BTA V Guiding Principles
Buildings Technology Academics/Athletics V (BTA V) Guiding Principles
Adopted by the Seattle School Board March 10, 2021
With Board Policy Number 0030, Ensuring Providing equitable access to opportunities, resources and support for each and every serving as the foundational framework for Building Renovations, Technology and Academic/Athletics Levy provides resources for seismic improvements, roof More V where this means differentiating resource allocation, within budgetary limitations, to meet the needs of students who need more supports and opportunities to succeed academically a commitment to centering Black, Native, and students, educators, and families of color; and, a direction to focus on the priorities identified in the district’s Strategic Plan, the Board adopts the following guiding principles for the Buildings, Technology, Academics/Athletics V Capital Levy (Building Renovations, Technology and Academic/Athletics Levy provides resources for seismic improvements, roof More V):
Building Safety, Security, and Accessibility
Focus on healthy, safe and accessible facilities, inclusive of Black, Native, Latinx, Asian and all students of color, LGBTQIA+ students, and students with disabilities; prioritize access to health centers and clinics for district students of color furthest from educational justice; upgrade heating and ventilation systems, critical seismic systems, security systems, emergency response systems and playgrounds; and prioritize compliance with the Americans with Disabilities Act (Law enacted by the U.S. Congress in 1990 designed to protect the).
Result: Students, educators, and families of color will feel safe, welcomed, and included in their school buildings and facilities.
Capacity Management and Flexibility
Put the District in a position to easily and efficiently meet capacity and community needs while supporting school community history and continuity with a focus on meeting the needs of students furthest from educational justice. When placing portables, evaluate the need for plumbed portables to allow students and staff access to water and restrooms. Ensure that changes are reflective of, representative of, and supportive of school community needs, history and culture, and that programs follow student needs (not the other way around).
Result: Students will drive capacity management and learn in schools that are reflective of community needs, history, and culture.
Building Conditions and Educational Adequacy
Ensure the preservation of assets by emphasizing those projects that effectively and efficiently maintain critical systems (i.e., roof, mechanical, Types of mechanical systems that provide heat and air in school buildings.) and preserve building exteriors and sites. Include improvements that prioritize investments to educationally inspiring environments that are also healthy and inclusive and support increasing access to outdoor education spaces and school gardens for students furthest from educational justice. Actively invest in systems and spaces as part of the long-term preventative maintenance plan.
Result: Students will learn, and educators will teach in schools that honor and respect them by being well maintained.
Environmental Sustainability and Climate Resilience
As identified in Board-adopted climate crisis resolutions, focus on reducing the district’s energy usage, greenhouse gas emissions, and the District’s carbon footprint without limiting efforts to reduce to just buildings; prioritize and utilize green building methods that center environmental justice principles, including planning for solar options and geothermal, when replacing or expanding buildings, or repairing/updating existing buildings or building systems.
Result: Students, their families, and educators will work and learn in school facilities that support their health, their environment, and their futures.
Support Ongoing, Effective, Innovative Use of Technology to Further Students? Educational Needs and Operational Goals
Seek racially equitable solutions and opportunities that center students’ education and educators’ teaching needs and ensure access to inclusive digital academic resources, including devices, hotspots, and tech support. Prioritize investments closest to the students and families, with clear actions for inclusivity of Black, Native, Latinx, Asian and all students of color, LGBTQIA+ students and students with disabilities by enhancing educator instruction infrastructure including central office supporting staff, additionally maintaining student and employee data security and privacy, and updating classroom hardware and software with a focus on tools that center student learning.
Result: Students and educators and the district have the resources they need for the highest quality public education experience.