[{"_1":2,"_124":-5,"_125":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6179003,"mediaKeyId","5134448-726390fd4da67b3b7d401c08a0d25fa0","parentId",5134448,"title","Parents and staff urge halt to Southwest interagency relocation, cite poor engagement and student risk","audioSeconds",3427,"startMs",3558000,"endMs",6985000,"viewUrl","/Search/View?dp=1&key=5134448-726390fd4da67b3b7d401c08a0d25fa0&start=3558&end=6985","thumbnailUrl","https://assets.pipeline.soar.com/5134448-726390fd4da67b3b7d401c08a0d25fa0/thumbnail_3558000.jpg","articleUrl","/articles/6179003/Washington/Parents-and-staff-urge-halt-to-Southwest-interagency-relocation-cite-poor-engagement-and-student-risk","mediaUrl","https://secure.pipeline.soar.com/6179003-4fab6826b19a104517cc37324186032a/orig.mp4?Expires=1771090225&Signature=esNZ-USXh41XOP0r6O~7q0oMTFx0ZhNFc8bYxL0hpHdQYRDayQ07Q-CCqshqP9TfFKR~60zWcSkoahVFk9zmnfNjySi6vmduqaz7Q6~y5Jq-eep6tZ6SvbSdbH2P1qLJEvUdv5uIGrW9KHw9rg~zYAigOKRl-BkU0PL4QkH0x~p3mpi3s5fSP8dv57toOiROyxC22mA6xOm43Bld5fuFP2K90TzJscQgLgC114djvaWLUoA4dKRvL5z1MBMniYYoR3uuwITHQy2sl-wVJ688pd7kdwfBVrq3zcALj66~8jV3hKXCu-YvRKK31nP1bwjRYebKvB1qwkzLlsNXtR8dTw__&Key-Pair-Id=KUT5TJCACFTXG","author","Seattle School District No. 1, Washington","date","2025-07-03T04:03:58Z","article","Parents, staff and community advocates at the July 2 public comment period urged the board to stop or reverse the planned relocation of the Southwest Interagency campus, saying the move was announced with little transparency and would harm students who rely on proximity and stable service delivery.

Family support specialist Brandon Sanchez said the Southwest campus relocation would force many Interagency students to travel farther south and lose the proximity and services they currently receive in West Seattle, including licensed behavioral health providers and family counseling. \"Not only is this building safe, has kitchen, has security, the building that students are being relocated to doesn't have any of those abilities,\" Sanchez said.

Student‑and‑family advocate Demetrius Wheeler said the district did not engage families and staff in meaningful consultation and accused the district of suppressing community voices. \"Interagency staff weren't consulted. We weren't allowed to communicate with our families,\" Wheeler said. He added that the changes fracture a system designed to meet students where they are and that a one‑year temporary move can be a life‑altering disruption for students.

Substitute nurse Lynn Oliphant and other Interagency staff described unanswered questions about who made the decision and why. Michael Grant, an out‑of‑district speaker who has worked with Interagency, called the proposed closure \"secretive and irresponsible,\" citing the risk of disruption for some of the district’s most vulnerable students.

Speakers asked the board to prioritize West Seattle placement options, partner with community organizations such as Southwest Youth and Family Services to keep services local, and to halt relocation plans until the district undertakes transparent, in‑person engagement. Several witnesses said staff who advocated publicly for students were now facing internal investigations, which they characterized as retaliation.

Board members did not adopt any motions related to the relocation during the meeting; district staff acknowledged the testimony and said they would continue outreach. The speakers requested the board to reverse course or provide a more community‑centered alternative that preserves local services and minimizes travel for students and families.","mediaType","Video","parentTitle","Seattle Schools Board Meeting July 2, 2025","oneSentenceSummary","Parents, staff and community advocates told the Seattle School District board July 2 that the planned relocation of the Southwest Interagency campus was executed with insufficient engagement and would harm students who rely on local services.","taxTitle","Seattle School District No. 1, School Districts, Washington","taxId",14626,"location","Washington","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6179008,"Parents say staffing formula penalizes inclusive schools after BF Day cuts",3806,2864000,6670000,"/Search/View?dp=1&key=5134448-726390fd4da67b3b7d401c08a0d25fa0&start=2864&end=6670","https://assets.pipeline.soar.com/5134448-726390fd4da67b3b7d401c08a0d25fa0/thumbnail_2864000.jpg","/articles/6179008/Washington/Parents-say-staffing-formula-penalizes-inclusive-schools-after-BF-Day-cuts","https://secure.pipeline.soar.com/6179008-2318688b4e915c962d7556dc600309fc/orig.mp4?Expires=1771090225&Signature=U6T1DWBum8-3eUOrihOr8uN9vdpffhn3VmUHfw3jSoCMY3wXipf~fd3qVGktPRnFYpNWMfn-UKv~aplDZkX6QyPoQdQHsJyp1ShcpUy9OUEqdHt-oaHr4aBd0A9ZZ8slfygjnNzXTZq9okpkh8yNtmuhMUPNLgfTvHPr2oZIKPeBJteBVJ2n1OetIC8yVv5LThmm8VaYZy1pFJU53X5DX5MxKYFMhKyL9bINUc7GSF-IReBnI8iDe~mGSFGO3tzfAU8fp-b9sRvb4U0YjWCqLwv~qBFRWgnyeQb4MfWEjRRemfHBUY7L8rZ0Zs7OSOAFJKN8~5QYyB37lvQ2jQqxMQ__&Key-Pair-Id=KUT5TJCACFTXG","Parents and students told the board July 2 that Seattle Public Schools’ staffing and enrollment processes are disadvantaging neighborhood schools that serve students in inclusive classroom settings.

Katie Roberts, a BF Day parent and vice president of that school’s PTSA, said the district’s current staffing formula does not fully count special‑education students who spend most of their day alongside general‑education peers. \"Last year, 15 students in our extended resource pathway spent 80% or more of their day in general education,\" Roberts said. \"Next year, we're projected to have 11. These students are not visitors. They have desks, cubbies, classrooms, participate in morning meetings… Yet, under the current staffing formula, these students are not fully accounted for in general education staffing.\"

Other BF Day parents and students testified that the result of sudden downward enrollment projections was the loss of multiple classroom teachers, a resource teacher and specialist time — including a teacher they described as core to BF Day’s inclusion culture. Student Crosby All said losing that teacher also removed after‑school activities such as robotics: \"If you don't count these students, we can’t get Mister R back,\" he said.

Several parents urged the district to change how it counts students on extended resource pathways (often described as ‘LRE 1’ in testimony) and to perform an enrollment count in August rather than October, arguing late staffing changes disrupt schools, cause layoffs or program cuts, and make it difficult to retain experienced teachers. Jana Hildebrandt (testifying as a BF Day parent) said her school received last‑minute projections that cut staffing and that, historically, fall enrollment has often been larger than earlier projections.

Board members acknowledged the concerns and said staff are reviewing enrollment and staffing processes; Dr. Buttleman (district CFO in attendance) and other staff described ongoing work on enrollment forecasting and the district’s use of projections. No formal board action was taken; parents asked the board to change counting and timing practices to avoid future mid‑summer cuts that, they said, undo school cohesion.

Speakers asked the board to adopt changes they say would better reflect inclusion‑based staffing realities and to ensure staffing decisions are made with clearer timelines and transparent projections before the school year begins.","Parents at BF Day Elementary told the Seattle School District board July 2 that the district’s staffing formula undercounts students in extended resource pathways who spend most of their day in general education, and that recent last‑minute projections led to cuts they say hurt inclusion and program continuity.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6179013,"District progress monitoring: training delivered but staff-of-color survey targets unmet, discipline metrics mixed",645,927000,1572000,"/Search/View?dp=1&key=5134448-726390fd4da67b3b7d401c08a0d25fa0&start=927&end=1572","https://assets.pipeline.soar.com/5134448-726390fd4da67b3b7d401c08a0d25fa0/thumbnail_927000.jpg","/articles/6179013/Washington/District-progress-monitoring-training-delivered-but-staff-of-color-survey-targets-unmet-discipline-metrics-mixed","https://secure.pipeline.soar.com/6179013-086120cbd556646042948f9b6aa1f58c/orig.mp4?Expires=1771090225&Signature=hq4z9DpexvDfTqBN0J-7Qx8pDEsIQE2odkI7KQqKt~8l7VtOeG~UD89BiQBQSj~NqhoWEJRQbO4wFgyTKxh2Tkihqk2fewl5bLF4jZhxUTxJjp3aC3f0yhg7VNfk~GTBVX3Z3Gob1ZY2IVp0ig0hcqsKVz--QUsCWVQVndjSMLm3pa06t9YHPX7PqMfJzKV9VioneYFQzPkZeLVXco25XOoQeDp6BzHuXwxIgFbfX~nX8GeMzd4WmtrQaMrWpXoq0zEr--nLhD9qaWrj6D1Y59EBzDS1mVAHoT7w3wGxwlFJNDRUyzEskpo40Ec-n6VR0t7htmhj6omC-eVqq9nE7w__&Key-Pair-Id=KUT5TJCACFTXG","District staff presented progress monitoring data July 2 on two governance “guardrails”: the anti‑racism guardrail (Guardrail 3) and discipline (Guardrail 4).

Dr. Pritchett, presenting Guardrail 3 metrics, told the board the district delivered the anti‑hate and bias procedures training in August 2023 and recorded completion by building leaders and staff: \"a 100% of our building leaders and staff received that training,\" with about 2,400 staff earning clock hours and an average PD rating of 4.2 out of 5.

However, a second measure — the percentage of staff of color who believe their workplace is a healthy, anti‑racist environment — fell short of the target. \"We did not make it to that 80%,\" Dr. Pritchett said, reporting the district remained roughly two percentage points below the goal for both school staff and central office staff. She characterized the metric as yellow — showing progress but still requiring work — and described ongoing supports including coaching for new teachers and principals, racial equity teams in schools, wellness programs and conflict resolution services.

Dr. Torres Morales presented Guardrail 4 on discipline and described mixed results. The district had set a goal to reduce discipline rates for students with disabilities from 9.5% to 7% by July 2024. \"At the end of last school year, we were at 7.1 incidents per [100] students for students with disabilities,\" Dr. Torres Morales said, noting the figure met long‑term improvement targets but edged slightly above the immediate goal and has shown an uptick this year.

To address the discipline data and variation across schools, staff described steps they are taking: standardized training for school leaders in August on coding and disciplinary practices to improve data quality and consistency; expanded care‑coordination teams that bring curriculum, instruction and health staff together; and work with the Office of African American Male Achievement to share best practices in schools where interventions have worked.

Dr. Torres Morales also reported that 18 of 20 schools had incorporated mental‑health and wellness strategies into their Comprehensive School Improvement Plans (CSIPs), but cautioned that inclusion in a CSIP does not necessarily mean full implementation in classrooms. Chief accountability staff and regional executive directors are working to add monitoring and evidence expectations into leader evaluations so CSIP strategies are tracked and evaluated.

Board members asked for clearer implementation evidence, broader community input and stronger baseline data. Director Rankin described the exercise as valuable for exposing data gaps: \"getting an accurate read and providing that support to principals\" was necessary to identify what works for students, Rankin said.

No formal board votes were taken; staff characterized the meeting as progress monitoring and committed to continuing training, improving data collection and returning to the board with revised interim metrics and monitoring plans.","Seattle Public Schools staff reported July 2 that the district completed required anti‑bias professional development but fell short of a staff‑of‑color perception target; discipline data for students with disabilities showed long‑term improvement but a slight recent uptick, prompting additional training and clearer data coding.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6179017,"Seattle Native education specialist says district lags on state-mandated curriculum",227,361000,588000,"/Search/View?dp=1&key=5134448-726390fd4da67b3b7d401c08a0d25fa0&start=361&end=588","https://assets.pipeline.soar.com/5134448-726390fd4da67b3b7d401c08a0d25fa0/thumbnail_361000.jpg","/articles/6179017/Washington/Seattle-Native-education-specialist-says-district-lags-on-state-mandated-curriculum","https://secure.pipeline.soar.com/6179017-cc88669945497131170c3e3ba089e246/orig.mp4?Expires=1771090225&Signature=lb-db2-xx0zelppYw~e-0ETD--vtimJBgHqgCIVPI7wfbXPpev2sQUPydzyNvUZxdcReM3HrkK8O8uXDRRpqRN6wa8IZx9DJjIsWvDQKMC8rNblybnN6sD82ewAnOMZhg2YsumZ9xk77jTpQQp-f1GT8sJCL9-127gi4xWj8UBhst0Rl1q-UzEjfx4Ne1~TCUTYAYAAIcmW6JWMnZGcc~RaQW5ZNlKot0X60LMESMeOlclNzlT44ncQa6BK5QQSN7vS9qszd1gBqRkKyLEs2pFjsqkarr-4P6GeCMv0xrsnel8Y4UdBqXRBNhbIT6v3m3QhXNpLigAsdZbjS6B~Zbg__&Key-Pair-Id=KUT5TJCACFTXG","Shanna Brown, Native American education curriculum specialist for Seattle Public Schools, told the board July 2 that data collected from 2019–2024 show the district is not meeting state expectations for implementation of the John McCoy “since time immemorial” curriculum.

\"The data showed that SPS is out of compliance with RCW 28A.410.277,\" Brown said, presenting a report she said was compiled under the supervision of then-program manager Gail Morris.

Brown said the report found about a 30% implementation rate from 2019 through 2024 and recommended district actions to raise professional development, accountability, visibility and communication around the curriculum.

Brown outlined steps Native Ed has already begun: an optional principal session at an August School Leader Institute attended by 13 principals; in‑building professional development currently delivered to about 12–13 buildings per year; a planned implementation model at Lowell Elementary this fall; and renewed collaboration with the Suquamish Tribe and Muckleshoot Tribal College. \"Native Ed has also initiated responsive efforts that I will outline,\" she said, describing the four priorities she brought to the board.

Brown told directors that attempts to get broader principal survey data had been limited by access: \"Despite native ed's lack of access to principal professional development opportunities and unanswered request to conduct a formal survey of principals, I have been able to get some data this year (2025).\" She said informal principal responses echoed the earlier report’s call for district‑wide communication and prioritized professional development.

Acting Superintendent Podesta thanked Brown for the presentation and for work to strengthen tribal partnerships. The board did not take a formal vote on the report; Brown and district staff framed the items as implementation steps and requests for continued district support ahead of the hiring of a permanent superintendent.

District staff and Brown emphasized next steps that they described as operational rather than board actions: extend principal professional development, pilot the Lowell model, and formalize partnerships with Suquamish and Muckleshoot partners so tribal roles are clear.

Brown closed by tying the curriculum work to district equity goals and urging the board and incoming superintendent to sustain the initiatives she outlined.

The board received the presentation and had no substantive motion tied to Brown’s report during the meeting.","At a July 2 Seattle School District No. 1 meeting, Native American education curriculum specialist Shanna Brown told the board district data show roughly 30% implementation of the John McCoy “since time immemorial” curriculum and urged stronger district leadership, principal training and tribal partnerships.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6178998,"Parents and board members press district on PowerSchool data privacy as contract renewal comes up",1675,3667000,5342000,"/Search/View?dp=1&key=5134448-726390fd4da67b3b7d401c08a0d25fa0&start=3667&end=5342","https://assets.pipeline.soar.com/5134448-726390fd4da67b3b7d401c08a0d25fa0/thumbnail_3667000.jpg","/articles/6178998/Washington/Parents-and-board-members-press-district-on-PowerSchool-data-privacy-as-contract-renewal-comes-up","https://secure.pipeline.soar.com/6178998-c2bed904b696f13a2e9058f680932e37/orig.mp4?Expires=1771090225&Signature=FKE9-n4LuVb07g-Nzo5rDZ~bofR8sD3dv70APW-OpQX5HZ92jHGL6XbuVzSW3N83sb5bE-Ucv2VJL2rw0f9uU1in3TmWiE2dCigUaK9NpriZk3cgs6UG6yvK-vMo2DlKehV7alaFyyBKJ-waIwJLXUr-Ge7ucibCGWv9nph1M35yMv~djeLtCDvPsLSPHIanL-zUv4mbAiD23GCJHCSD0uvq8FQWB-aipMRE-ja0F4QSztv71-79XjG3grvcND2yHrepaXMbx2hEEnFtpoRDS5xKzFNiVj7yxiRSD8SDU~OXKm1Qh5c-Vq8wk1GRhUKEu0JFS-eiLTRkIbMosLxAKQ__&Key-Pair-Id=KUT5TJCACFTXG","Multiple speakers and several board members raised questions July 2 about the district’s proposed multi‑year renewal with PowerSchool, a student information and data platform, urging the district to ensure student privacy and prohibit monetization of student data.

Emily Cherkin, a parent and consultant on educational technology, urged the board to remove item 11 (PowerSchool contract) from the consent agenda and to renegotiate. Cherkin told the board that a December 2024 breach of PowerSchool exposed data for millions of students and teachers and that she has filed litigation alleging the company collects and monetizes student information. \"PowerSchool does not keep our students data safe,\" Cherkin said in public comment, and she urged the district to demand contract language that ensures student data are \"safe, secure, and unmonetized.\"

During the consent‑agenda discussion later in the meeting, board members removed the PowerSchool renewal from consent for discussion. Assistant Superintendent of Technology Carlos Tavalles told the board that the district hosts student data locally and uses Data Sharing Agreements (DSAs) to control external access. \"We host all the data here internally,\" Tavalles said. He agreed to provide the board with the district’s DSA for review.

Vice President Briggs and other board members asked for clarity about whether the DSA contains explicit prohibitions on monetization and how the district would be notified in the event of a breach; staff responded that those provisions exist in the agreements and that the district’s hosting and privacy protections differ from other districts that experienced breaches. Board members requested copies of the DSA and additional legal details before completing final approvals.

The board then conducted a recorded roll‑call on the PowerSchool authorization motion. The roll call recorded Director Clark and Director Hersey as abstentions, Director Mizrahi, Director Rankin and President Toph as yea votes, and Director Sarju voting no. After a legal clarification that abstentions are not counted as no votes under district policy, staff recorded the motion as passing by a 3–2 vote (three yes, two no; two abstentions were reported). The board also requested the DSA and related contract documents be made available for review.

District staff did not immediately change procurement steps in public during the meeting; board members said they would review the DSA and consider whether to seek contract revisions or additional legal safeguards.","Speakers at the July 2 meeting raised concerns about PowerSchool's record of a December 2024 data breach and the company's data‑monetization practices; board members asked district staff for the district’s Data Sharing Agreement and paused on final internal concurrence until they reviewed legal protections in the contract.","actionData","errors"]

Article not found

Parents and staff urge halt to Southwest interagency relocation, cite poor engagement and student risk

Parents say staffing formula penalizes inclusive schools after BF Day cuts

District progress monitoring: training delivered but staff-of-color survey targets unmet, discipline metrics mixed

Seattle Native education specialist says district lags on state-mandated curriculum

Parents and board members press district on PowerSchool data privacy as contract renewal comes up