>>> COUNCILMEMBER?
>> READY?
>> ALL RIGHT. GOOD MORNING
EVERYONE. THE MAY 23rd, 2024
MEETING OF THE LIBRARY'S
EDUCATION AND NEIGHBORHOODS
COMMITTEE WILL COME TO ORDER.
IT IS 9:31 A.M. I'M MARITZA
RIVERA, CHAIR OF THE COMMITTEE.
I WILL NOTE THAT THIS MORNING
COUNCILMEMBER WOO IS EXCUSED
FROM TODAY'S MEETING AND
COUNCILMEMBER MOORE WILL BE
JOINING US A FEW MINUTES LATER.
WILL THE CLERK PLEASE CALL THE
ROLL?
>> COUNCILMEMBER HOLLINGSWORTH?
>> PRESENT.
>> COUNCILMEMBER MOORE WILL BE
LATE. COUNCILMEMBER MORALES.
>> HERE.
>> COUNCILMEMBER RIVERA.
>> THREE ARE PRESENT.
>> GREAT. THANK YOU. THERE IS
ONE ITEM ON TODAY'S AGENDA.
FIRST I WANT TO RECOGNIZE, WE
HAVE IN THE AUDIENCE TODAY,
STUDENTS FROM MAPLE ELEMENTARY
ON BEACON HILL. WELCOME,
STUDENTS. THEY ARE HERE TO
LEARN ABOUT ALL THE BRANCHES OF
GOVERNMENT AND WE ARE SO
EXCITED TO SEE THEM HERE THIS
MORNING. THANK YOU FOR JOINING
US. AND I KNOW THAT YOU ARE
GOING TO BE VISITING WITH
COUNCILMEMBER MORALES WHO IS
YOUR COUNCIL MEMBER AS WELL AS
VISITING ACROSS THE STREET THE
MUNICIPAL COURT AS WELL AS
VISITING WITH THE MAYOR'S
OFFICE AND THE ARCHIVIST.
YOU'RE GOING TO HAVE A FUN DAY
TODAY AND WE ARE SO HAPPY TO
HAVE YOU HERE AND HAVE THE
STUDENTS ENGAGED. MAYBE
TOMORROW, A FEW YEARS FROM NOW,
YOU'LL BE SITTING UP HERE. AND
CHEERING A COMMITTEE. SO,
WELCOME. THERE IS ONE ITEM OF
BUSINESS ON TODAY'S AGENDA. WE
HAVE A PRESENTATION FROM THE
DEPARTMENT OF EDUCATION AND
EARLY LEARNING. IF THERE IS NO
OBJECTION, THE AGENDA WILL BE
ADOPTED. HEARING NO OBJECTION,
THE AGENDA IS ADOPTED. WE WILL
NOW OPEN THE PUBLIC COMMENT
PERIOD. PUBLIC COMMENT SHOULD
RELATE TO ITEMS WITHIN THE PER
VIEW OF THIS COMMITTEE. CLERK,
HOW MANY SPEAKERS ARE SIGNED UP
TODAY?
>> CURRENTLY, WE HAVE NO
IN-PERSON SPEAKERS SIGNED UP
AND NO REMOTE SPEAKERS.
>> THANK YOU, WE WILL PROCEED
TO AGENDA ITEM NUMBER ONE.
>> AGENDA ITEM 1 IS A REPORT
FROM THE DEPARTMENT OF EARLY
LEARNING AND EDUCATION ABOUT
THE FAMILIES, EDUCATION,
PRESCHOOL AND PROMISE LEVY YEAR
4 ANNUAL REPORT.
>> THIS ITEM HAS BEEN READ INTO
THE RECORD. FOR THE FIRST ITEM
OF BUSINESS, WE ARE JOINED THIS
MORNING BY THE DEPARTMENT OF
EDUCATION AND EARLY LEARNINGS
DIRECTOR DWANE CHAPPELLE AND
ALSO BY ISMAEL FAJARDO. AND WE
HAVE ANOTHER. WILL YOU ALL
INTRODUCE YOURSELF FOR THE
RECORD? AND COLLEAGUES, WE ARE
GOING TO BE HEARING AN ANNUAL
REPORT FROM THE FAMILIES
EDUCATION PRESCHOOL AND PROMISE
LEVY. WE'RE IN YEAR 4. PLEASE
NOTE FOR THE RECORD,
COUNCILMEMBER MOORE HAS JOINED
US. AND SO, WE ARE GOING TO
HEAR THAT ANNUAL REPORT TODAY
FROM THE DEPARTMENT OF
EDUCATION AND EARLY LEARNING.
PLEASE INTRODUCE YOURSELVES FOR
THE RECORD AND YOU MAY BEGIN.
>> OKAY.
>> THERE YOU GO.
>> CAN YOU HEAR ME? THERE WE
GO. FIRST OF ALL, THANK YOU FOR
THE INFORMATION. GOOD MORNING
COUNCIL MEMBERS AND AMAZING
MAPLE ELEMENTARY AND TEACHER
MICAH AND PARENTS, GOOD TO SEE
YOU ALL THIS MORNING. MAY NAME
IS DR. DWANE CHAPPELLE. I WILL
PASS IT TO MY COLLEAGUE.
>> DR. ISMAEL FAJARDO.
>> SO AGAIN, WE APPRECIATE THIS
OPPORTUNITY TO BE IN FRONT OF
YOU ALL TODAY. SO THANK YOU FOR
HAVING US. WE WILL WALK YOU
THROUGH THE YEAR FOUR ANNUAL
REPORT FOR THE FAMILY'S
EDUCATION PRESCHOOL AND PROMISE
LEVY. THIS IS AN ANNUAL REPORT
THAT OUR DEPARTMENT DEAL MUST
SUBMIT TO THE COUNCIL BY
ORDINANCE. SO THROUGHOUT
TODAY'S PRESENTATION, WE WILL
BE SHARING HIGHLIGHTS FROM LEVY
INVESTMENTS, INFORMATION ABOUT
OUR PARTNERS AS WELL AS WAKING
YOU THROUGH DATA TRENDS AND
FINDINGS. AS ANOTHER REMINDER,
THIS SLIDE SHOWS YOU DEALS FOR
GOALS FOR ALL OF OUR
INVESTMENT. TODAY'S
PRESENTATION FOCUSES ON THE
THREE GOALS ON THE RIGHT WHICH
ARE SUPPORTED WITH FEP LEVY
FUNDS. THE FEP EDUCATION
PRESCHOOL LEVY FUNDS WHICH IS
KINDERGARTEN READINESS, COLLEGE
AND CAREER READINESS AND POST
SECONDARY DEGREE CREDENTIAL OR
CERTIFICATE ATTAINMENT. THE FEP
LEVY'S OVERARCHING GOAL IS TO
ACHIEVE EDUCATIONAL EQUITY AND
CLOSE OPPORTUNITY GAPS FOR
SEATTLE STUDENTS. WE DO THIS
THROUGH PARTNERSHIPS,
COMMUNITIES, FAMILIES,
COMMUNITY BASED ORGANIZATION
AND OUR ANCHOR INSTITUTIONAL
PARTNER. SEATTLE PUBLIC
SCHOOLS, PUBLIC HEALTH. SEATTLE
KING COUNTY. AND, THE SEATTLE
COLLEGES. THE FAMILY'S
EDUCATION PRESCHOOL AND PROMISE
LEVY BUDGET IS ORGANIZED IN THE
FOUR INVESTMENT AREAS YOU SEE
HERE ON THE RIGHT. THE FEP LEVY
WAS APPROVED BY SEATTLE VOTERS
IN 2018 TO GENERATE REVENUE FOR
SEVEN YEARS, FROM 2019 THROUGH
2025. SO TODAY'S PRESENTATION
IS FOCUSED ON YEAR FOUR OF THE
LEVY IMPLEMENTATION. SCHOOL
YEAR 22-23 WHICH YOU CAN SEE AS
THE TEAL BAND IN THIS ARROW. WE
ARE CURRENTLY IN YEAR FIVE OF
LEVY IMPLEMENTATION WHICH IS
THE ORANGE BAND. AND, 2025, THE
EXECUTIVE WILL BRING A VALID
REFERENDUM TO VOTERS TO
CONTINUE THIS IMPORTANT
INVESTMENT IN SEATTLE'S
CHILDREN YOUTH, AND FAMILIES.
ACROSS ALL OF OUR INVESTMENTS,
I'M SO PROUD TO REPORT THAT WE
HAVE INVESTED NEARLY 137
MILLION IN FEP LEVY REVENUE TO
SERVE NEARLY 30,000 CHILDREN
AND YOUTH. SOME HIGHLIGHTS
REFLECTED ON THIS SLIDE INCLUDE
THE MAJORITY OF STUDENTS SERVED
IDENTIFIED AS BLACK,
INDIGENOUS, OR PEOPLE OF COLOR.
MORE THAN 700 K12 FAMILIES
RECEIVE SUPPORT WITH BASIC
NEEDS. ROUGHLY A THOUSAND
LEARNERS PRESCHOOL THROUGH POST
SECONDARY HAD ACCESS TO SUMMER
PROGRAMMING. AND, WE
ESTABLISHED THE LARGEST NUMBER
OF SEATTLE PROMISE SCHOLARS
ENROLLED TO DATE WHICH IS
1,250. THE FEP LEVY AND DEAL IS
ABLE TO HAVE THE REACH AND
IMPACT WE DO BECAUSE OF A
NETWORK OF MORE THAN 100
COMMUNITY BASED SCHOOL AND
INSTITUTIONAL PARTNERS AND WE
ARE JUST SO GRATEFUL FOR THEIR
PASSION AND COMMITMENT TO
SUPPORT THE DEPARTMENT OF
SEATTLE'S, TO SUPPORT THE
DEVELOPMENT OF SEATTLE'S
CHILDREN AND TO FOSTER THE
SPIRIT OF EXCELLENCE AND
POSSIBILITY IN OUR YOUNG
PEOPLE. SO, THIS SLIDE SPEAKS
TO OUR OVERALL IMPACT AND I
LIKE TO HIGHLIGHT THE BIG
TRENDS AND GOOD NEWS WE
OBSERVED FROM YEAR FOUR OF
IMPLEMENTATION. SO IN PRESCHOOL
AND EARLY LEARNING OUR
INDICATERS CONTINUE TO SHOW
THAT CHILDREN WHO PARTICIPATE
IN THE SEATTLE PRESCHOOL
PROGRAM HAVE INCREASED
KINDERGARTEN READINESS,
SURPASSING PREPANDEMIC LEVELS
ACROSS ALL RACIAL AND ETHNIC
GROUPS. AND K12 FOR OUR
COMMUNITY BASED HEALTH
INVESTMENTS, WE SEE THAT
OVERALL, ENGLISH LANGUAGE ARTS
AND MATH SCORES FOR STUDENTS IN
GRADES 3-8 ARE IMPROVING. ON
TIME GRADUATION RATES FOR THE
CLASS OF 2023 ALSO EXCEEDED
PREPANDEMIC LEVELS. FOR THE
SEATTLE PROMISE PROGRAM, FOR
SCHOLARS WHO STARTED IN FALL,
2023, THEY RETURNED FOR THE
SECOND YEAR AT RECORD RATES.
AND FOR THE SCHOLARS WHO
STARTED COLLEGE IN THE FALL OF
2020, THEIR THREE-YEAR
COMPLETION RATE EXCEEDS
NATIONAL AVERAGES. THE NATIONAL
AVERAGE AND SHOWS INCREASED
COMPLETION AMONG STUDENTS OF
COLOR. OVER THE NEXT 60 MINUTES
OR LESS, WE WILL BE LOOKING AT
DATA TABLES FOR EACH INVESTMENT
AREA TO SHOW HOW OUR
INVESTMENTS ARE MAKING PROGRESS
TOWARD OUR FEP GOALS. NOW I
WILL PASS THIS OVER TO DR.
FAJARDO TO TALK ABOUT PROGRESS
TOWARD RESULTS.
>> THANK YOU. AS DR. CHAPPELLE
MENTIONED WE HAVE A REQUIREMENT
REPORT ON OUR FEP LEVY.
DEMOGRAPHIC DATA, AND, THERE IS
ALSO REQUIREMENTS THAT DEAL
REPORT ON SEATTLE PROMISE WHICH
INCLUDES SATISFACTORY ACADEMIC
PROGRESS, PART TIME AND
REFERRALS. WHEN STUDENTS THAT
MEANS SATISFACTORY ACADEMIC
PROGRESS, FOR THIS REPORT,
IT'S AT 14% COMPARED TO 30%
LAST YEAR. 18% OF STUDENTS ARE
ENROLLED PART TIME. DECREASE OF
2% FROM LAST YEAR. PROMISED
RETENTION SPECIALISTS HAVE
PROVIDED REFERRALS TO THE PATH
OF UW ADVISERS. THERE WERE NO
NEW MODIFICATIONS IN THE
2022-2023 SCHOOL YEAR. AND WE
CONTINUE TO FIND WAYS TO
STREAMLINE OUR APPLICATION
PROCESS. COORDINATE . NOW,
TODAY'S FOCUS OF OUR ANNUAL
PERFORMANCE MANAGEMENT IS
CENTERED ON LOOKING AT A
SNAPSHOT IN TIME AND TREND DATA
ON OUTCOMES ASSOCIATED WITH OUR
FEP LEVY OUTCOMES. JUST
TRACKING PROGRESS, WE ARE NOT
LOOKING FOR CAUSAL IMPACT. WE
DO THIS THROUGH YEARS 1-7 OF
THE LEVY. PLEASE KNOW WE HAVE
PROCESS AND REPORTS PUBLISHED
ON THE WEBSITE AND PROVIDE
DEEPER ANALYSIS FOR PRESCHOOL
AND PROMISE.
>> I JUST WANT TO POINT OUT
THAT DEAL WILL BE TALKING ABOUT
PERFORMANCE MANAGEMENT AT A
LATER TIME THIS IN COMMITTEE.
IF YOU HAVE QUESTIONS, YOU
CERTAINLY CAN ASK THEM BUT KNOW
THEY WILL BE BACK TO TALK ABOUT
OUTCOMES IN A FEW WEEKS.
>> IF YOU HAVE QUESTIONS, IT IS
A LENGTHY REPORT. IT IS A
LENGTHY PRESENTATION. IF YOU
HAVE QUESTIONS, RAISE YOUR HAND
AND LET'S GET THEM ANSWERED AT
THAT MOMENT. THANK YOU.
>>> BEFORE WE BEGIN LOOKING AT
THE DATA, I WANT TO REMIND US
THAT THIS PRESENTATION IS BEING
FOCUSED ON STUDENT LEVEL
OUTCOMES. WE WILL SHARE ALL OF
THE INVESTMENT GOALS, OUR
STRATEGIES WHO PARTICIPATE AND
OUR PROGRESS WARD THOSE
OUTCOMES. PLEASE KNOW THAT OUR
INVESTMENTS CROSS FROM
PRESCHOOL, K-12 AND POST
SECONDARY. ALL DATA SYSTEMS ARE
NOT THE SAME SO WE DO OUR BEST
TO ANALYZE THE DATA WHERE IT IS
ONE COHESIVE STORY. WE ALSO TO
PROTECT DATA PRIVACY RESULTS
THAT ARE FEWER THAN 10. WE
SUPPRESS THE DATA SO WE CAN
PROTECT STUDENT PRIVACY. WE
ALSO WILL TALK ABOUT THE
OPPORTUNITY GAP. WE DEFINE THAT
AS A SIGNIFICANT AND PERSISTENT
DISPARITY AND ACCESS TO
EDUCATIONAL EXPERIENCES AND
EXPANDED LEARNING OPPORTUNITIES
BETWEEN GROUPS OF STUDENTS. WE
CALCULATE THAT BY LOOKING AT
THE HIGHEST AND LOWEST
PERFORMING GROUPS. MANY OF THE
SLIDES WILL HAVE LOTS OF DATA
AND I JUST WANT US TO REMIND
OURSELVES WHEN WE TALK
OPPORTUNITY GAPS WE ARE LOOKING
AT THE LOWEST AND THE HIGHEST.
DISRUPTIVE DATA. COVID-19
IMPACTED STUDENTS' LIVES BUT
IT ALSO IMPACTED THE WAY THAT
WE CAPTURED DATA. YOU WILL
NOTICE IN OUR SLIDES AND WE
HAVE HIGHLIGHTED WHERE THE
IMPACT IS. SOME ASSESSMENTS
WITH NOT COMPLETED DUE TO
COVID. SOME WERE MODIFIED AND
WE WANT TO KEEP THAT IN MOUND
AS WE ARE LOOKING AT THE DATA.
KEEP THAT IN MIND.
>> ALSO KEEP IN MIND,
COLLEAGUES, THAT THE DEPARTMENT
OF EDUCATION AND EARLY LEARNING
WORKS VERY CLOSELY WITH SEATTLE
PUBLIC SCHOOLS WHEN THEY ARE
GATHERING THE DATA FOR
ASSESSING THESE PROGRAMS.
>> YEP. THANK YOU COUNCILWOMAN.
>> OKAY, SO, FOR PRESCHOOL AND
EARLY LEARNING, WE ARE GOING
TO, THIS IS WHERE WE WILL
START. SO, THIS SLIDE RIGHT
HERE IS A VERSION OF WHAT YOU
WILL SEE FOR EACH INVESTMENT
AREA. AND IT IS A SUMMARY OF
THE DETAILS IN THE FEP
INFORMATION PLAN. ADDITIONAL
DETAILS WILL BE DISCUSSED
FURTHER IN LATER SLIDES. SO,
OUR GOAL FOR THE PRESCHOOL AND
EARLY LEARNING INVESTMENT AREA
IS FOR SEATTLE STUDENTS TO HAVE
ACCESS ACCESS TO AND UTILIZE
HIGH QUALITY EARLY LEARNING
SERVICES THAT PROMOTE SUCCESS
IN KINDERGARTEN. TO MAKE
PROGRESS TOWARD THIS GOAL, WE
FUND SEVERAL STRATEGIES THAT
SUPPORT OUR AWARD WINNING
PRESCHOOL PROGRAM WHICH IS
RECOGNIZED BY THE NATIONAL
INSTITUTION FOR EARLY EDUCATION
RESEARCH AS A NATIONAL MODEL.
WE TRACK PERCENTAGE OF
PRESCHOOL STUDENTS MEETING THE
TEACHER STRATEGY'S GOLD
EXPECTATION. AND, WHEN THEY ARE
ARRIVING IN KINDERGARTEN, WE
WANT TO MAKE SURE THAT THEY ARE
KINDERGARTEN READY. AND THAT IS
MEASURED BY THE READINESS
STANDARDS. THE DOCTOR WILL
PROVIDE A LITTLE MORE DETAIL ON
THOSE MEASUREMENTS IN A FUTURE
SLIDE. SO, ALL OF OUR, ALL
INVESTMENTS ARE ROOTED IN
EVIDENCE INFORMED BY NATIONAL
BEST PRACTICE. THERE IS A LARGE
BODY OF RESEARCH THAT AFFIRMS
THE POSITIVE IMPACT THAT
PRESCHOOL HAS ON CHILD
DEVELOPMENT AND SCHOOL
READINESS. COUNCIL ACTION IN
2014 SUPPORTED A ROBUST BODY OF
RESEARCH THAT DEVELOPED THE
ORIGINAL SEATTLE PRESCHOOL
PROGRAM MODEL WHICH WE CONTINUE
TO FUND. WE ALSO HAVE INTERNAL
AND EXTERNAL EVALUATIONS THAT
DEMONSTRATES ITS EFFECTIVENESS
IN AREAS FOR GROWTH. OUR MOST
RECENT EXTERNAL EVALUATION THAT
WAS CONDUCTED BY EDUCATION
NORTHWEST FOR EXAMPLE, FOUND
THAT ASIAN, BLACK, AND ENGLISH
LANGUAGE LEARNERS WHO
PARTICIPATE IN THE SEATTLE
PRESCHOOL PROGRAM ARE MORE
PREPARED OR KINDERGARTEN READY
THAN THEIR PEERS WHO ARE NOT IN
THE SEATTLE PRESCHOOL PROGRAM.
AND WE HAVE TWO ADDITIONAL
EXTERNAL EVALUATIONS THAT ARE
FORTHCOMING. SO, THE SEATTLE
PRESCHOOL PROGRAM HAS SIX HOUR
AND EXTENDED DAY MODELS,
INCLUSION CLASSROOMS, STUDENTS
WITH DISABILITIES AND DUAL
LANGUAGE PROGRAMS. ALL OF OUR
PARTICIPATING PROVIDERS ARE
LICENSED BY THE STATE AND
PARTICIPATE IN THE EARLY
ACHIEVER'S QUALITY FRAMEWORK.
OUR PROGRAM IS OPEN TO ALL
THREE AND FOUR-YEAR-OLDS CITY
WIDE. NOW I WILL PASS THIS OVER
TO DR. FAJARDO TO TAKE US
THROUGH A LITTLE BIT MORE OF
THIS DATA.
>> THANK YOU DR. CHAPPELLE. A
QUICK SNAPSHOT ON THE
HIGHLIGHTS, WE HAVE SERVED
SLIGHTLY OVER 2,000 CHILDREN.
75% OF THEM IDENTIFY AS BIPOC.
40% OF IMMIGRANT AND REFUGEE
FAMILIES ARE PARTICIPATING IN
THIS PROGRAM. AND WE HAVE
INVESTED 56 MILLION THIS PAST
YEAR. THIS IS A 6% INCREASE OF
THE PREVIOUS YEAR AND 71% OF
THESE CHILDREN RECEIVE FREE
TUITION. 79% ARE LOCATED IN
COUNCIL DISTRICTS 1, 2, AND 3.
WE ARE ALWAYS LOOKING TO
EXPAND. WE CONDUCT OUR ADVICE
FOR EXPANSION. AND WE ARE
LOOKING AT FURTHER EXPANDING UP
NORTH.
>> AND DIRECTORSHIP HELD THE
DEAL PRIORITIZES COMMUNITIES
WHO HAVE BEEN UNDERSERVED. THAT
IS WHY YOU ARE IN THOSE
DISTRICTS FIRST, BUT YOU
CONTINUE TO ADD. IT IS A
PROGRAM THAT IS AVAILABLE TO
ALL THREE AND FOUR-YEAR-OLDS.
BUT YOU ARE NOT IN ALL AREAS OF
THE CITY. AND THAT IS WHERE I
KNOW YOU WOULD LIKE TO BE. BUT
COLLEAGUES, THAT IS HOW DEAL
GOES ABOUT IDENTIFYING WHERE TO
START. AND THAT IS WHERE THEY
STARTED THE PROGRAM. AND THEIR
GOAL IS REALLY TO BE ABLE TO BE
ACCESSIBLE THROUGHOUT THIS CITY
IN A MORE ROBUST WAY. THOUGH
THE PROGRAM IS ACCESSIBLE TO
ALL THREE AND FOUR-YEAR-OLDS
REGARDLESS OF WHERE YOU LIVE,
FOLKS WILL NOT BE ABLE TO
UTILIZE A FACILITY THAT IS NOT
NEAR WHERE THEY LIVE.
>> THANK YOU, THANK YOU FOR
THAT COUNCILMEMBER. THAT'S
PROTECT.
>> THANK YOU DIRECTOR.
>> SO WHAT WE ARE SEEING ON THE
MAP IS OUR COUNCIL DISTRICT BY
OUR PROVIDER AGENCIES OR OUR
SITES. THE ORANGE DOTS REFLECT
THE NEW SITES ADDED IN 2022,
2023. WE HAVE INCREASED HOW
MANY CHILDREN ARE SERVED BY 108
CHILDREN THIS PAST YEAR. WE
HAVE 25 PROVIDER AGENCIES AND
88 SITES. AS COUNCILWOMAN
MARITZA RIVERA MENTIONED. THERE
ARE JUST UNDER 13,000
THREE-YEAR-OLD AND
FOUR-YEAR-OLDS IN SEATTLE. WE
WOULD NEED TO QUADRUPLE IN SIZE
TO OFFER A SEAT TO ALL OF THOSE
CHILDREN. HOWEVER, THAT IS NOT
OUR GOAL. THERE ARE ALSO
CHILDREN SERVED BY HEAD START,
PRIVATE CHILD CARE SERVICES.
SOME FAMILIES ALSO CHOOSE TO
KEEP CHILDREN HOME THROUGH
KINSHIP CARE AND OUR LEVY
RENEWAL. WE WILL CONSIDER THOSE
FACTORS AND SET THE AN EX
TARGET FOR EXPANSION.
>> COUNCILMEMBER MOORE HAS A
QUESTION.
>> THANK YOU VERY MUCH, CHAIR.
I JUST HAD A COUPLE OF
QUESTIONS TO GET CLARITY. I
NOTICED NINE NEW SITES WERE
ADDED IN 2022 AND 2023. MOST IN
DISTRICT 2. THERE WAS ONE IN
BORDERLINE I GUESS 5, 4, AND
THEN ONE IN CD1. SO HOW IS THE
DECISION MADE TO HOUSE OR PLACE
MORE SITES IN PARTICULAR
DISTRICTS?
>> SO THERE IS MORE INFORMATION
IN THE DATA APPENDIX ABOUT
PROVIDER SITES OVER TIME. WE
LOOK FOR FOLKS TO JOIN OUR
PROGRAM. WE LOOK FOR EXISTING
PROVIDERS TO INCREASE THE
NUMBER OF CLASSROOMS THEY HAVE.
AND WE ALSO PARTNER WITH THE
SCHOOL DISTRICT TO SEE IF WE
CAN ADD CLASSROOMS IN
ELEMENTARY SCHOOL BUILDINGS. IT
IS LARGELY A BUSINESS DECISION.
CAN THEIR BUSINESS HANDLE THE
CAPACITY TO INCREASE STAFFING
AND MANAGEMENT OF THEIR
RESOURCES TO ADD MORE
CLASSROOMS. IS THERE AN
AVAILABLE SPACE THAT WOULD MEET
LICENSING REQUIREMENTS FROM THE
STATE? SO ON OUR END, IT IS
TYPICALLY AN EASY DECISION.
ONCE WE KNOW WHO IS INTERESTED,
WE LAYER ON OUR PRIORITIES
ABOUT NEIGHBORHOODS THAT NEED
MORE ACCESS TO A CLASSROOM.
FAMILY NEED. WHERE WE MIGHT BE
SEEING A LARGE NUMBER OF
APPLICATIONS AND THINGS LIKE
THAT.
>> SO ARE YOU PROACTIVE WITH
THE PROVIDER GROUPS TO
ENCOURAGE THEM TO EXPAND AND IS
THERE SUPPORT FROM THE CITY TO
HELP WITH EXPANDING?
>> CERTAINLY, WE HAVE A TEAM OF
STAFF IN THE EARLY LEARNING
DIVISION TO WORK WITH OUR CHILD
CARE PROVIDER TO SEE IF THEY
ARE INTERESTED IN EXPANDING
THEIR OFFERINGS TO IMPLEMENT
OUR PRESCHOOL CLASSROOM AND THE
ART QUALITY STANDARDS. WE HAVE
A PARTNERSHIP WITH THE IMAGINE
INSTITUTE WHO WORKS WITH FAMILY
CHILD CARE PROVIDERS SO THEY
CAN JOIN THE SEATTLE PRESCHOOL
PROGRAM AND THERE ARE OTHER
SUPPORTS. WE HAVE AN INVESTMENT
IN EARLY LEARNING WHERE WE HAVE
ADDITIONAL EDUCATION. THOSE
FOLKS GO ONTO ESTABLISH THEIR
OWN BUSINESSES.
>> GREAT. ONE LAST QUESTION.
LOOKS LIKE THERE IS PRETTY GOOD
ELIGIBILITY. HOW ARE FAMILIES
CONNECTED?
>> WE HAVE BEEN RECRUITING
SINCE 2014. WE BELIEVE THERE IS
GOOD KNOWLEDGE ABOUT THE
PROGRAM OFFERING ACROSS
SEATTLE. WE ARE SERVING A
MAJORITY OF I BELIEVE THAT IS
THE NEXT SIDE. LOWER INCOME AND
MIDDLE INCOME FAMILIES AS WELL
AS THE MAJORITY OF BIPOC
FAMILIES. HOWEVER TO YOUR
POINT, WE KNOW WE CAN DO MORE
TO INCREASE OUR LANGUAGE
ACCESS. WE ACTUALLY HAVE A
PROJECT HAPPENING RIGHT NOW
WHERE WE COCREATE DUAL LANGUAGE
MARKETING CAMPAIGN TO REACH
MORE THE LATINX FAMILIES.
>> DO YOU DO COLLABORATION WITH
DEPARTMENT AND NEIGHBORHOODS?
>> WE HAD PRIOR EFFORTS WHERE
WE WORKED WITH THE COMMUNITY
LIAISON PROGRAM. BUT WE ARE
REBUILDING OUR STRATEGIES POST
PANDEMIC.
>> THANK YOU COUNCILMEMBER
MOORE. AND DIRECTOR CHAPPELLE
HAS SHARED WITH ME THAT THEY
HAVE PRIORITIZED CERTAIN AREAS
OF THE CITY. AS THEY LOOK
TOWARD EXPANSION, THEY READILY
RECOGNIZE THAT THEY HAVE OTHER
AREAS OF THE CITY THEY HAVE NOT
BEEN ABLE TO MEET THIS NEED SO
THEY WILL LOOK AT THOSE AREAS
OF THE CITY. THEY RECOGNIZE
THAT THEIR FAMILIES AND THESE
OTHER ON THE NORTH END OF THE
CITY WILL HAVE A NEED FOR THIS.
THEY WILL BE LOOKING AT THAT.
AND DIRECTOR CHAPPELLE HAS SAID
HE WILL LOOK AT THE NORTH END.
>> THAT IS CORRECT. THANK YOU
FOR THAT COUNCILMEMBER RIVERA.
BUT SHE IS ABSOLUTELY CORRECT
ABOUT WHAT SHE STATED TO YOU.
THAT IS ONE OF OUR PRIORITIES.
>> THANK YOU.
>> UH-HUH.
>> THANK YOU COUNCILMEMBER
MOORE. GO AHEAD.
>> SO THIS SLIDE HERE, WE ARE
LOOKING AT PROVIDER PARTNERS.
ONE OF OUR BIGGER PARTNERS IS
SEATTLE PUBLIC SCHOOLS BUT WE
ALSO PARTNER WITH COMMUNITY
BASED ORGANIZATIONS TO PROVIDE
PRESCHOOL IN THE COMMUNITY. WE
HAVE VARIOUS CLASSROOMS THAT
SUPPORT DUAL LANGUAGE. WE HAVE
22. WE ALSO ALLOW FOR YEAR
ROUND LEARNING TO OCCUR. AND WE
PROVIDE SUPPORT FOR STUDENTS
THAT NEED INDIVIDUAL
EDUCATIONAL NEEDS. AND I'LL
PAUSE FOR A SECOND.
>> THANK YOU STUDENTS. THANK
YOU FOR BEING HERE TODAY. ENJOY
THE REST OF THE DAY.
>> BYE MICAH, Y'ALL HAVE A
GOOD REST OF THE DAY. SEE YOU
LATER.
>> AND THANK YOU FOR SKIPPING
OUT ON THE MACARONI AND CHEESE
THAT YOU MISSED AT YOUR SCHOOL
LUNCH. I LOOKED UP YOUR
CALENDAR: SO APPRECIATE Y'ALL
BEING HERE TODAY. THANK YOU.
>> THIS IS MUCH BETTER THAN
MACARONI AND CHEESE
COUNCILMEMBER HOLLINGSWORTH.
COME ON. THANK YOU.
>> THEIR LUNCH MENU.
>> SO DR. CHAPPELLE MENTIONED
HOW WE TRACK PROGRESS. WE ARE
GETTING A LITTLE MORE SPECIFIC
AND WHAT TEACHING STRATEGIES.
IT IS AN OBSERVATIONAL TOOL.
THAT HAPPENS IN PRESCHOOL. THEY
LIKE AT MILESTONES AND
COGNITIVE DEVELOPMENT, THIS IS
CLOSELY LINKED TO THE WA KIDS.
THIS ASSESSMENT IS CARRIED OUT
IN EARLY IN I THINK OCTOBER.
WHEN THEY ENTER KINDERGARTEN
AND ARE OBSERVED FOR SOCIAL,
EMOTIONAL, COGNITIVE, ENGLISH
PROFICIENCY AND MATH. SO PLEASE
NOTE THIS IS WHAT THEY REFLECT.
SO ABS VAGUESAL TOOLS IN
PRESCHOOL AND KINDERGARTEN. SO,
WHO PARTICIPATES? WELL, WE HAVE
NEARLY 2,000 STUDENTS THAT
PARTICIPATED THIS YEAR. THE
MAJORITY OF THEM IDENTIFY AS
BLACK AFRICAN AMERICAN.
FOLLOWED BY WHITE, ASIAN,
HISPANIC, LATINO. TWO OR MORE
RACES. TOGETHER THIS IS 75% OF
STUDENTS ARE IDENTIFYING AS
BIPOC. A SLIGHT DECREASE FROM
THE PREVIOUS YEAR. WITHIN
GENDER, MALE FEMALE IS EQUALLY
BALANCED. WE SERVE 49% WITHIN
THE 185% OF FEDERAL POVERTY
LEVEL WHICH IS ALSO THE SAME
LEVEL OF STUDENTS RECEIVING
FREE PRICED LUNCH AT SCHOOLS.
WE ALSO SERVE 40% OF REFUGEE
AND IMMIGRANT FAMILIES IN THE
PROGRAM AND 4% OF EXPERIENCING
HOMELESSNESS. SO THIS TABLE AS
DR. CHAPPELLE MENTIONED
EARLIER, OUR GOAL IS OUR
CHILDREN ARE KINDERGARTEN
READY. WHAT WE ARE SEEING HERE
IS THE TABLE OF THE NUMBER OF
PARTICIPANTS AND INDICATER
TRENDS. WE ARE TRACKING THIS
BACK TO 2015, 2016. AND WE ARE
SHARING DATA ALL THE WAY UP
UNTIL THIS REPORT WHICH IS
2022. 2023. YOU CAN SEE WE HAVE
INCREASED YEAR OVER YEAR THE
AMOUNT OF CHILDREN
PARTICIPATING IN THE PROGRAM.
YOU CAN SEE WE ARE INCREASING
RTSG EVEN AFTER COVID. WE ARE
81% WHICH IS A 2% INCREASE FROM
LAST YEAR. 68% OF CHILDREN WHO
ENTERED KINDERGARTEN, 68% OF
THEM ARE MEETING WA KID
STANDARDS. THEY PASSED ALL SIX
OF THE DOMAINS WHICH IS A 6%
INCREASE FROM THE PREVIOUS
YEAR. AND WE SEE THAT THE
OPPORTUNITY GAP AGAIN, THIS
MEANS THE LARGEST RACIAL ETHNIC
GROUP COMPARED TO THE LOWEST
RACIAL ETHNIC GROUP AND WE SAW
A DROP OF 10% WHICH IS GOOD.
>> CAN YOU TALK ABOUT, I MEAN,
BEFORE IF YOU ARE TRACKING THE
SUPPORTING THE TSG, IN YEAR
2015-16. IT IS AT 83%. IT
JUMPED UP. AND IT DECREASED.
AND THERE WAS COVID, IT
CONTINUED TO DECREASE. AND
THEN, THIS INCREASE FROM LAST
YEAR TO THIS YEAR, YOU TALKED A
LITTLE BIT ABOUT, I MEAN, EVEN
PRECOVID. IT HAD DROPPED.
>> I WILL SAY IN THE EARLY
YEARS OF PRESCHOOL, WE HAD A
SMALLER SAMPLE SIZE. USUALLY
WHEN YOU HAVE A SMALLER SAMPLE
SIZE, THE DATA CAN SWING ONE
WAY OR THE OTHER DEPENDING ON
WHO IS IN THAT COHORT. SO AS
YOUR SAMPLE SIZE INCREASES, YOU
CREATE A LITTLE MORE STABILITY
AND UNDERSTANDING THAT DATA
POINT. YES. I WOULD ACKNOWLEDGE
THAT IN 2018-2019 BEFORE COVID.
THERE WAS A SIGNIFICANT DROP.
>> WITH A SIGNIFICANT SAMPLE
SIZE.
>> RIGHT.
>> SO WE ALWAYS LOOK AT THIS
DATA TO UNDERSTAND HOW WE COULD
DO BETTER. OUR DEPARTMENT IS
HUGE ON CONTINUOUS QUALITY
IMPROVEMENT. WE LOOK AT THE
DATA AND WE SAY WHAT CAN WE DO
BETTER? WHICH IS PART OF THE
REASON WHY WE LOOK AT THE DATA.
WE LOOK AT RACE. WE LOOK AT
OTHER WAYS TO MAKE SURE THAT IF
IT IS ONE PARTICULAR GROUP,
THAT IS NOT DOING WELL, THEN WE
MAKE SURE THAT WE CAN SUPPORT
THAT GROUP. MAYBE IT IS MORE
RESPONSIVE CURRICULUM. MORE
TRAINING FOR TEACHERS SO WE ARE
LOOKING TO ENSURE THAT TREND
DOESN'T CONTINUE DOWNWARD. AS
YOU CONTINUE TO SEE, COVID
HAPPENED. WE STARTED TO
REBOUND. AND IT IS NOT WHERE WE
WANT TO BE. OBVIOUSLY THE GOAL
IS TO BE 100%. AND WE CONTINUE
TO MAKE STRIDES TO ENSURE THAT
ALL STUDENTS ARE ACHIEVING THE
TSG.
>> DO YOU KNOW WHAT THE
NATIONAL TREND PERCENTAGE IS?
>> NOT AT THE TOP OF MY HEAD,
BUT I CAN GET BACK TO YOU.
>> GREAT. THANK YOU.
>> SO WE HAVE NOW SEEN THE
TABLE. NOW WE WILL SEE SOME
LINE GRAPHS. SO KINDERGARTEN
READINESS RESULTS CONTINUE TO
SHOW IMPROVEMENT DESPITE COVID
IMPACTS. WE ARE PROUD OF THAT.
AND WE HOPE THE 68% CONTINUES
TO CLIMB THIS YEAR SO OUR HOPE
IS WHEN WE COME BACK, WE
CONTINUE TO SEE WA KIDS
STANDARDS BEING MET AT A HIGHER
RATE. IT IS IMPORTANT TO LOOK
AT RACIAL AND ETHNIC GROUPS SO
WE WILL LOOK AT WHO IS MEETING
THE WA KIDS STANDARD. AGAIN, WE
SEE THAT PARTICULAR GROUPS
CONTINUE TO DO WELL IN WA KIDS
STANDARDS. HOWEVER, WE CAN SEE
THAT ALL RACIAL GROUPS HAVE
EXCEEDED PREPANDEMIC LEVELS
WHICH IS TO CELEBRATE.
OBVIOUSLY, WE HAVE MORE ROOM TO
GROW WITHIN THESE GAPS. SO WE
CONTINUE TO SUPPORT OUR LOWEST
GROUPS. AS MARITZA RIVERA
MENTIONED EARLIER, INCREASING
ACCESS TO THE PROGRAM. WE ALSO
WANT TO BE SUCCESSFUL. SO HOW
DO WE SUPPORT? WE ARE LOOKING
AT DATA. WE DON'T SHY AWAY
FROM IT. WE ARE ON TRACK TO
SERVE 2500 SERVED ANNUALLY BY
2026. OVER 2,000 CHILDREN WERE
SERVED PARTICIPANTS ARE MORE
DIVERSE AND WITH GREATER
FINANCIAL NEED. WE ARE CLOSING
THE OPPORTUNITY GAP. YET WE
STILL HAVE ROOM TO GROW.
>> ALL RIGHT, THANK YOU DR.
FAJARDO FOR THAT ONE. WHAT WE
WILL DO NOW IS MOVE ONTO OUR
K-12 INVESTMENT AREA. SO AS I
NOTED ABOVE, THIS IS A SUMMARY
OF OUR IMPLEMENTATION PLAN. THE
GOAL OF THIS INVESTMENT
PORTFOLIO IS THAT STUDENTS HAVE
ACCESS TO EXPANDED
OPPORTUNITIES THAT PROMOTE ON
TIME HIGH SCHOOL GRADUATION. WE
TRACK OUR PROGRESS WITH
SUPPORTING AND HEADLINE
INDICATERS. WE WANT TO ENSURE
THAT STUDENTS ARE MEETING THEIR
THIRD AND EIGHTH GRADE ENGLISH
LANGUAGE AND MATH PROFICIENCY
STANDARDS. AND THEY ARE
GRADUATING IN FOUR YEARS. OUR
K12 INVESTMENTS, THEY DRAW FROM
A BROAD EVIDENCE BASED ON
INTERVENTIONS THAT SUPPORT
YOUTH DEVELOPMENT AND ACADEMIC
SUCCESS. IN A 2023 WASHINGTON
STATE INSTITUTE FOR PUBLIC
POLICY REPORT, THEY IDENTIFIED
INTERVENTIONS SUCH AS TUTORING,
SUMMER PROGRAMS, ACCESS TO
ADDITIONAL ACADEMIC SOURCES AS
STRATEGIES TO CLOSE OPPORTUNITY
GAPS. THAT WIDENED DUE TO THE
PANDEMIC. THESE ARE PRECISELY
THE TYPE OF INTERVENTIONS THAT
THE LEVY SUPPORTS THROUGH
SCHOOL DAY AND OUT OF SCHOOL
TIME PARTNERSHIPS.
ADDITIONALLY, RESEARCH SUPPORTS
EDUCATORS IN OUR SCHOOLS, IF
STUDENTS OF COLOR HAVE
EDUCATORS WHO SHARE THEIR RACE
AND ETHNICITY, THEY ARE MORE
LIKELY TO GRADUATE FROM HIGH
SCHOOL AND ENROLL IN COLLEGE.
SO IN ADDITION TO THE SEATTLE
PRESCHOOL EVALUATIONS, WE ALSO
HAVE PLANNED INTERNAL DEAL
EVALUATIONS OF OUR SCHOOL BASED
INVESTMENTS PORTFOLIO AS WELL
AS A PLAN EXTERNAL EVALUATION
BY MATHEMATICA WITH THE
INTERVENTIONS AND INVESTMENTS.
USING A LONGITUDE COHORT
ANALYSIS. SO OUR K12
INVESTMENTS ARE DESIGNED TO
SUPPORT HISTORICALLY
UNDERSERVED K-12 YOUTH.
SPECIFICALLY THOSE THAT ARE NOT
CURRENTLY MEETING GRAY LEVEL
ACADEMIC STANDARDS. AND WE DO
THIS THROUGH A SCHOOL BASED
COMMUNITY BASED INVESTMENT. OUR
INVESTMENT PORTFOLIO FOCUSES ON
EXPANDING ACCESS TO SCHOOL DAY
AND OUT OF SCHOOL
OPPORTUNITIES. RESEARCH AND
EVIDENCE INFORMED MODELS. IT
INFORMS OUR APPROACH TO
CULTURALLY RESPONSIVE
INVESTMENTS TO AFFIRM
STUDENTS' RACIAL AND CULTURAL
IDENTITIES. RACIAL AND CULTURAL
IDENTITIES. AND DEVELOPMENT
THEIR ABILITY TO CONNECT ACROSS
CULTURES. OUR APPROACH TO
SOCIAL EMOTIONAL LEARNING IS
GUIDED BY THE FIVE FRAMEWORK.
AND WHAT THIS IS, THIS APPROACH
IDENTIFIES FIVE AREAS FOR YOUTH
DEVELOPMENT. THE
SELF-AWARENESS.
SELF-MANAGEMENT. RESPONSIBLE
DECISION MAKING. RELATIONSHIP
SKILLS, AND SOCIAL AWARENESS.
COLLEGE AND CAREER READINESS
INVESTMENTS ARE ANCHORED IN
RESEARCH BY DAVID CONNELLY TO
HELP THE STUDENTS UNLOCK THEIR
POTENTIAL AFTER K-12 SCHOOLING.
THIS INCLUDES THE DEVELOPMENT
OF COGNITIVE STRATEGIES SUCH AS
RESEARCH AND INTERPRETATION
SKILLS. CONTENT KNOWLEDGE SUCH
AS CREDITS, REQUIRED FOR HIGH
SCHOOL OR COLLEGE GRADUATION.
LEARNING SKILLS AND TECHNIQUES
LIKE TIME MANAGEMENT. TEST
TAKING STRATEGIES. AND
TRANSITION KNOWLEDGE IN SKILLS
AND TO ADVOCATE THEMSELVES IN
BIG SYSTEMS. AND THE LAST
FRAMEWORK I WANT TO UNPACK FOR
YOU IS AROUND WHAT ACADEMICS
CALL 31st CENTURY SKILLS. IT
OVERLAPS BETWEEN THIS CONCEPT
AND OTHERS THAT I HAVE SHARED
BUT IT MOST OFTEN DESCRIBES AS
FOSTERING YOUTH CREATIVITY.
THEIR INNOVATION AND CRITICAL
THINKING PROBLEM SOLVING,
COMMUNICATION, AND
COLLABORATION AND TECHNOLOGY
SKILLS. THIS IS MOST OFTEN
ACHIEVED THROUGH PROJECT BASED
LEARNING. SPECIFICALLY GROUP
PROJECTS AND DESIGN CHALLENGES.
SO WE FUND PROGRAMS ACROSS THIS
WIDE RANGE OF BENEFICIAL YOUTH
PROGRAMMING. AND WE WILL
PROVIDE EXAMPLES ON LATER SLIDE
SOS WHAT I WILL DO NOW.
>> I HAVE A QUESTION.
>> YES?
>> DO YOU HAVE A QUESTION?
>> I DID NOT.
>> I'M SORRY.
>> NO WORRIES.
>> COUNCILMEMBER MOORE?
>> YEAH.
>> YOU SAID CB Os , COMMUNE
BASED ORGANIZATION ARE
RESPONSIBLE FOR THEIR OWN
PROGRAM RECRUITMENT AND
ENROLLMENT. HOW DO YOU MONITOR
RECRUITMENT LIKE ARE THERE
RECRUITMENT GOALS SET? HOW DO
YOU MONITOR PERFORMANCE ON
THIS?
>> SO WHAT WE DO, SO FOR ONE,
OUR COMMUNITY BASED
ORGANIZATIONS HAVE REALLY
ROBUST RELATIONSHIPS WITH
FAMILIES. THEY HAVE ROBUST
RELATIONSHIPS WITH SCHOOLS.
AND, AS THEY ARE PLANNING FOR
THE SUMMER, WHAT THEY
ULTIMATELY DO IS WORK WITH
WHETHER IT IS A SCHOOL IN THEIR
GEOGRAPHIC AREA TO MAKE SURE
FAMILIES ARE AWARE OF THE
PROGRAMMING THAT IS BEING
OFFERED. WE ALSO SET AS WE
PARTNER WITH THEM, ENROLLMENT
TARGETS WITHIN THEIR SPECIFIC
PROGRAMMING FOR THE SUMMER. SO
WE ARE INTENTIONAL IN MAKING
SURE WE ARE CLEAR ON THE
ANTICIPATED NUMBER OF STUDENTS
WE ARE LOOKING TO ENROLL. AND
CONNECTING WITH THEM TO SEE HOW
THEY DO WITH MEETING THAT
TARGET. I JUST KNOW THAT THE
PARTNERSHIP REAL LIP COMES FROM
THEM HAVING THE ROBUST
RELATIONSHIPS JUST WITH SCHOOLS
AND THE COMMUNITY.
>> SO DO YOU ENTER INTO A
CONTRACT?
>> WE DO, YES, MA'AM. WE ENTER
INTO A CONTRACT AGREEMENT WITH
THEM. AND IN THE CONTRACT
AGREEMENT, ONE OF THE
DELIVERABLES IS EXPECTED
ENROLLMENT AMOUNT.
>> AND DO YOU CHECK BACK?
>> YES.
>> GREAT, THANK YOU.
>> THANK YOU.
>> COUNCILMEMBER MORALES?
>> CAN YOU TALK A LITTLE BIT
ABOUT HOW ELEMENTARY SCHOOLS
ARE SELECTED TO RECEIVE FEP
DOLLARS IN AND, IF THERE IS
MULTIYEAR FUNDING GRANTED? AND
I HAVE ANOTHER QUESTION AFTER
THAT.
>> CAN I COME TO THAT QUESTION
IN LATER SLIDES WE WILL BE
TALKING ABOUT THAT.
>> WE WILL TALK ABOUT THAT ON
LATER SLIDES. THAT'S WHY I'M
SMILING.
>> OKAY.
>> DO YOU WANT TO ASK YOUR
OTHER QUESTION?
>> I'LL WAIT.
>> OKAY.
>> SO WHAT I'LL DO NOW IS PASS
THIS OFF TO MARISSA TO TALK
ABOUT THE NEXT PART.
>> THE INDICATERS OF IMPACT WE
WILL BE HIGHLIGHTING FOR YOU
TODAY INCLUDE MEASURES OF
ACADEMIC PROFICIENCY FOR THIRD
THROUGH EIGHT GRADE STUDENTS.
WE LEVERAGE DATA FROM THE
SMARTER BALANCE ASSESSMENT TO
ASSESS PROGRESS TOWARD THIS
GOAL. IT IS A MEASUREMENT TOOL
ADMINISTERED EACH SPRING. WE
ALSO LOOK AT THE FOUR YEAR
GRADUATION RATES TO MONITOR ON
TIME COMPLETION OF HIGH SCHOOL
FOR OUR SENIORS.
>> AND THE REASON WHY THIRD
GRADE IS, THAT IS WHEN THEY
START TESTING IN THE SCHOOLS.
SO THEY CAN START GATHERING
DATA. BECAUSE THEY ARE NOT
TESTING IN THE SCHOOLS BEFORE
THIRD GRADE. CORRECT?
>> YES.
>> THANK YOU.
>>> SO THIS SLIDE HERE, YOU CAN
SEE THE GEOGRAPHIC SPREAD OF
OUR K-12 INVESTMENTS. WE ARE
CURRENTLY INVESTING IN 35
SCHOOLS THROUGH OUR SCHOOL
BASED INVESTMENTS AND FAMILY
SUPPORT INVESTMENTS SO THIS IS
THE OVERLAPPING. WE ARE ALSO
CURRENTLY FUNDING 32 COMMUNITY
BASED ORGANIZATIONS AND IN
TOTAL, THIS INVESTMENT AREA
REACHED MORE THAN 18,000 IN THE
22-23 SCHOOL YEAR. SO THIS
SLIDE, OUR 35 SCHOOL PARTNERS.
YOU CAN SEE THE CODE FOR WHO
RECEIVES A GRAND AND FAMILY
SUPPORT SERVICES SO FOR OUR
SCHOOL BASED INVESTMENT
PARTNERS TO YOUR QUESTION
COUNCILMEMBER MORALES, THERE
WAS A COMPETITIVE FUNDING
PROCESS HELD IN THE SECOND YEAR
WHERE ALL SEATTLE SCHOOLS WERE
INVITED TO APPLY FOR FUNDING.
WE IDENTIFIED 20 ELEMENTARY
SCHOOLS. FIVE MIDDLE AND FIVE
HIGH SCHOOLS TO RECEIVE
INVESTMENTS. THERE WAS A ROBUST
APPLICATION THAT ASSESSED
SCHOOL NEED. SCHOOL READINESS.
AND WE ALSO REQUIRED BUDGET
PROPOSAL, INTERVENTION PROPOSAL
TO INFORM OUR DECISION MAKING
PROCESS. THE GRANTS FOR
ELEMENTARY SCHOOLS ARE SMALLER
THAN MIDDLE AND HIGH SCHOOL
BECAUSE THERE ARE LESS STUDENTS
ENROLLED AT THAT GRADE LEVEL.
AND IN TOTAL, THE GRANTS RANGE
I BELIEVE FROM 250,000 TO
700,000 ON THE HIGH END. AND
THIS IS OUR LARGEST INVESTMENT
AREA IN THE LEVY. K-12.
>> AND ARE THOSE GRANTS OVER
MULTIPLE YEARS OR PER SCHOOL
YEAR?
>> THEY WILL GO THROUGH YEAR
SEVEN.
>> CAN I ASK ONE MORE QUESTION?
SO WHAT I'M BEGINNING TO WORRY
ABOUT IS WHAT HAPPENS TO
SCHOOLS WHO MAY RECEIVE FUNDING
HERE IF THEY ARE ON THE LIST OF
SCHOOLS THAT WILL BE CLOSED.
>> WE ARE PARTNERING WITH THE
DISTRICT TO KEEP PACE WITH
THEIR BUDGET DISCUSSIONS AND WE
ARE PREPARED TO BE NIMBLE. SO
WHAT THE DISTRICT DECISIONS
ARE, WE ARE PREPARED TO
ADDRESS.
>> CAN YOU TALK A LITTLE BIT
ABOUT ON DEALS. SO, THE SCHOOLS
APPLY. YOU LOOK AT THE NEED AND
THE READINESS TO IMPLEMENT.
WHAT OTHER THINGS DOES DEAL
LOOK AT? TYPICALLY, WHEN
DEPARTMENTS DOING RFP, A
REQUEST FOR PROPOSALS FROM
GRANTS, THEY HAVE A LIST OF
ITEMS THAT YOU ARE LOOKING FOR,
FROM SCHOOLS. THE NEED IS SO
GREAT AND THERE ARE SO MANY
SCHOOLS THAT APPLY. AS YOU ARE
MAKING THE DECISIONS. CAN YOU
TALK ABOUT WHAT THOSE ARE FOR
DEAL?
>> WE HAD MANY INDICATERS THAT
LOOKED AT ACADEMIC NEED. SO WE
LOOKED AT THIRD EIGHTH GRADE
MATH, ELA. WE LOOKED AT
PERCENTAGE OF ELL STUDENTS.
PERCENTAGE OF GRADUATION TOTAL
ENROLLMENT. AND, FOR REDUCED
LUNCH. WITH THAT, WE CREATED
COMPOSITE SCORES AND USED
CALCULATION TO FIGURE OUT WHAT
SCHOOLS ROSE TO THE TOP BASED
ON NEED. WHICH ONES WERE DOING
REALLY WELL IN THOSE
INDICATERS. BASED ON THAT, WE
NARROWED DOWN THE POOL AND
INVITED THEM TO APPLY TO AN RFP
TO LET US KNOW WHAT THEIR
INTERVENTIONS ARE. TO MEET THE
ACADEMIC GAP THAT WAS BEING
EXPERIENCED AT THEIR SCHOOL. SO
THERE WAS MULTIPLE REVIEWS FOR
THE SELECTION. THERE WAS A
COMMUNITY PANEL. DEAL PANEL.
AND THERE MIGHT HAVE BEEN AN
INTERVIEW. AND WE PARTNERED
WITH SEATTLE PUBLIC SCHOOLS IN
CREATING THE INDICATERS.
>> YOU ARE SAYS YOU SELECT THE
SCHOOLS THAT ARE INVITED TO
APPLY? OR YOU DO A SECOND
PROCESS, EVERYBODY APPLIES AND
THEN YOU DO A SECOND BASED ON
WHAT YOU ARE LOOKING FOR?
>> YEAH. WE USE THE CRITERIA TO
NARROW THE NEED. SO WE WOULD
NOT IN OTHER WORDS, WE WOULD
NOT WANT THEM TO USE UP THEIR
TIME WHEN THEY MAY NOT BE
COMPETITIVE FOR THE GRANT. WE
RELEASED AN RFP FOR THE SCHOOLS
WE IDENTIFIED THAT WOULD, THAT
WERE MEETING THE CRITERIA AND
WENT THROUGH A COMMUNITY
EVALUATION PANEL.
>> AND YOU TIER THEM SO, ARE
THERE SCHOOLS THAT YOU WOULD
FUND IF YOU HAD MORE FUNDING
FOR? THERE ARE 35 SCHOOLS AND
THERE ARE 105 SCHOOLS IN THE
CITY.
>> YES. WITH ANY FUNDING THERE
IS ALWAYS MORE NEED AND
AVAILABLE FUNDING. THOSE AT THE
TOP OF THE GREATEST NEED. YES,
THERE WERE SCHOOLS THAT WERE OF
NEED. BUT MAY NOT BE THE
GREATEST NEED WHEN WE LOOKED AT
THE DATA.
>> GREAT. WHEN YOU ALL COME
BACK TO PRESENT OUTCOMES, WILL
YOU PLEASE DO, I WOULD LOVE TO
HEAR MORE ABOUT THE CRITERIA.
SO WE CAN GET A BETTER
UNDERSTANDING SO WE CAN MOVE ON
NOW FOR THIS.
>> GREAT, THANK YOU.
>> THANK YOU.
>> I SKIPPED OVER OUR EXAMPLES
OF INTERVENTIONS. SO DIRECTOR
CHAPPELLE MENTIONED SOCIAL
EMOTIONAL LEARNING, 21st
CENTURY SKILLS. OUR PARTNERS AT
JAMES BALDWIN. FORMERLY
NORTHGATE. THEY ARE
IMPLEMENTING SECOND STEP. THIS
SUPPORTS STUDENT'S SOCIAL
EMOTIONAL LEARNING DEVELOPMENT.
LESSONS AND ACTIVITIES ARE
HELPING STUDENTS TO DEVELOP
SKILLS. REGULATE THEIR
EMOTIONS. AND HAVE EMPATHY FOR
THEIR FAMILIES. OUR PARTNERS AT
BEACON HILL, WITH THEIR SCHOOL
BASED INVESTMENTS, THEY ARE
CREATING A CULTURE OF SOCIAL
EMOTIONAL LEARNING. THEY ARE
IMPLEMENTING WHERE THEY ARE
REINFORCING. THOSE ASSEMBLY .
>> AMONG OUR COMMUNITY BASED
PARTNERS. K12 INVESTMENT. SOME
EXAMPLES TO HIGHLIGHT INCLUDE
THE NETWORK OR SPIN. THEY ARE
IMPLEMENTING STEM ENRICHMENT
ACTIVITIES. THESE WOULD FALL
UNDER READINESS. THERE ARE
YOUNG PEOPLE TO CLEAR PATH.
THEIR IDEAS ABOUT WHAT MIGHT BE
POSSIBLE FOR THEIR CAREERS.
AND, OUR PARTNERS WITH THE
ACADEMY FOR CREATING
EXCELLENCE. AND CULTURALLY
RESPONSIVE MANNER FOR MALE
STUDENTS. THEIR PROGRAM
INCLUDES ACADEMIC LEARNING
OPPORTUNITIES AND HUMANITIES
MATH AND SCIENCE. THEY PLAN A
VARIETY OF FIELD TRIPS THAT
ALSO FALL UNDER THAT COLLEGE
AND CAREER READINESS FRAMEWORK.
>> CAN YOU TALK ABOUT HOW YOU
SELECT THESE PARTNERS? HOW DO
YOU GO ABOUT SELECTING? DO THEY
APPLY AND ET CETERA?
>> YEP. SO, FOR ALL OF OUR
COMMUNITY BASED PARTNERS, THERE
WERE AGAIN COMPETITIVE
APPLICATION PROCESSES AT
DIFFERENT CYCLES OF THE LEVY.
SOME OF THESE CAME TO BE A PART
OF THE PORTFOLIO AND BUDGET ADS
WHERE DEAL LAUNCHED NEW GRANT
APPLICATIONS. THE OPPORTUNITIES
AND ACCESS INVESTMENT AREA
ORIGINATED IN THE FEP LEVY SO
WE HAD TWO RFIs , THE FIRST FOR
THREE YEARS, WE REFER TO THAT
AS CYCLE ONE. THAT CLOSED. AND
WE ARE NOW IN CYCLE TWO. YEAH.
AND AGAIN, OUR STANDARD FUNDING
OPPORTUNITY PROCESS AS WE
RELEASE AN APPLICATION, WE
IDENTIFY STANDARDS FOR PROGRAM
IMPLEMENTATION THROUGH OUR
WEBSITE. WE ENSURE ALL
COMPONENTS OF THE APPLICATION
WERE SUBMITTED AND WE CONVENE
REVIEW PANELS. WE ENGAGE MEMBER
OF OUR LEVY OVERSIGHT COMMITTEE
TO ADVISE ON THAT PROCESS.
APPLICANTS ARE SCORED AND
RANKED. WE LOOK AT THE
GEOGRAPHIC SPREAD. WE LOOK AT
HOW MUCH THE PROGRAMS COST SO
WE CAN TRY TO SERVE AS MANY
YOUNG PEOPLE AS POSSIBLE.
>> COUNCILMEMBER HOLLINGSWORTH,
YOU HAVE A QUESTION?
>> YES, THANK YOU. THIS IS AN
IMPRESSIVE LIST OF ALL THE
COMMUNITY PARTNERS. QUESTION
QUESTION. DO YOU DIFFERENTIATE
IN-SCHOOL MENTOR SHIP VERSUS
AFTER SCHOOL MENTOR SHIP ON
THIS LIST?
>> YEAH. THE MAJOR FEW OF THESE
GRANTEES WHO WE CONTRACT WITH
DIRECTLY ARE PROVIDING OUT OF
SCHOOL TIME INTERVENTIONS. OUR
SCHOOL BASE INVESTMENT PARTNERS
MANAGE THEIR OWN SUB CONTRACTS
WITH CBOs . SO THERE ARE LIKELY
ADDITIONAL COMMUNITY BASED
ORGANIZATIONS WORKING DURING
THE SCHOOL DAY. BUT THEY ARE
FUNDING THROUGH THAT SCHOOL
BASED INVESTMENT MODEL AND
RECEIVE CONTRACTS DIRECTLY FROM
SCHOOLS IN THE SCHOOL DISTRICT.
>> GOT IT. UNDERSTOOD. THANK
YOU.
>> YEAH.
>> THANK YOU.
>> GREAT, SO SOME THINGS TO
HIGHLIGHT OVERALL FOR THE
INVESTMENT AREA. WE ARE SEEING
GROWTH AND ACADEMIC
PROFICIENCY. WE KNOW THAT WE
ARE REACHING STUDENTS WHO NEED
SUPPORT MOST. STUDENTS FROM
LOWER INCOME FAMILIES ELIGIBLE
FOR FREE AND REDUCED LUNCH. 40%
OF STUDENTS SERVED ARE LOCATED
IN COUNCIL DISTRICT 2 WHERE
THERE IS THE GREATEST NEED IN
OUR CITY. FOR ACCESS TO
SERVICES, THE MAJORITY OF YOUTH
REACHED BY THESE INVESTMENTS
ARE BIPOC AT 75%. AND AGAIN,
YOU CAN SEE ON THE FAR RIGHT
IMAGE, STUDENTS FROM FAMILIES
WITH ADDITIONAL NEEDS TO
SUPPORT THEIR LEARNING AND
MEETING THEIR BASIC NEEDS. WE
BELLEVUE ARE SERVING STUDENTS
WHO NEED THE MOST SUPPORT. WE
BELIEVE WE ARE SERVING STUDENTS
WHO NEED THE MOST SUPPORT. IN
MONITORING OUR SUPPORTING
INDICATERS FOR THIS INVESTMENT
AREA, IF YOU LOOK AT THAT
BOTTOM ROW, YOU CAN SEE THAT WE
HAVE INCREASED THE NUMBER OF
STUDENTS SERVED. WE ARE SHOWING
GAINS IN LANGUAGE ARTS AND MATH
PROFICIENCY. OUR GRADUATION
RATES ARE CONSTANT. AND WE SAW
A SLIGHT 2% IN THE OPPORTUNITY
GAP FOR HIGH SCHOOL GRADUATION.
AND WE HAVE GRAPHS AND VISUALS
TO SHOW YOU THE DATA IN MORE
DETAIL. FOR ENGLISH LANGUAGE
ARTS PROFICIENCY, AGAIN, YOU
CAN SEE THE DOWNWARD TREND THAT
STUDENTS ACROSS SEATTLE PUBLIC
SCHOOLS EXPERIENCEs DURING
PANDEMIC. WE ARE RECOVERING
FROM THAT LEARNING LOSS AND FEP
SERVED STUDENTS ARE SHOWING AN
INCREASED PROFICIENCY, THE RATE
OF IMPROVEMENT FOR ELA IS 8%.
COMPARED TO A 4% RATE OF
IMPROVEMENT FOR THE DISTRICT.
AS A WHOLE. WHEN WE LOOK ACROSS
RACIAL AND ETHNIC GROUPS.
OVERTIME, IT IS SIMILAR TO
PREPANDEMIC. IT SHOULD BE
BETTER. SO WE CONTINUE TO
MONITOR STUDENT PROGRESS. TO
SCALE OUR INTERVENTIONS IN
SCHOOL COMMUNITIES. IN MATH
AGAIN, A SIMILAR MANY
PRONOUNCED DOWNWARD TREND
FOLLOWING THE PANDEMIC. THIS
DOES MIRROR WHAT WAS OBSERVED
NATIONALLY DURING THE PANDEMIC.
FOR STUDENTS SERVED BY FEP
INVESTMENTS. THEIR PROFICIENCY
IN THE DISTRICT AS A WHOLE. SO
FEP SERVED STUDENTS HAVE
IMPROVED BY 16% SINCE ABOUT
2021. WHEREAS DISTRICT WIDE,
THAT IMPROVEMENT WAS 10%.
AGAIN, LOOKING MORE CLOSELY
ACROSS RACIAL AND ETHNIC
GROUPS, WE SEE PROFICIENCY IS
SIMILAR TO PREPANDEMIC. WE SAW
A SLIGHT CLOSURE IN THE
OPPORTUNITY GAP. BUT AGAIN THIS
SHOULD BE BETTER AND WE ARE
WORKING TO IMPROVE STUDENT
OUTCOMES. ON TIME GRADUATION IS
OCCURRING AT HIGHER RATES THAN
PREPANDEMIC. I DO WANT TO NOTE
THAT THE STATE ALLOWED FOR A
WAIVER OF SOME GRADUATION
REQUIREMENTS. SO THIS MIGHT BE
ATTRIBUTING TO THE INCREASE.
THE KEY TAKE AWAY HERE IS THAT
FEP SERVED STUDENTS ARE
GRADUATING AT SIMILAR RATES TO
THE DISTRICT AS A WHOLE.
>> IN GENERAL, COLLEAGUES,
DEALS ARE GOING TO COME BACK.
THEY ARE DOING OBVIOUSLY, THEY
INDICATED THEY ARE DOING THEIR
EVALUATION WORK IS IN PROGRESS
AT THE MOMENT. THESE ARE JUST
ALMOST RAW DATA. THERE IS NO
CAUSALITY. THE HOPE IS WHEN
THEY COMPLETE THEIR EVALUATION
DATA, THEY'LL HAVE A BETTER
PICTURE OF WHY. SO I JUST
CAUTION YOU NOT TO ATTRIBUTE
CAUSALITY. WE ACTUALLY DON'T
HAVE THAT INFORMATION YET.
>> THANK YOU.
>> OKAY, AND THEN AGAIN, HERE
YOU CAN SEE IMPROVEMENT IN
GRADUATION RATES. A NARROWING
OF THE OPPORTUNITY GAP. AND
THOSE STUDENT GROUPS WHERE WE
WOULD WANT TO SEE IMPROVEMENT
THROUGH OUR INVESTMENTS. AND
THEN CLOSING OUT THE K12
INVESTMENT AREA, TO SUMMARIZE
THE DATA YOU SAW, NEARLY 60
SCHOOL AND COMMUNITY BASED
PARTNERS. DISTRICT WIDE
OUTCOMES HAVE NOT RETURNED TO
PREPANDEMIC LEVELS. AMONG FEP
SERVED STUDENTS, WE ARE SEEING
GAINS. AT AN AVERAGE RATE OF 6%
GRADUATION RATES EXCEED
PREPANDEMIC LEVELS AND IN FEP
YEAR FOUR, WE CONTINUE TO SEE
OPPORTUNITY GAP CLOSURE.
>> THANK YOU. AND COLLEAGUES I
JUST WANT TO REMIND US THAT YOU
KNOW, THE LEVY, THE FEP LEVY
INVESTMENTS ARE NOT MEANT TO
SUPPLANT THE WORK OF SEATTLE
PUBLIC SCHOOLS. THEY REALLY ARE
MEANT TO BE COMPLIMENTARY TO
HELP SOME OF THE STUDENTS WHO
ARE NOT ACHIEVING BE ABLE TO
ACHIEVE AND MEET THEIR
REQUIREMENTS FOR SEATTLE PUBLIC
SCHOOLS. THIS IS LIKE A REALLY
KEY POINT. THE FEP INVESTMENT
WOULD NOT BE ROBUST ENOUGH TO
MEET A NEED THAT IS REALLY
SOMETHING THAT SEATTLE PUBLIC
SCHOOLS IS REQUIRED TO PROVIDE
TO STUDENTS. SO WE NEED TO, I
JUST WANTED TO UNDERSCORE THAT
POINT. IT IS MEANT TO REALLY
COMPLEMENT.
>> THANK YOU FOR SHARING THAT
COUNCILMEMBER. YOU ARE
ABSOLUTELY CORRECT. SO I WILL
PUSH US AGAIN TO THE NEXT SLIDE
WHICH IS K-12 SCHOOL HEALTH. SO
OUR FOCUS WITH THE K-12 HEALTH
INVESTMENT IS TO PROMOTE
STUDENT ACCESS TO MEDICAL AND
MENTAL HEALTH SERVICES. WHEN
STUDENTS ARE HEALTHY BOTH IN
BODY AND IN MIND, THEY ARE MORE
ABLE TO ENGAGE IN LEARNING THAT
TAKES PLACE IN THE CLASSROOM.
>> AND COLLEAGUES, THE FEP
INCLUDES HEALTH CENTER
INVESTMENT. THIS IS WHAT YOU
ARE HEARING ABOUT NOW.
>> AND THAT'S A GREAT
TRANSITION. SO SCHOOL BASED
HEALTH CENTERS ARE OUR LARGEST
INVESTMENT. THERE IS A STRONG
BODY OF EVIDENCE WHICH SUPPORTS
THE EFFECTIVENESS OF SCHOOL
HEALTH CENTERS AND DEMONSTRATES
THAT WHEN STUDENTS HAVE ACCESS
TO HEALTH CARE IN SCHOOL
BUILDINGS, NOT ONLY ARE THEY
MORE LIKELY TO ACCESS CARE,
BUT, THEY MISS LESS SCHOOL AND
HAVE BETTER ACADEMIC OUTCOMES.
OUR IMPLEMENTATION PARTNERS
PUBLIC HEALTH, SEATTLE, KING
COUNTY, HAVE COLLABORATED WITH
RESEARCHERS AT THE UNIVERSITY
OF WASHINGTON TO COMPLETE
EXTERNAL EVALUATIONS LOCALLY.
AND IT IS ALSO EXPECTED LATER
THIS YEAR. SO OUR SCHOOL BASED
HEALTH CENTERS ALSO PROVIDE A
COMPREHENSIVE MEDICAL AND
MENTAL HEALTH CARE TO STUDENTS
AS WELL AS SCHOOL WIDE HEALTH
EDUCATION AND SUPPORT FOR
INSURANCE ENROLLMENT. A
PARTNERSHIP WITH NEIGHBOR CARE
HEALTH, A PARTNERSHIP WITH
NEIGHBOR CARE HEALTH ALSO
BRINGS PORTABLE DENTAL SERVICES
TO STUDENTS. AND SEATTLE PUBLIC
SCHOOL STUDENTS ARE ELIGIBLE TO
ACCESS SCHOOL HEALTH CENTERS.
HEALTH CENTER CARE AT OUR 29
LOCATION CITY WIDE DURING
SCHOOL HOURS.
>> ALL RIGHT. SO, MOVING INTO
THE DATA PORTION OF THIS
SECTION. WE JUST WANT TO ORIENT
YOU TO THE INDICATERS YOU WILL
BE HEARING ABOUT. SO WE WILL BE
REPORTING ON ACCESS TO PORTABLE
ORAL SCREENING THROUGH THAT
MOBILE DENTAL PROGRAM. WE WILL
BE TALKING ABOUT STUDENT
IMMUNIZATION IN COMPLIANCE WITH
WASHINGTON STATE REQUIREMENTS.
WE WILL ALSO SHARE RATES FOR
SCHOOL NURSE ADMINISTRATION OF
THE STRENGTHS AND DIFFICULTY
QUESTIONNAIRE AND OUR HEADLINE
INDICATER IS STUDENT SCHOOL
ATTENDANCE. ACCESS TO SCHOOL
BASED HEALTH CENTERS AS SHOWN
WITH THE DOTS ON THE MAP HERE
OCCURS CITY WIDE. THIS
INVESTMENT AREA SERVED MORE
THAN 18,000 STUDENTS. THROUGH
SEVEN PROVIDER AGENCIES. SCHOOL
BASED HEALTH CENTERS AND
NURSES. SO IN THIS SLIDE, ON
THIS SLIDE WE HAVE OUR SEVEN
PARTNER AGENCIES AS WELL AS THE
29 SCHOOLS THE CLINICS ARE
LOCATED IN. THE CONTRACTS WITH
THESE PARTNER AGENCIES ARE
MANAGED BY PUBLIC HEALTH.
SEATTLE KING COUNTY AS OUR
ANCHOR IN THIS INVESTMENT AREA.
AS A SNAPSHOT FOR THIS AREA OF
INVESTMENT, YOU CAN SEE THE
MAJORITY OF STUDENTS SERVED
IDENTIFY AS BIPOC. AT THE
BOTTOM ROW HERE, YOU HAVE THE
NUMBER OF VISITS THAT THOSE
PROVIDERS OFFERED TO STUDENTS.
WE'LL SHARE MORE ON THIS
SLIDE. ABOUT THE ACTUAL NUMBER
OF STUDENTS SERVED. SO IN
TOTAL, AFTER WE CONTROL FOR
DUPLICATE NUMBERS, WE ARE
INVESTING MORE THAN 18,000
STUDENTS REACHED BY THIS
INVESTMENT AREA. STUDENTS ARE
LIKELY TO ACCESS SERVICES
ACROSS THIS RANGE OF
INVESTMENT. THEY MAY HAVE ALSO
ACCESSED THE PORTABLE DENTAL
SERVICES, THEY MAY HAVE
RECEIVED MEDICAL CARE IN THE
SCHOOL BASED HEALTH CENTER. SO
FOR SCHOOL BASED HEALTH CENTER
SERVICES, YOU SEE THAT IS OVER
7,000 STUDENTS SERVED. FOR
SCHOOL NURSES. THAT IS MORE
THAN 15,000 STUDENTS SERVED BY
NURSES AT THE 29 SCHOOLS.
ACCESS TO SERVICES AGAIN. 61%.
FOR STUDENTS WITH GREATEST
NEEDS, 5% OF STUDENTS ARE
DEFINED BY THE SCHOOL DISTRICT.
16% RECEIVED SPECIAL EDUCATION
SERVICES. 19% ENGLISH LANGUAGE
LEARNERS. FOR OUR INDICATERS,
AGAIN, IN THE BOTTOM ROW, YOU
SEE WE ARE INCREASING ACCESS TO
SERVICES ACROSS ALL OF THOSE
SUPPORTING INDICATERS.
ATTENDANCE RATES AS WILL SHOW
IN LATER SLIDES HAVE NOT
IMPROVED DISTRICT WIDE. WE KNOW
THAT OUR SCHOOL BASED HEALTH
CENTERS AGAIN ARE REACHING
STUDENTS WHO NEED THE MOST
SUPPORT AND SO IT IS LIKELY
THAT THE STUDENTS ACCESSING
CARE ALREADY HAVE POOR
ATTENDANCE . GREAT. SO HERE IS
THE TREND LINE FOR SCHOOL
ATTENDANCE, THE BLUE LINE IS
THE DISTRICT OVERALL. THE GREEN
LINE IS FEP SERVE STUDENTS. AND
WHEN WE LOOK AT THIS MORE
CLOSELY BY RACE AND ETHNICITY,
YOU SEE THE WIDENING
OPPORTUNITY GAP FOR ATTENDANCE
AND THAT THIS HAS NOT IMPROVED
SINCE THE PANDEMIC. OVER ALL
FOR THIS INVESTMENT AREA, MORE
STUDENTS HAVE ACCESSED OUR FEP
FUNDED SERVICES COMPARED TO THE
PRIOR YEAR. WE SERVED MORE THAN
6,000 STUDENTS WITH MEDICAL
CARE THROUGH THE SCHOOL BASED
HEALTH CARE CENTERS. 1500
RECEIVE MENTAL HEALTH CARE. AND
AGAIN, THAT SCHOOL ATTENDANCE
RATE OVERALL HAS NOT IMPROVED.
>> AND I ALSO WANT TO
UNDERSCORE HERE, THE INVESTMENT
INS THE K-12 SPACE I SHOULD
SAY, NOT THE SPS INVESTMENT BUT
THE K-12 SPACE. WITH THE
SCHOOL, THE SCHOOL BASED HEALTH
CENTERS, IT IS NOT MEANT TO
SUPPLANT A PRIMARY MEDICAL NEED
AS MOST OF THESE STUDENTS OR
ALL OF THESE STUDENTS SHOULD
HAVE ACCESS TO HEALTH CARE
THROUGH THE STATE. BUT IT IS
REALLY MEANT TO SUPPLEMENT
WHILE THEY ARE IN SCHOOL IN A
NEED ARISES THAT THE HEALTH
BASED SCHOOL CENTERS ARE ABLE
TO ADDRESS THAT NEED. BUT IT IS
NOT MEANT TO SUPPLANT THEIR
PRIMARY HEALTH CARE THAT GETS
PROVIDED THROUGH THE STATE.
>> THANK YOU AGAIN FOR
HIGHLIGHTING THAT. YEP. OKAY.
SO, AS WE ARE IN THE HOME
STRETCH HERE. WITH THE SEATTLE
PROMISE, SO LAST BUT NOT LEAST,
WE ARE EAGER TO SHARE THE GREAT
THINGS HAPPENING WITH THE
SEATTLE PROMISE PROGRAM WITH
YOU. SO, THE GOAL OF OUR
SEATTLE PROMISE PROGRAM IS THAT
STUDENTS ACCESS POST SECONDARY
OPPORTUNITIES. THEY ATTAIN
THEIR CERTIFICATE OR A DEGREE.
THE PROGRAM HAS THREE CORE
COMPONENTS THAT INCLUDE TUITION
SUPPORT, EQUITY SCHOLARSHIP,
AND COLLEGE PREPARATION AND
PERSISTENT SUPPORTS. WE MONITOR
THE SUCCESS OF THE SEATTLE
PROMISE PROGRAM IN PARTNERSHIP
WITH OUR COLLEAGUES AT THE
SEATTLE COLLEGES. AND WE LOOK
AT SUPPORTING AND HEADLINE
INDICATERS SUCH AS ENROLLMENT,
PERSISTENCE AND COMPLETION
RATES. IS PROMISE PROGRAM
LAUNCHED WITH FUNDING FOR THE
FEP LEVY AND JOINS MORE THAN
400 PROMISE PROGRAMS
NATIONALLY. HOWEVER, OR SHOULD
I SAY AND, SIMILAR TO HOW OUR
SEATTLE PRESCHOOL PROGRAM
LEVERAGED RESEARCH AND BEST
PRACTICES FROM OTHER PRESCHOOL
PROGRAMS NATIONALLY, THE
SEATTLE PROMISE PROGRAM
DESIGNED TEAM LOOKED AT MORE
ESTABLISHED PROMISE PROGRAMS
LIKE FROM THE CITY UNIVERSITY
OF NEW YORK TO DEVELOP OUR
IMPLEMENTATION POLICIES. SO TO
DATE, DEAL HAS PARTNERED WITH
THE SEATTLE COLLEGES ON TWO
PROCESS EVALUATIONS. AND, WE
HAVE AN EXTERNAL EVALUATION
CONDUCTED THAT INSIGHT AND THE
WASHINGTON STUDENT ACHIEVEMENT
COUNCIL. AND THOSE ARE EXPECTED
LATER THIS YEAR. I WANT TO SAY
BY ALSO ADDING A THIRD OPTION,
THE 2020 COHORT GRADUATING
CLASS INCREASED SIZE BY 30% IN
FALL OF 2023. , 28% OF ALL
PROMISE SCHOLARS WERE ENROLLED
PART TIME AND WE ARE CURRENTLY
COLLECTING MORE DATA ABOUT THE
PART TIME STUDENTS. AND ARE
CONDUCTING AN IMPACT EVALUATION
ON PART TIME EQUITY
SCHOLARSHIPS.
>> YOU MISSED THE OVERVIEW
SLIDE.
>> OH, I'M SORRY. OKAY, THANK
YOU, I SKIPPED OVER THIS SLIDE
GOING A LITTLE TOO FAST. SO,
THE SEATTLE PROMISE TUITION
SCHOLARSHIP IS APPLIED AFTER
STATE FEDERAL FUNDING AND
ACCESSIBLE TO ALL SEATTLE
PUBLIC HIGH SCHOOL GRADUATES.
THE EQUITY SCHOLARSHIP IS AN
ADDED FUNDING SUPPORT FOR
STUDENTS WITH INCREASED
FINANCIAL NEED. THIS
SCHOLARSHIP IS UP TO A THOUSAND
DOLLARS PER QUARTER AND CAN BE
USED BY PROMISE SCHOLARS TO
ADDRESS NON-TUITION RELATED
EXPENSES. COLLEGE PREPARATION
SUPPORT BEGINS IN HIGH SCHOOL.
AND THEY CONTINUE THROUGH A
PROMISE SCHOLARS PARTICIPATION
IN THE PROGRAM. IN RESPONSE TO
THE COVID IMPACTS AND THE
RACIAL EQUITY TOOL KIT
COMPLETED BY DEAL. COUNCIL
SUPPORTED EXTENDING BEYOND THE
ORIGINAL TWO YEARS TO THREE
YEARS AS WELL AS ALLOWING OTHER
BARRIERS AS WELL AS ALLOWING
STUDENTS TO ENROLL PART TIME IN
CERTAIN CIRCUMSTANCES TO ENSURE
MEDICAL FINANCIAL AND OTHER
BARRIERS THEY DON'T IMPEDE
THEIR SUCCESS. AND SO, AS YOU
WILL SEE IN LATER SLIDES, THE
DATA SHOWS THAT ALLOWING FOR
THREE YEARS OF SUPPORT IS
INCREASING POSITIVE OUTCOMES,
PARTICULARLY FOR OUR BIPOC
STUDENTS ON BOTH INDICATIONS TO
FALL TO FALL RETENTION AS WELL
AS COMPLETION.
>> AND DIRECTOR CHAPPELLE, THIS
IS JUST TO UNDERSCORE, IT IS
GIVING THE STUDENTS MORE TIME
TO COMPLETE THOSE 90 CREDITS,
AND MAYBE HELPING WITH SOME
EQUITY SCHOLARSHIPS BY WHICH
THEY ARE ABLE TO ACCESS SOME
EXTRA SUPPORT IN ORDER TO
COMPLETE THOSE 90 CREDITS.
>> YES.
>> YES. NOW I WILL PASS IT OVER
TO DR. FAJARDO TO TALK TO US
ABOUT SOME INDICATERS OF
IMPACT.
>> THANK YOU MR. CHAPPELLE. SO
FOR THIS INVESTMENT, WE LOOK AT
THREE INDICATERS, FALL
ENROLEMENT. NUMBER OF SCHOLARS
ENROLLED IN COURSES AT SEATTLE
COLLEGES DURING THE FALL.
PERSISTENCE RATES. WE CALCULATE
THIS AS THEY RETURN FOR THEIR
SECOND FALL. AND COMPLETION
RATE, WE OBSERVE BOTH TWO AND
THREE YEARS. TODAY WE WILL BE
SHARING THE THREE YEAR
COMPLETION RATE. SO AS YOU CAN
SEE, WE HAVE A LITTLE OVER 1200
PROMISE SCHOLARS ENROLLED AT
THREE SEATTLE COLLEGES AND WE
HAVE 22 ELIGIBLE HIGH SCHOOLS.
THIS IS AN INCREASE OF 136
SCHOLARS. YOU CAN SEE THE
DARKER, THE BLUE, THE MORE
STUDENTS ENROLLED IN THAT
CAMPUS. CAMPUSES ARE IN ORANGE.
THE GREEN DOTS ARE HIGH
SCHOOLS.
>> ARE THESE ALL HIGH SCHOOLS
IN SEATTLE?
>> YES. SO HERE ARE THE
ELIGIBLE HIGH SCHOOLS. PERFECT
TIMES. SO I WILL LET US HAVE A
MOMENT TO LOOK AT THE LIST.
>> ANYONE CAN APPLY FOR THE TWO
YEAR.
>> WE ALSO HAVE ATLAS AND
SIERRA WHO ARE NOT PART OF THE
SEATTLE PUBLIC SCHOOL SYSTEM.
>> RAINIER VALLEY LEADERSHIP
ACADEMIES. SO HERE IS A
SNAPSHOT. SO WE HAVE A LITTLE
OVER 1200 SCHOLARS ENROLLED.
70% OF STUDENTS IDENTIFY AS
BIPOC. AGAIN, 22 ELIGIBLE HIGH
SCHOOLS. 550 STUDENTS RECEIVE
EQUITY SCHOLARSHIPS AND WE HAVE
INVESTED $17 MILLION IN TOTAL
TO THIS PROGRAM. WE ARE AT 31%
THREE YEAR COMPLETION RATE. ONE
PERCENTAGE POINT ABOVE THE
NATIONAL AVERAGE. WE WILL GET
INTO MORE DETAILS WITH OTHER
COMPARISON GROUPS. WE HAVE THE
LARGEST EVER PERSISTENCE RATE
FROM FALL TO FALL AT 60% AND
41% OF SCHOLARS ARE FROM
IMMIGRANT AND REFUGEE
BACKGROUNDS SO ALL AROUND IF
YOU LOOK AT THOSE SUBGROUPS
PLUS THE BIPOC, HUGE SUCCESS
FOR PROVIDING ACCESS TO THOSE
THAT NEED IT. SO HERE IS A
SNAPSHOT OF DEMOGRAPHICS.
LARGEST GROUP, WHITE FOLLOWED
BY ASIAN, BLACK, AFRICAN
AMERICAN, HISPANIC LATINO OF
TWO OR MORE RACES. WE HAVE MORE
MALE THAN FEMALE. IF FOLKS HAVE
BEEN FOLLOWING THE NATIONAL
TRENDS, FEMALES ARE MORE LIKELY
TO ENROLL IN COLLEGE COMPARED
TO MEN. WE ARE ACTUALLY
ATTRACTING MALES INTO THE
PROGRAM. SO SOMETHING TO KEEP
IN MIND. I JUST MENTIONED 41%
IMMIGRANT AND REFUGEE FAMILIES
BUT WE ARE ALSO SERVING 20%
THAT HAVE AN ENGLISH LANGUAGE
LEARNER BACKGROUND. 14% SPECIAL
EDUCATION. AND 5% ARE
EXPERIENCING HOMELESSNESS THAT
ARE BEING SERVED. HERE, WE ARE
GOING TO BE LOOKING AT COHORT.
COHORT MEANS IN THE FALL OF
2018, THAT IS WHERE STUDENTS
WERE INITIALLY ENROLLED.
PROMISE BEGAN WITH SIX SCHOOLS
AND HAD 191 STUDENTS ENROLLED.
AND HAD A 50% PERSISTENCE RATE
AND 30% GRADUATION RATE. PART
OF THE REASON WHY I'M
HIGHLIGHTING THIS IS BECAUSE
THAT HAS BEEN KIND OF THE
STANDARD FOR IF REST OF THE
COHORTS THAT FOLLOW. WE HAD A
SMALLER SAMPLE SIZE. WE STARTED
TO INCREASE TO 290 IN 2019.
PERSISTENCE RATE DROPPED 6%.
THREE YEAR COMPLETION RATE WAS
AT 30%. 7% DECREASE FROM THE
FIRST COHORT. WE INCLUDED 17
HIGH SCHOOLS. THIS IS WHERE WE
EXPANDED ALL ACCESS. WE HAD 689
STUDENTS ENROLLED. WE HAD 54%
PERSISTENCE FOR THIS GROUP, AN
INCREASE FROM THE PREVIOUS
PERSISTENCE RATE AND THIS GROUP
GRADUATED HIGHER AT 31%. WE
DON'T HAVE COMPLETION DATA
FROM COHORT 21 OR 2022. BUT YOU
WILL SEE THAT IN 2022, WE HAVE
INCREASED TWO NONSEATTLE PUBLIC
HIGH SCHOOLS, RAINIER VALLEY,
ATLAS AND SIERRA AND A FEW
OTHERS, YOU'LL SEE THIS IS THE
LARGEST COHORT THAT ENROLLED
THAT FALL. AND HAS THE GREATEST
PERSISTENT RATE. WE HAVE A
HIGHER PERSISTENCE RATE. I'M
ENCOURAGED WHEN WE COME BACK IN
A YEAR OR TWO, WE WILL SEE
THREE YEAR COMPLETION RATES
INCREASE.
>> AND YOU WORK WITH SEATTLE
COLLEGES TO GET THAT, THOSE
DATA POINTS.
>> YES.
>> CAN YOU TALK ABOUT THE FOUR
SCHOOLS YOU ADDED?
>> YEAH. SO LET'S GO BACK. I
DON'T HAVE THE SPECIFIC
NUMBERS FOR THOSE SCHOOLS. BUT
CAN COME BACK TO YOU. IT IS IN
THE DATA APPENDIX.
>> THESE ARE JUST, THEY ARE NOT
PRIVATE SCHOOLS. THEY ARE
PUBLIC BUT NOT PART OF THE
SEATTLE CHARTER. I JUST WANTED
TO MAKE SURE FOLKS UNDERSTOOD.
YEAH. THANK YOU.
>> THANK YOU. SO AGAIN, I WAS
ELEVATING CORE 2018 FOR THE
THREE YEAR COMPLETION RATE THAT
WAS AT 37%. WE WERE PROUD OF
THAT. BUT THERE WERE SMALLER
SAMPLE SIZE. SMALLER COHORT.
WHEN YOU COMPARE IT TO THE
NATIONAL AVERAGE AND WHEN YOU
COMPARE IT TO THE SEATTLE
COLLEGE DISTRICT OVERALL,
YOU'LL SEE THAT SEATTLE
PROMISE ACROSS ALL OF THE
COHORTS ARE DOING BETTER IN
THREE YEAR COMPLETIONS. THAT IS
WORTH TO CELEBRATE. NOW, VERY
SIMILAR TO THE OTHER
INVESTMENTS. WE ALWAYS SHOW
RACE AND ETHNIC GROUPS. SOME OF
THE HIGHEST THREE-IER
COMPLETION RATES WERE FROM
ASIAN STUDENTS, NOW IN 2020.
YOU WILL SEE THEY HAVE
EXPERIENCED THE LARGEST DROP
YET AT THE TOP AT 43% FOR
COHORT 2020. AGAIN, WE LOOK AT
THE OPPORTUNITY GAP BETWEEN THE
HIGHEST AND THE LOWEST.
OBVIOUSLY, WE HAVE MORE ROOM TO
DO FOR THE LATINX, LATINO
STUDENTS WHERE WE HOPE WE ARE
SUPPORTING THEM. I WILL SAY
BLACK AFRICAN AMERICAN THREE
YEAR COMPLETION RATES HAVE GONE
UP 7% FROM THE PREVIOUS COHORT
2019. SO AGAIN, WE ARE
CELEBRATING AND WE CONTINUE TO
LOOK AT THE DATA AND FIND WAYS
THAT WE CAN ENSURE OUR BIPOC
STUDENTS ARE COMPLETING AT HIGH
RATES.
>> AND SOME NOTES HERE THAT I
KNOW, WHEN THIS PROGRAM
ACTUALLY STARTED, IT IS GREAT
TO SEE FOR ME, A PROGRAM FROM
THE BEGINNING TO THIS POINT NOW
IN YEAR FIVE IS THAT AS THE
PROGRAM HAS GOTTEN GOING, YOU
ADD THINGS TO IMPROVE, MAKE
IMPROVEMENTS. AND AS I SAID
EARLIER, IT IS A UNIVERSAL
PROGRAM FOR ALL STUDENTS ACROSS
THE CITY WHICH IS GREAT. THEY
HAVE ACCESS TO EVERYONE IN THE
CITY. EVERY STUDENT, HIGH
SCHOOL STUDENT HAS ACCESS TO A
TWO YEAR COLLEGE EDUCATION. IF
THEY WANTED. AND I KNOW THAT
SPS THROUGH THE HIGH SCHOOLS DO
ROBUST OUTREACH TO THE STUDENTS
WHO ARE GRADUATING TO LET THEM
KNOW OF THIS BENEFIT. AND THEN
YOU ADDED THE EQUITY
SCHOLARSHIPS TO SUPPORT THE
STUDENTS THAT NEEDED THAT EXTRA
HELP AS THE PROGRAM GOT GOING.
>> YES. WE DID. AND WHAT YOU
JUST TALKED ABOUT, THAT IS AN
EXAMPLE OF WHAT THE DOCTOR
MENTIONED WHAT WE DO FOR ALL OF
OUR INVESTMENTS WHICH IS
CONTINUOUS QUALITY IMPROVEMENT
TO MAKE SURE THAT WE ARE USING
THE DATA, TAKING OUR LEARNINGS
AND FIGURING OUT HOW WE CAN DO
BETTER IN SERVING OUR YOUNG
PEOPLE. SO YES. YOU ARE
ABSOLUTELY RIGHT. I JUST WANTED
TO TIE THAT EXAMPLE.
>> THANK YOU, I HAVE A QUESTION
LOOKING AT THIS CHART. LOOKING
AT ALL THE OTHER CATEGORIES,
THEY HAVE ALL GONE DOWN. JUST
CURIOUS TO WHAT DO YOU HAVE
ANYTHING YOU ATTRIBUTE THAT
OVERALL DECLINE IN COMPLETION
RATES?
>> YES, COUNCILMEMBER MOORE.
THIS INDICATES COVID IMPACT.
AND THIS IS THE FIRST CORE 2020
THAT EXPERIENCED COVID IN THE
HIGH SCHOOL NOW. AND THE DATA
SHOWS IT HAD IMPACT IN LEARNING
HEADED INTO THEIR COLLEGE
EXPERIENCE. SO I WOULD INFER
THAT HAD SOME REASON WHY THOSE
NUMBERS WENT DOWN.
>> I'M SORRY, CAN YOU SPEAK
INTO YOUR MIC?
>> YEAH.
>> SO WHY WOULD THE OTHER
COMMUNITIES HAVE HAD THAT
IMPACT AND WE HAVE SEEN A RISE
IN BLACK AND AFRICAN AMERICAN
PARTICIPATION AND COMPLETION?
>> SO WE ARE LOOKING AT THE
MORE CLOSELY THROUGH OUR
PROCESS EVALUATION EFFORTS AND
FOCUS GROUPING WITH STUDENTS.
WHAT WE KNOW ABOUT OUR SEATTLE
COMMUNITY IS THE NUMBER OF
MULTIGENERATIONAL HOMES FOR
CERTAIN AND RACIAL ETHNIC
GROUPS. THE STUDENTS IMPACTED
BY COVID, PARTICULARLY THE
COHORT 2020, THEY GRADUATED
HIGH SCHOOL JUST AS THE
PANDEMIC WAS STARTING. SO THEIR
FIRST YEAR OF COLLEGE WAS IN
THE THROES OF THE PANDEMIC.
THEY HAD THE MOST DISRUPTION AT
THE COLLEGE LEVEL IN TERMS OF
HAVING TO TAKE COLLEGE COURSES
VIRTUALLY. AT THE SAME TIME, WE
KNOW CERTAIN COMMUNITIES WERE
AFFECTED MOST BY STIGMA RELATED
TO COVID. BY ILLNESS RELATED TO
COVID AND OUR ASIAN COMMUNITIES
ARE AMONG THOSE. SO WHILE WE
CAN'T SAY CONCLUSIVELY. WE
KNOW A LOT ABOUT THE SOCIETAL
IMPACTS THE PANDEMIC HAD. A
CHALLENGING LEARNING
ENVIRONMENT FOR STUDENTS TO
TAKE CLASSES FROM HOME WHILE
THEY HAD ELDERS AT HOME
GRAPPLING WITH ILLNESS. SO
AGAIN, WE CONTINUE TO MONITOR
THIS SO WE KNOW WE HAVE THE
RIGHT INTERVENTIONS TO SUPPORT
STUDENT SUCCESS. THERE WERE
GROUPS MORE IMPACTED BY OTHERS
IN THEIR HOMES, THEIR FAMILY
CONTEXT AND HAVING TO ADAPT TO
VIRTUAL LEARNING.
>> EVI THAT. THE NUMBERS ARE
GOING DOWN FROM 2018 TO 2019
PRECOVID. THERE WAS A
SIGNIFICANT GROPE. WITH COVID
IT WAS MORE ACCENTUATED. THERE
IS SOMETHING GOING ON THERE
THAT WASN'T NECESSARILY
RELATED TO COVID.
>> WITH THE THREE YEAR RATE
THESE STUDENTS GRADUATED IN
2021. SO THEY WERE THE LEAST
IMPACTED BY COVID IN TERMS OF
THEIR CLENCH EXPERIENCE. THEY
MAY HAVE HAD VIRTUAL CLASSES IN
THEIR THIRD YEAR, BY THAT TIME,
THEY HAD NORMED TO BE COLLEGE
STUDENTS. WE CONSIDER THIS A
SIGNIFICANT IMPACT TO A
19-YEAR-OLD OR A 20-YEAR-OLD
HAVING TO FIGURE OUT HOW TO
NAVIGATE A COLLEGE SYSTEM
DURING THE PANDEMIC.
>> 2019 WASN'T THE PANDEMIC?
>> COHORT 2020.
>> WHY ARE YOUR NUMBERS LOWER
IN 2019 IF THE COHORT IS
GRADUATING PREPANDEMIC?
>> COHORT 2019 WAS ENROLLED AT
THE SEATTLE COLLEGES DURING THE
PANDEMIC SO THEY WOULD HAVE
BEEN IN THEIR SECOND OR THIRD
YEAR WHILE THE PANDEMIC WAS
HAPPENING.
>> OKAY, SO THEY WERE ALREADY
IN THE PROGRAM? THAT IS WHAT
YOU ATTRIBUTE THE NUMBERS GOING
DOWN?
>> YES. SO THEIR LEARNING WAS
DISRUPTED. THEIR FIRST YEAR WAS
IN PERSON. BUT THEIR SECOND
YEAR SWITCHED TO VIRTUAL. SO
AGAIN, WE KNOW THAT IS HARD FOR
THE FIRST GENERATION STUDENTS
TO NAVIGATE.
>> A COUPLE OF THINGS. SO, 2018
TO 19 SHOWS A DECREASE WHICH IS
WHAT COUNCILMEMBER MOORE IS
REFERRING TO. AND THERE WAS NO
PANDEMIC INVOLVED. SO, WE, I
DON'T THINK THAT THE
DEPARTMENT ACTUALLY HAS THE
DATA TO SHOW NOR HAVE THEY DONE
THE WORK TO SHOW WHAT IS GOING,
THIS SHOWS WHAT IS HAPPENING.
RAW DATA ON THERE IS A
DECREASE. THERE IS NO DEAL
WOULD HAVE TO, I'M NOT SURE IF
IT IS PLANNED FOR PROMISE. I
KNOW FOR K-12, THE SAME THING.
DEAL IS WORKING ON THE
CAUSALITY. AND WHETHER OUR
INVESTMENTS ARE MAKING A
DIFFERENCE. ALL THEY HAVE IS
THE RAW DATA TO SHOW WHAT IS
HAPPENING. I DON'T KNOW IF YOU
ARE INTENDING TO DO THE SAME.
WHY SOME COHORTS ESPECIALLY IN
THE BIPOC GROUP. THE ANSWER,
THE SHORT ANSWER NOW IS THEY
DON'T KNOW. AND THEY NEED TO
WORK TO FIGURE OUT WHY. THE
WHY. AND TRUE FOR K-12 IN
GENERAL. I WILL SAY COLLEAGUES
THAT THERE IS MORE INFORMATION
ABOUT THE PRESCHOOL PROGRAM AND
TO A CERTAIN EXTENT
NOTWITHSTANDING WHAT YOU JUST
TALKED ABOUT COUNCILMEMBER
MOORE ABOUT PROMISE. AND HOW
THE PROGRAMS ARE DOING THROUGH
THE 12-K. THE EVALUATION CAME
LATER. SO IT IS NOT COMPLETED.
THERE IS A LOT OF ANSWERS THAT
WE NEED TO FIND THAT THE CITY
AND THE DEAL NEEDS TO FIND AND
DEAL IS WORKING ON THAT. BUT IT
IS, AT LEAST I WILL SPEAK FOR
MYSELF, A LITTLE DISCOURAGING
THAT WE DON'T HAVE CAUSALITY
BY WHICH TO SAY HOW WELL THESE
INVESTMENTS ARE DOING IN THE
K-12 SPACE. AND THERE ARE STILL
SOME MISSING PIECES IN THE
PROMISE SPACE AS WELL.
>> THANK YOU FOR THAT. AND I
APPRECIATE YOU FOR ASKING THESE
QUESTIONS. I JUST ALSO WANTED
TO REMIND US AS YOU MENTIONED
COUNCILMEMBER, WE ARE
PARTNERING WITH FOLKS TO DO A
PROCESS EVALUATION. WE HAVE AN
EXTERNAL EVALUATION. WE'LL
HAVE A LITTLE MORE TO REPORT
BACK THEN.
>> I WILL SAY WHEN WE TALKED
ABOUT EQUITY SCHOLARSHIPS, I
KNOW PART OF THE CONVERSATION
WAS TO ADDRESS WHY SYSTEM OF
THESE STUDENTS WEREN'T DOING
AS WELL AS OTHERS. SO I THINK
THE RESPONSE TO THAT IS DO SOME
OF THESE STUDENTS NEED EXTRA
SUPPORTS? WHAT WOULD THE EXTRA
SUPPORTS BE SO THEY CAME UP
WITH THIS EQUITY SCHOLARSHIP
SOLUTION. BUT WE DON'T
ACTUALLY KNOW IF THOSE. ARE
THEY EXTRA SUPPORTS. THAT IS
SOMETHING FOR THE DEPARTMENT TO
LOOK INTO.
>> I HAVE TALKED A LOT ABOUT
THE INFORMATION THAT WE NEED
GOING INTO NEXT YEAR. AND A
POTENTIAL RENEWAL OF THE LEVY
TO SHOW HOW THE INVESTMENTS ARE
REALLY DOING. SO IF WE DECIDE
WE ARE GOING TO MOVE FORWARD
WITH THE RENEWAL, WE HAVE THE
ROBUST INFORMATION BY WHICH TO
SHOW THE PUBLIC THAT THESE
INVESTMENTS ARE REALLY WORKING.
THEY ARE WORKING FOR SOME
STUDENTS. BUT WE DON'T KNOW
OVERALL. THAT'S WHY THESE
EVALUATIONS ARE TAKING PLACE.
IT IS MY HOPE WE HAVE AT THE
END OF THESE EVALUATIONS MORE
INFORMATION TO BE ABLE TO
ANSWER YOUR QUESTIONS AND ALL
THE QUESTIONS WE ALL HAVE.
>> THANK YOU.
>> COUNCILMEMBER HOLLINGSWORTH?
>> OH YEAH. ARE WE AT THE END
SO WE CAN ASK YESES?
>> YES.
>> I JUST WANTED TO MAKE SURE.
I KNOW THERE WAS LIKE ONE MORE
SLIDE. I THINK THE SLIDE AFTER
IT QUESTIONS AND DISCUSSIONS.
OKAY. ALL RIGHT, I WAS COUNTING
THE SLIDES. I HAD TWO
QUESTIONS. I THINK WHEN YOU ALL
FIRST CAME TO PRESENT, THAT I
WOULD LOVE TO SEE FOR THE NEXT
LEVY POTENTIALLY, I CALL IT
DIRTY HANDS, CLEAN MONEY. THE
PLUMBERS, THE PIPE FITTER, JUST
THE DIRECT PIPELINE FROM OUR
SEATTLE PUBLIC SCHOOLS INTO THE
TRADES. I SAW A JOB FOR A
PLUMBER AT $55. AND YOU KNOW,
THERE ARE SO MANY OPPORTUNITY
INS OUR CITY AND I THINK IT IS
ONE OF THE THINGS WHEN YOU HEAR
A LOT OF THE CITY DEPARTMENT'S
TALK, EVERYONE IS NEEDING
MECHANICS AND JUST PEOPLE THAT
DO STUFF WITH THEIR HANDS AND
THESE ARE PHENOMENAL JOBS FOR
KIDS TO BE ABLE TO GET INTO THE
TRADE. SO, IT IS DEFINITELY
SOMETHING I WOULD LOVE TO WORK
WITH THIS COMMITTEE ONTO MAKE
SURE THAT WE HAVE A DIRECT
PIPELINE FOR OUR SEATTLE PUBLIC
SCHOOL KIDS TO GET INTO. THE
SECOND PIECE REGARDING SOME OF
THE PROGRAMS THAT YOU ALL WORK
WITH WHICH I THINK ARE GREAT,
THE K-12, I WANTED TO FLAG THAT
WOULD LOVE TO SEE PROGRAMS THAT
POTENTIALLY DO FOOD OVER THE
WEEKENDS FOR FAMILIES AND KIDS,
THREE SQUARE MEALS, BECAUSE, A
LOT OF, AND PARTICULARLY, I
WILL GO TO COUNCILMEMBER
MORALES' DISTRICT, I HAVE SAID
THIS BEFORE IN ANOTHER MEETING.
THERE IS ONLY ONE FOOD BANK
THAT GETS IN IS SOUTH END,
SOUTH OF I-90. THERE'S OTHER
FOOD PANTRIES BUT RAINIER
VALLEY FOOD BANK IS ONLY FOOD
DISTRIBUTION THAT CAN BE ABLE
TO GET TFAP DOLLARS FROM
DEPARTMENT OF AG. USDA DOLLARS
AS WELL. THEY ARE IN RAINIER
BEACH AT OLD MORTUARY. THEY ARE
ABLE TO DISTRIBUTE FOOD ACROSS
THE STREET FROM RAINIER BEACH
AND SOUTH SHORE. YOU KNOW. I
WANTED TO FLAG THAT BECAUSE AND
I SAID THIS IN COMMITTEE
BEFORE, THAT OTHELLO SAFEWAY IS
THE LARGEST REDEMPTION IN THE
CITY FOR FRESH BUCKS AND SNAP.
AND, A LOT OF THE KIDS THAT ARE
IN THESE PROGRAMS IN DISTRICT 2
ARE STRUGGLING WITH HAVING
MEALS OVER THE WEEKEND. AND
THERE ARE NOT ENOUGH FOOD
ACCESS FOR KIDS SO THE
PROGRAMS, I HAD WORKED WITH A
LOT OF THEM. A WHOLE BUNCH OF
THEM. JUST HAVING A FOOD PIECE
TO THEIR PROGRAMMING MODEL IS
SO INCREDIBLY IMPORTANT. KIDS
ARE NOT ABLE TO ACCESS FOOD
OVER THE WEEKEND. THEY HAVE
THEM DURING THE WEEK. DURING
SCHOOL TIME. BUT THAT WEEKEND
IS A HARD TIME FOR A LOT OF THE
KIDS. ESPECIALLY IN SOUTH OF
I-90 SO I JUST WANTED TO FLAG
THAT. YOU COULDN'T BE MORE
PASSIONATE ABOUT MAKING SURE
THE KIDS HAVE FOOD. IF THE KIDS
DON'T HAVE FOOD, THEY CAN'T
LEARN. I WANTED TO FLAG THAT.
THANK YOU.
>> THANK YOU, AND WE APPRECIATE
YOU ARTICULATING WHAT YOU JUST
SAID. AND HAPPY TO CONTINUE TO
WORK WITH THIS COMMITTEE AND TO
SEE WHAT THAT ACTUALLY LOOKS
LIKE. I LOVE THESE IDEAS. THAT
IS AWESOME. I LIKE THE CATCH.
DIRTY HANDS, CLEAN MONEY.
>> I SAW A CONSTRUCTION WORKER
WITH A STICKER THAT SAID THAT.
I THOUGHT, I'M GOING TO TAKE
THAT. THAT WILL BE MY NEW
THING. ANYTHING CATCHY FOR THE
KIDS BUT THE OPPORTUNITIES
EXIST. YOU GO DOWN TO THE PORT
IT IS AMAZING THE OPPORTUNITIES
PEOPLE HAVE TO BE ABLE TO HAVE
A GREAT CAREER.
>> THANK YOU.
>> AND I KNOW SEATTLE COLLEGES
HAS A PARTNERSHIP WITH THE FIRE
DEPARTMENT. THEY BUILT A
CURRICULUM. AND LET'S DO MORE
OF THAT. THAT IS SOMETHING THAT
I LOVE TO CONTINUE TO WORK ON.
AND TO SEE THE DEPARTMENT AS WE
CONTINUE THIS PROMISE PIECE AND
WORKING WITH THE COLLEGES. IT
IS A GREAT OPPORTUNITY THAT WE
ARE MISSING AT THE MOMENT. AND
AS WE LOOK TOWARD A POSSIBLE
EXPANSION, WITH THE LEVY
RENEWAL, IT IS SOMETHING WE ARE
LOOKING AT. IN TERMS OF FOOD,
MAKING SURE THE DEAL IS WORKING
WITH THE OTHER DEPARTMENTS THAT
WORK IN THE FOOD SPACE. BECAUSE
IT IS NOT SOMETHING THAT THEY
WORK WITH. BUT WE DO FOOD IN
OTHER PARTS OF THE CITY AND
MAKE SURE YOU ARE PLUGGED IN.
BECAUSE I COULD NOT AGREE MORE
WITH COUNCILMEMBER
HOLLINGSWORTH AND I KNOW THAT
THERE IS SOME FOOD DESERTS
ACROSS THE CITY IN SOME
NEIGHBORHOODS. AND I WOULD LIKE
TO SEE THIS AS PART OF THE
COMPREHENSIVE PLAN. AS WE ARE
BUILDING FOR MORE DENSITY
WITHIN THE NEIGHBORHOODS WE ARE
REALLY LOOKING AT THIS FOOD
PIECE SO THAT WE ARE NOT
CREATING UNINTENTIONALLY FOOD
DESERTS FOR FOLKS. FOOD NEED TO
RUN WITH ADDING MORE DENSITY TO
NEIGHBORHOODS. AND SO, THAT IS
AT OPPORTUNITY FOR OPCD AS THEY
ARE DOING. GOALS FOR FOOD ARE
INCLUDED AS PART OF THE PLANS
AS WELL. ANY OTHER QUESTIONS?
THIS WAS A LONG PRESENTATION.
THANK YOU FOR SITTING THROUGH
IT. BUT THE FEP LEVY
INVESTMENTS IS IN A LOT OF
AREA. SO DIRECTOR CHAPPELLE
ROBUSTLY AS POSSIBLE. THE FEP
INVESTMENTS AND SHOW WHERE THEY
ARE GOING.
>> I WOULD JUST LIKE TO SAY
THANK YOU FOR THE PRESENTATION.
IT WAS VERY THOROUGH. VERY
EDUCATIONAL. AND, I MEAN, YOU
ARE DOING AMAZING WORK. AND I
APPRECIATE THE WILLINGNESS TO
IMPROVE. BUT THANK YOU FOR
THIS.
>> THANK YOU. WELL, I'LL SAY,
HOW ABOUT CAN I JUST DO THIS
SLIDE AND I WILL CLOSE THIS OUT
IF THAT IS OKAY?
>> YES, OF COURSE.
>> JUST, SO, ON BEHALF OF OUR
PARTNERS AT THE SEATTLE
COLLEGES, YOU ALL ARE INVITED
TO JOIN IN CELEBRATION OF THE
LARGEST SEATTLE PROMISE
GRADUATING COHORT TO DATE AT
THE 2024 SEATTLE COLLEGE
COMMENCEMENT. IT WILL BE JUNE
21st, T-MOBILE. THERE IS A LOT
TO CELEBRATE. I WANTED TO CLOSE
THIS OUT BY SAYING THANK YOU
ALL FOR THIS OPPORTUNITY TO
COME PRESENT HERE. WE ARE
COMMITTED TO CONTINUOUS QUALITY
IMPROVEMENT. SO QUESTIONS AND
ENCOURAGEMENT WILL ALWAYS PUSH
US TO DO WHAT IS BETTER AND
CONTINUE TO IMPROVE. I WANT TO
THANK OUR FANTASTIC STAFF WHO
HELPED NOT ONLY PULL THIS
PRESENTATION TOGETHER. BUT
WORKING WITH THE COMMUNITY
BASED ORGANIZATIONS. WITHOUT
THEM, WE WOULDN'T HAVE THE
NECESSARY SUPPORTS THEY HAVE
RIGHT NOW. I WANT TO THANK YOU.
DR. FAJARDO IS SICK. BUT HE
DIDN'T WANT TO MISS THIS
TODAY. SO THANK YOU. THANK YOU
FOR EVERYTHING WE HAVE DONE
TODAY. AND LAST BUT NOT LEAST,
IT HAS JUST BEEN A PLEASURE
WORKING WITH YOU COUNCILMEMBER
RIVERA TO MAKE SURE NOT ONLY
THAT WE ARE CLEAR, BUT THAT WE
CAN TRULY FIGURE OUT HOW TO
FIND WAYS TO SUPPORT THE YOUNG
PEOPLE IN SEATTLE SO I'M
LOCKING FORWARD TO OUR
CONTINUED PARTNERSHIP. AND,
WE'LL SEE YOU ALL AT A FUTURE
DATE.
>> THANK YOU DIRECTOR
CHAPPELLE. AND ALL OF YOU FOR
BEING HERE. COLLEAGUES, YOU
KNOW, THIS WAS A ROBUST SLIDE
DECK SO IF YOU HAVE QUESTIONS,
I WELCOME OBVIOUSLY YOUR
PARTNERSHIP. WE ALL WORK
TOGETHER ON THIS IN THIS
COMMITTEE SO IF THERE ARE
THINGS YOU WANT TO FOLLOW UP
WITH, PLEASE DO REACH OUT TO ME
AND I MEET WITH THE DEPARTMENT
REGULARLY. AND HAPPY TO SHARE
MORE INFORMATION. IF THERE IS
SOMETHING THAT IS MISSING.
HAPPY TO MAKE SURE THAT THE
DEPARTMENT HAS THAT. AS THEY
ARE WORKING FORWARD ON THESE
EVALUATION PIECES ESPECIALLY.
SO IF THERE IS SOMETHING YOU
WOULD LIKE TO SEE OR KNOW ABOUT
OR THINK THAT IS MISSING IS
PART OF THE EVALUATION PROCESS.
, PLEASE DO LET ME KNOW AND I
WILL MAKE SURE THAT BECOMES
PART OF OUR FOLLOW UP WITH
DIRECTOR CHAPPELLE AND HIS
TEAM. SO THANK YOU SO MUCH FOR
BEING HERE. LET ME GET BACK TO
MY SCRIPT TO CLOSE THIS OUT.
MAYBE I HAVE SO FAR, DO I WIN
THE AWARD FOR LONGEST COMMITTEE
MEETING? THAT'S TRUE, THAT'S
BOB, HUH? ALL RIGHT. DO ANY OF
MY COLLEAGUES HAVE ANY COMMENTS
OR QUESTIONS BROADLY? OKAY.
SEEING NO QUESTIONS, THANK YOU
FOR YOUR PRESENTATION. DIRECTOR
CHAPPELLE AND TEAM. SEEING NO
FURTHER QUESTIONS, THIS
CONCLUDES THE MAY 24th, 2024
MEETING OF THE LIBRARIES
EDUCATION AND NEIGHBORHOODS
COMMITTEE. OUR NEXT COMMITTEE
MEETING IS SCHEDULED FOR
THURSDAY, JUNE 6th AT 9:30 A.M.
IF THERE IS NO FURTHER
BUSINESS, THIS MEETING WILL BE
ADJOURNED. HEARING NO FURTHER
BUSINESS, IT IS 11:14 A.M. AND
THIS MEETING IS ADJOURNED.
THANK YOU COLLEAGUES.