Common use of Partnership Committee Clause in Contracts

Partnership Committee. The SPS and SEA will create a partners committee consisting of 5 appointees of SPS and 5 appointees of the SEA. The purpose of the committee will be to address the issues of the achievement gap. There is not the luxury of time - each day that passes without every effort being made to insure that all students can reach the standards set by the SPS for every student to be able to know and do upon graduation is a breach of our collective responsibility to provide a quality education. The principles and beliefs set forth in the Preamble of this contract will guide the work of the committee. The Partnership Committee will: a. Define the factors that will be used to focus effort and resources on a school/ program(s). These factors will include but not be limited to such data as the mobility of students and staff; poverty levels; discipline and attendance records; retention rates; unfilled substitute educator requests; student dropout rates; second language students; experience level of the staff, standardized and classroom based assessments such as, ITBS, DRA, CBAs, SAT, WASL, PSAT, APP completion rates; length of time attending SPS, and the percentage of students on track to graduate. Determine whether the school/program(s) as presently configured would be sustainable in the longer term. b. Identify the resources, human and financial, available to initiate the planning and visioning for a school or group of schools. Paraprofessionals, SAEOPS and Certificated staff are all part of the process. Insure that there are the resources available to sustain the effort for three to five years. Some examples of what the support could look like are: time for planning, resources to bring in expertise not readily available from within the SPS or SEA, time for training and additional time for engaging community and parent/guardians, and support for curriculum alignment and adaptation. c. SPS and SEA commit to clearing the path and addressing challenges to improvement and innovation, developed by the staff on site. Either party may open negotiations if a consensus solution has not been reached to resolve the issues or remove an impediment to student success. d. Given that the effort to eliminate the achievement gap will be substantial, SPS and SEA will seek financial and professional support for these efforts from external sources. Funding and expertise from external sources will be used to temporarily augment and accelerate these processes while SPS is realigning internal resources to sustain success. e. Together, SPS and SEA will develop, train and implement a parent/guardian and community engagement process that supports school staffs in reaching out to community resources and the parents/guardians of the students we serve. Schools will become places that welcome and engage parents/guardians and community support in the education of Seattle’s students. f. This committee will develop a process that monitors progress, evaluates the use of resources, intervenes where necessary, and adjusts plans, resources and timelines. The monitoring and assessment process will include input from the community. Clear measures of success will be determined. Monitoring of effort will continue beyond the provision of start-up resources. We have a commitment to maintain gains and continue to improve. g. The Partnership Committee will monitor and control the following contract adjustments for those schools engaged in closing the achievement gap work set forth above. The need to create stability of staff in schools engaged in focused change is a priority of the parties. The following modifications of this contract are made for those designated schools. 1) Reduction in Force (RIF): In the event of the SPS needing to implement a RIF, staff in designated schools will be exempt from layoff for one year. If there are RIF’s in two consecutive years, the staff in a designated school will not be RIF’d in a greater percentage than the overall RIF in the SPS (rounded to the nearest .5 FTE) in the second year. Individuals who would have been RIF’d but for this exemption are committed to remain in the school for the next year so long as job categories they are eligible for exist in their school. If there is a catastrophic RIF caused by double levy failure or similarly devastating impact caused by State cuts in support to SPS, these exemptions found above will be null and void and all employees will be considered eligible to be RIF’d.

Partnership Committee. The SPS and SEA will create a partners committee consisting of 5 appointees of SPS and 5 appointees of the SEA. The purpose of the committee will be to address the issues of the achievement gap. There is not the luxury of time - each day that passes without every effort being made to insure that all students can reach the standards set by the SPS for every student to be able to know and do upon graduation is a breach of our collective responsibility to provide a quality education. The principles and beliefs set forth in the Preamble of this contract will guide the work of the committee. The Partnership Committee will: a. Define the factors that will be used to focus effort and resources on a school/ program(s). These factors will include but not be limited to such data as the mobility of students and staff; poverty levels; discipline and attendance records; retention rates; unfilled substitute educator requests; student dropout rates; second language students; experience level of the staff, standardized and classroom based assessments such as, ITBS, DRA, CBAs, SAT, WASL, PSAT, APP completion rates; length of time attending SPS, and the percentage of students on track to graduate. Determine whether the school/program(s) as presently configured would be sustainable in the longer term. b. Identify the resources, human and financial, available to initiate the planning and visioning for a school or group of schools. Paraprofessionals, SAEOPS and Certificated staff are all part of the process. Insure that there are the resources available to sustain the effort for three to five years. Some examples of what the support could look like are: time for planning, resources to bring in expertise not readily available from within the SPS or SEA, time for training and additional time for engaging community and parent/guardians, and support for curriculum alignment and adaptation. c. b. SPS and SEA commit to clearing the path and addressing challenges to improvement and innovation, developed by the staff on site. Either party may open negotiations if a consensus solution has not been reached to resolve the issues or remove an impediment to student success. d. c. Given that the effort to eliminate the achievement gap will be substantial, SPS and SEA will seek financial and professional support for these efforts from external sources. Funding and expertise from external sources will be used to temporarily augment and accelerate these processes while SPS is realigning internal resources to sustain success. e. d. Together, SPS and SEA will develop, train and implement a parent/guardian and community engagement process that supports school staffs in reaching out to community resources and the parents/guardians of the students we serve. Schools will become places that welcome and engage parents/guardians and community support in the education of Seattle’s students. f. e. This committee will develop a process that monitors progress, evaluates the use of resources, intervenes where necessary, and adjusts plans, resources and timelines. The monitoring and assessment process will include input from the community. Clear measures of success will be determined. Monitoring of effort will continue beyond the provision of start-up resources. We have a commitment to maintain gains and continue to improve. g. f. The Partnership Committee will monitor and control the following contract adjustments for those schools engaged in closing the achievement gap work set forth above. The need to create stability of staff in schools engaged in focused change is a priority of the parties. The following modifications of this contract are made for those designated schools. 1) Reduction in Force (RIF): In the event of the SPS needing to implement a RIF, staff in designated schools will be exempt from layoff for one year. If there are RIF’s in two consecutive years, the staff in a designated school will not be RIF’d in a greater percentage than the overall RIF in the SPS (rounded to the nearest .5 FTE) in the second year. Individuals who would have been RIF’d but for this exemption are committed to remain in the school for the next year so long as job categories they are eligible for exist in their school. If there is a catastrophic RIF caused by double levy failure or similarly devastating impact caused by State cuts in support to SPS, these exemptions found above will be null and void and all employees will be considered eligible to be RIF’d.

Partnership Committee. The SPS and SEA will create a partners committee consisting of 5 appointees of SPS and 5 appointees of the SEA. The purpose of the committee will be to address the issues of the achievement gap. There is not the luxury of time - each day that passes without every effort being made to insure that all students can reach the standards set by the SPS for every student to be able to know and do upon graduation is a breach of our collective responsibility to provide a quality education. The principles and beliefs set forth in the Preamble of this contract will guide the work of the committee. The Partnership Committee will: a. Define the factors that will be used to focus effort and resources on a school/ program(s). These factors will include but not be limited to such data as the mobility of students and staff; poverty levels; discipline and attendance records; retention rates; unfilled substitute educator requests; student dropout rates; second language students; experience level of the staff, standardized and classroom based assessments such as, ITBS, DRA, CBAs, SAT, WASL, PSAT, APP completion rates; length of time attending SPS, and the percentage of students on track to graduate. Determine whether the school/program(s) as presently configured would be sustainable in the longer term. b. Identify the resources, human and financial, available to initiate the planning and visioning for a school or group of schools. Paraprofessionals, SAEOPS and Certificated staff are all part of the process. Insure that there are the resources available to sustain the effort for three to five years. Some examples of what the support could look like are: time for planning, resources to bring in expertise not readily available from within the SPS or SEA, time for training and additional time for engaging community and parent/guardians, and support for curriculum alignment and adaptation. c. b. SPS and SEA commit to clearing the path and addressing challenges to improvement and innovation, developed by the staff on site. Either party may open negotiations if a consensus solution has not been reached to resolve the issues or remove an impediment to student success. d. c. Given that the effort to eliminate the achievement gap will be substantial, SPS and SEA will seek financial and professional support for these efforts from external sources. Funding and expertise from external sources will be used to temporarily augment and accelerate these processes while SPS is realigning internal resources to sustain success. e. d. Together, SPS and SEA will develop, train and implement a parent/guardian and community engagement process that supports school staffs in reaching out to community resources and the parents/guardians of the students we serve. Schools will become places that welcome and engage parents/guardians and community support in the education of Seattle’s students. f. e. This committee will develop a process that monitors progress, evaluates the use of resources, intervenes where necessary, and adjusts plans, resources and timelines. The monitoring and assessment process will include input from the community. Clear measures of success will be determined. Monitoring of effort will continue beyond the provision of start-up resources. We have a commitment to maintain gains and continue to improve. g. f. The Partnership Committee will monitor and control the following contract adjustments for those schools engaged in closing the achievement gap work set forth above. The need to create stability of staff in schools engaged in focused change is a priority of the parties. The following modifications of this contract are made for those designated schools. 1) Reduction in Force (RIF): In the event of the SPS needing to implement a RIF, staff in designated schools will be exempt from layoff for one year. If there are RIF’s in two consecutive years, the staff in a designated school will not be RIF’d in a greater percentage than the overall RIF in the SPS (rounded to the nearest .5 FTE) in the second year. Individuals who would have been RIF’d but for this exemption are committed to remain in the school for the next year so long as job categories they are eligible for exist in their school. If there is a catastrophic RIF caused by double levy failure or similarly devastating impact caused by State cuts in support to SPS, these exemptions found above will be null and void and all employees will be considered eligible to be RIF’d.