, the maintenance level (the cost of continuing current services, adjusted for inflation and caseloads) is $55.980 billion. New policies add $3.214 billion. The policy changes include savings from the enhanced federal Medicaid match (FMAP) that was enacted as part of the federal COVID relief bills. This federal funding is used in lieu of the NGFO, saving the state $621.2 million in 2021–23. Given the high level of proposed spending, the use of one-time federal relief to start new, ongoing state programs and the projected GF and Rainy-Day fund balances, sustainability will be a concern. Programs, in addition to those funded in K–12, that were started with a one-time infusion of funds (federal) will be clamoring in the future for dollars to continue these programs and expansions.

    10. When told that districts need more dollars in any given area, legislators often state that in the words of Wimpy, “I’ll gladly pay you Tuesday, for a hamburger today.” In short, they often put off concerns about low funding by ‘promising’ to make it up in the Supplemental Budget. That will turn out to be a false promise, as the federal dollars dry up and the state getting no new substantial funds.

    If you have any questions, please feel free to make contact.

    Fred Yancey/ Michael Moran
    The Nexus Group LLC

  • Federal Funds for Students Experiencing Homelessness

    by Caroline Brumfield | May 20, 2021
    Student_Homelessness_Blog_Graphic

     

    Building Changes is an organization whose mission is to “advance equitable responses to homelessness in Washington State, with a focus on children, youth, and families and the systems that serve them.” They recently shared an important planning document for school districts to use as they develop their Academic and Student Well-Being Recovery Plans. 

    In addition to significant amounts of federal funding coming to school districts to help with learning recovery and supports for students, there are federal funds coming to districts that are specifically designed to “identify, provide wraparound services to, and assist students experiencing homelessness in attending schools and participating fully in school activities.” 

    Here are four things you can do to make sure your plan accounts for the needs of students experiencing homelessness and advances your equity goals:

    1. Include your McKinney-Vento district liaison and building points of contact in district planning both for the specific McKinney-Vento funds and for the larger Academic and Student Well-Being Recovery Plan;

    2. Use data relevant to student stability to identify gaps and target resources to eliminate racial inequities;

    3. Expand your reach and capacity through partnerships with community-based organizations; and

    4. Use federal dollars creatively to provide flexible transportation and support housing stability. 

    For more details, check out their planning document. If you have further questions, reach out to their Senior Manager for Policy and Advocacy, Katara Jordan.

  • Survey for the Return to Learn COVID-19 Testing Program

    by Caroline Brumfield | May 19, 2021
    survey graphic

     

    The Learn to Return COVID-19 testing program is a FREE and voluntary service to help reduce the transmission of COVID-19 in schools. Over 100 school districts are currently taking part and testing their staff, students and community members. To better understand the reasons the remaining schools have not yet enrolled and to help overcome barriers to enrollment, we are asking school administrators and staff to answer a few questions.

    If you or someone you know would be willing to share your thoughts, please take the short, 5-minute survey. Your responses are completely anonymous. Thank you in advance for your time and attention! 

    If you have any questions, please email schools@healthcommonsproject.org.

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