Key Strategies/Projects:

• 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.

Key Strategies/Projects:

• 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.

Key Strategies/Projects:

• 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.

Key Strategies/Projects:

• 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

Key Strategies/Projects:

• 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.

Key Strategies/Projects:

• 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.

Key Strategies/Projects:

• 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.)

Key Strategies/Projects:

• 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.

Key Strategies/Projects:

• 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.

Key Strategies/Projects:

• 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.

Key Strategies/Projects:

• 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.

Key Strategies/Projects:

• 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.

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.

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.

Key Strategies/Projects:

• 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.

Key Strategies/Projects:

• 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.

Key Strategies/Projects:

• 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.
• Breakfast:
  • 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%
• Lunch:
  • 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

Key Strategies/Projects:

• 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.

Key Strategies/Projects:

• 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.

Key Strategies/Projects:

• 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.

Key Strategies/Projects:

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.

Key Strategies/Projects:

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)

Key Strategies/Projects:

• 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.