Career and Technical EducationOur mission is to provide all students with an exemplary college...

Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.

The Bellevue School District Mission: To provide all students with an exemplary college preparatory

education so they can succeed in college, career and life.

Board Presentation by: Marilyn Henselman

CareerandTechnicalEducation

Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.

Agenda

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GeneralInformation: Description and Purpose of CTE Programs Career Pathways – Certifications – College Credit

NewSTEMPrograms: New STEM programs in CTE

StudentPerformance: Leadership Opportunities After School College Credit & Industry Certifications Parent Communication Performance Data Enrollment Increasing Career Pathway Advisory Committees

NextSteps: Plan of Action for CTE


GeneralInformation

3

How do we help students…..Explore what students are interested in or what path they want to take.

Develop teamwork and leadership skills to be successful in the workplace or college.

Provide opportunities for certification or college credit.(Out of 78 CTE courses, we currently provide 58 courses with college credit attached.)

FROMEXPLORATIONTOCOLLEGEANDCAREERREADINESS

Academic Success

College and

Career Ready

Positive and Productive Life


12CareerClusters–Whatpathtofollow?

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AGRICULTURE ARCHITECTURE & CONSTRUCTION MANAGEMENT ARTS, AV TECHNOLOGY & COMMUNICATIONBUSINESS, MANAGEMENT AND ADMINISTRATION EDUCATION & TRAININGHEALTH SCIENCESHOSPITALITY AND TOURISMHUMAN SERVICESINFORMATION TECHNOLOGYMARKETING AND SALESSTEMTRANSPORTATION


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CollegeApprovedCareerPathways


ContinuedFocuson:• More STEM courses that require rigorous professional development for our teachers.

• Aligned curriculum from high school to college to meet the articulation agreements for college credits.

• More intentional collaboration between the university, college, technical college, and high school instructors through advisory meetings to meet the demands of our student.


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CTE STEM INITIATIVE:

Fall 2015 ‐ $49,500 Grant:• Professional development for middle

school instructors to teach computer science

• Purchased equipment (projectors/screens)• Purchased learning management platform

Summer 2016:• Professional development for high school

instructors to teach computer science• Purchased equipment• Purchased learning management platform


StudentPerformance

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SAYHELLOTOOURFUTURE!

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ARCHITECTURE AND CONSTRUCTIONWelding Technology, Design & Fabrication – Welding Technician 595E

ARTS, AV TECHNOLOGY & COMMUNICATIONTelevision Broadcasting 590

BUSINESS, MANAGEMENT & ADMINISTRATIONAccounting 1 –Accounting 210 & Microsoft Excel CertificationAccounting 2 – Accounting 212 & Microsoft Excel Certification

Business Law –Business Law 401Microsoft IT Academy Core – Microsoft Industry Certification

(Core Word, Excel, PowerPoint, Outlook, One Note)Microsoft IT Academy Expert – Microsoft Industry Certification

(Expert Word, Excel, PowerPoint, Outlook, One Note)HEALTH SERVICES

Health Science Careers – American Red Cross CPR and First Aid, Nursing Assistant Certification

HOSPITALITY AND TOURISMCulinary Arts/Chef Training – Food Service/Culinary Arts 345

HUMAN SERVICESCulinary Essentials 1 – Foods and Nutrition 340E

INFORMATION TECHNOLOGYCISCO Academy – CCNA CertificationAdvanced CISCO – CCNP Certification

CISCO NETWORK SECURITY ‐ CCNA Security CertificationCOMPUTER PROGRAMMING ‐ Computer Programming IB Java

MARKETING, SALES, AND SERVICEMarketing and Business –Marketing 400, 401, 402

Retail Management –Retailing 408TRANSPORTATION

Introduction to Automotive Technology – NATEF CertificationAutomotive Technology – NATEF Certification

Advanced Automotive Technology – ASE Certification

Industry Certifications and Precision Exams


UnderrepresentedStudentPerformance–APComputerScience

• Access to all• Improve passing rate for underrepresented students in STEM

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Course/Grade # tests2012‐13

# tests2013‐14

# tests2014‐15

2014‐15Grade< 2

2014‐15Grade 3

2014‐15Grade 4

2014‐15Grade 5

AP ComputerScience

Overall Summary

104 162 172 23 26 50 61

AP Computer ScienceFemales

29 34 48 9 9 14 16

AP Computer Science

Traditionally Underrepresented

3 2 9 5 2 1 1

Growth over 3 years. Scores from 2014‐15 testing.


MalesvsFemales

Course 2015‐16Enrollment

FemalesParticipating

MalesParticipating

Automotive 65 <10 63

CISCO 130 26 104

Catering 20 14 <10

Construction Management New this year

Health CareersIntro to Health (NEW)

3520

3514

0<10

Teaching Academy 53 45 <10

Welding/Metals 107 12 95

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SpecialPopulationsTransition/Special Education Students Team teaching approach – Horticulture (Special Ed Curriculum Developer and teacher)

CISCO – on‐line one‐to‐one training prior to CISCO Academy

ELL Students Translated shop safety handouts into top 10 languages in BSD.

Microsoft Office – provides manuals in 250 languages available on‐line.

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CommitmenttotheCommunity

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CTE SPOTLIGHT ‐MONTHLY


NextSteps

• Build our advisory committees to have a stronger business community presence.

• Continue to build our CTE pathways in the STEM fields.

• Continue to provide Professional Development to our teaching staff.

Concerns:• How to provide transportation to the different Skill Center sites to increase our Skill Center programs and accessibility for all students.

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Questions/Comments/Feedback

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For additional information regarding this presentation contact:



Marilyn Henselman, Supervisor of Career and Technical EducationEmail: [email protected]: 425‐456‐4186


BACK‐UPMATERIALS

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13 classes next year!


JobOpeningsinSeattleArea:

20http://www.arcgis.com/apps/MapJournal/index.html?appid=b1c59eaadfd945a68a59724a59dbf7b1


AverageSalaries:

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http://www.arcgis.com/apps/MapJournal/index.html?appid=b1c59eaadfd945a68a59724a59dbf7b1


SchoolsTeachingComputerScience

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http://www.arcgis.com/apps/MapJournal/index.html?appid=b1c59eaadfd945a68a59724a59dbf7b1


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1The Bellevue School District Mission:

To provide all students with an exemplary college preparatory education so they can succeed in college, career and life.

Presented by Director of Curriculum and Instruction, Liz Ritzand Executive Director of Curriculum and Instruction, Sharon Kautz

DistrictProfessionalDevelopment

Plan2016‐17

August 30, 2016


Agenda

2

• General information

• Professional Development Plan

• Questions / Comments


TheMissionandOurInstructionalInitiatives

Our mission in the Bellevue School District is to provide allstudents with an exemplary college preparatory education so they can succeed in college, career and life.


2016‐17ProfessionalDevelopment

GENERAL INFORMATION/DATESFirst Wednesdays are restricted.There are 11 opportunities for building sites to provide professional development with staff. Dates will be chosen by building leadership teams.There are four district directed Wednesdays eligible for pay (9/28/16, 10/26/16, 11/30/16, 3/29/17)Professional development such as TPEP, National Boards, curriculum content area meetings will also be offered throughout the year. *There can be no additional PD offerings on the restricted and all district designated Wednesdays.


2016‐17DistrictandBuildingLeadershipFocus• Our leadership priorities continue to be:

• Instructional initiative goals• Improving instruction and school climate

• Our professional Learning throughout the year:• MTSS Cycle (Academic and Behavior)• Equity by Focusing on Culturally Responsive Teaching & Learning (CRT & L)

• Coaching Teams (to support effective implementation of the MTSS cycle)5


NewLearningtoSupportContinuedFocus

• Book Study: The Art of Coaching Teams by Elena AguilarCulturally Responsive Teaching and the Brain by Zaretta Hammond

Both authors will be providing on‐site professional learning with the Curriculum Department, ELL, Special Education and Student Services.

Concepts learned, alongside a continued focus on social emotional learning and equity, will be woven throughout professional development provided to teachers.

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Teacher-Directed Professional Development

Inside Bellevue Technology Beyond Bellevue

Curriculum Developers,Instructional Mentors, TPEP Coordinators and other central office leaders (SpEd, ELL, ESA’s) offer course content related to teacher needs and district goals.

Technology Department and ITCLs offer tech related professional development designed to meet teacher needs with an emphasis on best practice in infusion of technology in to instruction.

Professional Learning outside of BSD at other educational institutions, OSPI classes/events, Puget Sound ESD classes. Attendance verification required.

8 hours of additional professional learning opportunities will be offered at various times throughout the year, including but

not limited to the 4th and 5th Wednesdays.

A professional development calendar will be created by the BSD Curriculum and Instruction Department and provided to schools. Course offerings will be publicized to district staff

and courses will begin in October.


October14,2016AllCertificatedStaffPDDay

• Offered at the School Site by Building leadership.

• The Curriculum and Instruction department will be available to support buildings in planning and implementation of professional learning.

• Professional development will be focused on school determined areas of need with emphasis in the following areas: Instructional Initiatives including culturally responsive teaching, equity, inclusive teaching practices, and school climate and culture.

.


AdditionalFullDays‐March2016

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Elementary Certificated Professional Learning DayMarch 17, 2017

Secondary Certificated Professional Learning DayMarch 20, 2017

Guest speakers and differentiated, break out sessions planned and implemented by BSD Curriculum and

Instruction Department.


QuestionsandCommentsWe are excited about our professional learning for the year and eager to answer any questions you may have about the content and/or structure. Thank you!

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TECHNOLOGY DEPARTMENTOVERVIEW 2016

QUICK FACTS52 members Application 10 Infrastructure 7 Service Center 31 Technology 4

$19M annually $14M in capital projects $4.2M in salaries $1.1M in General fund

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Current devices deployed 1,144 Smartboards/Projectors 13,495 Laptops 4,489 Desktops 877 Tablets

STUDENT LAPTOP RATIO IN SCHOOLSSchool Ratio Student/Devices

Stevenson 4.13/1Medina 4.01/1Newport Heights 4.00/1Phantom Lake 4.00/1Enatai 3.75/1Spiritridge 3.72/1Eastgate 3.69/1Cherry Crest 3.63/1Puesta del Sol 3.63/1Cherry Crest 3.63/1Clyde Hill 3.51/1Bennett 3.14/1Woodridge 3.10/1Ardmore 3.02/1Sherwood Forest 3.00/1Chinook 2.84/1Tyee 2.72/1Jing Mei 2.14/1

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EQUITABLE TECHNOLOGY IN THE CLASSROOM

Devices deployed 2,450 Over 620 devices were

repaired with 70% being warranty work

Repair cost $73K Sammamish, International,

Highland & Big Picture

Devices deployed 5,461 Over 1,600 devices were

repaired with 85% being warranty work

Repair cost $151K Added Interlake and

Bellevue

2014 - 2015 2015 - 2016

Annual cost of 1:1 ~$4.5M Newport, Odle & Tillicum fall 2016 Chinook & Tyee fall 2017 1:1 @ grade 6 – 12 completed fall 2017 1:1 @ grades 3 – 5 completed fall 2020 2:1 @ grades k – 2 completed fall 2020 Annual cost of 1:1 after 2021 ~$5.9M 4

THE INFRASTRUCTURE

Average emails received weekly – ~1,350,215 Average emails received weekly that are

spam and/or contain viruses – ~978,811 (~72%)

Average internet traffic per day is 1.5Gbps

Roughly 500TBs of centralized storage

Over 170 servers supporting the district

Approximately 375 security cameras

Over 1,700 Wireless Access Points, 3,000 Phones, 270 IP Bells/Clocks, & ~400 other network devices

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~10k mailboxes

5.6M Files 45TBs of Storage

~800K files in SharePoint ~7.7TBs of data in SharePoint

Over 5K Office downloads by staff and students for use at home

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INFRASTRUCTURE PROJECTS

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Data Center Redundancy at Sammamish HS and Bellevue HS. All backups to be located at Newport HS.

Dark Fiber between Newport HS, Puesta, Tyee and Eastgate completion in 2017

Dark Fiber ring between all high schools completion estimated in 2018

Dark Fiber to 95% of the schools, estimated completion 2021

15k minutes per month on the phone providing support

100 emails received daily to the helpdesk asking for help

Average number of helpdesk tickets opened every month ~960

Over the last 12 months, 11.5k tickets were opened. With the department closing 10.8k of those tickets.

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Classes Offered Excel 101/201 Intro to Office 365 Intro to OneDrive Intro to Technology @ BSD OneNote 101/201

1,292 staff have attended trainings sessions this past year

The most valuable thing I learned during the professional development activity was...”The box on my desk is user friendly.” - 3/24 Introduction to Technology at BSD

TECHNOLOGY TRAINING

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STUDENT INFORMATION SYSTEM 2017

Current status of the project is green.Upcoming Milestones

Vendor Demos – Aug 15th – 17th

Vendor Selection – Sept 2nd

Board Update & Notification of Selection – Sept 20th

Implementation – Oct 2016 – July 2017 Infrastructure Development - Oct 2016 - May 2017 Data Conversion - Nov 2016 – May 2017

Testing – April 2017 - June 2017 Training – Jan 2017 – June 2017

Launching summer 2017

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FUTURE CHALLENGES AND DECISIONS Technology Staffing

Retention of tech staff Providing opportunities for growth within the department

Support Continued growth and reliance of technology in the district

(software and hardware). Technology savvy users – continuous technology training for

our end users (staff, students & parents) Business Processes

Reviewing business processes district wide Focus on end users; Students, Parents, & District Staff Increase the integration across departments

Communications Reduce the reliance of email for communications Increase the usage of social (Yammer) and instant message

platforms (Skype) Security

Passwords – complex passwords/two-factor authentication Data Breach – not if but when Data Exposure – third parties with access to our data 11

Bellevue School District Next Generation Safety &

Security

The Transition toEnterprise Security Risk Management

(ESRM)

BSD Safety & Security DepartmentPurpose, Vision, Mission & Essence

Our Purpose – What the result of our work must be:Provide a safe learning environment for our students and safe work place for our faculty and staff by mitigating security risk in our schools.

Our Vision – What we want to become:Leverage our resources and partnerships to build and deliver a world‐class next generation school safety and security program.

Our Mission –What we must do:Establish a culture of safety and security awareness and preparedness in our schools by delivering relevant training, programs, plans and procedures based on best practice.

Our Essence – What we want our clients, partners and stakeholders to experience:Our steadfast commitment to prepare and empower our schools to respond to security risks, incidents and emergencies knowledgeably, confidently and effectively.

Next Generation School Safety and SecurityEnterprise Security Risk Management (ESRM)

• ESRM is a management process used to effectively manage security risks, both proactively and reactively, across an enterprise.

• ESRM continuously assesses the full scope of security‐related risks to an organization and within the enterprise’s complete portfolio of assets.

• The management process quantifies threats, establishes mitigation plans, identifies risk acceptance practices, manages incidents, and guides risk owners in developing remediation efforts.

ENTERPRISE SECURITY RISK MANAGEMENT: A HOLISTIC APPROACH TO SECURITY

ASIS International CSO Roundtable

The Strategy• Objective

• Establish Enterprise Security Risk Management strategies and practices as the standard for district safety and security programs and operations.

• Scope• ESRM strategies are applied to mitigate security risk to students, faculty and staff in all BSD schools and support facilities.

• Advantage• A small number of District Safety and Security Specialists leverage their expertise and unique service provider relationships preparing faculty and staff members to mitigate security risks and respond effectively to emergencies and disasters.

The Team Mike DormanDirector of Security

Shane WilliamsSafety and Security Specialist

Area of ExpertisePhysical Security

Client Schools & FacilitiesBellevueBig PictureChinookClyde HillEnataiMedina

WoodridgeESC & ESCW

Kelle HansmanSafety and Security Specialist

Area of ExpertiseRisk, Threat & Vulnerability

Assessment

Client Schools & FacilitiesNewportTillicumTyee

EastgateJing Mei

Newport HeightsSomerset

Transportation

Ginger BonnellSafety and Security Specialist

Area of ExpertiseEmergency Management

Client Schools & FacilitiesInterlake

InternationalHighlandArdmoreBennett

Sherwood ForestStevenson

MSC

Nick JacobsonSafety and Security Specialist

Area of ExpertiseEmergency Management

Client Schools & FacilitiesSammamish

OdleCherry CrestLake Hills

Phantom LakePuesta del SolSpiritridgeWISC

The Path to Value

Archaic School Security Model

Focused on Asset Protection Over Life Safety

Quasi Law Enforcement Model Absent Training and Equipment

Lacking Holistic Perspective of Security Risk

Little to No Engagement with Stakeholders ‐ Silo mentality

Fragmented & Reactive

Safety & Security Master Plan

Subject Matter Experts

Organizational Restructure with Life Safety FocusDefine Purpose, Mission, Vision & EssenceLeverage Existing Resources to Improve Effectiveness & ROIEmphasis on Stakeholder EngagementCore Program DevelopmentShared Vision

Safety & Security Business PlanTrusted Advisors

Establish ESRM Business StrategyBusiness Value PropositionComprehensive Program Build Out & Delivery Consistency in ExecutionPredictable Service DeliveryRisk, Threat & Vulnerability AssessmentSecurity Risk Mitigation Based on Accurate Data

Next Generation Safety & Security

Trusted Leaders

July 2015 ‐ Start Where You Stand Present Future

Fiscal & Operational Sustainability

Learning Organization

Integral to District Business Operations

Continual Innovation & Improvement

Demonstrated ROI

World Class Program

The Success• Established relationship with Bellevue Police Department• Established relationship with City of Bellevue Office of Emergency Management and participated in joint training exercises

• Delivered active shooter training district wide• Threat assessment process• District & school level Emergency Operating Procedures updated• Updated classroom emergency response guide• Defined and delivered District Lockdown and Lockout procedures• Direct engagement between security team and schools • District Emergency Operations Center project initiated

The ChallengesCulture ChangeOrganizational cultural transition from archaic security practices and expectations to a next generation enterprise security risk management mindset

Time LimitationsDelivery of effective training content in various formats to faculty and staff given limited training time allocated to safety and security topics

FundingProgram funding and identification of additional funding sources

CommunityEngagementSchoolBoardUpdateBoard Presentation – August 30, 2016Presented by: Tim Mills ‐ Superintendent

Elizabeth Sytman ‐ Director of Communications




Elizabeth Sytman ‐ Director of CommunicationsEmail: [email protected]: (425) 456‐4127

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Agenda

2

• Culture of Engagement

• Engagement Framework

• Case Studies

• Next Steps

• Questions / Comments

CultureofEngagement

Involvement and engagement are not the same; engagement is not the twentieth‐century practice of inviting parents/families to help with bulletin boards, but rather bringing people together to solve problems and make decisions that will more likely lead to student success.

[Leslie Consulting and Associates: The Politics of Authentic Engagement: Perspectives, Strategies and Tools for Student Success ]

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EngagementFramework

4

The purpose for our Bellevue School District Community Engagement Plan is to foster a culture of engagement throughout the district by creating partnerships with stakeholders, such as families, community members and partner organizations, in support of students.

GrowthandPlanning:Elementary18

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Inform > Consult > Engage > Collaborate

Issue: To relieve crowding in downtown area elementary schools, the district planned to open Elementary 18 in September 2017. In order to have enough time to support families who would be transitioning to the new school, it was decided that the district should establish an attendance area and secondary feeder pattern during the 2015‐16 school year.

Goal: Partner with stakeholders in the decision making process, including the development of alternatives and the identification of preferred solutions.

Stakeholders: Staff, Parents/Families

Strategies: Decision Making Process (internal process)E18 Attendance and Secondary Feeder Advisory CommitteeInformation MeetingsSurvey

GrowthandPlanning:Elementary18

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Inform > Consult > Engage > Collaborate

Results: Elementary 18 Attendance Advisory Committee met ten times, over three months, and hosted three open house events. The three open house events were designed to solicit family and community input on E18 attendance area and secondary feeder scenarios.

*Some families signed for two adults on one line.

Open House Events @ Sign In Surveys Participation

Chinook 143 144* 100.6%

Sammamish 214 211 98.5%

Woodridge 583 583 100%

Challenges

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Growth and Planning: Elementary 18• Advisory committee representation• Time investment to develop individual expertise on advisory

committee• Personal/Community interests in final recommendation• Emotional connection to neighborhood schools• Social Media Networks: Private vs. Public

TyeeMiddleSchoolStartTime

8

Inform

Issue: As a result of moving Newport High School’s start time to 8:30, concerns were raised regarding traffic impacts in south Bellevue and required a change to the start time at Tyee Middle School.

Goal: To provide stakeholders with information that is balanced, objective and that will assist them in understanding the problem and solution.

Stakeholders: Staff, Parents, Students

Strategies: Letter from PrincipalInformational MeetingsSurvey

Challenges

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Tyee Middle School Start Time• Communication timeline• Engaged community when there was no viable alternative to the

7:45 a.m. start time• Social Media Networks: Private vs. Public

NextSteps• Continue to develop and refine strategies, measurements

• Explore community engagement tools• Monitor implementation at school sites and district level engagement opportunities

• Follow‐up communication with building principals regarding engagement process

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Questions/Comments/Feedback

11




Elizabeth Sytman ‐ Director of CommunicationsEmail: [email protected]: (425) 456‐4127

BackgroundInformation

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AuthenticEngagementAuthentic engagement goes beyond traditional involvement to genuine partnership. It creates a sense of belonging to the school community and encourages responsibility in each stakeholder for educational outcomes

Elements of Engagement:• Two‐way communication • Equitable partnerships

• Culture, language and location• Opportunities for face‐to‐face interaction • Dialogue instead of speeches, debate or discussion • Opportunities for online dialogue • Time to think deeply, reflect, and explore ideas, hopes, divergent perspectives, and options for improvement

• Trust in the power of process13

CultureofEngagement:TheoryofAction

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Assumption Theory of Action Weak Links1) Engagement will increase student achievement.

If staff and constituents have access to the research data showing this connection they will want to engage in order to increase achievement.

Distributing good data to staff and constituents; being sure they have time to process the data meaningfully; generating willingness on the part of staff and stakeholders to learn new skills in order to engage with one another.

2) Clear data will convince staff and constituents of the connection of engagement to increased student achievement and improvement in instruction.

If sound data is clear and understandable, it will compel action.

Staff member who have taughtin particular ways or are defensive because they feel their practices work are unimpressed with data; constituents are overwhelmed by data; the educator’s ability to present data clearly and compellingly will influence its effect and use.


CultureofEngagement:TheoryofAction

15

Assumption Theory of Action Weak Links3) Many voices providing input into curriculum development and improvement will enhance the result.

If family and community members provide meaningful and helpful ideas to the learning process and content, they enhance the learning environment and activities.

Limited time for teachers and other educational leaders to engage in the listening and collaborating process; resistance from classroom teachers and/or principals who feel they are instructional authorities; lack of group consensus‐building and engagement skills on the part of staff, families and community members.

4) The district/school system creates structures for engagement of staff with stakeholders in order to solve problems, think about sustainable options and solutions, identify systemic obstacles and plan ways to break through roadblocks.

If the district/school opens its doors to collaboration between staff and stakeholders around school/district issues there will be a greater chance of solving problems, creating new options and solutions, and removing systemic barriers to student success.

Staff is not used to being transparent about its plans, thoughts, and actions; systemic obstacles are deeply rooted in values and past practices; lack of training and limited time to process solutions can discourage attempts to engage.


CultureofEngagement:Roles

16

As teachers, families provide discipline, instill good values and habits, and demonstrate respect for teachers. They take time to understand homework expectations so they can unobtrusively oversee homework and read with children at home. They provide learning activities at home and in the community to reinforce classroom work. A variety of teaching roles are open to families and community members. It takes a village to educate children.

As supporters, families ensure their children are well nourished, rested, and ready to learn. They attend school activities to connect with other families, encourage their children as they make academic progress, and contribute to the school by volunteering. They demonstrate positive attitudes toward learning and schooling by showing that they are learning new things themselves. Familymembers can learn how to read achievement data, how to become partners with the school, how to help with student homework, and how to work on committees studying complex issues in order to solve problems. Schools need families and community members to fill many supporting roles.


CultureofEngagement:Roles

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As advocates, families attend family/teacher conferences to learn about their children’s progress and advocate for them, when needed. They ask questions and seek answers from educators at the school as well as from outside sources to understand their children’s challenges and address issues and dilemmas in the learning process. Families help educators better understand their children’s learning styles and personalities. They also work on election issues and lobby lawmakers to pass laws supporting all aspects of education, including funding.

As advisers and decision‐makers, families join groups to study and resolve school issues, provide opinions and insights to school and district staff, and participate in formal school advisory and decision making groups. They may assume leadership roles aimed at solving educational problems or improving education. While many parents and community members do not have time to serve in these roles, those who do find the work rewarding and greatlybeneficial for all students.

Not all families can take an active role at a school. However, they can fulfill the responsibilities of a parent or family member as teachers and supporters at home.


DecisionMakingModel&DecisionMakingRoles

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Clear decision making processes and roles enable complex organizations to make and implement high quality decisions to positively impact performance. The model below incorporates two tools to better support decision making at Bellevue School District – a process model for decision making and RAPID, a tool for clarifying decision accountability.

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4 Analyze –Needs Assessment

Planning &Programming

Actions

Evaluation

Decision Making Process Decision Making Roles

R – Who RECOMMENDS a course of action?

A – Who must AGREE to the recommendation?

P – Who will PERFORM the actions to implement?

I – Who’s INPUT is needed to determine feasibility?

D – Who DECIDES?


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1: Analyze Needs Assessment:• Identify & frame issues/situation• Identify roles and responsibilities• Background/research• Develop and filter options for addressing issue

• Instructional/student achievement data• Legal• Cultural• Political• Fiscal/budget• Technical/Adaptive relationship• Communication• Policies/Administrative Regulations/State

Statutes• Community Perspective/Impact

• Develop evidence‐based arguments for change• SWOT – strengths, weaknesses, opportunities,

threats

R – Recommends:Who recommends a course of action? Responsible for making the proposal, gathering input and providing data and analysis to make a sensible decision in a timely manner. Recommenders consult with people who provide input to hear them and incorporate their views but also to build buy‐in along the way. Need to have analytical skills, common sense and organizational smarts.

A – Agree:Who must agree to the recommendation before it can move forward? People in this role have veto power over recommendations. If they veto a recommendation, it will often lead to debate and a modified proposal. If this takes too long or the cannot agree, then the decision can be escalated to the person who has the “D” or decides.

I – Input:Who’s input is needed to determine the proposal’s feasibility? These are the people who are consulted before the recommendation is made. They are also often involved or impacted by the implementation. If the right people do not provide input, then the decision is more likely to falter during execution.


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2: Planning& Programming

• Identify and develop proposals or practices for improvement

• Identify the constituents who may be affected such as:

• Internal audiences – other schools, administrators, central office, certificated or classified staff, students, unions, SPED, ELL, PTO, site council, maintenance, custodial, transportation, IT, nutrition services, facilities, finance, security, Board of Directors

• External audiences – families, businesses, legislators, community agencies or partners, community members

• Develop communication and community building plan

• Develop timelines for proposals• Process to be used• Implementation timeline

R – Recommends:Who recommends a course of action? Responsible for making the proposal, gathering input and providing data and analysis to make a sensible decision in a timely manner. Recommenders consult with people who provide input to hear them and incorporate their views but also to build buy‐in along the way. Need to have analytical skills, common sense and organizational smarts.

A – Agree:Who must agree to the recommendation before it can move forward? People in this role have veto power over recommendations. If they veto a recommendation, it will often lead to debate and a modified proposal. If this takes too long or the cannot agree, then the decision can be escalated to the person who has the “D” or decides.

I – Input:Who’s input is needed to determine the proposal’s feasibility? These are the people who are consulted before the recommendation is made. They are also often involved or impacted by the implementation. If the right people do not provide input, then the decision is more likely to falter during execution.


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3: Actions • Implement communication plan & community building plan

• Gather input and support• Participation• Commitment

• Modifications to proposals based on input• Decision point

• Reach consensus• Select indicators of success• Communications with affected constituents

• Implement Change• Process standardization

R – Recommends:Who recommends a course of action?

A – Agree:Who must agree to the recommendation before it can move forward?

P – Perform:Who will perform the actions needed to implement the decision? These are the people responsible for executing the decision after it has been made. In some cases, the people responsible for executing the decision may be the same people who made the recommendation.

I – Input:Who’s input is needed to determine the proposal’s feasibility?

D‐ Decides:Who brings the decision to closure and commits the organization to implement it? This the formal decision maker ultimately accountable for the decision – good and bad. They have the authority to resolve any impasse and to commit the organization to action.


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4: Evaluation • Evaluate results• Initial evaluation• Revisions• Renewal• Refine

• Feedback loop

P – Perform:Who will perform the actions needed to implement the decision? These are the people responsible for executing the decision after it has been made. In some cases, the people responsible for executing the decision may be the same people who made the recommendation.

I – Input:Who’s input is needed to determine the proposal’s feasibility?

D‐ Decides:Who brings the decision to closure and commits the organization to implement it? This the formal decision maker ultimately accountable for the decision – good and bad. They have the authority to resolve any impasse and to commit the organization to action.


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Acknowledgements/Research• Kathy Leslie, APR – Leslie Consulting & Associates

The Politics of Authentic Engagement, Perspectives, Strategies, and Tools for Student Success

• Joe Krumm, APR – Immediate Past President, National School Public Relations Association

• International Association for Public Participation

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