Governance Policy

Governing policies express the school board’s values, their expectations about the way the school district will be run, and the end results they want district staff to work to achieve. The board is able to lead, direct, inspire, and control the outcomes and operations of the district through carefully crafting this set of policy statements and effectively monitoring them.

Governing Policies provide a logical process for the Ferndale School Board to govern effectively. The board is committed to using them to:

• Eliminate confusion between board and superintendent roles;
• Focus on student outcomes and achievement results;
• Free the superintendent and staff to do their jobs without the board's intrusion into day-to-day management decisions; and
• Achieve control over operational decisions in a manner that maintains the board’s authority at the governance level. 

Any questions regarding policies, please contact the Superintendent office (360)383.9207. 

ANNUAL WORK PLAN (GC-6-E)

MONTH	2024 - 2025 Receive Report	2025-2026 Receive Report
June	R-2.6 Arts R-2.7 Health & P.E. R-2.8 Electives R-2.9 World Languages
July	OE-1 Global Expectations
August	R-2.4 Technology* R-6 Career Readiness*	NEW R-1 Safety & Belonging
September	OE-8 Communication with the Board	NEW OE-3 Staff Hiring, Treatment, Evaluation, & Compensation
October	R-2.1 English/Language Arts R-2.2 Mathematics R-2.3 Science	NEW R-3 Mastery of Standards (Discuss in December)
November	Elections	Elections
December		NEW OE-5 Facilities & Asset Protection
January	OE-5 Financial Planning OE-6 Financial Administration Asst. Supt	NEW OE-4 Financial Planning & Administration
February	OE-3 Relationship with the Community	NEW R-2 Early Learning
March	OE-12 Safety	NEW R-4 Future Ready
April	R-4 Character/Social Emotional Learning	NEW OE-2 Communication & Community Relations
May	OE-10 Instructional Program	NEW OE-1 Expectations of the Superintendent OE-6 Instructional Program

T & L = Teaching & Learning Staff

Ferndale School District students will graduate prepared for life, equipped with the skills and qualities needed to thrive in their future pursuits.

 

Adopted 04.29.2025

Revised 03.25.2025

 

Monitoring Method:         Internal Report

Monitoring Frequency:  Annually

 

The Superintendent will foster effective communication with the Board and the community, ensuring transparency, trust and mutual respect to support informed decision-making and public engagement.

The Superintendent will:

1. Maintain an organizational culture that values respect, dignity, and inclusivity.

2. Protect confidential information and effectively address complaints.

3. Encourage public participation in decisions that affect them, fostering openness and responsiveness.

4. Provide communication that is open, honest, and timely, facilitating strategic two-way interactions with stakeholders.

5. Issue an annual progress report to build understanding and support for district initiatives.

6. Keep the Board fully informed on matters relevant to Board work and significant district concerns.

7. Submit thorough and accurate monitoring data as per the Board’s schedule, including interpretations and supporting data.

8. Ensure the Board receives timely information on trends, significant media coverage, financial changes, and administrative actions.

9. Present information clearly and concisely, distinguishing between incidental updates, decision preparation, and formal monitoring.

10. Treat all Board members impartially, ensuring equal access to information.

11. Notify the Board of any noncompliance with policies or anticipated challenges in meeting district goals.

12. Inform the Board of significant changes to instructional programs and the administrative outcomes of complaints.

 

Adopted 01.28.2025

Reviewed 01.15.2025

 

Monitoring Method:          Internal report

Monitoring Frequency:     Annually

Relationship with and Engagement of Community Stakeholders

The Superintendent will ensure the recruitment, employment, development, evaluation, and compensation of District employees in a manner that enables the District to achieve its Results policies.

The Superintendent will:

1. Assure that all employees and volunteers who have contact with students clear appropriate background checks.

2. Recruit and select highly qualified and well-suited candidates for all positions.

3. Establish and enforce clear personnel rules and procedures, including handling complaints and protecting confidential information.

4. Maintain accurate job descriptions and ensure staff are trained and qualified to fulfill their responsibilities.

5. Evaluate employee performance based on their contribution to the Board’s Results and Operational Expectations policies.

6. Maintain compensation and benefit plans that attract and retain high-quality employees, consistent with marketplace and available resources.

7. Foster an organizational culture of professional support, courtesy, and collaboration.

 

The Superintendent may not:

8. Retaliate against any employee for initiating a legitimate complaint.

 

 

Adopted 02.27.2018; Revised 02.26.2019 (renamed, OE-9 merged into OE-3 as item no. 4)

 

Reviewed 01.15.2025

 

Monitoring Method:             Internal report

Monitoring Frequency:        Annually

 

The Superintendent will develop and manage financial plans and activities that align with the Board’s Results and Operational Expectations policies, ensuring the district’s long-term financial health and compliance with state laws.

The Superintendent will:

1. Prepare a multi-year financial plan that aligns with the Board’s priorities and avoids long-term fiscal risks.

2. Present a budget in a summary format that is clear and demonstrates its connection to Board priorities.

3. Include in the budget:

   a. Revenues and expenditures.

   b. Historical, current, and projected spending for each category.

   c. Budget-planning assumptions.

   d. Anticipated changes in employee compensation, including adjustments for inflation, performance, and benefits.

   e. Sufficient funds for Board activities, such as training and professional events.

4. Ensure fiscal soundness in future years.

5. Ensure payroll and legitimate debts are paid promptly.

6. Base purchases on cost effectiveness and quality, using competitive bidding when required by law.

7. Coordinate with state auditors for an annual audit and publish a financial condition statement annually.

8. Maintain accurate financial records in compliance with state guidelines.

9. Actively collect funds owed to the district.

 

The Superintendent may not:

 

10. Plan for expenditures exceeding conservatively projected revenues.

11. Propose a year-end fund balance below 4%.

12. Exceed received revenues without lawful funding sources, such as reserves or authorized transfers. 

13. Indebt the district beyond approved limits.

14. File reports late or inaccurately.

15. Handle funds under controls insufficient to meet legal requirements.

 

Adopted 01.28.2025

Reviewed 01.5.2025

 

Monitoring Method:          Internal report

Monitoring Frequency:     Annually

The Superintendent shall ensure the protection, maintenance, and proper use of district facilities and assets to support a safe, effective learning environment while upholding the district’s reputation and long-term operational stability.

The Superintendent will:

1. Maintain property and casualty insurance coverage at 100% of replacement value.
2. Protect intellectual property, fi les, records, and physical assets from significant damage or loss.
3. Ensure facilities and equipment are properly used and maintained, preventing undue risk.
4. Develop and execute a facilities plan prioritizing construction, renovation, and maintenance, addressing safety, life cycle maintenance, and preventive measures.
5. Keep facilities clean, safe, and in good working condition, with clear guidelines for public use.
6. Evaluate life-cycle costs in capital planning and disclose underlying assumptions related to growth and financial impacts.
7. Implement and regularly update safety plans for prevention, preparedness, and recovery from emergencies.
8. Train staff and students on safety protocols, ensuring frequent practice.
9. Partner with community agencies and first responders to enhance safety and security.
10. Maintain an equitable, respectful, and supportive atmosphere conducive to learning.
11. Protect confidential information.

The Superintendent will not:
12. Authorize construction or real estate transactions without proper analysis and Board approval.
13. Expose the district to unreasonably unsafe conditions or legal liability.
14. Invest funds in unauthorized or unsecured ways or failing to collect funds due.

 

 

Adopted 01.28.2025

Reviewed 01.15.2025

 

Monitoring Method:          Internal Report      

Monitoring Frequency:     Annually

The Superintendent will maintain a program of instruction that offers equitable, challenging, and relevant opportunities for all students to achieve the levels defined in the Board’s Results policies.

 

The Superintendent will:

1. Ensure that instructional programs are grounded in comprehensive and objective research of best practices.

2. Align curriculum and instruction with District academic standards that meet or exceed state and nationally recognized standards.

3. Provide opportunities for students to develop talents and interests, accommodating diverse learning styles and needs across backgrounds and abilities.

4. Encourage innovative programs while monitoring and evaluating their effectiveness annually.

5. Continuously evaluate and update instructional programs and materials to ensure their relevance and effectiveness.

6. Monitor and control student access to electronically distributed information to maintain appropriateness.

7. Review school attendance boundaries periodically to balance student enrollment.

8. Address formal requests for the review of instructional materials from parents and stakeholders appropriately.

 

Adopted 01.28.2025

Reviewed 01.15.2025

 

Monitoring Method & Frequency: 

Internal report:  Annually

External report:  Annually

The Superintendent will maintain a program of instruction that offers equitable, challenging, and relevant opportunities for all students to achieve the levels defined in the Board’s Results policies.

 

The Superintendent will:

1. Ensure that instructional programs are grounded in comprehensive and objective research of best practices.

2. Align curriculum and instruction with District academic standards that meet or exceed state and nationally recognized standards.

3. Provide opportunities for students to develop talents and interests, accommodating diverse learning styles and needs across backgrounds and abilities.

4. Encourage innovative programs while monitoring and evaluating their effectiveness annually.

5. Continuously evaluate and update instructional programs and materials to ensure their relevance and effectiveness.

6. Monitor and control student access to electronically distributed information to maintain appropriateness.

7. Review school attendance boundaries periodically to balance student enrollment.

8. Address formal requests for the review of instructional materials from parents and stakeholders appropriately.

 

Adopted 01.28.2025

Reviewed 01.15.2025

 

Monitoring Method & Frequency: 

Internal report:  Annually

External report:  Annually

Governing Commitments

The Board will govern lawfully with primary emphasis on results for students; encourage full exploration of diverse viewpoints; focus on governance matters rather than administrative issues; observe clear separation of Board and Superintendent roles; make all official decisions by formal vote of the Board; and govern with long-term vision.

1. The Board will function as a single unit. The opinions and personal strengths of individual members will be used to the Board’s best advantage, but the Board faithfully will make decisions as a group by formal vote. No officer, individual, or committee of the Board will be permitted to limit the Board’s performance or prevent the Board from fulfilling its commitments.
    
2. The Board is responsible for its own performance, and commits itself to continuous improvement. The Board will assure that its members are provided with training and professional support necessary to govern effectively. As a means to assure continuous improvement, the Board regularly and systematically will monitor all policies in this section, and will assess the quality of each meeting by debriefing the meeting following its conclusion.
    
3. To ensure that the Board’s business meetings are conducted with maximum effectiveness and efficiency, members will:
    

1. Come to meetings adequately prepared;
2. Not interrupt each other;
3. Not engage in side conversations;
4. Not repeat what has already been said;
5. Not “play to the audience” or monopolize the discussion;
6. Support the President’s efforts to facilitate an orderly meeting;
7. Communicate openly and actively in discussion and dialog to avoid surprises;
8. Encourage balanced participation of all members; and
9. Practice respectful body language.

4. The Board will use a consent agenda as a means to expedite the disposition of routine matters and dispose of other items of business it chooses not to discuss. All administrative matters delegated to the Superintendent that are required to be approved by the Board will be acted upon by the Board via the consent agenda.
5. An item may be removed from the consent agenda for separate discussion and action upon concurrence of a majority of the Board members present and voting.
6. The Board will direct the District through policy. The Board’s major focus will be on the results expected to be achieved by students, rather than on the strategic choices made by the Superintendent and staff to achieve those results. 
7. The Board, by majority vote, may revise or amend its policies at any time.  However, as a customary practice, a proposed policy revision will be discussed at one session of the Board prior to being approved at a subsequent Board meeting.

 

Adopted: 02.27.2018

Revised: 10.30.2018

Reviewed: 07.30.2019

Monitoring Method:          Board self-assessment

Monitoring Frequency:     Annually

 

Ferndale School District, Ferndale, WA

 

Board Job Description

The Board’s job is to represent, lead, and serve the citizens and to govern the District by setting expectations for District results, establishing expectations for quality operational performance, and monitoring actual performance against those expectations.

 The Board will:

1.    Advocate for the District and the students it serves.

2.    Ensure that the Results are the dominant focus of District performance.

3.    Initiate and maintain effective communication with the citizens and other important stakeholder groups as a means to engage them in the work of the Board and the District.

4.    Develop written governing policies that address:

a.    Results: The intended outcomes for the students served by the District;

b.    Operational Expectations: Statements of the Board’s values about operational matters delegated to the Superintendent, including both actions to be accomplished and those prohibited;

c.     Governance Culture: Definition of the Board’s own work, the processes it will employ and conditions within which it will accomplish that work;

d.    Board/Superintendent Relationship: The role relationship of the Superintendent and the Board, including the specified authority of the Superintendent and the process for monitoring District and Superintendent performance.

5.    Ensure acceptable Superintendent performance through effective monitoring of Results and Operational Expectations policies.

6.    Ensure acceptable Board performance through effective evaluation of Board actions and processes.

7.    Receive and review the State Audit of the District’s financial condition and practices.

 

 

Adopted 02.27.2018

Revised 10.30.2018

Reviewed 07.30.2019

 

Monitoring Method:          Board self-assessment

Monitoring Frequency:     Annually

Officers' Roles

The officers of the Board are those listed in this policy. Their duties are those assigned by this policy and others required by law.

President

The President provides leadership to the Board, ensures the faithful execution of the Board’s processes, exercises interpretive responsibilities with integrity, reflecting the spirit and intent of the Board’s policies, and normally serves as the Board’s official spokesperson. 

The President has the following specific authority and duties:

1. Monitor the Board's actions to assure that they are consistent with the Board’s own rules and policies and with other obligations imposed by agencies whose authority supersedes the Board’s own authority;

a. Conduct and monitor Board meeting deliberations to assure that Board discussion and attention are focused on Board issues, as defined in Board policy (see GC-3);

2. Assure that Board meeting discussions are productive, efficient and orderly;
3. Chair Board meetings using the authority normally vested in the chair as described in Robert’s Rules of Order, Newly Revised; and
4. Lead timely Board meeting debriefings and periodic self-assessments to ensure continuous process improvement.

2. Assure the compilation of the Board’s summative evaluation of the Superintendent.
3. Represent the Board as its official spokesperson about issues decided by the Board and other matters related to official Board business.
4. Execute all documents authorized by the Board, except as otherwise provided by law.
5. On behalf of the Board, and in concert with the Superintendent, develop proposed Board meeting agendas consistent with the Board’s annual calendar.

The President is not authorized to:

1. Make any interpretive decisions about policies created by the Board in the Results and Operational Expectations policy areas. Interpretation of these policies is the responsibility of the Superintendent; and
    
2. Exercise any authority as an individual to supervise or direct the Superintendent.

Vice-President

The Vice-President shall serve as President in the event of the President’s absence or inability to perform assigned duties.

 

Adopted 02.27.2018

Revised 10.30.2018; 07.30.2019

 

Monitoring Method:          Board self-assessment

Monitoring Frequency:     Annually

Board Committees

The Board may create committees if they are deemed helpful to the Board in the performance of its responsibilities. If committees are established, they will be used exclusively to support the work of the Board as described in Policy GC-3, and will never be created or used to assist the Superintendent in any operational area.

1. Board committees and other such entities, by whatever name created by the Board, will not direct, advise, assist or oversee the staff. Committees customarily will prepare recommendations for Board consideration. Board committees will have no authority over staff, and may exercise demands on staff time and organizational resources only to the extent authorized in this policy.
    
2. Board committees may not speak or act for the Board. The responsibilities and authority of all Board committees are carefully stated in this policy to assure that committees fully understand their duties and extent of authority, and to assure that committee work will not usurp or conflict with the Board’s own authority or conflict with authority delegated to the Superintendent.
    
3. All Board committees are considered to be ad hoc, or temporary. The termination date of each committee is listed in this policy. Committees may be renewed or reauthorized upon their expiration, but unless the Board acts to renew the committee’s existence, it shall cease to exist upon the date specified.
    
4. Board committees may or may not include members of the Board.
    
5. The Board will appoint members of Board committees and Board liaisons to other organizations.
    
6. All Board committees are listed below:
    

Board committees:

1. Name:  Bond Task Force
    

1. Purpose/Charge:

1. Consider the age, conditions and capacity of school facilities as well as current and projected community needs
2. Understand FSD’s work to date on long-range facilities planning and identified capital facilities’ needs
3. Consider the district’s many needed facilities projects and recommend a facilities bond project and cost list that reflects the needs of the district and the communities’ values and priorities

2. Membership:

1. A representative balance of employees and community members
2. Staff: Assistant Superintendent for Business & Support Services and Superintendent
3. Third-party facilitator
4. Two board members

Reporting Schedule: February 27, 2018
Term: February 27, 2018
Authority Over Resources:  As necessary to support their work as approved by the staff.

B.        Name:  Bond Oversight Committee

            1.    Committee Authorization

The elected Board of Directors of the Ferndale School District have commissioned this independent body to support their work by providing input and/or feedback. While the Directors welcome assistance from the Oversight Committee, they understand they retain legal authority and accountability for all aspects of running the School District including the ultimate oversight of expenditure of bond revenues.

            2.    Committee Purpose and Authority

The purpose of the Bond Oversight Committee will be (1) to remain engaged with the bond process from start to finish; (2) to receive and review regular information from the District about the timeline and major decision points along that timeline; (3) to raise questions and/or make suggestions about the process to the Board or its designee; and (4) to inform the public concerning the expenditure of bond revenues. The Bond Oversight Committee will actively review and regularly report to the community on whether taxpayers’ money for school construction has been used appropriately and for the purposes described in the bond resolution approved by voters.

In other words, while not a decision-making body, the Oversight Committee will be an integral part of the bond process. While not directing the work, they will be kept informed about the work as it unfolds and consulted as appropriate and feasible. The ultimate goal is that they will be the seven most well-informed non-employee citizens in the Ferndale School District when it comes to bond projects throughout the duration of the process.

In furtherance of this purpose, the Bond Oversight Committee’s activities may include, but not be strictly limited to, the following:

• Review of budget materials and construction timelines.
• Review of contracts, as appropriate.
• Review of the site plan and building design.
• Review of the District’s efforts to maximize bond revenues by implementing cost-saving measures and incorporating efficiencies into school site design.
• Review of any significant change orders generated during the construction process.
• Tours of construction sites with prior permission of, and scheduling by, the Superintendent or designee. 

The Bond Oversight Committee will not have:

• The authority to participate in the School District’s actual bond sale and issuance process, or make decisions regarding the timing, terms, or structure of bond issuance.
• The authority to select contractors or consultants for bond projects.
• The authority to dictate the design of bond projects.
• Unrestricted access to construction sites or construction projects without prior permission of the School District’s Superintendent or designee, who reserves the right to determine frequency and timing of such visits.
• The authority to contact School District contractors or consultants without prior permission of the Superintendent or designee.

            3.     Committee Operating Guidelines

The members of the Bond Oversight Committee will be selected by members of the community and will not be employees of either the Ferndale School District nor the City of Ferndale. They will reside within the District for the duration of their service on the Oversight Committee. They will serve in their capacity as unpaid volunteers.

The members of the Bond Oversight Committee will determine their own internal structure, schedule, and working protocols, which will not conflict with this Committee charter issued by the School Board and which they will share with both the Board and Superintendent.

All Bond Oversight Committee proceedings will be open to the public, and notice to the public will be provided in the same manner as the proceedings of the District’s School Board.

A written report describing program progress will be prepared quarterly for the Board of Directors and published on the Ferndale School District website.

The Committee will also issue an annual report to the Board, including an overall assessment of the bond projects, schedules, spending trends, and cost projections.

Minutes of the proceedings of the Bond Oversight Committee and all documents received and reports issued will be a matter of public record and be made available on the District’s website.

            4.    Conflicts of Interest

A member of the Oversight Committee will not attempt to influence the District’s decision about any contract or project which will benefit the member’s outside employment or provide financial benefit to a family member. Nor will a committee member use his or her position on the committee to negotiate future employment with any of the firms hired to work on bond projects. If any other conflict of interest arises, a committee member will report it to the School Board and the other members of the Oversight Committee, and recuse himself or herself from related discussions.

            5.    District Support of the Committee

The Board of Directors of the District will, without expending bond funds, provide the members of the Bond Oversight Committee with the technical and administrative assistance necessary for them to fulfill their purpose and to publicize their conclusions.

The District will provide the Bond Oversight Committee with responses to any and all findings, recommendations, and concerns addressed in their financial and performance audits.

            6.     Duration of the Committee

The Bond Oversight Committee will become active upon the School Board’s formal adoption of this policy.

The Bond Oversight will remain operational throughout the duration of the expenditure of bond funds to complete the projects described in the bond resolution approved by the voters.

            7.     Opportunity for Review

Since this Bond Oversight Committee model is new in Ferndale, the Board will invite the Oversight Committee to review this document with them approximately six months from the date it is voted into policy. At that review, the Board, with input from the Oversight Committee, may choose to make revisions or add clarifications.

 

Adopted 02.27.2018

Revised 10.30.2018; 03.26.2019; 07.30.2019

 

Monitoring Method: Board self-assessment

Monitoring Frequency:       Annually

Ferndale School Board Social Contract

We will stay true to our purpose by…

• Putting public good ahead of personal agendas, either our own or those of others.
• Understanding and respecting the role of the School Board to make policy decisions, not management decisions.
• Bringing constituents’ concerns forward for discussion, but always maintaining a lens of what’s best for students.
• Regularly revisiting and recommitting to our Strategic Commitments.
• Never forgetting that our primary purpose is to improve the lives of the young people entrusted to the School District’s care.

We will work to communicate effectively with one another by…

• Respecting different backgrounds, different teachings, and different modes of communication.
• Respecting opinions that differ from our own as well as the people who express those opinions.
• Respecting confidentiality.
• Sharing talk time so that everyone has a chance to say his or her piece.
• Actively listening and asking questions in order to understand.

We will each carry our weight by…

• Sharing the work load, while taking into account one another’s strengths.
• Attending meetings regularly and representing the Board at events when possible.
• Notifying the Board President, Superintendent, and/or other Board members when we cannot attend a meeting.
• Sending one another supportive reminders when we suspect a meeting may have been forgotten.
• Doing our homework and coming to meetings prepared.
• Taking initiative to follow up on missed meetings.
• Taking an active role in staying informed about the business of the School District.

We will make and honor sound policy decisions by…

• Thoroughly exploring all options.
• Trying to look at as many solutions as possible for every problem before we decide on one.
• Taking time to consider who will be impacted by our decision(s) and how they will be affected.
• Whenever possible and appropriate, soliciting input from those who will be impacted by the decision.
• Whenever possible and appropriate, basing our decisions on data.
• Once they are made, actively supporting and working to implement Board decisions in a united manner no matter what our personal positions.

We will support one another by…

• Valuing other Board members as teammates who balance and complement one another.
• Always assuming positive intent.
• Speaking positively of one another to all people in all settings.
• Building on one another’s strengths.
• Maintaining a commitment to “no surprises.”

We will handle disagreements by…

• Acknowledging that disagreement is not a bad thing but rather an opportunity for learning.
• When the disagreement is about a personal matter, going directly to the person to talk it out.
• When the disagreement is about a professional matter, continuing to discuss the issue in question until we have all achieved deep enough understanding to frame an acceptable compromise.
• Sometimes respectfully agreeing to disagree.

Adopted 02.27.2018

Revised, Renumbered and Renamed from GC-7-E to GC 7 10.30.2018; 07.30.2019

Monitoring Method:          Board self-assessment

Monitoring Frequency:     Annually

Board Member Conflict of Interest

Board members are expected to avoid conflicts of interest involving all matters considered by the Board. A conflict of interest exists when a member is confronted with an issue in which the member has a personal or financial interest or an issue or circumstance that could render the member unable to devote complete loyalty and singleness of purpose to the public interest.

1. If a Board member has a personal or financial interest in any matter being considered by the Board, the member shall disclose such interest to the Board, shall not vote on the matter and shall not attempt to influence the decisions of other Board members.
    
2. A member of the Board shall not also be an employee of the District, nor shall a member receive any compensation for services rendered to the District other than legally defined and authorized compensation for serving as a member of the Board. This provision shall not prohibit members from receiving reimbursement for authorized expenses incurred during the performance of board duties.
    
3. The Board shall not enter into any contract with any of its members or with a firm in which a member has a financial interest.
    
4. A Board member is expected to avoid conflict of interest in the exercise of the member’s fiduciary responsibility. Accordingly, a Board member may not:

1. Disclose or use confidential information acquired during the performance of official duties as a means to further the Board member’s own personal financial interests or the interests of a member of the Board member’s immediate family;
2. Accept a gift of substantial value or economic benefit which would tend to improperly influence a reasonable person, or which the Board member knows or should know is primarily for the purpose of a reward for official action;
3. Engage in a substantial financial transaction for private business purposes with a person whom the Board member directly supervises; or
4. Perform an official act which directly confers an economic benefit on a business in which the Board member has a substantial financial interest or is engaged as a counsel, consultant, representative or agent.

 

Adopted 02.27.2018

Revised 10.30.2018

Reviewed 07.30.2019
 

Monitoring Method:          Board self-assessment

Monitoring Frequency:     Annually

Process for Addressing Board Member Violations

The Board and each of its members are committed to faithful compliance with the provisions of the Board’s policies. The Board recognizes that its failure to deal with deliberate or continuing violations of its policies risks the loss of confidence in the Board’s ability to govern effectively. Therefore, in the event of a member’s mistaken, willful and/or continuing violation of policy, the Board ordinarily will address the issue by the following process:

1. Conversation in a private setting between the member considered to be in violation and the Board President or other individual member;
    
2. Discussion in a private session between the member considered to be in violation and the full Board;
    
3. Possible removal by the Board from any leadership or committee positions to which the offending member has been appointed or elected; and/or
    
4. Censure of the offending member of the Board as a means of separating the Board’s focus and intent from those of the offending member.

Adopted 02.27.2018

Revised 10.30.2018

Reviewed 07.30.2019

 

Monitoring Method:          Board self-assessment

Monitoring Frequency:     Annually

To:              School Board, Ferndale School District (WA) 

From:         Dr. Kristi Dominguez, Superintendent 

Date:          July 30, 2024 

Subject:     2024 Monitoring Report 

                   Operational Expectations Policy 1 (OE-1) 

                   Global Operational Expectations 

Superintendent’s Introduction 

This OE-1 report compiles your responses to the 11 other Operational Expectations (OE) Policy monitoring reports – whether you felt the district complied with our goals, or if there was still room for improvement. It’s a chance to take stock of where we are and figure out where we need to be. 

Monitoring reports are received by Board members each month for review. Since the last time you reviewed OE-1 in 2022, we have shifted the methods in gathering Board responses based on your feedback. In the past, our reports routinely had 20 or more indicators for Board members to mark as “compliant” or “non-compliant” on a cover sheet.  

During the past two years, Executive Administrative Assistant to the School Board Kris Newberry has sent a Google Forms survey to all Board Members. They have about one week to complete their surveys. Newberry checks the survey every few days to see if she received all of the responses.  If the deadline has passed, she will email any Board Members that haven’t completed the survey and copy the Board President and Superintendent in the email. If she still has not received all of the responses after a couple of attempts, she asks the Board President to contact that Board Member personally.  

The results of the Google Forms surveys are posted publicly on BoardDocs, so the community can see how each Board Member responded. These surveys are linked throughout this document for each specific Operational Expectations (OE) report. 

We are still working on building consistency in receiving your responses to these reports. As you’ll see below, many of these monitoring reports didn’t receive feedback from a full five-person Board. Part of that is likely due to the significant Board turnover in recent years, but this is something we can still improve upon. 

In the report that follows, we have shared how the School Board has monitored the compliance of each of the OE policies. The number of compliant, partially compliant, and non-compliant indicators from each of the monitored OE policies is listed below. 

Policy 

The Superintendent will not cause, allow, or fail to take reasonable measures to prevent any practice, activity, decision, or organizational condition that is inequitable, unlawful, unethical, unsafe, disrespectful, imprudent, in violation of Board policy, or endangers the District’s public image or credibility. 

Interpretation 

We understand that the School Board’s governance model delegates the operation of the School District to the Superintendent and her staff; and that this foundational policy sets the overall parameters and expectations under which the Board is willing to delegate such responsibility. This policy means the Superintendent must create systems; maintain administrative procedures; monitor the day-to-day conduct of District operations; and hold the whole organization, including herself, accountable for ethical and moral conduct and trustworthy practices. This policy is aimed at ensuring a high level of performance across all the principles covered by the other Operational Expectations (OE) policies. We understand that, when a violation of these principles is discovered, the Superintendent must swiftly address the violation, employ action(s) to correct it, and inform the Board of the finding and resolution. 

Violations of the general principles covered by the other Operational Expectation (OE) policies would be anything that is: 

• Unlawful, which refers to all actions prohibited by Washington State’s RCWs and WACs, Administrative Policies adopted by the District, or any other criminal code;  

• Unsafe, which refers to conditions that place students, staff, or community members at risk of physical, mental, or emotional harm;  

• Disrespectful, which refers to words or behavior that diminish the dignity and/or sense of self-worth of individuals or groups;  

• Imprudent, which refers to decisions or actions that are unwise or ill-advised when judged against the “reasonable person” standard;  

• In violation of the Board policy, which refers to anything that would be deemed “out of compliance” with any of the OE policies; and/or  

• Endangering the District’s public image or credibility, which refers to statements, actions, or behavior that damage or call into question the reputation or competence of the Superintendent, School Board, or District staff.  

Monitoring Indicator(s) 

 Because this is the “global” operational expectation which both lays the foundation and encompasses all other operational expectations, we will know we are in compliance when we have complied with each Operational Expectation (OE) policy that follows. 

 

Compliance 

OE-2 – Emergency Superintendent Succession 

Last Reviewed: August 2023, by two Board members 

Total Number of Monitoring Indicators = 3 

Number Compliant =_6_ Number Partially Compliant =_6_ Number Non Compliant =_0_ 

OE-3 – Relationship with and Engagement of Community Stakeholders 

Last Reviewed: March 2023, by four Board members 

Total Number of Monitoring Indicators = 12 

Number Compliant =_35_ Number Partially Compliant =_11_ Number Non Compliant =_2_ 

OE-4 – Personnel Administration 

Last Reviewed: October 2023, by three Board members 

Total Number of Monitoring Indicators = 12 

Number Compliant =_32_ Number Partially Compliant =_4_ Number Non Compliant =_0_ 

OE-5 – Financial Planning 

Last Reviewed: February 2024, by five Board members 

Total Number of Monitoring Indicators = 9 

Number Compliant =_15_ Number Partially Compliant =_19_ Number Non Compliant =_0_ 

OE-6 – Financial Administration 

Last Reviewed: February 2024, by four Board members 

Total Number of Monitoring Indicators = 11 

Number Compliant =_40_ Number Partially Compliant =_4_ Number Non Compliant =_0_ 

OE-7 – Asset Protection 

Last Reviewed: November 2023, by five Board members 

Total Number of Monitoring Indicators = 9 

Number Compliant =_31_ Number Partially Compliant =_14_ Number Non Compliant =_0_ 

OE-8 – Communication with the Board 

Last Reviewed: January 2023, by four Board members 

Total Number of Monitoring Indicators = 17 

Number Compliant =_53_ Number Partially Compliant =_8_ Number Non Compliant =_3_ 

OE-9 – Learning Environment 

Last Reviewed: July 2023, by five Board members 

Total Number of Monitoring Indicators = 5 

Number Compliant =_20_ Number Partially Compliant =_5_ Number Non Compliant =_0_ 

OE-10 – Instructional Program 

Last Reviewed: December 2022, by four Board members 

Total Number of Monitoring Indicators = 4 

Number Compliant =_9_ Number Partially Compliant =_7_ Number Non Compliant =_0_ 

OE-11 – Facilities  

Last Reviewed: April 2024, by three Board members 

Total Number of Monitoring Indicators = 7 

Number Compliant =_8_ Number Partially Compliant =_12_ Number Non Compliant =_1_ 

OE-12 – Safety  

Last Reviewed: April 2024, by four Board members 

Total Number of Monitoring Indicators = 6 

Number Compliant =_19_ Number Partially Compliant =_5_ Number Non Compliant =_0_ 

Superintendent’s Final Remarks 

Unlike the last time we reviewed OE-1 in 2022, the Board did not find us to be 100% compliant in any of our reports this cycle. However, we did make a major improvement in regards to compiling Board responses – in that last report, we didn’t receive any Board feedback for three different OE policies. (However, that was partially due to the upheaval of the COVID-19 pandemic.) 

The Board expressed the most need for improvement in reports OE-2 (Emergency Superintendent Succession), OE-5 (Financial Planning), and OE-11 (Facilities). Otherwise, you found most indicators to be compliant. 

At our next Board retreat on August 3, 2024, you will review these policies and their indicators and make adjustments as needed. Some of your feedback included notes that certain indicators felt outdated or unrealistic. I’m sure that any adjustments made will improve our ability to accurately inform you of our progress in these fields. 

To: School Board, Ferndale School District (WA)   

From: Kristi Dominguez, Superintendent  

Date: July 25, 2023 

Subject: 2023 Monitoring Report 

Operational Expectations Policy 2 (OE-2) 

Emergency Superintendent Succession 

Superintendent’s Introduction 

The purpose of Policy OE-2 is singular and straightforward. The School Board has one employee -- the Superintendent -- whom they have charged with carrying out their vision, values, and goals within the School District. Through this policy, the Board is directing the Superintendent to make sure that they have adequately documented the business and operations of the District and appropriately prepared one of more members of their team to take over if some unforeseen event should prevent the Superintendent from continuing to serve. 

 

As Chief Kevin Turner of the Ferndale Police Department reminded us earlier this year regarding safety protocols, you “plan for the worst and hope for the best.” This policy has been enacted twice in the history of the district, elevating the importance of its existence.  

 

In 2009, then-Superintendent Dr. Roger Lehnert came to work and went home for lunch as usual, and sadly passed away. During the 2021-22 school year, the district also needed a solid succession plan as Dr. Linda Quinn announced her retirement later in the hiring season. Mark Deebach (Assistant Superintendent of Business and Support Services) was asked to serve as our Interim Superintendent, giving the Board time to execute an exhaustive superintendent search. This allowed for a robust process that drew in highly qualified candidates from around the world. 

 

The job of the Superintendent is complex; it requires a leader that can manage and maintain the health and wellbeing of the organization. This includes oversight of the day-to-day operations, as well as looking forward to the development and implementation of a mission and vision centered on increasing student outcomes. A more formalized succession plan makes the transition easier for the new superintendent and, more importantly, is better for the organization. 

 

Within this monitoring report, we will address both a succession plan for our current school year (2022-2023) and an ongoing succession plan that supports the work of the District moving into the 2023-2024 school year. 

 

Policy 

The Superintendent will designate at least one other executive staff member who is familiar with the Board’s governance process and issues of current concern and is capable of assuming Superintendent responsibilities on an emergency basis.  

 

Interpretation 

We understand this means we need to have a plan in place that guarantees the District will continue to operate effectively, efficiently, and legally without interruption or impact if the Superintendent should unexpectedly become unable to provide leadership. 

To meet the expectations of this policy, we must ensure that our Assistant Superintendent and Executive Directors are prepared to assume the Superintendent’s duties under the direction of the School Board, with a deep understanding of priorities and services essential both to operating the organization and to maintaining our emphasis on student learning.  

Monitoring Indicator(s) 

We will know we are in compliance when we can show evidence that our Assistant Superintendent and Executive Team are prepared to assume emergency leadership effectively. 

They have clear understanding of both Administrative Policies and Governing Policies. 

As of July 2023, all five members of the current Executive Team are well-versed in both the Administrative Policies and the Governing Policies of our School District. These policies guide the work of the district, as they serve as the “what” we focus on. The Executive Team, led by the Superintendent, consistently work on the “how” to implement these policies. 

Current Assistant Superintendent (and former Interim) Mark Deebach participated in five days of Coherent Governance training with the School Board in late 2017. With the support of the Communications Team, all members of the Executive Team have been involved in writing policy interpretations, indicators, and goals. All of them have engaged in the work of monitoring our compliance and/or progress with the policies.  

Our Executive Team also possesses a working knowledge of the District’s collection of Administrative Policies, which are divided into six categories and numbered accordingly (1000s, 2000s, 3000s and so on). The Executive Team is currently working to review these policies, making recommendations for revisions based on WSSDA’s updated model policies. This is a process we are a bit behind on, so we need to prioritize this work in the near future. 

They have established positive relationships with the School Board, the Administrative Team, and Union Leaders. 

  The Executive Team regularly engages in discussions with the School Board, working to ensure that the work of the district is relevant, clear, and continually focused on increasing student outcomes. The team has made it a priority to support the Board, and provide any needed information in a timely fashion. For instance, when a Board member has a question regarding a monitoring report or a situation within the organization, the appropriate Executive will work directly with that Board member to answer their questions as well as engage in a feedback loop. Examples of this can be seen during some Board meetings. Our Executive Team views themselves as part of the Board’s team, and they work in service of the Board and the system at large.  

Likewise, our Executive Team works closely with the other members of our District’s administrative team, interacting with them regularly in one-on-ones, small groups, and all-hands meetings. This past year we have worked to ensure that we understand we are all working towards a common goal to increase student outcomes for each child.  Given a previous lack in clarity regarding a district-wide mission and vision, the district is partnering with Dr. Tammy Campbell. She has been serving as a facilitator, guiding the District and Board through a process that will help us narrow our focus, while always keeping our students at the center. A District Strategic Plan is set to be completed in the winter of 2023-2024. 

Finally, the members of our Administrative Team consistently work to maintain positive relationships with the leaders of our unions. Relational leadership is foundational to moving the organization forward as a collective group. In order to create systems that are proactive, it is essential that we are all at the table wrestling with the issues and creating solutions together. All the members of our Executive Team, as well as key members of our administrative team, participate in one or more of the regular meetings that we have with our labor leaders.      

They have strong knowledge of the District’s established decision-making and communication processes and procedures. 

The Superintendent and members of the Executive Team meet every Tuesday morning to review, reflect, and refine the work of the organization.  The Superintendent also meets bi-weekly with each member of the Executive Team to discuss matters regarding their leadership development and to support the work of the organization.  Each of these meetings are structured to attend to the technical aspects and adaptive needs, attending to the items that support the daily operations and help set the system up for work to come. Examples may include staffing, program implementation and review, data review, safety, capital projects, major initiatives, contracts, and so on.  Most of the major administrative recommendations and decisions are collaboratively made in this space. Although the rapid pace at which we work precludes everyone knowing everything, the expectation that everyone is made aware to ensure cross-leadership can occur. When major events occur that haven’t been discussed ahead of time, we debrief them in one of our Executive Team meetings after the fact, or a special meeting is called. As needed, we also ensure that other Administrators are made aware of critical information as well as Labor Leaders.  

Superintendent’s Final Remarks 

This succession planning policy is designed to ensure that if the Superintendent is unable to perform the duties of the position, we have a systematic approach to providing leadership continuity within our organization. The focus is on identifying an immediate and short-term replacement. I feel confident in assuring the School Board that we are in good shape on this front. If the Superintendent is unable to perform the duties of the position, Mark Deebach, Assistant Superintendent, would be the first appointed individual, with Executive Directors, Kellie Larabee and/or Trina Hall, being the third in line. Each member of the Executive Team has both the knowledge and the leadership capacity to run the School District should the need arise.  Having an interim allows the Board time to run a thorough Superintendent search to find a more permanent placement.  

  ANNUAL WORK PLAN (GC-6-E) 

MONTH	YEAR 23/24  Receive Report at Board Meeting	YEAR 24/25  Receive Report at Board Meeting
June	OE-9 Learning Environment  T & L
July	OE-2 Succession Planning   Supt	OE-1 Global Expectations   Supt
August	OE-4 Personnel Administration   HR  Policy Updates	Policy Updates
September	R-2.1 English/Language Arts   R-2.2 Mathematics   R-2.3 Science   R-2.5 Social Studies   T & L	R-2.1 English/Language Arts   R-2.2 Mathematics   R-2.3 Science   R-2.5 Social Studies   T & L
October	OE-7 Asset Protection   Asst. Supt	OE-8 Communication with the Board   Supt
November
December
January	OE-5 Financial Planning   OE-6 Financial Administration   Asst. Supt	OE-5 Financial Planning   OE-6 Financial Administration   Asst. Supt
February	R-1 Mission   Supt	OE-3 Relationship with the Community   Supt
March	OE-11 Facilities   OE-12 Safety   Asst. Supt	OE-12 Safety   Asst. Supt
April	R-5 Early Childhood Readiness  T & L	R-4 Character/Social Emotional Learning  T & L
May	R-3 Civic Engagement   T & L	OE-10 Instructional Program   T & L
June	R-2.6 Arts  R-2.7 Health and P.E.  R-2.8 Electives  R-2.9 World Languages  T & L	R-2.4 Technology   R-6 Career Readiness   T & L or Exec Team

  

Responsibility Key: “T & L” = Teaching and Learning 

To: School Board, Ferndale School District (WA) 

 From: Dr. Kristi Dominguez, Superintendent

Date: February 28, 2023

Subject: 2022 Phase Two Monitoring Report

Operational Expectations Policy 3 (OE-3): Relationship with and Engagement of Community Stakeholders 

 

Superintendent’s Introduction

We are pleased to submit this Monitoring Report (Operational Expectations Policy 3 (OE-3)) for Relationship with and Engagement of Community Stakeholders to the school district’s Board of Directors. This report focuses on communicating openly and effectively with the community groups – families, staff, students, business leaders, tribal groups, and so on – that support our schools and provide feedback. We believe good communication is critical to the success of any organization, particularly in public schools. Families, our employees and local taxpayers deserve to know what decisions we are making, and why we are making them. Those people also deserve to have avenues to submit comments and complaints.

This report also covers handling our students’ confidential information, addressing community complaints, celebrating our diversity, and reaching our community members who speak and read a language other than English.

Policy

The Superintendent will maintain an organizational culture that engages and serves parents and citizens with respect, dignity, and courtesy.

Interpretation

This policy sets expectations for how we will interact with and serve our external stakeholders.

One term that will be used frequently throughout this policy is “stakeholders.” For clarification’s sake, here is the definition of that term, as used in the previous OE-3 monitoring report from 2021:

Stakeholders refer to the owners of the District who have a vested interest in seeing that the District delivers on its intended results and maintains the viability of its services and outcomes over time. Although stakeholders include those who work within the system on a daily basis, like teachers and support staff (also known as internal stakeholders), we understand that this policy is particularly aimed at external stakeholders who exist outside the day-to-day work of the District. External stakeholders have a definite stake in the District’s outcomes, but they do not directly determine what goes into producing those outcomes. External stakeholders include the families who send their children to our schools, the taxpayers who support our schools, and the businesses who hire our graduates. External stakeholders also include care providers, first responders, government agencies, colleges and universities, civic groups, collaborative partners, faith-based organizations, and voters.

 

Monitoring Indicator(s) are provided below for each part of OE-3.

The Superintendent will:

1. Protect confidential information.

Interpretation

We understand this indicator requires us to ensure all District-held information about individual students, staff and/or families will be retained securely, and that staff members will not share that information informally.

Monitoring Indicator(s)

We know we are compliant when:

1.1 We can show clear procedures for handling confidential information, evidence that staff have been trained in following these procedures, and that there have been no breaches in confidentiality practices as outlined in any District policy, state law, and/or federal regulation.

Our district has many rules and procedures that keep confidential information secure. Anyone hired by the District signs a confidentiality agreement, outlining which information is not appropriate for sharing with the public. District staff involved in a new employee interview process also sign a confidentiality agreement, forbidding them from sharing any notes, rankings, or deliberations from the interview process with the public.

Students’ individual information is also firmly protected. Online access to students’ Individual Education Plans (IEPs) is only available to case managers and certain staff members, as needed. When someone receives information from a public records request, all identifying student information – from names on an email to faces in a security video – are redacted. When we collaborate with an outside vendor for assessment, we have them sign a data-sharing agreement. This ensures that our student data is protected. Also, in staff members’ offices, all filing cabinets containing paper copies of confidential information are securely locked.

Finally, our Vector Alert system allows anyone – staff, student or community member – to anonymously report a concern regarding our schools. Vector Alert protects the identity of the person who submits the tip. Here is our Vector Alert website: Link to website: ttps://ferndale-wa.safeschoolsalert.com/

In the past two years, the District has had two situations where staff’s confidentiality practices were called into question. Both allegations were investigated. In the first case, the investigation found no wrongdoing. In the second, we found that confidentiality had been violated, so the employee was sent a letter reminding them to maintain confidentiality.

2. Effectively handle complaints.

Interpretation

We understand this indicator requires us to collect and address feedback from our stakeholders. The Board expects us to establish multiple avenues for stakeholders to share their complaints with us and to handle these complaints in a manner that is respectful, timely, as transparent as possible, and clearly documented.

It is important to note that effectively handling a complaint does not mean that the District will always implement the remedy advocated by the complainant, or that every complainant will be satisfied with the District’s final decision.

Monitoring Indicator(s)

We know we are compliant when:

2.1 We can show evidence that a process for registering complaints is readily accessible to stakeholders.

There are multiple avenues in which stakeholders can submit complaints to the district:

• “The Listening Post,” where anyone can submit a complaint, comment, or compliment online. These are read by our Communications Specialist and passed along to the appropriate administrator.
• There is a near-identical online form where people can submit public comments to the School Board. People can also use this form to reserve their spot in line for public comment at the next Board meeting.
• Parents, guardians, students, business owners, and residents of the Ferndale School District or school staff can address the School Board face-to-face at every regular Board meeting for up to three minutes.
• As mentioned in Indicator 1.1, Vector Alerts allow anyone to submit anonymous reports of bullying or threats.
• People can reach out, either via email, phone call, or an in-person visit, to their local school’s administrator. Any community member can also contact Kris Newberry, Assistant to the Superintendent, to schedule a one-on-one meeting with the Superintendent.
• Anyone can comment on our district’s social media posts with a question. Our Communications team will respond with a follow-up comment answering the question, when appropriate.

Administrative Policy 4220 addresses external stakeholders’ methods for registering  complaints, and Policy 5270 is a companion policy for internal stakeholders.

We always advise stakeholders to first issue their complaint to the person closest to their concern. For example, if a parent is upset about teaching style, we would direct them to speak to that teacher. If the stakeholder is not satisfied with the response to their complaint, the school’s administrative assistant will schedule a time for that stakeholder to meet with the school’s administrator. Regarding the school District’s organizational chart, data from the Superintendent’s entry plan has shown that there is work to be done regarding clarity in district administrator’s roles and responsibilities. This spring the Executive Team is working to identify bodies of work and plans to make recommendations that will support the reorganization of the District’s central office support team. For now, if a parent or guardian needed support, they could contact the district office, and a member of the Executive Team will work to support them.

2.2 Zero reports have been made to the School Board that District officials have failed to respond to legitimate questions or concerns from stakeholders, when those questions or concerns have been communicated through an appropriate venue. (This does not include when stakeholders do not agree with or like the response they received.)

The District has processes in place if a stakeholder issues a report or complaint to the Board or Superintendent that their concerns were not properly heard. These processes depend on the severity of the issue – the Superintendent or a Board member may meet one-on-one with the individual who filed the report, or we may hire outside investigators, Clear Risk Solutions, to investigate it. Anyone can reach out to a Board member via their email posted on the district website, or to the Superintendent. They can also contact the Superintendent’s assistant. At a recent Board meeting, our attorney Sam Chalfant answered Board questions about the process of accepting complaints.

3. Maintain an organizational culture that values individual differences of opinion; reasonably includes people in decisions that affect them; focuses on common achievement of the Board’s Results policies; and is open, responsive, and welcoming.

Interpretation

We understand this indicator, at a broad level, revolves around belonging. Our district’s theme for the 2022-23 school year has been “You Belong”, which can apply to each portion of this indicator. Both internal and external stakeholders feel like they belong when their opinions are valued, when our community’s diversity is embraced and celebrated, when they can participate in decisions that impact them, when they are aware and engaged in our academic goals, and when our schools foster a welcoming atmosphere.

 

Monitoring Indicator(s)

We know we are compliant when:

3.1 We maintain an organizational culture that values individual differences of opinion.

We believe an organization is stronger when people with multiple backgrounds, opinions and mindsets can effectively work together within it. As noted in the fourth Strategic Commitment (which can be found on our website): “Our public schools belong to our entire community and our diversity makes us stronger.”  Most recently as part of the Superintendent’s rebranding campaign, our motto of “You Belong,” and “One Team, One Town” is evidence of this belief in action.
 

The District’s Civility Policy (5009) is also posted on the front doors of our schools and the Administrative Building. As the policy states, “the school setting should promote the kind of civil discourse and free exchange of ideas that are central both to high quality education and to preparation for thoughtful participation in our democratic society.”

3.2 We maintain an organizational culture that values diversity.

To value many different opinions, we must also embrace the diversity of the greater Ferndale community. Our communications team has made a concerted effort to highlight various monthly celebrations, such as National Hispanic Heritage Month and Native American Heritage Month.

This typically goes beyond simply posting a graphic. For example, during Native American Heritage Month this past November, our communications team shared photos from Ferndale High School’s daily Morning Gathering, where about 25-40 students and staff sing and dance to Native American music played by our own students. In the past few months, we have also shared photos from the Family Resource Center’s traditional Hispanic/Latinx holiday celebration and Eagleridge Elementary’s student-led Treaty Day assembly.

This fall, we hired three bilingual administrative assistants to better serve our Spanish-speaking families. Additionally, we opened the Ferndale Resource Center, and our four coordinators there are bilingual and/or bicultural, serving our families who are Spanish- or Russian-speaking, or are members of the Lummi Nation.

Our district has also worked closely with the Lummi Nation to observe Treaty Day. Beginning in 2020, our staff has taught our students about the significance of the Point Elliot Treaty and its impacts on our region. There are also multiple leadership clubs at Ferndale High School that honor and embrace our student body’s diversity: Oksale club, geared towards students from the Lummi Nation, and MEChA Club, geared towards our Latino/Hispanic students.

There are many District families and community members who speak a language other than English. We take great efforts to communicate with these stakeholders in their own languages. Any message sent through ParentSquare – which can include crucial information about school closures, emergencies and more – is automatically translated into the seven different languages spoken by our families. Our website can also be translated into the four most common non-English languages in our region: Spanish, Russian, Punjabi and Ukrainian. Our Facebook and Instagram posts are posted in both English and Spanish.

Of course, it is difficult to embrace diversity without having a workforce that reflects our student body. Our human resources department has taken efforts to attract hires from many backgrounds, such as using ParentSquare to translate messages about hiring fairs into Spanish and Russian. We have also started hosting monthly job fairs, to make it easier for people from marginalized groups to apply for – and hopefully be hired for – positions in the district. There are translators available at the job fairs if needed, along with assistance for those who do not know how to use a computer.

However, we still have some work to do on this goal. According to the state, 92.3% of our teachers were white in the 2020-21 school year, compared to 56.2% of our students that year. The largest gap is with our Latino/Hispanic students, who made up 22% of the student population but only 1.4% of our teaching staff in 2020-21. (OSPI does not have staff demographic data available on its Report Card website more recent than 2020-21.)

3.3 We maintain an organizational culture that reasonably includes people in decisions that affect them.

Our District leadership has made a painstaking effort to seek input and feedback from stakeholders in many major decisions. One great example is my Superintendent Entry Plan, which can be found at Link to website: www.ferndalesd.org/youbelong. This past fall, I visited every school buildings and department, gathering information and opinions from hundreds of school staff and students. I also spoke with our labor leaders, who play an integral role in the direction of our district; as well as conducted focus groups and one-on-ones with local philanthropic and business figures, Tribal elders and leaders, representatives from our Latino community, local government officials, and more. Finally, I meet monthly with FHS students in the Superintendent/Student Advisory Group, where they share their perspective on their school.

Before I made any major changes to the operations of the District, I wanted to seek input from the many stakeholder groups that make up our schools and our community, so I could hear their concerns and priorities.

We also created an Early Learning Task Force in January, with the goal of aligning our early learning programs with inclusive and best practices and creating a 3–5-year plan for the programs. This task force, which meets bi-monthly, is made up of people who have a stake in local early learning: early elementary teachers, parents, and administrators like Early Learning Program Principal Ashley Hill and Early Learning Coordinator Rachel Bowlden.

3.4 We maintain an organizational culture that focuses on common achievement of the Board’s Results policies.

This indicator requires us to educate stakeholders about the District’s improvement goals, progress made towards achieving those goals, and our future plans. This means the Board expects the Superintendent and her administrative staff to regularly take opportunities to represent and advance the district’s interests within the greater community. This means attending District-sponsored community events and other significant community functions, participating on task forces and boards, and sharing information through social media and local news.

My administrative team and I have made a point to attend many Ferndale school events – from the high school musical to when the Japanese national youth wrestling team competed against our region’s finest athletes. Members of our administrative team are also members of the Ferndale Chamber of Commerce, Kiwanis, Whatcom Young Professionals, and many more groups.

We also use our communications team to share stories about the incredible things happening in our schools and the wonderful staff who work there. Since September, we have had a monthly series called Walk In Their Shoes, where our Communications Specialist follows one or two support staffers for half a day. So far, this series has covered a school nurse, technology staff, a middle school paraeducator, and elementary administrative assistants. This series educates the community on how staff beyond teachers and administrators – sometimes, staff that our families and students barely see – help keep Ferndale’s schools running behind the scenes. We also run many other monthly stories in our email newsletters to families and staff, highlighting unique programs (like Ferndale Family Partnership), classroom upgrades (like the Phonak sound systems), or stand-out students (like participants in the Solo & Ensemble music competition).

On top of these longer articles, our communications team posts countless photos almost every day to our social media pages of sporting events, cultural assemblies, award-winning staff, and more. And at the end every week, we share an update of our bond-related projects on Facebook, Twitter and our website. You can see our district’s Facebook, Instagram and Twitter pages via the links in this sentence.

We have also shared our successes and future plans with local news outlets like the Ferndale Record and Cascadia Daily News. Occasionally, we will submit a guest editorial, such as when Executive Director of Communications Celina Rodriguez wrote in the Record about our goal of creating a climate of belonging for our Latino and Hispanic community in Ferndale Schools.

Finally, we post our Results policies – which tackle student achievement in our schools – on BoardDocs for the public to see. Stakeholders can also attend Board meetings to see Board members and the Executive Team discuss and update Results policies in real time.

3.5 We maintain an organizational culture that is open, responsive, and welcoming.

For this school year, our theme “You Belong” has centered around this exact topic. In a survey we conducted last spring, only a third of Ferndale High School students said they felt like they belonged in their own school. We found this unacceptable and began creating a plan to foster a more welcoming environment in our school district.

This campaign kicked off in August with a short video where Ferndale students of a variety of ages, ethnicities and abilities shared when a staff member made them feel like they belonged in Ferndale Schools. The video concluded with the message “We/You Belong Here” being repeated in many languages spoken by our families, including Spanish, Punjabi, Russian and Ukrainian.

Since then, we have made “You Belong” into a major campaign. We have given a free “You Belong” t-shirt to each of our staff members and asked them to wear it on Wednesdays – and many of them do! This contributes to a more welcoming culture among our staff, where they feel like they belong in our workforce. This winter, we began selling the shirts to the community at large after much demand.

 

We have also boosted employee morale and promoted kind actions by handing out Belonging Awards to staff. These awards go to staff, nominated by their peers, who have helped students, or their fellow staff feel like they belong in Ferndale Schools. These awards have become greatly coveted among our employees. When photos of award winners are posted on Facebook, the comment sections are flooded with fellow staff and community members praising and cheering on the award-winning staff. This helps create a more positive atmosphere on a social media platform that can sometimes be dominated by negativity.

Furthermore, our Administrative Team is currently reading the book “Belonging Through a Culture of Dignity” by Floyd Cobb and John Krownapple. This will help spur discussions about adjusting our systems to make sure everyone in the District feels a sense of belonging.

As mentioned in Indicator 3.2, our recently opened Ferndale Resource Center also increases a sense of belonging among our District families. The FRC assists families in a wide variety of ways – academic and behavioral support, food from the Ferndale Food Bank, free school supplies, translation and interpretation services, adult education programs, and so much more – which ensure that every family, regardless of their income or background or abilities, can feel welcomed in Ferndale Schools.

During my Entry Plan, we received many notes about Ferndale Schools needing to be more transparent and have better communication with the community. Being more open and responsive to feedback is something we have strived to improve over the past year. I dedicate at least one day a week to go into buildings and speak with teachers, support staff, administrators, and students, so they have a chance to offer input about their school’s operations.

One example of how we have successfully addressed community feedback is with the closure of FHS’s Old Main. As the date for demolition got closer and closer this winter, some in the community expressed a lot of concern about tearing down the decades-old building that held many memories for them. In response, we hosted the #GoodbyeOldMain open house in December 2022, which gave everyone in the community one last chance to reminisce and say goodbye. We will also hold an open house of the new FHS Academic Wing in March that everyone in the community can attend.

4. Provide communication that is transparent, honest, and timely; ensures opportunities for appropriate input and strategic two-way communication between the District and its stakeholders; builds understanding and support for District efforts; and includes an annual progress report.

Interpretation

We understand this indicator requires our Superintendent, communications department, and District leaders to effectively share our District’s goals with stakeholders. It also requires us to constantly keep the community aware of the goings-on, achievements, and celebrations in our schools – whether it’s athletics, CTE programs, the arts or new curriculum.

 

Monitoring Indicator(s)

We know we are compliant when:

4.1 We provide communication that is transparent, honest and timely.

Our Communications Team has taken major strides in the past couple of years. Since the last update to this monitoring report, we have added two key members to the team: Executive Director of Communications Celina Rodriguez and Communications Specialist Jackson Hogan. Longtime staff member Lea Morris also joined the Communications Team as our Webmaster.

These three staff members have been diligent at communicating with families, staff, students, and community members through various avenues. One of those methods is ParentSquare, which has become an invaluable resource for directly reaching specific groups, such as the parents of a certain school. We can now pinpoint messages to those families or staff that don’t require a social media blast to the entire community – for example, if only the elementary schools have an early release one day because of family-teacher conferences. And as mentioned earlier, ParentSquare is a very accessible tool for our multilingual families, as it automatically translates messages into their home language.

Another tool our Communications Team and Administrative Team uses to communicate with specific groups are our SWAY email newsletters. These are sent weekly by our building principals to staff and inform them of the week’s events, include reminders about testing or programs, and more. These are similar to the SWAY emails the Superintendent sends the Board every week, which keep Board members in the loop about school visits, the Entry Plan, future Board-related events, and more.

Perhaps our widest-reaching form of communication is our social media pages. We typically use posts on Facebook, Instagram and Twitter for more celebratory purposes: photos of our smiling students, award-winning staff, and breathtaking construction photos. But these posts have a purpose beyond showing off cute kids and happy teachers. This type of communication, in a less-blunt way, can demonstrate our students enjoying the everyday learning process. And it’s important to let the community know about the little moments like upcoming musicals, radio station visits, and field trips to the park. These posts also show how these fun moments tie into students’ education – for example, that Central Elementary park field trip included lessons about the Lummi Nation’s history and the role of clouds in the water cycle.

Our Communications Team and the Superintendent collaborate with Construction Services Group and Cornerstone General Contractors to write Bond Updates every week, which are emailed to hundreds of subscribers and posted to our website and our Twitter and Facebook pages weekly.

As mentioned in Indicator 3.4, we also tell our community about upcoming events, exceptional students, and other exciting school-related topics in our monthly newsletter articles.

If there is an aspect to this indicator that we need to improve, it is with our website. Our Communications Team has started the process with the Northwest Education Service District 189 for website consulting services.

​​​​​​4.2 We provide communication that ensures opportunities for appropriate input and strategic two-way communication between the District and its stakeholders.

On our social media posts, any stakeholder can comment with a question, compliment, or concern. Stakeholders can also directly message District staff and/or Board members using the online forms described in Indicator 2.1.

ParentSquare also has the capacity for two-way communication. If a teacher sends her students’ families an update, families can respond with questions or comments. And as mentioned in Indicator 4.1, those conversations are automatically translated into families’ home languages.

Our district has task forces and advisory committees made up of both external and internal stakeholders, such as the Bond Oversight Committee and the Early Learning Task Force. These groups meet regularly to provide input to District leadership on their specific field, and what we could be doing better.

In the spring of 2022, shortly after I was chosen as our new Superintendent, we held a Coffee & Connect meet-and-greet in Pioneer Pavilion. This was a great opportunity to meet a wide spectrum of community members and have them share their concerns about our schools. We plan on holding another Coffee & Connect event in the near future. Also, as noted in Indicator 3.3, I received input from many staff, student, and community groups this fall as a part of my Entry Plan.

In the recent past, mostly during the thick of the COVID-19 pandemic, we hosted weekly Facebook Live chats every Thursday, where our Executive Team and guests would answer live questions and inform the public about exciting upcoming events. However, the viewership for these quickly dwindled in early 2022, so we made the decision to cancel them due to lack of community interest as we transitioned back to normal school operations that requires fewer updates on shifting rules.

4.3 We provide communication that builds understanding and support for District efforts.

Much of the communication that falls under this Indicator has been described previously in this report, such as our newsletter articles or Bond Updates – see Indicators 3.4 and 4.1 for more information.

One communication effort that has yet to be mentioned is our successful February 2022 levy campaign. We made a full-court press on social media that winter with consistent posts describing how levy dollars fund crucial staff positions and beloved programs such as music. We also highlighted the differences between federal ESSER funds and levy dollars, as there was some confusion. Our efforts paid off, as the levy passed decisively, with nearly 60% support from our voters!

And on a lighter – yet still important – note, right before the start of school, we shared the Schoolbus Karaoke video in August. In this clip, played at the Back-to-School Kickoff event for staff, I drove around and sang pop songs with prominent Ferndale figures like business owners, firefighters and Mayor Greg Hansen. This clip showed that we were teaming up with the entire community to provide the best education for our children, and got our staff and families excited for a new school year. Various people from the community were invited to this Kickoff event, which symbolized Ferndale’s collective support of our staff.

4.4 We provide communication that includes an annual progress report.

During the previous Superintendent’s tenure, we never published an annual progress report, and have not formally published one since her retirement in the fall of 2021. It is unclear if previous administrations prior to 2009 published annual progress reports. As part of my Entry Plan, we plan to write these in the near future – but our first step is to create a district-wide strategic plan by December 2023, with indicators to measure progress. Our goal is to have the first progress report released in the spring of 2024. I am currently engaging in collecting baseline data that will determine our strategies and outcomes.

However, we do provide ample information to the Board and the public about our financial status, staffing levels and more through the annual budget. Every summer, the finalized budget is presented at a public hearing before a regularly scheduled Board meeting. Before this hearing, the budget is publicly posted on our website. Financial statements are also provided to the Board at every meeting in their consent agenda.

Stakeholders can also find test scores, enrollment data, staffing levels and more on OSPI’s Report Card website, which is updated by the state annually.

Superintendent’s Final Remarks

A school district is a major component of a community. We provide hundreds of jobs, educate thousands of children, and serve as a lightning rod of discussion. That is why it is crucial for everyone – staff, students, community members – to know about what’s going on in Ferndale School District.

 

We want the community to celebrate with us in our moments of success. We want them to be aware of any difficult or contentious decisions we may have to make. And above all, we want them to feel like they belong in Ferndale Schools.

 

I’ve returned to a tagline many times during my time here in Ferndale: #OneTeamOneTown. As I said in the OE-8 Monitoring Report, all of us are on a journey towards continuous improvement together. And communication is a key tool that helps stakeholders stay aware of the District’s goals, successes, and challenges.

To: School Board, Ferndale School District (WA)  

From: Kristi Dominguez, Superintendent 

Date: August 29, 2023 

Subject: 2023 Monitoring Report 

           Operational Expectations Policy 4 (OE-4)  

                  Personnel Administration 

Superintendent’s Introduction 

Policy OE-4 establishes the School Board’s expectations for how we care for our human resources, an essential focus towards improving student outcomes.  As such, it is a subset of Strategic Commitment Three, which calls out the importance of managing all our resources responsibly and productively.  

This policy covers the Superintendent’s and Human Resources’ vital role in recruiting, developing, evaluating, and compensating District employees; along with fostering a work environment that promotes professional growth and upholds ethical standards. 

The District's commitment to excellence in personnel management is exemplified through OE-4. By adhering to the principles outlined within this policy, the District aims to not only attract and retain top-tier talent, but also to create an environment where every employee's contributions are valued and their potential is maximized. 

Policy 

The Superintendent will assure the recruitment, employment, development, evaluation, and compensation of District employees in a manner necessary to enable the District to achieve its Results policies. 

The Superintendent will: 

Assure that no person is employed by the District without first clearing thorough background inquiries and checks. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

We have completed background checks on all new hires and we have written procedures that all employees are required to follow when conducting those background checks. 

For each new employee we have hired in the past two years, we conducted both a Washington State Patrol background check and an FBI check. We also made reference calls to former employers with corresponding documentation. The specific questions we ask references during these calls can be found Link to:here and Link to: here, for classified and certified employees, respectively. 

The results of these background checks are submitted to either the Classified or Certificated Human Resources Specialist and are retained as a part of the employee’s hiring packet. More information about our background checks can be found on OSPI’s website.  

Procedures are written and communicated, including appropriate forms for completing background checks for prospective employees. These are in the “Personnel” section of a shared online drive as well as in the Principals’ Handbook. The hiring process is documented, updated annually, and available in the Principals’ Handbook. 

Assure that no volunteer has unsupervised contact with students without first clearing reasonable background inquiries and checks. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

2.1     We have written procedures all employees are required to follow when conducting background checks on all potential parent and community volunteers. 

All volunteers are required to fill out a volunteer packet that includes the process for applying to become a volunteer in the District. Part of this process is to complete appropriate background checks through the Washington State Patrol. 

During the 2018-19 school year, we investigated and selected a system to streamline this process and close any gaps that may have existed. We chose the Safe Visitor System, which we still use to this day. The system immediately alerts us to any volunteer applicant who needs further screening prior to working with children. Volunteers also check in through this system, so staff can verify volunteers’ identity as they check in and see all the volunteers in their school building. 

2.2     Evidence that appropriate background checks have been completed on all volunteers. 

Policies 4221 and 5005 require background checks for every volunteer. We have spelled out a clear system for how those checks should be conducted. We have communicated our expectations about background checks and the procedure for completing them to all relevant parties -- principals, administrative assistants, teachers, coaches, activity advisors, PTO leaders, etc. When we learn that someone is volunteering who has not gone through a background check, we take corrective action. 

At this time, any volunteer who works with children without staff supervision must go through additional screening, including fingerprinting. That process is conducted via live scan, and the prints are run through state education and FBI crime databases. 

2.3     Evidence of steps the District has taken to mitigate potentially harmful consequences of background check requirements, especially on parents whose involvement in our schools would assist us in achieving our goals. 

Part of the application procedure for volunteers includes an appeal process for any person who is denied volunteer clearance due to findings identified in the background check. During the appeal process, any volunteer applicants who have been denied clearance can meet with the Director of Human Resources and state their case. 

With further information, some of these petitioners are allowed full or partial volunteer privileges following the interview. Factors considered in the appeal process are the nature and severity of the infraction(s), the length of time since the infraction(s) occurred, corrective actions taken, the relevance of the criminal charge to children, and the violent nature and/or involvement of weapons during the offense. A full list of offense that permanently bar access to children can be found at this link. 

Select only highly qualified and the best-suited candidates for all positions. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

3.1 We have evidence that all our employees meet legal requirements with regards to certifications, endorsements, and other credentials. 

During the application process, all candidates are asked to provide their WA State Teaching credentials. These are reviewed by our Human Resources specialists and administrators prior to an interview, to ensure the candidate is qualified. 

Annually, we audit our teacher certifications to identify any “teachers working out of endorsement.” Attached is an example plan that we use as a guide to support any teacher currently teaching out of endorsement. 

In the fall, principals and registrars are asked to identify any staff who are new or who are teaching courses different from the previous year. We then check alignment between their endorsements and the courses they are teaching. In the spring, the Human Resources department completes a state report that identifies every person teaching out of endorsement and provides documentation of an out-of-endorsement plan, an explanation of the situation, and any necessary corrections to the information in the report. 

3.2 We have a profile of the overall qualifications of our employees in terms of education and experience. 

According to OSPI data from the 2021-22 school year (data from the 2022-23 school year was unavailable): 

• 97.3% of our teachers have full certification. 

• 20.2% of our teachers have a limited certificate (Conditional Certification, Intern Substitutes and Emergency Substitutes). 

• 58.8% of our teachers have a Master’s degree or higher. 

• 9.2% of our teachers have a National Board Certification. 

• 17.8% of our teachers are in their first 5 years in the profession. 

• 22% of our principals have less than 5 years’ experience in administration. 

• 5.6% of our teachers teach at least one class out of their field. 

• On average, our teachers have 13.6 years of experience. 

3.3 We maintain a summary of awards and honors earned by our employees during the preceding year in recognition of their high quality. 

We do not currently have a central repository for maintaining information about honors and awards earned by our employees. When an employee is honored or awarded, our communications team is notified, and that staff member is honored on our social media pages. 

Last year, our communications team kept a list of the more than 150 Belonging Awards handed out to staff. 

The following awards and honors were earned by Ferndale School District employees since the prior OE-4 report in 2021: 

Employee Name	Honor and/or Award
Tom Diimmel, FHS	Washington Career and Technical Sports Medicine Association Instructor of the Year, 2022
Marty Moravec, Ferndale High School	Masonic Teacher of the Year, 2022
Grace Ellis, Eagleridge Elementary	WWU Education Student of the Year
Ferndale School District School Board	WSSDA Board of Distinction, 2022
Communications Team	2023 WSPRA Awards of Merit: Video (Storytelling) and Special Purpose Publication
Sam Wood, Eagleridge Elementary	Masonic Teacher of the Year 2023
Erin Gunter, Vista Middle School	Northwest Conference, Person of Distinction 2023
100 Ferndale staff members	Belonging Awards, 2022-23 school year

 

3.4   We track the diversity of employees and aim to recruit a workforce that reflects our student body and community. 

Our goal continues to employ a workforce that reflects our community and its students. When I arrived and analyzed our staff demographics, I became aware that not only does our staff not resemble our student population, but our district also did not represent the community’s diversity of languages spoken. 

Since then, we have made an effort to hire bilingual administrative assistants. This way, our Spanish-speaking students and families can be greeted every day by staff who speak their language, creating a more welcoming atmosphere. In October 2022, we also hired three bilingual administrative assistants in our schools who are fluent in English and Spanish. Now, every job description posted notes that being bilingual is preferred. 

We have also worked to change our recruiting efforts. This past school year, our human resources team had a booth promoting FSD careers at our student-led Multicultural Night at FHS, as well as at the open house for the new high school Academic Wing. And every Friday, we hold a job fair at the district office. For this upcoming school year, we will be making more attempts to go to nearby underrepresented communities to recruit, instead of asking them to come to us. 

Other strategies we are employing to meet our goal of diversifying our workforce include: (1) actively encouraging minority candidates to apply; (2) evaluating and modifying our screening process to remove inherent bias; and (3) rewriting our interview questions and rating systems to make them more equitable to all candidates. 

Our Grow Your Own class, which launched in the fall of 2021, is preparing our own high school students for teaching careers. The aim of this program, taught by Andrew Bovenkamp, is to diversify the teaching workforce so it better reflects our student body. This program is so popular among our students that FHS will add a second period next school year – 24 students were in this class in the spring of 2022, and 45 have already signed up for the fall of 2023. However, we have work to do in regards to having this new program represent the diversity of our student body: Seventeen of those 24 students from last school year were white, while five of the 24 students were of Latinx/Hispanic ethnicity. We need to be reaching out to more of our students from underrepresented groups in order for Grow Your Own to truly meet the outcomes it was intended to achieve. 

One segment of our organization where these strategies have yielded strong results is our Administrative Team. Not long ago, we were an all-white group -- which definitely is not representative of the students and families we serve in Ferndale. This year, our leadership group includes people of South Asian, East Asian, Latinx, and Native American (including Lummi) descent. Several of these leaders are bilingual. 

Administer clear personnel rules and procedures for employees. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

We have in place documents which contain concrete guidelines defining expectations and directions for staff members, such as current collective bargaining agreements, administrative policies and procedures, Board policies, and employee handbooks. 

We have in place current collective bargaining agreements for all our employee groups. Administrative policies and procedures are in place and available on BoardDocs and our district website, as well as in each work location. This school year, we will be reviewing and re-writing (when necessary) our policies and procedures to ensure we remain in compliance. 

Beyond collective bargaining agreements, we currently have a wide range of resources available to staff on our website. This includes salary scales, contact information for district leaders, non-discrimination policies, and much more. The advantage of having this information available online instead of in hard copy is the ease with which we can update it. 

We specifically review key policies when onboarding new employees. We also highlight certain policies, procedures, and important points of emphasis during our full-day new employee orientation in August. Further, when required by law, or when circumstances call for it, we make certain policies and procedures part of our Vector annual online training required of all District employees. Along with a rundown and follow-up quiz on Ferndale school policies and procedures, staff also are reminded about state laws and guidelines regarding bullying, sexual harassment, mandatory abuse reporting, and more. 

Effectively handle complaints and concerns. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

5.1 Employee grievances are handled in accordance to collective bargaining agreements and/or district policy. 

Each bargaining agreement lays out a process for handing formal employee grievances. This is when an employee feels District action is not in accord with their collective bargaining agreement. For more details on each union’s process for handling grievances, please refer to their collective bargaining agreements on the district website. 

No grievance filed has gone beyond the Superintendent level since this report was last updated in 2021. 

Less formal complaints and concerns are addressed at the building level, with support from district administrators when required. For example, if a building needs support in solving a less-formal complaint, the appropriate district-level administrator will provide resources and support. 

5.2 The School Board has received zero reports that District officials have failed to respond to legitimate questions or concerns from stakeholders when those questions or concerns have been communicated through an appropriate venue (notwithstanding that the stakeholders may not agree with, or like, the response they received). 

Any written comments or complaints received by the Board are addressed by Superintendent Dominguez, the secretary to the Board, or her designee. Additionally, she will have the relevant department investigate the complaint and report back to the Board at the next meeting. 

To our knowledge, the Board has not received any reports that District officials have failed to respond to questions or concerns, although there have been instances when questioners have contacted the Board about either the timeliness or the content of the response we provided. 

Maintain adequate job descriptions for all staff positions. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

6.1  We have written job descriptions for all our employees that are consistently updated and provide an accurate explanation of the role. 

All job descriptions are less than three years old and all share a common format. Each job description includes: (1) the Position Purpose/Overview; (2) Education and Experience/Desired Qualifications; (3) Essential Job Functions; and (4) Knowledge, Skills, Abilities, and Physical Requirements. 

We created a plan and a schedule that will ensure that all job descriptions are reviewed and updated a minimum of once every three years. The plan includes an approved process for editing existing job descriptions, as well as procedures and a format to be used when creating a description for a new position. 

Job descriptions can be found by clicking on any open position in our FastTrack hiring system. 

Our new Director of Human Resources, Kara Silsbee, is not only working on restructuring the function of our HR department, but is also performing a full review of the technical aspects of the department – including job descriptions. These changes follow our hiring of an outside consultant during the 2022-23 school year, who did a full analysis of our hiring system. 

Protect confidential information. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

7.1 We have a Confidentiality Statement that outlines both the District’s commitment to confidentiality and the limits to confidentiality that can be offered to employees. 

We have new hires read and sign a Confidentiality Agreement upon hiring. Additionally, we require employees who work with confidential information as part of their regular duties to complete a confidentiality component in their annual Vector online trainings. Policy 4020 addresses confidentiality. 

We are continually working to improve our performance in protecting confidentiality. 

7.2 We have clear procedures for handling employee-related confidential information and evidence that appropriate staff have been trained in following these procedures. 

We have clear guidelines in place for handling confidential information. We communicate these guidelines as required procedures to employees who regularly deal with confidential information, like our Administrative Assistants. A printed copy of the procedures is maintained in each office. As mentioned above, we also require employees who work with confidential information as part of their regular duties to complete a confidentiality component in their annual Vector online trainings. 

7.3 The district maintains practices that address breaches in confidentiality. 

If an employee inappropriately releases confidential information, we have a process that addresses the situation through education or discipline as appropriate. This begins with educating staff on confidentiality rules, progressing to a letter of reprimand, following with progressive discipline. 

Assure that compensation and benefit plans attract and retain the highest quality employees by compensating employees, within available resources, in a manner consistent with the applicable marketplace, including but not limited to organizations of comparable size and type. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

We have Collective Bargaining Agreements with each employee group that spell out wages and other benefits. 

We have current contracts in place for all our employee groups, and each of those contracts includes information about wages and benefits. 

In addition, compensation agreements have been developed for some of our employees who are unrepresented, such as professional technical employees and unrepresented administrators. 

We have studies showing our employees’ total compensation packages in relationship to employee compensation packages in other districts in the region and state, especially those districts that are comparable to Ferndale. 

As a part of the bargaining process, we compared the key features of each group’s agreement to those provided to employees with like positions in Whatcom County and/or other comparable districts. We consistently use such comparisons to ensure fairness and competitiveness. Currently, the compensation we provide Ferndale employees in every job category is at least equal to the midpoint of other Whatcom County districts. 

Consistent with the Superintendent’s own evaluation, evaluate all employee performance according to their contribution toward achieving the Board’s Results policies and their compliance with the Board’s Operational Expectations policies. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

We have documentation that all District employees have been appropriately evaluated. 

 

The HR department has documentation that 100% of District employees have been evaluated. Copies of these written evaluations have been submitted to HR and placed in staff files. More information on state-mandated teacher and principal evaluations (commonly referred to as TPEP) can be found on OSPI’s website. 

State law and the provisions of negotiated contracts dictate the evaluation process and timeline for the majority of our employees. A small segment of our employees fall into the category of “unrepresented,” which means they do not belong to a union and are not subject to contractual timelines or even legal requirements that they receive an annual evaluation. We acknowledge the importance of evaluating every employee every year, whether required by law or not. 

As a part of her Entry Plan last school year, Dr. Dominguez looked into our staff evaluation practices and realized we needed to revisit our processes. This summer, we brought in a state trainer to help with TPEP (Teacher, Principal Evaluation Program), the 5 Dimensions of Teaching and Learning teacher evaluation, and our use of the Association of Washington School Principals leadership framework. 

Ensure that all staff members are qualified and trained to perform the responsibilities assigned to them. 

 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

We monitor certificate renewals and offer a variety of in-person and online opportunities for professional development. 

Our certificated staff such as teachers and administrators are required by state law to renew their certificates through professional development, equivalent college credits, or more. For more information on these state requirements, visit the OSPI website. 

Our district provides numerous opportunities for all staff to participate in professional development. Staff can find these events through our PDEnroller site, which lists dozens of choices. We provide state-required clock hours at no charge for any qualifying professional development event. 

One professional development opportunity we provided staff last school year was a series of virtual talks about inclusionary practices and Universal Design for Learning from Dr. Shelley Moore and Dr. Katie Novak. Last year, at the end of August, our K-8 math teachers took a series of sessions learning about our new i-Ready math curriculum. And staff from the Playworks nonprofit had continual sessions with elementary staff throughout the year, teaching elementary staff about how to teach leadership skills and teamwork during recess. 

We also host a three-day professional development session at the end of August, where staff can receive training in a variety of educational fields. This agenda for this year’s August professional development session, held last week, can be found here. During the session, our staff heard from educational technology speaker Jeff Utecht about how to integrate AI into their classrooms, learned about updates to their curriculum, were taught tips on how to best use classroom management systems like Canva and Google Classroom, and more. 

Our district also very recently received a BEST Mentor Grant from the state, which supports certificated staff during their first three years. These grants pay a few of our more experienced teachers to train our newer certificated staff as mentors. This is a unique form of professional development that can be much more personalized to the individual staff in question. We are currently in the process of finding experienced staff who can serve as mentees. 

 

Outside of what is provided for all staff by building and department leaders, the Ferndale Education Association contract specifically gives certificated staff control over most of the professional development they receive. All other employee groups have been represented in decision-making about appropriate professional development for the members of their respective groups. 

Each principal, as part of their compensation package, receives an annual stipend for professional development, which they can choose to use to advance their knowledge and skills related to any aspect of their position. A District fund to allow principals to attend a national conference once every three years is also included in the negotiated agreement with the principal’s association. 

Washington, beginning in the 2019-20 school year, began requiring prospective paraeducators to adhere to minimum employment standards. These standards include both foundational prerequisites and additional qualifications, including completing the Fundamental Course of Study (FCS). The FCS mandates that school districts provide paraeducators with a minimum of two days (14 hours) of training during the initial year and an expanded four-day (28 hours) training in the subsequent year. FSD offers these trainings to all paraeducators as required. By the district adhering to the FCS requirements, we nurture a proficient paraeducator workforce, ensuring they are well-prepared to contribute to student learning. 

The above-mentioned professional development supports staff not only in their certification and requirements, but also supports ongoing learning opportunities for growth and continuous improvement. 

Maintain an organizational culture that positively impacts the ability of staff to responsibly perform their jobs and allows them to work in an environment of professional support and courtesy. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

11.1 We have a District Civility policy and evidence of the ways it has been communicated. 

The District maintains a Civility Policy, which is posted at every worksite and is also available on the District’s website. We review the Civility Policy with all new employees as part of the onboarding process. For the past several years, reading and signing off on the Civility Policy has also been a component of the Vector online training that all employees are required to complete. Along with a rundown and follow-up quiz on Ferndale school policies and procedures, staff also are reminded about state laws and guidelines regarding bullying, internet security, sexual harassment, mandatory child abuse reporting, student-staff boundaries, and how to respond to health emergencies at school. 

11.2  We have evidence of the District’s efforts to build positive relationships with  employees. 

Last school year, I made a point to meet with many staff groups throughout the district as a part of my Entry Plan last school year. This allowed everyone from kindergarten teachers to transportation dispatchers to speak their mind about Ferndale School District. These meetings helped build trust among our staff and showed that District leadership was listening to their concerns. During these school visits, I spent time “walking in the shoes” of a variety of our staff like paraeducators and counselors, to learn more about their positions and unique challenges. Not only was this an educational experience for me, but it was a clear signal of support to those staff members. 

A major goal of the You Belong campaign, which launched in the 2022-23 school year, was to boost staff morale and increase a sense of belonging. This included the start of a new annual tradition: the staff kick-off assembly, held the day before the first day of school. This event features inspirational speeches, spirit competitions, fun videos, and more to get our staff excited for the new year. This has been a major success in improving spirits among our staff. The campaign also signaled a shift in our district culture. More information about the You Belong campaign, including t-shirts and Belonging Awards, can be found in the OE-9 monitoring report. 

We have made a concerted effort to grow and improve relationships with our various union groups through regular Labor Management meetings. These meetings include an intentional focus on increased communication, transparency, and reliability. As a result, we have enjoyed a more collaborative atmosphere with our groups. 

District-level administrators are expected to visit school buildings twice a week. This increases visibility, which makes providing support easier and enhances our relationship with staff throughout the district. I set an example of this for our administrative team through my Entry Plan school visits, as well as other frequent pop-ins. 

Administrators also attend as many after-school evening events as possible to show their support for our staff, students and the community. For example, many members of our administrative team – both from FHS and other buildings – attended the #FarewellOldMain open house in December as well as the open house for the new FHS Academic Wing later that school year. 

11.3  We have evidence of the ways employees have been invited to participate in  meaningful decision-making and problem-solving. 

Our district makes a strong effort to involve employees in decisions that impact them. 

Many of our committees and task forces, such as the Early Learning Task Force, feature multiple staff members and/or union representatives, so they have a say in any final recommendations. Furthermore, groups at the individual school levels, such as Multi-Tiered Systems of Support (MTSS) teams, provide opportunities for employees to be meaningfully involved in decision-making. 

Finally, we expect that all administrators maintain the kind of open-door policies that encourage direct communication. We are also making an effort to be more transparent in our decision-making processes both with our staff and with the public. 

11.4  We have evidence that the District has furnished employees with the necessary tools and good working conditions to do their jobs. 

The District has established a set of minimum equipment that we guarantee we will provide in every classroom, including furniture, curriculum, and technology. This year, we are taking this a step further by providing all preschool, Jump Start, and kindergarten classrooms with new furniture and play-based materials. This move was recommended by our Early Learning Task Force. 

In addition, we reimburse all full-time certificated staff members up to $100 annually to use at their discretion for individualized classroom/office supplies. All certificated staff also receive a laptop. 

Each building and department receive a budget to fulfill specific staff needs. For the past four years, these budget allocations to schools have included dollars for purchasing the supplies students need to do their classroom learning work (instead of relying on parents/guardians to provide such supplies). 

We are also taking steps to ensure each of our buildings provides a safe working and learning environment. Every building maintains a Safety Committee that meets at least quarterly. Policy 6511 also sets guidelines for keeping our school's safe workplaces by following state labor laws. Notably, the Ferndale School District has been an acknowledged leader in the region in conducting large-scale safety drills and preparing staff and students to respond to emergency situations. 

Our 2019 Bond also helped make our buildings safer, most notably through the addition of secure vestibule entryways in each building. Now, each building only has one entryway, and our administrative assistants have complete control over who comes in. The new Ferndale High School Academic Wing, completed in January 2023, provided numerous work environment upgrades for our staff, such as improved air quality, better lighting, and fewer trip hazards. Our district has partnered with the Bond Oversight Committee, made up of knowledgeable community members, to make these changes a reality. 

The Superintendent may not: 

Retaliate against any employee for initiating a legitimate complaint. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

12.1 In the event that retaliation is claimed, we have evidence that the claim has been taken seriously, investigated fully, and addressed appropriately. 

The Ferndale School District has a process in place that allows for both internal and external investigations in the event of an allegation of retaliation is reported. In the event of a complaint, it is investigated to determine the veracity of the concern. The current HR Director is reviewing the current process to ensure it follows state law (WAC 296-128-780). 

No formal complaints were filed with the Superintendent during the 2022-23 school year. 

Superintendent’s Final Remarks 

The past few years have been a time of transition as we come out of the devastating global pandemic and welcome new leadership in many parts of the organization. We know these challenges and changes have taken their toll on our employees and we do not underestimate the heightened workloads and/or stress levels they created. The way we treat our most valuable resources, the people whom we work with, has a direct influence on their satisfaction with being members of the Ferndale School District team and the quality of their work with students and families. 

 We have worked hard during this transitional period to support our employees. We communicated with them often. We looked for opportunities to include them in decision-making – the Entry Plan, task forces, the elementary and secondary leadership teams, grade-level and subject matter teams, and regular Labor Management meetings are some examples. Although we know we still have considerable room to grow, we believe it is fair to say that relationships between District leadership and employee groups are stronger today than they were when we last reported. We are very thankful for the many ways Ferndale staff have served our community and supported our District. 

We will end by reaffirming that the Ferndale School District is a people's business. Our staff are truly our most valuable resource. While much of OE-4 focuses on the effectiveness of systems and procedures, we never forget the ingredients that are essence of a powerful human resources program: empathy, compassion, inclusion, respect, recognition, and responsibility. 

To: School Board, Ferndale School District (WA)  

From: Dr. Kristi Dominguez, Superintendent 

Date: January 30, 2024 

Subject: 2024 Monitoring Report 

Operational Expectations Policy 5 (OE-5) 

                      Financial Planning 

Superintendent’s Introduction 

Because most of our Board and some administration has turned over in the past couple of years, I found it important for everyone to have a deeper understanding of not only our current financial situation, but also how we got here. The last OE-5 report, written by the former administration in July 2021, has a very thorough rundown of an eventful stretch of Ferndale School District finances – from the McCleary fix to the 2020 levy failure to COVID-19. That report can be found at this link.  

Since that July 2021 report, Ferndale voters emphatically approved another two-year levy in February 2022. For the upcoming February 13, 2024 election, we’ll be asking voters to renew the levy for four years. 

More than four years since the Board approved the original OE-5 policy, all of our bond projects are nearly complete. Our buildings have all received significant security upgrades, including secure entryways at each site, along with most schools also receiving capital improvements. And the new FHS campus, finally fully completed this month, has been well received by students, staff, and the community at large. More information about the bond process can be found on our website. 

The 2023-2024 Budget you approved on July 25 ensures continuing fiscal soundness for the Ferndale School District. The responses to the indicators in the report that follows attest to that. In fact, they are mostly just simple attestations that we have complied with all of the legal requirements and accounting guidelines of the State of Washington and that we have kept you informed throughout the process. But the whole story of our financial planning is so much more than those simple answers convey. 

Policy 

The Superintendent will develop and present to the Board a multi-year financial plan that is related directly to the Board’s Results priorities and Operational Expectations goals and that avoids long-term fiscal jeopardy to the District. 

Interpretation 

This means that we will provide financial information to the School Board and stakeholders at regularly scheduled reporting periods. This financial information will include the annual budget and monthly financial updates on the state of the District budget as well as such debt service instruments. The financial information we present to the Board will display a balanced budget during the upcoming fiscal year.  

Also, our budget reports to the School Board and stakeholders will show how funds are being allocated in support of the District’s strategic plan for the coming year as well as for the next three years.    

 The Superintendent will develop a budget that is in a summary format understandable to the Board and presented in a manner that allows the Board to understand the relationship between the budget and the Results priorities and any Operational Expectations goals for the year. 

Interpretation 

We understand this requires that the key components of the Annual Adopted Budget will be condensed and presented to the Board in a “user friendly” format. The Washington State standardized format we are required to use for the Annual Adopted Budget is difficult to understand for the average lay person. Since the Board places a high value on transparency, they expect the Chief Business Officer or designee to create a summarized version of the budget that explains (1) the total General Fund revenues and expenditures; (2) the main type of anticipated expenditures within the General Fund; and (3) the assumptions underlying the estimated revenues and expenditures. 

Monitoring Indicator(s) 

We will know we are compliant when: 

We have delivered a presentation at the Annual Adopted Budget Board meeting which includes the information outlined in the interpretation above. 

The budget was presented at the regular business meeting on July 25, 2023. The presentation included all of the information outlined in the interpretation. 

The Board also discussed the upcoming budget for the 2024-25 school year during their study session on January 16, 2024. 

We have presented OSPI-generated budget documents at the Annual Adopted Budget Board meeting. 

The F-195, F-195F and MSOC (Materials, Supplies and Operating Costs) Disclosure were presented via BoardDocs as part of the July 25, 2023 School Board meeting materials. 

 We can produce evidence showing that we have shared the assumptions and allocations that led to the approval of the Annual Adopted Budget. 

During several meetings, the Board has discussed enrollment, staffing, ESSER (Elementary and Secondary School Emergency Relief) funds, and new State budget impacts.  

The Superintendent will credibly describe revenues and expenditures. 

Interpretation 

We understand this component requires that the Annual Adopted Budget will follow the Washington State required standardized format for documenting the various revenues the District expects to receive and the funds the District expects to expend during the period beginning September 1 of the following year and running through August 31. Also, the Board expects us to base our projected revenues and expenditures on realistic assumptions and the best information known at the time. Finally, the Board expects us to submit our Annual Adopted Budget, along with all required supporting documentation, to the Educational Service District and/or OSPI for review in order to ensure our assumptions and predictions are valid and reasonable. 

Monitoring Indicator(s) 

We will know we are compliant when: 

The Annual Adopted Budget is available on the District’s website.       

The 2023-2024 Adopted Draft Budget has been posted on the District website since July 2023, and it was labeled as final after it was adopted by the School Board on July 25, 2023.  

The results of the District’s most recent financial audit verify that our budgeting methods are realistic and predictably attainable. 

The exit materials from the State Auditor’s Office that have been provided to the Board annually since our last monitoring report reflect no adverse opinions.  

We can show evidence that the Educational Service District (ESD) and/or the Office of the Superintendent of Public Instruction (OSPI) have received and reviewed the District’s Annual Adopted Budget. 

Page 3 of the F-195 budget shows that Lori R. McLeod of the ESD and Lee Wlazlak of OSPI approved and signed the 2023-24 annual budget. 

The Superintendent will ensure that the Budget shows the amount spent in each budget category for the most recently completed fiscal year, the amount budgeted for the current fiscal year, and the amount budgeted for the next fiscal year.  

Interpretation 

We understand this component requires that we regularly report to the Board a summary of General Fund budgeted and actual expenditures by major object code. We will use the format as defined by the Washington State School Accounting Manual. 

We will also use major object codes defined by the Washington State School Accounting Manual, which are: Debit and Credit Transfers; Certificated Salaries; Classified Salaries; Employee Benefits; Materials, Supplies and Other Costs; Contractual Services; Capital Outlay; and Travel.  

Monitoring Indicator(s) 

We will know we are compliant when:  

We can show an Annual Adopted Budget that includes all of the data outlined in the interpretation above. 

The F-195 has been presented to the board and made available online. 

We can show that we have provided Interim Financial Reports that include the data outlined in the interpretation above.  

Each month at their regular business meeting, the Board has been presented with monthly financial statements via BoardDocs. This information is accessible online.  

The Superintendent will disclose budget-planning assumptions.  

Interpretation 

We understand this component requires us to share with the Board in public meeting(s) the major assumptions we have used to determine projected revenues and expenditures. Such assumptions will reflect factors such as (1) changes in the revenue limit funding as determined by the State, (2) increases or decreases in State and Federal funding, (3) significant changes in negotiated compensation agreements (with “significant” defined as impacting the majority of the bargaining unit), (4) anticipated changes in student enrollment, and/or (5) anticipated cost increases in required commodities like insurance and utilities.   

Monitoring Indicator(s) 

We will know we are compliant when:  

We can show evidence from public Board meetings showing we have made presentation on the budgeting process, assumptions underlying that process, and research supporting our assumptions. 

Minutes from Board meetings and study sessions reflect discussions about enrollment, staffing, ESSER (COVID-19 school relief) funds, and new State budget impacts. These minutes can all be found on BoardDocs. 

We can show evidence that Annual Adopted Budget documents for the upcoming year, as required by the State of Washington, have been presented to the Board.  

The F-195, F195F and MSOC (Materials, Supplies and Operating Costs) disclosure were presented via BoardDocs as part of the July meeting materials. 

The Superintendent will assure fiscal soundness in future years. 

Interpretation  

We understand “fiscal soundness” means that the Annual Adopted Budget we present to the Board will show a positive General Fund ending fund balance. This means the Required Reserve for Economic Uncertainties will be no less than the minimum percentage set by the Board unless an exception to that percentage has been specifically approved by the Board.   

Monitoring Indicator(s) 

We will know we are compliant when:  

We can show unaudited Actuals for the prior year with a positive ending fund balance. 

The beginning fund balance for the 2023-2024 budget is positive, and the monthly financial reports presented to the Board via BoardDocs shows a positive fund balance each month.  

We can produce an Annual Adopted Budget and Interim Reports reflecting, at a minimum, the Board required percentage in the Reserve for Economic Uncertainties (also known as the Undesignated/Unreserved Fund Balance), or, as an alternative, we can produce an agenda item showing the Board has taken official action to approve a reduction in the Reserve. 

Both the F-195 and monthly financial reports reflect an Undesignated/Unreserved fund balance that is in compliance with board policy.  

The Superintendent will assure that the Budget reflects anticipated changes in employee compensation, including inflationary adjustments, step increases, performance increases, and benefits. 

Interpretation 

We understand this component means the Annual Adopted Budget and Interim Reports need to reflect current and projected compensation agreements with each of the District’s bargaining groups, up-to-date information on anticipated step and column increases, and changes in health insurance premiums or any other benefits. 

Monitoring Indicator(s) 

We will know we are compliant when:  

We can show that summary information has been provided to the Board prior to ratification of any negotiated agreement with the District’s bargaining units. 

Summary updates on the negotiations were given to the board at their regular business meetings, along with an opportunity for questions and answers. 

We can show that Budget projections specifically identify increased costs for employee compensation. 

All budget projections accounted for both known and estimated impacts of increases to employee costs from salary and benefits.  

We can show that Budget preparation documents reflect negotiated settlement information. 

All Budget projections accounted for both known and estimated impacts of increases to employee costs that result from contract negotiations.  

We can show that Interim Budget Reports reflect the impacts of negotiated settlement information that was not available at the time of Budget adoption. 

The monthly financial reports provided to the Board via BoardDocs reflect actual expenditures, including the impacts of any negotiated agreement that was not available at the time of Budget adoption.  

The Superintendent will assure that the Budget includes such amounts as the Board determines to be necessary for its own governing function, including Board member training, consultation, attendance at professional conferences and events, and other matters identified by the Board. 

Interpretation  

We understand this component requires us to develop and maintain a Budget 

Responsibility Center (BRC) within the District budget that provides for the operating expenses of the Board. The Board will present the Superintendent with a budget submission for the upcoming year so that it can be included in the District’s budget development process.  

Monitoring Indicator(s) 

We will know we are compliant when:  

We can show Budget preparation documents that include the Board’s BRC and budget submission for the upcoming year. 

Every month, the Board receives an update in their regular meeting consent agenda detailing the year-to-date expenditures from the Board’s budget. The Board also learned more about the BRC at their budget-focused study session on January 16.  

The Board’s budget includes such amounts as the Board determines to be  necessary for its own governing function, including board member training, consultation, attendance at professional conferences and events, and other matters they identify. 

We can show that the Board’s BRC has been included in the District’s Adopted Budget.  

The Board’s BRC (1110) is included in the 2023-24 District Budget. 

We can show that we have made Interim Reports to the Board with updated status of their actual expenditures compared to their budget. 

As mentioned above, the Board receives a monthly update on their budget in the consent agenda during every regular meeting. 

The Superintendent will not develop a budget that plans for the expenditure in any fiscal year of more funds than are conservatively projected to be available during the year. 

Interpretation 

We understand this component prohibits us from developing a budget that projects spending to be higher than anticipated revenue plus available fund balance in any fiscal year. Furthermore, we understand the Board expects anticipated revenues for the year to be based on factual information wherever possible and to be estimated conservatively wherever factual information is not available. By “conservatively,” we believe the Board means that, when there might be a range of possible revenue from a particular source, our estimate will be from the low end of the range.  

Monitoring Indicator(s) 

We will know we are compliant when: 

We can show evidence in the Annual Adopted Budget and Interim Reports that expenditures have not exceeded the total of budgeted revenues plus the portion of beginning fund balance that State law, accounting standards, and/or Board direction have deemed available for specified expenditures.  

Both the F-195 and monthly financial reports reflect an Undesignated/Unreserved Fund Balance that is positive and complies with Board policy. 

We can show evidence that the District has received a positive financial health ranking from OSPI meaning the District isn’t insolvent or in binding conditions.   

The Financial Indicator Report on OSPI’s website shows a positive score, indicating that the District is not in binding conditions.  

The Superintendent will not provide for an anticipated year-end fund balance of less than four percent (4%). 

Interpretation 

We understand this component requires us to create a budget that has at least 4% of the total General Fund in reserves at the end of the fiscal year. In other words, the Board expects us to set aside sufficient funds to protect the District from unforeseen circumstances, delayed apportionment payments, and/or any other emergencies that could put the District in financial jeopardy.  

Monitoring Indicator(s) 

We will know we are compliant when:  

We can show evidence in the Annual Adopted Budget and Interim Reports that the reserve accounts have balances sufficiently high enough to comply with this policy. 

Both the F-195 and monthly financial reports reflect an Undesignated/Unreserved Fund Balance that complies with Board policy. 

We can show evidence that District’s credit rating has remained above average. 

The district’s bond rating provided by Moody’s Investment Services is above the average for districts our size.  

We can show evidence that year-end financial reports and financial statements reflect a cash balance that is in compliance with this policy. 

Both the F-196 and monthly financial reports reflect an Undesignated/Unreserved Fund Balance that complies with Board policy. 

Superintendent’s Final Remarks 

We have successfully navigated tough financial waters during the past few years, and we are a better financial position than many of our neighboring districts. I believe, by maintaining our fiscally sound practices and by being responsible stewards of taxpayer dollars, we will remain on this path and continue to provide a quality education for Ferndale’s students. 

To: School Board, Ferndale School District (WA) 

From: Dr. Kristi Dominguez, Superintendent 

Date: January 30, 2024 

Subject: 2024 Monitoring Report 

                   Operational Expectations Policy 6 (OE-6) 

                   Financial Administration 

Superintendent’s Introduction 

This straight-forward report explains how we maintain our stable financial standing. At the time of this report, I believe I am in compliance with the Board’s expectations associated with this policy. I have not, to use language consistent with this policy, caused or allowed any financial activity or condition that materially deviates from the budget adopted by the Board; caused or allowed any fiscal condition that is inconsistent with achieving the Board’s Results priorities or meeting any Operational Expectations goals; or placed the long-term financial health of the district in jeopardy. 

Policy 

The Superintendent shall not cause or allow any financial activity or condition that materially deviates from the budget adopted by the Board; causes or allows any fiscal condition that is inconsistent with achieving the Board’s Results priorities or meeting any Operational Expectations goals; or places the long-term financial health of the district in jeopardy. 

Interpretation 

The Board has communicated a strong belief that “the way we allocate resources significantly impacts our ability to serve the growth and learning needs of children.” Therefore, the Board is “dedicated to the careful use of all resources -- people, time, facilities, and money, along with other less tangible but essential resources like trust, vision, ideas, energy, and hope.” 

We understand that, through this policy, the Board is directing us to ensure that all District financial resources are maximized in support of their operational expectations and student learning outcomes, especially as those outcomes are spelled out in their Operational Expectations and Results Policies. In other words, the Board wants us to oversee the financial resources allocated to both building-based and district-centered functions to make sure they are used effectively, efficiently, and in a manner most likely to achieve the Board’s goals and priorities.  

We further understand that the Board expects us to follow sound financial practices as we direct and control the District’s financial resources in the service of their goals and priorities, starting with the development of an annual budget that is clearly aligned to those goals and priorities. When the District uses comprehensive information to develop a data-driven budget that links spending to desired educational outcomes, and the Board reviews and adopts said budget, it can serve as a blueprint for school improvement.  

The Superintendent will: 

Assure that payroll and legitimate debts of the district are promptly paid when due. 

Interpretation 

The Superintendent is responsible for putting policies and procedures in place that will ensure regular and timely payment of the debts of the District to include payroll, contracts, and purchases. The Superintendent is also responsible for monitoring said policies and procedures. 

Monitoring Indicator(s) 

We will know we are compliant when we can provide: 

1.1 Evidence that employee payroll has been processed each month according to the published schedules and all employees receive the correct pay and benefits. 

No significant errors occurred that affected compensation of employee groups. All monthly payroll was processed on time at the end of each month.   

1.2 Evidence that weekly accounts payable have been completed on all legitimate outstanding debts in the District’s possession in accordance with agreed upon payment timelines. 

Payroll taxes, retirement obligations, and other deductions were paid within agreed upon deadlines.  

Assure that all purchases are based upon comparative prices of items of similar value, including consideration of both cost and long-term quality. 

Interpretation 

Washington State law defines requirements for public agencies relative to competitive purchase and procurement processes. These requirements are intended to ensure public entities, like the Ferndale School District, get the lowest possible price for goods, services, and materials. At the same time, the Board expects the Superintendent to ensure that all goods, services, and materials purchased are of suitable quality to meet the Board’s operational expectations and student learning results. The Board understands that being fiscally responsible means selecting the right products to match identified needs, investing in sufficient quality, and considering longevity. Buying cheap can lead to spending more down the line for maintenance and upkeep or replacement costs. Even worse, buying the wrong product can impede the District’s ability to meet its goals. Therefore, the Board expects the Superintendent to develop and implement procedures and processes aimed at getting reasonably high-quality products aligned with the District’s goals and priorities for the lowest costs possible. 

Monitoring Indicator(s) 

We will know we are compliant when we can provide: 

2.1 Evidence that all competitive bid/procurement procedures and laws have been complied with during the previous year. 

The May 2023 state audit found purchases to be in compliance with District policy, state law, and federal guidelines.  

Coordinate and cooperate with the state financial auditor for an annual audit of all district funds and accounts.                                                             

Interpretation 

In compliance with Washington State law, the Superintendent will support the annual financial audit with the allocation of time, space, access, and District resources as appropriate. 

Monitoring Indicator(s) 

We will know we are compliant when we can provide: 

3.1 Evidence that the annual financial audit has been completed, including the entrance and exit briefings, with no audit notes relative to the District’s support for the audit. 

The Board received the audit result exit packet from the State Auditor’s Office on May 8, 2023. 

3.2 Completed annual audits and audited results are reported to all appropriate entities in accordance with statutory guidelines.  

All district audit reports are published on the State Auditor’s website in the State Auditor’s Office Audit Reports Section. Annual financial and audit reports are also posted to the Electronic Municipal Market Access website in order to be in compliance with bond financing requirements. 

4. Make all reasonable efforts to collect any funds due to the District from any source. 

Interpretation 

The Board supports the State law prohibiting the gift of public funds. As such, the Board expects the Superintendent to make a reasonable effort to collect funds due to the District from individuals, businesses, and/or corporations. With that said, the Board also understands that, in some cases, the amount of effort required to collect funds exceeds the benefit to the District of the amount due. 

Monitoring Indicator(s) 

We will know we are compliant when we can provide: 

4.1 State and federal payments are monitored against expected revenue.  

The Board receives monthly financial reports showing the current financial conditions of the district.  

4.2 Procedures that have been put in place to recover overdue amounts and evidence that these procedures have been reasonably exercised. 

Reminders are sent home to families and repayment plans are offered.  

5.   Keep complete and accurate financial records by funds and accounts in accordance with State guidelines. 

Interpretation 

The Board expects us to use the budget process to allocate financial resources to support their goals and priorities. To ensure this happens, our District’s finances must be recorded and tracked (1) in compliance with the Washington State Accounting Manual, and (2) in alignment with Board’s operational expectations and desired learning outcomes. 

Monitoring Indicator(s) 

We will know we are compliant when we can provide: 

5.1 The annual district financial audit confirming that all District audited operations are in compliance with the Washington State Accounting Manual. 

The financial statement audit resulted in an unmodified opinion that financial statements are presented fairly, in all material aspects. The results indicated no internal control weaknesses on financial reporting.  

5.2 Evidence that resources were allocated according to the Board’s operational expectations and desired learning outcomes. 

 At the July 25, 2023 meeting, the 2023-24 District budget was reviewed and approved by the Board. There was not a study session prior to this meeting where the Board held a more in-depth discussion of the budget. Based on Board feedback, we resumed that practice, starting with a study session about the upcoming 2024-25 budget on January 16, 2024. 

6. Publish a financial condition statement annually. 

Interpretation 

The Board expects us to administer the District’s finances in a manner designed to achieve its Operational Expectation (OE) Policies and Results (R) Policies, and annually to provide monitoring reports to the Board specifying the extent to which we have done so. These annual monitoring reports on each OE and R Policy will be published on the District website and become part of the public record. In addition, the Board expects us to communicate at least once a year with the District stakeholders about the current and projected future financial health of the District.  

Monitoring Indicator(s) 

We will know we are compliant when we can provide: 

6.1 A public report summarizing the current and projected future financial health of the District. 

Monthly financial statements are published via BoardDocs monthly. The District’s F-195 and F-196 documents are published on the district website.  

The Superintendent may not: 

Expend more funds than have been received in the fiscal year unless revenues are made available through other legal means, including the use of fund balances, and/or the authorized transfer of funds from reserve funds or tax anticipation notes. 

Interpretation 

We understand the Board expects the District to plan a budget that includes ongoing expenditures that do not exceed revenues. To this end, any time cash reserves are used to project spending in excess of revenues, the excess should be used for identified one-time expenditures that will not be required in future years. The previous year-end budget summary presented to the Board should verify that expenditures were less than revenues, unless the unreserved fund balance remaining from the previous year was in excess of 5%, and budget plans were approved to utilize these excess funds, while still projecting an ending unreserved fund balance of no less than 5% of proposed expenditures for the upcoming year. 

Monitoring Indicator(s) 

We will know we are compliant when we can provide: 

7.1 Evidence that the previous year’s expenditures did not exceed revenues. 

As reported in the annual financial audit, expenditures at the fund level do not exceed appropriate amounts originally adopted by the Board.  

7.2 The previous year-end F-196 Annual Financial Statement showing an unreserved fund balance for the following year of at least 5% of expenditures. 

The previous year’s F-196 confirms a unreserved fund balance of at least 5%. 

8. Indebt the organization.  

Interpretation 

The borrowing of money is a function over which the Board wishes to retain authority. Therefore, any debt taken on by the District must have prior Board approval. 

Monitoring Indicator(s) 

We will know we are compliant when we can provide: 

8.1 Evidence that any debt taken on by the District during the previous year was pre-approved by the Board. 

The District has not borrowed any money between now and the previous OE-6 report in 2022. 

9. Allow any required reports to be overdue or inaccurately filed. 

Interpretation 

The Washington State Accounting manual sets forth requirements for state reporting of financial information. The Superintendent will ensure that all required reports are filed accurately on or prior to the required deadline. 

Monitoring Indicator(s) 

We will know we are compliant when we can provide: 

9.1 Evidence that all financial reports from the past year were filed on time and accurately, including the F-195, F-196, S-275, and F-200, if applicable. 

 The external auditors found there to be no material internal control weakness inherent in the district’s financial statements. The clean audit report was provided to the Board. The District did not receive any notification from the ESD or OSPI related to untimely or inaccurate processing of reports.  

10. Receive, process or disburse funds under controls that are insufficient under applicable State law and regulations. 

Interpretation 

We interpret this to mean that internal controls over the financial reporting process and over compliance are annually evaluated and documented and are in compliance with OSPI accounting guidance. Internal controls will also be in compliance with other related requirements as established by law.  

Monitoring Indicator(s) 

We will know we are compliant when we can provide: 

10.1 Budget staff monitor school site and program transactions to ensure expenditures are in compliance with required guidelines. 

  The financial statement audit resulted in an unmodified opinion that the financial statements are presented fairly, in all material aspects. 

 Superintendent’s Final Remarks 

As this report shows, we have maintained our stable financial standing through diligent practices and a consistent process. This will be further improved by our return to budget-focused study session meetings. I believe we are in compliance with the board’s expectations and district policy. 

To: School Board, Ferndale School District (WA) 

From: Dr. Kristi Dominguez, Superintendent 

Date: September 26, 2023 

Subject: 2023 Monitoring Report 

    Operational Expectations Policy 7 (OE-7) 

    Asset Protection 

Superintendent’s Introduction 

This policy’s primary focus is on risk management. Are we ensuring that our facilities and assets are in usable shape and won’t unexpectedly break down? Are we following best practices in hiring and employee conduct so that we avoid lawsuits? Are we being responsible stewards of local taxpayers’ dollars? 

Because we have followed the guidelines clearly outlined in this policy, we can rest easy knowing our students and staff can focus on learning, not crumbling ceilings and funding deficits. 

If there are specific documents in this report that are unlinked due to their size and/or complex nature – such as our insurance policy mentioned in Indicator 2.1 – you can make arrangements to view the documents at the District Office. We can provide paper copies of these documents. If you’d like more details on the settled lawsuits mentioned in Indicator 6.6, you can reach out to me or Assistant Superintendent for Business and Support Services, Mark Deebach. 

Policy 

The Superintendent will assure that all District assets are adequately protected, properly maintained, appropriately used, and not placed at undue risk. 

Interpretation 

We understand this policy expresses that the School District belongs to the citizens of Ferndale. The citizens have elected the Board to serve as their trustees, and the Board has hired me to manage and care for the District’s resources. This means the Board expects us to be diligent in safeguarding the interests, properties, and investments of the District’s owners. I need to be good custodians of the public resources entrusted to us. 

The Board expects us to ensure all District assets are: 

• Adequately protected, which refers to taking measures to guarantee the District will be able to continue to function in the event of a major disruptive occurrence or significant loss; 

• Properly maintained, which refers to ensuring all real and intellectual property is cared for and secured in a manner that allows the District to benefit from its full useful lifespan; 

• Appropriately used, which refers to upholding quality standards for the way District resources are allocated, managed, and expended; and 

• Not placed at undue risk, which refers to avoiding activities and situations with levels of identifiable danger that are likely to result in significant loss for the District. 

The Superintendent will: 

Maintain property and casualty insurance coverage on District property with limits equal to 100 percent of replacement value. 

Interpretation 

We understand this component requires us to purchase quality insurance contracts that will replace, repair, or provide financial renumeration for loss of or damage to District assets such that the District is restored to an equal or similar position as prior to the loss or damage, less than the amount of the insurance deductible. This quality insurance must provide protection for all real estate, facilities, furniture, etc. owned or leased by the District with value greater than the amount of the deductible. 

Monitoring Indicators  

We will know we are in compliance with this component when we can show: 

We have an up-to-date inventory list of all District property – including land, buildings, vehicles, furniture, technology, equipment, food stuff, and curricular materials – and proof that the list has been used to obtain insurance coverage to protect the items recorded on it against loss from crime, casualty, and/or liability. 

We employ a variety of tools and lists to account for all food, furniture, and technology in our possession. For example, we contract with GigaTrak to create an inventory of all our laptops and other technology items in the District.  

Along with these inventory tools, we work with the Schools Insurance Association of Washington, (SIAW) which protects us against loss from crime, casualty, and liability. That association was formed for the purpose of providing insurance coverage to members, along with a risk management program designed to limit liability exposure. Our policy includes an inventory of all District property.  

We are participants in the Schools Insurance Association of Washington. 

As mentioned in the above indicator, we are currently members in good standing of the Schools Insurance Association of Washington. 

We have adhered to Schools Insurance Association of Washington guidance regarding risk. 

Our annual renewal review and application prove that we are in compliance with the association’s guidelines. 

Maintain both Errors and Omissions and Comprehensive General Liability insurance coverage protecting Board members, staff, and the District itself in an amount that is reasonable for school districts of comparable size and character. 

Interpretation 

We understand this component requires us to provide insurance protection against potential demands that allege wrongdoing by the District, the Board, or individuals employed by the District when these authorized persons are acting legally within the scope of their duty. All 37 school district members of the SIAW pool, most of which are of a similar size, have the same coverage. 

Monitoring Indicators  

We will know we are in compliance with this component when we can show: 

We have personal liability insurance for Board members, staff volunteers, District staff, and the District itself. 

We have a current liability insurance policy in place. 

We are up to date in our participation in Washington State’s Workman’s Compensation Program. 

We purchase coverage through the Department of Labor and Industries. That department manages all claims stemming from job-related accidents and injuries and pays benefits out of an insurance pool. 

We file quarterly reports to the state documenting all Labor and Industries claims, and that we pay the bills regularly and on time. The Board approves these reports in their role as the Audit Committee, and Secretary to the Board Kris Newberry brings paper copies of the detailed reports to each meeting in case a Board member wishes to review. 

Adequately protect the District against theft or misappropriation of funds by any personnel who have access to material amounts of District and school funds. 

Interpretation 

We understand this component requires us to maintain a system of financial controls that tightly limits direct access to cash and securities by anyone in the District and clearly defines accounting procedures for those who are granted access. The Board expects us to conduct business in an orderly and efficient manner; deter and detect errors, fraud, and theft; ensure accuracy and completeness in our accounting data; and produce reliable and timely financial reports. 

Monitoring Indicators  

We will know we are in compliance with this component when we can show: 

We are following good accounting practices throughout the District. 

Other than two minor findings in three audits since 2022, we have received clean audits from the State Auditor’s Office in the past two years. This is evidence that we have followed good accounting practices. All state audits of the District (or any government agency) can be found on the State Auditor’s website. 

A centralized purchasing “department” has been established and maintains up-to-date administrative procedures, guidelines, and forms to facilitate and monitor the efficient and cost-effective purchase of goods and services. 

Procedures for purchasing are current and have been shared with all staff who have purchasing authority. All purchases are approved by an administrator and reviewed by the Accounts Payable Department prior to being processed. 

Vouchers have been internally audited each pay period. 

Business office personnel audit all vouchers each pay period. 

Clear, accurate financial reports are regularly published. 

Financial reports are provided to the Board every month in two formats at their business meeting. They are published and accessible on BoardDocs.  

Protect intellectual property, information, files, records, and fixed assets from loss or significant damage. 

Interpretation 

We understand this component requires us to put in place industry-standard measures and controls to ensure all District data – including financial records, student files, legal correspondence, and assessment material – are securely monitored and stored, whether on-premise or in the cloud, in a manner that will prevent misplacement, theft, or any kind of permanent and irreplaceable loss. We further understand the Board expects us to safeguard the physical property owned by the District in a similarly stringent fashion. 

Monitoring Indicators  

We will know we are in compliance with this component when we can show: 

We have employed firewalls, backup systems, virus protection, encryption, and other generally accepted best practices for protection of electronic information. 

We have purchase orders and work orders that demonstrate we have these systems in place and that they are functioning. Since the last report in August 2021, we upgraded our firewall and web filter systems with newer, more advanced Cisco firewalls and Lightspeed website filters. 

We also participate in Washington School Information Processing Cooperative, a unique public agency that provides information services at a reasonable cost to school districts. The District’s financial and student software platforms benefit from the Cooperative’s team of dedicated personnel who focus on state and federal policies regarding data privacy and security. They provide us with cybersecurity assistance, training, and regular updates on threats and countermeasures. 

Security privileges have been assigned based on an employee’s role and location within the District. 

We maintain a report within the Skyward Information System that shows the security and access level assigned to each job category. Access is differentiated based on the employee’s role in the organization. 

Staff have been made aware that we expect them to take an active role in identifying potential risks to District information assets within their areas, protecting against risks where that can reasonably be expected, and upward reporting risks that they cannot remediate. 

We provide annual training to staff on FERPA (Family Educational Rights and Privacy Act) and other confidentiality requirements as a part of their annual training through Vector Solutions. We also require staff to maintain passwords compliant with password complexity standards. 

We have in place safety and security plans outlining measures for securing and protecting the District’s fixed assets. 

We have a process for ensuring buildings are secured each night and for inspecting buildings and on-site equipment. 

The Superintendent will not: 

Allow facilities and equipment to be subject to improper use or insufficient maintenance. 

Interpretation 

We understand that this component requires us to use, monitor, maintain, and repair our properties, buildings, building systems, vehicles, technology, and other tangible resources in a manner that maintains the integrity of the asset for its normal lifespan. 

Monitoring Indicators  

We will know we are in compliance with this component when we can show: 

We have an up-to-date assessment of the needs of each of our facilities. 

We are currently in the process of creating an updated facilities assessment, so that we can prioritize what needs to be fixed first with our maintenance budget dollars. This process can take a couple years due to the sheer scope of the project. Accounting for every aspect of every building, and to note where in its lifecycle those aspects are, is a large task. 

Since August 2021, we have already tackled many immediate-need facilities projects, such as building a brand-new Ferndale High School campus, replacing roofs and water heaters, and more. Specific details on all bond-funded projects can be found on the District website. However, there are still some mid-range facilities projects that need to be taken care of, such as replacing our parking lots and updating boilers.  

We have a dedicated budget for the regular maintenance of District assets. 

Budget Responsibility Center 1364 represents our annual maintenance budget, which is under the control of the Director of Maintenance and Facilities. 

We have adequate financial reserves for unforeseen contingencies. 

As shown in our monthly financial reports and the District’s Annual Adopted Budget, we have a fund balance exceeding that which is required by Board policy (4% of the General Fund expenditures). Because of this, we have a financial cushion to fall back on in case something catastrophic happens. 

We have continued to meet board expectations by retaining a fund balance exceeding 4% of our general fund expenditures. Our projected expenditures are about $91.6 million for the 2023-24 school year, 4% of which is about $3.7 million. Our projected 23-24 fund balance is about $4.5 million. As we continue to prioritize our district initiatives, we strive to retain a healthy fund balance. 

 

 

 

 

 

Since 2016, we have consistently maintained a Debt Service Fund balance over $2 million at fiscal year-end. As of August 2022, the balance in the Debt Service Fund was nearly $3.6 million. This balance is intended to mitigate against fluctuations in property tax collection. 

 

 

 

Preventative maintenance work orders are included in the District’s online work system. 

Some of the preventative work orders have been added into our work order system, called Hippo, but we are still in the middle of transitioning to a more preventative maintenance focused system. We have contracted with Construction Services Group to assist us with the transition, which should hopefully be finished within the next two years. 

Safety checks have been conducted on systems such as fire alarms, fire extinguishers, smoke detectors, emergency lighting, and generators. 

We have up-to-date tags on all of our fire extinguishers, elevators, and generators. We also have paid invoices from the third-party testers who conducted the compliance checks. 

We have conducted annual inspections and done preventative maintenance on all school buses. 

We have passed our State Patrol inspections of our school buses in the past two years and kept up with preventative maintenance. 

We conduct regular energy assessments, which result in modifications aimed at energy savings. 

Since the elimination of the part-time Energy Manager position following the 2020 levy failure, our approach to energy management has evolved. Regular energy assessments, once a routine part of our operations, have been discontinued. Nevertheless, we maintain vigilance over our energy usage, although our monitoring practices are no longer as structured or scheduled as they were before 2020. 

 Despite these changes, we continue to secure energy-saving grants. In July 2022, Cascade Natural Gas awarded the District a grant of $105,465.50 as an incentive for the efficient construction of the new FHS campus. Additionally, we have successfully obtained several grants aimed at replacing our fluorescent light fixtures with energy-efficient LED lighting systems. 

Preventative maintenance, minor repairs, and unscheduled maintenance have been performed in such a way that all District facilities and equipment are operational and functioning in their necessary capacity for 99% of students’ annual instructional time. 

While our buildings have been operational and functioning for 100% of student instructional time in the past two school years, our equipment has occasionally broken down.  We prioritize the repairs to ensure the instructional environment is not disrupted.  

Recklessly expose the District, the Board, or staff to legal liability. 

Interpretation 

We understand this component requires us to follow all laws, maintain tight financial controls, conduct background checks when hiring, investigate and respond appropriately to all reports of staff or volunteer conduct that represent inappropriate risk, provide risk management training and maintain facilities in a manner that limits liability exposure, comply with all Federal and State mandates related to employment, and adhere to the guidelines of the Washington Risk Management Pool when it comes to assessing the risk level of various activities. 

Monitoring Indicators  

We will know we are in compliance with this component when we can show: 

The Human Resources Department is employing effective hiring practices, including fingerprinting and review by Washington State Patrol for criminal history. 

We completed fingerprinting and Washington State Patrol criminal history reviews for every newly hired employee. More details on our hiring practices can be found in the Operational Expectations Policy 4 (OE-4) monitoring report on personnel administration.  

We have established a District-wide safety and prevention focus aimed at reducing risk of student and/or staff injury, including active safety committees at all sites, clear protocols for reporting potential hazards, and timely response to all such reports. 

Each building has a Safety Committee that keeps the minutes of its meetings. An example from Central Elementary School can be found at this link. Personnel at each building have been trained to enter safety-related work orders into the Hippo work order system. Our custodians perform regular inspections of their facilities, including weekly playground inspections. 

Effective and timely investigative practices have been followed in all cases related to alleged employee misconduct. 

The process for handling an investigation begins with the receipt of a complaint with the Human Resources department. The complaints can come from within the district, outside the district, or other interest parties, such as a parent raising a concern.  

When it is determined that an outside investigator is needed due to complexity, potential conflict of interest, or potential exposure to legal risk, independent agency Clear Risk Solutions is notified and a request for a prelitigation investigation is made. Clear Risk then assigns an investigator that works collaboratively with the district to get background information, schedule interviews, and finally make any essential information available. In cases where the district is named in the complaint and there is a potential conflict of interest, the parties or individual involved are removed from any roles that may be suspect.  

Following the investigation, a report is written and presented for legal review by Clear Risk. The report is then made available to the district. When appropriate, the report in total, part, or summary is shared with applicable parties. Reports not protected under attorney client privilege are subject to public disclosure. 

During the 2021-22 school year, 10 investigations rose to the level requiring Clear Risk to step in. There was also an investigation completed by another agency, at the request of legal counsel and separate from the Clear Risk prelitigation program. Seven of those claims were determined to be unfounded. If Clear Risk finds enough evidence to support a claim, then the District takes the corrective or disciplinary action that is appropriate to the situation at hand. 

During the 2022-23 school year, Clear Risk performed 13 investigations, all a part of their pre-litigation program. All 13 were determined to be unfounded. 

We have made effective use of The Washington Risk Management Pool’s pre-litigation program offered through Clear Risk Solutions. 

As mentioned in the previous indicator, we have effectively used Clear Risk’s pre-litigation program. 

District staff have received trainings to reduce the likelihood that they will engage in practices that could expose the district to claims of liability by ensuring they stay current on such topics as concussion protocols and response to life-threatening allergies. 

All employees are required to complete risk management training annually through Vector Solutions. Some staff will take additional training if it’s applicable – for example, coaches take lessons on concussion and cardiac arrest protocols, CPR/First Aid. The state also requires coaches to take a series of classes every three years, including information on risk management and safe practices. 

The number of accidents, injuries, claims, and/or lawsuits filed against the District falls within an “acceptable” range. 

According to our Human Resources department, 78 accidents/injuries and 20 claims were filed against the District during the 2021-22 school year. Those numbers fell to 32 accidents/injuries and 19 claims during the 2022-23 school year. 

Two lawsuits filed in 2015 were recently settled by the District. Only one lawsuit has been filed against the district since 2016. The number of accidents, injuries, and claims are trending in a positive direction, and we believe only one filed lawsuit in a eight-year time span is a reasonable amount. 

Invest funds in investments that are not secured or that are not authorized by law. 

Interpretation 

We understand this component refers to committing District money or other assets to gain financial return. The Board expects us to make all such investments in accordance with governing law and District policy, ensuring safety, availability, and competitive market rate, subject to the District’s investment risk constraints and cash flow needs. 

Monitoring Indicators  

We will know we are in compliance with this component when we can show: 

We have earned a clean financial audit conducted by Washington State Auditors’ Office. 

The Board has been provided exit documents from the state Auditor’s Office each year upon completion of their annual audit. Those reports have consistently commended the District for its strong fiscal controls and include no significant adverse opinions. All audit reports can be found on the State Auditor’s website. 

Adequate funds have been available at all times to meet the financial obligations of the District when due. 

Since we wrote our last monitoring report on OE-7, the monthly financial reports shared with the Board via BoardDocs demonstrate that adequate funds have been available to meet all of our financial obligations in a timely manner. 

The District has earned a competitive market rate of return on legally permitted investment of available funds. 

All District fuds are invested with the Whatcom County Investment Pool. 

Purchase or sell real estate, including land and buildings. 

Interpretation 

We understand this component requires us to seek and obtain approval of the Board through resolution, following legal counsel, before we purchase or sell real estate. 

Monitoring Indicators  

We will know we are in compliance with this component when we can show: 

No deletions or additions of real estate have taken place without appropriate Board action. 

The District has not purchased or sold any real estate without Board approval in the past two years. We did purchase a 0.49-acre parcel near Pioneer Park earlier in 2023, but that was only after Board approval. 

Take any action that damages the District’s public image or credibility. 

Interpretation 

We understand this component requires us to cultivate a positive reputation for the District by demonstrating sound resource management; a favorable financial condition; and overall staff conduct that is legal, ethical, and prudent. 

Monitoring Indicators  

We will know we are in compliance with this component when we can show: 

The District has maintained a positive image in the community. 

The District has taken major steps to boost its public image among the Ferndale community during the past two years. Since Superintendent Dominguez joined the district in June 2022, she has emphasized a spirit of belonging throughout the district with her You Belong campaign. This campaign – encompassing t-shirts, Belonging Awards for staff, videos, and much more – has majorly boosted morale among Ferndale school staff, which in turn has strengthened our reputation as a quality employer and caring educational system. The overall mood in our schools is much brighter in comparison to previous years.   

Although it can be difficult to precisely measure how the community at large feels about Ferndale School District, there are a few factors that point toward our district being thought of in a more positive light. First, there have been far fewer vitriolic social media comments on our Facebook posts in the past year compared to 2021 and we have noticed an increase in positive remarks at our Board meetings, especially in the last few months.  

Secondly, our most recent levy comfortably passed in February 2022, with nearly 60% of voters voting “yes.” This is a major improvement compared to our failed levy attempt in early 2020 and is proof of confidence in our district. We have also seen a positive shift in community perception and trust as a result of the direct involvement of the Bond Oversight Committee.  

Furthermore, community events such as the open house for our new FHS Academic Wing and the opening athletic events in our new Golden Eagles Stadium have drawn large, excited crowds. While watching the first football game in our new stadium, one resident and parent said in regards to the new stadium, “It feels like the community values (our students) and they have something to be proud of.” 

We also continue to maintain positive working relationships with the Lummi Nation, Ferndale Chamber of Commerce, and City of Ferndale; Moody’s Investment Services has maintained our higher-than-average credit score and bond rating; and relations with our labor unions have remained amicable and productive. 

Corrective action has been taken to address errors, omissions, and/or violations of any of the standards addressed by this policy. 

Corrective action has been taken on any violations of this policy’s standards. Indicator 5.1 above is a great example of this – during our last report in August 2021, we noted that our assessment at the time was not up to date. We have taken steps to remedy that. 

Superintendent’s Final Remarks 

We believe this report proves that our district has successfully protected and maintained our property, and has even improved our public image, during the past two years. We will continue these processes going forward, particularly as we strive to keep our brand-new Ferndale High School campus in top-notch condition. 

(A question the Executive Team has for the Board is if they would prefer this policy to be simplified by removing some indicators. We believe that this report should only cover a few questions more specifically related to risk management: Are you covered by insurance, doing safety trainings, keeping facilities in good shape, and so on. Some of these indicators are very similar to indicators already found in the Personnel Administration, Financial Administration, and Relationship with the Community monitoring reports. We understand the Board prefers these reports to be less overly broad and more pinpointed to the item at hand, and we believe these changes could do that.) 

We will work to ensure that all students experience a feeling of safety, a sense of belonging, and the support needed to be fully engaged in their learning.

 

1. Students will feel safe, seen, heard, respected, and valued as members of a diverse community.

2. We will increase the number of students who are in class and actively participating by fostering environments that promote executive functioning skills, positive character development and civic engagement.

 

Adopted 04.29.2025

Reviewed 03.25.2025

 

Monitoring Method:         Internal Report

Monitoring Frequency:  Annually

We will increase the number of Pre-K through 3rd grade students who will meet or exceed grade-level expectations and developmental standards, building a strong foundation for future success.

 

Adopted 04.29.2025

Revised 03.25.2025

 

Monitoring Method:  Internal Report

Monitoring Frequency: Annually

We will increase the number of students making adequate progress toward, meeting, or exceeding grade level expectations and standards in all classes – specifically in the areas of literacy, mathematics, and science.

 

Adopted 04.29.2025

Reviewed 03.25.2025

 

Monitoring Method:         Internal Report

Monitoring Frequency:  Annually

Ferndale School District students will graduate prepared for life, equipped with the skills and qualities needed to thrive in their future pursuits.

 

Adopted 04.29.2025

Revised 03.25.2025

 

Monitoring Method:         Internal Report

Monitoring Frequency:  Annually

• OE-01 Global Operational Expectation
• OE-02 Emergency Superintendent Succession
• OE-02 Emergency Superintendent Succession Interpretation and Monitoring Indicators
• OE-03 Relationship with and Engagement of Community Stakeholders
• OE-03 Relationship with the Community Interpretation and Monitoring Indicators
• OE-04 Personnel Administration
• OE-04 Personnel Administration Interpretation and Monitoring Indicators
• OE-05 Financial Planning
• OE-05 Financial Planning Interpretation and Monitoring Indicators
• OE-06 Asset Protection Interpretation and Monitoring Indicators
• OE-06 Financial Administration
• OE-07 Asset Protection
• OE-07 Asset Protection Interpretation and Monitoring Indicators
• OE-08 Communicating with the Board
• OE-09 Learning Environment
• OE-09 Learning Environment Interpretation and Monitoring Indicators
• OE-10 Instructional Program
• OE-10 Instructional Program Interpretation and Monitoring Indicators
• OE-11 Facilities
• OE-11 Facilities Interpretation and Monitoring Indicators (Part 1)
• OE-11 Facilities Interpretation and Monitoring Indicators (Part 2)
• OE-12 Safety
• OE-12 Safety Interpretation and Monitoring Indicators
• OE-O1 Global Operational Expectations Interpretation and Monitoring
• OE-O8 Communicating with the Board Interpretation and Monitoring Indicators