Policy Updates

The following policies are included in the Discussion and Approval portion of the October 22, 2025, Regular Board Meeting agenda:

• Policy 1620 The Board-Superintendent Relationship

  • Cross-references were added (Policy 1112 Director Orientation and Policy 1805 Open Government Trainings).

• Policy 1750 Retired Member of Board (to be retired)

• Policy 2320 Student Travel - Field Trips and Excursions

  • Language was added regarding advance notification to the board for out-of-state and overnight district-sponsored trips. Language of what does/does not constitute out-of-state travel was removed.

• Policy 6100 Revenues from Local, State, and Federal Sources

• Policy 6101 Federal Cash and Financial Management

• Current Policy 6102 Federal Impact Funds (Indian) (to be retired)

• New Policy 6102 District Fundraising Activities

  • To be renumbered from Policy 6130 District Fundraising

    • Language was changed to include Pre-K programs in the authorization of fundraising activities.

• Policy 6103 Applications for Competitive Grants and Foundation Funding (to be retired)

• Policy 6131 Charities

The following procedures are included in the Informational section of the October 22, 2025, Regular Board Meeting agenda:

• Procedure 1620P The Board-Superintendent Relationship (new to KSD)

• Procedure 2320P Student Travel - Field Trips and Excursions

• Procedure 3510P Associated Student Bodies (new to KSD)

• Procedure 6100P Revenues from Local, State, and Federal Sources (new to KSD, with components from current 6102P included)

• Current Procedure 6102P Federal Impact Funds (to be retired)

• New Procedure 6102P District Fundraising Activities

• Procedure 6103P Applications for Competitive Grants and Foundation Funding (to be retired)

Vision Dashboard Navigation & Research

The Assessment & Analytics team will host the first in a series of virtual office hours to support building leaders access and understanding of each school data story. Topics will vary month-to-month. The first meeting will provide leaders with a brief history of the Vision Data Dashboard system, an overview of staff account permissions, general navigation of most used dashboards, and resources for deeper learning.

Wa-KIDS

The team is also working closely with schools to complete the Washington Kindergarten Inventory of Developing Skills (Wa-KIDS) assessment. Wa-KIDS is a whole-child observational assessment, meaning that teachers observe children during everyday activities (transitions, instruction, learning centers, etc). This is an opportunity for children to show their readiness for Kindergarten in an authentic way as they interact with the learning environment. Teachers observe, collect documentation, and level children's knowledge, skills, and abilities across six areas of development and learning: social-emotional, physical, cognitive, language, literacy, and mathematics. The data collected informs classroom instructional decisions and can identify statewide trends and needs for early childhood education.

Supporting Student Learning

The district's categorical programs, including Title I under the Elementary and Secondary Education Act (ESEA), provide targeted supports to ensure that all students have equitable access to high-quality instruction. Each year, the district completes the ESEA Consolidated Grant Application, which outlines how federal funds will be used to support academic achievement, family engagement, and instructional improvement. In addition, the district is required to submit the Learning Assistance Program (LAP) End-of-Year Report by September 30. This report details program implementation, student outcomes, and compliance with state requirements. Both the ESEA Consolidated Grant Application and the LAP End-of-Year Report were completed and submitted on time, ensuring compliance and alignment of resources to support student learning.

Implementation of the Discipline Module in Qmlativ

The implementation team met in September to review feedback data from training, discuss discipline data trends and determine responses, and discuss the goals for K-12 implementation of the module for this school year.

An initial training in August provided administrators with a chance to learn about the new processes in Qmlativ and help make a plan for future staff training which will be provided throughout the year. Staff received training during pre-service days in August. There are also three courses available in Frontline; KSD Discipline & Qmlativ, Understanding Behavior & Function-based Interventions, and Assess-Intervene-Monitor for Teams. The last two courses also support the upcoming pilot of the Multi-Tiered Systems of Support (MTSS) module in Qmlativ. Resources are available to administrators and staff via StaffLink and they are being regularly updated as the implementation team identifies and addresses concerns during the rollout.

The focus during this rollout is to clarify practices across KSD to ensure fidelity of data input and to increase the use of perceived motivation within the referral to support interventions. One practice being highlighted with staff is the to use of the antecedent-behavior-consequence-actions taken (ABC-AT) format within the description of the referrals.

Guided Language Acquisition Design (GLAD)

The Multilingual Education (MLE) team launched a systemwide Be GLAD training and implementation initiative this fall to enhance Tier 1 instruction for multilingual learners.

This effort emphasizes consistent, research-based classroom strategies through self-paced modules, demonstrating lessons, and coaching support. Since the launch, more than 300 educators have started Be GLAD training. School leaders also took part in administrator awareness sessions focused on implementation. MLE will be providing classroom demonstration opportunities throughout the year and additional coaching opportunities for staff to create and implement these strategies.

Instructional Leadership Academy (ILA) Secondary Schools

In September, secondary building principals and assistant principals began year two of the Instructional Leadership Academy (ILA). Last year, ILA was guided by the Center for Educational Leadership (CEL) from the University of Washington, this year the program is being run in-district. This year began with a review of what was learned last year around building an equitable and student-centered vision for classroom instruction as well as providing bite-sized, actionable feedback to teachers based on frequent, brief classroom visits. This year, leaders will add the lens of basing feedback on teacher moves that are aligned with the school improvement plan as they continue to grow these skills. The first of four opportunities to practice these skills was provided early in October.

Standards-Based Learning

In early October, teachers and administrators representing building teams from all secondary schools and academies took part in two days of learning with Garnet Hilman from Solution Tree entitled Standards Based Learning in Action. This training kicks off Teaching & Learning's multi-year initiative to refocus secondary instruction by using a standards-based lens. Teachers learned how to use standards to plan instruction, develop standards-based assessments, and provide concrete, specific feedback to students grounded in the standards. The building teams that attended will for the implementation team for each school which the Guiding Coalition - a partnership of six administrators and seven teachers who are shepherding this initiative - can call on for feedback and piloting as KSD's curriculum maps are revised and rubrics are created for each standard.

Instructional Leadership Academy (ILA) Elementary Schools

During the last two weeks of September, building administrators participated in Learning Walks focused on KSD ILA Learning Targets. These opportunities provide a space for administrators to engage in evidence collection and identify School Improvement Plan (SIP) aligned strategies and observations that support high-quality instruction. Guided by the ILA focus on learning walks and evidence collection, leaders are working to strengthen instructional practices and align their observations for improving instruction. Classroom data gathered during these visits will be used to inform ongoing coaching and professional development for staff.

Nakia Academy Kent

Created by the Washington Education Association (WEA), Nakia Academy is a mentoring and leadership community led by and for Black, Indigenous, and People of Color (BIPOC) educators. Its purpose is to strengthen, mentor, guide, and collaborate with the next generation of leaders.

In support of KSD's Strategic Plan, specifically Goal 4: Investing in a Diverse Workforce and Inclusive Workplace Cultures, the Kent Education Association (KEA) is partnering with WEA to invest in KSD's BIPOC educators. Over the next six months, Ashley Dwight (Mentor Program Specialist) and Annie Abraham (MLE Teacher) will facilitate Nakia Academy Kent through eight hybrid sessions, which amounts to 24 cultural competency, diversity, equity, and inclusion (CCDEI) clock hours. Through this program, educators will deepen their connections with students and communities by centering diverse histories into classroom practices and curriculum. Participants also engage in courageous conversations about race, bias, and equity in schools and the broader community.

It's Your Pay!

In early October, the Human Resources and Payroll departments hosted the "It's Your Pay!" event, providing KSD staff members an opportunity to gain clarity on the topics of pay and benefits. Subject matter experts in Benefits, Leaves, Payroll, and Retirement, as well as the HR Generalists were available for one-on-one support for and to answer questions.

Guest Staff Hiring Update

Beginning in July, the Substitute Services team has focused on hiring and refreshing KSD's guest employee pools in preparation for the start of the school year. This work resulted in 94 teachers, 29 paraprofessionals, and 16 clerical guest staff members joining team KSD. Thanks to the efforts of this team, the 2025-26 school year began with a talented and reliable group of substitutes ready to support students and schools.

KSD Coach Mentorship Team Established

KSD Athletics is implementing a structured Coach Mentor Program to support head coaches, particularly those new to the district or new to their roles. Key components include:

• Mentor Selection & Training: Experienced and approved head coaches who have completed mentor training will be assigned as mentors.

• Program Oversight: The District's Athletic Director (AD) will coordinate and supervise the program, including mentor assignments.

• Mentor Assignments: Each mentor will be assigned no more than three mentees to ensure quality support. Mentors may also check in with other coaches upon request.

• Mentorship Duration:

  • All new head coaches, regardless of prior experience, will be assigned a mentor.

  • Head coaches with three or more years experience will receive mentorship for one year, with an option to extend to a second year.

  • Head coaches new to the role will receive mentorship for up to two years.

Cedar Heights Library Update

The Maintenance team removed the old, failing light bulbs and ballasts and installed new LED lightbulbs. Brightening up the space for students and saving energy.

Lake Youngs Playground Update

The old belt bridge on the playground equipment at Lake Youngs needed to be replaced. The part is no longer available, so the Maintenance Team fabricated a new belt bridge to take its place. The toy that had been down for several months is now available for the students to enjoy.