Athletic and Activity Department Review and Update Provided to the

 Bellevue School District #405 – Athletics and Activities Department Dr. J. Tim Mills, Superintendent John Harrison, Executive Director of Schools Jeffrey R. Lowell, District Athletics and Activities Director Athletic and Activity Department Review and Update Provided to the Bellevue School District #405 Board of Directors October 6, 2015 I)
Overview The following report provides the Board of Directors with updated information from the March, 2015 report detailing the Athletic and Activities Department’s areas of focus during the 2014‐2015 school year. The focus for the department since its inception on July 1, 2014 has been: 
VISION: The Vision‐Values‐and Purpose committee completed their work during the summer months. The final product is on the department’s webpage and guides the work of the department. The one‐page document is included in this packet as Appendix A. 
COMMUNICATIONS: The department worked with the Communications Department through the website construction to provide consistent and accurate information about athletics and activities in the Bellevue School District through the department and school sites. (http://www.bsd405.org/departments/athletics‐activities/) 
PERSONNEL: The department offered more rigorous coaches training in August. Coaches received dedicated training on relevant District policies and procedures, WIAA regulations, and school specific procedures. Discussions with the Business Office regarding developing best accounting and finance practices is currently underway – with a focus on continued training and alignment of best practices across all schools. 
TITLE IX: The District Athletics and Activities Director is also the Title IX Compliance Officer for the Bellevue School District. 
EQUITY and INCLUSION: The department is focused on determining current high school and middle school participation levels in athletics utilizing interest inventories and program reviews. Additionally, departmental work will continue to establish standard practices to guide boosters and other support groups to ensure equitable allocation of funds and support for programs. This remains a work in progress with the scope of athletic programs offered through the schools, Jubilee Reach, and the number of activities in each school. 
POLICY and PROCEDURE OVERSIGHT: The District Athletics and Activities Director works to interpret/guide application of relevant District policies and procedures for staff. Building athletic directors received training on twenty five policies during the spring and coaches received an introduction to eighteen policies which guide their work. This training is on‐going. A document detailing these policies were included in the coaches’ handbook, which was sent to coaches in August. 
Athletic and Activity Programming: The athletic department provides oversight of all athletic and activity programming in the district’s schools. Responsibilities are executed by: Collaboration is ongoing with the following departments: Approx. 250 paid and volunteer HS coaches Over 200 HS activity / club Advisors 4 high school Program Supervisors for Athletic & Student Support 1 administrative assistant (shared with two other directors) 1 director Communications Human Resources Technology Equity Nutrition Services Transportation Services Facilities Special Education Financial Services Student Services Health Services General Counsel II)
Program Information Participation in current programs: An update from March shows participation numbers for the 2014‐2015 school year comparing participation to 2012‐2013 and 2013‐2014. The data show a slight decline in participation. Baseball Basketball Cross Country Football Golf Lacrosse Soccer Swim /Dive Tennis Track Water Polo Wrestling Total Male Participants Diff from prev yr Badminton Basketball Cross Country Golf Gymnastics Lacrosse Soccer Softball Swim /Dive Tennis Track Volleyball Water Polo Wrestling Total Female Participants Diff from prev yr Total Participants Diff from prev yr 2012‐
2013 2013‐
2014 2014‐
2015 2012‐
2013 2013‐
2014 2014‐
2015 2012‐
2013 2013‐
2014 2014‐
2015 2012‐
2013 2013‐
2014 2014‐
2015 BHS BHS BHS IHS IHS IHS NHS NHS NHS SHS SHS SHS 56 36 80 106
15 66 56 37 37 98 27 13 627
39 29 41 12 23 28 62 11 55 40 64 41 24 0 401
1028 50 35 67 105 14 64 63 38 27 95 46 13 617 ‐10 25 32 55 11 27 28 57 12 54 35 55 45 23 0 402 1 1019 ‐9 51
36
68
125
14
72
53
27
30
106
29
22
633
16
37
38
38
11
36
32
54
16
51
33
58
42
21
3
395
‐7
1028
9
44
36
52
82
13
9
59
53
38
92
0
24
502
31
31
55
88
13
9
55
56
32
88
0
16
474
‐28
44
39
27
9
20
7
56
16
53
30
56
38
0
0
312
13
786
‐15
29
35
64
63
12
12
58
45
28
89
‐
22
457
‐17
24
41
28
15
19
7
49
34
49
29
53
33
0
0
316
4
773
‐13
51
37
51
109
15
20
53
59
34
116
27
24
596
45
36
54
103 20
24
54
47
34
103 22
33
575 ‐21 26
23
49
12
23
15
54
25
75
34
88
37
31
2
445 ‐18 1020 ‐39 46 33 58 86 15 34 57 65 34 126 30 29 613 38 29 20 56 16 25 16 51 32 87 40 95 37 28 0 483 38 1096 76 28
38
28
63
23
11
59
21
25
49
0
20
365
18
39
21
74
18
7
61
13
21
36
0
17
325
‐40
19
39
15
0
15
5
38
27
21
19
34
39
1
2
216
‐37
541
‐77
23
34
19
70
14
8
54
14
17
42
‐
11
306
‐19
23
28
12
11
15
6
44
32
23
23
36
33
0
0
235
19
541
0
27
39
22
10
21
10
37
29
52
29
46
43
0
0
299
801
26
31
35
14
25
17
57
19
93
34
98
36
33
2
463
1059
13
28
12
10
26
9
36
23
25
31
35
46
0
0
253
618
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Highlighted cells in the table above are programs of note in leading to each school’s overall trend (either increase in participation or decrease) In the two year period 2013‐2014 to 2014‐2015, there was an overall increase in participation in two schools: Bellevue and Newport. There was no increase or decrease overall at Sammamish. There was a slight decrease in participation overall at Interlake, with badminton being the program with the largest decrease in participation. Investigation indicated that it was a concern over the ability of one coach to supervise all of the athletes who turned out for the program (44) which led to cuts. The decision was made prior to seeking means to provide additional coaching. This has since been addressed with a systemic approach to staffing, which is outlined in the recently completed negotiation of the Collective Bargaining Agreement with the Bellevue Coaches Association. Work continues on the disaggregation of participation data based on racial and free/reduced lunch status. Although the goal was to complete the analysis of rosters from 2013‐2014 and 2014‐2015 school years by the end of the school year, there is still a great deal of work to complete to clearly identify means to access relevant data in an efficient manner. Data tracking is challenging as current record keeping is done manually. The department is currently in discussion with the IT Department to bring relevant athletic and activity data into ASPEN as a means to efficiently collect data. III)
Focus of Athletic and Activities Department in 2015‐16: Athletics and Activities in the Bellevue School District To gain a clear picture of the scope of the work of the Athletic and Activities Department, it is first necessary to understand the breadth of programming through the District: High School Athletic Programming – WIAA Sports and Non‐WIAA Approved Sports Fall Season Cross Country (Boys/Girls) Football Golf (Boys) Soccer (Girls) Swim and Dive (Girls) Tennis (Boys) Volleyball Water Polo (Boys) Basketball (Boys) Basketball (Girls) Gymnastics Swim and Dive (Boys) Wrestling Badminton Baseball Softball Gollf (Girls) Lacrosse (Boys) Lacrosse (Girls) Soccer (Boys) Tennis (Girls) Track and Field (Boys/Girls) Water Polo (Girls) Cheer Drill Season BHS IHS NHS SHS Fall Season Fall Season Fall Season Fall Season Fall Season Fall Season Fall Season Fall Season Winter Season Winter Season Winter Season Winter Season Winter Season Spring Season Spring Season Spring Season Spring Season Spring Season Spring Season Spring Season Spring Season Spring Season Spring Season All Year All Year x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x w/SHS x x x x x x x x x w/SHS w/SHS x x x w/SHS x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x w/IHS X X X X X X X X X w/IHS w/IHS x x x w/IHS x x Middle School Athletic Programming – BSD or Jubilee Reach programs available for students Beginning Date End Date # of Weeks Break During Season Boys/Girls Ultimate Frisbee BSD 9/8/2015 11/6/2015 9 weeks Boys/Girls Soccer Jubilee 9/8/2015 11/20/2015 11 weeks Fall Boys/Girls XC Jubilee 9/8/2015 10/15/2015 6 weeks Fall Girls Golf Jubilee 9/8/2015 10/29/2015 8 weeks Fall / Winter Boys/Girls Badminton BSD 11/9/2015 1/23/2016 9 weeks Winter break (2 wks) Fall / Winter Boys/Girls Flag Football Jubilee 11/23/2016 3/2/2016 11 weeks Winter break (2 wks) Winter Boys/Girls Volleyball BSD 1/26/2016 4/1/2016 9 weeks Mid Winter (1 wk) Spring Boys/Girls Track BSD 4/11/2016 6/10/2016 9 weeks Spring Boys/Girls Golf Jubilee 4/11/2016 5/27/2016 7 weeks Spring Boys/Girls Basketball Jubilee 3/23/2016 6/10/2016 11 weeks Spring Break (1 wk) Spring Boys/Girls Soccer Jubilee 3/23/2016 6/10/2016 11 weeks Spring Break (1 wk) Season Sport Fall Fall MS/Jubilee
High School Activities: Lists are being updated as advisors are secured and will be reflected on each school’s activity webpage: Bellevue High Interlake Newport Sammamish Art Club Anime Club Annual (Accolate)
Anime Club Auto Club Ballroom Dance
ASB Student Government
Art Club Aviation Club BRAVE ASPEN
Class of 2016 Bastion Literary Magazine Camp Korey BSU Band
Class of 2017 Chess Club Choir
Chess Christian Club Class of 2016
Class of 2019 Chinese Language Club Class of 2016 Class of 2017
DECA Class of 2016 Class of 2017 Class of 2018
Disney Club Class of 2017 Class of 2018 Class of 2019
Environmental Warriors
Class of 2018 Class of 2019 Color guard/Winter guard
Feminist Club Class of 2019 Criminal Forensics
Debate (WIAA)
Hip Hop Club Class of 2018 Debate Club DECA Club Drama
DJ Club / Radio Club Elites Hunger Project
Journalism Doctor Who Club Film Making Club
Knight life (Student Newspaper)
Earthbound Fleur de Lys Link Crew
FCCLA FCCLA (Family, Career & Community Leaders of America) GSA (Gay‐Straight Alliance ) Future Problem Solving
Math Club
Math Club Girls Who Code National Honor Society
National Honor Society
Key Club Latino Heat Lip Sync Green Team Orchestra
International Club Hip Hop Club Physics Club
Robotics Junior State of America (JSA) Indians @ Interlake
Robotics
Thespian Society
Key Club Junior State of America
Schools For Schools
Video Production
Knowledge Bowl Key Club SEPIA
World Relief Club
Math Knowledge Bowl
Starry Knights (Astronomy)
Yearbook Producers Club Middle School Activities: This list does not reflect band, etc. Working to determine the number of active clubs at each middle school is an area of focus for the 2015‐2016 school year. Information is incomplete as it was pulled from each school’s website. Club or Activity Archery Chinook Highland Odle Tillicum Tyee x Art Club x ASB General Assembly x Badminton B/G x Bass Ensemble x Before school library, gym and breakfast in the commons x Book Club x Chess x Chinese Culture Club x Club Jubilee x x x x x Culture Club‐BIWA Lake Biwa x Drama Club x Fiber Club x French Club x Future Problem Solving Club x Gay‐Straight Alliance Club x Homework Center x x x x x Innovation x Japanese Culture Club x Jubilee Chess x Library x Math Club x x x Morning Gym x Morning Library x National Junior Honor Society x Racket Sports Open Gym x Robotics x Rocketry (entry includes application and selection process) x Satellite Club x Science Olympia x x Spanish Dance Club (SDC) x Tennis Club x Tillicum Hip Hop x TMS Yearbook Club x Yearbook x x x x x IV)
Policy and Procedure Oversight Policy and procedures oversight has been a main focus during the first fifteen months for the department. Without focused attention on education of all relevant District policies and procedures, Associated Student Body regulations from the state, WIAA and KingCo regulations, schools have been left to operate without a singular guiding philosophy from a District perspective. While many of the operating processes found at the school level work well and provide opportunities for students, there are areas where continued refinement of school based processes will be necessary. VI)
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Other Areas of Focus On‐Line registration for high school athletic participation. Prior to the spring of 2014, all athletic registration took place on paper. The process was time consuming and inefficient. The move to an on‐line registration program has been well received by the community. There is continued work to be done to ensure that the financial piece of the athletic registration process is easily understood/navigated by families. The on‐line pay option this fall added some confusion initially. Overall, the process has allowed school athletic departments to receive information in a timely fashion and increases the school’s ability to engage in conversations with individual families with regards to specific items that raise questions regarding eligibility. These include questions that a family has to answer regarding transfers, academic performance, a student’s relevant health history, and more. Staffing of programs. With student safety at the forefront of the discussions, the department has spent the past school year working with the school departments and the BCA to determine a means to equitably provide additional financial support to hire staff as a program grows. For example, during the fall of 2014 Newport High had a reported 103 athletes who turned out for cross country. The negotiated staffing for the 103 (boys and girls combined) in the program was two paid coaches. Schools were then left to use discretionary funds or seek other means to fund additional coaches. Under the new agreement, each cross country program gets staffed with four individuals rather than two, in order to provide a safer environment while increasing opportunity for improvement as athletes receive more coaching. Facility rental/use by outside groups. Building athletic directors sought guidance and clarity regarding District policy as issues arose with groups utilizing facilities without proper documentation and/or utilizing areas of the facility outside of the scope of their rental agreements. Further training on Policy and Procedure 4237 (Contests, Advertising, and Promotions), 4260 (Use of School Facilities) and 6102 (District Fundraising Activities) were important areas of emphasis in aligning rental practices across the district. Transporting athletes and other students while on field trips. As the revised 2320P (Field Trips) procedures became active in October 2014, ensuring that sponsors of all field trips are educated regarding the process for class (day) and overnight trips has been a weekly task. During the 2014‐2015 school year there were 110 applications for overnight field trips. These requests come on top of the post season travel for the 96 high school athletic programs and the pre‐approved trips for merit based competitions that require Board approval. One glaring need is additional training for sponsors and chaperones in the areas of chaperone responsibilities while on a field trip. In addition, deeper understanding of the level of documentation needed when a sponsor applies for a field trip and the financial responsibility for the program or school for overnight (optional) trips must be understood by all school staff. WIAA and KingCo regulations. The structure of high school athletics in the state of Washington is complex in nature. The WIAA is made up of nine activity districts. The Bellevue School District is a member of the SeaKing District 2. Within the SeaKing District is five member leagues. The Bellevue School District is a member of the KingCo League. The WIAA Handbook has 66 Articles and 116 pages to provide oversight of high school competition in three specific areas: state tournament structure and regulations, athlete safety, and a level playing field in all competition. The KingCo handbook contains a constitution with seven articles, thirty four general policies, sport specific regulation, and guidance for activity coordinators contained within its ninety‐one pages. The SeaKing District 2 constitution has an additional twenty five pages detailing its ten articles which govern post season play for entry to state level tournaments. While building programs compliant with WIAA, KingCo, and SeaKing regulations, board policy must remain central to the foundation of all programming. Working with building athletic directors, coaches, and community members to review past practice as a means to establish best practice for compliance across the district has been and will remain, a focus of the department. Through education and training of school personnel, coaches, and the community, deeper understanding of the interconnected nature of all these regulations will become second nature. 
The current instability of the KingCo league with respect to WIAA classification. This instability within the classifications affects opportunity for BSD schools and our programs. During the spring of 2014 a new amendment to WIAA Article 4.1.0 was passed, changing each classification cycle to four years from the previous two. This is a concern. Currently the structure of KingCo is weighted heavily towards the 4A classification. There are nine member schools who compete at the 4A classification during the current cycle. There are five schools who compete at the 3A classification during the current cycle. There are only two schools who play at the 2A cycle during the current cycle. The result of this imbalance is that the 3A (Bellevue and Interlake) and 2A (Sammamish) schools are in a position of instability as information is gathered this fall to determine where schools will play during the next classification cycle. There is much discussion regarding 3A KingCo member schools outside of the Bellevue School District opting to play up in the 4A classification to provide their school stability in opportunity for post season competition. If there are fewer than four schools within the 3A classification those schools are left without a whole allocation into SeaKing district post season play. In addition, with the possibility of four or five schools in a combined 3A/2A League, those schools would be placed at a disadvantage when it comes to regular season scheduling. For example – a basketball schedule is twenty games. If there are five total 3A/2A schools, that would mean eight league games would be scheduled (home and away against the other four 3A/2A schools) leaving twelve games for an individual school to schedule. As KingCo is currently structured, the mission of KingCo is: To provide an optimum educational opportunity for each individual student in all areas of growth and development. KingCo will accomplish this mission by working together to ensure mutual understanding, governance, community and direction between and for the member schools, while maintaining the integrity of the academic school day at each of the member schools. With this mission in mind, the KingCo Athletic Director Board has created a committee to determine means to create equitable regular and post season opportunities for schools at each classification level.  Development of middle school programming and relationship to Jubilee Reach. Jubilee Reach has been an important partner for a number of years – providing middle school athletic and activity programming focused on participation and positive support in each program. The athletic and activities department has worked to develop a strong working relationship with Jubilee Reach, seeking to understand the structure they provide in our schools for students at an important stage of development, while balancing their administrative needs with the needs of the programs sponsored strictly by the middle school administration and/or Associated Student Body. Continued conversation with Jubilee Reach staff has helped to: move middle school sports offerings to a four season structure with clear start and end dates, provide clarity around student safety protocols during afternoon programming, and further defined challenges and barriers to participation at the middle schools. Continued work in this area will be an important means to fully develop high school programming.  Training and support for coaches. The purpose of training and increased communication regarding policies and procedure is to provide coaches with the information necessary to build a program over a number of years. The preference of each building athletic director is to find coaches and provide them with the knowledge and training necessary to keep them for a number of years. Stability within a program often leads to increased participation and better performance by those within the program.  Continued review of how to best support revenue and non‐revenue sports in a manner that builds stability. This has begun through a discussion with building athletic directors regarding staffing competitions differently than they have been staffed in the past. For example, by providing staffing at events where coaches traditionally have been responsible for set up allows for these coaches to focus more on coaching their athletes rather than facility management. VII)
Financial Information The Athletic and Activities Department spent a great deal of time during the 2014‐2015 school year creating the first athletic budget for the Bellevue School District, through an analysis of funding levels at both the district and school levels. Areas of need that were addressed during the budget submission process – and will be central during the 2015‐2016 school year. 
Staffing: Coaches will receive additional pay through negotiated increases. As important as the increase in stipends are the staffing needs which were identified and included in the new Collective Bargaining Agreement. The goal in providing the additional staffing was an increased focus on student safety balanced with the need for additional opportunities for students to receive instruction by keeping the coach to student ratio at a reasonable level.  Transportation: At this time, transportation remains problematic. The obvious complication is the inherent cost in transporting students in all of these programs to their events. However, an additional complication is that each school’s Associated Student Body fund is depleted by transportation, which limits opportunity in additional areas. The department is continuing to look at means to increase revenue in order to take care of all athletic transportation centrally will be a project that will begin during the winter.  Facilities: As reported in the spring, a review of district facilities and their abilities to accommodate all high school athletic programs showed some deficiencies. The Bellevue School District does not own nor operate a swimming pool, which is the largest athletic expense for facility rentals. Additional expenses come from rental of golf courses, parks for cross country meets, gymnastics gyms necessary for practicing vault runs, and have included baseball fields. The facility department has a comprehensive plan to keep each comprehensive high school’s facilities in top working condition. There is no simple solution for swimming pools, golf courses, and the space needed for vault runs however. The department has been provided means to provide equitable facilities for these programs at all of our schools. VIII)
Challenges The challenges to the work of the Athletic and Activities Department include:  How to balance the need for an increase in training for coaches with the demands of the positions. Coaches currently feel a lack of time to complete necessary training with their athletes, at times there is a concern with the ability of the district and schools to provide the means for coaches to build successful programs. It will also be important to balance the needs for professional development focused on the strategy portion of the sport with the program building aspects shared previously.  As stated previously, providing information for coaches, athletes, and the community to help increase understanding of how District policies, WIAA regulations, SeaKing regulations, and KingCo policies are interrelated in nature and all provide guidance when building athletic programming.  As each school year gains momentum, finding dedicated time and identifying means to support important equity work as described has been a challenge. Currently, the department plans to utilize the winter holiday to focus specifically on this work.  As with any new position determining and maintaining a balance within the position. The four main areas of responsibility for the District Athletic and Activities Director are: o The creation and management of systems for athletic and activity programming at each level which limit risk for the Bellevue School District and its employees o The creation and management of systems which build programs as programs will provide increased opportunity for participation for all students o To support and guide the work of the building athletic directors as they engage in the day to day operations of athletic and activity programming, while balancing their need for direct assistance in implementing these programs. o To create and manage further training/professional development opportunities for those running programs on a day‐to‐day basis in all areas of compliance (WIAA, SeaKing, KingCo, ASB/Finance, District Policies) 
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Finding dedicated time to dedicate to detailed Title IX analysis Finding dedicated time to dedicate to education at the school level regarding all aspects of Policy and Procedure 2320: Field Trips. IX)
Celebrations The 2014‐2015 school year ended with each school finding success on the field and in the classroom as seen in the final standings in the WIAA Scholastic Awards Program. This WIAA program’s stated goal “is to recognize and reward those teams or groups that maintain a high collective academic standard. It is open to Varsity or Sub‐varsity (JV, freshman, etc.) sports teams, activity squads such as Dance & Drill and Cheer squads, and fine arts groups such as bands, choirs, orchestras, dramatic troupes and forensics teams.” Final Scholastic Cup Standings for the 2014‐2015 school year: 
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Bellevue High School is in 9th place in the 3A standings with 870 points. Interlake High School is in 5th place in the 3A standings with 1,080 points. Newport High School finished as the 4A Scholastic Cup Champions with 1,780 points. Sammamish High School finished in 12th place in the 2A standings with 660 points. The following is a listing of all state finishes (athletic or academic) in the top 15 for the four comprehensive high schools. School Activity or Sport/Activity State Points Newport Scholastic Cross Country ‐ Girls 1st 100 Newport Scholastic Dance and Drill 1st 100 Sammamish Activity Golf ‐ Boys 1st 100 Newport Scholastic Orchestra 1st 100 Interlake Activity Soccer ‐ Boys 1st 100 Bellevue Activity Swimming ‐ Boys 1st 100 Newport Activity Swimming ‐ Boys 1st 100 Interlake Scholastic Swimming ‐ Girls 1st 100 Newport Scholastic Swimming ‐ Girls 1st 100 Interlake Scholastic Tennis ‐ Boys 1st 100 Sammamish Scholastic Tennis ‐ Boys 1st 100 Newport Activity Tennis ‐ Girls 1st 100 Bellevue Activity Track and Field ‐ 1st 100 Newport Scholastic Track and Field ‐ 1st 100 Newport Activity Baseball ‐ Boys 2nd 80 Newport Scholastic Baseball ‐ Boys 2nd 80 Interlake Scholastic Cross Country ‐ Boys 2nd 80 Bellevue Activity Football 2nd 80 80 Interlake Activity Golf ‐ Boys 2nd Sammamish Scholastic Gymnastics ‐ Girls 2nd 80 Interlake Scholastic Swimming ‐ Boys 2nd 80 Sammamish Scholastic Swimming ‐ Boys 2nd 80 Bellevue Activity Tennis ‐ Boys 2nd 80 Bellevue Scholastic Tennis ‐ Girls 2nd 80 Newport Scholastic Wrestling ‐ Boys 2nd 80 60 Bellevue Scholastic Baseball ‐ Boys 3rd Newport Scholastic Basketball ‐ Boys 3rd 60 Newport Scholastic Forensics (Debate) 3rd 60 Bellevue Activity Golf ‐ Girls 3rd 60 Newport Scholastic Golf ‐ Girls 3rd 60 Newport Scholastic Softball ‐ Girls 3rd 60 Newport Scholastic Swimming ‐ Boys 3rd 60 Newport Activity Swimming ‐ Girls 3rd 60 Newport Scholastic Cross Country ‐ Boys 3rd Tie 60 Newport Scholastic Band 4th 40 Newport Activity Golf ‐ Girls 4th 40 Sammamish Activity Gymnastics ‐ Girls 4th 40 Interlake Scholastic Orchestra 4th 40 Bellevue Activity Soccer ‐ Girls 4th 40 Bellevue Activity Swimming ‐ Girls 4th 40 Newport Scholastic Track and Field ‐ 4th 40 Interlake Scholastic Volleyball ‐ Girls 4th 40 Newport Scholastic Volleyball ‐ Girls 4th 40 Newport Scholastic Drama 4th Tie 40 Interlake Scholastic Band 5th 40 Interlake Scholastic Basketball ‐ Boys 5th 40 Bellevue Activity Basketball ‐ Girls 5th 40 Interlake Scholastic Choir 5th 40 Newport Scholastic Choir 5th 40 Interlake Scholastic Drama 5th 40 Interlake Scholastic Golf ‐ Boys 5th 40 Interlake Scholastic Soccer ‐ Girls 5th 40 40 Bellevue Activity Basketball ‐ Boys 6th Newport Scholastic Cheer‐Fall 6th 40 Sammamish Activity Swimming ‐ Boys 6th 40 Bellevue Scholastic Dance and Drill 7th 30 Bellevue Scholastic Orchestra 7th 30 Bellevue Scholastic Soccer ‐ Girls 7th 30 Interlake Scholastic Cross Country ‐ Girls 8th 30 Interlake Activity Golf ‐ Girls 8th 30 Interlake Scholastic Gymnastics ‐ Girls 8th 30 Sammamish Scholastic Softball ‐ Girls 8th 30 Newport Activity Tennis ‐ Boys 8th Tie 30 Sammamish Activity Tennis ‐ Boys 8th tie 30 Interlake Activity Cross Country ‐ Boys 9th 30 Interlake Activity Tennis ‐ Girls 10th 30 Interlake Activity Swimming ‐ Boys 11th 20 Sammamish Activity Cross Country ‐ Boys 13th 20 Sammamish Activity Swimming ‐ Girls 14th 20 Sammamish Activity Baseball ‐ Boys First 20 Bellevue Activity Volleyball ‐ Girls First 10 Newport Activity Volleyball ‐ Girls First 10 Sammamish Activity Basketball ‐ Girls Quarter 30 Sammamish Activity Basketball ‐ Boys Regional 20 Newport Activity Football Semi 50 Each School Received 50 Sportsmanship Points as well. Additional information can be found on the department webpage at http://www.bsd405.org/departments/athletics‐
activities/. Respectfully Submitted by: Jeff Lowell District Athletic and Activity Director SpecialEducation
Update
Board Presentation – September 15, 2015
Presented by: Heather Edlund – Executive Director Special Education
For additional information regarding this presentation contact:
Name – Heather Edlund
Email: [email protected]
Phone: (425)456‐4156
1
The Bellevue School District Mission:  To provide all students with an exemplary college preparatory education so they can succeed in college, career and life. Agenda
•
Review from June 2, 2015
1. Take action on items in alignment with the goals embedded in the Instructional Initiatives: Academic Success, College and Career Ready, Positive and Productive Life
• Leadership Institute
• Professional Development in Co‐Teaching
• Middle School Math Pilot
• CTE Training in Modifications and Accommodations
2. Update the district website with information, policies, procedures, etc.
3. Continue new hiring and retention practices targeting highly qualified staff
• Staffing and Staffing Ratios
• Administrative
• Certificated
• Classified
4. Develop Program Improvement Plan (PIP), in alignment with School Improvement Plans (SIP) 2
• Washington Integrated System of Monitoring
• Questions/Comments
1.Takeactiononitemsinalignmentwiththegoalsembeddedin
theInstructionalInitiatives:DesigningInclusiveInstruction
•
3
Leadership Institute
1.Takeactiononitemsinalignmentwiththegoalsembeddedin
theInstructionalInitiatives:DesigningInclusiveInstruction
•
Leadership Institute
Tier 2
Intervention
Tier 1
Differentiation
4
MTSS Framework
1.Takeactiononitemsinalignmentwiththegoals
embeddedintheInstructionalInitiatives
•
Professional Development in Co‐Teaching
Co‐Teaching is defined as two teachers working together with groups of students, sharing the planning, organization, delivery, and assessment of instruction, as well as the physical space. Heck, Bacharach & Dahlberg
Why
The Bellevue School District is committed to eliminating the achievement gap, achieving racial equity, and having all students learn to the highest levels. To achieve high standards, students must access and learn general education content. 10.5% of students qualify for ELL services and 9 % qualify for SpEd, yet these groups account for the two largest gaps in academic performance. How
5
When
•
•
•
•
District Directed Professional Development
Teacher Directed Professional Development
Elementary and Secondary Professional Development Days
October 10th afternoon
1.Takeactiononitemsinalignmentwiththegoals
embeddedintheInstructionalInitiatives
•
Professional Development in Co‐Teaching
6
*Adapted from Co‐Teaching Brief, St. Paul Public Schools
1.Takeactiononitemsinalignmentwiththegoals
embeddedintheInstructionalInitiatives
•
7
Middle School Math Pilot
1.Takeactiononitemsinalignmentwiththegoals
embeddedintheInstructionalInitiatives
•
8
CTE Training in Modifications and Accommodations
2.Updatethedistrictwebsitewithinformation,
policies,procedures,etc.
9
Information
•
•
•
•
•
New organizational chart
Updated information on Behavior Interventions
New general special education email address
Updated information on 504
*Procedural Handbook has been provided to communications for use on the district website
Policies/ Procedures
•
•
Completed and posted Procedure No. 2161P with input from BSNPTA Revised policies and procedures in alignment with House Bill 1240
3.Continuenewhiringandretentionpractices
targetinghighlyqualifiedstaff:Administrative
ED
Supervisor
Coordinators
Supervisor Supervisor
Supervisor
(Cindy’s Schools)
(John’s Schools)
(Patty’s Schools)
Instructional Coach
Instructional Coach
Instructional Coach
Behavior
Behavior
Behavior
TAT
Inclusion
Inclusion
Inclusion
3.Continuenewhiringandretentionpractices
targetinghighlyqualifiedstaff:Certificated
Position
FTE
Caseload
Resource Room Teacher
60.1
20 Students
Center Teacher
31.4
8 Students
Psychologists
17.8
23 Re‐Evaluations
99% Fully Staffed 7
33 Students
PT
4.4
33 Students
on First Day of SLP
19.6
42 Students
Social Worker
4.5
20 Students
School
Certificated Support 10.7
Center Programs, Safety Net, OT
Staff
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Alternative Assessments, DHH, Vision, Behavior, Assistive Tech, Childfind, Kindering, Home Hospital, Private Schools
3.Continuenewhiringandretentionpractices
targetinghighlyqualifiedstaff:Classified
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• The district allocation is 8850 para hours/week or 277 full time positions • We have approximately 1600 students
• Equivalent of 1 in 6 students has full time para • Using information from HR, we have about 1700 hours/week still to fill (equivalent to 53 positions)
• We have 67 requests for para positions at this time
• There are 27 people in the applicant pool
• We are interviewing all new candidates 3.Continuenewhiringandretentionpractices
targetinghighlyqualifiedstaff:Classified
We have been screening applications and interviewing candidates for para positions. Yet, we will not be able to fill all positions. Therefore, knowing we would not be able to fill all the vacancies, we need to prioritize allocations. After considering multiple models, we created equitable staffing ratios across buildings and programs. This included all special education staff: certificated staff, program staff, and 1:1 staff. •
•
•
•
•
Calculated certificated staff to student ratio
Calculated total para time (1:1 and program) to student ratio
Weighted certificated staff time as 3:1 to para time, based upon cost Determined the average total staff allocation per building/program
Reduced para staff of buildings/programs that were above the average
13
Based upon this information, we updated the allocations from the spring. 3.Continuenewhiringandretentionpractices
targetinghighlyqualifiedstaff:Classified
Challenges
• More requests than candidates
• Despite increase of 9 FTE to para positions, still not enough budget capacity to complete all the requests
• Requirement to staff 1:1 positions negatively impacts ability to staff more flexible program paras
• Inequitable allocations across schools and programs
• Assignment of 1:1 para is not aligned with best practices for student support or least restrictive environment
Strategies
• Identify new models for allocation of resources
• Increased certificated FTE
• Recruiting by Human Resources
• Early hiring and para pool • On‐going interviews
14
Benefits
• More stable staffing allocation (student #s are the only change in the allocation)
• Can review allocations on a regular schedule (end of September and end of January))
• Over time, will provide schools flexibility on staffing
3.Continuenewhiringandretentionpractices
targetinghighlyqualifiedstaff:Classified
Council of Exceptional Children: 5 Reasons to Be Concerned about the Assignment of Individual Paraprofessionals
•
•
•
•
•
15
The least qualified staff members are teaching students with the most complex learning characteristics
Paraprofessional supports are linked with inadvertent detrimental effects.
Individual paraprofessional supports are linked with lower levels of teacher involvement.
Teachers, parents, and students may not be getting what they deserve and expect.
Providing paraprofessionals supports may delay attention to needed changes in the schools. 3.Continuenewhiringandretentionpractices
targetinghighlyqualifiedstaff:Classified
16
3.Continuenewhiringandretentionpractices
targetinghighlyqualifiedstaff:Classified
Out of the 45 buildings/programs, this reduced current para staff in 18 settings across the district. While most lost a small number of para hours per week (1‐10), in some instances, a substantial decrease was necessary. These staff members will need to be relocated to the vacancies in other schools. • Receive your updated allocation
• Meet with your school and/or program supervisor to plan for instruction
• Student needs
• Instructional groups
• Scheduling
• Participate in on‐going para interviews
17
• Continue to recruit new applicants
• Committee to determine para model
3.Continuenewhiringandretentionpractices
targetinghighlyqualifiedstaff:Classified
18
4.DevelopDepartmentImprovementPlan(DIP),in
alignmentwithSchoolImprovementPlans(SIP)
19
WISM:WashingtonIntegratedSystemofMonitoring
• OSPI conducts program reviews of special education programs in Washington school districts. The primary focus is on improving educational results and functional outcomes for all students with disabilities. • Washington Integrated System of Monitoring (WISM) is designed to: • Promote special education program effectiveness, and
• Ensure we meet our state supervision and oversight requirements for special education programs under state and federal law.
20
WISM:WashingtonIntegratedSystemofMonitoring
21
WISM:WashingtonIntegratedSystemofMonitoring
22
WISM:WashingtonIntegratedSystemofMonitoring
23
WISM:WashingtonIntegratedSystemofMonitoring
24
Questions?
For additional information regarding this presentation contact:
Heather Edlund – Executive Director Special Education
Email: [email protected]
Phone: (425)456‐4156
25
The Bellevue School District Mission:  To provide all students with an exemplary college preparatory education so they can succeed in college, career and life. DepartmentofEquity
Board Presentation by:
Shomari Jones
Director, Equity and Graduation Success
Krischanna Roberson
Supervisor, Equity and Student Success
1
The Bellevue School District Mission:  To provide all students with an exemplary college preparatory education so they can succeed in college, career and life. Agenda
• Meet the team
• Purpose
• Background / Research
• Courageous Conversations
• Equity Working in the BSD • Equity Goals • E‐Teams 2
• Questions / Comments
DepartmentofEquity
Silvia Honores
Coordinator, Equity, Engagement, and Opportunity
Nikum Pon
Coordinator, Equity, Engagement, and Data
Ramika Toms
Administrative Secretary, Equity
3
David Richardson
Progress Monitor, Interlake HS and Highland MS
Donna Mattison
Progress Monitor, Sammamish HS and Odle MS
Purpose
Why Examine and Address Race?
Race matters – in society and in our schools. It is critical
for educators to address racial issues in order to uncover
personal and institutional biases that prevent all students, and especially students of
color, from reaching their fullest potential. COURAGEOUS CONVERSATION serves as
the essential strategy for school systems and other educational organizations to
address racial disparities through safe, authentic, and effective cross‐racial dialogue.
 Align policies and practices with our mission of achievement for
each and every student.
 Identify and examine critical disparities in our educational system to
ensure that opportunities and supports exist for high
achievement by each and every student regardless of special
needs, race, ethnicity, or financial status.
4
 Provide a rigorous (challenging academic environment) education
for each and every student.
 Expect and support relevant, culturally competent learning
environments.
5
6
7
Equity2015‐2016Goals
Equity Goals Aligned with BSD Initiatives
College & Career
Academic Success
Positive & Productive Life
8
Academic Success
Positive & Productive Life
College & Career
Alignmenttothe2015‐16Goals
• Academic Success
• Panorama Survey for Equity • Equity Team Support and development • Equity Council Development
• College & Career
9
• Graduation Alliance
• Progress Monitor Senior Transition
• Inclusion of Student Services and Special Ed Depts in PEG Equity training • Positive & Productive Life
• Action Teams for Partnerships (ATP)
• Student lead affinity groups at middle & high schools
• BOOM Experience WhereAreWeDoingtheWork
• Human Resources Department
HR is transforming their hiring practices to incorporate the utilization of the framework and protocols from the equity training
• Curriculum And Instruction Department
As a department, C and I has commissioned the expertise of PEG to support their developers in creating culturally relevant and more equitable curriculum across all grade levels. • District Leadership Team (DLT)
Uses protocols in facilitations of meetings and to work with individual teams across the district
10
WhatDoesAnE‐TeamDo?
11
WhichSchoolsHaveE‐Teams
2014‐15
Elementary –
• Medina
• Newport Heights
• Phantom Lake
• Spiritridge
• Woodridge
12
Secondary –
• BHS
• IHS
• SHS
• Highland
• Tyee
• Chinook
• International
• Odle
2015‐16
Elementary –
• Ardmore
• Bennett
• Cherry Crest
• Clyde Hill
• Eastgate
• Enatai
• Jing Mei
• Lake Hills • Puesta del Sol
• Sherwood Forest
• Somerset
• Stevenson
•
•
•
•
Secondary –
Tillicum
Big Picture
NHS
WhatEquityTrainingparticipantsare
sayingabouttheirinvolvement...
“Continuing to confront whiteness in everything!
Who I am, how I’ve profited and what I do in my
BSD/SpEd work to either sustain or disrupt whiteness
as properly because it is so pervasive‐ and, as a white
person, has been accepted by me as the norm.”
13
“Five tenets, continue to use the
lens of equity in everything that I
do, the social construct of race and
whiteness in our society, if we don’t
change our school system to meet
the needs of our kids, we will
continue to perpetuate the gap.”
“As a white male, I am most challenged to stay
engaged. This scares me as I don’t know whether my
lack of understanding is related to authentic
questions or a subconscious desire to not change.”
“I’m emerging in my consciousness as a racial being, beneficiary of white privilege and cognizant of dominant culture (personal). As I work through this I can better apply it professionally.“
14
Questions/Comments/Feedback
For additional information regarding this presentation contact:
Shomari Jones: Director, Equity and Graduation Success
Email: [email protected]
Phone: 425‐456‐4027
Krischanna Roberson: Supervisor, Equity and Student Success
Email: [email protected]
Phone: 425‐456‐4124
15
The Bellevue School District Mission:  To provide all students with an exemplary college preparatory education so they can succeed in college, career and life.