BELLEVUE SCHOOL DISTRICT 2018-19 ANNUAL PLAN

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BELLEVUE SCHOOL DISTRICT 2018-19 ANNUAL PLAN

TABLE OF CONTENTS

Executive Summary ....................................................................................................................................................... 2

Background .................................................................................................................................................................... 2

2017 – 2018 One Year Plan ........................................................................................................................................ 2

2017 – 2018 Highlights and Opportunities ................................................................................................................ 3

2023 Strategic Plan ........................................................................................................................................................ 7

Vision ......................................................................................................................................................................... 7

Mission....................................................................................................................................................................... 7

Values ........................................................................................................................................................................ 7

Priorities and Goals .................................................................................................................................................... 8

2018-19 Annual plan...................................................................................................................................................... 9

Annual Plan Goals for 2018-19 .................................................................................................................................. 9

Implementation Approach ...................................................................................................................................... 12

2018-19 Initiatives ....................................................................................................................................................... 14

Priority: High Quality Instruction ............................................................................................................................. 14

Key Initiative – Implement MTSS ......................................................................................................................... 14

Initiative 1 -- Develop Readiness and Foundation for MTSS Implementation ..................................................... 15

Initiative 2 -- Deepen Understanding of English Language Arts and Math Standards to Improve Instruction.... 16

Initiative 3 – Balanced Literacy Instruction In Elementary .................................................................................. 17

Initiative 5 – Math Instruction in Secondary ....................................................................................................... 18

Priority: Student Well-Being ................................................................................................................................... 20

Initiative 1 – Social Emotional Learning and Bullying Prevention Units K-12 ...................................................... 20

Initiative 2 – A Framework for Safe and Successful Schools ................................................................................ 21

Priority: Exceptional Staff ....................................................................................................................................... 22

Initiative 1 – Align Staffing process to match School and student needs ............................................................ 22

initiative 2 – Utilize Climate Data to Enhance Professional Development .......................................................... 23

Initiative 3 – Refine The Hiring Process to Reflect District Priorities ................................................................... 23

Initiative 4 – Establish and Implement Staff recognition Program focused on Values-Based Leadership .......... 24

Priority: Climate and Culture .................................................................................................................................. 25

Initiative 1 – Values-Based Leadership Training .................................................................................................. 25

Initiative 2 – Values Training: Culture of Service ................................................................................................. 26

Initiative 3 – Shared Leadership Through Equity and Inclusion Leadership Teams ............................................. 27

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Priority: Family and Community ............................................................................................................................. 28

Initiative 1 – Communications ............................................................................................................................. 29

Initiative 2 – Family Engagement ......................................................................................................................... 30

Initiative 3 – Community Development ............................................................................................................... 31

Priority Organizational Alignment ........................................................................................................................... 33

Initiative 1 – Resource and Priority Alignment – Strategic Budgeting ................................................................. 33

Initiative 2 – Data Dashboards ............................................................................................................................. 33

Initiative 3 – Program Evaluation ........................................................................................................................ 34

Initiative 4 – Initiative Alignment......................................................................................................................... 35

EXECUTIVE SUMMARY

At its heart, our Strategic Plan—made up of our District’s vision, mission, values, and priorities—is about

ensuring that our students are affirmed for who they are, inspired by their experiences, and have access

to the individualized supports and services that will allow them to thrive. The Strategic Plan affirms our

commitment to providing a positive and supportive learning environment that meets the needs of each

and every student, every day to ensure success for all.

Throughout the remainder of the school year, we will continue to introduce you to the Strategic Plan.

We will share information, including an annual plan with the specific implementation and outcome

targets needed to reach our goals. However, what we are most looking forward to is capturing and

sharing the stories of our Strategic Plan in action throughout our District—students being affirmed for

who they are, inspired by what they are learning, and thriving in and beyond our schools.

Each year, in support of the Strategic Plan, the district will develop an Annual Plan to highlight key

milestones and deliverables. The Annual Plan is a compilation of the district’s specific one-year

operating plans and includes initiatives to support each priority area. It provides a framework for us to

check in on our work, assess our progress, and adjust where needed to ensure we are moving towards

our goals.

BACKGROUND

2017 – 2018 ONE YEAR PLAN

July 1, 2017 Dr. Ivan Duran began as Superintendent of the Bellevue School District. Dr. Duran set out a

clear transition plan which included an Entry Plan, a summary report of what he learned and shared,

and the One Year Plan for 2017 – 2018. The 2017-2018 Plan built on the Instructional Initiatives adopted

by the Board of Directors in 2013 and began the initial process of creating a new strategic plan for the

https://bsd405.org/about/superintendent/entry-plan

https://bsd405.org/about/superintendent/entry-plan-report/

https://bsd405.org/about/superintendent/one-year-plan/

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District going forward. With the Board of Directors’ leadership with Equity and Inclusion and Culture of

Service, the plan took shape and served as the leadership guide for the District.

The Plan identified the following key strategies connected to the Instructional Initiatives:

1. Develop an effective Equity and Inclusion Team to provide strong organizational and leadership

processes for school improvement.

2. Effectively implement Multi-Tiered Systems of Support (MTSS) focused on inclusive academic

instruction.

3. Effectively implement MTSS focused on inclusive behavior instruction.

4. Implement five assessment indicators from the Schoolwide Integrated Framework for

Transformation (SWIFT) Fidelity Integrity Assessment (FIA).

https://www.boarddocs.com/wa/bsd405/Board.nsf/files/ART4L80C08EA/$file/MTSS_Overview.

pdf

Other components of the Plan included operational strategies and goals from various departments that

addressed a variety of needs and areas of focus.

2017 – 2018 HIGHLIGHTS AND OPPORTUNITIES

Instruction – 1-Year Academic Plan

Key Strategy: Every school will operate an effective (level 3) Equity and Inclusion (EI) Team as measured

by the Fidelity Integrity Assessment (FIA) 1.1

Highlights - With a focused approach on establishing school Equity and Inclusion Teams (E&I Teams), all

schools successfully completed this important step. All schools completed Equity & Inclusion plans at a

level 2. The four partner schools with SWIFT completed their readiness assessments with a focus on

laying the foundation and preparation at the school level for implementation of Multi-Tiered System of

Support (MTSS) components.

Opportunities - Some schools had a slow start and implementation at the beginning was uneven. The

coaching visit log proved to be ineffective and was discontinued.

Key Strategy: Every elementary school will implement components of MTSS focused on inclusive

academic instruction in reading.

Highlights - 23 of 24 schools administered FIA 3.1 (schoolwide systems to promote academic success)

and achieved the target goal of “installing.” 17 of 24 schools implementing FIA 3.3 (data-based decision

making), DEILT reviewed this data in the fall and spring. Executive Directors provided coaching to

schools to meet these targets. Every elementary school set up a system for tracking student progress in

reading, conducted data review sessions every 4-6 weeks, and provided interventions for students not

reading at grade level.

https://www.boarddocs.com/wa/bsd405/Board.nsf/files/ART4L80C08EA/$file/MTSS_Overview.pdf

https://www.boarddocs.com/wa/bsd405/Board.nsf/files/ART4L80C08EA/$file/MTSS_Overview.pdf

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Opportunities – A review of core reading instructional practices indicated a need to provide clarity and

training to teachers on balanced literacy. Implementation of a 90-120 minute balanced literacy block

was not consistent across all schools and grade levels. This area of focus continues and is part of this

year’s plan. Implementation of MTSS cycles of improvement continues as part of this year’s plan.

Key Strategy: Every middle school will implement MTSS focused on inclusive academic instruction in

math.

Highlights – Middle schools have begun implementation of MTSS cycles of improvement for math. 6 of

7 schools completed Beyond Diversity 1 (BD1) training for IMT1 math teachers and initiated data review

cycles. A pilot was conducted to adopt new math materials for Algebra and Geometry. Teachers

participated in training on effective math instructional strategies with the new curriculum.

Opportunities – Feedback data gathering from students and teachers to improve MTSS is not complete.

MTSS cycles for math will become more intentional with the implementation of MTSS tools.

Key Strategy: Every high school will implement MTSS focused on inclusive academic instruction in the

Algebra/Geometry block.

Highlights - Algebra/ Geometry blocks with cycles of improvement have been implemented. Schools

have some implementation of co-teaching. Student focus groups provided student feedback at each

high school. Approximately 56% of students earned Algebra and Geometry credit. Approximately 30%

earned Algebra credit.

Opportunities - MTSS cycles of improvement are unevenly deployed with varied results. Formative and

progress monitoring assessments were lacking. We are developing and implementing these

assessments this year. Co-teaching models were implemented and continue to need additional support

for improved implementation.

Key Strategy: Every school will implement MTSS focused on inclusive behavior instruction

Highlights - 23 of 24 schools are installing per FIA 4.1 (schoolwide systems to promote positive

behavior). 19 of 24 schools were installing per FIA 4.3 (data-based decision making). Data from an

outside assessment indicates that all schools have implemented positive school rules and a system of

recognition and reward.

Opportunities – We need better screening and data tracking tools for behavior. Training on classroom

strategies, as well as additional/personalized supports for students are still needed.

Budget and Finance

Highlights - With an ongoing approach to improved processes, successes in this area included increased

school allocations for support staff with flexibility for schools. The total increased allocation amounts to

$3 million in classified staffing support for school offices, health centers, cafeteria and playground

supervision and general classified staff support. In addition, Budget and Finance restructured and

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realigned staff to meet changing district needs and new financial reporting requirements for school

districts. Finally, with sound financial oversight, the District continues to operate effectively and

efficiently, ensuring responsible use of taxpayer dollars.

Opportunities - Projected revenues remain relatively flat based upon the current allocation levels from

the state. In addition, the District is in process of several systems reviews and upgrades involving

financial accounting and HR software. Many systems such as time and attendance for employees, pay,

leave reporting and other systems continue to be heavily dependent upon paper processes.

Building Facilities

Highlights - With the opening of three new schools, Stevenson, Tillicum and Wilburton, the District

continues to set the bar for creating learning environments that demonstrate our belief in a world class

education. We continue to be extremely thankful for our taxpayers who provide amazing support. All

schools opened on time and under budget. In addition to the opening of the schools, countless projects

and maintenance needs were met at 29 schools and all of the support facilities.

Opportunities - Current construction projects for Clyde Hill and Highland are ongoing. Due to a variety

of factors involving construction, cost of labor, increase in materials costs, disruption of labor and

material supply and other factors, we will continue to monitor and adjust to ensure quality construction

that meets the needs of our students and staff.

Communications

Highlights - The Communications Department established several areas of focus, including increasing

social media presence and creating opportunity for more community engagement, including school-

based community events and area-focused community discussions. With a deliberate shift toward

more assertive and positive engagement with local media, we have seen an uptick in the positive print

and television stories related to the District.

Opportunities - Staff turnover within the communications department hampered some of the efforts to

strengthen the department. With the addition of a new web content manager and some changes in

current staffing assignments, the department continued to function at a reduced level and now is poised

for future success and opportunity. We anticipate having the department fully staffed as we enter 2019.

Human Resources

Highlights - Human Resources established three goals for the year. the percentage of certified new

hires (teachers) exceeded our set goal of 30% of new hires identified as candidates of color. 33.53% of

new hires self-identified as candidates of color. In addition, the District completed the revision of the

Affirmative Action Plan. The District continues to see its staff become more racially diverse, at an

average of 3% rate per year over the last three years.

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Opportunities - Although 50% of new assistant principals self-identified as candidates of color, no

principals hired for 2018-2019 are candidates of color. Hiring principals of diverse backgrounds will

continue to be important and presents some opportunities for different recruitment strategies.

Nutrition Services

Highlights - Nutrition Services opened three new school kitchens in August, 2018. In addition, after an

anticipated decline in meals served after price increases, meal levels are beginning to bounce back and

are anticipated to increase for the 2018-2019 school year. When considering drops in meal counts due

to school moves, scheduling changes and other factors, the overall health of the program is solid. With

the piloting of breakfast vending machines, we saw immediate success and increase in breakfast

participation at Sammamish High School and now will see the breakfast vending machines installed at

other high schools.

Opportunities - Nutrition Services is traditionally a self-sustaining program, with its revenues covering its

expenses. In addition, with a variety of regulatory requirements, the program often must maintain a

spirit of creativity within a very defined set of rules.

Safety and Security

Highlights - The Safety and Security Team continues to excel. The department established and met all

goals with a focus in training and support of staff. Examples include training 1000 District staff

members, with a total of 6,300 hours of training, nearly double the goal of 3,500 hours of training for

staff. Another highlight involved the training of Early and Extended Learning Staff and Special Education

Staff, which totaled more than 600 hours. The Department continues to work with schools and the

community, hosted several workshops and forums, and has established an intern program for students

in the department. https://bsd405.org/wp-content/uploads/2018/09/Safety-and-Security-Telling-our-

Story.pdf

Opportunities - The importance of school safety and security continues to be of utmost importance and

the team and District will need to continue to adjust to ever changing needs and potential threats.

Student Placement

Highlights - Student Placement successfully implemented new processes and procedures for

enrollment. The revisions support the Board’s adoption of revisions in Policy 3120, Enrollment

https://bsd405.org/wp-content/pdf/policy/3120.pdf , and Inter District Transfer Requests

https://bsd405.org/wp-content/pdf/placement/Inter-District-Transfer-Application.pdf . In addition,

Student Placement has engaged in full support of school registrars and is in process of developing a

support network.

Opportunities - The department is still developing and will have some additional work for full

completion of a set of systems related to the needs of the District.

Technology

https://bsd405.org/wp-content/uploads/2018/09/Safety-and-Security-Telling-our-Story.pdf

https://bsd405.org/wp-content/uploads/2018/09/Safety-and-Security-Telling-our-Story.pdf

https://bsd405.org/wp-content/pdf/policy/3120.pdf

https://bsd405.org/wp-content/pdf/placement/Inter-District-Transfer-Application.pdf

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Highlights - The Technology Department expanded access for students by instituting a WIFI hotspot

pilot to support students who need internet access outside of school for access to their learning needs.

In addition, the department provided access to district laptops to paraprofessionals in an effort to

provide the tools needed for their work with students. A final area of success involved launching the

Synergy Online Registration Module, providing access to parents related to their children. Although not

identified in the One Year Plan, the Technology Department had a variety of other successes, including

upgrades in school technology and the opening of Wilburton and the partnership with Microsoft.

Opportunities - The District is faced with a variety of cybersecurity challenges and strives to be ahead of

the daily threats that attempt to compromise our data and security systems. By hiring a Director of

Cyber Security, the District has invested in continuing to make data and system security a top priority on

behalf of our students, staff and community.

Transportation

Highlights - Improved communication and a focus on culture of service were areas of focus for the

transportation department. With the implementation of Bus Bulletin http://busbulletin.com/parents/ ,

parents can get real time updates on their personal devises, email or phone on any changes, delays or

challenges related to bus routes. In addition, the department continues to update equipment and

buses, including updating bus video equipment and the installation of stop paddle cameras

https://bsd405.org/departments/transportation/stop-paddle-camera-program/ .

Opportunities - With limited physical space and growing demand for routes and buses, the District will

explore options to address transportation needs ensuring the safety of our students and our staff.

Traffic patterns, road congestion and construction delays are a few of the challenges that must be

navigated in the future. In addition, the attraction and retention of quality bus drivers is a critical need.

2023 STRATEGIC PLAN

VISION

To affirm and inspire each and every student to learn and thrive as creators of their future world.

MISSION

The mission of the Bellevue School District is to serve each and every student academically, socially, and

emotionally, through a rigorous and relevant education that is innovative and individualized. As a learning

community that values one another's humanity, we provide courageous support for an equitable and exceptional

education for all students.

VALUES

As a values-driven organization, we strive to embody our shared purpose each and every day, in every interaction,

between and among our students, families, staff, and community. To that end, we’ve identified the following

values to guide our work in the way we prioritize our energies and efforts, how we make decisions, and ultimately

how we serve our students and each other:

http://busbulletin.com/parents/

https://bsd405.org/departments/transportation/stop-paddle-camera-program/

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Service

• We seek to understand our students, meet their needs and those of our families and community, and to serve each other.

Integrity

• We earn trust through consistently and accountably following through on our commitments, and by acknowledging and addressing our shortfalls.

Excellence

• We pursue and nurture the exceptional achievements of our students, teachers, and staff through hard work and growth.

Compassion

• We are mindful of and respond to the thoughts and feelings of others, and are kind, authentic, and self-aware in our interactions.

Respect

• We welcome diverse ideas and contributions, assume each other's best intent, and honor each other's strengths and traditions.

Collaboration

• We build inclusive teams of students, families, staff, and community partners, and engage each member’s contribution on behalf of our students.

PRIORITIES AND GOALS

The Bellevue School District, in collaboration with the Strategic Plan Steering Committee, identified six

priority areas to focus our work for next five years, all with the purpose of serving each and every

student, each and every day.

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We’ll know that our Strategic Plan has been successful when:

1. Our students report they are thriving and feel safe in school.

2. Our parents report high levels of satisfaction with schools, including timely communication.

3. Our staff report they are engaged, valued, supported, and have enough resources.

4. We recruit, support and retain exceptional staff throughout our organization.

5. Our community partners provide services that are aligned to school needs and feel like valued members

of the school community.

6. We increase student growth so that at least 90% of our current cohort of 2nd graders meet state standards

in ELA, math and science by the end of 5th grade. (This will substantially reduce subgroup gaps.)

7. We increase student growth so that at least 97% of our current cohort of 5th graders meet state standards

in ELA, math and science by the end of 8th grade.

8. At least 98% of our current cohort of 9th graders who are on a 4-year path to graduate on time (up from

91%).

9. We strengthen our culture of shared leadership.

10. Resources are allocated to identified needs, priorities, and goals to improve efficacy and clarity of our

work.

2018-19 ANNUAL PLAN

ANNUAL PLAN GOALS FOR 2018-19

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These are the Washington State Improvement Framework (WSIF) goals, based on 2016-17 data and an

annual linear increment to achieve state goals by 2027. We are developing a new approach to goal

setting that is based on individual student progress and will have more refined goals in future years.

ELA Proficiency Rate

Math Proficiency Rate

Graduation Rate

English Learner Progress Rate

All Students

Baseline (2017) 79.6% 64.4% 90.6% 75.6%

2018 Target 80.6% 67.0% 91.1% 75.7%

2018 Actual 78.0% 74.0% NA NA

2019 Target 81.7% 69.5% 91.6% 75.9%

Asian

Baseline (2017) 89.4% 77.3% 92.8%

2018 Target 89.5% 78.6% 93.3%

2018 Actual 86.0% 88.0% NA

2019 Target 89.5% 78.6% 93.8%

Black

Baseline (2017) 53.5% 31.8% 77.1%

2018 Target 57.2% 37.6% 78.4%

2018 Actual 46.0% 33.0% NA

2019 Target 57.2% 37.6% 79.7%

Hispanic

Baseline (2017) 49.0% 34.4% 82.9%

2018 Target 53.1% 40.0% 83.6%

2018 Actual 49.0% 36.0% NA

2019 Target 53.1% 40.0% 84.3%

Two or More Races

Baseline (2017) 83.0% 66.7% 95.5%

2018 Target 83.7% 69.0% 96.0%

2018 Actual 80.0% 75.0% NA

2019 Target 83.7% 69.0% 96.5%

White

Baseline (2017) 80.3% 62.1% 90.6%

2018 Target 81.3% 64.9% 91.1%

2018 Actual 82.0% 74.0% NA

2019 Target 81.3% 64.9% 91.6%

English Learners

Baseline (2017) 27.0% 38.4% 70.2%

2018 Target 33.3% 43.6% 72.2%

2018 Actual 23.0% 36.0% NA

2019 Target 33.3% 43.6% 74.1%

Low Income

Baseline (2017) 50.0% 34.5% 83.7%

2018 Target 54.0% 40.1% 84.3%

2018 Actual 47.0% 37.0% NA

2019 Target 54.0% 40.1% 85.0%

Baseline (2017) 30.8% 25.3% 71.3%

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Students with

Disabilities

2018 Target 36.7% 31.8% 73.1%

2018 Actual 42.0% 31.0% NA

2019 Target 36.7% 31.8% 75.0%

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IMPLEMENTATION APPROACH

Our strategic plan includes key initiatives to fully implement a system of support that will address the learning

needs of each and every student. A Multi-Tiered System of Support provides a continuum of both academic and

social-emotional supports for students and relies on the entire system, including operations, human resources,

instruction, and policies, to align for the purpose of improving the educational experience and outcomes for

students.

We have four main areas of focus over the next 3-5 years to implement an effective system of support.

The System: Utilizing the SWIFT framework and tools, we will implement each of the core components and

measure our implementation fidelity along the way. The framework is comprehensive and requires us to

sufficiently develop readiness and set up the infrastructure for successful implementation.

Core Instruction: Improving core instruction is our primary focus. This is a critical component of the MTSS

framework. To improve core instruction, we will focus on the following:

• Standards and Assessment: What are the standards? What are the instructional shifts to ensure mastery

of the standards? How do we utilize assessment as part of instruction?

• Data-based Decision Making: Using data to inform instruction, to make decisions about student support

needs, to plan professional learning, to allocate resources (time, people, money)

• Culturally Responsive Teaching: Developing advanced cognitive skills for all learners with intentionality

for students traditionally marginalized and/or underserved

Shared Leadership: This work requires teams of people to analyze student outcome data, make decisions

regarding resource allocation and training, measure implementation fidelity of priority practices, and identify and

remove barriers to implementation. This includes a district level implementation team, school leadership teams,

and school educator teams.

Equity and Inclusion: “As educators, we have to recognize that we help maintain the achievement gap when we

don’t teach advanced cognitive skills to students we label as “disadvantaged” because of their language, gender,

race, or socioeconomic status.”(Hammond, 2015) Our data indicates we have a persistent gap among specific

subgroups of students in our district and we believe culturally responsive teaching is necessary to eliminate these

gaps. In addition, we recognize there are systemic barriers that prevent some students from accessing and

experiencing high levels of learning. We are committed to ensuring all students have access and experience an

exemplary education and develop global competence.

The chart below provides an example of stages of implementation. This year, we are in the exploration stage for

some strategies (standards, assessment, culturally responsive teaching) and in the installation stage for other

strategies (shared leadership, data analysis). Note that many of our key strategies will measure our stage of

implementation, rather than student outcomes, at this point.

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2018-19 INITIATIVES

PRIORITY: HIGH QUALITY INSTRUCTION

We believe every child deserves an excellent education. Each and every child has the potential to learn and grow

to high standards.

To ensure each student experiences continuous growth in all subject areas, we will provide engaging and culturally

responsive instruction that addresses the academic, social, and emotional needs of individual students.

High Quality Instruction is:

• Engaging and differentiated through the principles of universal design for learning and culturally

responsive pedagogy

• Standards-based and data-driven

• Includes research and evidence based best practices

The focus this year will be on developing the foundation for a Multi-Tiered System of Supports (MTSS) to deliver

High Quality Instruction and provide an excellent and equitable education for each and every student.

KEY INITIATIVE – IMPLEMENT MTSS

What is MTSS?

MTSS stands for multi-tiered system of support. It is an equity-based, inclusive framework that utilizes data to

advance continuous cycles of improvement to ensure each and every student achieves and/or exceeds

proficiency. This framework organizes resources through alignment of academic and social emotional standards

and is implemented with fidelity and sustained over time.

MTSS has several components, including:

• Standards-based, data driven instruction

o Every student has access to instruction and curriculum aligned to grade-level Common Core State

Standards

o Teachers and educators regularly use data to assess students’ mastery of the standards, plan

instruction according to student needs, assess whether their instruction is working to advance

student learning, and adjust accordingly.

o Teachers and educators evaluate data to determine what students can do, what students are

attempting to do, and what students need to do next.

o Teachers and educators plan to determine objectives for lessons, grouping strategies, resources,

and instructional approach.

• Focus on the whole child

o Academic and social-emotional needs are assessed, monitored, and supported

• Research and evidence-based instructional practices and resources

o Educators utilize research based instructional practices to teach and assess mastery of Common

Core State Standards

• Continuous cycles of improvement

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o Educators regularly assess student progress and adjust instruction as necessary to ensure

students continue to grow academically, socially, and emotionally.

• Shared leadership

o Shared belief among all staff and educators that all students in the building are highly-capable of

learning and that “all students are my students.”

o Shared responsibility to ensure all students make measurable growth.

o Teams of educators meet regularly to review student data to ascertain effectiveness of

instruction, plan, and adjust.

o General Education teachers and specialized facilitators (e.g. English-language learner, Special

Education, etc.) work together to review data and plan instruction.

o Families are involved in key decision-making about their students.

• Culturally relevant instruction and materials

o When planning instruction, educators use a culturally relevant lens to ensure materials are highly

engaging for all students.

o Educators examine their personal and implicit biases for the purpose of strengthening their

instructional practices to reach each and every student.

• Universal screeners and common assessments for all students

o Educators use universal screeners to understand each student’s level of mastery of grade-level

standards. Additional screeners and diagnostic tools are available to identify specific areas of

support students may need.

o Educators use common assessment to measure student growth and plan instruction.

MTSS will take multiple years to fully implement. The focus this year will be on:

• Develop Readiness and Foundation for MTSS Implementation

• Deepen understanding of English Language Arts and Math Standards to improve instruction

• Implement cycles of Improvement in elementary reading and secondary math

In elementary schools, we will focus implementation in reading and in secondary, we will focus on math.

INITIATIVE 1 -- DEVELOP READINESS AND FOUNDATION FOR MTSS IMPLEMENTATION

What is Readiness and Foundation?

Readiness indicators measure will and capacity for change. Being ready doesn’t simply happen; it requires active,

adaptive leadership.

Once teams demonstrate “readiness” to lead implementation, then leaders focus attention on Laying the

Foundation for this specific work of Equity and Inclusion. A solid foundation includes: Team Development &

Communication, Current Reality Documentation, and Shared Understanding of Equity & Inclusion and

Implementation.

Why are Readiness and Foundation important?

Both will, and capacity are necessary in order to “be ready” to lead an implementation effort. Laying the

Foundation will increase the likelihood of successful and sustainable implementation.

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Measure Metric Student Outcome

Implementation Capacity

Readiness & Foundation Checklist completed

X x

Deliverables Timeline and Milestones

• Complete Readiness & Foundation Checklist • June 2019

• District Implementation Team to support, monitor, and remove barriers for MTSS implementation

• November, 2018

• February, 2019

• April, 2019

• June, 2019

• Tiered Intervention Matrix (district-level) • February, 2019

• Resource Inventory (district-level) • April, 2019

INITIATIVE 2 -- DEEPEN UNDERSTANDING OF ENGLISH LANGUAGE ARTS AND MATH STANDARDS TO

IMPROVE INSTRUCTION

What is Standards-Based Instruction?

All students will receive high-quality, culturally responsive universal academic and behavioral instruction that is

differentiated for student need and aligned with the Common Core State Standards (CCSS) for mathematic and

English language arts, as well as other state and local standards.

Why Standards-Based Instruction?

Standards assist in providing consistent grade-level expectations and benchmarks that support equitable

opportunities.

“Through an integrated system of tools and training, Achievement Network (ANet) helps schools and districts

boost student learning with great teaching that’s grounded in learning standards, informed by data, and built on

the successful practices of educators around the country.” https://www.achievementnetwork.org/

Goal: Principals and Instructional Coaches will deepen their understanding of Common Core State Standards

(CCSS) for English-Language Arts in elementary and Math in middle and high school.

Measure Metric Student Outcome Implementation Capacity

Professional Development Sessions

Feedback Survey X

Walk-through calibration

Walk-through tool X

https://www.achievementnetwork.org/

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• 10 Monthly training sessions (20 hours) for Principals and Coaches delivered by Achievement Network (ANet) during District Levels Meetings

• 2-hours each month, August 2018 – May 2019

• Monthly Site Coaching Visits delivered by School ED’s and Consultants (ANet and Discovery Math Techbook)

• At least 2 hours of coaching visits each month, September 2018 – June 2019

• Technical Assistance from Achievement Network for 10 Partner Schools

• 20 coaching sessions per school

• 2019-20 School Improvement Plans include Standards-driven instruction component

• 2019-20 School Improvement Plans due by June, 2019

INITIATIVE 3 – BALANCED LITERACY INSTRUCTION IN ELEMENTARY

What is Balanced Literacy?

Balanced Literacy is a framework that integrates a variety of instructional approaches, including reading and

writing workshop, to meet the needs of all students while providing meaningful literacy experiences. Its

foundation includes explicit skill instruction balanced with supported independent practice.

Skills and strategies of effective reading and writing are explicitly taught in a student-centered, culturally

responsive classroom environment. Teachers provide students with many opportunities for real-life reading and

writing experiences, and the gradual release of responsibility model is used to teach students to be independent

learners. Balanced Literacy also relies on assessment-based planning to differentiate and individualize student

literacy instruction.

Why Balanced Literacy?

Our data indicates our students are experiencing gaps in English Language Arts proficiency, as measured by state

and district assessments. These tables provide preliminary Smarter Balanced Assessment (SBA) data from the

Spring 2018 administration of the summative assessment.

All Students Level 1 Level 2 Level 3 Level 4 Proficient

Grades 3-5 14% 12% 23% 51% 74%

Grade 3 14% 14% 23% 49% 72%

Grade 4 15% 11% 20% 54% 74%

Grade 5 13% 10% 27% 50% 77%

When these scores are disaggregated by race, income and language, we see a gap emerge among groups of

students throughout the District.

• 44% gap between Black or African American students and Asian students; 38% gap between Black or

African American students and White students

• 39% gap between Hispanic or Latino students and Asian students; 36% gap between Hispanic or Latino

students and White students

• 33% gap between students by income

• 42% gap between students by ability

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• 54% gap between students by English language proficiency

Level 1 Level 2 Level 3 Level 4 Proficient

Low Income 41% 21% 22% 17% 49%

Above Poverty 8% 10% 24% 58% 82%

IDEA 48% 16% 20% 16% 36%

Non-IDEA 11% 11% 24% 54% 78%

ELL – Emer/Prog 62% 24% 11% 2% 12%

ELL – T-14 to T-18

5% 17% 36% 42% 79%

Asian 8% 8% 20% 64% 84%

Black or AA 39% 22% 19% 21% 40%

Hispanic 37% 21% 22% 20% 42%

White 10% 12% 28% 50% 78%

Goal: Every school will have procedures in place to measure the fidelity of implementation of universal

support in reading. Schools will allocate 90-120 minutes daily for Balanced Literacy Instruction grades K-5.

Based on schools’ needs assessment results, schools will prioritize 2 Balanced Literacy components aligned to

grade-level standards.



Every classroom has a 90-120 minute literacy/biliteracy block

R-TFI 1.7 X

Every school will administer benchmark assessments in reading (DIBELS, TRC, STAR)

R-TFI 1.14, 1.20 X

Every school is utilizing grade level data team meeting structures to support data-driven instructional decision making

R-TFI 1.23 X


• Master Schedules showing each school has 90-120 minutes allocated to Balanced Literacy

• BOY schedules October 2018

• MOY schedules February 2019

• EOY schedule May 2019

• Observation data to ensure Master Schedules are implemented as intended

• BOY schedules October 2018

• MOY schedules February 2019

• EOY schedule May 2019

• Professional development plans by school, with focus on 1-2 areas of balanced literacy

• Building determined focus October 2018

• Monthly building professional development

• Written observation summaries reflecting targeted feedback

• By the end of October and an unscheduled observation by the end of 1st semester

INITIATIVE 5 – MATH INSTRUCTION IN SECONDARY

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Why focus on secondary Math?:

Our data indicates our students are experiencing gaps in Math proficiency, as measured by state and district

assessments. These tables provide preliminary SBA data from the Spring 2018 administration of the summative

assessment.

All Students Level 1 Level 2 Level 3 Level 4 Proficient

Grade 6 10.6% 18.5% 20.7% 50.3% 71.0%

Grade 7 10.9% 15.0% 23.0% 51.1% 74.1%

Grade 8 13.3% 13.5% 17.9% 55.3% 73.2%

Grade 10 10.0% 13.1% 25.8% 51.1% 76.9%

When these scores are disaggregated by race, income and language, we see a gap emerge amongst students

throughout the District.

• 59.8% gap between Black or African American students and Asian students; 45.3% gap between Black or African American students and White students

• 53.7% gap between Hispanic or Latino students and Asian students; 39.2% gap between Hispanic or Latino students and White students

• 44.7% gap between students by income

• 54.6% gap between students by ability

• 44.5% gap between students by English language proficiency

Goal: Every school will have procedures in place to measure the fidelity of implementation of universal tier 1

instruction in math. Leaders and instructional coaches will learn and be able to recognize effective math

instruction and support teachers to improve teaching and learning. For the Algebra/Geometry block, all teachers

will have a common planning period in the master schedule. One math teacher of the Alg/Geo block class will

have an additional .2 release in the schedule. The Alg/Geo block class will have no more than 24 students.



Learning walks 2 x per year Classroom Learning Walk Recording Sheet

X

Specific feedback to teachers on their universal tier 1 math instruction

First round Observations by the end of October and 2nd unscheduled Observations prior to the end of 1st semester

X

Teacher support for calibration and administration of district assessments

Feedback survey X


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• Master schedule showing each school has common planning periods for Alg/Geo teachers and a .2 release for Alg/Geo lead

• 2 x per year (1 x each semester master schedules are reviewed)

• Summary of recommended modifications to initial assessment based on input received during facilitated calibration process

• 4 x per year (following administration of quarterly District Benchmark Assessments)

• Enrollment data for the Alg/Geo block to monitor class size

• 2 x per year (1 x each semester course enrollment is reviewed)

• Written observation summaries reflecting targeted feedback

• By the end of October and an unscheduled observation by the end of 1st semester

PRIORITY: STUDENT WELL-BEING

We believe students learn best in safe, secure, and stable environments. Beyond helping learners to achieve high

academic growth and success, we foster environments, districtwide, that promote healthy social-emotional and

physical well-being.

To ensure all students feel safe physically, socially, and emotionally in all our learning environments, we will

support the emotional and physical well-being of all students by affirming students’ sense of identity and

belonging.

Student Well-Being is:

• Social Emotional Learning aligned with 21st Century Skills to support students in understanding and

managing emotions, setting and achieving positive goals, feeling and showing empathy for others,

establishing and maintaining positive relationships, and making responsible decisions.

• Strengthening positive relationships to foster intellectually safe environments for students to learn and

thrive.

• Positive Behaviors and Interventions and Supports (PBIS) and culturally-responsive behavior expectations.

INITIATIVE 1 – SOCIAL EMOTIONAL LEARNING AND BULLYING PREVENTION UNITS K-12

What is Social Emotional Learning & Bullying Prevention?

“When we think of educating the whole child, their social and emotional development must be considered as a

part of overall instruction. SEL is broadly understood as a process through which individuals build awareness and

skills in managing emotions, setting goals, establishing relationships, and making responsible decisions that

support success in school and in life.” http://www.k12.wa.us/StudentSupport/SEL/default.aspx

Why Social Emotional Learning & Bullying Prevention?

“Several hundred studies using experimental designs with control groups have documented the positive effects of

SEL programming on children of diverse backgrounds from preschool through high school in urban, suburban, and

rural settings. The research clearly demonstrates that SEL programming significantly improves children’s academic

performance on standardized tests. Moreover, compared to control groups, children who have participated in SEL

programs have significantly better school attendance records, less disruptive classroom behavior, like school more,

and perform better in school. The research also indicates that children who have participated in SEL programs are

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less likely than children in control groups to be suspended or otherwise disciplined.”

https://casel.org/sp_faq/what-empirical-evidence-supports-the-effectiveness-of-sel-programming/

Goal: All students will grow social emotional learning competencies (self-awareness, self-management, self-

efficacy, social awareness, social management, social engagement)



Learning Walk 2 x per year (elementary)

Learning Walk Rubric

X

Increase knowledge and skills of the SEL standards and awareness of HIB

Focus group

X

Lesson effectiveness (secondary) Feedback survey X


• Elementary schools complete Bullying-Prevention lessons

• November 2018

• Universal tier 1 SEL instruction measured by the learning walk through data (elementary)

• End of 1st semester

• End of 2nd semester

• Secondary schools complete Bullying Prevention, Pro-Social, and Suicide Prevention lessons

• October 2018

• November 2018

• February 2019

• April 2019

• Student feedback surveys and summary of recommended modifications to initial student lessons (secondary)

• Prior to mid-winter break

• End of the school year

INITIATIVE 2 – A FRAMEWORK FOR SAFE AND SUCCESSFUL SCHOOLS

What is the Framework for Safe and Successful Schools?

We all share this responsibility and look forward to creating a district level plan based on best practices from the

Framework for Safe and Successful Schools in school safety and climate, student mental health, instructional

leadership, teaching, and learning.

Why is the Framework for Safe and Successful Schools?

Creating safe, orderly, and welcoming learning environments is critical to educating and preparing all our children

and youth to achieve their highest potential and contribute to society.

Goal: The District will develop a Student Well-Being Plan based upon the Framework for Safe and Successful

Schools and schools will develop School Improvement Plans (SIP) that align to the district’s Student Well-Being

Plan.



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Identification of district strengths and needs

Safe and Successful Schools Framework Needs Assessment Tool

X X

Identification of school strengths and needs

Safe and Successful Schools Framework Needs Assessment Tool

X X


• Student Well-Being District Work Plan • January 2019

• School improvement plans are aligned to the district’s Student Well-Being Plan

• June 2019

PRIORITY: EXCEPTIONAL STAFF

We believe diverse and highly skilled staff are critical to the success and well-being of our students.

To ensure staff feel supported, respected, and valued for the work they do every day to serve students, we will

recruit, support, and retain exceptional staff throughout our organization.

INITIATIVE 1 – ALIGN STAFFING PROCESS TO MATCH SCHOOL AND STUDENT NEEDS

What do we mean by Aligning Staff to School and Student Needs?

To maximize the impact on students, we will continue to examine and adjust how we place staff across the District.

This includes matching talent to student and school needs and staffing schools with the professional expertise

required for success for our students.

Why should we Align Staff to Student Needs?

By ensuring the most qualified and effective staff members are serving in positions to maximize their impact on

behalf of students, we will support the key initiatives outlined in the Strategic Plan.

Goal: Ensure that 100% of Certificated Staff and Paraprofessionals are Appropriately Certified and Qualified



By September 30, 2019 All Certificated Staff on contract are appropriately certified in their assignments

Measured by a review of certification

X X

By September 30, 2019 All paraprofessionals shall meet the criteria as established by OSPI

Measured by a review of qualifications

X X


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• Verification of % of employees meeting required qualifications

• To be completed by September 30, 2019

INITIATIVE 2 – UTILIZE CLIMATE DATA TO ENHANCE PROFESSIONAL DEVELOPMENT

What do we mean by Utilizing Climate Data to Enhance Professional Development?

Staff engagement means that employees are connected to and involved in the key components of their work in a

way that elicits satisfaction and joy within the work environment.

Why do we need to Utilize Climate Data to Enhance Professional Development?

By creating an effective measure, we will set a baseline for the next several years and determine efficacy and make

recommendations for improvement.

Goal: Establish Measurement for Staff Engagement



Develop methodology to determine staff engagement

To be developed X

Develop measurement(s) for determining staff engagement

To be developed X

Establish baseline data for staff engagement

To be developed X


• Written methodology and process for gathering baseline data

• Complete initial research and draft by Feb. 20, 2019

• Modify and revise methodology and process • Finalize draft by April 30, 2019

• Complete baseline data gathering and analysis • Finalize by June 30, 2019

INITIATIVE 3 – REFINE THE HIRING PROCESS TO REFLECT DISTRICT PRIORITIES

What do we mean by Refining the Hiring Process to Reflect District Priorities?

The District has made progress over the last several years on deliberately diversifying its certificated staff with a

focus on teachers and certified administrators. Human Resources has completed the revision of the District

Affirmative Action Plan and has aligned this initiative for both the One Year Plan and the Affirmative Action Plan.

Why do we need to Refine the Hiring Process to Reflect District Priorities?

Each year we modify our hiring processes to reflect our student needs as the center of our talent search. Our

current employment environment requires the District to be aggressive and adaptive in our seeking out and

securing the most talented educators and staff. Bellevue is a destination district worthy of attracting and retaining

world class talent.

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Goal: Revise and Implement Improvements to the District Hiring Process



Increase certified candidates of color applications related to hiring

35% of all certificated hires are candidates of color

X X

Increase certified administrator candidates of color applications related to hiring

50% of all principal hires are candidates of color

X X

Increase the number of candidates of color

Set expectation of an increase of 5% of candidates of color, established for each demographic group

Refine orientation and onboarding strategies for employee groups with the highest turnover rate

Establish baseline for staff turnover data

X X X


• Refine recruitment strategies reflective of specific strategies for candidates of color by demographic

• Completed by Jan. 31, 2019

• Bellevue Job Fair • February 2, 2019

• Provide training and support for classified hiring managers

• Implemented during the spring of 2019, to be completed by April 1, 2019

INITIATIVE 4 – ESTABLISH AND IMPLEMENT STAFF RECOGNITION PROGRAM FOCUSED ON VALUES-

BASED LEADERSHIP

What do we mean by Staff Recognition Program focused on Values-Based Leadership?

Recognition based upon how people interact with one/another is a strong approach to supporting our staff.

What do we need to implement a Staff Recognition Program focused on Values-Based Leadership?

The Bellevue School District has established the importance of a professional quality of life based upon the

investment in each employee and the respect afforded to those who work in the District and the dignity they bring

to our students and community. By embracing the importance of professional quality of life, we can create and

implement this recognition approach for employees.

Goal: The District Will Develop and Implement a Comprehensive Staff Recognition Program with Primary

Components that Include Formal Recognition and Support for Professional Quality of Life



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Assess current staff recognition activities throughout the District

Catalogue of known recognition activities

X

Develop annual calendar of staff recognition activities

Publish calendar X X

Develop comprehensive approach to retention strategies with a focus on professional quality of life for employees

Implementation ok key strategies focused on retention

X X


• Refine annual recognition of years of service program • Completed no later than April 1, 2019

• Refine retirement recognition program • Completed no later than April 1, 2019

• Develop recommendations for staff recognition aligned with Culture of Service

• Completed no later than June 30, 2019

• Establish employee retention strategies, including benefit items for employees

• Begin October, 2018 (Landed)

• BEA Bargaining spring, 2019

• Negotiate successor contract for BEA • Ratified and adopted by the Board no later than Aug. 31, 2019

PRIORITY: CLIMATE AND CULTURE

We believe what we do, what we say, and how we act each day matters. Great organizational cultures don’t just

happen. They are created. With every conversation and every interaction, we live our values and contribute to our

district’s vision, mission, and culture.

To ensure students and staff develop positive relationships with one another, feel a sense of belonging, and unite

around our shared vision, mission, and values, we will support and foster positive relationships between and

among students and staff.

INITIATIVE 1 – VALUES-BASED LEADERSHIP TRAINING

What is Values-Based Leadership?

Every organization is driven by its internal culture, the ways that employees think, behave, and react.

Organizational cultures are either created deliberately or shaped organically. High-performing organizations

operate under a culture that is carefully and thoughtfully created to reflect shared values, create safety, develop

vulnerability, and build a strong sense of purpose. Under values-based leadership, organizational leaders make

decisions that reflect shared values in how they lead on a daily basis.

Why Values-Based Leadership?

In order to ensure that each and every one of our students is receiving an exemplary education, district leaders

must have a clear understanding around why we are doing this work and how we plan to go about ensuring our

work supports each and every student.

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Goal: District leaders have a common understanding of what it means to live our values in the district and how

those values-drive our work. Decision-making in the district reflects that common understanding of our values and

our commitment to ensuring they are at the center of our individual and collective behaviors and actions.



District leadership complete Values-Based Leadership Training

X

Decision-making processes reflect a common understanding of our values

X

School communities and centrally-based staff have a clear understanding of what it means to live the district’s values

X


• Plan for Initial Values-Based Leadership Training • September 2018

• Provide one Values-Based Leadership Training and determine if this is the training to invest in

• November 2018

• Action steps for furthering Values-Based Leadership training

• December 2018

• Creation of a Values Based Leadership Program • December 2018

• Plan to roll out values through training or other engagement activities

• January 2019

INITIATIVE 2 – VALUES TRAINING: CULTURE OF SERVICE

What is Culture of Service Training?

A key piece of building our district culture is to develop a shared understanding of what it means to live our values.

We will use district-wide training efforts to build a shared understanding of how our values drive what each and

every one of us do every day to support our students. This year’s Culture of Service training will build on last year’s

pilot effort, using staff who participated in the pilot as ambassadors and co-designers for the work.

Why Culture of Service Training?

Service is a key part of our mission and is also the first of our six values. As such, we are leading our focusing our

first-round of values-based training for staff on building a Culture of Service within our district.

Goal: All district staff understand what it means to operate in a culture of service.



Staff have received training and have a clear understanding of what it means to operate under a Culture of Service

X

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Families and students report feeling more welcomed at their school buildings

X

Families and students report satisfaction with how issues are resolved

X

Families and students report being able to get information and answers quickly and easily

X


• Plan for Culture of Service Training for 2018-19 • December 2018

• Guidance document for staff on Culture of Service • March 2019

• Plan for deepening Culture of Service • April 2019

• Plan for staff-training tied to other district values • June 2019

INITIATIVE 3 – SHARED LEADERSHIP THROUGH EQUITY AND INCLUSION LEADERSHIP TEAMS

What Is an Equity and Inclusion Team?

An Equity and Inclusion Team is a school-based shared leadership teams that drive the MTSS process. They:

• meet twice a month (or once a month with equivalent/sufficient time)

• include administrator(s) and educators representing general education, special education, and other

student services

• review schoolwide student and/or school performance data

• use data to monitor school progress, guide instructional practices, and make school governance decisions.

Why Equity and Inclusion Teams?

Effective shared leadership in the form of equity and inclusion teams promotes equitable student outcomes

through equity-focused, data-driven decision making and the monitoring of school progress.

Goal: EI Teams in every school will build readiness and foundations this year which includes: (1) building out EI

team structures and communication protocols, (2) mapping out the current MTSS reality using tools such as the

‘resource map’ and the ‘tiered intervention matrix, (3) completing the FIA twice a year.



100% of schools will achieve Level 2 (Implementation)

FIA 1.1 X

100% of schools will complete Team Development and Communication Structures

Readiness and Foundations Components Rubric

X

100% of schools will complete a (1) resource map, (2) data snapshot, (3) inventory of initiatives, (4) master


X

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schedule, (5) universal Tier 1 of the Tiered Intervention Matrix

100% of Cohort 1 and Cohort 2 will complete the full Tiered Intervention Matrix


X

EI Teams meet regularly to review data, plan and adjust instructional practices

X X

Deliverables Timeline & Milestones

Post Fall FIA September 2018

Develop a clear, documented purpose March 30, 2019

Include multiple voices on the team March 30, 2019

Document membership list March 30, 2019

Agree to meet regularly March 30, 2019

Each member of the EI team completes Courageous Conversations Developmental Scale

March 30, 2019

Document meeting norms and process to monitor team functioning

March 30, 2019

Document team roles and responsibilities March 30, 2019

Document scope of decision-making authority and guidelines for how to make decisions

March 30, 2019

Create and disseminate a meeting schedule for School Teams

March 30, 2019

Document agreements for communication within the School Team

March 30, 2019

Document agreements for sharing data and feedback on implementation, collaboration, and decision-making across School and District Teams

March 30, 2019

Identify and document how and when we communicate to various stakeholders

March 30, 2019

Complete Resource Map June 30, 2019

Complete Data Snapshot June 30, 2019

Complete Inventory of Initiatives June 30, 2019

Capture Master Schedule June 30, 2019

Complete Tiered Intervention Matrix (Universal Tier 1 only) through facilitated process

June 30, 2019

Complete Tiered Intervention Matrix (Cohort 1 and 2)

June 30, 2019

Spring FIA June 30, 2019

PRIORITY: FAMILY AND COMMUNITY

We believe informed, engaged parents and a supportive community are key to our success. Working together as

collaborative partners, we can accomplish far more than we can alone.

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We will continue to cultivate partnerships with families, members of the community, and community organizations

to ensure families and community members are aware of and understand the work we are doing, the direction we

are heading, know where to find support, and feel empowered to contribute in order to support our students.

INITIATIVE 1 – COMMUNICATIONS

What is Effective Communication?

Effective communication includes the following elements:

• A website that is designed to shares timely information in a manner that is user-friendly and accessible

• Tools and guidance that support leadership and staff in sharing information clearly, concise, and

accessible to all our families

• Internal and external media postings that share information and tell the story of our district and Strategic

Plan

Why do we need Effective Communication?

Through effective communication we can share the story of our district, build buy-in for our work, and ensure that

our families and partners have the information they need to support our students and hold us accountable.

Goal: A system of communication tools and supports to provide the right information, in the right format, at the

right time, combined with effective approaches to share the story of our district more broadly to build

understanding and to incorporate community voice into our work.



Students and families report having access

to the information they need when they

need it

Student survey Parent survey

X

There are clear two-way communication

mechanisms for family, community, and

student voice to inform our work

Parent survey Work products from two-way communication

X X

Principals and staff report having the

guidance and tools they need to share

information in a way that is timely,

accessible, and reflects our values as an

organization

Organizational health survey

X X

District publishes x stories that highlight how the components of our strategic plan impact students.

Count of stories posted on district website, social media, local media

X

Information about our policies and programs is accessible to all families

Parent survey School report

X X

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• Streamlined website that is clear, concise, and accessible

• Website Audit September 2018 – April 2019

• Website Revisions January 2019-June 2019

• Strategic Plan website development October 2018 – December 2018

• Communication guidelines & tools for principals, educators, and staff

• Safety Communication Protocol – February

2019

• Internal communication tools & guidance –

June 2019

• Culture of Service-informed communication guidance for leadership and staff – timeline TBD

• Annual story calendar focused on highlighting the mission, vision, and priorities

• Annual story calendar – March 2019

• Features Stories and Social Media posts linked to the Strategic Plan

• Per Annual Story calendar

• Translation & interpretation resources for schools & central office departments

• Resource Analysis & Plan Development November 2018 – March 2019

INITIATIVE 2 – FAMILY ENGAGEMENT

We believe informed, engaged families and a supportive community are key to student achievement. We will

continue to establish equitable partnerships with families and community members to ensure they are full

participants in the work we do, know where to find support and information and feel empowered to contribute to

the education of all students.

What do we mean by family engagement?

With the input of district/school staff, parents and the community we will develop a clear, user-friendly family

engagement framework and an implementation plan tailored to the needs and demographics of the Bellevue

school district.

Why is family engagement important?

We believe informed, engaged parents and a supportive community are key to our success. Working together as

collaborative partners, we can accomplish far more than we can alone.

Goal: To ensure families and community members are aware of and understand the work we are doing, the

direction we are heading, know where to find support, and feel empowered to contribute, we will continue to

cultivate partnerships with families, members of the community, and community organizations to support our

students.



Development of a Bellevue school district family engagement framework and implementation plan

X

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Assessment of current Family Connection Center (FCCs) structure

X

Develop a strategy for collecting better data on those we serve through FCC’s

X


1. District staff input on proposed family engagement framework

2. School staff input on proposed family engagement framework

3. PTSA and community partners input on family engagement framework

• Input Gathering meeting – Jan - Feb 2019

• Input gathering meeting – Jan – Feb 2019

• Input gathering meeting Jan – Feb 2019

Completion of a district family engagement framework as the basis for the development of an implementation plan

March 2019

Completion of district family engagement implementation plan for the 2019-20 school year, including budget impact

April 2019

Beginning of district-wide implementation of the family engagement plan based on approved framework.

May 2019 -- on

INITIATIVE 3 – COMMUNITY DEVELOPMENT

We believe that every child has equal promise and deserves equal opportunity. Therefore, as we strive to create a

more equitable and inclusive world, we will start with the children and families in the Bellevue School District. We

will cut across organizations and sectors and come together to develop solutions to the barriers that are lifted-up,

aligning the work to our strategic priorities, working towards enduring systems change.

What is Community Development?

Community Development is the process of bringing together agencies, involved citizens, and professionals to take

collective action, focusing on what connects us rather than what separates us, and generating solutions to

common problems that result in stronger and more resilient local communities.

Why do we need Community Development?

By convening organizations around common agendas, shared data and aligned resources, we will build our

capacity to ensure that every child succeeds regardless of race, income or zip code.

Goal: To work collaboratively with Eastside Pathways as the convener of over seventy partner organizations,

including Bellevue College, the City of Bellevue and the Bellevue Schools Foundation, aligning support to address

barriers to student success as identified by district leadership in the strategic plan and priorities.



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Resource mapping of partner organizations to determine redundancies and gaps in goods and services provided

Survey and follow-up interviews

X X

Gaps in services filled by partner organizations

X

Information on website regarding available resources and services

X

Students of color report sense of belonging and feeling supported after engaging with mentors in monthly sessions following the BOOM and SHOUT events

Student survey X X

Partners convene and coordinate resources to house students being served by McKinney-Vento

X X

Eastside Pathways collaborative action teams are aligned to BSD strategic priorities

Number of current collaboratives are reduced and reflect alignment to BSD priorities

X X

Eastside Pathways Mental Health and Well-Being collaborative is aligned with and supporting identified components of the Safe and Successful Schools Framework

Student Well-Being District Work Plan indicates partner organization support

X


BSD and Bellevue Schools Foundation Executive Teams align strategic priorities

• Joint meeting, November 2018

Eastside Pathways strategic planning aligned with BSD priorities

• January through March 2019

Implementation of new online systems for volunteering and mentoring

• New platforms go live September 2018

• Revisions as needed through December 2018

• Continue work building out mentoring programs through June 2019

Expanded mentoring program for students of color following BOOM and SHOUT events

• Recruit mentors November 2018 – January 2019

• Mentor-led, monthly gatherings at each secondary school January through June 2019

Partner orgs reflected in Student Well-Being District Work Plan

• Review of Student Well-Being District Work Plan upon its completion in January 2019

• Partners align to priorities January through June 2019

Human services resource guidance published on website • Completed resource mapping January 2019

• Build webpage January-May 2019

• Webpage goes live June 2019

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PRIORITY ORGANIZATIONAL ALIGNMENT

We believe that to achieve the goals outlined in this plan, we must be willing to make hard decisions that focus on

what matters most. With finite amounts of time, people, and money, we need to strategically align our efforts and

energy to those initiatives we believe will have the greatest impact for our students.

We will align school and central office resources to support our strategic priorities.

INITIATIVE 1 – RESOURCE AND PRIORITY ALIGNMENT – STRATEGIC BUDGETING

Historically, Bellevue School District has seen revenue grow an average of 9% annually. As a result, new programs

and initiatives were funded with the new revenue not requiring funds to be shifted from one program or initiative

to another. The new funding laws slow annual revenue growth to an average of 1.3%. If Bellevue School District

needs resources to pursue strategic priorities, they will need to come from current programs and initiatives.

What is Strategic Budgeting?

Strategic budgeting is a budget development process that supports achieving transformational change by

integrating the budget with the district’s strategic priorities and implementation.

Why Strategic Budgeting?

In today’s school system environment with fewer funds and more demands, to implement transformational

change, district resources (people, time and money) need to be targeted at areas that will make the biggest impact

on student outcomes. Strategic budgeting provides a framework for making resource allocation decisions.

Goal: Change the budgeting process to:

• Focus on strategic goals;

• Include all funding sources to maximize alignment; and,

• Evaluate the cost, quality of services and academic impact of programs and initiatives.



Ability to adequately fund strategic priorities

X


• Documented new budget process • December 2018

• Financial Advisory Group in place and functioning • February 2019

• 2019/2020 Budget • August 2019

INITIATIVE 2 – DATA DASHBOARDS

What are data dashboards?

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To measure progress towards district strategic goals and to support data-based decision making, data needs to be

presented in consistent, understandable, and actionable formats. A data dashboard is an organized,

comprehensive visual display of data. It pulls together multiple sources of information and provides an at-a-glance

view of key performance indicators.

Why do we need data dashboards?

Currently, district data is available from multiple stand-alone systems and requires significant manual manipulation

to be presented in an effective format. Implementing a data dashboard will provide a transparent, dynamic and

interactive set of data to support our decision-making and progress towards our strategic objectives.

Goal: Determine a course of action for implementing a data dashboard, develop a multi-year, multi-perspective

plan for implementation and complete the Year 1 of planned implementation.

Measure Student Outcome


Project Approach Decision X X

Complete planned tasks 2018/2019 Data Dashboard Initiative

X X


• Project Charter • December 2018

• Long-term, phased implementation plan for district-wide data dashboards

• December 2018

• Short-term design and implementation plan for 2018/2019

• December 2018

INITIATIVE 3 – PROGRAM EVALUATION

What is Program Evaluation?

Program evaluation is a systematic method for collecting, analyzing, and using information to answer questions

about programs’ efficiency and effectiveness.

Why is Program Evaluation important?

In order to use resources strategically and reach our goals, we need to know which of our programs and initiatives

are working so that we can expand them, and which are not so that we can adjust or discontinue them. We also

need to know which are most cost effective.

Goal: Conduct at least two program evaluations in the 2018-19 school year.


• Program evaluation report on the 1:1 laptop program in secondary schools

• Aug 2019

• Program evaluation report on GLAD and SIOP • Aug 2019

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INITIATIVE 4 – INITIATIVE ALIGNMENT

While focusing on the strategic priorities is critical to move the District forward, we must also continue to operate

efficiently and effectively. Following are key operating plans for Transportation, Technology, and Safety &

Security. Some of the planned improvements in these areas can be linked to the strategic priorities as noted. We

must also continue our on-going capital investments in our buildings and infrastructure.

Improvement Strategic Priority Implementation/Measure Due Date

Transportation

Implement stop arm paddle cameras

Student Well-being Reduction in stop arm paddle violators

November 2018

Create and publish safe route to school maps

Student Well-being Fewer safe walk appeals January 2019

Evaluate student tracking software – Develop recommendation for District to review

Student Well-being Reduce number of students on wrong bus or at wrong stops

August 2019

Re-write BSD Transportation Policies and Procedures

Organizational Alignment Improve equity of current transportation policies and procedures. Improve clarity of transportation policies and procedures.

August 2019

Re-align Transportation staff members to better support operations

Organizational Alignment Improve operations efficiency and effectiveness

June 2019

Safety and Security

Deliver essential emergency management training to all school-based staff to increase safety, security and resiliency in classroom settings.

Student Well-being Culture and Climate

7,000 hours of training and 6 8-hour Safety Academy classes

June 2018

Develop and deliver specific emergency preparedness training for staff working with Early Learning and Special Needs students

Student Well-being Culture and Climate

500 hours of training to ELP and Special Needs staff.

June 2018

Conduct physical vulnerability assessments of all district building sites including specific recommendations for improvement

Student Well-being Vulnerability report for each building

June 2018

Deliver quarterly Safety Team roundtable sessions for each school-based safety team.

Student Well-being 3 Roundtable sessions conducted by each building-based Safety Team.

June 2018

Technology

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Cyber Security – Data Security, Breach, Education, and Phishing Program

Student Well-being Org. Alignment

Develop and execute Phase I plan for improving cyber security including risk assessment, tools to be utilized, community plans, and updating policy.

Plan due February 2019.

Upgrade Certificated Staff Laptops

Upgrade approximately 1,400 staff laptops to improve efficiency.

June 2019

Upgrade Smartboards to Smartpanels

Replace older Smartboards with SmartPanels/Flat Panels at Phantom Lake, Somerset and Lake Hills to reduce projector failures and disruption of instruction

August 2019

Gaggle Student Email Safety

Student Well-being Implement Gaggle to monitor all student email for questionable content including references to self-harm. Implement processes/protocols to investigate information received from student emails

February 2019

Documents

BELLEVUE SCHOOL DISTRICT 2018-19 ANNUAL PLAN