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HomeMy WebLinkAboutCON2024-490 - Original - Kent School District - Implementation of STEM & Career Connected Plan by KSD FOR CITY OF KENT OFFICIAL USE ONLY Sup/Mgr: Agreement Routing Form DirAsst: • For Approvals,Signatures and Records Management Dir/Dep: KENT This form combines&replaces the Request for Mayor's Signature and Contract Cover (optional) WASHINGTON Sheet forms. (Print on pink or cherry colored paper) Originator: Department: Rhonda Bylin ECD Date Sent: Date Required: c 09/30/2024 10/03/2024 Q Mayor or Designee to Sign. Date of Council Approval: Q Interlocal Agreement Uploaded to Website 07/16/2024 Budclet Account Number: Grant? Yes ✓ NoF-] V0008.64190.6100 Budget? Yes E]No Type: State Vendor Name: M Category: Kent School District Contract Vendor Number: Sub-Category: 33111 Original 0 Project Name: Implementation of STEM & Career Connected Plan by KSD 1. Project Details: 0 To support the implementation and initial operation of plan developed under agreement CAG2023-329. 40 c (11.111 AgreementAmount: 460,000 Basis for Selection of Contractor: � E i *Memo to Mayor must be attached Start Date: 10/03/2024 Termination Date: December 31, 2026 lm a Local Business? Yes F]No*If meets requirements per KCC 3.70.100,please complete"Vendor Purchase-Local Exceptions"form on Cityspace. Business License Verification: ❑Yes In-Process F1 Exempt(KCC 5.01.045) FlAuthorized Signer Verified Notice required prior to disclosure? Contract Number: Yes❑No CAG2024-490 Comments: IM C C a, a Date Received:City Attorney: 10/15/24 Date Routed:Mayor's Officl 10/18/24 City Clerk's Office 10/18/24 adccW22373_7_20 Visit Documents.KentWA.gov to obtain copies of all agreements rev.20221201 City of Kent -SURF -Grant Recipient Agreement Grantee Kent School District Program Title City of Kent and Kent School District American Rescue Plan Act(ARPA)Agreement— Implementing Jointly Developed"Advancing STEM+CTE Work Plan" Grant Amount$ $460,000 Agreement Period From: To December 31,2026 SAM Identifying number. C2TKJFL5CKP7 This Agreement is made by and between the City of Kent,a municipal corporation ("the City")and Grantee, Kent School District a local government entity,located 12033 SE 256t'Street,Kent,WA 98030,to set forth the terms and conditions under which the City will provide a grant to Grantee under the Program to be used for costs incurred during the Agreement Period.Such grant is provided to Grantee as a beneficiary of the City's Coronavirus State and Local Fiscal Recovery Funds. 1. Scope of Eligible Expenditures.Grant funds may only be used to pay or reimburse eligible expenditures as described in the"Federal Terms"(Exhibit 1),and as detailed in the"Scope of Work"(Exhibit 2).No grant funds may be used to pay or reimburse costs for which Grantee has received any other funding,whether state,federal or private in nature,for that same cost. 2. Grantee Responsibilities.Grantee understands and agrees that funds provided under this Agreement may only be used in compliance with section 603(c)of the Social Security Act("the Act"),as added by section 9901 of the American Rescue Plan Act("ARPA"),the U.S.Department of Treasury's("Treasury's")regulations implementing that section,guidance issued by Treasury regarding the foregoing,and any other applicable federal provisions,including those described in the"Federal Terms"(Exhibit 1). 3. Grantee Certifications. Prior to any disbursement of funds authorized by this Agreement, Grantee shall provide the City with: Cost Certification (Exhibit 3), Civil Rights Certification Form (Exhibit 4), the Lobbying Certification Form (Exhibit S), if applicable, the Lobbying Disclosure Form (Exhibit 6), the City EEO Compliance Documents(Exhibit 7),and proof of meeting the Insurance Requirements(Exhibit 8). 4. Request for Payment. Grantee shall receive a lump payment upon submission of a Cost Certification (Exhibit 3)and an invoice for the planned expenses therein no later than thirty(30)working days after full execution of the Agreement. S. Maintenance of and Access to Records.Grantee shall maintain all records and accounts with respect to all matters covered by this Agreement, including personnel, property, financial, and programmatic records and documents sufficient to evidence compliance with section 603(c) of the Act,Treasury's regulations implementing that section,and guidance issued by Treasury regarding the foregoing.These records shall be maintained for a period of six (6)years after all funds have been expended or returned to the City, whichever is later,to ensure proper accounting for all funds and compliance with the Agreement.The City,the Treasury Office of Inspector General,and the Government Accountability Office,or their authorized representatives,shall have the right of access to records (electronic and otherwise)of Grantee in order to conduct audits or other investigations.Grantee acknowledges that records may be subject to disclosure under the Public Records Act,Ch.42.56 RCW. 6. Publications. Any publications produced with funds from this Agreement must display the following language:"This project[is being][was]supported,in whole or in part,by federal award number SLFRP3352 awarded to the City of Kent,Washington by the U.S.Department of the Treasury." 7. Disclaimer by the City and United States. The United States has expressly disclaimed any and all responsibility or liability to the City or third persons for the actions of the City or third persons resulting in death, bodily injury,property damages,or any other losses resulting in any way from the performance of this award or any Grant Beneficiary Agreement Page 1 of 3 other losses resulting in any way from the performance of the award of Federal funds to the City under section 603(c) of the Act, or any contract or subcontract under such award. The City expressly disclaims any and all responsibility or liability to Grantee or third persons for the actions of Grantee or third persons resulting in death, bodily injury, property damages,or any other losses resulting in any way from the performance of this Agreement or any other losses resulting in any way from the performance of the Agreement,or any subcontract thereto.This Agreement does not in any way establish an agency relationship between or among the United States, the City, and/or Grantee. S. False Statements. Grantee understands that making false statements or claims in connection with this Agreement may be a violation of federal law and may result in criminal,civil,or administrative sanctions,including fines, imprisonment, civil damages and penalties, debarment from participating in federal or City awards or contracts,and/or any other remedy available by law. 9. Debarment and Suspension Certification. Entities that are debarred, suspended, or proposed for debarment, by the U.S. Government are excluded from receiving federal funds and contracting with the City. Grantee, by signature to this Agreement, certifies that Grantee is not currently debarred,suspended,or proposed for debarment, by any Federal department or agency.Grantee also agrees that it will not enter into a subcontract with a person or entity that is debarred,suspended,or proposed for debarment.Grantee will notify the City if it,or a subcontractor, is debarred, suspended, or proposed for debarment, by any Federal department or agency. Debarment status may be verified at httos://www.sam.gov/. 10. Termination. Upon thirty (30) days-notice, the City may terminate this agreement for convenience. Any unspent grant proceeds shall be immediately returned to the City. 11. Repayment of Funds; Recoupment. If Grantee has unspent grant proceeds on hand as of December 31, 2026,Grantee shall return all unspent grant proceeds to the City within ten(10)calendar days.If any funds provided to Grantee were used in a manner that is not consistent or allowable as outlined in this Agreement or in the Federal Terms,Grantee shall return funds to City in the amount determined to be ineligible.Grantee further agrees that it is financially responsible for and will repay the City any and all indicated amounts following an audit exception which occurs due to Grantee's failure,for any reason,to comply with the terms of this Agreement.This duty to repay the City shall not be diminished or extinguished by the termination of the Agreement. 12. Conflict of Interest.Grantee designees,agents, members,officers,employees,consultants,and any other public official who exercises or who has exercised any functions or responsibilities with respect to the Program during his or her tenure,or who is in a position to participate in a decision-making process or gain inside information with regard to the Program,are barred from any interest,direct or indirect,in any grant or proceeds of the Program, or benefit there from,which is part of this Agreement at any time during or after such person's tenure. 13. Governing Laws.This Agreement shall be governed by and construed in accordance with the laws of the State of Washington.The venue for any action hereunder shall be in the Superior Court for King County,Washington, or the U.S.District Court for the Western District of Washington. 14. Indemnification.To the maximum extent permitted by law,Grantee shall,at its cost and expense,protect, defend,indemnify,and hold harmless the City, its directors,officers,employees,and agents,from and against any and all demands, liabilities, causes of action,costs and expenses (including attorneys'fees), claims,judgments,or awards of damages,arising out of or In any way resulting from the acts or omissions of Grantee,its directors,officers, employees, or agents, relating in any way to Grantee's performance or non-performance under the Agreement. Grantee agrees that its obligations under this paragraph extend to any demands,liabilities,causes of action,or claims brought by,or on behalf of,any of its employees or agents.For this purpose,Grantee,by mutual negotiation,hereby waives, as respects the City only, any immunity that would otherwise be available against such claims under any industrial insurance act, including Title 51 RCW,other Worker's Compensation act, disability benefit act,or other employee benefit act of any jurisdiction which would otherwise be applicable in the case of such claim. These indemnification obligations shall survive the termination of the Agreement. Grant Beneficiary Agreement Page 2 of 3 15. Insurance. The Recipient shall procure and maintain for the duration of this Agreement, insurance of the types and in the amounts described in Exhibit 8 attached and incorporated by this reference. 16. Counterparts and Signatures by Fax or Email. This Agreement may be executed in any number of counterparts,each of which shall constitute an original,and all of which will together constitute this one Agreement. Further, upon executing this Agreement, either party may deliver the signature page to the other by fax or email and that signature shall have the same force and effect as if the Agreement bearing the original signature was received in person. CITY OF KENT GRANTEE Name:—Dana Ralph Name:—Israel Vela Title:—Mayor Title:_Superintendent Signature:.DaV -�-a— Signature: Date: 10/18/2024 Date: Exhibits 1—Federal Terms 2—Scope of Work 2a—STEM Strategic Vision Full Report and Plan 3—Cost Certification 4—Civil Rights Certification Form 5—Lobbying Certification Form 6—Lobbying Disclosure Form(if applicable) 7—City EEOC Compliance Documents 8—Insurance Requirements Grant Beneficiary Agreement Page 3 of 3 SURF Agreement—Exhibit 1 FEDERAL TERMS In case of conflict between these Federal Terms and the Agreement,the following order of priority shall be utilized: (1) Federal Terms,and (2)Agreement. 1. Grantee understands and agrees that funds provided under this Agreement may come from a federal source and agrees to comply with any and all additional applicable terms. A. Grantee Capacity. Grantee agrees and confirms that it has the institutional, managerial, and financial capacity to ensure proper planning, management and completion of the work detailed in the Scope of Work(Exhibit 2). B. Technical Assistance. If, at any time, Grantee believes its capacity is compromised or Grantee otherwise needs any sort of assistance, it shall immediately notify the City. The City will make best efforts to provide timely technical assistance to Grantee to bring Grantee into compliance. C. Compliance with Act. Grantee understands and agrees that funds provided under the Agreement may only be used in compliance with section 603(c)of the Social Security Act(the"Act"), as added by section 9901 of the American Rescue Plan Act ("ARPA"),the U.S. Department of Treasury's ("Treasury's")regulations implementing that section, and guidance issued by Treasury regarding the foregoing. D. Definitions. The term"Grantee"shall refer to an individual or entity who receives funds from the City, but shall not include a"Subrecipient,"as defined in 2 C.F.R. 200.1 and as determined in the City's sole discretion. 2. Agreement Requirements and Incorporated Exhibits. Grantee shall meet the requirements included in the Agreement and in the following attached exhibits, each of which is incorporated into the Agreement by reference: EXHIBIT NAME NUMBER Federal Terms Exhibit 1 Scope of Work Exhibit 2 Cost Certification Exhibit 3 Civil Rights Certification Form Exhibit 4 Lobbying Certification Form Exhibit 5 Lobbying Disclosure Form (if activity occurs) Exhibit 6 City EEO Compliance Documents Exhibit 7 Insurance Requirements Exhibit 8 A. Scope of Eligible Expenditures. Contract funds may only be used to pay or reimburse eligible expenditures as described in the Agreement,these Federal Terms(Exhibit 1), and Scope of Work(Exhibit 2). No contract funds may be used to pay or reimburse costs cannot be used for expenditures for which Grantee has received any other funding, whether state, federal or private in nature,for that same expense. B. Grantee Certifications. Prior to any disbursement of funds authorized by this Agreement, Grantee shall provide the City with: Cost Certification (Exhibit 3), Civil Rights Certification Form (Exhibit 4), the Lobbying Certification Form (Exhibit 5), and, if activity occurs, the Lobbying Disclosure Form (Exhibit 6). C. Reports. Grantee shall provide the City with additional information and documentation upon request, including completing any reports deemed necessary for the City to comply with documentation, reporting, or audit requirements. 3. Access to Records. The Treasury Office of Inspector General and the Government Accountability Office, or their authorized representatives, shall have the right of access to records (electronic and otherwise)of Grantee in order to conduct audits or other investigations. 4. Uniform Guidance Compliance. A. Remedial Actions. In the event of Grantee's noncompliance with section 603(c)of the Act, Treasury's regulations implementing that section, guidance issued by Treasury regarding the foregoing, or any other applicable federal laws or regulations, Treasury may take available remedial actions as set forth in 2 C.F.R. 200.339. B. Recoupment. 1. Grantee agrees that it is financially responsible for and will repay the City any and all indicated amounts following an audit exception which occurs due to Grantee's failure,for any reason, to comply with the terms of the Agreement. This duty to repay the City shall not be diminished or extinguished by the termination of the Agreement. 2. In the event of a violation of section 603(c)of the Act, the funds shall be subject to recoupment by the City. 3. Any funds paid to Grantee(1)in excess of the amount to which Grantee is authorized to retain under the terns of the Agreement; (2)that are determined by the Treasury Office of Inspector General to have been misused; (3)are determined by Treasury to be subject to a repayment obligation pursuant to section 603(e)of the Act; or(4)are otherwise subject to recoupment by the City,and have not been repaid by Grantee to the City shall constitute a debt to the City. 4. Any debts determined to be owed the City must be paid promptly by Grantee. A debt is delinquent if it has not been paid by the date specified in the City's initial written demand for payment, unless other satisfactory arrangements have been made or if the City knowingly or improperly retains funds that are a debt. The City will take any actions available to it to collect such a debt. C. Return of Unused Funds. If Grantee has any unspent funds on hand as of the earlier of December 31, 2026, or the termination of this Agreement, Grantee shall return all unspent funds to the City within ten (10)calendar days. 5. Disclaimer. A. ' The United States expressly disclaims any and all responsibility or liability to Grantee or third persons for the actions of Grantee or third persons resulting in death, bodily injury, property damages, or any other losses resulting in any way from the performance of this award or any other losses resulting in any way from the performance of this Contract or any contract, or subcontract under this Contract. B. The acceptance of this Contract by Grantee does not in any way establish an agency relationship between the United States and Grantee. 6. Protection for Whistleblowers. A. In accordance with 41 U.S.C. §4712, Grantee may not discharge, demote, or otherwise discriminate against an employee in reprisal for disclosing to any of the list of persons or entities provided below, information that the employee reasonably believes is evidence of gross mismanagement of a federal contract or Contract, a gross waste of federal funds, an abuse of authority relating to a federal contract or Contract, a substantial and specific danger to public health or safety, or a violation of law, rule, or regulation related to a federal contract(including the competition for or negotiation of a contract)or Contract. B. The list of persons and entities referenced in the paragraph above includes the following: 1. A member of Congress or a representative of a committee of Congress; 2. An Inspector General; 3. The Government Accountability Office; 4. A Treasury employee responsible for contract or Contract oversight or management; 5. An authorized official of the Department of Justice or other law enforcement agency; 6. A court or grand jury; or 7. A management official or other employee of Grantee, Grantee, or subGrantee who has the responsibility to investigate, discover, or address misconduct. C. Grantee shall inform its employees in writing of the rights and remedies provided under this section, in the predominant native language of the workforce. 7. Increasinq Seat Belt Use in the United States. Pursuant to Executive Order 13043, 62 FIR 19217 (Apr. 18, 1997), Grantee is encouraged to adopt and enforce on-the-job seat belt policies and programs for its their employees when operating company-owned, rented or personally owned vehicles. 8. Reducinq Text Messaging While Driving. Pursuant to Executive Order 13513, 74 FIR 51225 (October 6, 2009), Grantee is encouraged to adopt and enforce policies that ban text messaging while driving, and to establish workplace safety policies to decrease accidents caused by distracted drivers 9. False Statements. Grantee understands that making false statements or claims in connection with this Agreement may be a violation of federal law and may result in criminal, civil, or administrative sanctions, including fines, imprisonment, civil damages and penalties, debarment from participating in federal or City awards or contracts, and/or any other remedy available by law. 10. Applicable Laws. A. The Agreement shall be governed by and construed in accordance with the laws of the State of Washington. B. Grantee agrees to comply with the requirements of section 603 of the Act,the Treasury's regulations implementing that section, and guidance issued by Treasury regarding the foregoing. Grantee also agrees to comply with all other applicable federal laws, regulations, and executive orders, and Grantee shall provide for such compliance by other parties in any agreements it enters into with other parties relating to this Agreement. C. Federal regulations applicable to this Contract may include,without limitation, the following: 1. Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards, 2 C.F.R. Part 200, including the following: a. Subpart A, Acronyms and Definitions; b. Subpart B, General Provisions; C. Subpart C, Pre-Federal Award Requirements and Contents of Federal Awards; d. Subpart D, Post-Federal Award Requirements; e. Subpart E, Cost Principles; and f. Subpart F,Audit Requirements. 2. Universal Identifier and System for Award Management(SAM), 2 C.F.R. Part 25, pursuant to which the award term set forth in Appendix A to 2 C.F.R. Part 25 is hereby incorporated by reference. 3. Reporting Subaward and Executive Compensation Information, 2 C.F.R. Part 170, pursuant to which the award term set forth in Appendix A to 2 C.F.R. Part 170 is hereby incorporated by reference. 4. OMB Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement), 2 C.F.R. Part 180, including the requirement to include a term or condition in all lower tier covered transactions (contracts and subcontracts described in 2 C.F.R. Part 180, subpart B)that the award is subject to 2 C.F.R. Part 180 and Treasury's implementing regulation at 31 C.F.R. Part 19. 5. Grantee Integrity and Performance Matters, pursuant to which the award term set forth in 2 C.F.R. Part 200, Appendix XII to Part 200 is hereby incorporated by reference. 6. Govemmentwide Requirements for Drug-Free Workplace, 31 C.F.R. Part 20. 7. New Restrictions on Lobbying, 31 C.F.R. Part 21. 8. Uniform Relocation Assistance and Real Property Acquisitions Act of 1970 (42 U.S.C. §§4601-4655)and implementing regulations. 9. Generally applicable federal environmental laws and regulations. C. Statutes and regulations prohibiting discrimination applicable to this award include, without limitation, the following: 1. Title VI of the Civil Rights Act of 1964 (42 U.S.C. §§2000d et seq.)and Treasury's Implementing regulations at 31 C.F.R. Part 22,which prohibit discrimination on the basis of race, color, or national origin under programs or activities receiving federal financial assistance; 2. The Fair Housing Act, Title VIII of the Civil Rights Act of 1968 (42 U.S.C. §§ 3601 et seq.), which prohibits discrimination in housing on the basis of race, color, religion, national origin, sex,familial status, or disability; 3. Section 504 of the Rehabilitation Act of 1973, as amended (29 U.S.C. § 794), which prohibits discrimination on the basis of disability under any program or activity receiving federal financial assistance; 4. The Age Discrimination Act of 1975, as amended (42 U.S.C. §§6101 et seq.), and Treasury's implementing regulations at 31 C.F.R. Part 23,which prohibit discrimination on the basis of age in programs or activities receiving federal financial assistance; and 5. Title II of the Americans with Disabilities Act of 1990, as amended (42 U.S.C. §§ 12101 et seq.), which prohibits discrimination on the basis of disability under programs, activities, and services provided or made available by state and local governments or instrumentalities or agencies thereto. D. Hatch Act. Grantee agrees to comply, as applicable, with requirements of the Hatch Act(5 U.S.C.§§ 1501-1508 and 7324-7328),which limits certain political activities of federal employees, as well as certain other employees who work in connection with federally funded programs. E. Grantee agrees to comply with the Prohibition on Providing Funds to the Enemy(2 C.F.R. 183). Exhibit 2 — Scope of Work Scope of Work Funding is intended to further two main strategic plan objectives in system building strategies and programmatic strategies(see Exhibit 2a Kent Strategic Vision for Advancing STEM Strategic Priorities#1. Partner Management and Communication,#4.STEM Clubs and Challenges,and N.STEM Professional Development). Strategic Plan Priority#1.Partner Management and Communications:funding will support the Executive Director of Community Partnerships and Secondary Pathways in collaborating with the City's economic development efforts to bring guest speakers for Career&Technical Education(CTE)and connecting community and industry partners as well as non-profits,with every grade level.This will include supporting the initial outreach/connection to ongoing engagement with schools;data tracking for activities and experiences;supporting the launch and implementation of Core Plus Aerospace program;tracking of STEM clubs and challenges across the district;and focusing on providing high demand industry CTE electives at all middle schools. Bolstering capacity within Kent School District to connect external parties to students is a strategic high priority action identified in the Exhibit 2A Strategic Vision Full Report. Kent School District will utilize funding to employ at least one staff person as a STEM and CTE Strategic Support Specialist to help accomplish activities enumerated throughout Exhibit 2A Strategic Vision Full Report,particularly available to support mutual activities with the City's Economic Development group to execute on the key deliverables of a new guest speakers bureau. STEM and CTE Strategic Support Specialist Job Description The STEM and CTE Strategic Support Specialist will play a key role in supporting the Executive Director of Community Partnerships and Secondary Pathways with advancing the Kent School District's vision for STEM education and Career&Technical Education(CTE).This role will involve collaboration with the City of Kent,community and industry partners, nonprofits, higher education, parents/guardians,and educators to provide high-quality,applied, and engaging STEM education at every grade level. Compensation/Salary:$100,000 annually for 12 months and up to 2 years maximum Minimum Qualifications: • Bachelor's degree in Education,STEM field,or related discipline. • Experience in strategic planning and partnership management. • Knowledge of STEM education and CTE best practices. • Knowledge and Experience with industry,K-12 education,higher education,and nonprofit sectors • Strong communication and organizational skills. • Knowledge of Microsoft Office Suite of tools(MS Teams,Word,Excel,PowerPoint etc.) • Knowledge of Grant writing,implementation,and monitoring The funding to accomplish the tasks associated with Strategic Priority#1 not to exceed$230,000. Tracked Outputs: • Formation of a new partnership on-boarding system • Formation and staffing to a new Guest Speakers bureau o #of new speakers brought into a database and made available to schools o #of speaking engagements o #of businesses drawn from Kent and neighboring jurisdictions and representative of local employment opportunities Tracked Outcomes: • Improved ability for outside organizations to bring their talents,mentorship,and programming to Kent youth • Greater exposure of Kent students to local employees working locally and shared experiences, helping model career paths and journeys • Greater capacity for intake of grants,partnerships with external apprenticeship,and educational institutions and support for navigating to student Strategic Plan Priority#4.STEM Student Clubs and Challenges:two identified barriers to consistent offerings across the Kent School District at all schools include individual building champions to help form and hold open clubs and keeping buildings open. Funding can support teacher hours and/or student instructor stipends for forming clubs and keeping buildings open for after-hour school meetings. Funding at minimum of$30,000 and not to exceed$90,000 based upon subscription to offering. Tracked Output: • Number of new student clubs achieved as a result and tracked by club hours once formed: Strategic Plan Priority#6.STEM Professional development:purchasing tools for continuing STEM education for Kent School District teachers at schools with fewer STEM modules.Specifically, purchasing STEM curriculum from qualified providers,such as national non-profit"Project Lead the Way"or equivalent with written approval from the City.The objective is to create a self-sustaining cadres of STEM teaching within KSD,a strategic high priority as identified in the Plan. Funding will cover curricula,teacher stipends and individual trainings and not to exceed$170,000.At least four separate schools within the District will be represented for professional development,and at least 18 teachers over a two-year period. School selection for offering teacher professional development with this funding will follow a waterfall prioritization (descending in rank order until fully exhausting at each level): • Schools located within US Census Qualified Census Tracts in Kent(GIS maps provided by City of Kent as to qualifying schools) • Professional development tools given to federally designated Title 1 schools will be given highest priority,and then rank ordered in available instruction by percentage of student bodies qualifying for free and reduced lunch(teachers at higher percentage schools will be presented opportunities higher priority) • Observed presence or absence of certified STEM instruction within the school Page 1 2 Figure 1. Sample budget for Project Lead the Way Professional Development; subject to change but not to exceed $170,000. Ind ividuaL Training Group Training Subs(if necessary) Teacher Pay(if necessary) $500/teacher $9000/group of 30 $250/sub-2 days 16hrx$85/hr=$1,360/teacher Year 1 —Purchase and Deploy Professional Development .Goal: Beginning with Grades 3-5,give students,increased exposure to STEM learning opportunities and to provide teachers with professional learning to support STEM instruction. • Implement a Project Lead the Way(PLTW) unit that covers the KSD focus science standards. 0 3rd grade—Weather: Factors and Hazards 0 4th grade—Energy:Conversions o sth grade—Matter: Properties and Reactions • Increase career connected learning in both science and STEM units • Provide teachers professional learning in STEM instruction • Increase teaching of engineering units • Initial surveys of schools with interest in participating in STEM curriculum Year 2—Train and Track • Train PLTW-Lead Teachers o PLTW Lead teachers will become district PLTW trainers • Increase#of teachers trained and implementing STEM curriculum(at least three) Tracked Outputs: • Number of teachers enrolled • Number of students receiving instruction from teachers who received professional development • Number of schools represented and any increase in module hours for STEM instruction Tracked Outcomes: • Teacher's electing to become certified,and then able to 'train trainers'and self-sustain after funding period elapses • Increase in number of schools with certified STEM programming in the school day,or number of hours of combined science and STEM programming Page 13 EXHIBIT 2A Kent Strategic Vision for Advancing STEM //\> A OVERVIEW 5 Kt"T : BACKGROUND Kent School District has a vision to produce graduates who are globally competitive learners through high quality academic,social and applied learning.Applied learning is an established priority of the district, particularly in high-demand Science Technology Engineering and Math(STEM)fields driving the local economy.Ensuring equitable access remains a concern and the Covid pandemic further limited opportunities for KSD students to experience real-world and hands-on contexts for academics and technical training.Simultaneously industry and community partners were experiencing their own challenges. To respond to these converging needs,the City of Kent and Kent School District came together to engage Local consulting firm Kinetic West utilizing American Rescue Plan Act funds to support development of a strategic vision for advancing STEM through Career&Technical Education(CTE),Career Connected Learning (CCL)opportunities,and partnerships.Development of the strategic vision leveraged extensive engagement of Kent School District leaders,educators,staff as well as community and industry partners and youth.A strategic vision and well-defined priorities help keep efforts across the district and the city organized, efficient,prioritized,and positioned to bring on-board more resources. VISION The new vision statement that is the foundation for the strategic priorities reads as follows: The Kent School District,the City of Kent,and communityand industrypartners will collaborate to provide Kentstudents high-quality,applied,and engaging STEM education at everygrade level. This will ensure that each studentis equipped for post-high school STEM pathways in the region and beyond that lead to living wage careers and a thriving community. PRIORITIESSTRATEGIC The working team identified key criteria for selecting a narrowed set of impactful strategic priorities.ALL STEM priorities should: • Increase equity,including equitable access across K-12,across Kent schools,and for all student populations • Focus on making STEM engaging and hands-on • Be sustainable • Leverage partnerships • Be scalable The resulting system-building and programmatic strategic priorities to focus Kent's work to advance STEM education are outlined below.This strategic vision guides the work for the next five years(2023-2028). SYSTEM-BUILDING STRATEGIES 1. Partner Management and Communications:Build system to formalize and improve STEM partner management and communications. • Phase 1:Build and implement a process for partnership management and communications with a clear process,requirements,onboarding,and expectations for continued engagement. • Identify or hire a district-Levet staff person that oversees the KSD partnership experience from initial outreach/connection to ongoing engagement and school-partner relationships • Establish directory of STEM education and industry partners currently engaged with KSD • Identify data to be collected from partnersto demonstrate progress and impact • Phase 2:Develop Communications Plan for sharing partner impact and available STEM and CCL partner opportunities with students,families,and educators. 2. Data Tracking System:Develop data tracking system for STEM and CCL activities and experiences. • Establish data collection processes and tools for measuring student participation and outcome measures in school-connected STEM and CCL activities. PROGRAMMATIC STRATEGIES ALL GRADE LEVELS 3. Industry Guest Speakers:Establish career and industry"Speaker's Bureau,"including creating a recruitment plan for engaging industry contacts and utilization process,to enable educators to access guest speakers to promote career awareness. 4. STEM Student Clubs and Challenges:Consistently offer and support STEM student clubs and challenges across the district at all schools(includes First Robotics Lego League,E-sports,etc.). __...................-........... ..._.................---......--._._....__...._.........._-......._............-.........-.-..........-'-..........................-........ ELEMENTARY/MIDDLE SCHOOL 5. STEM Lessons:Identify specific STEM curriculum and Lesson plans across elementary and middle school grade levels(K-8)aligned to state learning standards to support teachers to teach STEM, implement project-based Learning,and integrate STEM career exploration into their classrooms. 6. STEM Professional Development:Provide relevant and impactful STEM PD to K-8 educators that is aligned with curriculum to prepare them to teach current STEM topics and career pathways,while providing a STEM option for meeting clock hour requirements. 7. Middle School CTE Electives:Offer CTE electives focused on high-demand industries across all middle schools that align to high school CTE pathways. ---- _ - ........... ....-- .._._...----....................- --.... -..........._..................................I——......---....._.............-........._........._ HIGH SCHOOL 8. Core Plus:Implement complete Core Plus Aerospace curriculum with fidelityto provide the knowledge,hands-on learning,and transferable skills needed to prepare students for high-wage jobs in aerospace. 9. High School Career Connected Learning:Expand high school career connected learning opportunities focusing on four key industries(aerospace/outer space,advanced manufacturing,IT, and healthcare)and career prep opportunities(pre-apprenticeships and internships). Prepared by KINETIC WEST Kent Strategic Vision for Advancing STEM Full Report - March 2024 Report prepared by it KINETIC WEST & KENT SCHOOL DISTRICT � 11 EQUITY I EXCELLENCE I COMMUNITYN T VVV VVV hIq SHINGIOV STEM Strategic Vision Report TABLE OF CONTENTS ProjectOverview...............................................................................................................................................................2 DesignProcess.................................................................................................................................................................3 Phase1:Discovery........................................................................................................................................................3 Phase2:Design.............................................................................................................................................................4 Phase3:Development...................................................................................................................................................4 Current State Assessment Learnings.................................................................................................................................4 VisionStatement..............................................................................................................................................................5 StrategicPriorities.............................................................................................................................................................6 System-Building Strategies............................................................................................................................................6 ProgrammaticStrategies ...............................................................................................................................................6 StrategicPriority Details....................................................................................................................................................7 1.Partner Management And Communications................................................................................................................7 2.Data Tracking.............................................................................................................................................................8 3.Industry Guest Speakers............................................................................................................................................ 9 4.STEM Student Clubs And Challenges.........................................................................................................................11 5.Stem Lessons...........................................................................................................................................................12 6.Stem Professional Development................................................................................................................................14 7.Middle School CTE Electives......................................................................................................................................15 8.Core Plus Implementation.........................................................................................................................................15 9.Expand High School Career Connected Learning........................................................................................................17 GuideTo Successful Implementation................................................................................................................................19 Appendix 1:Developing a system for stem opportunity partner engagement........................................................................20 Appendix2:STEM Education Definition.............................................................................................................................21 Appendix3:Current State Assessment.............................................................................................................................21 1 STEM Strategic Vision Report PROJECTOVERVIEW BACKGROUND Kent School District has a vision to produce graduates who are globally competitive learners through high quality academic, social and applied learning.Applied learning is an established priority of the district,particularly in high-demand Science Technology Engineering and Math(STEM)fields driving the local economy.Ensuring equitable access remains a concern and the Covid pandemic further limited opportunities for KSD students to experience real-world and hands-on contexts for academics and technical training.Simultaneously industry and community partners were experiencing their own challenges. To respond to these converging needs,the City of Kent and Kent School District came together to engage local consulting firm Kinetic West utilizing American Rescue Plan Act funds to support development of a strategic vision for advancing STEM through Career&Technical Education(CTE),Career Connected Learning(CCL)opportunities,and partnerships. Development of the strategic vision Leveraged extensive engagement of Kent School District leaders,educators,staff as well as community and industry partners and youth.A strategic vision and well-defined priorities help keep efforts across the district and the city organized,efficient,prioritized,and positioned to bring on-board more resources. FOUNDATIONAL DEFINITIONS While STEM education is the focus of the strategic plan,the three areas of STEM,CTE and CCL are highly complementary and often overlap.All three share a common goal of seeking to make a student's education applied, hands-on,and relevant to the"real world"while connecting them to postsecondary education and future high- demand careers. STEM Education:The interdisciplinary,hands-on learning of Science Technology,Engineering and Math. Career Technical Education(CTE):r-12' grade programs that provide 21st century,academic and technical skills for all students. Career Connected Learning(CCL):The K-12 range of activities and education that support career awareness, exploration,preparation,and launch.Examples include,job fairs,in-class speakers and go beyond high school and into early adulthood including internships,Registered Apprenticeships,etc.' Note:Career Connected Learning is the language used by Washington state,but these same activities are often referred to as"work-based learning(WBL)"activities in other contexts and places. PROJECT TEAM The Project Team represented an exciting partnership between the City of Kent(City)and Kent School District(KSD)and included three staff members from each organization.The team was charged with guidingthe overall project to develop the strategic vision by informing research questions,sharing relevant materials and background information,supporting connections and engagementwith stakeholders,and helpingto review drafts. ...........--...........__..................._......--.........---......_.-.............._.._........---............._.....__..__.._._ ._..----....---...........---..........................-_............_.........---..............................._.----...._... __. CITY OF KENT KENT SCHOOL DISTRICT • Bill Ellis,Chief Economic Development Officer • Carol Cleveland,Executive Director of Community • Lori Guilfoyle,Senior Human Services Coordinator Partnerships • Michele Wilmot,Economics Development Manager • Jon RismiLLer,K-12 Science&STEM Coordinator under Teaching and Learning • Lori Paxton,Director of Career&Technical Education 'Definition and examples provided by Career Connect Washington 2 STEM Strategic Vision Report DESIGN PROCESS The Strategic Vision for Advancing STEM in Kent began in August 2023 with the assembling of a cross-partner project team. The project continued through February2024 and included three key phases:1)Discovery,2)Design,and 3)Development. Phase 1: Phase 3: Assemble Project 0 Discovery 0 Phase 2:Design � Development � Share STEM Team Current State Design Sessions Strategic Vision Strategic Vision Assessment Report PHASE 1: DISCOVERY The City of Kent and KSD came together to begin developing this vision and bring something to the community to address the challenges around STEM education and post-high school opportunities for KSD students,as well as industry engagement with KSD students.While KSD will lead and oversee the implementation of this vision and work,it's imperative to recognize this work as collaborative and requiring a collective effort from community partners,industry partners,families,and community members who care about the success of KSD students and the region.This vision cannot be achieved by KSD alone and will only have the greatest impact if everyone is involved in moving the work forward.As such,it was critically important that the strategic vision be developed with the input of a broad range of stakeholders. At the beginning of the project,we wanted to learn: • Current Landscape—What is happening today and who is doing what? • Community Aspirations&Needs—What do educators,students,and community partners want and need? To inform these questions,the project collected background information from many data sources and feedback from a wide range of stakeholders: • Document Review:Reviewed key documents submitted by Project Team members to gain background on the district and region,key partners,and the STEM,CTE,and CCL landscape.Materials included a list of community,industry and employer partners,past surveys of youth and employers,and overview documents. • Surveys:Created and administered three distinct surveys to learn about current STEM,CTE and CCL offerings, experience with district partnership,and aspirations for advancing STEM. o Educator and school staff survey(136 completed) o Community partner survey(25 completed) o Employer survey(21 completed) • Interviews:Interviewed other key community partners with knowledge of STEM,CTE and CCL space. • Additional Desk Research:Conducted online research to access information about the Kent School District,Kent Valley economy,student outcomes,and local programs to supplement other sources. The Kinetic West consultant team compiled the information and drafted a Current State Assessment that outlined the current Landscape,community aspirations and needs,and key findings related to advancing STEM in KSD(see Appendix 1). 3 STEM Strategic Vision Report PHASE 2: DESIGN After reviewing the stakeholder feedback,three extended working sessions were held with the Project Team and additional KSD staff to develop the vision statement,strategic priorities,and implementation details.Between sessions,participants had"homework"to advance the work. • Session 1,October 16:Understand and summarize the strengths,challenges,and needs via the Current State Assessment,begin to draft the vision statement,and develop criteria for strategy selection • Session 2,November 8:Finalize the vision statement and develop draft strategic priorities • Session 3,December 8:Finalize strategic priorities and develop implementation details Like strategy milestones and roles and responsibilities PHASE 3: DEVELOPMENT The final phase of the Strategic Vision process was to draft the final report given the inputs from the Current State Assessment and Design Sessions.The Project Team provided multiple rounds of edits and consulted with other staff,as needed to finalize details of the report. CURRENT STATE ASSESSMENT LEARNINGS KSD teachers and staff highlighted a wide variety of STEM,CTE and CCL programs that take place at their schools to implement STEM education.Individual efforts of staff,educators,district leaders,employers,and community-based partners are laudable.However,across all stakeholder groups common issues persist that limit opportunities and program impacts. ISSUE AREAS: STEM Education and CCL Opportunities are not consistent across schools or grade levels • 69%(20/29)of elementaries offered STEM activities(as they define them)before or after school.However,many elementary school teachers lack access to STEM activities during the schoolday.2 Examples include: o About 40%(12/29)of elementary schools do not offer additional STEM opportunities outside of their regular curriculum o Minecraft or coding are offered at 28%of elementary schools(8/29) o Makerspaces were the other most common STEM activity,with 24%(7/29)of elementary schools offering them • KSD teachers want to see more STEM curriculum throughout a student's K-12 education,and they want each year to build upon lessons and skills from the prior years • Survey results on where CBOs provide STEM and CCL programming,also shows an uneven distribution across schools' • Lastly,there is a call for consistent definitions and outcomes to track.This plan and its appendix will address this issue. CBOs don't feelthere are clear structures and policies to support partnership around their STEM/CCL programs4 • More than 65%of CBO respondents said they felt neutral or disagreed on the following statements regardingtheir experience with KSD when it comes to: o Ease of promoting and recruiting students(68%), 2 KSD Elementary STEM Survey March 2023.Note:Counts were based on current offerings,not predictions of potential offerings for the next school year. ' Results from KSD Community Based Organizations(CBOs) 4 KSD STEM Vision Community/Education Partner Survey 4 STEM Strategic Vision Report o Clarity on finding ways to connect with teachers and principals(88%),meeting regularly with school and district staff to discuss programs(69%) Employer partners have a positive experience partneringwith KSD,but like CBOs,feel there is a lack of policies and structure° Employers are willing to support a variety of CCL If it was clearer how best to work with KSD-one-time school events and job training programs are top on their list,especially with 11th and 12th graders° KSD Teachers and Staff want more effective STEM instruction aligned to Career Connected Learning • Teachers and staff are unsatisfied with STEM opportunities at their schools • Teachers and staff want more professional development • High school teachers find STEM instruction effective,while middle school and elementary teachers are less sure Students want greater alignment between instruction and career Interests and career preparation KSD High School students are thinking about the careers they want,but need more support planningfortheir futures? • 9th-12th graders across Kent's four high school's report having ideas for the career or field they want to pursue(^76- 82%)and thinking about the future career that they want(-85-92%)at high rates • But fewer students have a plan for what they want to do after high school(-66-75%)Or a detailed plan for getting into an apprenticeship,2-year,or 4-year college(-40-55%) • Across all four comprehensive high schools"Requirements to be admitted into apprenticeship programs"was the career/college knowledge area students knew the least about When asked about how staff can more creatively share college and career information,students recommend: • Identify and align support to student interests • Share individualized resources or provide 1:1 support • Provide guided college-going and/or career planning support(all grade levels,sequential,applicable) VISION The vision statement developed through this project compliments KSD's mission and vision while also reflecting the collective work required to advance STEM.The vision serves as the foundation for the strategic priorities. FINAL VISION STATEMENT "The Kent School District the City of Kent and community and industrypartners will collaborate to provide Kent students high-quality,applied,and engaging STEM education at everygrade level. This will ensure that each student is equipped for post-high school STEM pathways in the region and beyond that lead to living wage careers and a thriving community." s Results from KSD Employer partners Results from KSD Employer partners AND local areas polling via the City of Kent 7 College and Career Climate Survey for four Kent high schools 5 STEM Strategic Vision Report STRATEGICO. Informed by the Current State Assessment and robust discussion,the Project Team developed a total of nine strategic priorities to advance STEM over the next five years with two priorities focused on the overall system that can enable the scaling of high-quality STEM partnerships and programs,and seven additional priorities targeting the programmatic level. The Project Team identified key criteria for selecting a narrowed set of impactful strategic priorities.All STEM priorities should: • Increase equity,including equitable access across K-12,across Kent schools,and for all student populations • Focus on making STEM engaging and hands-on • Be sustainable • Leverage partnerships • Be scalable The resulting system-building and programmatic strategic priorities to focus Kent's work to advance STEM education are outlined below.This strategic vision guides the work for the next five years(2023-2028). SYSTEM-BUILDING STRATEGIES 1. Partner Management and Communication:Build system to formalize and improve STEM partner management and communications. • Phase 1:Build and implement a process for partnership management and communications with a clear process, requirements,onboarding,and expectations for continued engagement. o Identify or hire a district-level staff person that oversees the KSD partnership experience from initial outreach/connection to ongoing engagement and school-partner relationships o Establish directory of STEM education and industry partners currently engaged with KSD o Identify data to be collected from partners to demonstrate progress and impact • Phase 2:Develop Communications Plan for sharing partner impact and available STEM and CCL partner opportunities with students,families,educators,and partners. 2. Data Tracking System:Develop data tracking system for STEM and CCL activities and experiences. • Establish data collection processes and tools for measuring student participation and outcome measures in school-connected STEM and CCL activities. PROGRAMMATIC STRATEGIES _........----....._-__......__....------- -.....----....-----.....-_._... --- .......---- --- ... _.._... ------..._..-- --...----........-- ALL GRADE LEVELS 3. Industry Guest Speakers:Establish career and industry"Speaker's Bureau,"including creating a recruitment plan for engaging industry contacts and utilization process,to enable educators to access guest speakers to promote career awareness. 4. STEM Student Clubs and Challenges:Consistently offer and support STEM student clubs and challenges across the district at all schools(e.g.,First Robotics Lego League,E-sports,etc.). ._...........----.........._........_....................._...- .....---......--...-- ---......__..._.................--.........................................._.............- - ..._.... ........_- -._.....---......... ELEMENTARY/ MIDDLE SCHOOL 5. STEM Lessons:Identify specific STEM curriculum and lesson plans across elementary and middle school grade Levels(K-8)aligned to state learning standards to support teachers to teach STEM,implement project-based learning, and integrate STEM career exploration into their classrooms. 6. STEM Professional Development:Provide relevant and impactful STEM PD to K-8 educators that is aligned with curriculum to prepare them to teach current STEM topics and career pathways,while providing a STEM option for meeting clock hour requirements. 7. Middle School CTE Electives:Offer CTE electives focused on high-demand industries across all middle schools that align to high school CTE pathways. 6 STEM Strategic Vision Report ..........--..........__..............-..............-.........-............._-........-....................................-...........................--...........--.-.......----.........--.............-..........-...............--...-..........................-............-...............................- HIGH SCHOOL 8. Core Plus:Implement complete Core Plus Aerospace curriculum with fidelityto provide the knowledge,hands-on learning,and transferable skills needed to prepare students for high-wage jobs in aerospace. 9. High School Career Connected Learning:Expand high school career connected learning opportunities focusing on four key industries(aerospace/outer space,advanced manufacturing,IT,and healthcare)and career prep opportunities(pre-apprenticeships and internships). PRIORITYSTRATEGIC Below is a deep dive into each strategic priority. 1. PARTNER MANAGEMENT AND COMMUNICATIONS WHY THIS STRATEGIC PRIORITY Employer partners and community-based organizations agree there is a greater need to systematize processes within KSD to support their engagement.Partners want to contribute to the district's vision of providing equitable access to STEM education and CCL to all students but need clearer pathways to connect with schools. LEAD DEPARTMENT KSD Community Partnerships.Point person Executive Director Community Partnerships. KEY MILESTONES SHORT-TERM (WITHIN 12 MONTHS) • Review best practices for partnership processesfrom exemplar districts • Update a menu of opportunities for employer and community partner recruitment • Create descriptions of opportunity types leveraging"best practices"to create common language and some standardization of quality expectations • Identify legal requirements and paperwork required for participation of volunteers in each type of opportunity • Develop process and flowchart for each opportunitytype • Set-up software platform to track partnerships across the district and testwith a small number of existing partners • Finalize external-facing process for recruiting partners • Test partnership process using the new system for 2-3 different types of one-time and ongoing events(e.g.school STEM night,worksite tours or in-c(ass guest speakers) • Set a baseline for the number of partnerships and volunteers supporting STEM activities in each building LONG-TERM (1-5 YEARS) • Sustain 1-3 STEM-related community or industry partnerships for every school,deep partnerships with community and/or industry partners • Develop an evaluation to learn about partner experience working with the district and educator experience accessing partners • Partners express greater satisfaction with working with the district through evaluation • Educators express greater clarity on how to maximize partnerships in their buildings and increase use of STEM programming through evaluation • The number of partnerships and volunteers in each school building increases beyond the baseline set in year 1 7 STEM Strategic Vision Report BEST PRACTICE LEADERS PARTNERSHIP PRACTICES Kinetic West conducted a review of partnership web pages forthe top 20 Largest school districts in Washington state. Through that review,Highline Public Schools stands out for having public-facing partnership guidance that is clear and accessible,and comprehensive in approach.Very few clicks are required to identify their partnership page,the page is detailed in the steps required,they categorize partners into focus areas,and have a Tableau dashboard that maps programs offered by school. Highline is also one of the only districts that has a"Career Partners"web page that highlights opportunities for industry partners and is linked from their"Get Involved"page.Highline has an alternative contact from their college and career department that coordinates those partnerships. Lastly,Highline communicates about their partnership workthrough multiple channels,including written and video program highlights. httpsw//www,h ighli nesc hoots.org(get-involved/com m u n itv_-_partne rs hi os httpsa//www.h ighti nesc hools.org/get-Involve d/ca ree r-partners httpsa//www.h ighli nesc hools.o rg/get-involve d/community-partnerships/community-o artnersh i p-re oo rt 2. DATA TRACKING WHY THIS STRATEGIC PRIORITY Currentlythere is not a strong data tracking mechanism for many of the STEM and CCL activities to understand what is taking place where,which partners are involved,which students are participating,and the outcomes.For example,at the high school level CTE certificate completion is well-tracked while student participation in worksite tours,internships and other career connected learning activities are tracked in different ways by schools,but not easily shared with the district.Similarly, there have been ad hoc surveys to collect student clubs and STEM activities taking place at schools,but nothing consistent. Overall,there is an opportunity to connect better data tracking to the improved partnership management process noted above so that KSD can better measure equitable access to STEM Education and CCL opportunities. LEAD DEPARTMENT Executive Director of Performance Outcomes(lead)in partnership with Community Partnerships. KEY MILESTONES SHORT-TERM (WITHIN 12 MONTHS) • Create a district-wide tracking system to colLectand track student and partner participation in STEM education,clubs and challenges,and other CCL and CTE activities • Identify tracking and evaluation tools needed,including both quantitative(e.g.,student participation in clubs)and qualitative(e.g.,experiences of partners working with KSD) • RoLL out date tracking process and toots • Train staff on data input and data usage • Clean data(i.e.,remove duplicate currently tracked information) • KSD will set district-wide and school-level goals based on the information provided in this data system 8 STEM Strategic Vision Report LONG-TERM (1-5 YEARS) • Connect the STEM and CCL participant data to post-high school plans identified by students in their High School and Beyond Plans to measure pathway successes and challenges • Add evaluation tools to measure student satisfaction,especially student enjoyment and whether program participation improves career decision-making for a student • After 3years,have a robust,real-time system capturing participation in STEM,CCL,and CTE activities,and then tracking impacts on high school graduation rates, post-high school plans students identify in HSBP,and postsecondary and registered apprenticeship enrollment rates • Provide data literacy and trainings for district staff to use and browse through platform to understand post-graduation outcomes BEST PRACTICE LEADERS PARTNERSHIP DASHBOARDS Sharingwhich organizations a district partners with through a data dashboard is a valuable toolfor educators within districts,community partners that refer students,and students and families.Highline Public Schools,Seattle Public Schools,and Oakland Unified School District are all examples of districts that have this type of tool.Other districts,like Spokane Public Schools provide lists of their community partners by support areas,which can be a good first step. httos://www.h ighlineschools.org/get-involved/community-pa rtne rshios/community-partnership-dash board httos://s ps.co mm u n itvoa rtnerplatform.org/ httos://www.ousd.org/community-partnerships/partnership-tools. https://www.sookaneschools.org/domain/195 STUDENT CAREER CONNECTED LEARNING DATA While it is an area of growth for most,some school districts and states are starting to track student's participation in CCL or work-based learning.Often these are internal data dashboards,but sometimes there is external reporting.Although it is at the state level,Iowa provides one example where you can see high school participation in activities like apprenticeships, internships,and CCL credit.Clear descriptions of the different types of activities are in the state's WBL Guide and they have specific WBL course codes which support strong data collection. httos://iowastudentoutcomes.com/WBL outcomes https://educate.lowa.gov/media/SSOI/ 3. INDUSTRY GUEST SPEAKERS WHYTHIS STRATEGIC PRIORITY? Guest speakers in STEM support student career awareness and exploration at all grade levels to help students learn about STEM careers and the skills used in them,while also creating connections and awareness of local industries. Guest speakers are already being leveraged across KSD,but inconsistently and efforts to recruit them are typically led by individual teachers or organizations.This approach is time consuming and can result in individuals or businesses getting tapped by multiple people from the district white others are left unengaged. Sometimes community organizations provide access to guest speakers.Based on the 25 survey responses from community- based organization partners,42%of respondents stated that they currently offer guest speakers to KSD students.' 9 KSD STEM Vision Community/Education Partner Survey 9 STEM Strategic Vision Report When reviewing survey responses from 21 employer partners,they noted they're witting to support a variety of career connected learning opportunities.When asked which types of programming they were most interested in supporting,guest speakers ranked highest,with 57.9%of employer respondents selecting this as one of the ways they'd like to engages Both community-based organizations and employer partners are currently offering or interested in engagingwith students as guest speakers to build awareness around the different subjects and career opportunities within STEM.However,employers and community-based organizations have experienced a level of bureaucracy or process that makes this type of engagement challenging. "[Kent School District] need[s]to be more inviting to guest speakers. Don't say no so often.Seems that"policy and procedures"supersedes what benefits students" -Aerospace Employer Partner By making this a strategic priority,KSD hopes to streamline the recruitment process and better leverage industry-connect partners like the Kent Chamber of Commerce,to better enable teachers to bring in guest speakers to build career awareness among their students.Crucial to success is concierge service to guests and consistent protocol so that companies and guest speakers are welcomed,supported Logistically,and encouraged to come back or recommend the experience to others. LEAD DEPARTMENT KSD Community Partnerships Department LEAD PARTNER City of Kent Economic and Community Development-Economic Development Division KEY MILESTONES SHORT-TERM (WITHIN 12 MONTHS) • Implement district-wide partnership process that includestracking guest speakers(see Strategic Priority 1 — Partnership Management) • Develop streamlined recruitment process for guest speakers that meets teacher needs • Collaborate with the Kent Chamber of Commerce,WABS and Puget Sound ESD to build pipeline of guest speakers as well as industry associations most representative to Kent's employment base,including but not limited to the Center for Advanced Manufacturing Puget Sound and Pacific Northwest Aerospace Alliance • Work with Local college partners and apprenticeship programs to create a common employers table and enlist business leaders drawn from local south King County communities in recruiting speakers drawn from local industry and representative to Kent community • Stand-up a formal CBO advisory group to seed the Speakers Bureau with potential speakers,especially from the key high-demand industries identified,including aerospace/outer space,advanced manufacturing,IT,and healthcare LONG-TERM(1-5 YEARS) • Sustain 1-3 STEM-related community or industry partnerships for every school,deep partnerships with community and/or industry partners • Grow guest speaker list to multiple employers in each industry identified for the Speaker's Bureau and committed to recurring speaking engagements.The number of partnerships and volunteers in each school building increases beyond the baseline set in year 1 • Teachers and classrooms can find guest speakers from industry when they give at least one month's notice 9 KSD STEM Vision Employer Partner Survey 10 STEM Strategic Vision Report Note:A big capacity barrier currently exists,establishing a clear point of contact within KSD will offer consistent and organized communications. BEST PRACTICE LEADERS GUEST SPEAKER SUPPORT TOOLS Guest speaker presentations are widely used to support career awareness.There are several districts that provide additional tools to help with speaker recruitment,preparation,and evaluation.They also include reflection activities for students.New York City Public Schools and Chicago Public Schools both have extensive toolkits that are useful resources. httos//wb itQoikit.rie.nyc/guest-s pea ke r/ https://www.cps.edu/scademics/work-based-learnin toolkit/guest-s ep aker/ There are also toolkits that share the many different ways that employers can engage with students.The Montana Work- based Learning Collaborative Employer Toolkit is a great example that defines different CCL activities including worksite tours,job shadows,internships,and apprenticeships,and then provides tools to help employers get started. httos,//www.reachhighermontana.org/fileadmin/Resources/WBL MT/Guides/WBLMT Toolkit Emoloyer.odf 4. STEM STUDENT CLUBS AND CHALLENGES WHY THIS STRATEGIC PRIORITY Across all grade groups there are varying levels of STEM student clubs and challenges for students to participate in.For elementary school students,there has been inconsistency in what dedicated STEM activities are available to students.While 20 out of the 29 elementary schools(69%)offered before or after school STEM activities at some point,teachers often noted that some are no longer available to due to various challenges such as staffing capacity,no space in the school building or a lack of partners and volunteers to oversee the STEM activities.10 All four high schools and at least two middle schools in KSD offer STEM-related student clubs or challenges." However,they vary in subject and number.This means that students have inconsistent experiences when it comes to joining STEM student clubs or challenges at their respective school.While schools should host clubs and challenges most relevant to student interest,we believe it's imperative to provide some level of consistency across schools.This ensures that students can explore and engage in STEM learning via different topics such as auto shop,horticulture,programming,etc. When surveying4,372 middle school students,over half of respondents said they may be interested in joining a club if it was offered at their school.12 Students surveyed were also asked to rank different types of clubs with a Gaming club as the 2nd most popular option and Robotics as the 4th most popular option. In the survey sent to community-based organizations,STEM skill-building programs were the most offered type of programming to students,along with STEM-related field trips and when asked if they had the capacity to expand their 10 KSD STEM Vision Community/Education Partner Survey "KSD STEM Vision Community/Education Partner Survey 12 KSD student surveys t1 STEM Strategic Vision Report programming,58%responded"Yes".13 This shows that not only is there interest and need from students,there's also capacity for existing community-based organizations to expand their current programming to support more students. Note:KSD is currentlyin discussion with Parks&Recreation and the City of Kent about alignment between school offerings and summer programming. LEAD DEPARTMENT Co-managed by Athletic&Activities Department(overseeing e-sports)and Teaching&Learning—Digital Learning,Science, Math,and Learning Supports(overseeing all other clubs and challenges and providing teacher/facilitation support). KEY MILESTONES SHORT-TERM (WITHIN 12 MONTHS) • Develop a list of target schools to begin implementation of STEM student clubs and challenges • Assess which existing programs can be expanded to more schools vs adding completely new programs,especially at elementary schools • Create a clear process to gauge school administrator/teacher interest in adding programs and whether volunteers/mentor support is needed • Evaluate potential and feasibility to increase in-school and library makerspaces,as well as options to partner in community • Explore new partnership opportunities(i.e.,continue talks with City of Kent Parks&Recreation for class offerings outside of school partnerships) LONG-TERM (1-5 YEARS) • Pull together elementary school principals to address how to best bring a greater number of STEM clubs and challenges to K-5 because this is where the greatest gap exists right now.As a part of this effort,bring in other organizations to share specific best practices and brainstorm together for specific disciplines(ex.STEM Pathways Innovation Network) • All44 schools at the end of a 5-year period will have a STEM related club or challenge,at least one at each school • Roster of cross-sector mentors and experts who are willing and able to support/guide STEM student clubs and challenges.Connect this roster with the guest speakers database,many volunteers may fall in both categories BEST PRACTICE LEADERS FIRST WASHINGTON Kent School District already partners with First Washington,but there could be opportunities to expand on that partnership to get their First Lego League happening in more elementary and middle schools. httns,//fi rstwa.o r2/ 5. STEM LESSONS WHY THIS STRATEGIC PRIORITY From the Teacher and Educators survey for this project,over 30%of elementary teachers disagreed that the STEM instruction provided at their school was highly effective in preparing students.14 Across all grade groups,at least 30%of teachers are 13 KSD STEM Vision Community/Education Partner Survey 10 KSD STEM Vision Staff and Teacher Survey 12 STEM Strategic Vision Report unsatisfied with the STEM opportunities offered at their school but for elementary schoolteachers,it's much higher—at 55%.1s These findings highlight the importance of identifying new,or modifying current,lessons and curriculum that provide K-8 students with adequate STEM education within the classroom that is supported by out-of-classroom Learning experiences. LEAD DEPARTMENTS • For K-5 and middle school non-CTE classes,Teaching&Learning • For middle school CTE classes,CTE department • In partnership with Community Partnerships KEY MILESTONES SHORT-TERM (WITHIN 12 MONTHS) • Audit current curriculum and resources to uncover any gaps and areas of improvement • Audit Project Lead The Way(PLTW)work in KSD—this is a community-based organization that supports STEM education,to assess how KSD educators are experiencing PLTW and determine if POW should be expanded to other schools • Develop clear criteria of what constitutes STEM education and lessons for K-8 students,across subjects LONG-TERM (1-5 YEARS) • Creating and maintaining an accountability system to ensure STEM lessons occur in every classroom at every grade Level BEST PRACTICE LEADERS PEER EDUCATOR DEVELOPED STEM LESSONS Washington Alliance for Better Schools(WABS),a primary STEM partner of the Kent School District offers robust problem-based learning lessons that were created by educators in their Instructional Leadership programs.The Lessons which are across grades K-12,align with Common Core and/or Next Generation Science Standards. http s,//wa bsa ili a n ce.o rg/wh at-we-do/for-educators/curriculum-u n its.html The Arizona STEM Acceleration Project(ASAP)maintains a library of STEM lesson plans that are contributed by Arizona teachers.ASAP has over 500 teacher fellows that are a part of their workwho receive extensive STEM professional development and are required to submit at least four lesson plans.While the lesson plans are aligned to Arizona Academic Standards,they can provide ideas. https;//stemteachers.asu.edu/stem-tesson-pians The Tennessee STEM Innovation Network(TSIN)offers a number of STEM modules and lessons plans that were developed by their Tennessee Department of Education Leadership Council and teachers in partnership with TSIN. https,//www.ts'n.orglcurriculum-and-lesson-ptan s s KSD STEM Vision Staff and Teacher Survey 13 STEM Strategic Vision Report 6. STEM PROFESSIONAL DEVELOPMENT WHY THIS STRATEGIC PRIORITY To align with the strategy to focus on STEM education during school hours,educators requested greater STEM professional development.18 Both in the curriculum development and the connected careers available to students.Providing relevant and impactful STEM PD to K-8 educators that is aligned with curriculum to prepare them to teach current STEM topics and career pathways,while providing a STEM option for meeting clock hour requirements. LEAD DEPARTMENTS KSOTeaching&Learning Department in partnership with Community Partnerships and Professional Development Office. KEY MILESTONES SHORT-TERM (WITHIN 12 MONTHS) • Audit of Science Teacher Leadership Cadre workto support STEM awareness within STEM subjects • Design and facilitate high-quality STEM PD for classroom teachers—start with a sample group to test new PD(ex. Washington Space Consortium(UW),City of Kent,KSD,and Green River College piloted a project like this on the space industry theme) LONG-TERM (1-5 YEARS) • School administrators and principals take the lead on PD at their respective schools • School administrators and principals actively empowering non-STEM teachers to recognize how they may already be teaching STEM • All classroom teachers will have STEM-focused PD that connects STEM to main subjects,CTE pathways and possible future careers BEST PRACTICE LEADERS EXPANDING WORK WITH CURRENT PARTNERS Kent School District already works with a number of organizations that could support them in expandingtheir professional development of educators or development of STEM lessons: • Code.org,offers self-paced professional learning modules to support computer science education,as well as in- person workshops for educators. https,//code.org/educate/profess'anat-devetopment-ontine • WABS offers some STEM professional development that is clock-hour eligible. https•//wa b_sa lli a nce.o rg/wh at-we-d o/fo r-educato rs/ed u cator-p rofess io na l-lea rni ng-resou rces.html • Washington State Scholastic Esports Association offers a conference each year with professional development opportunities. https://wssee.gam9.sL • STEAMboat Studio,a Kent School District partner often supports school districts with lesson and curriculum development aligned to Next Generation Science Standards. https,llsteamboatatudio.com/education-partnersl 16 KSD STEM Vision Staff and Teacher Survey 14 STEM Strategic Vision Report 7. MIDDLE SCHOOL CTE ELECTIVES WHY THIS STRATEGIC PRIORITY The Project Team knows they want to help students start their excitement about STEM and CTE fields before high school.The middle school grades were identified as an area where there was a need for increased programming in the Current State Assessment17,particularlyto build student awareness of high-demand industries in the Kent region before they are selecting high school pathways.Growing middle school CTE electives focused on skills needed to succeed in high-demand industries across all middle schools in KSD is a way to address this gap in offerings and improve the continuity of pathways in high school. LEAD DEPARTMENTS The KSD Teaching and Learning Department in partnership with KSD Community Partnerships. KEY MILESTONES SHORT-TERM (WITHIN 12 MONTHS) • Conduct an assessmentto understand current CTE elective offerings available across KSD middle schools • Realign middle school CTE electives by buildingto complement their future high school pathway options and the industry partners that high schoolworks with • Determine challenges to makingthese shifts,such as changing course offerings • Identify potential new courses to offer by school LONG-TERM (1-5 YEARS) • Improved alignment between CTE offerings at middle schools and their respective feeder high schools with a focus on the four priority"high demand"industries including Core Plus and programming BEST PRACTICE LEADERS The state of Tennessee provides a good example of what CTE can look like at the middle school level.Tennessee provides introductory CTE coursework in middle school that is intended to provide a foundation for success in high school CTE courses.The state has outlined courses and how they align to the career clusters at the high school level. Courses leverage grant support rather than CTE funds. • httP ,//www to go /education/educators/career-and-technical-education/career- l ters/middle-s hool-cte- standards.html • http •//portal ct g /-/media/SDE/CTE/Best-Practices-in-Middle-School-Career-and-Technical-Education- Expansion.pdf (page 18-20) • https•/Icareertech ora/wp-contentLupioads/sites/default/files/files/resources/BroadeningPathFINAL.pdf 8. Core Plus Implementation WHY THIS STRATEGIC PRIORITY KSD has made Core Plus available to students in small ways;this strategy is about bringing Core Plus access availability to each high school student.Employers across industries and sectors—especially many in the highest wage sectors in south 17 KSD STEM Vision Staff and Teacher Survey 15 STEM Strategic Vision Report King County communities—want KSD to focus on Core Plus because it is a known,robust curriculum that builds STEM skills that can be useful for many industries and builds preparedness for youth apprenticeships. Core Plus also has a wide range of professional development opportunities.One community-based organization said,"We host multiple professional development events each year and have not seen many KSD instructors yet for Core Plus Aerospace.Folks in automotive, robotics,engineering,machining,etc.should all come." LEAD DEPARTMENT Partnership between KSD CTE team and Community Partnerships.Point person,KSD Director of CTE. KEY MILESTONES SHORT-TERM (WITHIN 12 MONTHS) • Tour 2-3 successful Core Plus programs in the surrounding area to askspecific questions such as how another school district approaches their master schedule decisions • Build an itemized List of costs associated with this work in the short term and partnerwith the City of Kent on fundraising opportunities • Use existing best practices from OSPI • Update CTE state-approved framework and submit to OSPI for approval • Once approved,add course(s)to KSD's offering List • Work with school and district leaders to build buy-in for Core Plus implementation,specifically around location, commitment to modifying master schedule to accommodate the program,considering travel,and staffing needs • Expand partnership with Boeing to include Core Plus and connect with aerospace sector intermediary lead LONG-TERM(1-5 YEARS) • ALL KSD high school students can participate in Core Plus and earn any associated credentialing,regardless of their high school BEST PRACTICE LEADERS CORE PLUS AEROSPACE IMPLEMENTERS Core Pius is a two-year,standardized,skill-based manufacturing high school curriculum created by industrythat uses the power of hands-on learningto better integrate academic and career-based education.Core Plus enables students to earn industry-recognized credentials and prepares them to be hired into the workforce.It is housed at OSPI and available forfree to educators.The OSPI contact can help share the curriculum and framework,and funding is available to support implementation. httos://coreptusaerospace.ora/ httos://core-p lu s.o rg/conta ct/ Several school districts in the state are leaders,including: • Renton School district—Core Plus Aerospace is available at all three comprehensive high schools • Puyallup School district—Core Plus Aerospace is available at all four comprehensive high schools • West Valley High School-Yakima—Core Plus Aerospace is available at their only comprehensive high school All three of these school districts also work with AJAC,whose Youth Apprenticeship(YA)programs seamlessly align with Core Plus Aerospace.High school students who complete at Least one year of CorePlus develop foundational manufacturing skills and in return,increase their eligibility to participate in AJAC's YA programs. httos://www.a6actrainin .oryJprog a�youth/educators/ 16 STEM Strategic Vision Report 9. Expand High School Career Connected Learning WHY THIS STRATEGIC PRIORITY The goal of this work is to build upon the work KSD has already undertaken to provide students with access to career connected learning in the last few years.This priority calls upon KSD to work with industry partners to find career connected learning in core industries outlined in this report.The goal is for students to learn about in-demand,high wage professions. CCL in this case is different than giving credit for their work experience,instead this is about getting students access to career pathways and linking those opportunities to the STEM education. LEAD DEPARTMENT This priority has some phased work.The pre-work and preparation to establish the norms and expectations would sit within the Community Partnerships and Learning teams.Once those are put into place the ongoing management of this strategic priority will be with the following departments: • The CTE team,especially in managing student needs and supports.Point person,KSD Director of CTE will receive support from Worksite Learning Specialists. • Community and industry partners,especially the City of Kent,can help the GTE team identify CCL opportunities including location,student capacity,and requirements.Ultimately the outreach to these partners for increasing access to CCL will reside in the CTE team at KSD. LEAD PARTNER City of Kent KEY MILESTONES SHORT-TERM (WITHIN 12 MONTHS) • Develop the criteria forwhat is considered high quality and accessible CCL opportunities for KSD students in targeted industries(e.g.,aerospace/outer space,advanced manufacturing,IT,and healthcare) • Simplify the system best as possible • Catalog the existing CCL opportunities for students across the district and identify one district staff member or small team to publicize these opportunities and maintain the catalog • Before the 2024-25 school year,develop a system that aligns with the partnership engagement work in prior strategic priorities • Set goals for how many new opportunities to recruit in the next year LONG-TERM (1-5 YEARS) • Permanently establish greater capacity at KSD to recruit,monitor,and hold partners accountable.Note:A big capacity barrier currently exists,establishing a clear point of contact within KSD will offer consistent and organized communications.This point of contact would manage incoming partners,develop,and set up the process and would likely be funded by flexible funding if available. • Establish a system for managing industry partnerships and student participation in CCL opportunities including but not limited to internships and pre-apprenticeships.Note:there needs to be a clear process flow of steps and expectations for paid internships that includes the process for industry partners hosting internships,KSD-involved staff and students who are participating in these internships. • Expand the existing KSD employer advisory committee.This priority is another prime example of the need for deep collaboration.Note:The City of Kent,PNAA,WABS,Renton Tech,CAMPS,First Washington,STEM Paths Innovation Network(SPIN)have meaningful industry and funder connections that could truly enhance this work. 17 STEM Strategic Vision Report BEST PRACTICE LEADERS SCALING CCL OPPORTUNITIES THROUGH COMMUNITY PARTNERSHIP There are several strong examples where outside workforce development organizations,intermediary agencies or city governments,partner with a district to provide career connected learning(work-based learning)opportunities or summer jobs at scale. • Partner in Employment has youth programs that help immigrant and refugee youth ages 16 to 24to find jobs,skills trainings,and educational opportunities through deep mentorship and employment assistance. • Greater San Antonio Texas is an economic development agency in San Antonio,Texas that has identified seven high-demand industries of focus.Through their initiative SA WORX they've run a robust Summer Internship program for eight years.This past summer 2023,150 high school interns were placed at 30 employer sites and paid throughout their experience. https,//greatersatx.com/sa-worx/programs/internships/ • AJAY MT(American Jobs forAmerica's Youth Montana)is a nonprofit that coordinates with several city governments,Chambers of Commerce,and school districts to run Summer Jobs Programs(SJP)in four separate communities.In SJP,high school students and recent graduates ages 16-19 receive paid work placements from early June to mid-August.Students receive onboarding,work training,and have the option to participate in free credit-based college courses on work skills. httos://www americanjobs4youth.ore/sio • One other example of innovation to increase and expand the number of CCL opportunities for students is the state of Colorado's Work-based Learning Incentive(WBLI)Program.In May of 2022,the Colorado State Legislature passed Senate Bitl22-140,to create the program which provides monetary incentives to Employers to create new, or enhance existing,WBL programs.While this is a state-level example,temporary grant or philanthropic funding could be used by a city government,workforce intermediary,or philanthropy to offer similar incentives. https,//www.arvadachamber.orFYwbl'p/ https://fortcollinschember.com/wo-contenthlploads/202lt0l/WorkBasedLearningincentiveFtyer ENGLISH.odf FOCUSED CCL RECRUITMENT Highline Public Schools,which were previously mentioned with reference to their strong partnership management,is also a good example of a districtthat prioritizes the recruitment of career partners for activities like worksite tours, internships,etc.Highline defines specific CCL opportunities theyare seekingfor their students and also has district staffing capacity based out of their central office that supports recruitment of career partners.This helps to streamline asks to employers so that employers are not getting separate asks from each high school.Highline focuses on equitable access and has signature college and career events at each grade level.Duringthe 10`"grade year,all Highline students go off-campus to visit a career site. • httpse//www.hightineschools.org/get-involved/career-pa[tners • https:/Lwww higbiineschoots.org/get-involved/career-partners/our-approach H I G H-QUALITY CCL TOOLKITS There are dozens of CCL(work-based learning)toolkits that can be references for employers or educators looking to implement new programs or expand existing ones. • Arvada Chamber of Commerce:https://www.arvadachamber.org/wbttootkit/ • New York City Public Schools:http,//wbitooikit.cte.nyD/ • Dallas Virtual Internship Toolkit:https://careertech.org/resource/dallas-virtual-internship-toolkitt • Montana Work-based Learning Collaborative EmployerToolkit: https•//www reacbbighermontana.org/fileadmin/Resources/WBL MT/Guides/WBLMT Tootkit Emoloyer.odf 18 STEM Strategic Vision Report GUIDE • SUCCESSFUL IMPLEMENTATION To successfully implement the priority strategies,the right conditions must be met.This work is not only about funding,these strategies require good organization and consistency.Here is a summary of the internal actions that can foster success: • Leadership buy-in to STEM Strategic Vision from the Board,the KSD Superintendent,district administrators and school principals.School districts administrators have a lot of competing priorities. • Building capacity to support partnerships so that more employers and community-based organizations can contribute to the STEM strategic vision and priorities. • Leveraging in-kind resources and professional expertise. • Willingness to track progress and student outcomes requires investment in data systems and processes. • Leveraging external expertise and resources. • Allowing for teacher leadership and individual actions without cumbersome barriers for KSD district staff.Teachers can be entrepreneurial and creative with STEM,system-building should support them and not add additional barriers. Avoid stifling existing efforts as the system moves towards greater alignment. • Commit to cross-departmental collaboration,nearly every strategy takes more than one department. • Proactively pursue partnerships and partnership alignment.There are many partners that want to workwith KSD,but communicating the STEM plans and other district needs proactively can ensure KSD enters into mutually beneficial partnerships that meet gaps that have been.identified.For example,many districts share areas where they need community support(e.g.,student support services,STEM after school programming,etc.). 19 STEM Strategic Vision Report APPENDIX 1 : DEVELOPING A SYSTEM FOR STEM OPPORTUNITY PARTNER ENGAGEMENT _......--...-'-'----....___..----..__.......----...--'--...._...__...._._.___._...------...-- ----'-'-----...---..._...---__.....-...._._-.._...---.........---........._..-_......_...-..____-..-.- STEP 1 Develop an"a la carte"menu of opportunities for employer and community partner recruitment. Opportunfties About Grade Levels 1. Career Fairs&STEM Nights Description:One-time,career related,school-wide K-12 events Example:Science Fair and STEAM Night at Meridian Elementary 2. Guest Speakers Description:Guests brought on-site to school site to K-12 speak to student group(s)or classroom(s) Example:Classroom speaker from a leading aerospace company as part of a physics lesson plan 3. Worksite Tours&Career Description:Students visit worksite under supervision of Grades 9&10 Field Trips KSD teachers and staff Example:WABS worksite tours such as their King County Department of Natural Resources teaching students about flood planning 4. Student Clubs Description:At school clubs focus on a STEM skills Grades X-12 and/or related career paths Example:First Robotics 5. Internships Description:Paid and unpaid opportunities for a student Grades 11 &12 to have repeat work experiences at a single worksite Example:Summer internship 6. Youth Apprenticeships Description:A series of education and experience that Grades 11 &12 (including Pre-App) put a student on a path to a specific STEM related career Example: Pre-apprenticeship in Construction 7. After School Programs Description:Recurrent after school STEM programs run K-12 at school sites by community-based partners. Example:A STEM Club like this one at Madison High School in Seattle STEP 2 • Create descriptions of opportunity types leveraging"best practices"to create some standardization of quality expectations • Identify legal requirements and paperwork required for participation of volunteers in each type of opportunity(e.g.,a one- time guest speaker would not require a background check,but an internship supervisor may need one) STEP 3 • Compile existing opportunity lists(e.g.,annual career fairs,STEM nights,WABS worksite tours,etc.)and relevant"lead contact"number for each opportunity • Create a partner or guest speaker requestformforeducatorsto determine needs districtwide(maywanttopilotwith smaller number of schools initially or focus on school-wide events first) STEP 4 Develop process and flow chart for each opportunity type,this should include any contacts(roles and responsibilities), permission required,paperwork,and data submission requirements.There should be clear instructions outlined for: 1. Host(e.g.,educator leading or hosting the opportunity) 2. Guest(e.g.,employer or nonprofit partner that is participating) 20 STEM Strategic Vision Report 3. School District Admin(e.g.,central office leadership) 4. School Ad min(e.g.,building principal) -.........._.__...._.---..........--........................._.._.......--............_...........—..._.........................--..._..._.............-..................................--.............-............-.........---..._...----...........................-...............-.......--.... STEP 5 Communicate the updated process to schools,community partners,and existing industry partners APPENDIX • • DEFINITION The Project Team identified the following simplified definition of STEM Education for the purposes of the Strategic Vision Report: STEM Education:The interdisciplinary,hands-on Learning of Science Technology,Engineering and Math. In order to advance the strategic priorities focused on STEM lessons and professional development,additional work will likely need to be done by KSD'sTeaching and Learning department to further define high-quality STEM education.Despite the prioritization of STEM education in Washington's state,agencies and organizations like the Office of Superintendent of Public Instruction and the STEM Alliance do not currently provide a definition of STEM education to align with.The nonprofit organization Washington STEM does have a definition of"quality STEM,"and other national organizations and states provide strong STEM education examples which are shared below,which Kent may choose to build from. WA STEM Washington students have a civil and Legislative right to graduate STEM literate so they can thrive in an ever-changingworld and have equitable opportunities for economic self-sufficiency in our state.STEM literate individuals are critical thinkers and consumers of information,able to use concepts from science,technology,engineering,and mathematics to understand complex problems and to solve them with others.Foundational STEM literacy is critical in addressing the STEM skills gap that prevents equitable economic opportunity for young people in Washington and in meeting employer and workforce needs. These learning opportunities should begin in early learning settings,build through every year of K-12,and extend through postsecondary with relevance to chosen career and Life pathways. National Science Teaching Association A common definition of STEM education[...]is an interdisciplinary approach to Learning where rigorous academic concepts are coupled with real-world lessons as students apply science,technology,engineering,and mathematics in contexts that make connections between school,community,work,and the global enterprise enabling the development of STEM Literacy and with it the ability to compete in the new economy. Texas Education Agency STEM(Science,Technology,Engineering,and Mathematics)education is a method of hands-on teaching and learning where students learn to apply academic content by creatively solving real-world problems with innovative design-based thinking to prepare students for future career opportunities. California Department of Education K-12 STEM education encompasses the processes of critical thinking,analysis,and collaboration in which students integrate the processes and concepts in real world contexts of science,technology,engineering,and mathematics,fostering the development of STEM skills and competencies for college,career,and life. Ohio Department of Education&Workforce STEM education is a learner-centered approach to teaching providing students with a problem-based,transdisciplinary, and personalized learning experience.STEM education uses the foundational practices and skills essential to the core disciplines of Science,Technology,Engineering,the Arts and Humanities,and Mathematics. APPENDIX 21 MEMORANDUM OF UNDERSTANDING Between the Kent School District And the City of Kent MEMORANDUM OF UNDERSTANDING In pursuit of more inclusive prosperity for its young people, and to create a joint plan to act on the multitude of partnerships available in the region,this Memorandum of Understanding sets out the principles which will guide the activities of the Science, Technology, Engineering Math(STEM) and Career Connected Project(the Project). Prolect Partners The Kent School District(the District)and City of Kent(the City)are participating in the Project as partners.They are committed to the purpose of the Project and will work together to achieve its strategic objectives. Other organizations/entities may join the effort at any time,provided that they understand and support the mission and objectives of the Project. Scone of the Proiect The purpose of the Project is to create a plan to guide future Investments and activities in career readiness/workforce development and aims to increase access to opportunities for the District's young people through enhanced connections to Kent Valley employers and potential mentors in leading edge skills. A consultant will sere as a project manager to complete the following: i) Supplement the District's own activities to uncover opportunities and build united efforts to resource,correct,and act on areas for continuous improvement to current activities or expansion of career and technical education and STEM offerings at schools; ii) Help build baseline definitional terminology and mutual understanding between the District and the City to engage efficiently in conversations with career connected learning and STEM programs that approach both institutions to sere Kent youth. Help position the District and the City to work in coordinated fashion to on-board relevant opportunities; III) Institute a strategy with external parties in direct service delivery in realms of internships, pre-apprenticeships, apprenticeship,STEM, and career connection to support students'navigation between required content and optional experiences via various courses, spaces,and careers. Support the District's strategic planning team in its on-going efforts to document and evaluate existing after school programs and career-relevant curricula,i.e., system-wide audit to inform prioritization of resource development supporting staff, students, and community organizations In areas of STEM and career connection; 1 IV) Propose to the City and District recommendations for action and Investments that will ensure Pre-K to 12t'grade students experience an intentional and coherent system across all career education courses and STEM opportunities both during and after the school day v) Offer order-of-magnitude cost estimations to Increase scale or improvement in adoption of main programs and assessment of ongoing costs to the District. vi) Work in support of the District's measurement practices on efficacy to outcome in both evaluation and creation of deliverables vii) Help staff at the District and the City build a communication plan primarily for families and community partners.The plan will identify and help create transparent communication tools viii) Support presentation of findings and recommendations from the study to the District board and City councilmembers for maintenance and sustainabliity of increased investment in career readiness and STEM education opportunities. See RFQ attached for more detailed explanations of these activities. FISCAL RESPONSIBILITY AND PAYMENT The City of Kent will contract with a consultant for up to$140,000 for the Project and will maintain all fiscal oversight of the funds.The KSD is not responsible for any charges or payment to CoK or the Consultant team under this MOU. Role of Partners City of Kent will: • Manage the RFQ development and release,and contract with the consultant team • Provide fiscal oversight of the$140,000 in ARPA funds held by the City of Kent • Convene partners in regular meetings as needed • Commit to make available the following information: o Local economic and workforce data--particularly from the Kent Valley submarket o Recommendations of known industry leadership organizations and business leaders operating proximal to the District and support in convening parties in meetings and assuring their attendance and participation o Provide support in identifying economic and workforce development agencies and gathering relevant labor market information • Participate in the development final recommendations in the plan • Support presentation of findings and recommendations from study to the District board and City councilmembers for maintenance and sustainability of increased Investment in 2 career readiness and STEM education opportunities. • Provide Communication/marketing in partnership with the District's Communications Manager for all public releases of the plan or any materials associated with the project Role of the KSD: • Participate in the activities to hire the consultant; • Make staff time available for interviews and communication with city and consultant team; • Provide data as needed to consultant team to ensure accuracy of the development Project plan and mutually agreed upon analytical duties of consultant; • Commitment from the District to make available relevant curricula and standards; • Participate in the development final recommendations in the plan; • Support presentation of findings and recommendations from study to District board and City counciimembers for maintenance and sustainability of Increased investment in career readiness and STEM education opportunities. Decision makina Consultant will be selected by a committee made up of three designees from the District, and three designees from the City voting based on a scoring system of mutual design. Recommendations made by the consultant are non-binding,and are to be proposed to City Council and the District board at discretion of staff designated by school superintendent and Mayor. Amendments.Any amendments to this Agreement must be by mutual agreement of the parties in writing. TERM OF MOU Subject to its other provisions,the term of this MOU shall commence on March 1,2023 and end on August 31, 2026, unless terminated sooner as provided herein. This MOU may be extended by mutual agreement of the pares in writing on or before the MOU's completion date of August 31,2026. TERMINATION OF MOU Either party may terminate this MOU for any reason on thirty(30)calendar days'written notice to the undersigned representative of the other party. PUBLIC RECORDS Because the District is a public Agency in Washington,this MOU and all documents, 3 correspondence, and records generated by the parties pursuant to this MOU are public records subject to Washington's Public Records Act(PRA), chapter 42.56 RCW.All records and documents related to the Project must be available for public inspection and copying upon request unless any record or document falls within a specific exception to the PRA(including confidential or privileged information discussed above).All requests for public records related to this MOU will be referred to the District,which will evaluate the request in consultation with a party to this MOU and determine whether the records sought are subject to disclosure, redaction, or should be withheld under applicable state law. NONDISCRIMINATION Federal Assurances. Each party acknowledges that it is subject to certain requirements and assurances relating to non-discrimination as required by Federal and State laws and regulations as outlined in Exhibit A, attached and incorporated herein. All parties to this MOU assure that no individual shall be excluded from participation in, denied the benefits of,subjected to discrimination under, or denied employment in the administration of or in connection with any aspect of this MOU because of sex,race,creed, religion,color, national origin,age, honorably discharged veteran or military status,sexual orientation including gender expression or identity,the presence of any sensory, mental or physical disability,or the use of trained dog guide or service animal by a person with a disability.The parties agree to abide by the standards of responsibility toward the disabled as specified by the Americans with Disabilities Act and Washington Law Against Discrimination. In the event that one of the parties hereto refuses to comply with the above provision,this MOU may be canceled,terminated, or suspended in whole or in part by the other party. 1.0 ENTIRE AGREEMENT This MOU constitutes the entire agreements between these parties with respect to the subject matter of this MOU and all prior negotiations, agreements, and understandings,whether written or oral, are superseded. No provision of this MOU may be changed,waived, or modified except in writing signed by the parties. 2.0 AUTHORITY TO ENTER INTO AGREEMENT Each person entering into this MOU represents that s/he has the right and authority to execute this Agreement on behalf of the party for whom s/he signs. 3.0 SIGNATURES The signatures on this MOU indicate that the parties agree with all stipulations made herein. Kent School District(KSD) 5-ay_ City of Kent V-�4 S perintendent Israel Vela Mayor Dana Ralph (Print&Sign) (Print&Sign) 4 Exhibit A- NON-DISCRIMINATION The Parties are committed to conform to Federal and State laws regarding equal opportunity. As such all contractors, subcontractors, consultants, vendors, and suppliers who perform work with relation to this Agreement shall comply with the following: • Title VI of the Civil Rights Act of 1964 (42 U.S.C. § 2000d et seq., 78 stat. 252), (prohibits discrimination on the basis of race, color, national origin); • 49 C.F.R. Part 21 (entitled Non-discrimination In Federally-Assisted Programs Of The Department Of Transportation-Effectuation Of Title VI Of The Civil Rights Act Of 1964); 28 C.F.R. section 50.3 (U.S. Department of]ustice Guidelines for Enforcement of Title VI of the Civil Rights Act of 1964). • Ch. 49.60 RCW (Washington Law Against Discrimination) The preceding statutory and regulatory cites hereinafter are referred to as "the Acts and Regulations". The following statements specifically identify the requirements each party, and any contractor, subcontractor, or supplier on this specific Agreement, must adhere to. During the performance of this Interlocal agreement, each party agrees as follows: A. Compliance with Regulations: Each party will comply with all Acts and the Regulations relative to non-discrimination, including those applicable to Federally- assisted programs of the U.S. Department of Transportation.. State-assisted programs through the Washington State Department of Transportation, and generally under Washington's Law Against Discrimination, Ch. 49.60 RCW, as they may be amended from time to time, which are herein incorporated by reference and made a part of this contract. B. Non-discrimination: Neither party will discriminate on the grounds of race, color, or national origin in the selection and retention of subcontractors, including procurements of materials and leases of equipment. Neither party will not participate directly or indirectly in the discrimination prohibited by the Acts and the Regulations, including employment practices when the contract covers any activity, project, or program set forth in Appendix B of 49 CFR Part 21. C. Solicitations for Subcontracts, Including Procurements of Materials and Equipment: In all solicitations, either by competitive bidding, or negotiation made by either party for work to be performed under a subcontract, including procurements of materials, or leases of equipment, each potential subcontractor or supplier will be notified by the party of the party's obligations under this contract and the Acts and the Regulations relative to non-discrimination on the grounds of race, color, or national origin. D. Information and Reports: Each party will provide all Information and reports required by the Acts and Regulations and directives issued pursuant thereto and will permit access to its books, records, accounts, other sources of information, and its EEO COMPLIANCE DOCUMENTS - 1 of 3 facilities as may be determined applicable to party's contract by the Washington State Department of Transportation to be pertinent to ascertain compliance with such Acts and Regulations and instructions. Where any information required of a party is in the exclusive possession of another who falls or refuses to furnish the information, the party will so certify to the other party or the Washington State Department of Transportation, as appropriate, and will set forth what efforts it has made to obtain the Information. E. Sanctions for Noncompliance: In the event of a party's noncompliance with the non-discrimination provisions of this contract, the other party will impose such contract sanctions as it or the Washington State Department of Transportation may determine to be appropriate, including, but not limited to: a. withholding payments under the contract until the party complies; and/or b. cancelling, terminating, or suspending a contract, in whole or in part. F. Incorporation of Provisions: Each party will include the provisions of paragraphs (A) through (F) above in every subcontract, including procurements of materials and leases of equipment, unless exempt by the Acts and Regulations and directives issued pursuant thereto. The party will take action with respect to any subcontract or procurement as the other party or the Washington State Department of Transportation may direct as a means of enforcing such provisions including sanctions for noncompliance. Provided, that If the party becomes involved in, or Is threatened with litigation by a subcontractor, or supplier because of such direction, the party may request the other party to enter into any litigation to protect its interests. In addition, the contractor may request the United States to enter into the litigation to protect the interests of the United States. During the performance of this contract, each party agrees to comply with the following non- discrimination statutes and authorities; including but not limited to: Pertinent Non-Discrimination Authorities: i. Title VI of the Civil Rights Act of 1964 (42 U.S.C. § 2000d et seq., 78 stat. 252), (prohibits discrimination on the basis of race, color, national origin); and 49 CFR Part 21. ii. The Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970, (42 U.S.C. § 4601), (prohibits unfair treatment of persons displaced or whose property has been acquired because of Federal or Federal-aid programs and projects); III. Federal-Aid Highway Act of 1973, (23 U.S.C. § 324 et seq.), (prohibits discrimination on the basis of sex); iv. Section 504 of the Rehabilitation Act of 1973, (29 U.S.C. § 794 et seq.), as amended, (prohibits discrimination on the basis of disability); and 49 CFR Part 27; V. The Age Discrimination Act of 1975, as amended, (42 U.S.C. § 6101 et seq.), (prohibits discrimination on the basis of age); vi. Airport and Airway Improvement Act of 1982, (49 USC § 471, Section 47123), as amended, (prohibits discrimination based on race, creed, color, national origin, or sex); vii. The Civil Rights Restoration Act of 1987, (PL 100-209), (Broadened the scope, coverage and applicability of Title VI of the Civil Rights Act of 1964, The Age EEO COMPLIANCE DOCUMENTS - 2 of 3 Discrimination Act of 1975 and Section 504 of the Rehabilitation Act of 1973, by expanding the definition of the terms "programs or activities" to include all of the programs or activities of the Federal-aid recipients, sub-recipients and contractors, whether such programs or activities are Federally funded or not); viii. Titles II and III of the Americans with Disabilities Act, which prohibit discrimination on the basis of disability in the operation of public entities, public and private transportation systems, places of public accommodation, and certain testing entities (42 U.S.C. §§ 12131-12189) as implemented by Department of Transportation regulations at 49 C.F.R. parts 37 and 38; ix. The Federal Aviation Administration's Non-discrimination statute (49 U.S.C. § 47123) (prohibits discrimination on the basis of race, color, national origin, and sex); X. Executive Order 12898, Federal Actions to Address Environmental Justice in Minority Populations and Low-Income Populations, which ensures Non-discrimination against minority populations by discouraging programs, policies, and activities with disproportionately high and adverse human health or environmental effects on minority and low-income populations; xi. Executive Order 13166, Improving Access to Services for Persons with Limited English Proficiency, and resulting agency guidance, national origin discrimination includes discrimination because of Limited English proficiency (LEP). To ensure compliance with Title Vi, you must take reasonable steps to ensure that LEP persons have meaningful access to your programs (70 Fed. Reg. at 74087 to 74100); xii. Title IX of the Education Amendments of 1972, as amended, which prohibits you from discriminating because of sex in education programs or activities (20 U.S.C. 1681 et seq). xiii. Washington Law Against Discrimination (Ch. 49.60 RCW) The submission of the final invoice for this contract will constitute a reaffirmation that the preceding statements were complied with during contract performance. By signing below, each party agrees to fulfill the requirements referenced above. By. For: City of Kent Title: Mayor Date: By: - X:5k&e(_ For: Kent School District Title: Superintendent Date: 0 51 01!4 //oan EEO COMPLIANCE DOCUMENTS - 3 of 3 '& KENT SCHOOL DISTRICT T ( S EQUITY EXCELLENCE COMMUNITY City of Kent - Kent School District REQUEST FOR QUALIFICATIONS Advancing STEM and Career &Technical Education in Kent School District The City of Kent (City) in partnership with the Kent School District (District), pursues more inclusive prosperity for its young people and aims to create a joint plan to act on the multitude of partnerships available in the region within the realms of Science, Technology, Engineering, Math (STEM) and Career Connected Learning. The Kent School District is the fifth largest in the state of Washington with nearly 26,000 learners. Kent is, by some third-party measures, among the top 10 most ethnically diverse urban areas in the United States. The City's Economic Development Plan calls for on-going investment in workforce development and aims to increase access to opportunities for the District's young people through enhanced connections to Kent Valley employers and potential mentors in leading edge skills. The City's Economic Development and Human Service offices have historically invested in construction and advanced manufacturing apprenticeships, but for the first time looks to create a joint strategic plan with the District to improve long- term performance in career connectivity programs offered to local youth (defined as ages 5 - 21). PLAN DETAILS The consultant-supported "Plan" (to be named) backed by the City's American Rescue Plan Act funding, is intended to: i) Supplement the District's own activities to uncover opportunities and build united efforts to resource, correct, and act on areas for continuous improvement to current activities or expansion of career and technical education and STEM offerings at schools a. Consultant will be an assistant project manager to work already initiated by Community Schools and District STEM and career and technical education staff b. Delineation of roles to be more precisely affixed through interview and on-boarding process of consultant team/project manager. Major deliverable by end of project (to which the consultant will offer a 1 subordinate facilitation role to the internal District processes) is a systemwide STEM mission and vision statement c. This vision, created by the District with on-call help by the consultant, will inform development of means and methods so staff and community organizations will seamlessly know how best to verify and coordinate the many incoming projects, ideas, connections, donations, and programs offered, or being developed, in the region Help build baseline definitional terminology and mutual understanding between the District and City to engage efficiently in conversations with career connected learning and STEM programs that approach both institutions to serve Kent youth. Help position the District and City to work in coordinated fashion to bring on-board relevant opportunities a. Key terms and categorization of efforts will include explication in presentation form the deliverable to lay audiences inclusive of industry associations, chambers of commerce, and elected officials: I. Career Connectivity activities in school and afterschool hours ii. Career and Technical Education 1. List of existing STEM offerings and relevant coursework and how they relate to student career readiness 2. Illustrate the role of Kent's innovation academies in relation to the growth of skills centers in the state (physical or virtual) and in context of changing policy landscape; connect state or regional initiatives for workforce development in industries like maritime, aerospace, construction, or advanced manufacturing and how they may relate to the District's own programs 3. Support District in evaluating curriculum opportunities such as Core Plus, and how onboarding new curricular and/or a further expansion of either existing, related, or similar curricula already in the District and found in Washington state can grow availability of career and technical education choices to students b. Explicate federal, state, and regional efforts in career and technical education—as well as STEM—in the context of District resources and existing programs. Reduce and simplify workforce program descriptors so the whole of the City and District's stakeholders can assess the value of potential projects and better support the City and District to improve educational and career outcomes Institute a strategy with external parties in direct service delivery in realms of internships, pre-apprenticeships, apprenticeship, STEM, and career connection to support students' navigation between required content and optional experiences via various courses, spaces, and careers Support the District's strategic planning team in its on-going efforts to document and evaluate existing after school programs and career- 2 relevant curricula, i.e., system-wide audit to inform prioritization of resource development supporting staff, students, and community organizations in areas of STEM and career connection; a. Identify best practices and opportunities to partner with industry and community stakeholders for applied learning through internships, externships, pre-apprenticeships, registered youth apprenticeships, and mentorships b. Identify best practices and available opportunities to link high school and beyond plans with work-integrated and career-related learning options c. Illustrate viability of regionally available STEM and career readiness offerings in the District and offer case studies and analytical thinking on how to expand iv) Propose for City and District recommendations for action and investments that will ensure Pre-K to 12"' grade students experience an intentional and coherent system across all career education courses and STEM opportunities both during and after the school day a. Consult with individuals from public and private sectors with expertise in career and technical education and work-integrated training, Including representatives of labor unions, professional technical organizations, business and Industry b. Review instructional programs funded from Career Connect Washington program via funds from federal Workforce Innovation and Opportunity Act c. Develop strategies to maximize and optimize District funding for career and technical education for wider adoption and exposure to career connectivity within school day, afterwards, and during summer months v) Offer order-of-magnitude cost estimations to increase scale or improvement in adoption of main programs and assessment of ongoing costs to the District. a. Recommendations and estimates will consider funding in hand as one category of advice b. Secondary recommendations which depend upon joint grant applications by City and District to state or federal agencies should also be made by consultant team c. Inform the City and its community partners on complementary investments in youth preparation for internships, youth employment, and hiring processes that can best add value vi) Work in support of District's measurement practices on efficacy to outcome in both evaluation and creation of: a. Employer engagement methods and establishment of a system of checks on effectiveness of career-connect programs 3 b. Background or literature review research to empower students, families, and community organizations with best available data concerning career and technical education programs c. IdentificatIon of barrier reduction or other needed household supports for the student with community partner organizations vii) Help staff at District and City build a communication plan primarily for families and community partners. The plan will identify and help create transparent communication tools to readily explain: a. What activities outside of the school day are needed for success in career readiness and STEM education programs b. How to build on the District's existing programs, as well as those in the region; expectation is consultant has credible subject matter expertise to offer suggestions on how to best present these to residents, employers and interested higher educational institutions c. Formulate transparent tools for families and community partners to see the Interlocking connections between credit-bearing and non-credit bearing opportunities vili) Support presentation of findings and recommendations from study to District board and City councilmembers for maintenance and sustainability of increased investment in career readiness and STEM education opportunities. Therefore, the City and District seek a consultant team to help build and manage a Plan inclusive of the following components: I. Project Management a. Production of timeline b. Existing plan and literature review for alignment i. Knowledge: 1. Partnerships to advance youth apprenticeship 2. Career connected learning efforts 3. Road Map Project 4. STEM agencies and networks in Washington state S. Labor and Industries practices for youth employment 6. Role and performance of regional skills centers 7. Curriculum development in K-12 within Washington state regulatory environment ii. Experiences: 1. Work with federal and state regulatory practices_for education providers 2. Workforce development 3. Public policy c. Support for arranging a cadence of meetings and assembly of key staff d. Host workshops with external parties ii. Performance measures 4 iii. Public and community outreach a. Encourage proposers to bring on-board local community organization outreach and other partners in sub-contractual arrangements iv. Commitment from City and District to make available the following information: a. Relevant curricula and standards b. Data (local economic and school academic performance) i. Recommendations of known industry leadership organizations operating in the District ii. City and economic and workforce development agencies will provide existing labor market information c. Staff and District administration interviews V. Final reports and deliverables a. District vision, mission statements b. Tools/communication plan for mapping interrelationships for parents and families c. Recommendations to City and District i. Suggested Memorandum of Understanding with interested and relevant external partners ii. Criteria and assessment lenses for District to better examine received requests to partner or adopt curricula, including, but not limited to, skills centers, Core Plus, et. al. iii. Grants and direct investment iv. Systematic measurement methods v. Missing resources and/or facilities for scaling up mentorships, engagements, and best practices District-wide CONSULTANT KNOWLEDGE, QUALIFICATIONS, EXPERIENCE Applicants should provide material to substantiate their knowledge and experience advising: • Career and technical education requirements, standards, and opportunities in Washington state, and within King County • Understanding of best practices for promotion and adoption of STEM principles in the classroom, and as part of a larger strategy of career readiness and connectivity • Ability to navigate terminology between communities of practice in industry groups as well as educators Estimated monthly billing for a calendar years' worth of work: $12,500, or $140,000 in total. Final billing withheld until review of reports and presentation materials. CONSULTANT INSTRUCTIONS 5 A. Pre-Response Information and Questions: Each response received by the submittal deadline will be evaluated on its merits and completeness of all requested information. In preparing responses, firms are advised to rely only upon the contents of this RFQ and accompanying documents and any written clarifications issued by the City. If a Respondent finds a discrepancy, error or omission in the RFQ package, or requires any written addendum thereto, the Respondent is requested to notify the Point of Contact noted in this RFQ, so that written clarification may be provided to all prospective consultants. City staff is not responsible for, and Respondents shall not rely upon, any verbal instructions. B. Plan Development Budget: An overall budget has not been determined and respondents of the RFQ should do their best to price their work accurately and competitively. Puget Sound Regional Council has researched recent pricing for this type of plan across the US and locally. C. RFQ Modifications: Clarifications, modifications, or amendments may be made to the RFQ at the discretion of the City. Any revision(s) to the RFQ will be made available at KentWA.gov. D. For consideration, submit: • Include a project budget based on activities and hourly rate of pay, with project all-inclusive not to exceed $140,000.00 • Submit resumes of anyone who will work on the project and their anticipated percentage contributions • Include one to two examples of work principals have done on a similar project, and short narrative of connection to this request. E. Submittals are due by 5 p.m., Friday, May 12, 2023. • By email: CityClerk@KentWA.gov • By mail: City Clerk City of Kent 220 Fourth Ave. S Kent, WA 98032 TERMS AND CONDITIONS The City reserves the right to reject all responses to this RFQ and to waive irregularities and informalities in the submittal and evaluation process. This 6 solicitation for Consultant Services does not obligate the City to pay any costs incurred by respondents in the preparation and submission of a response. This solicitation does not obligate the City to accept or contract for any expressed or implied services. Furthermore, the City reserves the right to award the contract to the next most qualified Consultant if the selected Consultant does not execute a contract within 30 days after being selected. SCHEDULE • Project First Advertised.........................April 11, 2023 • Q&A Period ........................................April 17 - May 1, 2023 • Submittal Deadline............................... May 12, 2023 • Consultant Selected ............................ May 19, 2023 • Contract Negotiations Complete ............ May 31, 2023 • Final Report ....................................... December 15, 2023 CONTACT Bill Ellis, Chief Economic Development Officer City of Kent wellis@KentWA.gov 7 Contractor Agreement— Exhibit 3 COST CERTIFICATION I certify that: 1. 1 have authority and approval from the governing body on behalf of the Kent School District ("Contractee") to accept proceeds from the City of Kent (the "City") per the Agreement by and between the City and Contractor from the City's allocation of the Coronavirus State Local Fiscal Recovery Fund ("CLFR") as created by the American Rescue Plan Act of 2021, Section 9901 ("ARPA") for eligible expenditures included on the corresponding invoice voucher for report period March 3, 2021 through December 31, 2024. 2. 1 understand that as additional federal guidance becomes available, an amendment to the Contract between the City and Contractor may become necessary and agree to execute necessary amendments. 3. 1 understand the City will rely on this certification as a material representation in processing reimbursements or payment requests. 4. 1 understand the Contractor receiving funds pursuant to this certification shall retain documentation of all uses of the funds, including but not limited to invoices and/or sales receipts in a manner consistent with §200.333 Retention requirements for records of 2 CFR 200 Uniform Administrative Requirements,Cost Principles,and Audit Requirements for Federal Awards(Uniform Guidance). Such documentation shall be produced to the City upon request and may be subject to audit by the State Auditor. 5. 1 understand any funds provided pursuant to this certification cannot be used for expenditures for which Contractor has received any other funding whether state, federal or private in nature, for that same expense. I hereby certify that I have read the above certification, and that the information and my statements provided herein by me are true and correct to the best of my knowledge, and by my signature on this document, acknowledge my understanding that any intentional or negligent misrepresentation or falsification of any of the information in this document could subject me to punishment under federal and/or civil liability and/or in criminal penalties,including but not limited to fine or imprisonment or both under Title 18, United States Code,Sec. 1001,et seq.and punishment under federal law. 1 sr� e V�.(a V Printed Name Signature .J J pr-i I.P e-'t /� �5--1 TitleDate Contractor Agreement— Exhibit 4 CIVIL RIGHTS CERTIFICATION FORM The funds provided to the Contractor named below(hereinafter referred to as the"Contractor")are available under section 603 of the Social Security Act,as added by section 9901 of the American Rescue Plan Act. Contractor understands and acknowledges that: As a condition of receipt of federal financial assistance from the Department of the Treasury,with monies distributed through the City of Kent,Contractor provides the assurances stated herein.The federal financial assistance may include federal Contracts,loans and contracts to provide assistance to Contractor,the use or rent of Federal land or property at below market value, Federal training,a loan of Federal personnel,subsidies,and other arrangements with the intention of providing assistance.Federal financial assistance does not encompass contracts of guarantee or insurance, regulated programs,licenses,procurement contracts by the Federal government at market value,or programs that provide direct benefits. The Civil Rights Restoration Act of 1987 provides that the provisions of the assurances apply to all of the operations of Contractor's program(s)and activity(ies),so long as any portion of Contractor's program(s)or activity(ies)is federally assisted in the manner prescribed above Contractor certifies the following: 1. Contractor ensures its current and future compliance with Title VI of the Civil Rights Act of 1964, as amended,which prohibits exclusion from participation,denial of the benefits of,or subjection to discrimination under programs and activities receiving federal financial assistance, of any person in the United States on the ground of race,color,or national origin (42 U.S.C. § 2000d et seq.),as implemented by the Department of the Treasury Title VI regulations at 31 CFR Part 22 and other pertinent executive orders such as Executive Order 13166,directives, circulars, policies,memoranda,and/or guidance documents. 2. Contractor acknowledges that Executive Order 13166,"Improving Access to Services for Persons with Limited English Proficiency,"seeks to improve access to federally assisted programs and activities for individuals who,because of national origin,have Limited English proficiency(LEP). Contractor understands that denying a person access to its programs,services,and activities because of LEP is a form of national origin discrimination prohibited under Title VI of the Civil Rights Act of 1964 and the Department of the Treasury's implementing regulations.Accordingly, Contractor shall initiate reasonable steps,or comply with the Department of the Treasury's directives,to ensure that LEP persons have meaningful access to its programs,services,and activities.Contractor understands and agrees that meaningful access may entail providing language assistance services,including oral interpretation and written translation where necessary,to ensure effective communication in Contractor's programs,services,and activities. 3. Contractor agrees to consider the need for language services for LEP persons when Contractor develops applicable budgets and conducts programs,services,and activities.As a resource,the Department of the Treasury has published its LEP guidance at 70 FR 6067. For more information on taking reasonable steps to provide meaningful access for LEP persons,please visit http://www.lep.gov. 4. Contractor acknowledges and agrees that compliance with the assurances constitutes a condition of continued receipt of federal financial assistance and is binding upon'Contractor and its successors,transferees,and assignees for the period in which such assistance is provided. 5. Contractor shall comply with Title VI of the Civil Rights Act of 1964,which prohibits Contractors of federal financial assistance from excluding from a program or activity,denying benefits of,or otherwise discriminating against a person on the basis of race,color,or national origin(42 U.S.C. §2000d et seq.),as implemented by the Department of the Treasury's Title VI regulations,31 CFR Part 22,which are herein incorporated by reference and made a part of this contract(or agreement).Title VI also includes protection to persons with"Limited English Proficiency"in any program or activity receiving federal financial assistance,42 U.S.C.§2000d et seq.,as implemented by the Department of the Treasury's Title VI regulations,31 CFR Part 22,and herein incorporated by reference and made a part of this contract or agreement. 6. Contractor understands and agrees that if any real property or structure is provided or improved with the aid of federal financial assistance by the Department of the Treasury,this assurance obligates Contractor,or in the case of a subsequent transfer,the transferee,for the period during which the real property or structure is used for a purpose for which the federal financial assistance is extended or for another purpose involving the provision of similar services or benefits. If any personal property is provided,this assurance obligates the Contractor for the period during which it retains ownership or possession of the property. 7. Contractor shall cooperate in any enforcement or compliance review activities by the Department of the Treasury of the aforementioned obligations.Enforcement may include investigation,arbitration,mediation, litigation,and monitoring of any settlement agreements that may result from these actions.Contractor shall comply with information requests,on-site compliance reviews and reporting requirements. 8. Contractor shall maintain a complaint log and inform the Department of the Treasury of any complaints of discrimination on the grounds of race,color,or national origin,and limited English proficiency covered by Title VI of the Civil Rights Act of 1964 and implementing regulations and provide,upon request,a list of all such reviews or proceedings based on the complaint,pending or completed,including outcome.Contractor also must inform the Department of the Treasury if Contractor has received no complaints under Title VI. 9. Contractor must provide documentation of an administrative agency's or court's findings of non-compliance of Title VI and efforts to address the non-compliance,including any voluntary compliance or other agreements between the Contractor and the administrative agency that made the finding. If Contractor settles a case or matter alleging such discrimination,Contractor must provide documentation of the settlement. If Contractor has not been the subject of any court or administrative agency finding of discrimination,please so state. 10. The United States of America has the right to seek judicial enforcement of the terms of this assurances document and nothing in this document alters or limits the federal enforcement measures that the United States may take in order to address violations of this document or applicable federal law. I hereby certify that I have read and understood the obligations described above,that Contractor is in compliance with the above-described nondiscrimination requirements,and by my signature on this document, acknowledge my understanding that any intentional or negligent misrepresentation or falsification of any information submitted in conjunction with this document could subject me to punishment under federal,civil liability and/or in criminal penalties,including but not limited to fine or imprisonment or both under Title 18, United States Code,Sec. 1001,et seq. and punishment under federal law. I/ Printed Name _ Signature S kpcv rr�`fP�cXC�11 10 Title Date Contractor Agreement— Exhibit 5 LOBBYING CERTIFICATION FORM The undersigned certifies,to the best of the undersigned's knowledge and belief,that: (1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned,to any person for influencing or attempting to influence an officer or employee of an agency, a Member of Congress,an officer or employee of Congress,or an employee of a Member of Congress in connection with the awarding of any Federal contract,the making of any Federal Contract,the making of any Federal loan,the entering into of any cooperative agreement,and the extension,continuation, renewal, amendment,or modification of any Federal contract, contract, loan,or cooperative agreement. (2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress,or an employee of a Member of Congress in connection with this Federal contract,Contract, loan,or cooperative agreement,the undersigned shall complete and submit Standard Form-LLL,"Disclosure Form to Report Lobbying,"in accordance with its instructions,as attached. (3)The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers(including subcontracts,and contracts under Contracts,loans, and cooperative agreements)and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into.Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352,title 31, U.S. Code.Any person who fails to file the required certification shall be subject to a civil penalty of not less than$10,000 and not more than $100,000 for each such failure. I hereby certify that I have read the above certification, and that the information and my statements provided herein by me are true and correct to the best of my knowledge, and by my signature on this document, acknowledge my understanding that any intentional or negligent misrepresentation or falsification of any of the information in this document could subject me to punishment under federal and/or civil liability and/or in criminal penalties,including but not limited to fine or imprisonment or both under Title fg, United States Code,Sec.1001,et seq.and punishment under federal law. Printed Name Signature S�lDzrr�'I l©�-( S'-2Y Title IF Date EXHIBIT 6 Pt.21,App. B 31 CFR Subtitle A (7-1-06 Edition) APPENDIX B TO PART 21—DISCLOSURE FORM TO REPORT LOBBYING DISCLOSURE OF LOBBYING ACTIVITIES ApprortdbyOM3 Olf6A016 Compete this form to disclose lobbying activities pursuant to 31 USC.1352 (See reverse for public burden disclosure.) I. Type of Federal Actium 2. Status of Federal Actions: 3. Report Type•. a.contract a. bid/offer/application El A.initial filing b.grant b.initial award b.material change c.cooperative agreement For Material Change On l d.loan c.post-award bang l' e.loan guarantee year quarter I. loan insurance date of last report /. Name and Address of Reporting Entity: S. If Reporting Entity kn No.•is Subawardee.Enter Name O Prime ❑ Subawardee and Address of Pchrw Tier ,,fknown: Congressional District,1f known: Congressional District.if known: S Federal Department/Agency: 7. Federal Program NamerDescriptiow CFDA Number,if applicable: ti. Federal Action Number,if known: 9. Award Amount,if known: f 10. a.Name and Address of Lobbying Ent flyy b.Indkviduals Performik��Services fincluding address if (if individual,last name,first name,Aib: -different from No.10a7 ffast name,first name,Mik J-ch CM W bO Shell, Y4ll ,1 n 11, Amount of Payment(check all that apply): 13.Type of Payment(check all that apply): f O actual ❑planned O a. retainer ❑ b.one-time fee 12 Form of Paymenl(check all that apply): ❑ c.commission O a.cash O d.contingent fee O b.in-kind;specify; nature O e.deferred P �' value specify: O 1. othersP h: 14. Brief Description of Services Performed or to be Performed and Date(s)of Services indoding ufficerls).employeels), or Memberls)conwed,for Payment Indicated in item If: ,u,ch ConhnWhon Shred SR1ll ,In e 1S. Continuation Sheets)SF•LLL-A attached: O Yes O No ii. vao+Jmw npu..e.d tl.vupi,l.r rrn,s.nhur,l,a to,A.It ui.t. ,.ices,uu.lhr a„bww.d,d,6rry.rmwrl✓...u«ut nc,.r.nuuen Sigrr:turr. - d fs1 upon which rlalrer w y.rra b7 tM err.bew wh,n,hit Pried Name: tuu,[tlw,.a wad w wewwa Yrra nM alsrrhwr�rq.M prmw„m 1,4S4 nil.nvl 6auw,uan wa ty wpontl m,lr cowJr„rw. .w..ry.,e.r 4 r.d2b b Pr6rr nwr+w,M s.n,w wM W b Tdle: rb R„wpww!Qifaowrr a,M d l,airJ,b,cM qMr d ra,4v M amm.d,.r1,m»w,slmaoorr...dr.d,l.a,�.. TekplsaseNo.: Dalr. n ��.� r p:, 5 ;1• E; "#l� _ :c a���;� a.a�odro.wwra.aod.Rse. 262 Office of the Secretary of the Treasury Pt.21,App.B INSTRUCTIONS FOR COMPLETION OF SF-LLL,DISCLOSURE OF LOBBYING ACTIVITIES This disclosure form shall be completed by the reporting entity,whether subawardee or prime Federal recipient,at the initiation or receipt of a covered Federal action,or a material change to a previous filing,pursuant to title 31 U.S.C. section 135L The filing of a form is required for each payment or afreement to make payment to any lobbying entity for Influencing or attempting to Influence an officer or employee of any agency,a Member of Congress,an officer or employee of Congress,or an employee of a Member of Congress In connection with a covered Federal action.Use the SF-LLL-A Continuation Sheet for additional Information If the space on the form is inadequate.Complete 91 items that apply for both the initial filing and material changgee report.Refer to the Implementing guidance published by the Office of Management and Budget for additional infor a on. 1. Identify the type of covered Federal action for which lobbying activity is andlor has been secured to Influence the outcome of a covered Federal action. 2. Identify the status of the covered Federal action. 3. Identify the appropriate classification of this report. If this Is a followup report caused by a material change to the information previously reported enter the year and quarter In which the change occurred.Enter the date of the last previously submitted report by this reporting entity for this covered Federal action. 4. Enter the full name,address.city,state and zip code of the reporting entity.Include Congressional District,if known.Check the appropriate classification of the reporting entity that designates if It is.or expects to be,a prime or subaward recipient.Identify the tier of the subawardee,a g.,the first subawardee of the prime is the 1st tier. Subawards include but are not limited to subcontracts,subgrants and contract awards under grants. S. If the organization filing the report in item 4 checks"Subawardee",then enter the full name,address,city,state and zip code of the prime Federal recipient.Include Congressional District,if known. 6. Enter the name of the Federal agency making the award or loan commitment. Include at least one organisational level below agency name,if known. For example,Department of Transportation,United States Coast Guard. 7. Enter the Federal program name or description for the covered Federal action(item 1). If known,enter the full Catalog of Federal Domestic Assistance(CFDA) number for grants,cooperative agreements, loans,and loan commitments. 8. Enter the most appropriate Federal Identifying number available for the Federal action identified in item 1(e.g., Request for Proposal(RFP)number,Invitation for Bid(IFS)number,grant announcement number,the contract, grant,or ban award number,the applicationtproposal control number assigned by the Federal agency). Include prefixes,e.g.,"RFP-DE-90.001." 9. For a covered Federal action where there has been an award or loan commitment by the Federal agency,enter the Federal amount of the awsrdRoan commitment for the prime entity identified in item 4 or 5. 10. (a)Enter the full name,address,city,state and zip code of the lobbying entity engaged by the reporting entity Identified in item 4 to Influence the covered Federal action. (b)Enter the full names of the individual(:)performing services,and include full address if different from 10(a). Enter Last Name,First Name,and Middle Initial(MI). 11. Enter the amount of compensation paid or reasonably expected to be paid by the reporting entity(item 4)to the lobbying entity(item 10). Indicate whether the payment has been made(actual)or will be made(planned). Check all boxes that apply. If this is a material change report,enter the cumulative amount of payment made or planned to be made. 12. Check the appropriate box(es).Check all boxes that apply.If payment is made through an in-kind contribution, specify the nature and value of the In-kind payment. 13. Check the appropriate box(es).Check all boxes that apply. If other,specify nature. u. Provide a specific and detailed description of the services that the lobbyist has performed,or will be expected to perform,and the date(s)of any services rendered.Include all preparatory and related activity,not just time spent In actual contact with Federal officials.Identify the Federal officaks)or employee(s)contacted or the officer(s), employee(s),or Member(s)of Congress that were contacted. 15.Check whether or not a SF-LLL,A Continuation Sheet(:)is attached. 16.The certifying official shall sign and date the form,print hisfhr►name,title,and telephone number. Public reporth louden for this collection of infonnaft is estimated to average 30 minores per response,inciLx ft rime for reviewing hatructiorms,searel fit c dsft dam aooacea,aathe ft and makmtakrkrg the data Deeded,and completing and reviewing the collection of kdonnadon.Send com cnents rnardkmg the burden ewe at arty other aspat of this collection of kdormadon,km kxft ulpstiorn for reducing this btedes4 to the Office of Msmagement and Budget Paperwork Wuction Project(0348-0046),Washington.D.C.20503. 263 Pt.21,App. B 31 CFR Subtitle A(7-1-06 Edition) DISCLOSURE OF LOBBYING ACTIVITIES 0148.Old by OMO ,.e-oM CONTINUATION SHEET Reporting Entftr: Page of AeedeWUW for teal RrpnodMdom sba"d Toren-NL-A 264 Contractor Agreement—Exhibit 7 DECLARATION CITY OF KENT NON-DISCRIMINATION POLICY The City of Kent (City) is committed to conform to Federal and State laws regarding equal opportunity. As such all contractors, subcontractors, consultants, vendors, and suppliers who perform work with relation to this Agreement shall comply with the regulations of the City's equal employment opportunity policies. The City of Kent and its contractors are subject to and will comply with the following: • Title VI of the Civil Rights Act of 1964 (42 U.S.C. § 2000d et seq., 78 stat. 252), (prohibits discrimination on the basis of race, color, national origin); • 49 C.F.R. Part 21 (entitled Non-discrimination In Federally-Assisted Programs Of The Department Of Transportation-Effectuation Of Title VI Of The Civil Rights Act Of 1964); • 28 C.F.R. section 50.3 (U.S. Department of Justice Guidelines for Enforcement of Title VI of the Civil Rights Act of 1964). • Ch. 49.60 RCW (Washington Law Against Discrimination) The preceding statutory and regulatory cites hereinafter are referred to as "the Acts and Regulations". The following statements specifically identify the requirements the City deems necessary for any contractor, subcontractor, or supplier on this specific Agreement to adhere to. An affirmation of all of the following is required for this Agreement to be valid and binding. If any contractor, subcontractor, or supplier willfully misrepresents themselves with regard to the directives outlined below, it will be considered a breach of contract and it will be at the City's sole determination regarding suspension or termination for all or part of the Agreement. The statements are as follows: 1. I have read the attached City of Kent administrative policy number 1.2. 2. During the time of this Agreement I will not discriminate in employment on the basis of sex, race, color, national origin, age, or the presence of all sensory, mental or physical disability. 3. During the time of this Agreement I, the prime contractor, will provide a written statement to all new employees and subcontractors indicating commitment as an equal opportunity employer. 4. During the time of the Agreement I, the prime contractor, will actively consider hiring and promotion of women and minorities. S. During the performance of this contract, the contractor, for itself, its assignees, and successors in interest (hereinafter referred to as the "contractor") agrees as follows: EEO COMPLIANCE DOCUMENTS - 1 of 5 A. Compliance with Regulations: The contractor, subcontractor, consultant, vendor, and supplier (hereinafter"Contractor") will comply with all Acts and the Regulations relative to non-discrimination, including those applicable to Federally- assisted programs of the U.S. Department of Transportation, State-assisted programs through the Washington State Department of Transportation, and generally under Washington's Law Against Discrimination, Ch. 49.60 RCW, as they may be amended from time to time, which are herein incorporated by reference and made a part of this contract. B. Non-discrimination: The contractor, with regard to the work performed by it during the contract, will not discriminate on the grounds of race, color, or national origin in the selection and retention of subcontractors, including procurements of materials and leases of equipment. The contractor will not participate directly or indirectly in the discrimination prohibited by the Acts and the Regulations, including employment practices when the contract covers any activity, project, or program set forth in Appendix B of 49 CFR Part 21. C. Solicitations for Subcontracts, Including Procurements of Materials and Equipment: In all solicitations, either by competitive bidding, or negotiation made by the contractor for work to be performed under a subcontract, including procurements of materials, or leases of equipment, each potential subcontractor or supplier will be notified by the contractor of the contractor's obligations under this contract and the Acts and the Regulations relative to non-discrimination on the grounds of race, color, or national origin. D. Information and Reports: The contractor will provide all information and reports required by the Acts and Regulations and directives issued pursuant thereto and will permit access to its books, records, accounts, other sources of information, and its facilities as may be determined applicable to contractor's contract by the City or the Washington State Department of Transportation to be pertinent to ascertain compliance with such Acts and Regulations and instructions. Where any information required of a contractor is in the exclusive possession of another who fails or refuses to furnish the information, the contractor will so certify to the City or the Washington State Department of Transportation, as appropriate, and will set forth what efforts it has made to obtain the information. E. Sanctions for Noncompliance: In the event of a contractor's noncompliance with the non-discrimination provisions of this contract, the City will impose such contract sanctions as it or the Washington State Department of Transportation may determine to be appropriate, including, but not limited to: a. withholding payments to the contractor under the contract until the contractor complies; and/or b. cancelling, terminating, or suspending a contract, in whole or in part. F. Incorporation of Provisions: The contractor will include the provisions of paragraphs (A) through (F) above in every subcontract, including procurements of materials and leases of equipment, unless exempt by the Acts and Regulations and directives issued pursuant thereto. The contractor will take action with respect to any subcontract or procurement as the City or the Washington State Department of Transportation may direct as a means of enforcing such provisions including sanctions for noncompliance. Provided, that if the contractor becomes involved in, EEO COMPLIANCE DOCUMENTS - 2 of 5 or is threatened with litigation by a subcontractor, or supplier because of such direction, the contractor may request the City to enter into any litigation to protect the interests of the City. In addition, the contractor may request the United States to enter into the litigation to protect the interests of the United States. 6. During the performance of this contract, the contractor, for itself, its assignees, and successors in interest agrees to comply with the following non-discrimination statutes and authorities; including but not limited to: Pertinent Non-Discrimination Authorities: i. Title VI of the Civil Rights Act of 1964 (42 U.S.C. § 2000d et seq., 78 stat. 252), (prohibits discrimination on the basis of race, color, national origin); and 49 CFR Part 21. ii. The Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970, (42 U.S.C. § 4601), (prohibits unfair treatment of persons displaced or whose property has been acquired because of Federal or Federal-aid programs and projects); iii. Federal-Aid Highway Act of 1973, (23 U.S.C. § 324 et seq.), (prohibits discrimination on the basis of sex); iv. Section 504 of the Rehabilitation Act of 1973, (29 U.S.C. § 794 et seq.), as amended, (prohibits discrimination on the basis of disability); and 49 CFR Part 27; V. The Age Discrimination Act of 1975, as amended, (42 U.S.C. § 6101 et seq.), (prohibits discrimination on the basis of age); vi. Airport and Airway Improvement Act of 1982, (49 USC § 471, Section 47123), as amended, (prohibits discrimination based on race, creed, color, national origin, or sex); vii. The Civil Rights Restoration Act of 1987, (PL 100-209), (Broadened the scope, coverage and applicability of Title VI of the Civil Rights Act of 1964, The Age Discrimination Act of 1975 and Section 504 of the Rehabilitation Act of 1973, by expanding the definition of the terms "programs or activities" to include all of the programs or activities of the Federal-aid recipients, sub-recipients and contractors, whether such programs or activities are Federally funded or not); viii. Titles II and III of the Americans with Disabilities Act, which prohibit discrimination on the basis of disability in the operation of public entities, public and private transportation systems, places of public accommodation, and certain testing entities (42 U.S.C. §§ 12131-12189) as implemented by Department of Transportation regulations at 49 C.F.R. parts 37 and 38; ix. The Federal Aviation Administration's Non-discrimination statute (49 U.S.C. § 47123) (prohibits discrimination on the basis of race, color, national origin, and sex); X. Executive Order 12898, Federal Actions to Address Environmental Justice in Minority Populations and Low-Income Populations, which ensures Non-discrimination against minority populations by discouraging programs, policies, and activities with disproportionately high and adverse human health or environmental effects on minority and low-income populations; xi. Executive Order 13166, Improving Access to Services for Persons with Limited English Proficiency, and resulting agency guidance, national origin discrimination EEO COMPLIANCE DOCUMENTS - 3 of 5 includes discrimination because of Limited English proficiency (LEP). To ensure compliance with Title VI, you must take reasonable steps to ensure that LEP persons have meaningful access to your programs (70 Fed. Reg. at 74087 to 74100); xii. Title IX of the Education Amendments of 1972, as amended, which prohibits you from discriminating because of sex in education programs or activities (20 U.S.C. 1681 et seq). xiii. Washington Law Against Discrimination (Ch. 49.60 RCW) 7. The submission of the final invoice for this contract will constitute a reaffirmation that the preceding statements were complied with during the course of the contract's performance. By signing below, I agree to fulfill the five requirements referenced above. By: t4c For: r d Title: ? u�tnGi t Date: EEO COMPLIANCE DOCUMENTS - 4 of 5 CITY OF KE NT ADMINISTRATIVE POLICY NUMBER: 1.2 EFFECTIVE DATE: October 20, 2022 SUBJECT: INCLUSIVE CONTRACTING SUPERSEDES: January 1, 1998 APPROVED BY Dana Ralph, Mayor POLICY: Equal employment opportunity and non-discrimination in contracting requirements for the City of Kent will conform to federal and state laws. All contractors, subcontractors, consultants, and suppliers of the City must guarantee equal employment opportunity within their organization and, if holding Agreements with the City amounting to $10,000 or more within any given year, must take the following affirmative steps: 1. Provide a written statement to all new employees and subcontractors indicating commitment as an equal opportunity employer. 2. Actively consider for promotion and advancement available minorities and women. Further, all contractors, subcontractors, consultants, suppliers, grantees, or subgrantees of the City, regardless of the value of the Agreement, are required to sign the City's Non-Discrimination Policy Declaration, prior to commencing performance. Any contractor, subcontractor, consultant or supplier who willfully disregards the City's nondiscrimination and equal opportunity requirements shall be considered in breach of contract and subject to suspension or termination for all or part of the Agreement. Contract Compliance Officers will be appointed by the Directors of Planning, Parks, and Public Works Departments to coordinate with the City's Title VI coordinator, and perform the following duties for their respective departments. 1. Ensuring that contractors, subcontractors, consultants, and suppliers subject to these regulations are familiar with the regulations and the City's equal employment opportunity policy. 2. Monitoring to assure adherence to federal, state and local laws, policies and guidelines. EEO COMPLIANCE DOCUMENTS - 5 of 5 Contractor Agreement—Exhibit 8 INSURANCE REQUIREMENTS Insurance The Contractor shall procure and maintain for the duration of the Agreement,insurance against claims for injuries to persons or damage to property which may arise from or in connection with the performance of the work hereunder by the Contractor,their agents,representatives, employees or subcontractors. A. Minimum Scope of Insurance Contractor shall obtain insurance of the types described below: 1. Automobile Liability insurance covering all owned,non-owned,hired and leased vehicles.Coverage shall be written on Insurance Services Office(ISO)form CA 00 01 or a substitute form providing equivalent liability coverage. If necessary,the policy shall be endorsed to provide contractual liability coverage. 2. Commercial General Liability insurance shall be written on ISO occurrence form CG 00 01 and shall cover liability arising from premises,operations, independent contractors, products-completed operations,personal injury and advertising injury,and liability assumed under an insured contract.The Commercial General Liability insurance shall be endorsed to provide the Aggregate Per Project Endorsement ISO form CG 25 031185. The City shall be named as an insured under the Contractor's Commercial General Liability insurance policy with respect to the work performed for the City using ISO additional insured endorsement CG 20 10 1185 or a substitute endorsement providing equivalent coverage. 3. Workers'Compensation coverage as required by the Industrial Insurance laws of the State of Washington. B. Minimum Amounts of Insurance Contractor shall maintain the following insurance limits: 1. Automobile Liability insurance with a minimum combined single limit for bodily injury and property damage of$1,000,000 per accident. 2. Commercial General Liability insurance shall be written with limits no less than $1,000,000 each occurrence,$2,000,000 general aggregate and a$2,000,000 products- completed operations aggregate limit. EXHIBIT 8(Continued) C. Other Insurance Provisions The insurance policies are to contain,or be endorsed to contain,the following provisions for Automobile Liability and Commercial General Liability insurance: 1. The Contractor's insurance coverage shall be primary insurance as respect the City. Any Insurance,self-insurance,or insurance pool coverage maintained by the City shall be excess of the Contractor's insurance and shall not contribute with it. 2. The Contractor's insurance shall be endorsed to state that coverage shall not be cancelled by either party,except after thirty(30)days prior written notice by certified mail,return receipt requested,has been given to the City. 3. The City of Kent shall be named as an additional insured on all policies(except Professional Liability)as respects work performed by or on behalf of the Contractor and a copy of the endorsement naming the City as additional insured shall be attached to the Certificate of Insurance. The City reserves the right to receive a certified copy of all required insurance policies. The Contractor's Commercial General Liability insurance shall also contain a clause stating that coverage shall apply separately to each insured against whom claim is made or suit is brought,except with respects to the limits of the insurer's liability. D. Acceptability of Insurers Insurance is to be placed with insurers with a current A.M. Best rating of not less than ANIL E. Verification of Coverage Contractor shall furnish the City with original certificates and a copy of the amendatory endorsements,including but not necessarily limited to the additional insured endorsement, evidencing the insurance requirements of the Contractor before commencement of the work. F. Subcontractors Contractor shall include all subcontractors as insureds under its policies or shall furnish separate certificates and endorsements for each subcontractor. All coverages for subcontractors shall be subject to all of the same insurance requirements as stated herein for the Contractor. Issue Date:8/20/2024 Cert#:0000000883 SCHOOLS INSURANCE ASSOCIATION OF WASHINGTON CERTIFICATE OF COVERAGE THIS CERTIFICATE IS ISSUED AS A MATTER OF INFORMATION ONLY AND CONFERS NO RIGHTS UPON THE CERTIFICATE HOLDER.THIS CERTIFICATE DOES NOT AMEND,EXTEND OR ALTER THE COVERAGE AFFORDED BY THE MEMORANDUM OF COVERAGE(MOC)BELOW.THIS CERTIFICATE OF COVERAGE DOES NOT CONSTITUTE A CONTRACT BETWEEN THE ISSUING INSURER(S),AUTHORIZED REPRESENTATIVE OR PRODUCER,AND THE CERTIFICATE HOLDER. IMPORTANT:IF THE CERTIFICATE HOLDER IS AN ADDITIONAL COVERED PARTY,THE MOC MUST BE ENDORSED.IF SUBROGATION IS WAIVED,SUBJECT TO THE TERMS AND CONDITIONS OF THE MOC,CERTAIN COVERAGE MAY REQUIRE AN ENDORSEMENT.A STATEMENT ON THIS CERTIFICATE DOES NOT CONFER RIGHTS TO THE CERTIFICATE HOLDER IN LIEU OF SUCH ENDORSEMENT(S). PRODUCER COMPANIES AFFORDING COVERAGE Clear Risk Solutions GENERAL LIABILITY 451 Diamond Drive SIAW/Munich Re et al. Ephrata,WA 98823 AUTOMOBILE LIABILITY Phone:(509)754-2027 Fax:(509)754-3406 SIAW/Munich Re et al. COVERED MEMBER PROPERTY SIAW/Munich Re et al. Kent School District#415 CRIME/PUBLIC EMPLOYEE DISHONESTY 12033 SE 256th Street D-700 SIAW/Munich Re Kent,WA 98031-6643 COVERAGES THIS IS TO CERTIFY THAT THE COVERAGES LISTED BELOW HAVE BEEN ISSUED TO THE COVERED MEMBER NAMED ABOVE FOR THE COVERAGE PERIOD INDICATED, NOT WITHSTANDING ANY REQUIREMENT, TERM OR CONDITION OF CONTRACT OR OTHER DOCUMENT WITH RESPECT TO WHICH THIS CERTIFICATE MAY BE ISSUED OR MAY PERTAIN. THE COVERAGE AFFORDED BY THE MOC DESCRIBED HEREIN IS SUBJECT TO ALL THE TERMS,EXCLUSIONS AND CONDITIONS OF SUCH MOC. LIMITS SHOWN MAY HAVE BEEN REDUCED BY PAID CLAIMS. TYPE OF COVERAGE MOC NUMBER MOC EFF MOC EXP DESCRIPTION LIMITS DATE DATE GENERAL LIABILITY COMMERCIAL GENERAL LIABILITY SIAW242534025 9/1/2024 9/1/2025 GENERAL AGGREGATE $36,000,000 OCCURRENCE FORM PRODUCTS-COMP/OP OCC&AGG $15,000,000 PERSONAL&ADV.INJURY $30,000,000 EACH OCCURRENCE $30,000,000 LIABILITY IS SUBJECT TO A$750,000 SIR PAYABLE FROM PROGRAM FUNDS ANNUAL PROGRAM AGGREGATE $100,000,000 AUTOMOBILE LIABILITY ANY AUTO SIAW242534025 9/1/2024 9/1/2025 COMBINED SINGLE LIMIT $30,000,000 LIABILITY IS SUBJECT TO A$750,000 SIR PAYABLE FROM PROGRAM FUNDS ANNUAL PROGRAM AGGREGATE NONE PROPERTY SIAW242534025 9/1/2024 9/1/2025 ALL RISK PER OCC EXCL EQ&FL $150,000,000 EARTHQUAKE PER OCC Excluded FLOOD PER OCC(except FZ A&v,which is $25,000,000 $1MM) PROPERTY IS SUBJECT TO A S750,000 SIR PAYABLE FROM PROGRAM FUNDS ANNUAL PROGRAM AGGREGATE NONE CRIME/PUBLIC EMPLOYEE DISHONESTY SIAW242534025 9/1/2024 9/1/2025 PER LOSS $1,000,000 ANNUAL PROGRAM AGGREGATE $5,000,000 CRIME IS SUBJECT TO A$750,000 SIR PAYABLE FROM PROGRAM FUNDS DESCRIPTION OF OPERATIONS/LOCATIONS/VEHICLES/SPECIAL ITEMS This Certificate of Coverage shall be used to facilitate the requirements of a written contract or agreement,as covered under the Memorandum of Coverage(MOC),as it pertains to facility use and athletic venues utilized by the district for school sponsored events. Coverage under this contract or agreement is subject to all terms, conditions,and exclusions of the MOC. CANCELLATION SHOULD ANY OF THE ABOVE-DESCRIBED COVERAGE BE CANCELLED BEFORE THE EXPIRATION DATE THEREOF, NOTICE WILL BE DELIVERED IN ACCORDANCE WITH THE MOC PROVISIONS. CERTIFICATE HOLDER AUTHORIZED REPRESENTATIVE Organization is recognized per written contract or agreement Pagel