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    Update: Patricia Cheadle withdrew from the appointment process on Monday, August 18. The information below was presented by the candidate prior to that date.

    Patricia Cheadle

    Please note: because we are committed to publishing a website that is accessible to all our readers including those who need ADA accommodations and language translations, we have not published PDF documents such as resumes the candidates may have submitted during the application process or links to non-Seattle Public Schools' PDF documents submitted with their questionnaire responses.

    Letter of Interest

    My name is Patricia Cheadle and being a member of the Seattle School Board takes on one of the most important responsibilities — helping to plan the education of our city's youth.

    These are critical times for public education fraught with challenges. I find satisfaction in energetically confronting tough challenges and working collegiality to overcome them.

    I bring valuable attributes to this position: Consensus Builder; Community Participant; Decision Maker; Information Processor; Effective Communicator; Leader; Team Player. I also fully appreciate that the children are our ultimate focus. I will work with other board members to create a shared vision for work and learning; building strategic partnerships; sustaining the city's progress through continuous improvement; adopt and maintain current policies in written format; maintain strong ethical standards; and objectively seek answers to questions and shall Engle as they arise.

    I have had the privilege of sitting on a number of boards including Harborview Board of Trustees, YWCA, Seattle Community Colleges, Emerald City Seventh Day Adventist Church and others noted in my CV.

    My passion and eagerness to contribute to a high caliber board is the reason I chose this position for application. I welcome the opportunity to speak in the open forum on. My qualifications and why I would be the ideal board member for the Seattle Public School Board.

    Thank you for your time and consideration, and I look forward to your decision about this exciting opportunity.

    Resume or Related Experience

    Education:

    University of Washington Doctoral Program
    University of California Berkeley: MA
    California State University: MPA

    Current Position: 2016-Present Executive Director - Partners for Educational Reform and Student Success (PERSS)

    Responsibilities include strategic leadership, Pre K -12 grade program development, evaluation and assessment, multicultural training, Racial Equity Training, recruitment and monitoring success of under-served populations including students of color, LBGTQ, Tribal and disabled students.

    I engage industry, communities, businesses in partnership development and strategic planning for the continued education of our children, youth, and adults. I have developed educational curriculum for industry and secondary institutions including the Seattle Public Schools. I facilitate and assist in data collecting, developing performance measures for educational outcomes, teach classes in diversity, finance, communication, organizational development and cultural pluralism.

    The Seattle Colleges: Dean of Business, Engineering and Information Technology

    Responsibilities: Providing leadership in instructional support, oversee instructional operations in several departments including finance, business, accounting, real estate, engineering, math, networking, retail management, and computer information systems.

    Supervised 200 faculty members, developed partnerships and pathways for K-12 and the universities in Washington. I had direct responsibility for the budget of 1.2 million, faculty contracts, faculty and student evaluations, accreditation, institutional advancement and effectiveness, grant writing and fundraising.

    South Seattle Community College: Director of Technical and Professional Internships

    Responsibilities included Tech Prep Program, School-to-Work, Workforce training, Career Link Program, representative to Seattle School Board, Served as a member of the city's Diversity Board.

    Anchorage Public School Board -1990-92

    Candidate Cheadle Questionnaire Responses

    On July 16, candidates were asked to provide responses to five School Board-selected questions and asked to select three questions submitted by community members in a recent survey. Read the submitted questions from the community.

     

    Board-selected questions and candidate responses:

    1. What is your connection to the Southeast Seattle District VII community, schools, families, and students? How do you foresee growing or expanding on those connections and relationships in your role as a school board director?

    For over a decade, much of my professional career involved working in Southeast Seattle School District VII where marginalized communities of color disproportionately exist when compared to other city resident communities. More recently, I co-led an investigation into the effectiveness of the “Zero Suspension and Expulsion Policy Program,” a City of Seattle Department of Education and Early Learning initiative, targeting suspension and expulsion prevention in pre-school to third-grader cohorts—in the Southeast Seattle School District VII. Our team works with city government, civic agencies, and the schools to promote and move towards a Zero Suspension and Expulsion Policy, mainly targeting intervention for children also diagnosed with severe disruptive behaviors.

    Major tasks involved coaching classroom teachers, facilitating professional development in focus groups, bringing public health care teams and other organizations to work with Seattle Pre-School Program (SPP) providers. We also provided behavioral support services, for example:

    • Classroom/Child observation
    • Teacher coaching
    • Teacher/coaches, public health workers survey screening review
    • Referral services
    • Family-teacher meetings to introduce the advantages of a behavior plan management

    Other notable work involved facilitating the Best Start for Kids (BSK program). My team, Partners for Educational Reform and Student Success (PERSS), was engaged to work with three schools, Leschi Elementary, John Muir Elementary and Orca Middle School where students and teachers were experiencing a significant amount of trauma to the point where a welcoming school climate was no longer possible for anyone person entering the school building.

    Through experience and “boots on the ground” work, that children and young people can thrive in environments where communities and cultures are respected and nurtured. I have found through my connection to the Southeast Seattle District VII communities the need for effective advocacy and leadership to address issues of education as well as inequality in economic development initiatives and uncovered a need for equitable representation in the pre-schools and grades K-12.

    We provided innovations for effective interventions through trauma-informed and restorative practices. Our strategies helped the school personnel and community participants to identify indicators of bias education and to take a pro-active approach to confront racism and other structural bias. That may lead to traumatic situations in school settings. We also identified indicators of negative self-image as well as causing trauma for pre-school children, children in K-12 grades, and their families.

    I foresee growing these connections and relationship first and foremost by being a champion and steward of community engagement. In school board matters, my priority will include an expansion of 1) translating local needs into district-wide policies, and 2) ensuring Seattle School District VII operates in a manner that reflects local values and requirements of school district policies 0030 and 0100. My current work with the schools involves the promotion of advocacy for open communications and field outreach designed to enhance the connections among local schools, the District, the Board, and the community.

    2. What is your understanding of the role of school board director? How do you foresee working with your fellow directors, the superintendent, staff, and the public?

    The role of an active board member must play a significant “watchdog” role in keeping our local schools on track and setting effective policies that affect the child and school district overall. Board directors must collaborate first among themselves to set visions, values, and goals for the district. Furthermore, they must be accountable for results that produce high academic and other performances. Primary responsibilities and roles must involve assembling a high-quality team that requires creative thinking for developing performance standards that lead to positive evaluations; for overseeing an annual budget which often (for major first-class cities) exceeds 1 billion dollars; manage and lead the collective bargaining process (for district personnel) and assure an inclusive process for all parties involved.

    Another role often overlooked is the facilitation and involvement of the director’s in school board meetings. They make sure business items such as the school calendar, adoption of curriculum, overseeing construction, and approval of outside vendor selections and contracts that must align with the intent of the board’s agenda. Most of all, a pivotal role of the board member is to work to balance a consensus in agreements over other district business while paying close attention to the district's priorities for the academic achievements of diverse student cohorts.

    I foresee working with fellow directors in all the above and more involving

    1. Development of constructive criteria for either approval or rejection of personnel and personnel policies.
    2. Creation of a positive image for the community and through an effective public relations campaign.
    3. Adoption of systems for care and control of student services.
    4. Development of procedures for facilities management, food services, and transportation access.
    5. Participation in educational conferences workshops, training, and affiliations with other professional organizations.
    6. Review for making necessary revisions aimed to maintain up-to-date board policies.
    7. Approval of decisions that ask the voters to pass a supplemental levy.
    8. Analysis of student achievement data.
    9. Identify the need for ongoing partnership developments within and beyond the surrounding environment.

    The relationship between the board director and staff is critically important to the overall success of the board. A healthy and robust relationship will provide flexible and resilient leadership that contributes positively to the organization’s overall impact. To cultivate the trust, respect, candor, and communication that characterize a healthy partnership between a board director and staff must involve:

    1. Regular check-ins between the board director and staff with open and consistent communication channels. It will build a strong working relationship for confronting surface issues and warding off future additional problematic challenges.
    2. Commitment to sharing openly and honestly, including when there is terrible news This sets the tone for a relationship of trust and integrity.
    3. Thoughtful reflection on the agencies overall performance, of essential responsibilities, will lead to positive annual six-month reviews of staff performances. Also, it will strengthen board performance and demonstrate the board director’s commitment to shared leadership and responsibility.

    One of the most important things a board director can do is to build and maintain community optimism and confidence collectively. With this confidence, our principals, teachers, parents, local groups and associations and business - everyone who makes up the strong fiber of a community - will in turn boost support, student confidence and performance. The board director is part of the community’s window into district operations and overall student performance. It is through the board director and the whole board that the community participates in the oversight of the district’s budget, the hiring of the Superintendent, and the way the schools operate. The board director is responsible for engaging the public, and this, in turn, will lead to higher confidence and improved student achievement and performance. Deepening the community's engagement must no longer depend only on supplying listening forums of yesteryear because these tools are insufficient. Now, large-scale engagement processes make communications with the public more accessible, convenient, and efficient.

    3. How do you think Seattle Public Schools is doing? Do you support the district’s recently adopted strategic plan — why or why not? What does focusing on students that are the furthest from educational justice mean to you? Read the district's strategic plan.

    Since 2014, the Seattle Public Schools continue on a path committed to ensuring a high-quality education for marginalized students of color. Many programs have been put in place to reduce dropout rates in males and females and increase test scores. Calls for newer partnerships will only strengthen existing relationships. The trends of many sought after positive outcomes grew out of a need for outside intervention that called for creating new partnerships with independent after-school youth provider nonprofits, parents, and local and corporate businesses.

    For example, the following committees and task force are committed to involving direct parent participation even in the decision-making process, where they regularly meet and collectively tackle a wide range of topics. As of the school year 2019, the composition of their memberships comprise residents of diverse, multicultural ethnic backgrounds. They reflect the changing demographics of the south end of Seattle’s communities.

    • Advanced Learning
    • African American Male Advisory Committee
    • BEX and BTA Oversight
    • Equity and Race Advisory Committee
    • Ethnic Studies
    • Facilities Master Plan
    • Family Partnerships
    • Highly Capable Services
    • Huchoosedah Parent
    • Information Technology
    • School Health Education
    • Science Instructional Materials
    • Spanish Instructional Materials
    • Student Advisory Board
    • Title IX
    • Transportation

    The above partners also play significant roles in drafting alternative school policies for intervening in high dropout rates, for example, which has been lowering since 2014. Support must continue for the current strategic plan that was recently in March, with a mission-aligned to closing the inequality educational gap—especially for students of color. The probability is high that expected results will continue to show signs of reduced disparities in the district’s low-performance rates.

    The strategic plan recently adopted also continues to present an action plan with emphasis on the holism of the individual student needs and what works best for sustaining the trend in rising attendance, diminishing chronic absences, and lowering short and long-term suspension rates. However, even though, these rates are declining across the spectrum of the district’s diverse student body, African American male and female rates still fall much slower when compared to all other cohort groups.

    Thus, the need for the district’s “Theory of Action” continues. It presents a service delivery system comprised of workable ongoing programs with room for adapting innovative programs from lessons learned research. The latter offers opportunities for school board members to explore what works best in other cities with comparative student demographics, and how they achieve educational goals for their students of color while combating issues of race and bridging the gap for their students also further at-risk from educational justice.

    4. How does racism affect education in Seattle? What are your ideas for implementing School Board Policy No. 0030, Ensuring Educational and Racial Equity? Read Policy 0030.

    Since the Seattle Times reported in 2011 about the enormous gaps in educational achievements, especially for African Americans, school district policy radically changed. Policymakers sought out new ideas, and as I previously mentioned in question no. 3, a plan was created to strengthen community involvement, involve family participation, increase support of the business community, and increase afterschool programming by local nonprofits.

    However, even though indicators show improvements across a narrow spectrum of expectations (such as lower dropout rates and improved graduation rates), this is not to say that the academic problems and problems regarding biases cease to exist. When considering the shifts in our economy and rapid growth of a workforce that increasing demand young people to have higher skills, the public school system must find a delivery of services that includes recognizing the multiple shades of biases and other barriers that disproportionately create inequity to a fair and equal education. Administrators, faculty, and staff, unfamiliar to handle the challenges of a multicultural academic environment may create a bias that may or may not be unconscious, particularly regarding racial matters. Minorities perceived as difficult students can lead to actions that may or may not be unfair such as routine suspensions and or permanent expulsions from the school environment. Policymakers must move beyond only thinking of best options for providing a standardized education predicated on a congruous model of a one size fits all public schooling. Research consistently shows that that model no longer works and must be continuously reviewed for making necessary revisions. For example, in the most recently published Seattle Public Schools: 2018-2019 Fast Facts & Figures, the percent of demographic makeups of the student body show in the following order:

    1. Caucasian/White (47.33%).
    2. Native Hawaiian/Pacific Islander (0.42%)
    3. Multi-Racial (11.68%)
    4. American Indian/Alaska Native (0.51%)
    5. Hispanic/Latino (12.26%)
    6. Asian (13.59%)
    7. African American/Black (14.21%)

    The above data report shows the Caucasian/White students make up the majority of the student body count of 47.33%. However, their demographic count can easily be misleading, particularly when compared to a composite measure for students of color—as a whole minority class. Thus, when considering an aggregate measurement for students of color, their collective demographics put minority students in the majority (52.67%) when compared to Caucasian/White students (47.33%).

    For providing an equitable education, school district policymakers must consider a broader spectrum of issues creating academic challenges that continue to affect minority students of color, since they continue to have disparate outcomes when compared to Caucasian/White cohorts. It is because, among minority student cohorts, African American/Black and Hispanic/Latino continue schooling with far more difficulties and even when compared to other minority cohorts. They continued to fall behind, for example, even with minor gains (such as increased attendance for instance), since 2014. As a result, district policymakers must consider the micro within the micro of minority group cohorts themselves. In other words, programs and services must be tailored to recognize and create more interventions that work for the current problems that persist.

    Take suspension and expulsion rates as of 2018, for example. Even though indicators show they have declined for all minority and the majority student cohorts, the rates for African American males and females continue to lag far behind all other cohort minority and majority student groups, followed by their Hispanic/Latino cohorts.

    Moreover, the problem of high rates in the suspension and expulsion also affects the preschool students by cohort comparisons when measured by race, ethnicity, and income. Rising trends in statistical data show that African American males are disproportionately affected, but the data fail to explain why and what to do about it. Also, for decades, the City of Seattle faced accusations over issues involving alleged racism (and discrimination) that prompted city leaders to question whether it too plays a role in the academic failure of African Americans and other students of color. Historic precedence of racial bigotry and inequality was determined to affect government departments, including education negatively. As a result, policymakers subsequently proposed a measure that mandated all government agencies adopt a policy to promote racial tolerance and equality better. Like the ZES policy, it must reflect the intent of the City of Seattle's Race and Social Justice Initiative. I will propose further investigations and support of outside lessons learned research in cities with similar diverse groups, and where the academic performance of minorities of color routinely produce poor to fair outcomes. Investigations like this are particularly relevant where indicators of high social dislocation impose a plague on their environments. Those indicators include high crime, juvenile delinquency arrest and or home detention, teen substance abuse along with sex trafficking, single parenting with disconnected family structures, parent incarcerations, high foster care commitments, and poor health and dental hygiene—to name a few.

    5. What do you want to focus on as a school board director and why? How do you foresee doing that work within the constraints of the role (law, existing policy, budget, staff, and public expectations)?

    My focus would be on Zero Suspension/Zero Expulsion among African Americans and other minorities within the Seattle Public Schools. As a board director, I have a commitment to racial equity and social justice for all children. However, it has been studied and proven that 70% of the children suspended and expelled are of color, and 37% are African American. I am interested in this policy because I was commissioned by the Department of Education and Early Learning to do a study on the Zero Expulsion and Suspension policy (ZES), which included the following:

    1. To create norms and a process to support continuous quality improvement (CQI) through evaluation of standards and coaching
    2. To develop a community infrastructure to improve the quality of preschool programs in which the ZES policy plays a significant role.
    3. To analyze the opportunity gap through deeper disaggregation of student demographic data.
    4. To assess families according to a plan that lists elements of arent engagement
    5. To collaborate with DEEL in developing a racial equity policy that establishes structures, procedures, and values for systematically eliminating the reasons children regress academically in Seattle Public Schools.

    Prior research confirms that students suspended or expelled return even further behind than they were and had little or no support to catch up. Also, during removal from school, these students often engage in harmful behavior, which results in contact with law enforcement and the juvenile justice system.

    Defined by State law and a District’s Policy but “time on task” is a vital measure of the ZES policy to avoid suspension and expulsion from learning in any manner that disrupts a child’s healthy, social and academic development.

    In turns of working within budget and staff resources, DEEL staff will serve as a resource as they continue to work with the Seattle Public Schools in creating and maintaining developmentally-appropriate learning environments that nurture children's social-emotional development.

     

    Community questions and candidate responses:

    What do you believe is the cause of the opportunity gap and what are the solutions we should be working on to solve it?

    Closely related to the achievement gap and learning gap, the term opportunity gap refers to issues of how race, ethnicity, socioeconomic status, English proficiency, community wealth, familial situations, or other factors may contribute to a perpetual lowing of educational aspirations, achievement, and attainment for certain cohort groups. I believe it is important to note that the difference is the opportunity gap that lacks the necessary inputs to address the unequal or inequitable distribution of resources and opportunities. While the achievement gap typically refers to performance outcomes, it is conflicted due to an uneven or unfair distribution of educational results and unaccountable potentially tangible and intangible benefits. The learning gap refers to the relative performance of an individual student. It seeks to define the disparity between what the student learns, especially when compared to performance expectations—at a particular age or grade level.

    Opportunity gaps do not originate with just one cause, and there are many causes. The following, however, presents a few factors that give rise to opportunity gaps:

    1. Students from lower-income households may not have the financial resources provided to students from higher-income families. This it puts the latter at an advantage when it comes to performing well in school, scoring high on standardized tests, and aspiring to and succeeding in college. As a board member for Harborview Medical Center, poor nutrition, health problems resulting from a lack of healthcare, had a direct impact on the cause of opportunity gaps and why they exist. The inability to pay for preschool education, tutoring, test-preparation services, and college tuition may all contribute to lower educational achievement and attainment.
    2. Minority students are subject to prejudice or bias that denies them equal and equitable access to learning opportunities.
    3. Students raised by parents who have not earned a college degree or who may not value postsecondary education may lack the familial encouragement and support available to other students.
    4. Students raised in a non-English-speaking family or culture could experience limited educational opportunities.
    5. Economically disadvantaged schools may not be able to offer the same diversity of educational opportunities—such as multiple world-language courses or co-curricular programs like science fairs, debate competitions, robotics clubs, or theatrical performances.
    6. A lack of internet connectivity, computers, and new learning technologies can place students at a disadvantage

    There are several critical areas in closing the opportunity gap. They consist of: a): Promoting stable families and capable parenting. b) Promoting Opportunity in Early Childhood. c) Increasing equality of opportunity in and out of schools—i.e., for grades K-12. d): Rebuilding communities to help close the opportunity gap.

    Thus, the need to further develop collaborative partnerships must aim higher to closing the opportunity gap. These partnerships may comprise enhanced community engagement activities, church involvements, strengthen after school program initiatives, greater outreach for local business involvements, and the participation of other groups within and outside the community school district. A shortlist of recommendations presented as follows:

    1. Establish family-friendly policies for paid leave and paid sick leave, for instance.
    2. Advocate and promote economic supports for extended Child Tax Credits, and increased subsidies for childcare (that targets low mothers and working-class mothers as well).
    3. Create programs with a focus on relationship stability among young adults, and encourages women to seek continuing education beyond motherhood.
    4. Supplement K-12 learning curricula through expanded after-school programs, wraparound student support, tutoring, and stronger school-to-work links.
    5. Provide opportunities for long-term support of free transportation that targets the mobility needs of marginalized and disadvantaged communities. 6. Smooth the transitions both between high school and community college to four-year institutions of higher education.

    What will you do to bring SPS practices in line with SB Policy 0030? What will you do to protect schools and students from the harmful effects of culturally biased and poorly designed Smarter Balanced Assessments? What will you do to engage marginalized families and address their needs? How will you improve the food and eating experience for students? How will you recruit and retain talented teachers of color? Will you support an overhaul of the racially discriminatory Advanced Learning program? How will you guarantee all schools have adequate modern-day technology? How will you address the PTA funding gap between schools?

    The forty-one community questions District VII residents provided echo a collection of either similar or overlapping concerns. Basically the overlaps identify issues involving race and culturally bias practices such as a need for inclusion, improved nutrition and health, quality teachers, smart technology, strengthen or create newer partnerships, and initiate greater community involvement (that includes innovative strategies for financing the District’s PTA), and need for more direct and or indirect family and resident engagements. These themes echo throughout the questions with many overlapping contents. Nonetheless, I choose question no. 4 as a way of addressing their collective concerns at best as follows.

    First, regarding issue relevancy over School Board Policy 0030, the school board adopted the policy in 2012. The need for a strategy designed to address issues of tangible and intangible disparate treatments led to the board selecting eight intervening components. They identified them as 1) The need for EQUITABLE ACCESS (for practical learning curricula that includes multicultural academics, more significant resource support, development of a new tool designed to promote racial equity, and to address public transportation access). 2) The Need for a RACIAL EQUITY ANALYSIS (designed to reassess existing policies [for revisions and or improvements], assess a need for continuing professional developments and resource acquisition—to name a few). 3) Need for WORKFORCE EQUITY (targeting administrators, faculty, staff, and volunteers). 4) Need for PROFESSIONAL DEVELOPMENT (designed to strengthen school district human resources across a broad spectrum of diverse employees). 5) Need for WELCOMING SCHOOL ENVIRONMENTS (that includes the participation of community residents with programs that allow more significant family engagements). 6) Need for strengthening and creating new PARTNERSHIPS for a holistic approach to involving the community with more substantial outreach to local businesses, nonprofits, and government support agencies. 7) Need for the planning of MULTIPLE PATHWAYS TO SUCCESS (with high student expectations). 8) Need to RECOGNIZE DIVERSITY (predicated on the growth of a diverse, multicultural residential area that’s unlikely to decline and continues to grow).

    This policy, adopted in 2012, stood the litmus test by 2017. For example, by 2017, the Seattle Public School Data Profile of Outcomes show that from 2014 to 2017, indicators of improved academic dislocation rates showed evidence of reduced poorly performing academic rates. Rising rates included improved attendance, less chronic absences, lower short and long-term suspension rates, and higher graduation rates.

    Although the policy actions proved to make a difference, the door remains open for improvements that allow board members to continue to address, tackle, and resolve newer challenges. The latter may include the development of a policy framework of action to solve the severe problems, which continues. For example, even though disparate academic rates in African American male and female performances did show signs of decline, their poor academic performances remain higher when compared to all other student cohort groups, followed by Hispanics, and Native Americans groups. The need for intervention must delve deeper into a more in-depth micro approach designed to identify and zero in on what’s causing the continuing academic difficulties for harder-to-serve cohorts that continue to be the higher or what appears to be the chronic marginalized individual units of observation.

    Working on projects to identify and get at the gist of what’s causing the problem, my career of impacts span a wide range of challenges in private corporations, government, public schools, and institutions of higher education. To address the intangible hard-to-identify problems that may involve unconscious racism, and discriminatory practices, I aim to create new working relationships that call for stepped-up widespread community participation. I will do this by soliciting and recruiting a cadre team of professional participants starting with the many networks of influence I have worked with over the years. They includes representatives of the city, county, and state government; as well as, within the nonprofit and private sectors. Next, I will work with the board to design and propose practical options for connecting the Seattle School District with the lucrative economic development growth in the city’s construction trades and growing service institutions. I will assist the board in addressing the new needs for enhanced vocational training and workforce development designed to meet the demands of the rising growth in the varieties of new economic developments—throughout the City of Seattle. More specifically, for example, with the new Convention Center under construction and the dismantling of the Alaska Way viaduct, new jobs will open within the next five years. Seattle and King County continue on a path of new job growth not only in the construction trades but in the service retail and other sectors as well. The Convention Center developers predict at the peak of at least 3,000 construction jobs; afterward, at least 6,000 jobs will open in hotel hospitality, retail, and other service jobs. Those numbers will maximize the numbers exponentially when construction starts on the Alaska Way waterfront and with the opening of newer business establishments.

    Next, the community questions echo another collective concern involving food and nutrition, recruiting talented teachers, overhauling alleged racially discriminatory advance learning programs, funding support of PTA activities. I aim to work with the board and community in focus group settings that include an agenda that leads to enhancement to strategic planning for intervention along with a timeline of action tasks implementations, and measures of effectiveness for feedback purposes. The latter will provide quick information to follow progress similarly like the tools in place that captures the outcomes since the implementation of School Board Policy 0030.

    Finally, another theme of concern that echoed throughout the community questions involves funding support for the school district’s PTA, and I aim to propose a practical strategy for sustaining them funding support. In a nutshell, I propose a quarterly plan of adoption by high-end Fortune 500 Corporations. The school board will identify and solicit them as a quarterly sponsor of the year! This strategy includes economic data impacts on the revenues the community expends annually to our targeted corporations, with potential for others to join our pool of Quarterly Corporate Sponsor of the Year.

    By what means and with what expediency will you work to dramatically reduce the number of instances and number of days of punitive school exclusions in District VII schools, especially for African-American students, other students of color and students with disabilities?

    Addressing the challenges of suspension and expulsion within the Seattle Public Schools with all groups noted, I will continue to partner and work with the Department of Education and Early Learning. A shortlist of goals include:

    1. Create norms and support for continuous quality improvement (CQI) that provides an approach to step up coaching and afterschool mentoring practices aligned with continuous evaluation of preset performance standards. The latter will allow immediate tactical interventions in the result of indicators of unfavorable outcome performances.
    2. Collaborate with the Department of Education to develop a community infrastructure to improve the quality of programs in which the Zero Expulsion /Suspension policy plays a significant role.
    3. Analyze the opportunity gap through deeper disaggregation of student demographic data.
    4. Assess and work with families to engage them in all aspects of their children’s education.
    5. Place “front and center” the Racial Equity Policy that establishes structures, procedures, and values for systematically eliminating the reasons children get suspended or expelled from school.

    My career experiences enable me to make practical commitments towards zeroing in on the most at-risk affected cohort groups (such as African American males and females). However, the needs of other cohort groups must not go unrecognized. It includes the necessities for expanding physical and capital improvements for students with disabilities, for example. The goal will be to explore changing policy at all levels of government that will provide the mobilization of additional resources to address their needs. Moreover, the needs of newer immigrant groups and other indigenous student groups must also be discussed and identified for strengths, weaknesses, and areas needing improvements. Overall, I aim to a): Make sure our children will be ready for school. b) Make sure they achieve developmentally-appropriate pre-academic readiness skills and post skill developments. c) Develop both socially and emotionally. d) Commit to eliminating the readiness gap that’s significance State-Wide. e) Examine the current structures to investigate where the opportunity gaps reside and why they continue.

    The methods employed include a short-list as follows:

    1. Work with local universities for researching best practices that include a documented literature review.
    2. Make site visits to all schools within District VII and other schools to observe onsite practices.
    3. Assemble focus groups with government officials, teachers, principals, support staff, parents, and students. The goal is to create a participatory democracy where the decision making is bilateral to include the whole community.
    4. Interview parents and incarcerated African American male and female parents for opportunities to family reconnect new programming initiatives.
    5. Collaboration with the Office of Superintendent of Public Instructions (OSPI).

    Research and interview results found that 91% of Seattle Public School receiving harsh disciplinary actions were determined to result from behavioral, learning, and attention-deficient disorders. In turn, they produce low self-esteem and weak motivations for wanting to learn. Similar results also affected student cohorts with Special Need. It is not surprising to discover that third-grade white students in Seattle have an average grade level of 5.2 (9th highest of 200 largest districts) and third-grade minority (particularly African American) students have an average grade level of 1.5 (149th of 200).

    I aim to effect change that requires addressing all the above challenges, in part through establishing strong collaboratives with other school board directors and partners designed to:

    1. Support the growth of a child’s efficacy by emphasizing cultural and identity development.
    2. Increase parent engagement.
    3. Address the issues of teacher/staff capacity for meeting system requirements.
    4. Target strategies for students needing additional support.
    5. Strengthen Memorandums of Understanding with the City, State, and other partners.
    6. Provide additional support for the City’s Race and Social Justice Initiative policy aligned with SPS racial equity 0030 policy, to establish points of intersections for linking everyday practices.
    7. Produce and make public progress reports of students gains, particularly those identified as needing quality interventions.
    8. Identify conditions for classroom support of children who have parents in poverty, engaged in drug use, homeless families, and students speaking limited English.
    9. Use loss of instructional time as a measure to determine issues associated with social, emotional needs, and need for self-regulation of skills.