2024 - 2025 Annual Plan
Our plan is built around three transformative strategic priorities: Building Human-Centered Systems and Relationships (We Belong), Cultivating Student Engagement and Learning (We Learn), and Strengthening Collective Leadership (We Lead). Each priority represents a commitment to fostering an inclusive, vibrant community where connections thrive, learning is dynamic and engaging, and leadership is shared and celebrated.
In This Section
Annual Plan Initiatives
We Belong
Human- Centered Systems and Relationships
Initiatives
- Human-Centered Systems and Relationships
- Inclusion and Accessibility
- Welcome Center
- Multilingualism for All
- Recruitment, Hiring, and Retention
- Black Excellence in Bellevue
- Advisory-Based Middle Schools (Reimagine Middle Schools)
- Equity Plan
Human-Centered Systems and Relationships
District departments will develop goals to build human-centered systems and relationships. Schools will embed human-centered systems and relationships in their strategies to improve student learning.
When achieved, students, families, and staff feel valued, known, and part of a community who cares for them, and proud to be in the Bellevue School District.
5-Year Strategy: Streamline systems to create more time for connection
As Measured By: Empathy interviews, surveys
Inclusion and Accessibility
Redesign the 504 and IEP processes and meetings to improve experiences for students, families, and staff; evaluate and improve inclusion and accessibility in the classroom.
When achieved, students, families, and staff feel valued and heard throughout the IEP and 504 process. Students, families, and staff feel comfortable, safe, and included in district spaces.
5-Year Strategy: Streamline systems to create more time for connection
As Measured By: Empathy interviews, surveys
Welcome Center
Develop and launch a new district Welcome Center to enfold families and students into the district; use the Welcome Center to build out a vision for human-centered systems and relationships.
When achieved, students and families feel welcome, connected, and able to navigate our school system
5-Year Strategy: Streamline systems to create more time for connection
As Measured By: Empathy interviews, surveys, enrollment data
Multilingualism for All
Expand and improve multilingual experiences for students, including launching Korean, Hindi, and American Sign Language.
When achieved, students have increased access to multilingual learning opportunities. Multilingual students, families, and staff feel a stronger sense of belonging in our school environment
5-Year Strategy: Provide comprehensive multilingual experiences and services
As Measured By: Surveys, language program enrollment, seal of biliteracy
Recruitment, Hiring, and Retention
Increase the percentage of leaders and staff from diverse backgrounds.
When achieved, students of diverse backgrounds feel a stronger sense of belonging in our school environment.
5-Year Strategy: Ensure that every child and family has at least one supportive adult relationship in the school
As Measured By: Surveys, hiring and retention data
Black Excellence in Bellevue
Establish a welcoming, supportive, and strengths-based environment for Black students, families, and staff.
When achieved, black students, families, and staff experience a deeper sense of belonging, connection, learning, and empowerment while promoting and celebrating Black Excellence.
5-Year Strategy: Ensure that every child and family has at least one supportive adult relationship in the school
As Measured By: Empathy interviews, surveys
Advisory-Based Middle Schools (Reimagine Middle Schools)
Prepare the system for implementation.
When achieved, staff build capacity by receiving training and support to implement Advisory-Based middle schools in 2025-26.
5-Year Strategy: Ensure that every child and family has at least one supportive adult relationship in the school
As Measured By: Professional development attendance, curriculum and instruction resources
Equity Plan
Engage with the community to develop and implement equity-based professional learning, including supporting the expanded use of Equity-Driven Decision Making; track and effectively address racism and microaggressions in service of building a Beloved Community.
When achieved, educators, administrators, and staff feel better equipped with the knowledge, experiences, skills, and opportunities needed to foster a racially equitable environment within their school communities. Students of color feel a stronger sense of belonging in the Bellevue School District; students report a decrease in racial microaggressions and incidences
5-Year Strategy: Develop capacity to address biases, structural inequity, to create authentic relationships across lines of difference
As Measured By: Empathy interviews, surveys, professional development data, HIB/Discrimination data
We Learn
Student Engagement and Learning
Initiatives
- School Improvement Plans (SIPs)
- Pre-School
- Elementary Literacy
- Secondary Math
- Problem-Based Learning (Reimagine Middle Schools)
- Culturally Responsive and Sustaining Teaching
- Multiple Pathways for Student Success
School Improvement Plans (SIPs)
Develop SIPs to enhance student engagement and learning and address equity imperatives; build strategies using human-centered systems and relationships as well as collective leadership.
When achieved, students feel a greater sense of agency and voice in their learning, resulting in a higher sense of engagement, joy, and success
5-Year Strategy: Design student learning experiences that build from assets and strengths, centering student voice and agency
As Measured By: SIPs, empathy interviews, surveys, math and literacy achievement data, attendance data
Pre-School
Increase access to high quality, inclusive, opportunity-gap closing, multilingual preschool.
When achieved, increased enrollment in preschool, particularly for students from underrepresented groups.
5-Year Strategy: Provide consistent, authentic, and relevant learning
As Measured By: Enrollment numbers
Elementary Literacy
Improve literacy outcomes and shrink opportunity gaps through implementation of structured literacy and the new K-5 literacy curriculum with equitable intervention support.
When achieved, students, particularly those facing the greatest opportunity gaps, demonstrate increased proficiency in literacy
5-Year Strategy: Provide consistent, authentic, and relevant learning
As Measured By: Literacy walkthroughs, reading achievement data
Secondary Math
Improve math outcomes and shrink opportunity gaps through the implementation of the newly adopted secondary math curriculum with equitable intervention support.
When achieved, students, particularly those facing the greatest opportunity gaps, demonstrate increased proficiency in math
5-Year Strategy: Provide consistent, authentic, and relevant learning
As Measured By: Math walkthroughs, math achievement data
Problem-Based Learning (Reimagine Middle Schools)
Begin the initial implementation of problem-based learning in middle schools.
When achieved, middle school students experience higher levels of student engagement and more relevant learning
5-Year Strategy: Provide consistent, authentic, and relevant learning
As Measured By: Surveys, classroom observation
Culturally Responsive and Sustaining Teaching
Prepare the system through professional learning for the launch of the updated Danielson framework, which centers culturally responsive teaching and learning, and equity in the classroom; system-wide focus on Domain 3: The Student Learning Experience.
When achieved, staff in every school are trained on Domain 3 of the revised Danielson Framework and feel prepared for implementation in the 2025-26 school year.
5-Year Strategy: Provide consistent, authentic, and relevant learning
As Measured By: Participation data, surveys
Multiple Pathways for Student Success
Pursue innovative and equitable ways for students to demonstrate learning, understanding, achievement and mastery (ex. digital portfolios, capstone projects, industry certifications); improve consistency in high school grading practices.
When achieved, students and families experience consistent grading practices by subject area (ex. math, art) in every high school building
5-Year Strategy: Build shared understanding of high-quality, high-value student work and experiences, and create multiple pathways for student success
As Measured By: Updated district procedure, surveys
We Lead
Collective Leadership for People and Planet
Initiatives
- For Our Future World
- Equity-Driven Decision Making
- Student Voice & Agency
- Voice of Our Diverse Community
- Sustainability Plans in Schools and District Departments
For Our Future World
Prepare students across all disciplines to lead for improved conditions for people (themselves and others) and planet.
When achieved, students and staff share examples of leading for improved conditions for people and planet
5-Year Strategy: Build capacity for inclusive and equity-driven co-creation, and create coherence and alignment through collectively authored and held principles and vision. Support school and district leaders to co-create solutions with the community
As Measured By: Student work
Equity-Driven Decision Making
Expand the implementation of Equity Driven Decision Making (EDDM) at the district level by applying EDDM to 4 strategic plan initiatives (minimum). Begin to train schools on the principles of EDDM in decision making.
When achieved, students, staff, families, and community members, particularly those from groups that have not had voice and agency in decision making in the past, feel represented and included in the decision-making process
5-Year Strategy: Build capacity for inclusive and equity-driven co-creation, and create coherence and alignment through collectively authored and held principles and vision. Support school and district leaders to co-create solutions with the community
As Measured By: Empathy interviews, surveys
Student Voice & Agency
Student voice and agency with the school board and superintendent’s cabinet; student voice and agency in school improvement efforts; student voice and agency in the strategic planning process and the environmental sustainability plan implementation.
When achieved, students have increased voice and agency at the school and district level
5-Year Strategy: Build capacity for inclusive and equity-driven co-creation, and create coherence and alignment through collectively authored and held principles and vision. Support school and district leaders to co-create solutions with the community
As Measured By: Empathy interviews, surveys, student representation data
Voice of Our Diverse Community
In addition to equity-driven decision making guidance on elevating community voice, form critical committees to bring community voice into the decision-making.
When achieved, community members and leaders, representative of our diverse community, feel represented and included in the decision-making process
5-Year Strategy: Build capacity for inclusive and equity-driven co-creation, and create coherence and alignment through collectively authored and held principles and vision. Support school and district leaders to co-create solutions with the community
As Measured By: Empathy interviews, surveys
Sustainability Plans in Schools and District Departments
Engage students in the co-design of school-based sustainability goals to be codified in the school improvement plans; set department sustainability goals, including building a district dashboard to monitor goals.
When achieved, students have voice and agency in developing and implementing sustainability goals. Central office staff play a key role in our commitment to reducing our carbon footprint
5-Year Strategy: Co-create and implement sustainability plans
As Measured By: School-based sustainability goals, sustainability dashboard goals and measures
A note about data
A variety of data sources are utilized to measure learning as well as success on goals. District leaders have worked with renowned educator, consultant, and author Shane Safir, on various sources for measuring learning and educational goals. In her work on educational equity and data-informed decision making, the terms "Street data," "Satellite data," and "Map data" refer to different types of information that provide varying perspectives on student learning and school improvement.
By integrating street data, satellite data, and map data, educators can develop a comprehensive understanding of their schools and communities, leading to more effective and equitable educational practices.
Data Type Descriptions
Street Data
"Street data" refers to qualitative, ground-level information that is gathered from direct interactions with students, families, and educators. This type of data is rich in context and personal experiences, often collected through empathy interviews, focus groups, observations, and other narrative methods. Street data captures the lived experiences, voices, and stories of those within the school community, offering deep insights into the nuances of school culture, student engagement, and individual learning journeys. It emphasizes the importance of understanding the human side of education and using this understanding to drive meaningful change.
Satellite Data
"Satellite data" represents quantitative, high-level information that provides a broad overview of school or district performance. This type of data includes standardized test scores, graduation rates, attendance figures, and other traditional metrics commonly used to assess academic achievement and operational efficiency. Satellite data offers a macro perspective, allowing educators and policymakers to identify trends, compare performance across different schools or districts, and make data-driven decisions at a systemic level. However, it often lacks the contextual depth needed to understand the underlying causes of these trends.
Map Data
"Map data" bridges the gap between street data and satellite data by providing a middle layer of information that combines both qualitative and quantitative elements. This type of data includes school climate surveys, formative assessments, student work samples, and other tools that offer a more detailed and contextualized view of student learning and school environments. Map data helps educators and leaders to connect the broad patterns observed in satellite data with the specific insights gained from street data, facilitating a more holistic and nuanced approach to school improvement and student support.
Satellite Data and Benchmarks
- Preschool Enrollment Over Time
- Student Well Being
- SBA English Language Arts
- SBA Math
- Advanced Placement (AP) and International Baccalaureate (IB)
- Industry Recognized Certificates
- College in the High School (CiHS) Dual Credit Coursework
- Running Start Enrollment
- Seal of Biliteracy Earned
- Attendance - % of Students Attending School Regularly (at school 90% of the time)
Preschool Enrollment Over Time
| Demographic | 2018-19 | 2019-20 | 2020-21 | 2021-22 | 2022-23 | 2023-24 |
|---|---|---|---|---|---|---|
| All Preschoolers | 1,177 | 1,061 | 372 | 648 | 843 | 964 |
| Asian | 490 | 431 | 103 | 248 | 324 | 414 |
| Black | 78 | 52 | 45 | 53 | 66 |
84 |
| Hispanic | 189 | 209 | 129 | 151 | 202 | 208 |
| Multi-ethnic | 112 | 104 | 26 | 58 | 83 | 70 |
| White | 304 | 259 | 66 | 132 | 165 | 182 |
| Low Income | 285 | 255 | 185 | 228 | 304 | 334 |
| Students with Disabilities | 224 | 212 | 171 | 192 | 235 | 266 |
Student Well Being
|
Student Group |
Sense of Belonging Spring 2024 |
Student Engagement Spring 2024 |
Student Voice & Agency Index Spring 2024 |
|---|---|---|---|
| All Students | 71% | 76% | 68% |
| Asian | 74% | 79% | 68% |
| Black/African American | 64% | 73% | 66% |
| Hispanic | 66% | 71% | 63% |
| Multi-ethnic | 72% | 78% | 68% |
| White | 71% | 75% | 69% |
| Students with Disabilities | 66% | 67% | 63% |
| English Learners | 69% | 72% | 63% |
| Low Income | 67% | 71% | 64% |
SBA English Language Arts
Grade 3
| Student Groups | Spring 2019 | Spring 2022 | Spring 2023 | Spring 2024* |
|---|---|---|---|---|
| All Grade 3 | 72% | 72% | 70% | 70% |
| Asian | 82% | 84% | 82% | 81% |
| Black | 44% | 58% | 29% | 35% |
| Hispanic | 37% | 38% | 32% | 30% |
| Multi-ethnic | 78% | 75% | 82% | 77% |
| White | 72% | 71% | 72% | 74% |
| Low Income | 33% | 37% | 39% | 38% |
| English Learners | 33% | 38% | 47% | 40% |
| Students with Disabilities | 29% | 35% | 30% | 40% |
*Spring 2024 Results are preliminary
Grade 8
| Student Groups | Spring 2019 | Spring 2022 | Spring 2023 | Spring 2024* |
|---|---|---|---|---|
| All Grade 8 | 78% | 72% | 71% | 71% |
| Asian | 86% | 86% | 87% | 82% |
| Black | 49% | 36% | 45% | 44% |
| Hispanic | 55% | 38% | 31% | 34% |
| Multi-ethnic | 82% | 80% | 75% | 74% |
| White | 80% | 74% | 75% | 74% |
| Low Income | 46% | 40% | 39% | 35% |
| English Learners | 21% | 16% | 23% | 15% |
| Students with Disabilities | 32% | 24% | 24% | 25% |
*Spring 2024 Results are preliminary
Grade 10
| Student Groups | Spring 2019 | Spring 2022 | Spring 2023 | Spring 2024* |
|---|---|---|---|---|
| All Grade 10 | 85% | 80% | 79% | 83% |
| Asian | 92% | 93% | 91% | 91% |
| Black | 65% | 57% | 57% | 55% |
| Hispanic | 64% | 61% | 59% | 52% |
| Multi-ethnic | 91% | 92% | 88% | 89% |
| White | 90% | 91% | 88% | 88% |
| Low Income | 61% | 64% | 61% | 53% |
| English Learners | 26% | 31% | 29% | 34% |
| Students with Disabilities | 46% | 48% | 42% | 35% |
*Spring 2024 Results are preliminary
SBA Math
Grade 5
| Student Groups | Spring 2019 | Spring 2022 | Spring 2023 | Spring 2024* |
|---|---|---|---|---|
| All Grade 5 | 72% | 65% | 67% | 68% |
| Asian | 87% | 85% | 84% | 84% |
| Black | 43% | 26% | 20% | 39% |
| Hispanic | 30% | 25% | 25% | 27% |
| Multi-ethnic | 70% | 68% | 68% | 69% |
| White | 71% | 60% | 68% | 65% |
| Low Income | 30% | 28% | 32% | 27% |
| English Learners | 30% | 20% | 26% | 27% |
| Students with Disabilities | 25% | 18% | 24% | 29% |
*Spring 2024 Results are preliminary
Grade 8
| Student Groups | Spring 2019 | Spring 2022 | Spring 2023 | Spring 2024* |
|---|---|---|---|---|
| All Grade 8 | 71% | 65% | 60% | 62% |
| Asian | 87% | 86% | 83% | 81% |
| Black | 30% | 19% | 25% | 20% |
| Hispanic | 40% | 26% | 19% | 20% |
| Multi-ethnic | 71% | 69% | 57% | 67% |
| White | 68% | 60% | 55% | 55% |
| Low Income | 32% | 31% | 28% | 20% |
| English Learners | 29% | 21% | 24% | 23% |
| Students with Disabilities | 18% | 15% | 13% | 14% |
*Spring 2024 Results are preliminary
Grade 10
| Student Groups | Spring 2019 | Spring 2022 | Spring 2023 | Spring 2024* |
|---|---|---|---|---|
| All Grade 10 | 70% | 61% | 60% | 68% |
| Asian | 87% | 86% | 82% | 85% |
| Black | 39% | 22% | 19% | 22% |
| Hispanic | 35% | 31% | 29% | 23% |
| Multi-ethnic | 77% | 70% | 60% | 70% |
| White | 68% | 61% | 63% | 63% |
| Low Income | 35% | 36% | 32% | 27% |
| English Learners | 33% | 29% | 29% | 28% |
| Students with Disabilities | 17% | 17% | 16% | 11% |
*Spring 2024 Results are preliminary
Advanced Placement (AP) and International Baccalaureate (IB)
Industry Recognized Certificates
| Student Groups | % of Total Enrollment in These Courses (2023-24) | % Students Taking an IRC (2023-24) | % Pass Rate of Students Taking an IRC (2023-24) |
|---|---|---|---|
| All Students (213 total) | 100% | 96% | 76% |
| Asian | 47% | 95% | 65% |
| Black | 2% | 88% | 75% |
| Hispanic | 13% | 100% | 94% |
| Multi-ethnic | 7% | 100% | 94% |
| White | 28% | 95% | 80% |
| English Learners | 9% | 95% | 81% |
| Students with Disabilities | 8% | 88% | 81% |
| Low Income | 23% | 95% | 81% |
| Female | 26% | 99% | 80% |
| Male | 74% | 95% | 74% |
| Non-binary | NA | NA | NA |
Courses: Automotive Technology, Building Industry Technology, Cisco CCNA, Culinary Arts, Health Sciences, Welding/Design/Fabrication
College in the High School (CiHS) Dual Credit Coursework
| Student Groups | Grade 9-12 Count 2023-24 |
Grade 9-12 Percentage 2023-24 |
# CiHS Course Enrollment 2023-24 |
CiHS Subgroup % of Course Enrollments |
|---|---|---|---|---|
| All Students | 6769 | 100% | 8968 | - |
| Asian | 2927 | 43% | 4397 | 49% |
| Black | 254 | 4% | 163 | 2% |
| Hispanic | 950 | 14% | 756 | 8% |
| Multi-ethnic | 673 | 10% | 874 | 10% |
| White | 1934 | 27% | 2263 | 25% |
| Students with Disabilities | 668 | 10% | 330 | 4% |
| English Learners | 804 | 12% | 436 | 5% |
| Low Income | 1469 | 22% | 988 | 11% |
*Example: Approx. 43% of Gr 9-12 students were Asian. 49% of CiHS course enrollments were Asian students.