MINUTES

Sunday, February 27 2011 – Red Lion Hotel, Olympia

Review of Homework Assignment
In their last meeting in January, members were asked to submit their district’s equity and cultural
competency policies as the first attempt in data gathering, and compiling the information into a
matrix. The purpose of the matrix is to provide members a visual of the different kinds of district’s
equity and cultural competency policies. Staff compiled the information and separated into the
following categories:
1. Policy on Cultural Competency
2. Curriculum Development Focus on Cultural Competency
3. Immigrant & Refugee Student
4. Parental Involvement
5. Terms Defined
6. Council or Committee on Cultural Competency
7. Beliefs & Principals
8. Goals/Objectives
9. Strategies.

Jonelle Adams started the meeting asking for comments/suggestions on the matrix that was sent to
Task Force prior to the meeting. She explained the process and how the seven categories were
developed and indicated that members can still submit policies as we continue.

It was noted that Highline had a good coverage according to the matrix; they met majority of the
categories. Committee members asked how did Highline accomplish this implementation. Susan
Goding, Highline director indicated a few years ago staff and school boards received training in
cultural competency. They incorporated what they learned into their district’s policies.

Funding/Programs
Mukilteo School District offers an Orientation Center program (a mentor program) – assigning a
volunteer high school student to act as a host to show the new students around and give tips on how
to survive high school years. The program lasts about 2-3 months. In addition, the 21 Century
Community Learning Center (after school program) was designed to meet the needs of ELL learners.
Adams pointed out that it takes a minimum of five years to implement a program and see results. The
five - year interval provides time for school administrators (teachers, principals) to adjust to the new
program and implement with fidelity.

Most districts have a variety of different ELL programs and the lucky ones have partnerships with
various community organizations and foundations. Who controls these different programs that have
direct access to the school? How consistent is it? City of Bellevue has a Department of Education that
tracks the different kinds of programs. Southeast Seattle area gets huge numbers of immigrants that
speak zero English. To provide hope and comfort for immigrant children, Seattle School District
created a separate New Comers Center focusing on teaching English and core high school subjects,
which they could earn high school credits for. New comer ELL students are not integrated with
regular students. The program is designed for students to attend for two years. The New Comer site is
available to adults as well. Students can stay as long as they need beyond the two years if they are in
high school. (Grades 9–12). Elementary age students only stay at the New Comers Center for two
years, then they are integrated into their neighborhood school.

Define Culture
Culture is a definition highly misunderstood and misused. A general definition for culture refers to
the way of life. It was noted that to really learn about a student’s ethnic background means to
participate in their cultural events or celebrations. “We can read all the books about various cultures
and convince ourselves that we understand them; but the truth is that only a fraction of this
information stays in our head.” Attending community events or ethnic celebrations will capture the
essence of a culture far better and opens up new relationships and respect for each other.

Community Engagement
The following districts provided programs which have been implemented to help families within their
communities:
-- Seattle offered health clinics, evening classes (teaching English) for refugees. They are
funded by federal dollars since they are considered Title I school. At the International
Schools, classes are taught in Japanese, Chinese and Spanish. In addition, they have an
abundance of after school programs that provide services in every Title I school. Seattle
Schools have a family support worker (paid by city – similar to social workers) assisting
families in finding basic essentials such as food, shelter, etc.
-- Mukilteo indicated they have embraced cultural competency in a practical matter not but in a
policy or strategic level. In Mukilteo schools provide assistance to their low income or ELL
families to support language acquisition and numerous of other programs. Each school sites
manage their own components based on principal leadership not policy.
-- Yakima discussed their building (owned by the city) that is available to the community
members. Members of the community can receive computer training from certified teachers.
The focus was to provide students and their families with a structure and a place to go to get
training.
-- Tacoma mentioned their 360 Program, which provides oversight and coordination for all their
schools. This program was created by three entities; the city council, school district and parks
department. The purpose of the program was to bring together “all” community services
under one umbrella to prevent duplicate services.

Chair Harium Martin-Morris highlighted some strong steps, such as:
-- Remove cumulative component – using Pasco as an example.
-- Allow English Language Learner population not to be reported in the AYP/NCLB.
-- Move to a “growth model,” which tracks each student throughout their school year.
Comparing individual academic growth from their baseline to each year’s growth.

Wrap Up
The meeting was full of good ideas and suggestions. As we start evolving it is important to keep in
mind; how do we share our do we let others know about our purpose? We need a report, which we
are still in the gathering stage. All members need to be informed and it was suggested to post
materials on WSSDA’s website such as the minutes and data information – i.e. matrix.

Next Committee Meeting Date
A webinar format is suggested for the next Urban Suburban Task Force meeting delivered by Seattle
and Vancouver with a show & tell on their school database projects.
The Task Force agreed to meet sometime in May. Staff will use the free online Doodle application to
poll members’ responses on the best date/time.
Adjournment