Photos by Susie Fitzhugh Bell Times Analysis Task Force Recommendation Report and Consensus Voting 6/11/2015

Discussion with Superintendent Dr. Larry Nyland Review Bell Time Analysis Process Review Consensus Survey and Vote on Recommendation Report Review and Vote on Three Options Presented to Community for Feedback Final Discussions Agenda 2

June 11 Meeting Review and Vote on Recommendation Criteria Vote on Three Options Presented to the Community for Feedback Post-June 11 Task Force members submit Minority Reports Task Force Chair and Subgroup produces final recommendation report Review of Bell Time Analysis Process 3

Data and Decision Flow 4

Task Force voted to hold an additional meeting on Tuesday June 2. Presented: Summary of Transportation Information Summary of Community Engagement Review of June 2 Meeting 5

Using a 3-Tier Goal / 2.24 Tiers Actual 1)Took number of buses within the tier category and multiplied it by the number of routes run (e.g. 19 buses can run 1 route;19x1=19. The product is number of routes run by those 19 buses (this is a means of weighing final number) 2)Add up the routes for each tier category (this equals 761) 3)Divide this by the number of buses used (340) 4)Answer is Average Tier of District  Note: This number changes regularly due to changing routes during school year

15% to 30% Flexibility Factor What is it? A flexibility factor is used in calculating transportation bus cost. Why do we use it? A Flexibility factor accommodates the inevitable changes and additions in transportation due to changes in student programs and services throughout the school year.

Grade Level Analysis - 2 Tiers

Balanced Analysis - 2 Tiers

State Funding Currently the State of Washington reimburses the District for over 90% of our transportation expenditures. Funding is a function of the: Number of bus and Metro riders Types of riders (special needs or “basic”) Miles transported Number of destinations Moving to two tiers does not change any of these funding factors so there would not be any increase in state funding.

Not State Funded The State does not reimburse the District for The number of buses used The amount of fuel used Planning & staffing Cabs & vans – even when it is more cost effective Mid-day trips to special programs (including federally mandated therapy for special needs students). Local levy (“school tax”) funds from our voter- approved Operating Levy are used to make up the difference.

Potential Loss of State Funding Districts currently using a 2-Tier system have been advised by the State they are at risk of having their transportation funding reduced if they do not move towards a 3-Tier system. Therefore, should the District elect to move from the goal of three tiers to a goal of two tiers, there may be potential for the loss of state funds. The loss of state funds is established by the State at the time of the efficiency rating. One local 2 tier school district recently went from 100% to 88% efficiency at a loss of over $1 Million in funding. For SPS, every 3% loss is nearly a $1 Million.

Estimated Annual Costs Routing Strategy Modified Flip+60 buses = $3.9M Lengthened School Day+89 buses = $5.9M No Change-0- Grade Level 2 Tier+230 buses = $15M Balanced 2 Tier+180 buses = $11.9M Budgeting Projection Assumptions 341 current buses Additional buses are not funded 30% flexibility factor Contract pricing remains consistent

Community Engagement Overview - handout – Focus on three Community Engagement efforts for Bell Time Analysis: Neighbor-to-Neighbor (N2N) Bell Time Online Survey Bell Time Analysis Task Force – Highlighting: Development Execution Issues Course Correction Community Engagement Update 14

Bell Time Online Survey – PRELIMINARY DATA: data as of May 10; subject to update from paper survey entries – Three Target Audiences: Parents Community Members Staff – Survey in 10 languages, offered online and in paper version – Available April 28, 2015 to May 10, 2015 Community Engagement Update 15

Bell Time Online Survey (continued) – Focus: Three Options (Modified Flip, Extended Day, No Change) Identify select factors that could be affected by each option Level of support for each option – Questions on race/ethnicity, education region, and grade level of child(ren) – Preliminary data is not disaggregated Community Engagement Update 16

Total Response: Parents – 10,415 Community Members – 553 Staff – 998 Total: 11,966 Languages: 99% of surveys taken online in English (11,873 responses) Surveys taken in eight of ten languages available (no surveys taken in Arabic and Tigrigna) Community Engagement Update 17

Region: All five regions represented in survey responses Most represented regions were Northeast and Northwest Community Engagement Update 18

Race/Ethnicity: All seven race/ethnicity groups represented in survey responses Most represented race/ethnicity were those who self- identified as ‘White’ Community Engagement Update 19

Q: Please indicate your level of support for the following start and end time schedules: Parent Survey – PRELIMINARY *Respondents for Parent Survey answering question: 6845 *Non-responses: 3680 Community Engagement Update 20 PRELIMINARY Strongly FavorFavorNeutralOppose Strongly Oppose I Don’t Know Option: Modified flip 2952 (43.38%) 1122 (16.49%) 424 (6.23%) 681 (10.01%) 1540 (22.63%) 86 (1.26%) Option: Extending the high school day 943 (14.00%) 1765 (26.21%) 1684 (25.00%) 915 (13.59%) 1018 (15.12%) 410 (6.09%) Option: No change 1313 (19.18%) 934 (13.64%) 1442 (21.07%) 1284 (18.76%) 1767 (25.81%) 105 (1.53%)

Q: Please indicate your level of support for the following start and end time schedules: Community Survey – PRELIMINARY *Respondents for Community Survey answering question: 327 *Non-responses: 231 Community Engagement Update 21 PRELIMINARY Strongly FavorFavorNeutralOppose Strongly Oppose I Don’t Know Option: Modified flip 184 (56.27%) 56 (17.13%) 22 (6.73%) 18 (5.50%) 45 (13.76%) 2 (0.61%) Option: Extending the high school day 55 (16.98%) 93 (28.70%) 68 (20.99%) 57 (17.59%) 47 (14.51%) 4 (1.23%) Option: No change 39 (12.11%) 18 (5.59%) 51 (15.84%) 86 (26.71%) 124 (38.51%) 4 (1.24%)

Q: Please indicate your level of support for the following start and end time schedules: Staff Survey – PRELIMINARY *Respondents for Parent Survey answering question: 665 *Non-responses: 350 Community Engagement Update 22 PRELIMINARYStrongly FavorFavorNeutralOppose Strongly Oppose I Don’t Know Option: Modified flip 295 (44.43%) 111 (16.72%) 39 (5.87%) 51 (7.68%) 159 (23.95%) 9 (1.36%) Option: Extending the high school day 79 (12.19%) 148 (22.84%) 161 (24.85%) 109 (16.82%) 116 (17.90%) 35 (5.40%) Option: No change 153 (23.01%) 90 (13.53%) 132 (19.85%) 115 (17.29%) 165 (24.81%) 10 (1.50%)

Neighbor-to-Neighbor (N2N) Update No preliminary data available at this time Questionnaires entered: 372 Questionnaires remaining to be entered: 50+ – More have been completed before June 10 end date Community Engagement Update 23

Feedback: From: Total s: 176 – Includes s sent to School Board, Superintendent and Deputy Superintendent on the topic of bell times – 89 s from Bell Time Online Survey (April 28 – May 10, 2015) Common Feedback: – Change bell times (18 s) – Don’t Change bell times (11 s) – Don’t ignore K-8 (23 s) – Two Tier (61 s) – Support for options (9-modified flip, 3-extended day) – Didn’t like survey (19 s) Community Engagement Update 24 Note: Individual s could have multiple comments

Pause 25

Tally consensus surveys and send out results to Task Force Task Force Members Submit Minority Reports – Submit to Chair (Pegi McEvoy) by June 25 – Send to Chair and Subgroup will finalize Recommendation Report Executive Summary Chair will validate accuracy of supporting Recommendation Criteria Report will be distributed to Task Force and posted on the Bell Time website Next Steps 26

Upcoming… Completion of Analysis of Bell Time Online Survey Completion of Neighbor-to-Neighbor program on the bell times topic SEPA (State Environmental Policy Act, Chapter 43.21C RCW) Review – Notice of Determination of Significance and request for comments on scope posted June 11 Next Steps 27

“Pursuant to WAC , as the SEPA Responsible Official for Seattle Public School District No. 1 (“District”), I have determined that the proposal for Changing School Start Times (“Proposal”) may have a significant adverse impact on the environment and that an environmental impact statement (“EIS”) will be prepared.” Link to Determination of Significance and Preparation of EIS: Due to programmatic nature of a bell time change, legal advised the completion of a SEPA review as part of the feasibility study Will be component of operational data provided to Superintendent – e.g. Transportation, Athletics, Before/After School Activities SEPA FAQ: SEPA Review 28

SEPA Review 29

Consensus Survey To measure the opinion of Task Force members on specific topics and/or questions Degree of consensus determined using discrete variables of ‘1’ through ‘4’ – 1 = Strongly Disagree – 2 = Disagree – 3 = Agree – 4 = Strongly Agree Review Consensus Survey and Vote on Recommendation Report 30

I ____ on the following wording for ‘Student Learning’: Improvements in bell times – earlier for children, later for adolescents – support the District’s commitment to excellence in education by aligning school hours with the times that students are biologically best able to learn. Seattle Public Schools can be at the vanguard of a significant movement in education: profiting from evidence-based, 21 st -century knowledge of circadian physiology to enable the highest academic achievement possible for each and every student. Student Learning should come before all other considerations in determining school schedules. Establishing optimal start times for all students offers the District the most effective way to fulfill its pledge “to place the interests of students above all others in every decision we make; to support student learning; and to do whatever it takes to ensure that every child, regardless of race, gender, socioeconomic status, language proficiency, learning style or disability, achieves to their highest level.” Recommendation Report: Executive Summary 31

I ____ on the following wording for ‘School Engagement’: Peak learning and academic performance occur within two hours of natural wake times; thus, when school start times coincide with adolescent physiology, student engagement increases. SPS teachers of adolescents report a lack of engagement in first period due to sleep deprivation. Because teachers are best able to accomplish their goals when students are alert and cooperative, SPS can support its staff by reducing sleep deprivation in adolescents. Studies show that when secondary schools start later, tardiness decreases and overall attendance improves. A one- hour shift in start times for middle and high school students offers the promise of higher academic participation and more effective education. Recommendation Report: Executive Summary 32

I ____ on the following wording for ‘Health including safety and nutrition’: Optimizing start times for all students aligns with the District’s core commitment to providing healthy and safe school environments. When school starts later, teens sleep more, and thus experience a decreased risk of adverse health outcomes related to chronic sleep deprivation (including obesity, anxiety, depression, poor impulse control, and drowsy driving). A shift in secondary school bell times has been shown to help lessen destructive behavior by teens. Earlier start times are unlikely to make transit to school more hazardous for younger students, who generally do not travel alone to school. Students from low-income families will be more nourished due to a projected increased participation in school meal programs. On multiple fronts, flipped start times for elementary and middle/high schools will demonstrate that the District takes seriously its obligation to ensure the well-being of all SPS students. Recommendation Report: Executive Summary 33

I ____ on the following wording for ‘Equity’: The task force believes in start times that give students living in poverty and students of color every opportunity to graduate prepared for college, career, and life. Physiologically-based start times for adolescents will help us provide the right conditions to improve academic achievement for every student. In Seattle, as in other U.S. cities, ethnic groups have experienced disproportionate outcomes in all success measures. These groups usually have a disproportionately lower socioeconomic status, which research shows may place them at higher risk for poor sleep. Students inequitably affected by sleep deprivation should not be further harmed by early start times. Recommendation Report: Executive Summary 34

5. The Recommendation Criteria and the option comparison tables, as presented in the Recommendation Report, objectively and accurately reflects the discussions undertaken by the Bell Time Analysis Task Force 6. District Considerations on ‘Transportation’, as presented in the Recommendation Report, objectively and accurately reflects the information presented to the Bell Time Analysis Task Force 7. District Considerations on ‘Transportation’, as presented in the Recommendation Report, reflects discussion undertaken by the Bell Time Analysis Task Force Recommendation Report: Recommendation Criteria and Options Review 35

8. District Considerations on ‘Scheduling’, as presented in the Recommendation Report, objectively and accurately reflects the information presented to the Bell Time Analysis Task Force 9. District Considerations on ‘Scheduling’, as presented in the Recommendation Report, reflects discussion undertaken by the Bell Time Analysis Task Force 10. District Considerations on ‘Budget’, as presented in the Recommendation Report, objectively and accurately reflects the information presented to the Bell Time Analysis Task Force Recommendation Report: Recommendation Criteria and Options Review 36

11. District Considerations on ‘Budget’, as presented in the Recommendation Report, reflects discussion undertaken by the Bell Time Analysis Task Force 12. District Considerations on ‘Before/After-School Activities and Athletics’, as presented in the Recommendation Report, objectively and accurately reflects the information presented to the Bell Time Analysis Task Force 13. District Considerations on ‘Before/After-School Activities and Athletics’, as presented in the Recommendation Report, reflects discussion undertaken by the Bell Time Analysis Task Force Recommendation Report: Recommendation Criteria and Options Review 37

14. District Considerations on ‘Community involvement’, as presented in the Recommendation Report, objectively and accurately reflects the information presented to the Bell Time Analysis Task Force 15. District Considerations on ‘Community involvement’, as presented in the Recommendation Report, reflects discussion undertaken by the Bell Time Analysis Task Force 16. Bell Time Options Review: Pros and Cons, as presented in the Recommendation Report, objectively and accurately reflects the information on options presented to the Bell Time Analysis Task Force Recommendation Report: Recommendation Criteria and Options Review 38

17. Bell Time Options Review: Pros and Cons, as presented in the Recommendation Report, reflects your understanding of the options’ pros and cons 18. Overall, I ___ with the Task Force Recommendations contained within the Recommendation Report Recommendation Report: Recommendation Criteria and Options Review 39

OPTION: NO CHANGE Tier School TypeTimes 1High Schools / Middle Schools / One K-8 Start: 7:50 a.m. End: 2:20 p.m. 2 Some Elementary Schools Start: 8:40 a.m. End: 2:50 p.m. Two High Schools / K-8 Schools Start: 8:40 a.m. End: 3:10 p.m. 3 Elementary Schools Start: 9:30 a.m. End: 3:40 p.m. K-8 Schools Start: 9:30 a.m. End: 4:00 p.m. Three Options 40 OPTION: MODIFIED FLIP Tier School TypeTimes 1Most Elementary Schools Start: 8:00 a.m. End: 2:10 p.m. 2 Some Elementary Schools Start: 8:50 a.m. End: 3:00 p.m. High Schools Start: 8:50 a.m. End: 3:20 p.m. 3Middle Schools / K-8 Schools Start: 9:40 a.m. End: 4:10 p.m. OPTION: EXTENDED HIGH SCHOOL DAY Tier School TypeTimes 1High Schools* / Middle Schools / one K-8 Start: 7:50 a.m. End: 2:20 p.m. 2 Some Elementary Schools Start: 8:40 a.m. End: 2:50 p.m. High Schools* / K-8 Schools Start: 8:40 a.m. End: 3:10 p.m. 3 Elementary Schools Start: 9:30 a.m. End: 3:40 p.m. K-8 Schools Start: 9:30 a.m. End: 4:00 p.m.

If there were any areas in the consensus survey in which you disagreed / strongly disagreed: 1)What was it and why? 2)How could it best be updated? Considerations for Minority Reports 41

Final Discussions 42

Adjourn 43