By June. 1 - At the end of the year the employee documents progress on his/her Professional Growth Plan. A year-end conference will be held between the employee and the supervisor to review and sign-off annual progress on the plan.
By June. 30, the University Librarian, or supervising Associate University Librarian where applicable, shall meet with the Member to review the accomplishments outlined in the annual report of activities and to discuss objectives for the following year.
By June. 30 of the Member’s first year of a tenure-track appointment, the Member will submit an Annual Report per Article 18.
By June. 1st of each year, each occasional teacher shall be issued a request for confirmation to be maintained on the List for the following school year. Teachers who wish to have their names maintained on the List shall so confirm in writing by June 30th. Teachers who so confirm are deemed to be available and willing to work and their names shall be maintained on the List.
By June. 30, 2017, the District shall conduct a total compensation survey of the following school districts: Bellevue, Xxxxxxx, Xxxxxxx, Federal Way, Issaquah, Kent, Lake Washington, Seattle and Shoreline. Total compensation shall include 2016-17 annual base salary plus longevity pay, spray stipend, and clothing allowance. If the total annual compensation for Grounds III with Spray Certificate is below the average annual compensation for similar positions in the comparison districts, the 2017-18 rates of pay contained in Appendix A-1 shall be adjusted upward to reflect that figure effective September 1, 2017. In addition, the 2017- 18 rates contained in Appendix A-1 shall be increased effective September 1, 2017 by the percentage, if any, enacted by the Washington State Legislature for a K-12 Cost of Living Adjustment for classified staff for 2017-18.
By June. 30, 2015 (for the 2014-2015 school year), and by June 30, 2016 (for the 2015- 2016 school year), the District will submit to OCR a written description of the instructional materials it has in place as well as ordered, by school and grade level, to be used in the alternative language program and regular classrooms. The District will also inform OCR of the quantity of materials it has and/or has ordered and its planned distribution to the schools. Further, the description will include a written explanation as to how the materials are appropriate to the curriculum and comparable in quality, availability, and grade level to materials provided for the instruction of non-ELL students.
By June. 30, 2015, (for the 2014-2015 school year) and by June 30, 2016, (for the 2015- 2016 school year), the District will submit to OCR the updated roster of all ELL students and the following information:
a. The total number of ELL students enrolled in each school, by grade level and proficiency level;
b. The total number of ELL students in each school who receive alternative language program services;
By June. 30 2015, the district will provide training to district administrators and other staff members involved in the provision of interpreter and translation services on the revised policies and procedures.
By June. 30 the University will provide the Association with the number of Members assessed together with a distribution of performance evaluation outcomes.
By June. 30, 2015, the District will provide to OCR the following for the 2014-2015 school year and by June 30, 2016, the District will provide to OCR the following for the 2015-2016 school year:
a. A list of students who have exited the alternative language program during the school year at issue, and demonstration that the students were able to achieve in the regular educational environment without alternative language program services, including grades and academic achievement data.
b. Supporting documentation (i.e., copies of student rosters indicating exit criteria and test scores) for all students reviewed; and
c. List of all students who exited the alternative language program during the school year at issue and suffered academic deficits; of these students, identification of students who obtained additional academic supports (e.g., tutoring) or reentered the alternative language program as a result of the evaluation. For those who remain as exited ELL students, provide documentation of the reasons for the placement determination (i.e., a roster with student scores or evidence of success in the regular academic program).
