EL-4%202024-25.pdf

Parent document: Regular Board Meeting and Study Session-04-17-2025.pdf

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MEMORANDUM
To: Board of Directors
From: Dr. Greg Baker, Superintendent
Date: February 13, 2025
Subject: Monitoring Report for EL-4, Staff Treatment, Compensation and
Evaluation

| certify that the following is accurate as of February 13, 2025. The reporting period is from
February 23, 2024 through February 13, 2025.

Policy type: Executive Limitation (EL)

Policy: EL-4 Staff Treatment, Compensation and Evaluation

“The superintendent shall not fail to ensure that staff is treated with respect and dignity
and that the district’s public image or credibility does not fall into disrespect or ill repute
due to imprudent employment decisions.”

Adopted: September 10, 2009

Revised: April 18, 2013, June 26, 2014, March 9, 2017, April 17, 2019
Interpretation ofitems: Nonein question

Background information: This report is about Executive Limitation 4 — Staff Treatment,
Compensation, and Evaluation (EL-4). It was created in April 2013 by combining three prior
Els: Staff Treatment EL-4, Staff Compensation EL-5 and Staff Evaluation EL-6. The board
adopted the revised/combined edition of this ELin April 2013.


Some of the information in this report has not changed from previous reports but provides
needed context for each area. Bolded words or phrases within the text of this report have
been used to signal new initiatives, strategies and work. EL-4 has five major areas and a
response to each of them follows.

1. The superintendent shall not fail to take all reasonable and prudent actions
with respect to the hiring and continued employment of district employees that
are typical for similar and highly effective school districts.

Each year the district reviews its hiring practices, processes and timelines, making
necessary adjustments to recruit the most qualified candidates for each position. While
specific requirements vary by position, we generally require an application form, a letter of
application, reference letters, confidential reference forms, disclosures, applicable
licenses/certificates, and a written response to "The Bellingham Promise." Applicants
submit their materials through our web-based application system (HRM+). Annually, the
human resources staff provide training on sound and legal hiring practices, particularly for
new administrators in the district.

Once a position is posted and advertised, principals or program administrators screen
applications electronically to identify the most qualified candidates. These candidates
then undergo various processes, including interviews, testing, reference checks, and
certification checks, before being recommended for hire. The district also conducts
background checks, including fingerprinting and State Patrol/FBI checks, in accordance
with the law.

We continue our outreach through job fairs and advertising on various platforms, such as
the Washington Association of School Administrators (WASA), Washington School
Personnel Association (WSPA), Association of Washington School Principals (AWSP),
Association of Latino Administrators and Superintendents (ALAS), National Alliance of
Black School Educators (NABSE), Diversitywashington.com, Washington Association of
School Business Officials (WSBO), Government Finance Officers Association, NIGP: The
Institute for Public Procurement, The National Association of Educational Procurement
(NAEP), Washington State Paralegal Association (WSPA), LinkedIn, Craigslist, Indeed,
WorkSource, and other relevant online sites. We also maintain partnerships with
universities for student teaching to attract high-quality staff and increase the diversity of
our candidates.


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Join Us! Applications And Hiring Process Overview

Human Resources

Human Resources

Apply Online

Affirmative Action Plan
Affirmative Actior

Bellingham Public Schools
BIPOC Job Fair

Current Openings

Collective Bargaining
Agreements and Salary
Schedules

We are thrilled that you are considering joining our community of educators, team members,
Employee Assistance

rogram and friends. At Bellingham Public Schools, we believe in fostering an environment where

talent flourishes, ideas thrive, and individuals grow professionally and personally.
Employee Benefits

Substitutes

Supporting the daily substitute needs of our district is a monumental task that requires
continuous coordination and dedication. The human resources department collaborates
closely with each school to ensure that vacant positions are filled with qualified
substitutes. During the 2024-25 school year, we observed a slight increase in staff



absences. The chart below highlights the total number of vacancies for the first semester
of each year and the corresponding percentage of these vacancies that were successfully
filled with substitutes. Notably, our fill rate percentage saw an improvement,
increasing by 4%.

School Year Total Percent of
(Semester 1 only) Absences/ Absences/
Vacancies Vacancies

Filled

Pre-pandemic,
7 0
2019-2020 | 13,304 98.49% closed March 2020

Staggered return, no sub
data for comparison
All students and staff
0

Our goal continues to focus on the fill rate percentage. We have yet to achieve pre-
pandemiic fill percentage rates, but the steady increase the past three years is
encouraging.

When we further examine this year’s data, there is a significant difference in the
percentage of certificated positions as compared to classified positions that are filled
each day, as illustrated in the chart on the next page (97% as compared to 92%). Also
demonstrated in the chart is the significant difference in vacancies, with classified
vacancies exceeding certificated by more than 1,100. This is certainly an outcome of the
increased number of student support classified positions over recent years.


Total Absences/ | Absences/ Unfilled Filled Percent of
Absences/ | Vacancies | Vacancies Absences/
Vacancies | Needinga Not Vacancies

Substitute | Needinga Filled
Substitute

Overall, we are making significant progress in ensuring our schools are adequately staffed
with the necessary substitutes each day. This year, we have implemented several systems
to enhance the efficiency of our recruitment, interviewing, onboarding and support
processes:

e Monthly Job Postings: For both classified and certificated substitute pools, we
have continued the practice of monthly postings. Monthly postings allow us to
connect with candidates more promptly and provide our schools with new
substitutes on a more regular basis.

e Weekly Onboarding Schedule: Our HR team has developed a reliable and efficient
system for screening and onboarding new substitutes. By streamlining the interview
process, we fill onboarding sessions more effectively and have more substitutes
ready to work each week.

e Partnership with Western Washington University’s Elementary Education
Department: We continue to grow our partnership with WWU to welcome new
interns to Bellingham Public Schools. Substituting in our schools provides pre-
service teachers with valuable experience while completing their internships.
Through this partnership, WWU adjusted class schedules so that interns have one
to two days per week without classes or internship responsibilities, allowing them
to substitute in our schools. This initiative has increased the number of
paraeducator substitutes and strengthened our relationship with university
partners.

e Enhanced Training Opportunities for Paraeducator Substitutes: This year, we
have started offering more training opportunities for our paraeducator substitutes.
We have several online modules available to all staff, addressing strategies to
support students successfully. Additionally, we introduced an in-person training
session focused on supporting students who are dysregulated. This session was
well attended and will help substitutes feel more confident in accepting a wider
variety of positions.


February 2024 May
November 2024.

A big shout out to our amazing specialist teachers at Columbia
Elementary School. Emily Webster (physical education), Catherine
Anderson (music) and Kirstin Copeland (library). You give kids
experiences that energize their days and open their minds to new
ideas and experiences. We are so lucky to have you as part of our
team.

~ Alisson Bonner



Promise Awards: We are committed to recognizing the special achievements and
outstanding contributions of staff, volunteers and community partners. The
annual Promise Awards provide an opportunity to highlight the exceptional work of select

honorees who make a significant difference in our schools and community. These award
recipients represent our school system and help increase awareness of the important
contributions of our staff. The 2024 Promise Awards included surprise visits and award
recipients received engraved trophies. Read full release here.

Above and Beyond Service Award: Kelly Balzer, paraeducator and PTA co-president at
Northern Heights Elementary School

Above and Beyond Service Award: Dionte Thomas, campus monitor at Squalicum High
School

Collaboration Award: Anna Burns and Alexa Tucker, sixth grade teaching team at Shuksan
Middle School

Compassion and Service Award: Joe Wooding, social studies and AVID teacher and
instructional coach at Options High School

Great Teaching Award: Ruwani Brohier, fifth grade teacher at Cordata Elementary School
One Schoolhouse Award: Russ Robinson, safety and security supervisor for Bellingham
Public Schools and high school athletics coach

Outstanding Leadership Award: Teri Herda, principal at Silver Beach Elementary School

Compassion and rig = : Above and
: ~ One Schoolhouse
Service

Above and

Beyond

Additional photos from the surprise visits are found in a Flickr album.



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Staff Kick Off 2024: The All Staff Kick-Off Celebration was held on Aug. 28 at Bellingham
High School. Emceed in 2024 by Shuksan Middle School Principal Alli Chryst and
Birchwood Elementary School Dean of Students Rodolfo Riviere Vazquez, with special
performances by high school bands, cheer/dance teams and singers, the event brings
together all staff the day before students return as a fun and inspirational way to start the

school year.

The social media post for this year’s staff kickoff event garnered 467 likes on Instagram and
82 likes on Facebook. Photos from the 2024 Kick Off are available on Flickr.

Social media posts highlighting staff: Between Jan. 1 and Dec. 31, 2024, staff members
were highlighted regularly in district social media on Facebook, Instagram, X (formerly
Twitter) and LinkedIn. Here is asampling of these posts, captions and photos:

A poston Oct. 8 highlighted the important work of our career centers and their staff, especially in
coordinating college and career events like College Fair and Teen Employment Fair.

11



A post on Jan. 19, 2024 highlighted the important work of facilities and educational
technology staff during extreme weather events.

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12


Individual staff members were also highlighted on social media. In this reporting window,
these spotlights included:

13


One social media post, in particular, highlighted recent awards and recognition of district

staff members: Jami Pitman, Josh Triplett, Kathe Koruga, Katie Own and Jen Reidel.

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In this reporting period, local media stories about district staff were also amplified on
district social media, including these stories by Cascadia Daily News on Birchwood staff

member Nelly Reyes de Schonborn in May and BHS staff member Evan Walker in

December:

Sn fate TTT
FACES IN THE ROWE

Evan Walker
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really pos se stress

Boost reel

Boost post

Promise stories with staff focus (Educators in Action) are published online and are often
included in our InsideSchools community newsletter three times per year, shared on
district social media platforms and emailed in Promise highlights several times a year.

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Understanding work-based and worksite learning opportunities for high schoolers:
https://promise.bellinghamschools.org/2024/01/02/understanding-work-based-and-
worksite-learning-opportunities-for-high-schoolers/

Computer science teacher Jenny Styer goes to the White House:
https://promise.bellinghamschools.org/2024/01/29/289893/

What makes Options High School different?
https://promise.bellinghamschools.org/2024/03/07/what-makes-options-high-school-
different/

BHS bridge builders are champions at international contest; 16 district students in top 25
at Regionals: https://promise.bellinghamschools.org/2024/05/02/bhs-bridge-builders-are-

champions/

Latinos in Action (LIA) class wins Gold Award:
https://promise.bellinghamschools.org/2024/05/16/latinos-in-action-class-wins-gold-

award/

BPS school bus driver wins first place in international bus safety competition:
https://promise.bellinghamschools.org/2024/07/31/bps-school-bus-driver-wins-first-

place-in-international-bus-safety-competition/

The butterflies of Geneva Room 10:
https://promise.bellinghamschools.org/2024/06/12/the-butterflies-of-room-10/

BPS staff prepare for 2024-25 with annual kick-off and celebration:
https://promise.bellinghamschools.org/2024/08/29/bps-staff-prepare-for-2024-25-
school-year-with-annual-kick-off-and-celebration/

Collective commitment showcased during fourth annual Back-to-School Block Party:
https://promise.bellinghamschools.org/2024/08/29/collective-commitment-showcased-

during-fourth-annual-back-to-school-block-party/

Bike Program Wheels into elementary PE classrooms:
https://promise.bellinghamschools.org/2024/09/20/bike-program-wheels-into-
elementary-pe-classrooms/

Spotlight on early childhood staff member Stephanie Schroeder:
https://promise.bellinghamschools.org/2024/09/27/spotlight-on-early-childhood-staff-
member-stephanie-schroeder/

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Career Center staff support students in exploring their futures:
https://promise.bellinghamschools.org/2024/10/02/career-center-staff-support-students-

in-exploring-their-future/

School Board visits Happy Valley for academic and social emotional learning connection
highlights: https://promise.bellinghamschools.org/2024/10/04/school-board-visits-happy-
valley-elementary-for-academic-and-social-emotional-learning-connection-highlights/

Hundreds of nonfiction titles added to Alderwood and Cordata libraries thanks to Laura
Bush Foundation: https://promise.bellinghamschools.org/2024/10/16/hundreds-of-
nonfiction-titles-added-to-alderwood-and-cordata-libraries-thanks-to-laura-bush-

foundation/

Bellingham’s ‘Coach Chron’ collects historic 1,000" all-time victory:
https://promise.bellinghamschools.org/2024/10/04/bellinghams-coach-chron-collects-

historic-1000th-all-time-victory/

BPS joins community celebration of Indigenous Peoples’ Day:

https://promise.bellinghamschools.org/2024/10/17/bps-joins-community-celebration-of-
indigenous-peoples-day/

Middle school STEM class builds cardboard prosthetic hands:
https://promise.bellinghamschools.org/2024/10/17/eighth-grade-stem-class/

Driving Safely into the Future- 2024 National Bus Safety Week:
https://promise.bellinghamschools.org/2024/10/25/driving-safely-into-the-future-2024-
national-school-bus-safety-week/

Joyful and messy cafeteria chaos put into words by BPS paraeducator:
https://promise.bellinghamschools.org/2024/11/06/joyful-and-messy-cafeteria-chaos-

put-into-words-by-bps-paraeducator/

Translation devices assist and welcome newly arrived families:
https://promise.bellinghamschools.org/2024/11/08/translation-devices-assist-and-

welcome-newly-arrived-families/

BPS executive director of communications and community relations Jackie Brawley
honored with statewide school communications award:
https://promise.bellinghamschools.org/2024/12/17/bps-jackie-brawley-honored-with-

state-award-in-recognition-of-school-communications/

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Sustainability initiatives thrive thanks to BPS grant writer Gretchen Pflueger (write up
included in the Fall 2024 Sustainability Update)
https://bellinghamschools.org/news/sustainability-update-fall-2024/

The ‘positive and lasting legacy” of BHS custodian Dave Robinson:
https://promise.bellinghamschools.org/2024/12/19/the-positive-and-lasting-legacy-of-
custodian-dave-robinson/

Roosevelt staff send students to winter break with 11" annual play production:
https://promise.bellinghamschools.org/2024/12/20/roosevelt-elementary-staff-send-

students-to-winter-break-with-11th-annual-play-production/

Volunteers

For the second consecutive year post COVID-19, the district continues to host nearly
5,000 approved volunteers serving in our schools. More than half of these volunteers are
comprised of parents and guardians of BPS students with community members and WWU
students providing additional support in our schools. Volunteers are serving our students
and teachers in the capacities:

e AVID and after-school tutors

e supporting classroom teachers

e lunch and recess duty

e reading pals

e = bilingual tutors for newcomers

e after-school enrichment

e athletic support for coaches

e field trip chaperones

e bulletin board builders, materials preparation and a plethora of additional roles as
needed

The volunteer program emails electronic newsletters three times per year and
schedules trainings specifically for volunteers and community partners. Topics this
year included equity, diversity and inclusion and school safety. The volunteer program has
also begun a partnership with Western Washington University and Seattle University to
develop a volunteer toolkit and readiness training to help improve the outcomes for the
students with whom they work. This training will be completed and offered to all volunteers
beginning in Fall 2025.

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Professional learning occurs throughout the entire district, within each school, andin the
daily practices of our 1600+ professionals, whether they are classroom teachers,
paraeducators, bus drivers, cafeteria or maintenance workers, or in school or district
leadership roles. In October 2024 and again in March 2025, we will convene each grade
level and specialist group of elementary staff in professional learning communities. This
year, we have continued to focus on the firm goals established in the summer of 2023 and
are engaged in efforts to ensure all elementary schools use the district-adopted SEL
curriculum and improve our approach to teaching reading. Our human resources
department is intensifying efforts to support employee resource groups to foster

collaboration and connection.

Professional learning efforts include districtwide initiatives, school or department-
specific efforts, and individual opportunities, all requiring time and intentionality. Our
professional learning calendar allocates time for districtwide work, often led by
Department of Teaching and Learning directors or teachers-on-special-assignment
(TOSAs), as well as for building-based work where principals and school leadership teams
direct specific, school-based learning. We continue to support collaboration time built into
the annual calendar for each grade band — elementary, middle school and high school.
This time prioritizes collaborative work done in grade-level teams, job-alike groups or
between general education and Special Education teachers. The calendar also designates
specific time and space for professional learning at each school site, as well as for cross-
district professional learning.

We have convened a new districtwide standing committee focused on supporting the
further development of a multi-tiered system of supports (MTSS) for all students, that
focuses on strong Tier 1 instructional practices, and interventions at Tier 2 and Tier 3
for students who need more support for learning. Our districtwide efforts to support
ongoing learning and practices with the inclusion of all students, and the brain science
undergirding student behavior are part of this overarching MTSS effort. Once again this
year, each school identified a group of staff to take on the leadership of planning for
professional learning at the school level. These teams from across all 23 school sites
gathered in retreat on August 10, 2024 to develop school-based plans that are used to
guide professional learning at each site. The retreat work focused on specific goals in
professional learning identified by the school district dealing with issues of student
conduct and inclusive instructional practices. Plans that schools developed during this
year’s August retreat carried forward from and built upon the prior year’s work.

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To support the work in MTSS examples of cross district learning have included a new video
series that we filmed during the summer of 2024 feature our own Laura Burke, a district
mental health specialist. Laura’s video series built on the training provided to all staff last
year on regulation strategies for students who are dysregulated. Laura’s training
specifically addresses the needs of the adults who work with these students and focus on
how our behavior as adults influences the responses and reactions we see manifest in
students’ behaviors. Departmental training opportunities focused on these same sets of
issues were provided across the organization including with the maintenance and food
services teams.

We have engaged a first, small cohort group of elementary teachers, led by Director Tom
Gresham and utilizing the expertise of Math TOSA Rey Ramos, in the development of
teaching skills and overall instructional approach using the work of Simon Fraser
University professor Peter Liljedahl. Liljedahl’s book “Building Thinking Classrooms in
Mathematics” is the core text of this effort, which aims to help teacher to help student to
make their mathematical thinking transparent, through the use of vertical whiteboards in
classrooms. A group of eight elementary classroom teachers are in the first cohort of what
will be at least a seven-year project to build demonstration classrooms where the
pedagogical approaches will be on display for other cohorts of teachers to be trained in
subsequent years. This work also connects to our overarching emphasis on strong Tier 1 in
MTSS.

We have instituted a new, focused professional development series for our Special
Education teachers. Special educators often play a significant role in supporting students
at Tier 3 in MTSS, those who need a lot of additional support for learning. Under the
leadership of Director Analisa Ficklin of the Special Education team, an initial round of
training on support for inclusive practices was held in the summer of 2024. A second
training in this sequence is planned for the summer of 2025. In addition, we’ve instituted a
professional learning community structure in the elementary schools for grade level teams
across the whole system. These training opportunities happened in October 2024 and will
convene again in March 2025, with an emphasis on reading instruction and social-
emotional learning in the elementary grades. This work includes an opportunity to revisit
and cement teachers’ understanding of what constitutes strong Tier 1 instruction in these
two key areas.

The Teacher Principal Evaluation Process (TPEP) continued with a focus on inquiry
cycles. Our approach to teacher evaluation remains committed to fostering continuous
improvement based on teacher-established goals. School administrators have once again
guided their staff through reflection and goal setting using the 5 Dimensions of Teaching

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and Learning (5D). District trainers keep our school administrators’ training up-to-date and
provide ongoing professional development opportunities for using the 5D Tools in the TPEP
process. Teachers identified areas of focus, often aligning with the schoolwide
professional development goals, and set student growth targets to strive for. Throughout
the school year, ongoing dialogue between administrators and certificated staff around
these goals has supported continuous refinements in teaching and learning.

Paraeducator Training and Professional Development

As reported previously, the federal Every Student Succeeds Act (ESSA) requires all
Bellingham Public Schools paraeducators and substitute paraeducators to meet minimum
employee requirements and provide training on the Fundamental Course of Study. The
human resources department monitors and ensures that all employed paraeducators
required the ESSA standards are met. Those minimum standards are:

e Beat least eighteen years of age and hold a high school diploma or its equivalent.
In addition, a paraeducator must meet one of the following:

e Have received a qualifying score on the Education Testing Service (ETS)
paraeducator assessment. The ETS ParaPro test assesses knowledge and skills in
reading, writing, math and assisting classroom instruction. Test takers have two
and a half hours to finish the assessment, and they must meet or exceed
Washington’s qualifying score of 455.

e Hold an associate degree or higher from an accredited college or university.

e Have earned 72 quarter credits or 48 semester credits at the 100 level or higher at
an accredited college or university.

Once a paraeducator meets the minimum requirements for employment, the Professional
Educators Standards Board (PESB) requires the completion of the Fundamental Course of
Study (FCS) Program for all K-12 instructional paraeducators. Our district offers these FCS
courses and also invites non-instructional paraeducators who provide student supervision
to participate in these learning opportunities.

The training includes professional development in the following areas:

e Introduction to cultural identity and diversity

e Methods of educational and instructional support
e Technology basics

e Using and collecting data

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e District orientation of roles and responsibilities

e Inclusive and equitable practices

« Behavior management strategies including de-escalation techniques
e Child and adolescent development

e Emergency and health safety

e Positive and safe learning environment

e Communication basics

« Communication challenges

This course work is typically completed during the workday and the paraeducator is
released from their daily duties in order to complete the required learning.

The district has a grant through PESB that provides funding toward 28 hours of
paraeducator training toward completion of FCS units. Once a paraeducator completes
the required 28 FCS hours, the PESB grant provides funding for 14 hours of training towards
their General Paraeducator Certificate (GPC), which requires a total of 70 course hours. In
many cases, course work through college classes count towards the GPC credits.

The district has developed a webpage regarding all the necessary information regarding the
paraeducator certification program. Our webpage also links to the Washington State
Professional Educator Standards Board for additional information.

Beginning Educator Support

2024-25 is our tenth year as a Beginning Educator Support Team (BEST) grant-funded
district. A requirement of the BEST grant is that a representative team guide the work,
using the State Standards for Beginning Educator Induction which includes hiring,
orientation, mentoring and professional learning standards.

The BEST grant team continues to study the State Standards for Beginning Educator
Induction as well as use the feedback from new teachers to set focused and specific goals
for action.

Current goals include:

e Adapting our whole group monthly novice teacher meetings into small group, job-
alike sessions based on our smaller than typical numbers of new teachers.

e Increase feedback from stakeholders to revise our induction series (orientation and
content training).

e Developing mentors in our ESA groups (counselors, nurses, SLP, OT, PT, etc.)
through Mentoring Academy 101.

e Provide differentiated mentoring for beginning Special Education teachers.
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The district is continuing our online training program through Vector Training for all
employees. All new employees are assigned Bloodborne Pathogen Exposure Prevention
(full course) as well as the following mandated trainings assigned to all staff annually:
Child Abuse: Mandatory Reporting, Bullying: Recognition and Response, Health
Emergencies: Overview, and Bellingham Public Schools Title IX Training for All District
Employees. The Title IX training was added this year to meet updated employee
training requirements for all employees under the 2024 Title IX Final Rules which went
into effect August 1, 2024. Although the new rules have since been vacated, we are
continuing to provide Title IX training for our staff. In addition, a refresher course of the
Bloodborne Pathogen Exposure Prevention training is assigned each year to all returning
staff.

All employees receive the annual mandated training required by law or best practice
through Vector Training or staff in-service sessions. These trainings provide legally sound
instruction for all employees and many of the online trainings require successful
completion of required testing prior to completion of the training. In some cases, such as
with our transportation staff, training is conducted as a presentation from staff. Although
this is not possible or even preferable for all employees based on time constraints, it does
allow for additional discussion and individual questions.

Our online training ensures all employees receive the same consistent training information
and employees may access the training content throughout the year. Online training is
highly cost-effective and allows us to track compliance and ensure our staff are trained
within the required timelines. If staff have additional questions after viewing online
trainings, they may consult with their supervisor or a department director to receive further
information.

This year, we assigned mandatory trainings on September 19 and provided a window
of time for completions through October 31. The chart below shows the number of
online training completions on an annual basis and year-to-date for 2024-25. Some
years may be higher due to the requirement of non-annual required trainings. For example,
in 2021-22 all employees needed to complete the Child Abuse - Mandatory Reporting
training which is required every three years. Beginning with the 2022-23 school year, we
elected to assign the Child Abuse — Mandatory Reporting training on an annual basis to
ensure consistent training for all employees. This school year, completions are higher due
to the addition of the Title IX training and the decision to assign the Bloodborne Pathogens
refresher course to all returning staff to ensure we are meeting the requirement to train all
staff in an at risk for bloodborne pathogen position and to provide consistent training
districtwide.

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Bellingham Public Schools
Employee Vector Training

Course Completions by School Year
(Through January 31 for 2024-25)

2014-15 | 2015-16 2016-17 | 2017-18 | 2018-19 | 2019-20 | 2020-21 2021-22 | 2022-23 2023-24 2024-25

7,482 8,843 11,231

i. Maintain salary schedules for all employee classifications comparing
district salary and benefits relative to appropriate comparable districts.

For the 2024-25 school year, the district adjusted compensation for all our employees.
The adjustments for our employees covered by bargaining agreements were based on
previously agreed upon contracts with the Bellingham Education Association (BEA) and
Service Employees International Union (SEIU). Bellingham Association of School
Employees (BASE), Teamsters and Bellingham Administrators’ Organization (BAO) also
received an adjustment to salary through a newly agreed upon collective bargaining
agreement. Salaries for other non-represented employees such as many district office
staff, executives and coaches were also adjusted.

The district continues to examine the compensation data with our comparator
districts to guide our work in negotiations. After completing our agreements, the
district believes we will continue to remain competitive by remaining in the 75"
percentile of our comparisons.

The chart on the following page shows our bargaining groups, members and current
duration of contracts.

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Bargaining Group Positions Term of Agreement

Teamsters (Local Union 231) Bus driver, warehouse delivery
driver, utility driver, mechanic, 2024-2026
dispatcher
SEIU (Service Employees’ Custodial, maintenance,
International Union 925) grounds, food services, 2023-2025

educational technology

BASE (Bellingham Association Administrative assistants,
of School Employees) paraeducators,

business/accounting, 2024-2026
educational support,
specialists

BAO (Bellingham Administrators’ Principals, assistant principals,

; 2024-2026
Organization) directors
BEA (Bellingham Education Certificated instructional staff

. 2023-2026
Association)

This spring we will be working with SEIU to negotiate a new contract. The current SEIU
contract expires August 31, 2025.

ii. Maintain a system to evaluate all employees, provide written improvement
plans and monitor employee improvement.

The human resources department continues, in coordination with the Department of
Teaching and Learning, building principals and clerical staff, to maintain a system to track
evaluations for all employees. Supervisors receive notification of timelines, forms and
requirements for new employee and annual evaluations. The human resources staff track
and file all completed evaluations in employee personnel files. Administrators, directors
and managers receive ongoing coaching and support from the human resources team
when working with employees on written plans of improvement. Employees with
performance concerns are provided opportunities for support, training, mentoring and
assistance. Supervisors work closely with the assistant superintendent of human
resources to monitor improvement and determine if continued support is necessary, or if
improvement goals are met. Union and employee association representatives also provide
support to employees experiencing performance difficulties.

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For certificated teaching staff, the district has adopted the University of Washington
Center for Educational Leadership’s Instructional Framework, 5-Dimensions of Teaching &

Learning (CEL 5D). This state framework provides a common language for discussing
effective teaching, along with a process that uses cycles of inquiry and growth focused
conversations. The evaluation cycle for teaching staff is focused on this framework where
staff, working with their supervisor, select areas of focus for continuous improvement. The
framework is aligned to the state evaluation criteria, and final evaluations reflect both the
5D and the state criteria, commonly referred to as “the state eight”. Employees rotate
between comprehensive (all areas) and focused (one-two areas) evaluations, having a
comprehensive evaluation a minimum of every six years. Executive team members in
teaching and learning and human resources supervise principals and directors following a
parallel process using the Association of Washington School Principals (AWSP) Leadership
Framework to guide cycles of inquiry and growth focused conversations. This framework
focuses onimprovement of principals and leaders in areas that are most likely to result in
increased student achievement and is directly aligned with state evaluation criteria, rules
and regulation.

In the instructional evaluation model, we also provide continuous training for our teachers
and principals/evaluators. Training is provided for all new teachers on the instructional
framework and cycle of inquiry process. This takes place in a full day Teacher Principal
Evaluation Program (TPEP) 5-D Training taught by a State Instructional Framework
Specialist. For administrators there are stages of training required, Stage 1 (two days),
Stage 2 (four days), as well as Rater Reliability and ongoing training in calibration of the
evaluation model. The district provides these training opportunities, taught by a State
Instructional Framework Specialist, to all administrators and tracks completion for Stage 1
and Stage 2 training requirements. Administrators track their completion of Rater
Reliability and ongoing training, referred to as Stage 3 trainings. The number of teachers
and administrators requiring and receiving training is reported to OSPI annually, and the
state grants TPEP funds to support the required trainings for new teachers and for Stage 1
and 2 administrator training. Ongoing training provided by the district includes
Instructional Rounds for teachers and administrators. Administrator supervisors meet
regularly for ongoing collaboration and support around principal supervision.

Human resources continually works with employee groups and associations to review and
update evaluation tools as needed. Current evaluation forms are accessible on the
intranet for easy access.

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iii. Make continuous improvement towards hiring and retention of under-
represented minority teachers and support personnel in classrooms and
supervisory/administrative positions, to better reflect the ethnic makeup of
our district’s students.

The human resources department develops and maintains an Affirmative Action Plan and
provides an annual report on progress towards our goals. The district’s most recent five-
year plan, covering 2019-2024, was approved by the board. A new five-year plan has been
submitted for board consideration and approval at the February 2025 meeting. This
new plan includes updated affirmative action reporting. Our overall percentage of ethnic
minority staff increased to 14.73%, continuing a trend of modest growth. Each spring, a
progress report is provided to district staff and the board.

Affirmative action applicant information is tracked and maintained separately from other
job application materials, based on information voluntarily provided by each applicant.
Over the past six years, we have seen steady growth in attracting applicants of color to
Bellingham Public Schools. In 2018, 12.3% of total applicants identified as applicants of
color, compared to 22.1% in 2024.

Annually, we review applicant data and identify applicant hiring trends. This data suggests
that our recruitment efforts continue to yield positive results, even in years with limited
overall hiring. While the applicant data shows a slight increase in diverse candidates,
those selected for open certificated positions increased from 14.29% in 2023 to 26.32% in
2024. Although our ability to hire new certificated staff in the fall of 2023 was limited by
budgetary constraints, the data highlights our continued efforts to diversify our teachers
and administrators. For classified staff, 21.32% of new hires identified as ethnic minorities,
which is a decrease from 2023 but remains above 2022 percentages.

In addition, and as reported in EL-10:

e The district has implemented training for the leadership team on identifying
and rooting out bias in applicant file screening and candidate hiring processes.
Training included case examples designed to surface individual screeners’ biases
and to prompt discussion about ways to ensure that unexamined bias is identified
and minimized in hiring processes.

e The district’s human resources team conducted a second Black, Indigenous
and People of Color (BIPOC) Job Fair on March 9, 2024. The BIPOC Job Fair is
intended to create a safe space where community members who value diversity
and equity can come together and explore career opportunities in a casual setting.
One hundred people registered for the fair. Of the 100, 59 identified as BIPOC. Ten

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people had confirmed interviews and nine of those ten accepted positions with the
district.
Bellingham Public Schools (BPS) human resources leaders and team members
again staffed a table at our opening of school “Block Party” this year, aimed at
attracting and recruiting diverse candidates for job openings. This yielded a list of
potential applicants who each received a personal contact from our human
resources team in follow-up to the event.
Employee Resource Groups (ERGs) in Bellingham Public Schools (BPS)
continue to grow, fostering social and professional connections based on shared
identities. These voluntary, employee-led groups enhance community within the
district by improving work relationships and conditions through advocacy, support
and professional development aligned with The Bellingham Promise. Key outcomes
include:

=" Increased sense of belonging among staff.

=" Strengthened support systems for emotional, cultural and leadership needs.

=" Advocacy and mentorship for scholars with similar identities.
Director of Equity, Diversity and Inclusion Janis Velasquez Farmer, Assistant
Superintendent of Human Resources Matt Whitten and members of the district
human resources department collaborate by regularly reviewing and discussing
hiring processes and retention of systemically marginalized people. Current
work includes the examination of the district’s online application system and
website to ensure a more inclusive design, identifying and removing barriers such
as job descriptions and interview questions for the purpose of eliminating barriers
and unintentional bias.
For the 2023-24 school year, twenty-two BASE employees’ multilingual skills were
assessed through a skills assessment, qualifying them for an increased per hour
wage premium for all hours worked for the school year as a result of the contractual
agreement.
We are actively increasing the number of multilingual front office and staff
members to better reflect our student population's diversity. Out of 23 sites,
including the Bellingham Family Partnership (BFPP), 10 now have bilingual front
office assistants, including Alderwood, BFPP, Birchwood, Carl Cozier, Cordata,
Fairhaven, Options, Roosevelt, Sehome and Shuksan. Additionally, we have added
multilingual office staff support at the district office.
The district has added multiple staff members who grow our diversity as a direct
result of job fairs conducted within the Russian and Punjabi communities, as well
as our BIPOC job fair. Our human resources department’s continual work is to
recruit and retain a more diverse workforce.

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Now in its sixth year, our high school Teacher Academy program continues to
prepare future teachers. The team, led by Lori French at Bellingham High School,
Mary Hooker at Sehome High School and Angelica Garcia at Squalicum High
School, is expanding recruitment efforts to provide students with valuable
classroom experience. This past spring, the first group of Academy students
completed their university teaching programs. All Academy students are
guaranteed an interview with our district, and our first student was interviewed
last spring.

Other specific strategies used to recruit and hire a diverse workforce include:

Target web-based posting options in venues connected with ethnically diverse
candidates, and district and community-based job fairs. Collaboration and
participation with other public and community agencies on diversity and affirmative
action matters to increase the diversity of the applicant pool.

Family and community engagement strategies to connect with employable adults in
the ethnic minority community.

Host job fairs that target diverse candidates as well as attending community events
to attract diverse candidates. Human resources staff plan and coordinate with
other district staff and community partners to provide technical supports, share
information about job opportunities, how to apply for positions, and other supports
available for interested community members who are pursuing job opportunities
with the district.

Increase collaboration with WorkSource, Goodwill and DSHS to advertise openings
and provide support for applicants to access and complete online applications.
Banners outside schools and other facilities such as the transportation department,
with high community traffic.

Distribute job recruitment information in schools and the family resource centers.
Enhance partnership with WWU Woodring interns by hosting orientation, learning
sessions, and creating applications.

Statement of Compliance: The superintendent is in compliance with EL-4.

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