2021-2022 Annual Plan

2023 Goals & Year 4 Targets

Goal 1: Students feel safe, affirmed, and inspired to achieve high levels of social-emotional well-being regardless of background.

Year 4: Priorities

  • Sense of belonging: As students re-enter the full school experience, including interacting with peers and engaging in academic and social activities, school-based strategies will contribute to an inclusive environment where students feel a sense of belonging. Studies have shown that “a strong sense of belonging translates to students of all ages and developmental stages improving academically, being more engaged and motivated in school, and increasing their physical and emotional health.” (Miles, 2020)

  • Social-emotional learning: Students experienced isolation during the pandemic, with few opportunities to interact in-person socially.  As we return to in-person learning it will be critical to recognize where each student is socially and emotionally and to provide them with intentional opportunities to support their development in social emotional learning. Our universal (tier 1) social emotional learning curriculum encompasses the five CASEL competencies: self-awareness, self-management, social-awareness, relationship skills, and responsible decision-making. These competencies are not discrete and are integrated into curriculum and instructional practices. We anticipate a need to focus on self-awareness in the Fall. Self-awareness is described by CASEL as:

    • “Involves understanding one’s emotions, personal identity, goals, and values. This includes accurately assessing one’s strengths and limitations, having positive mindsets, possessing a well-grounded sense of self-efficacy and optimism. High levels of self-awareness require the ability to understand the links between one’s personal and sociocultural identities and to recognize how thoughts, feelings, and actions are interconnected.”

  • Social-emotional support: Recognizing that many students have struggled during the pandemic and will need more than universal (Tier 1) social-emotional support, we will expand our universal screeners to identify students with specific needs and then provide those students with additional (tiers 2 and 3) support to improve their coping skills and overall well-being. Initial implementation of this approach in 2020-21 showed promising results by identifying many students who were not on our radar based on other data and by effectively supporting students to developing coping skills based on their specific needs.

Year 4: Measures

  • Increase percentage of students reporting a sense of belonging on the Panorama student survey with a reduction in disproportionality between subgroups and all students

  • Increase social-emotional competency in grades 3-5 and Grades 6-12 from Fall 2021 to Spring 2022

  • Increase coping skills for students identified with specific needs

Goal 2: Students achieve high levels of academic success and outcomes are not predicted by race or income.

Year 4: Priorities

  • Academic Growth: Regardless of where students begin the year, the goal is for all students to experience expected or greater growth.

  • Proficiency in Literacy and Math: We recognize that student learning experiences varied widely during the 2019-20 and 2020-21 school years due to the pandemic and the shift in learning models. Universal screeners administered in the fall will provide student proficiency data for educators as they design instruction and supports based on students’ beginning of the year level in the core subject areas of literacy and math. Based on progress monitoring data during the 2020-21 school year, math is an area requiring greater focus.

  • Graduation Success: Each and every student will receive the support they need to graduate on time (unless their individual plan designates otherwise). Multi-Tiered System of Support (MTSS) Teams at each high school, as well as a District MTSS Team, will track and support students’ needs and progress. High schools monitor early warning indicators and college/career readiness indicators beginning in the ninth-grade year and continuing through all grades until graduation success is achieved.

Year 4: Measures

  • Increase percentage of students grades 3-8 making typical or high growth in literacy and math from Fall 2021 to Spring 2022

  • Increase percentage of students meeting or exceeding proficiency standards in literacy and math in grades 3-8

  • At least 98% of students in the Class of 2022* will graduate in June 2022

Goal 3: Students effectively problem solve and lead for positive local and global change by developing global awareness and cultural competency, and learn advanced skills in processing and applying information through the effective use of technology and engineering.

Year 4: Priorities

  • 2021-22 will be a design year for global awareness and cultural competency.

Year 4: Measures

  • Not included in the 2021-22 Annual Plan

Goal 4: To improve student well-being and academic achievement in our district, we develop a culture that attracts, engages, and retains exceptional educators who are reflective of and responsive to the diversity of Bellevue School District students.

Year 4: Priorities

  • Staff engagement: Culture Amp defines staff engagement as: “Engagement represents the levels of enthusiasm and connection employees have with their organization. It is also a measure of how motivated they are to take positive action to further the organization, and a sign of how committed they are to staying there.”

  • Educator diversity: Educators are reflective of the diversity of Bellevue School District students.

Year 4: Measures

  • Increase the percentage of staff reporting high levels of engagement

  • Increase diversity of certificated staff

Goal 5: Families, particularly those who have been traditionally marginalized, are more informed, better able to find support, and are more empowered to contribute to student success.

Year 4: Priorities

  • Informed: A BSD family is informed when they can understand the academic and developmental expectations for their student and knows how to navigate the school system, where to find school-related information and obtain academic, health and wellness services.

  • Supported: A BSD family is supported when they can utilize the systems within the district to serve their student’s unique needs, strengths, and circumstances.

  • Empowered: A BSD family is empowered when they can use their individual or their community’s collective voice to advocate for student needs to be more equitably identified, answered, and solved, often through the definitive reallocation or redistribution of financial and/or other resources.

Year 4: Measures:

  • Increase percentage of families reporting they feel informed, supported, and empowered to contribute to their student’s success.