Board Action Items Follow-up Data January 15, 2018...Board Action Items Follow-up Data – January 15, 2018 4 to communicate current projects and parent involvement. 6 Create a feedback

Board Action Items Follow-up Data – January 15, 2018

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To: My-Linh Thai, President, District Director Area 5

Christine Chew, Vice President, District Director, Area 4

Carolyn Watson, District Director, Area 2

Erica Melief, District Director, Area 3

From: Eileen Harrity, Chief of Staff

Re: Follow-up Data Requests from 2017-2018 Board Meetings

Date: January 15, 2018

The following pages include data requested in response to presentations delivered at Board Meetings

throughout the 2017-18 school year. Items are included as provided by the presenter and are in order

by Board Meeting date, beginning with the most recent Board Meeting. We are currently working to

develop an application to collect and share this information electronically as it is received.

AVID Presentation – January 2, 2018 Meeting, Submitted by Monica Davies

-Connections between AVID and other curricular programs (i.e. “how do we connect the dots” to maximize impact) I am currently working with Curriculum developers in Science, Math, Social Studies, Language Arts, Special Education and ELL to build more connections and collaboration around AVID/Culturally Responsive Teaching in these courses. A specific example of this collaboration is that Cathy Wellington, Curriculum developer for ELA, and I will be spending a day at HMS in early February to work with teachers during their preps on Critical Reading routines across content areas. -Data on the percentage of educators who have received AVID training

School % of teachers AVID trained

Highland 52%

Chinook 28%

Tillicum 44%

Tyee 23%

Odle 30%

Interlake 30%

Sammamish 16%

Bellevue 10%

Newport 8%

-Copies of Culturally Responsive Teaching and the Brain for Board Directors A copy was given to Terry Gibson -Links included in Board presentation Here are the links that you could not access.


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Highland an AVID Schoolwide Site of Distinction http://www.bsd405.org/2017/02/highland-an-avid-schoolwide-site-of-distinction/ This link is another great article that highlights AVID's success in BSD: Keen. Eager. AVID: Students Learn Strategies for Success http://www.bsd405.org/2016/06/keen-eager-avid-students-learn-strategies-for-success/ -More information on AVID at Sammamish, particularly as it relates to their i3 grant There is no connection between AVID and the I3 Grant -More data on AVID at Highland Middle School, AVID showed positive results, but the achievement gap didn’t budge, any thoughts on why that is? This is a complex question. I spoke with the Highland admin team and Executive Director John Harrison to reflect on this response. I think it is important to put AVID into context as one of many factors that contributed to a significant increase on one state assessment in the 2013-14 school year. As you know, the following year, the state assessment changed from the MSP to the SBA. There are other contextual considerations since that time as well: HMS was the first comprehensive school to go 1:1 which presented a new set of opportunities and challenges for teaching and learning, specifically schoolwide AVID strategies. In addition, HMS became a Dual Language school this current school year, opening many more opportunities for Spanish-speaking students at Highland. SBA results are one assessment, and AVID’s success at Highland or any other school is measured using multiple data points. Our measure of success for AVID can be demonstrated in our strong student survey data, qualitative student success stories, solid and consistent Senior Trends in College admissions and College persistence. On all these measures, Highland has impressive results. AVID is about the long game, growing student's cognitive habits of mind with a college mindset. In middle school, students are just beginning this journey. Supporting student's academic growth is clearly a vital component to AVID and teachers are also building student's self-advocacy and self-efficacy skills, positive self-identity, sense of belonging to a class community, organizational routines, time management, etc. The impact of an AVID student's growth is shown in a myriad of ways, and we are proud of the impact AVID continues to have on all students across the district and at Highland Middle School. I want to take this opportunity to thank the board again for their long-standing support of the AVID program. All the best in 2018! Curriculum & Instruction Presentation – January 2, 2018 Meeting, Submitted by Liz Ritz What district email blasts are sent out re: Curriculum Committees and how can we be sure that Board

members are receiving those?

Below you will find the step by step process of Curriculum Adoption that we provide to the Curriculum

and Instruction Department in support of consistency, collaboration, and communication. The step by

step guide with embedded examples and resources was created to ensure that we follow Board Policy

and Procedure for each curriculum adoption, as well remain consistent in our approach across levels and

content area. Typically, Curriculum Developers lead up the curriculum adoption process and use the

guide as a template to track progress and compliance. Highlighted in yellow below are sections that

include parent communication and input.

http://www.bsd405.org/2017/02/highland-an-avid-schoolwide-site-of-distinction/

http://www.bsd405.org/2016/06/keen-eager-avid-students-learn-strategies-for-success/


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One idea to inform the School Board might be for an email to be sent in Step 5 by the Director of

Curriculum and Instruction to Board Directors with the parent notification/general information about

the content area/grade level(s). If this is agreeable, I am happy to add this step to the process (see blue

highlight below in step 5). Please note that most of the links for resources do not work on this

document as this checklist is from an internal BSD site for the Curriculum Department.

Instructional Materials Process

Task to complete Date to complete

Template/resource to utilize: All resources can be found at this link as well as below.

1 Get written approval from Executive Director for initiating adoption process.

Email documentation with Sharon's approval

2 Include the adoption information in the 5 year textbook adoption excel spreadsheet by emailing Diana Roberts. She will update the spreadsheet.

3 Determine scope of the adoption: i. Series of courses, i.e. high school math (Algebra,

Geometry, Algebra 2) adoption might include middle school math teachers, high school math teachers, parent representatives from each feeder pattern, a school administrator, special education/ELL/gifted/equity representation.

ii. Single course, i.e. PreCalculus adoption might only have one representative teacher from each high school, one parent, a school administrator, special education/ELL/gifted/equity representation and a central office representative.

4 Establish/invite committee members based on the above criteria. Have each school choose a representative(s) to sit on the committee and return names to developer. Developer should reach out to ELL/gifted/Special ed/Equity, and principal/assistant principal and invite them to participate on the committee.

5 Post application for parent committee participation on the district website, provide it to Director of Curriculum and Instruction to include in Leadership News so that all principals will include in their school newsletter and PTSA newsletter.

Director of Curriculum and Instruction sends this notification to the School Board as a means

<<Scoring Rubric for parent rep.docx>> <<Parent Adoption Committee Application.docx>>

https://bsd405.sharepoint.com/sites/curriculum/Department/Instructional%20Materials/Forms/AllItems.aspx


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to communicate current projects and parent involvement.

6 Create a feedback email address for community input.

Sample -

Contact Alex Clark @ 4112 or [email protected] and Help desk to have separate inbox

7 Facilitate first committee meeting (see PPT template for a sample agenda for this meeting).

First committee meeting <<Texbook First committee meeting PPT.pptx>> <<Novel First committee meeting PPT.pptx>>

8 Criteria and rubric for selecting texts/novels to pilot. Make sure technology dept can support the tech aspects/integration prior to sending any instructional material to school sites and sign data use agreement with publishers if necessary.

Sample criteria Here <<Textbook sample criteria.docx>> <<Novel criteria.pdf.docx>>

9 Send 4-5 publisher materials to school sites for review by all teachers to narrow pilot materials to 2. In rare cases, we will pilot 3 materials.

10 Based on criteria rubric data, select 2 pilot materials

11 Complete experimental use form Request for Experimental Use of Instructional Materials

12 Establish pilot plan.

13 Send pilot letter information to parents <<PilotParentLetter.doc>>

14 Make arrangements for sample texts to be available for community members to review at the public libraries in Bellevue.

Bellevue Library 1111 110th Ave NE (425) 450-1765

https://bsd405.sharepoint.com/sites/curriculum/Department/Instructional%20Materials%20Adoption%20Requests/Forms/AllItems.aspx




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Open until 9:00 PM

Lake Hills Library 15590 Lake Hills Blvd (425) 747-3350 Open until 9:00 PM

Newport Way Library 14250 SE Newport Way (425) 747-2390 Open until 9:00 PM

Library Connection

@ Crossroads Crossroads Bellevue 15600 NE 8th St (425) 644-6203 Open until 9:00 PM

15 In partnership with the communications department, create a web page with updates to be added throughout the adoption process (PPTs, agendas, meeting minutes, etc.) posted on the BSD site. Examples- https://www.bsd405.org/2015/11/changes-to-junior-american-literature-course/ https://www.bsd405.org/2016/06/high-school-algebra-1-adoption-committee-minutes-from-june-7/

Contact Alex Clark @ 4112 or [email protected]

16 Survey students, teachers, parents. Review survey with Naomi.

Survey Examples

17 Include student assessment data for both sets of materials. (Student Outcomes)

18 Committee reviews survey data

19 Committee decides on final recommendation to present to IMC

20 Complete Bias Review (or sometime during the pilot)

https://www.bsd405.org/2015/11/changes-to-junior-american-literature-course/

https://www.bsd405.org/2015/11/changes-to-junior-american-literature-course/

https://www.bsd405.org/2016/06/high-school-algebra-1-adoption-committee-minutes-from-june-7/




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21 Complete request for adoption document Request for Adoption of Instructional Materials.

22 Present to IMC for final recommendation

<<Sample 2 IMC Presentation.pptx>>

<<Sample 1 IMC Presentation.pptx>>

22 Director of Curriculum & Instruction presents to the School Board (typically Consent Agenda)

23 New materials added to the list of Board approved instructional materials housed on Destiny

Do we have any data from teacher surveys around coaching (i.e. perceptions of coaching, effectiveness, practice change)? Below you will find visual representations of the last three years survey feedback for the Instructional

Mentor team. This team of 7 teachers on special assignment (6.4 FTE) specifically supports new and

novice teachers in their first two years of teaching. Each Instructional Mentor has a specific caseload

that shifts from year to year based on hiring, but typically the number of new/novice teachers per

caseload falls in the 20-32 range. The formal survey is sent once a year and first and second year

teachers reply in an anonymous format. The survey is organized in four categories: (1) Overall Support,

(2) Actions within that support that the new/novice teachers felt the most beneficial, (3) Effectiveness of

the coaching in improving practice, and (4) Qualities of the Instructional Mentor. Each Instructional

Mentor is able to look at their own data and then we look at trends across the Instructional Mentor

team as a method to celebrate successes and set goals for future work.




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Overall Support:

0

10

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1 2 3 4 5

# o

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dan

ts

Rate your level of support (1 being low, 5 being high)

To what extent do you feel professionally supported by the district as a whole?

0

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# o

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To what extent do you feel your teaching has improved as a result of working with your IM?


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Actions Facilitated by the Instructional Mentor that Best Supported Professional Growth:

0

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1 2 3 4 5

# o

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To what extent do you feel professionally supported by your IM specifically?

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Not Helpful MinimallyHelpful

Helpful Very Helpful Not Applicable

Observing Other Teachers


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0

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80

Not Helpful Minimally Helpful Helpful Very Helpful Not Applicable

Observing Other Teachers

0

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70


Modeling / Co-teaching


10

0

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Regular Check-Ins

0

5

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15

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25

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35

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45

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Looking at Data


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Effectiveness of Instructional Mentor Coaching by Category:

0

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Ineffective MinimallyEffective

Effective Highly Effective Not Applicable

Classroom Management

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100



Building Positive Relationships


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0

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120



Instructional Strategies

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120



Improving Confidence as a Professional


13

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90



Understanding the Evaluation System

0

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Student Growth Goals


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Qualities of Instructional Mentor:

0

20

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140

Ineffective Minimally Effective Effective Highly Effective

Personal Relatability

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160


Responsiveness


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0

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140


Knowledge

0

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120


Availability


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Specific Comments Included in Survey Responses:

Mentor X is the most wonderful sounding board and thought partner... more than anything, I appreciate

their help and expertise in navigating the BSD system and helping me accept what is in my locus of

control versus what can be learned longitudinally or dismissed. Mentor X is singularly compassionate,

and has always been available for advice and assistance whenever the need arises; moreover, I don't

only consider Mentor X as a mentor, but also a friend. Their observation expertise is valuable, but more

than that, Mentor X’s social and emotional support in navigating the challenges of teaching.

0

20

40

60

80

100

120

140


Effective Communication

0

20

40

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140


Follow-Through


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My IM has given me some great advice on question strategies and classroom management. After using

some of the strategies, my teaching has improved in both of these areas.

Mentor X is always willing to help me improve my lesson plans. Mentor X has observed me teach and

gives me feedback to improve my lesson plans. More importantly, Mentor X motivates me and brings

me up every time I face injustices, disrespect and abuse in the current school that I am at. Mentor X is a

great emotional support.

Mentor X gives excellent feedback on student participation and engagement. Mentor X is an expert on

technology, listens to my concerns, and provides suggestions on how to improve teaching. Mentor X has

a lot of empathy for students and is an outstanding advocate for their needs. Mentor X makes

suggestions in a kind and open minded way and prompts me to think about teaching strategies without

imposing a right or wrong way to proceed. Mentor X’s influence on my practice will be long lasting.

Mentor X is always thinking of ideas and ways to expand what I am doing currently. She brings in ideas

for parent involvement and communication. It was also very helpful to have her observe and give some

feedback.

It's been wonderful collaborating with my mentor and working on setting goals of classroom

management. Many of my students have improved on their in-classroom behavior due to strategies and

routines that have been put in place.

Mentor X has helped me with every aspect of my craft, from classroom management to lesson planning.

She has gathered data for me regarding student engagement, and helped me brainstorm different

strategies for reaching my students. She has also provided feedback on lesson plans, helping me be

thoughtful with my objectives.

Meeting with Mentor X helped to really clarify places in my teaching on which to work. We were able to

target a couple important (to me) things that helped get me year pretty dialed in - specifically teaching

with movement, differentiation, group work, and class culture. It was extremely useful to have him

arrange classroom visits to other schools, debrief, and try new strategies.

Mentor X provided needed resources, helped me in brainstorming routines for my classroom, connected

me with other IM's when it seemed we would need a different sort of specialist, and let me truly process

my first year of teaching with her. I felt completely supported by her and credit her for helping me grow

in what has been a very difficult year.

Areas you could use more support?

More check ins, either in person or via email. I'm a second year teacher, so I understand that I take a

backseat, but check in emails would be helpful for facilitating reflection.

I would appreciate more time for co-planning, because we don't have enough time to discuss it as often

as I would like to sometimes, as we have other topics to talk about (like general strategies for student

engagement, assessment, classroom management, etc)

I would always like more time. Every time we talk I learn something that ends up being used in the

classroom. But, I realize that other people need help as much, some more than I.

It would be helpful to have release time to plan with either on my own or with my mentor.


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I feel fortunate to even have access to an IM, so this seems a bit superfluous or extravagant; however, it

might prove effective to have more 1 on 1 time, or small group session time (like a site specific visit)

with our IM. I do feel that each time I met with Mentor X was beneficial to my improvement as a

teacher; therefore, more time spent with my IM I feel would have translated to me being a better

teacher in the day to day bustle of things, as I would have more time to have some intentional reflection

and instructional support.

Any other feedback?

Keep this program, it has been an amazing way to reflect on my teaching, and provide me with an ear in

the district that knows whats going on, and isn't evaluating me.

Mentor X is great and we work very well together. I sincerely hope that my IM is Mentor X again next

year because I have built a strong working relationship with her and feel comfortable communicating

and identifying my shortcomings in a way that I don't feel judged. It makes a great environment to work

together towards my improvement as an educator.

Mentor X is one of the reasons I have found mindfulness and appreciation for the work I do - she

encourages me to persist and fully empowers me in reaching my fullest potential. More than that, she

helps me distinguish that my identity is shaped by teaching but not exclusively defined by it. Love her :)

I wouldn't have made it through the first year without Mentor X. Thank you!

Great program! It demonstrates for me an authentic commitment on the part of the district to support

new(ish) teachers and their students.

I love this district's IM "program" and can't say enough good things about it. Please keep up the great

work!

It’s comforting to have someone in our own personal corner, providing confidential support and helping

us reflect more personally.

I appreciate the fact that we can "have" a designated mentor for two years in BSD. It is generous and

realistic.

There was a request for more info on the Life Skills Curriculum, but I think My-Linh would like more

info on curriculum that supports students in building “real world skills” (e.g. financially literacy).

The Life Schools Curriculum adoption noted is specifically designed for students with disabilities in our

Pacific Program.

BSD provides opportunities for learning about life skills and decision making in K-12 through a combination of social-emotional learning, elective selections and health coursework. Responsible Decision Making is one of the five CASEL Core Competencies. Bellevue's Social and Emotional Learning Curriculum is based on a framework developed by the Collaborative for Social and Emotional Learning (CASEL). The framework identifies 5 social and emotional competencies that support academic and life success: self-awareness, self-management, social awareness, interpersonal skills, and responsible decision making. http://www.casel.org/

http://www.casel.org/


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In 6-12, students can enroll in courses such as Personal Finance or Accounting offered through CTE. We are looking for more opportunities to weave elements of financial literacy and other real world applications in to our math curriculum in Kindergarten – 12th grade.

Suggestions on how the Board can support the allocation of time and resources to make PD more

impactful (requested before first February Board Meeting). I didn’t have this in my notes as an area to

respond. I had the following notes related to the request for a response by first February meeting and

am going to answer these instead because I believe this was a part of the coaching conversation:

-Request to be more specific when we say “time…what specifically do we need (structures, systems,

support) to put our vision in to reality through the coherence lens?

-Wondering about the role of coaches across the district…how do we change the way we operate so that

engaging in coaching cycles becomes the norm in support of professional growth and student learning?

One change that could help increase coaching opportunities would be to realign the focus of the role of

the ITCL to provide more coaching cycles (across levels of teacher experience) in support of professional

growth and student learning. Another idea would be for leaders and learners across the district,

including principals, to engage in coaching cycles. This would not only support principals in a proactive

manner, but in principals sharing their coaching experiences, vulnerabilities, reflections, and learnings

with their own staff it might help to shift the culture of what it means to be a learner and leader at the

same time.

I am happy to discuss this further with any individual School Board members who might be interested.

This is complex question that may be better served through an interactive dialogue as it weaves

together culture, climate, mindset, and resources.


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School Achievement Presentation – December 12, 2017 Meeting, Submitted by Naomi Calvo

School Achievement presentation (12/12/2017) slide 19: Christine Chew requested additional

information on the percent of Interlake students enrolled in AP/IB courses taking AP exams. This is

difficult to calculate, since there is not always a straightforward link between an Interlake course and a

particular AP exam. The table below is a best approximation.

AP Course Name IB courses that possibly

correspond to AP courses

# Students

Enrolled in 4th

Quarter

AP exams taken;

IB exams taken

AP Biology IB Biology Standard Level 142 AP - 86 exams

IB - 70 exams

AP Calc AB IB Math Standard Level 1 169 AP - 96 exams

IB - 106 exams

AP Env Sci IB/AP Environmental Science 118 AP - 68 exams

IB - 25 exams

AP Language/

Composition

IB Gifted Literature High Level

1, IB Language/Literature

High Level 1

252 AP - 152 exams

IB - 27 exams

AP Physics 1

Gifted IB Physics Standard

Level 1/AP 1, IB Physics

Standard Level 1/AP 1

182 AP - 135 exams

IB - 54 exams

AP Psychology IB Psychology Standard Level 28 AP - 10 exams

IB - 10 exams

AP Spanish Lang IB Spanish 5 28 AP - 25 exams

IB - 2 exams

AP US

Govt/Politics

IB/AP American Government

High Level, IB/AP Gifted

American Government

161 AP - 119 exams

AP English

Lit/Comp

IB GIFTED IB LIT High Level 2,

IB LANG/LIT High Level2,

IB LITERATURE High Level 2

200 AP - 41 exams

IB - 90 exams

AP US History IB/AP Gifted History, IB/AP US

History High Level

190 AP - 167 exams

IB - 115 exams


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Student Enrollment Presentation – November 21, 2017 Meeting, Submitted by Naomi Calvo

Student Mobility Data

10/3/16

enrollment

Students

entering

Students

leaving

Mobility

rate*

Ardmore 441 66 82 34%

Bennett 417 31 26 14%

Cherry Crest 563 17 16 6%

Clyde Hill 665 73 73 22%

Eastgate 446 52 36 20%

Enatai 561 57 40 17%

Jing Mei 327 5 6 3%

Lake Hills 514 52 46 19%

Medina 541 17 20 7%

Newport Hts 622 41 35 12%

Phantom (excluding preschoolers) 311 25 19 14%

Puesta del Sol 571 2 5 1%

Sherwood 432 34 46 19%

Somerset 721 47 20 9%

Spiritridge 674 39 34 11%

Stevenson 572 65 117 32%

Woodridge 651 77 73 23%

District Elementary 9029 700 694 15%

Chinook 978 47 38 9%

Highland 502 32 30 12%

Odle 963 35 14 5%

Tillicum 654 20 15 5%

Tyee 1001 35 29 6%

District Middle Schools 4098 169 126 7%

Bellevue High 1557 60 73 9%

Big Picture (gr 6-12) 364 0 19 5%

Interlake 1587 58 85 9%

International (gr 6-12) 578 0 9 2%

Newport 1720 35 42 4%

Sammamish 1007 76 97 17%

District High & 6-12 Schools 6813 229 325 8%

* Mobility rate =[ ((students entering) + (students leaving)) / October 1 enrollment ] x 100

- For high schools: graduated students not counted in "students leaving"

Transition Program and Early Childhood excluded.

2016-17 Mobility Rates within a school

Starting with the October enrollment counts, how many K-12 students entered late

(on or after 10/3/16), and how many left early (on or before 6/16/2017)?


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Social Emotional Learning Presentation – October 17, 2017 Meeting, Submitted by Sharon Kautz

-How are students of color connecting to adults in schools?

To follow-up on collected Panorama data, we ae conducting student focus groups. Among other things,

these groups are being used to dive deeper into students’ sense of belonging and connections to adults

at their schools. These data are being shared with School Equity Teams who use them to inform their

work. Because of the small sample size of students of color, reporting these data publicly could

compromise student privacy.

Athletics and Clubs Presentation – October 17, 2017 Meeting, Submitted by Jeff Lowell

-How is Culture of Service being incorporated into Procedure 2151P?

We are collecting data during end of season surveys on methods of communication, #s of responses,

and disaggregated data by sport to identify areas of strength for programs and growth areas.

Social Studies Presentation – October 3, 2017 Meeting, Submitted by Sharon Kautz

The table below includes the number of students who were in the were in the AP Human Geo class last

year but didn’t take the AP test. This table was created by pulling a file of all students who had MP4

grades for the class, merged with students who had AP test scores (not a perfect denominator, but a

reasonable proxy).

Human Geo

AP Score Interlake HS Newport HS

Sammamish

HS

Grand

Total

1 48 2 63 113

2 32 7 34 73

3 41 4 43 88

4 19 6 26 51

5 8 11 14 33

Didn't test 133 3 104 240

Grand Total 281 33 284 598

Documents

Board Action Items Follow-up Data January 15, 2018...Board Action Items Follow-up Data – January 15, 2018 4 to communicate current projects and parent involvement. 6 Create a feedback