Collaborative Decision-Making - Procedures - 4240-P
|Staff members who have teaching, counseling or support positions in the school and District and who hold professional education credentials.
|Staff members who perform support roles, such as instructional assistance, maintenance, clerical and secretarial.
|A person who resides in the Mukilteo School District (MSD) and has a child(ren) attending a MSD school.
|A person who resides in the school District and does not have a child attending a MSD School.
|A person who is enrolled and attends a MSD school.
|Community Site Council
|One example of a collaborative decision-making group that may consist of administrator(s), certificated staff, parents, classified staff, community citizens and students located at a school site.
DISTRICT DECISION TOPICS
The following decision topics will be determined at the District-level, to assure consistency across the District. The topics include:
- Boundary planning
- Contract negotiation
- Contract implementation and administration
- Food Service
- Custodial Services
- District Maintenance
- Data processing
- Legal services
- Standardized/District testing
- Personnel discipline/termination
- Student Rights and Responsibilities Handbook
- School year calendar
- District budget including block allocation to buildings
- Administrative hiring
- Administrative assignment
- Curriculum adoption
Some of these District-level topics may allow or require site-level decisions for implementation.
- District Services
Purpose: Review operations and make recommendations regarding changes in the following services:
- Custodial services
- Food Service
- District safety issues
- District security issues
District Services will use committees to gather input from affected parties when contemplating significant changes to established service levels. Committee membership will include those who will be affected by the decisions and the personnel who will be involved in implementing them.
Purpose: Review and make recommendations regarding:
- Board and District initiatives
- Preliminary District budget recommendations
Composition: 19 members
Administrators (6), Parents (3), Community Citizen (1), Certificated (3), Classified--MACP (2), MESP (2), Unrepresented (2).
- Research and Assessment
Purpose: Review proposals for research conducted in the District for approval and make recommendations regarding the District assessment program.
- Program evaluation
- District assessment
Composition: 13 members
Certificated--Psychologists (3), Other (3); Administrators (3), Parents (2), Classified--MACP (1), MESP (1). Require that each non-parent group insure that their representatives are from different levels, i.e., elementary, middle and high school. Maintain a 5-year review cycle on the testing program or coincide with the State testing review cycle.
- Student Rights and Responsibilities (K - 12)
Purpose: Review, revision and publication of the Student Rights and Responsibilities Handbook
Student Rights and Responsibilities are articulated in a single document. Written input and the writing of the document is the responsibility of the assigned administrator. The working draft will be shared with all constituencies through their principals and made available at each school site for public review. The section title "Exceptional Misconduct" is reviewed annually by a special ad hoc citizens committee as set forth by WAC 392-400-245 (2).
- Instructional Materials Committee
Purpose: The Instructional Materials Committee receives recommended materials from each Curriculum Development Committee and makes a recommendation to the Board for action.
The Instructional Materials Committee will:
- Identify and prioritize curriculum needs through a curriculum adoption cycle
- Receive recommended materials from each Curriculum Development Committee
- Respond to site specific curriculum initiatives/innovations from Building Curriculum Committees
- Review and respond to recommended materials from individual staff
- Act upon requests for reconsideration of instructional materials
- Maintain communications with the teaching staff
Composition: As identified in Board Policy 2120.
Director of Curriculum and Professional Development (chair), Primary teachers (2), Intermediate teachers (2), Middle school teachers (2), High school teachers (2), Elementary librarian (1), Secondary librarian (1), Site administrators (2), Parents/community members (8).
- Special Programs
Purpose: To foster communication that would improve awareness, of the District's categorical programs. This committee will review and provide feedback on annual state & federal applications and program evaluation efforts associated with the operation of Title I, Learning Assistance Program, English as a Second Language (ESL), Highly Capable, and Special Education services provided to students in the District. Members will discuss current regulatory issues and provide feedback to the Director and/or Coordinators for any procedural changes that may be required as a result of new regulations. Committee members will also address how programs are aligned with current state reform efforts.
Composition: 16 members
One parent from each program. One teacher from each categorical program. One each from the following groups: ESA, building administrator, classified (MESP), Director/Coordinator from each program area.
Ad Hoc and Special Committees
Ad Hoc and Special Committees are temporary advisory committees formed as needed by the Board. Their function is typically to study an issue or policy and to make recommendation to the Board. Examples of the need for such committees include boundary planning and hiring a new superintendent.
Since each issue differs, it is reasonable that representation on each ad hoc and special committee would differ in relation to its purpose. However, constituent groups affected will be represented and will select their own representatives from their constituencies. Specific representation and membership for comprehensive boundary and enrollment adjustments is identified below.
Ad Hoc and Special Committees will submit final reports to the Board that include items of committee consensus as well as any unresolved issues.
Comprehensive District Boundary Planning
An outside consultant will be selected to facilitate boundary planning. The consultant will outline the boundary planning process, including the model for gathering constituent input and information reporting and a suggested committee structure, which includes representatives from affected groups, including but not limited to: parents, certificated and classified staff, building administrators and central office administrators. Each affected school site will have representatives who will be selected by their constituent group and be responsible for being a liaison between the committee and their group. In addition, at least one administrative representative should participate from the affected level.
Limited Boundary Adjustments
Whenever it is necessary to make adjustments in attendance boundaries at any school site pursuant to Board Policy 3130, a parent and staff representative will be selected to participate in discussions regarding the enrollment issues and proposed solutions. The purpose of this representation is to broaden communication to the affected groups. Each group will select their own representative.
Multiple use of limited boundary adjustments within a school year or two consecutive school years indicates that comprehensive district boundary planning should be considered.
The Board will determine the process for identifying candidates and selecting a new Superintendent. This process may involve hiring a consultant to assist in recruiting qualified candidates and should involve district employees, parents, and community members in making recommendation for employment to the Board.
- The District Committees will be drawn from among the following groups:
- Classified staff
- Certificated staff
- Community Citizens
- A Mukilteo School District employee may not be a parent representative, but may participate in the selection process.
- Each committee member, excluding administrators, may serve on only one District Standing Committee per year.
Each committee will determine its own meeting frequency with dates and times made available to the public.
- All meetings will be open to the public.
All constituent groups will be responsible for the selection of their own representatives.
- Certificated employees, classified employees, paraeducator employees, and administrators will determine their own processes for the selection of their representatives.
- Parents and community citizens will be selected by the following process:
- Information about District Committees will be posted on the District website and provided to parents in the opening day student packets.
- The information must include a description of the committee members’ roles and responsibilities, as well as the charge of the committee. The information will identify the meeting time, place and date to select committee members.
- People interested in serving on a District Committee should return the information form to the District. A written reminder notice will be sent to all interested persons no later than ten days prior to the meeting date.
- Committee members will be selected by their constituent group at the meeting.
- In the event that parents and community citizens cannot be enlisted to fill the committee spots for those constituencies through this process, the Superintendent/designee may personally recruit individuals to fill the vacancies.
- The Instructional Materials Committee and the Teaching and Learning Committee will meet quarterly (or as needed) throughout the school year. Committee members will serve staggering three-year terms, as stated in Board Policy 2120.
- For all other committees, committee members will serve on a staggered term basis with one-half of the members of each committee being replaced each year. The term for committee members will be two years. If vacancies cannot be filled, a member whose term has expired may serve one additional two-year term. After a one-year hiatus, former committee members may be reappointed to the committee.
SCHOOL LEVEL DECISIONS
Schools will review the collaborative decision-making model every three (3) years. The model will include the following characteristics contained in Board Policy 4240:
- Gathering input from those affected by decisions and those involved in implementing them including certificated and classified staff, parents, students (at the secondary level), and community members
- Commitment to the decision-making process as well as the outcome
- Open, timely communication across all levels of the school community
- Free exchange and open expression of ideas
- Cooperation, negotiation, compromise and consensus building
The decision-making model may include, but not be limited to:
- a broad-based community site council
- various standing committees established to address specific areas of the school’s operation
- ad hoc committees for emerging school issues
- parent/faculty organizations and associations
The District will provide training as necessary for District administrators regarding how to develop, maintain, and evaluate effective decision-making. The District may make funds available as needed.
Principals will facilitate a process every three (3) years to review the decision-making model for their school. The process will be open for participation by all constituent groups and will strive to reflect the diversity of the school and community.
School Collaborative Decision Topics
|Hiring of Staff:
|The opportunity should be provided by the principal for input regarding preferred and desired characteristics for applicants for posted certificated and classified positions.
|Hiring of School Administrators:
|The Superintendent or designee will involve staff and community in the interview and selection process for school principals. Principals are encouraged to involve staff and community in the selection process of assistant principals.
|Priorities for budgeting discretionary school funds.
|Recommendations to the principal regarding the school student discipline plan.
|School Facility Needs:
|Recommendations to the principal regarding school facility needs.
Categorical Program Design:
|Development of plans for implementing services to students eligible for State and Federal programs including Title I, Learning Assistance Program, English as a Second Language (ESL) and Special Education. Such plan(s) will be compliant with rules and regulations that govern such programs and will be submitted to the Superintendent or designee for approval.
|Identify concerns and make recommendations regarding school safety to the principal.
|School Improvement Plan
|Develop a written plan that sets forth the goals, objectives, procedures, tasks, and timelines for attaining essential academic learning requirements. Such plans will be developed in accordance with Washington Administrative Code (WAC) and the Revised Code of Washington (RCW).
November 10, 1997
Revised: June 8, 1998
Revised: November 22, 2004
November 5, 2009
June 21, 2010
May 12, 2014