2019-2020 Department and Program Goals
Departments/programs listed in alphabetical order
Department/Program: Advanced Learning
Results-Oriented Goal: At least 40% increase in the number of students in grades K-4 from underserved subgroups (i.e. Black and Hispanic), who are participating in advanced learning domain-specific services.
- Expand domain-specific identification to 4th grade, utilizing student performance data as well observational data related to key indicators of highly capable students from culturally, linguistically and economically diverse backgrounds.
- Provide coordinated professional development with the ELL Department to implement culturally relevant teaching practices.
- Build the capacity of our educators to provide culturally relevant teaching and learning in ELA.
Department/Program: Athletics and Activities
- At least 50% of parents/guardians complete the athletics participation survey at the end of each sport season (fall, winter, and spring), up from 0% to 50% during the 2018-2019 school year.
- At least 50% of students complete the athletics participation survey at the end of each sport season (fall, winter, and spring), up from 0% to 30% during the 2018-2019 school year.
- All parents and students participating in the program know the results and followup actions.
- Set aside time at scheduled practices, early release Wednesdays, and/or equipment return to have participating athletes complete the survey.
- Schedule time during post-season gathering to have parents/guardians complete the survey.
- Send electronic and/or phone reminders to participating athletes and parents/guardians to complete the postseason survey.
- Reduce the number of questions on the survey to those deemed most critical to reduce the time it takes to complete the survey, encouraging greater completion.
Results-Oriented Goal: Increase the number of students participating in optional (out-of-state and overnight) field trip opportunities at the district’s high needs’ schools at the middle and high school levels by 50 students, 20 at the middle school and 30 at the high school.
- Review and educate school-based leaders, advisors, and/or students on field trip opportunities accessed at each of our middle and high schools, raising awareness and interest.
- Review and revise Administrative Procedure 2320 using the Critical Criteria in order to eliminate inherent barriers in place for our most marginalized students.
- Refine education and training opportunities for all district schools regarding Policy and Procedure 2320: Field Trips to proactively provide training and guidance for those intending to support and/or sponsor field trips for their programs.
- Meet with select school-based advisors to discuss unique opportunities available to our students (I.e., AVID student engaging in college tours, affinity groups engaging in leadership training, etc.).
- Increase the number of optional (out-of-state and overnight) field trips at the middle and high schools.
- Review funding process for field trips and determine if additional resources are required based on an analysis of field trip data.
Results-Oriented Goal: At least 90% of high school coaches and advisors participate in the comprehensive training program (common core purpose of Athletics and Activities, anti-bullying, conflict competence, conflict of interest, equity and accountability, etc.), up from 52% participation rate in the 2018-2019 school year.
- Develop multiple avenues for in-person and on-line training options for District coaches and advisors
- Expand current in-person trainings to include two additional seasonal trainings
- Send written reminder to each coach/advisor that has not yet completed the training prior to the start of their season
- Individual follow up with each coach/advisor that has not yet completed the training despite receiving a written reminder, solidifying a date for the training
Department/Program: Career and Technical Education (CTE)
Results-Oriented Goal: At least 10% more under-represented subgroups of students (females, Black, Hispanic, Multi-Ethnic) will enroll in Middle School Computer Science this year.
- Increase awareness of career opportunities in the computer science fields so female students and students of color understand the many career opportunities available to them.
- Provide students (grades 5,6, and 7) with guest speakers, field trips to industry work places, workshops and through the monthly CTE Spotlight.
- Strategize with counselors and administrators to encourage under-represented students to enroll.
Results-Oriented Goal: The broader Bellevue community understands and supports district initiatives and programs, as measured through a community survey, reactions on social media, and website traffic.
- Develop and implement a communications plan to inform staff and community about the successes and challenges the district faces in achieving strategic plan goals.
- Develop and implement a communications plan to build understanding and support for our school district within our community.
- Develop talking points for key issues and programs in our district.
Department/Program: Community Development
Results-Oriented Goal: Students participating in mentoring will show a significant increase in their On-Track to Graduate progress from the previous year. At least 40% more students will participate in mentoring at our high schools.
- Regular facilitated convenings of community partner mentor providers focused on increasing the number of mentors and building common understanding of mentoring needs of students.
- Develop additional outreach to increase the number of mentors and student participation in mentoring programs.
- Increase group mentoring opportunities for students of color at all high schools. (Baseline for 2018-19: 10/students per high school.)
Results-Oriented Goal: 100% of students in 10th grade will be screened for mental health support needs. Every student identified for tier 3 mental health intervention will be provided services.*
*Families may choose to opt out
- Implement the Behavior Intervention Monitoring Assessment System (BIMAS-2) mental health screener in all 10th grade health classes.
- Initial consultation with all students that screen through based upon the recommendations from BIMAS-2.
- Provide interventions through modular Cognitive Behavioral Therapy or Dialectical Behavioral Therapy for all students that show need.
- Refer to outside services for all students that show need.
- Every 11th grade student has an understanding of the college application and financial aid processes for postsecondary education programs. (measurement tool TBD and baseline established by June 2020).
- Every 10th grade student will have a class schedule that supports their post-secondary plan.
- 100% of current 9th graders who are not on track to graduate will develop a plan to get back on-track with 1:1 counseling support.
- 9th Graders on Track: The percent of first-time ninth grade students who earned credit for all attempted courses. This does not include withdrawals. "All attempted courses" include any credit-bearing class, including .5 credit mentoring or tutoring classes.
- Collect baseline data and develop a plan for students to ensure all students understand the provided information.
- Develop a consistent mechanism for revision of the HSBP in all high schools prior to the course request/registration window.
Results-Oriented Goal: Students in US History courses in 5th, 8th, and 11th grade courses will report that instructional materials leverage, reflect, and affirm their unique experiences (e.g. social, racial, cultural, linguistic), and familial backgrounds of our Bellevue School District students and our broader society.
- New curriculum materials and lessons developed, adopted and/or updated to be more culturally responsive. (Focus courses are 5th, 8th and 11th grade US History)
- Implement a new process that involves more stakeholders to adopt culturally responsive materials that support the interests and instructional needs of students.
- We will conduct a short survey and/or focus groups for the 5th, 8th and 11th grade students to measure student engagement.
Department/Program: Extended Learning
Results-Oriented Goal: 70% of students that attend the afterschool program each quarter will show improved attendance in school compared to each student’s last year’s attendance rate.
- 100% of our students in Title I elementary schools are offered enrichment opportunities after school.
- Partner with local community organizations to provide enrichment opportunities in academics, social-emotional learning, STEM, sports and the arts in all three trimesters in ten-week sessions.
- Prioritize access for students with highest identified needs.
- Student baseline data (last year’s % or # of absences) will be generated once we identify which students are participating. Target goal is less than 10 absences for students in our targeted subgroups.
- Fewer escalations from community groups and school teams regarding booking and use of district facilities.
- PTSA will report that they are satisfied with the facility reservation process in 2019-20.
- Review Policy 4260 and associated procedures to develop a strategy that balances community needs with district priorities.
- Survey of community organizations, including PTSA Council, on issues with community use.
- Summary of findings and recommendations and baseline data established by February 2020.
- Form an advisory committee comprised of principals and community members to develop recommendations for community use of facilities.
Department/Program: Finance and Budgeting
Results-Oriented Goal: By the end of the 2019-20 school year, budgeting processes are mapped to Strategic Goals making it easier and more accurate to increase or decrease investments in specific initiatives or programs.
Key Strategies/Projects: Our Enterprise Resource Planning (ERP) System which supports finance, accounting, budgeting, payroll, purchasing and human resources is over 30 years old. During 2019/2020, we will conduct a needs analysis, issue a request for proposal, select a software partner, and begin the implementation of a new system.
Department/Program: Instructional Technology
Results-Oriented Goal: The 1:1 Laptop Program Review in Secondary Schools report will be available by November, 2019. Outcomes will be defined based on findings. Bring any goal(s) coming out of the Review to the Board in November.
Key Strategies/Projects: Utilize the 1:1 Laptop Program Review in Secondary Schools conducted in Spring 2019 to inform next steps. Based on the findings from the report, identify which recommendations will be implemented.
Department/Program: Legislative/Government Affairs
Results-Oriented Goal: Passage of legislation, during this session or subsequent sessions, that reflects our priorities and enhances our ability to serve each and every one of our students.
- Select and cultivate a relationship with a lobbyist dedicated to serving our district’s unique needs (completed by September 2019).
- Develop and implement a communications and engagement plan to share our story and build understanding of our needs with state officials, including our local legislators and the Superintendent of Public Instruction.
- Build partnerships with other district leaders, local officials, and state leaders to craft innovative ways to serve our students more effectively, particularly in areas like student mental health, special education, multi-lingual learnings, and school safety.
- Work with community partners to educate and engage with our community and families on our legislative priorities and related issues (e.g. bond and levy elections).
- Achieve support for legislation and state regulations that enable us to better serve students, including, but not limited to, support for student mental health, efforts to keep our schools safe, and funding provisions and formulas that allow us to meet the needs of our learning community.
- Build communication tools and talking points to support our legislative efforts.
Results-Oriented Goal: Decrease by 20% the number of students with life threatening conditions that do not meet the requirements for school attendance by the first day of school for the 2019-20 school year (from 60 to 48 students).
- Increase the safety of students with life threatening conditions by ensuring that they have current treatment orders and medications by the first day of school annually.
- Provide training to local health professionals to change their treatment orders to align to state timeline requirements.
- Collect and store medications over the summer instead of returning them at the end of the school year.
- Partner with community agencies for advocacy, medication vouchers, etc.
Department/Program: Nutrition Services
Results-Oriented Goal: At least 1% more of eligible students for free and reduced priced meals participate in this program.
- Increase participation of free and reduced meal eligible students for breakfast and lunch.
- Create access to meals opportunities for students beyond the current hours in the cafeteria (I.e., vending machines at secondary schools)
- Participation of the school breakfast and lunch program by low income students will increase during the 2019/2020 school year.
- 2018/2019: Participation of Free eligible students: 19.16%
- 2018/2019: Participation of Reduced Eligible Students: 12.07%
- 2019/2020 Goals: Participation of Free Eligible Students: 20.16%
- 2019/2020 Goals: Participation of Reduced Eligible Students: 13.07%
- 2018/2019: Participation of Free eligible students: 60.1%%
- 2018/2019: Participation of Reduced Eligible Students: 51.84%%
- 2019/2020 Goals: Participation of Free Eligible Students: 61.1%
- 2019/2020 Goals: Participation of Reduced Eligible Students: 52.84%
- Nutrition Services utilizes multiple software applications for application processing, Point of Sale (POS), payment and nutritional analysis services to families.
- During 2019/2020, we will conduct a needs analysis, issue a request for proposal, select a software partner, and begin the implementation of a new system
Results-Oriented Goal: Students, staff, or community members will be able to locate and access any automated external defibrillator (AED) within three minutes from any location in our buildings; and, any students, staff, or community members who experience relevant medical episodes on our campuses will successfully access the AEDs.
- Replace and standardize all AEDs in every building.
- During 2019, we had an independent assessment of our Automated Electronic Defibrillator (AED) status. The results were the district was lacking in the quantity needed, consistency of placement, and consistency of brand, make and model. During the coming school year, we will begin replacing and adding AEDs at buildings throughout the District with a brand that is consistent with those used by Bellevue PD and Bellevue Fire.
Increase school safety by requiring individuals without access cards to enter through the main entrance and use the electronic visitor management system.
Reduce the number of unauthorized persons in our buildings.
There will be no disproportionate reduction in school access by any of our families or groups of families.
- Determine policy and procedure needs for implementing employee and student badging.
- Build clarity and expectations for all employees to wear district-issued badges in all district facilities.
- Complete research on student badging by November 2019.
- Implement an electronic visitor system to provide better information regarding who is in our buildings at any given time.
- Complete the installation of additional proximity card readers at identified secondary schools (International, Interlake, Tyee, and Chinook) to further secure our buildings.
- By the end of the 2019-20 school year, all schools will be utilizing the electronic visitor management system and will ensure that all of their exterior doors are locked during school hours. Access to school buildings will be limited to the main entry door. These actions will significantly limit the ability of unauthorized persons from accessing our school sites.
- At least 75 random audits will be conducted by Safety and Security Department personnel to ensure compliance with the use of the electronic visitor management system, that exterior doors are not being propped open, and that no unauthorized persons are found in our school building sites.
Results-Oriented Goal: Students participating in life safety classes report feeling prepared to deal with emergency conditions.
- Expand student life-safety training pilot program. Provide additional life safety classes: CPR/AED; Active ThreatResponse; Fire Safety and Suppression; Disaster Medical and Triage; Search and Rescue and Building Damage Assessment; Public Trauma/First Aid; Suspicious Activity Reporting and the Importance of Drills; and Social Media and the Law.
- Use information from pilot program, in partnership with Bellevue PD and Fire, to determine how we expand the program to other schools.
Department/Program: Special Education
- At least 5% more of Black and Hispanic students will have access to the least restrictive environment. (Current baseline for Black students is 60% and 58% for Hispanic students.)
- All subgroups of students receiving Special Education services will meet or exceed the 2020 target set by the state.
Expand “continuum of services” that identifies different services, models, and settings where specially designed instruction can be provided to a student to meet their goals and needs. To the greatest extent possible, services are provided through a student’s home school.
- Sustain implementation of a continuum of services at Stevenson, Wilburton, and Chinook.
- Begin continuum of services implementation at Enatai and Bellevue High.
- Begin readiness work at Clyde Hill, Phantom Lake, Odle, Highland, and all high schools.
- Improve quality of least restrictive environment as measured by the Membership and Participation Rubric. Baseline to be established by November, 2019.
- Will progress monitor using membership and participation rubric three times. Will have baseline data in fall for creating a specific goal for spring. Measure quality and quantity of experience in the general education setting.
Create the enabling context (i.e. a high-quality least restrictive environment) for students receiving special education services in their neighborhood school using the Membership and Participation rubric as a guide.
Our theory of action is:
IF…students are authentic members of learning communities (membership) AND…can participate in general education instruction, social opportunities, and routines (participation) THEN…Students will experience improved outcomes in academic, social-emotional, and behavioral areas. (learning)
Results-Oriented Goal: At least 80% of parents interacting with the Transportation Department through the K-12 Insights program report satisfaction with the interaction.
- Implement student monitoring system: Students will be given an ID card that will be scanned as they enter and exit the bus. The system will alert the driver if the student is not a regular rider or is getting off at an unassigned bus stop.
- Implement enhanced parent communication system: Parents can sign up to receive alerts for when the bus is nearing their stop, or to receive an alert any time a bus is running 10 or more minutes behind schedule.
- Pilot a tool that tracks customer satisfaction with Transportation Dept services and interactions.
- Train bus drivers on student management and improve school bus camera systems to assist bus drivers with student management and investigate conduct issues.
- This year we are putting new systems in place to track data and establish baselines, so that we can set specific goals and monitor progress.