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ANNUAL PLANS

Review

Board of Directors

August 4, 2015

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INTRODUCTION

This report is intended as a review of the Annual Plans for the 2015-2016 school year. After the Board of Directors have had the opportunity to review the reports and then ask questions and discuss, a final report will be completed. Following the discussion on August 4, 2015, the Superintendent will present plans for the 2015-2016 school year at the August Board of Directors retreat. At that time, the Board of Directors will have the opportunity to give input and direction regarding district focus.

TABLE OF CONTENTS

Instructional Initiatives …………………………………………………………………………………………………… 3

Community Engagement ………………………………………………………………………………………………… 8

Special Education …………………………………………………………………………………………………………… 10

Gifted Programs ……………………………………………………………………………………………………………… 14

Growth and Planning ……………………………………………………………………………………………………… 17

Reporting ……………………………………………………………………………………………………………………….. 20

Human Resources …………………………………………………………………………………………………………… 21

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Instructional Initiatives

Description, Purpose, and District Mission The mission of the Bellevue School District is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life. The instructional initiatives provide a strategic direction for realizing our district mission. This is our second year of a five-year plan in which 100% of students will reach academic proficiency, graduate college and career ready, and have the knowledge and skills to lead a positive and productive life. Goals, Accomplishments, & Plans The initiatives were launched in the fall of 2013. Collaborative action teams spent much of the first year developing specific goals, metrics, benchmarks, and action plans. This year, all school improvement plans were based on the district initiatives and goals.

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Academic Success Each and every student will demonstrate proficiency in literacy, math, and science as measured by state or STAR assessments in 3rd grade reading, 5th grade math, 7th grade writing, and 8th grade science (STEM). Goal: 93% proficiency in reading as measured by the 3rd grade STAR assessment

2015-16 Plan Analyze Smarter Balanced Assessment (SBA) data for strengths and areas needing improvement in

literacy curriculum and instruction Expand literacy interventionists at all 17 elementary schools and continue to provide monthly

professional development Provide a literacy coach (LAP funded) to support all reading interventionists Adopt a tier 2 reading intervention curriculum Provide professional development for teachers on upgraded materials, CCSS, SBA and best

practices in literacy instruction, including tier 2 interventions Provide targeted tier 2 intervention for every student below or approaching standard in grades 1-

3 Utilize teacher focus groups to explore additional training opportunities on

curriculum/assessment analysis and instructional practice/pedagogy Partner with community based organizations to support reading for students beyond the school

day Evaluate effectiveness of extended day programs and expand those found to be most effective Pilot Spanish assessment tool for dual language and immersion classrooms Goal: 90% proficiency in math as measured by the 5th grade STAR assessment

2015-16 Plan

Analyze Smarter Balanced Assessment (SBA) data for strengths and areas needing improvement in math curriculum and instruction

Provide monthly professional development for Math Interventionists focused on improving learning for all students not meeting grade level standards

Strategically use mClass math with 1,000 licenses for kindergarten and first grade classes across the district to determine and provide early math intervention

Expand teacher participation in MEC workshops, building mathematics leadership capacity in order to offer these trainings on a larger scale within the district during the 2016-17 school year

Implement and calibrate new math assessments Expand Dreambox to all preschool and Headstart classrooms Provide consultation to early learning program during pilot of preschool math curriculum

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Goal: 91% proficiency in writing as measured by the 7th grade Smarter Balanced ELA assessment

2015-16 Plan

Provide summer learning (2015) at five middle schools, increasing enrollment from 125 to 300 students at no charge

Analyze Smarter Balanced Assessment (SBA) data for strengths and areas needing improvement in writing curriculum and instruction

Expand READ 180 licenses in all middle schools Continue CCSS professional development Provide professional development to teachers in grade level groups and calibrate writing

assessments Provide English Language Proficiency Standards (ELPS) training for Administrators and general

education staff Continue alignment of special education and general education curriculum Goal: 95% proficiency in STEM as measured by the 8th grade state science assessment

2015-16 Plan Develop STEM engineering design challenges for 7th and 8th grades this summer Expand the elementary STEM to all 17 elementary schools Provide professional development to cohorts 2 and 3 on STEM practices and evidence based

thinking and reasoning, including English language development and social-emotional learning Provide after school robotics K-5 at all elementary schools at no charge Participate in the Hour of Code event in December at all elementary schools Implement two 6th grade STEM units in Pilot STEM engineering design challenges in 7th and 8th grade

College and Career Ready Each and every student will graduate high school, meet college academic distribution requirements, and earn the equivalent of 20 college credits and/or professional certification.

2015-16 Plan Implement data dashboard to include early warning indicators Provide accurate and easily accessed graduation status report on YODA, including visibility to

parents, as well as administrators and counselors. Add progress monitors to two additional high schools Determine an online course provider to further differentiate our summer offerings and honor the

knowledge students bring to summer programs Acquire additional grant funding to provide summer school scholarships to more students

($60,000) Continue to explore and implement effective graduation success models Expand “check and connect” at two more high schools

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Goal: 94% of graduates will meet college academic distribute requirements (CADR)

2015-16 Plan

Provide professional development to all secondary math teachers on evidence-based instructional practices

Expand the Odle math model to Highland Support students to achieve proficiency on world language proficiency exams Goal: 94% of graduates will earn the equivalent of 20 college credits and/or professional certification

2015-16 Plan Partner with Bellevue College to offer college credit for senior English course Continue to further communication efforts to increase certification in CTE courses Continue funding for fees associated with AP testing, college credits and certification testing for

F/R students Expand Sammamish pilot to other comprehensive high schools Provide training on college counseling and counseling students of color in post high school

planning at National Association for College Admission Counselors in October Goal: All students will develop positive interpersonal skills To support students in developing positive interpersonal skills, we have identified three areas of focus: social-emotional learning (students learn to identify and regulate their own emotions); proactive classroom management (teachers build positive relationships with students and utilize strategies that maximize student engagement); school-wide PBIS (all schools implement proactive systems to encourage safe and appropriate behavior, including the use of student recognition and reward).

2015-16 Plan

Pilot SEL curriculum at all middle schools Implement DESSA Mini with all K-5 teachers Implement Child Protection unit, K-2 Implement SEL report card criteria for K-5 and analyze results Launch school climate and SEL at all middle schools with Houston Kraft, a leadership coach and motivational speaker Provide parent education on various SEL themes throughout school year

Social/Emotional/Behavioral Systems and Practices – Professional Development Plan 2015-16

Social-Emotional Learning Proactive Class Management School-wide Positive Behavior Intervention Support (PBIS)

Train elementary teachers on DESSA mini

Administer DESSA mini at all elementary schools

Pilot of RULER and MindUp at all middle schools

Provide training on 16 evidence-based practices to school teams at Leadership Institute (Aug. 2015)

School teams provide training to school staff

Each school selects at least three practices to implement

Measure effectiveness through Panorama survey

Implement belief survey at all schools (March 2015)

Provide training to school teams at Leadership Institute

Identify key elements to be implemented at all schools

School teams provide training to school staff

Provide additional training throughout the school year

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Goal: All students will demonstrate a commitment to the community

To prepare students to lead a positive and productive life, we believe their education should include an understanding of their individual and collective role as a member of the community, both locally and globally. This is a new and exciting focus in our district. A new framework for social studies standards was adopted by our state and aligns well with commitment to the community. In collaboration with social studies teachers and community members, the action team is in the process of developing lessons and benchmarks, K-12. We envision our students learning how individuals and groups can make a difference. Ultimately, each student will plan and implement a project that has a positive impact on a community.

2015-16 Plan Implement elementary lessons Draft lessons for middle and high school Action Team will evaluate quality of drafted lessons Pilot lessons in secondary schools Align service hours with Commitment to the Community lessons Provide adult literacy and academic support for three school communities in partnership with Jubilee

Reach (if grant approved)

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Community Engagement - Progress Report

Description and Purpose

The purpose of District Community Engagement activities is to ensure that stakeholders, such as parent and community groups, are included in the decision making process. Stakeholders are partners whose knowledge and expertise are assets that should be leveraged in support of students and to achieve the District mission and instructional initiatives.

The focus of these efforts over the next two years will include the development and implementation of a Community Engagement Framework to establish district-wide engagement norms.

District Mission and Vision Connection

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

Students need the support of their community to learn at their greatest potential. Community Engagement is focused on ensuring the District leverages stakeholder knowledge and expertise in the decision making process to enhance and accelerate student learning.

Goals

Goals of the community engagement effort are as follows:

1. Identify the purpose of community engagement activities throughout the district; 2. Conduct an analysis of current district practices and research other school districts to determine best

practices; 3. Establish a community engagement framework and field test strategies; 4. Implement the Community Engagement Framework district-wide and provide professional

development to support the effort at the building level.

Goal 1: Identify the purpose of community engagement activities throughout the district

2015/16 Plan • Present to District Leaders (Building Administrators and Managers) at the Leadership Institute in

August

Goal 2: Conduct an analysis of current district practices and research other school districts to determine best practices

2015/16 Plan • Continue to explore appropriate community engagement strategies

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Goal 3: Establish a community engagement framework and field test strategies

2015/2016 Plan • Continue to field test strategies • Continue to establish metrics to measure effectiveness of strategies

Goal 4: Implement the Community Engagement Framework district-wide and provide professional development to support the effort at the building level

2015/2016 Plan • Present Community Engagement Framework to Administrators (August 2015) • Provide ongoing professional development

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Special Education Report

Description and Purpose

The purpose of the activities presently occurring in Special Education is to ensure that students in need of services are getting what they need in the least restrictive environment. These activities are happening in accordance with the Special Education Roadmap, which was developed from the comprehensive assessment completed by Public Consulting Group. Further, the efforts are in support of achieving the District Mission and Instructional Initiatives. The focus of these efforts over the next three years will include:

1. EQUITY AND INCLUSION: Ensure that the school and district community is equitable and inclusive. 2. HIGH-QUALITY INSTRUCTION AND STUDENT SUPPORT SYSTEMS: Provide instruction and supports for

students that close opportunity and achievement gaps, while accelerating learning for all students. 3. PROFESSIONAL DEVELOPMENT: Provide professional development that is student-focused, based on

educator needs, and responsive to programmatic directions within special education department. 4. FAMILY-SCHOOL-COMMUNITY PARTNERSHIPS: Build and sustain a school/district climate and culture that

values and embraces partnerships with families in the educational process. 5. TRANSITIONS AND CAREER, COLLEGE, & LIFE READINESS: Create services and supports for all Birth-21

students and their families, to give them the tools and resources they need to make successful school and life transitions at every stage of development.

District Mission and Vision Connection We provide all students with an exemplary education so they can achieve their preferred future in college, career, and life. We recognize and appreciate the full continuum of post-high school educational, career, and life options and needs for students with disabilities. With this in mind, we will:

• create fully inclusive schools, • support all students in achieving their greatest potential, and • provide students and families with the skills and resources necessary to make informed decisions

about transitions throughout students’ educational careers, including post-high school options. Building on this mission, in support of students and families, four pillars have emerged as the framework through which we provide leadership and conduct the work of continuous improvement:

• Student-centered decision-making, • Aligning our work with the Bellevue School District Instructional Initiatives, • Reflecting on our work through the lens of Racial Equity, and • Prioritizing program improvement, along with the necessary state and federal compliance standards.

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Goal 1: Reduce and eliminate disproportionate representation of students in special education by race and disability, and become proportionate in representation

As one strategy to address disproportionality, schools and central office leaders are participating in racial equity training. This year, school teams (eTeams) from ½ of our schools in the district have participated in equity training with consultants from Pacific Education Group (PEG). In addition, training on equity as it relates to special education was provided to the supervisors and executive director of special education.

2015/2016 Plan

• eTeam training for remaining schools • Equity learning walks at the elementary school • Implementation of MTSS framework, with focus on differentiated instruction for all students • Deep data analysis of students served in special education by racial group and professional

development on Tier I and Tier II practices

Goal 2: Implement a Multi-Tiered System of Supports framework, with 80% of student needs being met in general education settings, and increasing Least Restrictive Environment

2015/2016 Plan

• Implement differentiated instruction for all students using a co-teaching model o All middle schools using a continuum of supports for students with IEP services o Elementary (K-3) literacy instruction

• Provide professional development on co-teaching and pilot with elementary schools: o Leadership Institute (Aug. 2015) o ITCLs (Aug. 2015) o Elementary special education and general education teachers o School psychologists

• Provide training to principals and counselors on least restrictive environment for secondary students

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Goal 3: Positively impact student performance and reduce and eliminate gaps between students in general education and those receiving special education services on all assessment measures

2015/2016 Plan

• Implement pilot of mathematics curriculum for students receiving special education services • Administer all applicable assessment measures to students receiving special education services to

provide data to measure implementation • Develop system of internal evaluation of all special education services to ensure best practices are

in place

Goal 4: Reduce and eliminate disproportionate discipline data for students receiving special education services

2015/2016 Plan • Train all staff on positive behavior intervention support (PBIS) • Train all staff on positive approaches to student discipline, including proactive strategies for students

with IEPs • Provide Cognitive Behavior Therapy training to all counselors, psychologists, social workers, and

special education teachers • Support all schools in the implementation of MTSS related to behavior interventions

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Goal 5: Hire, train, and retain highly qualified staff at all levels and certifications

2015/2016 Plan

• Continue early recruiting and hiring practices • Continue providing professional development to specific special education staff • Expand para to cert program as qualified candidates are identified • Focus on hiring of Special Education staff by attending out of state recruiting fairs in Tennessee,

Oregon, Arizona, Utah and New Mexico • Offer early employment to identified Special Education staff (14 offers as of 4/26/2015, 5 accepted).

Goal 6: Increase student voice in the implementation of activities related to the Roadmap

2015/2016 Plan

• Add student participation to other district special education committees, such as the math pilot • Review Panorama survey results and develop department goals related to staff training based on

data

Goal 7: Increase family engagement and satisfaction with services

2015/2016 Plan

• Continue to partner with the Special Needs PTSA • Implementation team will host focus groups

o Internal evaluation of programs o Roadmap Implementation

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Gifted Programs

Guiding Vision and Purpose:

Provide an academically appropriate learning environment that is challenging and meaningful while recognizing that the innate intellectual potential of gifted children is not enough to ensure actualization of giftedness: there must be nurture to maximize their potential. The Gifted Program seeks to:

• Challenge highly capable students to explore their potential and become knowledgeable,

principled, open-minded, caring, balanced and reflective thinkers, who inquire, communicate,

and take risks (International Baccalaureate Learner Profile).

• Provide an individualized learning environment that encourages gifted children to reach their

full potential.

• Prepare gifted children to become active, contributing members of an interdependent, global

community.

• Extend the classroom to the community.

• Assist students in developing life-long learning skills.

• Provide support and education for families of gifted children.

Connection to District Mission and Vision

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

• Student exploration and realization of their potential through critical thinking and reasoning,

inquiry, risk-taking, and communication provides exemplary education which prepares

students for academic success in K-12, college, and career.

• Development of a love of learning through extensions to the community, real-life experiences

and reflective practices prepares students to be life-long learners who make positive

contributions to society and in turn experience life in a positive and productive manner.

Educational Delivery Model

Gifted services are provided via self-contained classrooms, in which gifted students are grouped with like-ability peers for the majority of the school day. All students are provided instruction at least one grade level above their current grade of enrollment with opportunities for students to accelerate further as needed. Instruction in gifted classrooms moves beyond the knowledge and procedural levels, so that students gain conceptual understandings of the topics addressed.

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Change Implementation Plans

Goal 1: Increase communication with parents, staff, and students.

2015-2016 Plan • Implement Gifted Teacher Advisory Committee • Implement Gifted Student Advisory Committee at Interlake High School • Implement Gifted Programs Newsletters for staff and parents • Increase communication at Title I and lower SES school sites, so that teachers and

families are knowledgeable about applying for gifted testing and services • Schedule regular meetings with administrators and staff at Title I and lower SES schools

in an effort to increase the number of students being tested and identified for gifted services

• Host two informational meetings for all teachers of gifted students to ensure alignment of practices and procedures

• Create “Gifted Programs Handbook” outlining expected practices and procedures as well as providing useful resources for gifted instruction

Goal 2: Continue implementation of Gifted Middle School Program through improved identification efforts, curriculum development and professional development.

2015-2016 Plan • Utilize multiple data points as a pre-screener for gifted testing to ensure that those

students taking the CogAT and IOWA are the most highly capable students • Conduct a comparative study of IOWA, STAR, and SBAC to determine usefulness of

IOWA testing • Continue to provide collaborative meetings in order to refine newly written curriculum

and align grading practices • Review feedback from teachers and students for possible adoption of problem-based

Educurious units for GMSP and Prism Biology • Refine GMSP Geometry to ensure alignment with GMSP Algebra 1 and GMSP Algebra 2 • Calibrate grading practices for GMSP Geometry between campuses • Continue to consult with Dr. Cash to promote best instructional practices

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Goal 3: Continue implementation of the K-1 Gifted Program through improved professional development efforts and provision of instructional materials to meet students’ academic needs.

2015-2016 Plan • Provide professional development sessions for K-1 teachers on district professional

development days • Provide one or more book study opportunities on differentiating for primary gifted

students via the Brightspace platform • Streamline and standardize additional data points utilized for identification of private

school students • Provide early support to 1st grade teachers as identified Kindergarten students move

into their classrooms in September to ensure services begin immediately • Develop procedures for testing new 1st grade students to BSD

Goal 4: Improve identification efforts of students from under-represented populations

*All students may apply for gifted testing. The Gifted Programs Office invites students who score at or above 85% on STAR, TRC and/or MSP.

2015-2016 Plan • Continue to collect and monitor race data for students testing and participating in

gifted programs • Work with Riverside Publishing, schools, and IT to establish online testing capability • Determine how and in what location services should be delivered • Conduct parent focus groups at Title 1 and lower SES schools to determine their

needs

Goal 5: Program Evaluation

2015-2016 Plan • Analyze program alignment with NAGC Programming Standards, goals and feedback

provided via surveys, focus groups and national experts in order to complete the strategic plan

• Collect student performance data from the Smarter Balanced Assessment and STAR Assessments as a baseline measurement to determine proficiency levels and academic growth

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Growth & Planning Report

Description & Purpose:

The purpose of the Growth and Planning activities is to ensure that the District has the facilities necessary to achieve its mission and instructional initiatives. The focus of these efforts over the next five years will include:

• Placing programs in facilities where they physically fit, provide a value and enrichment to the school and can remain stable for several years;

• Having the facility space necessary to support enrollment growth throughout the District; • Completing the District’s construction program by rebuilding the remaining schools; and, • Establishing a community based group to provide oversight and input regarding growth and

planning as well as to increase transparency.

District Mission & Vision Connection

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

Students need more than clean, dry and safe facilities to learn at their greatest potential. Growth and planning is focused on ensuring the District has the facilities that can be leveraged to enhance and accelerate student learning.

Goal 1: Improve accuracy of enrollment forecasting so that we can plan adequately to meet the needs of all students.

2015/2016 Plan • Continue to assess and analyze variances between forecast and action by district, school and

grade. • Continue to monitor enrollment on a monthly basis to see if forecast varies significantly from

enrollment on a monthly basis.

Goal 2: Increase the availability of desirable choice programs to naturally move students between facilities.

2015/2016 Plan • Develop long-term placement plan for centered special education programs taking into

consideration other school demographics and characteristics • Have community focus groups to determine options/interest in additional 6-12 choice school • Establish vision and long-term facility plan for early learning programs • Begin attendance area discussions for the new elementary school

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Goal 3: Efficiently complete the construction program for all schools including building new schools as needed.

2015/2016 Plan • Begin design work on addition for Newport HS addition of 10 classrooms and expansion of common

area. • Complete design work on Bennett Elementary • Complete construction on Enatai • Select an architect for Stevenson elementary • Complete construction on Odle MS • Complete design work on Tillicum MS • Select an architect for Highland MS • Complete design work on Galena Elementary school and begin construction

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Goal 4: Increase Transparency with the community

2015/2016 Plan • Develop community engagement plan facility planning and growth

In addition to the goals above, for 2015/2016, two additional goals will be added:

1. Develop and implement short-term solutions for managing enrollment growth while new facilities are built and brought on line. Strategies:

• Monitor enrollment and class sizes on a monthly basis • Identify schools and grade levels where families may have to be relocated for the short-

term due to large class sizes • Update enrollment forecasts quarterly based on actual enrollment throughout the year. • Determine facility needs for next school year

2. Develop a strategic vision for the placement of all programs in facilities taking into consideration

the timeframe for building out facilities. Strategies:

• Establish enrollment forecasts for all programs • Determine criteria for program placement • Develop options • Explore and discuss options with stakeholders

Identified Metrics

Key metrics for growth and planning will be defined in the 2015/2016 school year along with specific achievement targets. Some potential metrics include:

• Enrollment forecast accuracy • Class sizes • Building capacity ratios • Budget v. Actual for construction projects • Completion of a comprehensive communication plan

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Reporting

Description and Purpose

The reporting activity is aimed at providing information in a succinct, efficient and effective manner to the Board of Directors, district administration, building administration and teachers to better perform their responsibilities. The focus of the activities has been on compliance with Board policies as well as setting up district dashboards for multiple roles and responsibilities throughout the District.

District Mission and Vision Connection

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

Staff members need data to better understand if ALL students are receiving an excellent college preparatory education to support their future success. This data can be used to direct their actions and decisions to better support student academic endeavors.

Goals

Goals of the reporting effort are as follows:

1. Provide usable information to staff members throughout the district to support them in effectively and efficiently executing their roles and responsibilities.

2. Comply with Board Policy reporting requirements. 3. Increase transparency of District operations and results

Goal 1: Provide usable information to staff members throughout the district to support them in effectively and efficiently executing their roles and responsibilities.

2015/2016 Plan • Complete design and build of Phase II of data warehouse project. • Plan Phase III of data warehouse project.

Goal 2: Comply with Board Policy reporting requirements.

2015/2016 Plan • Continue efforts on Board reporting • Update reports based on Board feedback.

Goal 3: Increase transparency of District operations and results

2015/2016 Plan • Develop community outreach strategy for district. • Improve the District website so that it is more user friendly • Increase use of social media for communicating with the community

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Human Resources Report

Description and Purpose The purpose of the activities reported from Human Resources is to support the human capital needs of the Bellevue School District for the purpose of educating students with the outcomes identified in the Instructional Initiatives and District Mission.

Connection to District Mission and Vision

During the summer of 2014, the Human Resources department began its planning work by creating a department mission, vision and initiatives that align with the Bellevue School District Instructional Initiatives.

Human Resources Mission:

To provide all customers with an exemplary experience so they can succeed in their jobs, professions and careers.

Human Resources Vision:

To become the premier human resources department for school districts.

BSD Instructional Initiatives BSD Human Resources Initiatives

Academic Success Employee Success College and Career Ready Professional and Career Development Positive and Productive Life Exceptional Customer Experience These Human Resource Initiatives will be our framework for the next several years.

Goals

Many of the goals established for 2014-2015 were initial goals, designed to provide guidance and direction for the transition of the department under new leadership.

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GOAL 1: Create mission, vision and plan for the Human Resources Department

2015-2016 Plan • Provide greater connection to HR with deliberate reference to department and district plans • Assessing health through OHI data in 2016 • Development of 3 year HR plan

GOAL 2: Identify and begin process improvement of key processes within Human Resources; hiring, communication, best practice review.

2015-2016 Plan • Examine and redesign hiring practices in light of equity work • Revise Affirmative Action Plan as it reflects equity work • Provide data analysis and comparison of certified staff demographics by race and ethnicity

and student demographics by race and ethnicity • Identify improvements as needed for policies and procedures in 5000 series upon completion

of Board of Directors’ review

GOAL 3: Establish core values that exemplify customer service.

2015-2016 Plan • Collect and analyze customer service through exit surveys • Plan and successfully bargain new 3 year contract with Bellevue Education Association • Preparation for Bus Driver contract bargaining

Goal 4: Create and implement recruitment plan for certified staff.

2015-2016 Plan • Refine recruitment efforts for 2015-2016 • Create classified recruitment plan

Goal 5: Implement contractual obligations of employee groups as delineated for Classified Technical Supervisory and Administrative (CTSA), Administrative and Instructional Support Personnel (AISP).

2015-2016 Plan • Continue work on CTSA job descriptions • Continue work on AISP job descriptions • Hire classified professional development position as agreed to in AISP bargaining

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Summary of Key Initiatives for 2015-2016

Human Resources’ key initiatives, Employee Success, Professional and Career Development and Exceptional Customer Experience will drive our work as we begin long range planning for 2015-2018. For this year, our planning cycle was as follows:

Timelines for 2015-2016

July, August 2015 September – December 2015

January – April 2016

May – July 2016

1) Mission, vision and plan

Year in review, assess

Drive deeper into department, develop alignment to customer service

Adjust based upon feedback

Data review

2) Process improvement

Identify key areas for process improvement, begin work teams

Use continuous improvement model

Modify as needed

Review and refine/refocus

3) Core values Align with District Core Values

Connect with customer service, OHI

Review OHI data, modify

Align with new planning cycle

4) Recruitment plan

Refine and update Implement Implement Review and refine/refocus

5) Implement contract requirements

Conclude custodial bargaining, BEA planning, hire classified professional development position

Implement new custodial contract, continue other contracts, BEA bargaining

BEA bargaining, bus drivers contract, truck drivers contract

Conclude BEA, bus drivers, truck drivers bargaining