Strategicroadmap 1 2015

Table of Contents
Introduction.
Vision.
Values
Mission.. 5
Progress Monitoring.. 6
Foundational Strategies 7
Targeted Strategies
12
18-Month Targeted Strategies:

Increase equity and inclusion for all students through equitable access to general
education and elimination of institutional barriers to quality instruction
13
Define, develop, and implement Multi-tiered Systems of Support (MTSS), ensuring

that it includes tiered interventions for all students in partnership with district-wide work.
17
Provide professional development that is student-focused, based on educator

learning needs, and responsive to the programmatic directions within the special
education department and the school district
19
Increase support for social-emotional learning for students, in coordination with

the BSD Social-Emotional Learning Initiative
25
Improve and re-envision transition from school to adult services.
27
Introduction
The Bellevue School District (District) contracted with the Public Consulting Group (PCG) to
provide a comprehensive assessment of the Districts special education services. In response
to this assessment and recommendations contained within the report, a Special Education
Implementation Team has been appointed to address the recommendations and develop action
plans for improvement.
The Special Education Implementation Team has received many questions, including:
What prompted the assessment?
Who is involved in addressing the recommendations?
How will the recommendations and work be prioritized?
STRATEGIC ROAD MAP FOR SPECIAL EDUCATION A WORK IN PROGRESS
How might this project become a catalyst for continuous improvement of special
education services in the District?
This Statement of Work is an attempt to answer these questions, organize our thinking,
communicate about our work, and bring clarity to our task at hand. This is, no doubt, a work in
progress and represents our best thinking at this point in time.
Background:
What prompted the comprehensive assessment of special education services?
Often during leadership transitions in school districts, a new superintendent and leadership
team receive a variety of input from constituentsstaff members, parents, students, and
community members about what is working well and not so well in a school system. It is not
uncommon to receive differing perspectives and some common themes, at the same time. It is
the responsibility of the new superintendent and leadership team to listen to constituents,
understand the context, and determine what is actionable.
Special education services were topics of input during the recent leadership transition in the
District. Because of the complexity and importance of special education in the overall
educational system and the Districts commitment to serving families and students with special
needs, the District opted to enlist the services of an outside evaluator in providing a
comprehensive assessment of the Districts special education services. The assessment was
conceived with an eye toward demonstrating continuous learning and improvement of its special
education programs and services.
Initial Implementation Team:
Who is involved in addressing the recommendations contained in the assessment
report?
An initial implementation team has been established to address the recommendations. This
team was made up of a small number of District staff members and a few parents who have a
history of leadership within the community in support of special education services. Members
include:
Jean Anthony-Executive Director for Special Education

Shari Arita-Occupational Therapist
Kelley Clevenger-Special Education Supervisor
Dina Davis-Parent (2014-15)
Nick French-Special Education Supervisor
Holly Galbreath-Special Education Supervisor
Kim Hay-Special Education Teacher
Silvia Honores-Family Engagement Specialist (2013-14)
Jennifer Karls- Parent and Bellevue Special Needs PTA President
Catherine Kelly-Special Education Teacher (2014-15)
Michelle Landwehr-Special Education Supervisor
Rachel Merta-Speech & Language Pathologist
Jonathan Miller-Parent (2013-14)
Carin Nash-General Education Teacher (2013-14)
Holly Peterson-School Psychologist
Connie Radunzel-Special Education Teacher
Kathy Sarin-School Psychologist (2013-14)
Ana Laura Torres-Parent (2013-14)
Jared Taylor-Behavior Specialist
Sheila Wimberley-Inclusion Specialist
Monte Bridges-Facilitator (2014)
Three task forces housed with the Implementation Team were immediately established to begin
addressing the recommendations contained in the report. These task forces include: 1)
Teaching and Learning, 2) Eligibility and Referral, and 3) Accountability for Desired Results. A
fourth task force, Response to Intervention (RTI)/Multi-tiered Systems of Support (MTSS) is
housed under the department of Curriculum.
An Implementation Team facilitator was contracted to help organize the work, ensure that the
process is moving forward, and serve as a resource to the Implementation Team in achieving its
goals.
Conversations began within the Implementation Team about the need to expand its membership
to create better representation and capacity to take on the work of this project. Importantly, the
Implementation Team recognized that it must:
Access diverse perspectives in creating solutions.
Build safety and trust within the team, and model this for the larger school district
community.
Maintain confidentiality when addressing sensitive issues.
Build two-way communication across the district/community.
Model ways of working together that are respectful and productive.
Promote a collaborative mindset and actions.
The Implementation Team sees these actions as foundational to its success and in supporting
families and students across the District.
Organizing the Work:
How will the recommendations and work be prioritized?
The Implementation Team recognized that it must prioritize the recommendations and its work
to be effective and efficient. Some recommendations and actions are fast track and others are
long-term. The Road Map, therefore, is designed to address both short term and long term
actions leading toward sustained improvement.
Although not mentioned in the report and recommendations, to be successful, we believe that a
mindset focused on continuous improvement and collaboration is essential for our staff, families,
and community members.
Moving Forward:
How might this project become a catalyst for continuous improvement of special
education services in the District?
The Implementation Team has established and models a collaborative structure and process to
continuously improve special education services in the District. The team recognizes that it is
an advisory to the school district administration and accountable to many more constituents
4
ultimately serving the best interests of students within the District. The team recognizes that
some solution steps can easily be implemented in the near-term (18-Month Targeted
Strategies), and others require additional work and are long-term in nature (Foundational
Strategies). To that end, the Implementation Team has developed a Strategic Road Map for
Special Education. The Road Map is a work in progress and is intended to be reviewed and
updated on a regular and frequent basis. The Implementation Team will continue to meet in
order to review progress and update the Road Map as needed.
VISION: Our Aspirations

Students are, first and foremost, general education students. They achieve their potentials and
are as independent as possible in determining and living out their preferred futures. They are
prepared for their next step in continuing their education, career, and life. They are supported in
achieving their preferred futures by a cohesive network which includes their family, school
district staff and resources, and a wide array of community partners and services. They become
self-fulfilled, self-determined, and productive members of the community.
To realize this goal, as an integrated and inclusive school community, students, families,
schools, and the community create conditions that provide:
an open door for every learner and family,
strong partnerships between home, school, and community,
a mindset focused on continuous improvement, collaboration, and shared advocacy,
a safe, equitable, and inclusive learning environment for everyone,
personalized learning and self-determination for each student,
a truly individualized educational experience,
a culture of inquiry and questioning to develop further understanding for everyone,
excellent instruction, integrating the principles of Universal Design,
access to and equity in education, including the general education curriculum, and
a focus on knowledge, skills, and technologies for further learning and success in an
ever-changing world.
VALUES: Our Commitments

The following values describe how we want all to feel when interacting with our district. They
represent our highest ideals. We commit to using these values in all that we do, including
decisions that will significantly affect the learning and well-being of our students, families, staff,
and school communities. This list will be updated as feedback is received from more individuals
across the school district community. Initial prioritized values brainstormed by the
Implementation Team on September 23, 2014 include:
Included
Respected
Welcomed
Supported
Connected
Hopeful
Trusted
Informed
Confident
Heard
Sense of Equity
MISSION: Our Common Work

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,
6
Reflecting on our work through the lens of Racial Equity, and
Prioritizing program improvement, along with the necessary state and federal
compliance standards.
PROGRESS MEASURES: Our Evidence of Success

The Special Education Program, in collaboration with the Research and Assessment
Department, guides its work in assessment and evaluation with the following question: What
makes a quality system of measurement of academic success, college and career readiness,
and positive and productive life for students receiving special education services, and for the
department as a whole? Current metrics include:
Disproportionate Representation of Specific Racial/Ethnic Groups by Disability Code
Comparison of Staff to Students by Race
Changes in Least Restrictive Environment (LRE), including impacts of direct instruction.
Number of Initial Referrals for Evaluation
Achievement gap data between students in special education and general education.
(Note: It is reported that grade level performance on standardized assessment
measures is not always equal to actual BSD grade level course expectations. This is an
area for further study and investigation).
Para Educator Trainings
Leavers Data
Transition Plan Data
Post-secondary School Outcomes for Students with IEPs
The Special Education Program anticipates that changes will come to how we are monitored for
progress as the Results Driven Accountability (RDA) measures are defined for States and
Districts. RDA is a shift towards measuring student outcomes along with compliance.
FOUNDATIONAL STRATEGIES: Our Long-Term Priorities

1. EQUITY AND INCLUSION: Ensure that the school and district community is equitable
and inclusive.
Key suggested actions for 2014-2017:
1. Culturally integrate families to help them understand their interactions with the special
education system.
2. Eliminate disproportionate representation (either over or under) of specific racial/ethnic
groups in special education while increasing academic success, college and career
readiness, and preparedness to lead positive and productive lives.
a. Develop a more systematic dissemination of training to building-based teams in
the identification and referral of English Language Learners and students of
color, which integrates the ELL Critical Data Matrix work.
b. Complete a specialized training in equity for all special education staff as part of
the district Equity Plan
3. Provide students with improved access and meaningful interactions with general
education peers, curriculum, and the educational system, appropriate to their needs.
4. Provide support for students to reintegrate into general education coursework, as
appropriate to their needs.
5. Increase collaborative teaching between special education and general education
teachers and service providers.
a. Extend training on co-teaching to general and special education leadership and
educators.
b. Provide planning time to co-teaching teams.
c. Extend collaborative teaching pilots.
d. Systematically collect and use data to build efficacy of co-teaching experiences.
6. Build scheduling systems that are student-focused and provide access to the general
education curriculum.
7. Provide learning opportunities for general education and special education staff on how
to support and facilitate student behaviors that foster inclusion in the general education
environment.
a. Connect these learning opportunities with district social-emotional learning
initiatives.
8. Integrate pre-school students receiving special education services with their peers who
are typically developing. Target a 1:1 ratio to ensure that classrooms are representative
of 50% students with IEPs and 50% with no IEPs.
a. Partner with the early learning department to create integrated classes, create up
to three neighborhood pre-school centers, increase inclusion, and provide closer
neighborhood placements.
9. Provide direction and support to peer mentors and tutors who work with students.
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.
1) Increase differentiation in creating and implementing individualized education programs.
i)
Provide opportunities for collaboration between and among teachers, paraeducators, and families as a means of increasing differentiation.
ii) Engage with the district wide development of our Multi-Tiered Systems of Support
(MTSS).
2) Analyze and eliminate the unintended consequences of direct instruction curriculum, in
collaboration with the district curriculum department.
3) Increase collaboration and interdependency between and within special education, general
education, schools, and central office departments, with support and sponsorship of cabinetlevel leaders.
4) Increase time for training, planning, and collaboration between teachers at different levels of
transition, i.e., pre-school-elementary, elementary-middle, middle-high, and high-continuing
education, at mid-year.
5) Provide students with access to learning technologies, appropriate to student needs.
6) Recruit and retain high-quality special educators.
i)
Increase para-educator educator recruitment, training, and retention.
7) Increase fluidity of student transitions in and out of special education.
3. PROFESSIONAL DEVELOPMENT: Provide professional development that is studentfocused, based on educator needs, and responsive to programmatic directions within
special education department.
1) Provide online professional development opportunities for para-educators that focus on
identified state and district-level competencies.
2) Implement 30-minutes per week para-educator non-student contact time, as a means of
promoting collaboration.
3) Redesign Share Point site to improve access to instructional procedures, strategies, and
protocols.
4) Continue improving the Special Education Manual.
5) Work with BEA and district administration towards increased paid professional development
opportunities for all staff that is targeted on evidence-based instructional practice.
6) Increase collaboration between and among the district, associations, and educators to
enhance paid, specialized, professional development for staff working in special education
programs.
7) Increase collaboration with Human Resources and employee associations in creating
targeted training opportunities for all staff.
8) Expand digital learning platforms such as Brightspace (currently in use) and opportunities
for special educators and students to access the general education curriculum.
9) Provide professional development in diverse curriculum and instructional methods, in
addition to direct instruction, to assist in creating instructional balance and reducing the
unintended consequences of direct instruction.
10) Expand training in social-emotional learning for all staff in conjunction with district initiatives.
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.
1) Improve communication and collaboration with both parents/families and staff.
i)
Create a systematic feedback structure to build trust, demonstrate listening, and

foster collaboration.
10
ii) Sustain and grow the Implementation Team as an advisory partner in the Special
Education Program. Include student voices in this process.
iii) Enhance communication with parents/families by improving the BSD Special
Education websites and resolving disputes.
iv) Continually renew and share the Strategic Road Map as a means to stay focused on
both the human and technical aspects of the Special Education Program.
2) Provide learning and training opportunities for families and volunteers in supporting
students continuous development.
i)
Continue to promote and provide opportunities such as the Community Education

Series (CES) to all families and partners. The CES provides seven evening of
discussion and learning about topics related to students and Special Education.
3) Continue to reduce disputes and increase collaboration with families.

i)
Expand use of neutral third party options, e.g., Sound Options, Interest-based
Problem-solving.
ii) Continue to provide training opportunities for staff and families in collaboration
strategies.
iii) Collaborate with the BSNPTA to explore additional strategies and trainings related to
reducing disputes.
4) Promote teacher and student involvement in the BSNPTA.
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.
Key suggested actions for 2014-2017
1) Acknowledge that students with IEPs are general education students first and have access
to a variety of transition support throughout the school system and community.
2) Increase collaboration with Career and Technical Education (CTE) partners.
11
3) Initiate life planning protocols such as the High School and Beyond plan, earlier for students,
e.g., middle school level.
4) Improve graduation rates of students with disabilities.
5) Provide professional development about transition planning for middle and high school
teachers.
6) Relocate the 18-21 Transition Program to an off-campus site that is integrated into the
broader community.
i)
Ensure adequate planning for logistics, rental costs for off-site facility, and
community engagement and development.
7) Continue re-envisioning the transition program.

i)
Create tiered or two-track models which are differentiated based on student needs.
8) Increase responsibility of the IEP team to decide when and where a student finishes his or
her high school career.
TARGETED STRATEGIES: Our Short-Term, High-Impact Priorities

Targeted, high-impact, strategies represent intense work within the district and are considered
priority for focused work over an 18-month period. Targeted strategies will be implemented from
January, 2015 June, 2016. Initial draft action plans are provided on the following pages of this
document.
12
1. Increase equity and inclusion for all students through equitable access to
general education and elimination of institutional barriers to quality
instruction.
2. Define, develop, and implement Multi-tiered Systems of Support (MTSS),
ensuring that it includes tiered interventions for all students in partnership
with district-wide work.
3. Provide professional development that is student-focused, based on educator
learning needs, and responsive to the programmatic directions within the
special education department and the school district.
4. Increase support for social-emotional learning for students, in coordination
with the BSD Social-Emotional Learning Initiative.
5. Improve and re-envision transition from school to adult services.
13
ONE
EQUITY AND INCLUSION: Ensure that the school and district community is equitable
and inclusive.
Foundational
Strategy
18-Month
Targeted Strategy
Rationale
Increase equity and inclusion for all students through equitable access to
general education and elimination of institutional barriers to quality instruction.
Success for 100% of our students requires that we eliminate barriers to opportunities,
access and success. We must acknowledge and address the institutional barriers that
exist for students of color, poverty and diverse cultural and learning backgrounds to
ensure that all students increase academic success, college and career readiness and
preparedness to lead positive and productive lives.
Details
1. Action
Improve data systems in order to provide real-time data on student demographics as

related to referrals, special education eligibility, Least Restrictive Environment, and
various Risk flags and triggers, to inform our work with MTSS, student referrals, and
eligibility for special education services.
Who needs to be
involved
Department of Research and Assessment

Educational leadership and providers, including special and general educators.
By when
August 2015
Progress
Indicators
Score card with real-time data is available for use across the district.
Disproportionate representation of students by race and disability will be reduced.
Outcomes
Reduce disproportionate representation of students in special education by race and

disability.
Data
Separate systems mean multiple entry points (Aspen, IEP Online, BSD Data Dash
Board) making data analysis more laborious.
14
2013-14 Weighted Risk Ratio:

Disproportionate Representation of Specific Racial/Ethnic Groups in Specific Disability Categories
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Asian Black Hispanic White 2 or More
Weighted Risk Ratio: is a measure of the risk that a student from a specific
racial/ethnic group will be served in a specific disability category compared
to the risk of all other students being served in that category. For example,
a weighted risk ratio of 1.00 means that students from that group are as
likely to be served in the category as all other students. A weighted risk
ratio greater than 1.00 indicates the degree to which students in the
racial/ethnic group are over-represented.
Budget
Implications
2. Action
Project is currently underway through Technology Department.

Increase student voices in improvement processes and community-family-district
partnerships.
a. Increase opportunities through curriculum and instruction (e.g., writing and
presenting letters to the school board).
b. Increase structured opportunities in formal groups (e.g., clubs and
activities, BSNPTA, advisory groups.
Who needs to be
involved
Special education and general education (school administrators) leadership.

Families and students.
Bellevue Special Needs Parent Teacher Association (BSNPTA)
By when
June 2015
Progress
Indicators
Student voice is expanded in special education advisory processes.

Student voice is expanded in BSNPTA activities.
Outcomes
Improved understanding of student experiences leads to improved experiences for

students as teachers and staff incorporate insight and suggestions into planning and
15
practices.
Data
3. Action
Current data: student voice is given indirectly through parents and staff.
Partner with Department of Equity to respectfully integrate families from all cultures in
order to increase understanding of with Special Education systems
Who needs to be
involved
Special and general educational leadership and providers.

Community & Family Engagement Specialists
BSNPTA
By when
March 2015
Progress
Indicators
Partnership meetings are established and implemented.

A menu of supports are created and implemented for families.
Explore Special Education Parent Ambassador model with BSNPTA.
Outcomes
Increased family engagement leads to support and collaboration for improved student
outcomes.
Data
Family Involvement Liaisons: Serving 15 schools

Human Service Specialists: Serving 16 schools
Wrap Around Support: Serving 2 schools
Budget
Implications
Some cost may be associated with recruiting, training and supporting Special
Education Parent Ambassadors.
4. Action
Recruit staff with cultural diverse backgrounds
Who needs to be
involved
By when
Human Resources, Special and general educational leadership and providers.
Progress
Indicators
Baseline levels related to employee race and cultural demographics are determined.
Growth targets are established.
Recruitment plans are established.
Outcomes
Increased understanding of student/family cultural framework improves studentteacher relationships, instructional pedagogy and quality of student engagement.
Spring 2015
16
Data
Comparison of All Staff to All Students by Race

2014
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Staff 2014
Budget
Implications
Students 2014
Registration and travel to Job Fairs to recruit specifically for special education
leadership staff.
17
TWO
Foundational
Strategies
18-Month
Targeted
Strategy
Rationale
EQUITY AND INCLUSION: Ensure that the school and district community is equitable
and inclusive.
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.
Define, develop and implement Multi-Tiered Systems of Support (MTSS), ensuring
that it includes tiered interventions for all students.
Increasing MTSS interventions will allow students with IEPs to access more general
education opportunities. Strong MTSS systems potentially eliminate the need for Special
Education services for some students by providing a series of tiered interventions within
the general education program before accessing special education supports.
Details
1. Action
Who needs to
be involved
By when
Progress
Indicators
Develop and implement a data and evidence-based pre-referral process that builds on the
implementation of school-based universal screenings and interventions and Social
Emotional Learning (SEL) interventions.
a./b. February 2015 c. October 2015
a. PBIS Readiness Assessment
b. Panorama Student Data
c. A diverse menu of MTSS strategies are implemented district wide. Professional
development is provided for all staff, in partnership with the curriculum
department. Baseline Devereux Student Strengths Assessment (DESSA) Data
collected.
Outcomes
Tier 1 strategies are identified and implemented in all schools thereby meeting the needs
of approximately 80% of all students.
Data
New data is being collected: PBIS Readiness Assessment, Panorama Student Data and
DESSA.
Budget
Implications
MTSS efforts are currently underway as part of the BSD Instructional Initiatives.
2. Action
Develop and implement an evidence-based referral process that carefully considers

students responses to a diverse menu of MTSS strategies.
Who needs to
be involved
By when
Progress
Indicators
A diverse menu of MTSS strategies are implemented district wide.

Professional development is provided for all staff, in partnership with the curriculum
department.
Fall 2015
18
Outcomes
Tier 1 strategies are identified and implemented in all schools thereby meeting the needs
of approximately 80% of all students.
Use of ELL Critical Data Matrix will become more standardized throughout the district.
Least Restrictive Environment (LRE) data may change as students spend more time in
general education curriculum.
Data
Bellevue School District Special Education

Changes in Least Restrictive Environment
60
50
Percent in General Education
40
80-100%
30
40-79%
20
0-39%
10
0
3. Action
Partner and collaborate with curriculum department regarding MTSS development with an
equal voice at the table.
Who needs to
be involved
By when
Instructional Team
Progress
Indicators
MTSS strategies and professional development are co-constructed to included special

education perspectives and contributions.
MTSS strategies align with special education referral process for the purpose of
evaluation and instruction.
When designing student programs, MTSS evidence-based strategies are carefully
considered.
Outcomes
Long range MTSS professional development plans integrate general education, special
education, ELL, Title I, Equity et al.
Reduced referrals for special education.
April 2015
19
THREE
PROFESSIONAL DEVELOPMENT: Provide professional development that is
student-focused, based on educator needs and responsive to programmatic directions
within the special education department.
Foundational
Strategy
18-Month
Targeted Strategy
Rationale
Provide professional development that is student-focused, based on educator

needs and responsive to programmatic directions within the special education
department and district.
Significant instructional development is essential to provide high-quality services and
support to students and families. Ongoing staff capacity-building depends on high
quality professional development that is targeted and delivered over time.
Details
1. Action
Provide required professional development time for Special Education Teachers, and
target training opportunities for all staff based on staff needs and evidence-based
strategies (e.g., Autism Spectrum Disorder: integrating technology, Best Practices in
Transitions, CCSS and Writing IEPs, Working with Para Educators, and more).
Note: Possible future content ideas include:
Alternatives to restraint and seclusion
IDEA 101
Modifying general education curriculum (for special and general educators; includes
CCSS).
Who needs to be
involved
Special education Curriculum team

District Curriculum team
Instructional Team
By when
January 2015
Progress
Indicators
Professional development is targeted to student, educator, and district needs.

Professional development is paid and provided consistently across the district.
Outcomes
A systematic needs assessment to identify targeted educator and district professional

development needs.
A menu of professional development opportunities is consistently planned and
provided.
Professional Development Steering Committee established to inform the planning
process.
2. Action
Improve the relevance and rigor of professional development by providing an MTSSlike structure which builds a differentiated menu of offerings and support for
educators.
a. Re-envision how professional development is delivered.
b. Include options for coaching.
c. Increase opportunities for job-embedded professional development.
20
Who needs to be
involved

Instructional Team
By when
May 2015
Progress
Indicators
Professional development varies in terms of content, time, and intensive to build

capacity across the district.
The Districts professional development processes and protocols are consistently with
evidence-based standards of educational practice.
Outcomes
Menu of evidence based professional development tied to needs assessment and

current best practices from the field of special education, aligned with TPEP and BSD
Instructional Initiatives.
Expand professional development time to General Education teachers.
3. Action
Possible future content ideas include:
a. Accommodations & Modifications
b. Alternatives to restraint and seclusion
c. IDEA 101
d. Modifying general education curriculum (for special and general
educators; includes CCSS).
Who needs to be
involved
Instructional Team
By when
Spring 2015
Progress
Indicators

Outcomes
On-going professional development opportunities (District Wednesdays) will include

special education topics for general education staff.
Outcomes for general education staff professional development will include knowledge
of basic concepts regarding special education.
4. Action
Establish protocols for co-planning and co-creation curriculum development and

creating professional development opportunities across the district.
Who needs to be
involved
Instructional Team
Special education Curriculum Developer and ITCL
Special education central office leadership (Supervisors)
By when
June 2015
21
Progress
Indicators
Outcomes
5. Action
A plan for co-planning and co-creation is established and implemented.

Professional development is designed to meet the needs of special education and
general education staff.
Expand on the existing Community Education Series to provide more training
opportunities for families, through partnership with Bellevue Special Needs PTA
(BSNPTA).
Who needs to be
involved
Central office special education leaders and program coordinator

BSNPTA
By when
June 2015
Progress
Indicators
Collaboration expands with the BSNPTA.

The calendar of Community Education Series offerings is expanded.
Outcomes
Reduction in due process filings.

Improved parent involvement regarding IEP services.
Data
Data on due process, citizens complaints and mediation is currently being collected.
Budget
Implications
Fees for guest speakers may be incurred.
6. Action
Expand administrator training and targeted coaching on sponsoring and creating

professional learning opportunities across the district.
Note: During the 2014-15 school year, special education administrators are
completing six days of equity training targeted specifically to special education.
Who needs to be
involved
Instructional Team
Central office special education staff
Principal PD Team
By when
August 2015
Progress
Indicators
Professional development for all administrators is utilized and connected with

professional development themes and initiatives across the district.
Professional development is targeted to principals/administrators and based on
students needs.
Outcomes
Increased building/school ownership of students.

Positive LRE trends.
Increased student achievement.
Data
2014 8th grade MSP scores included below as a representative example of the
achievement gap between students without IEPs and students with IEPs.
22
2014 MSP-Bellevue School District
23
7. Action
Expand on existing professional development for para-educators (e.g., Overview of

Special Education and Disabilities, Role of Para Educators in the Classroom).
Who needs to be
involved
By when
Progress
Indicators
Professional development is targeted to student, educator, and district needs.

Professional development is paid and provided consistently across the district.
Outcomes
Increased retention of Para Educators.

Continued BSD support for Para to Cert Program
Data
Spring 2015
Paraed.Com Trainings
June 2014
Sept. 24, 2014
October 22, 2014
October 29, 2014
November 26, 2014
Unduplicated Count
Attendees
34
21
28
17
12
82
Para to Cert: 3 candidates selected, 2 enrolled in Alternative Route to Certification

programs (City U and Seattle Pacific University).
24
Budget
Implications
8. Action
$30,000 tuition reimbursement for candidates in the BSD Para to Cert Program.
Collaborate with Executive Director of Human Resources and work in conjunction with
employee associations to more fully develop ideas, processes and protocols to ensure
that professional development is implemented consistently and with high-quality
across the district.
Who needs to be
involved
Special education
Human Resources
Instructional Team
BEA
By when
Spring 2015
Progress
Indicators
Meetings established and executed.

Initial plans are established.
Outcomes
Higher student achievement.

Stronger Organizational Health.
Increased retention of staff.
FOUR
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.
25
Foundational
Strategy
18-Month
Targeted Strategy
Rationale
Increase support for social-emotional learning (SEL) for students in

coordination with the BSD SEL Initiative.
The District has identified that in order to have 100% of students meeting standard,
we have to address school climate issues. Social-emotional issues are a common
barrier in creating access for all students to educational supports and services. A large
skill-set which includes resiliency, grit, self-determination, self-regulation, peer
interactions, and problem-solving are essential for all of our students, including
students with IEPs, to ensure equity in access to all educational services and supports
Details
1. Action
Partner with student support services to develop an integrated system of socialemotional support for all students. This includes the following:
a. Definition of educator roles.
b. Caseload monitoring and adjustments to ensure appropriate support levels
are provided.
c. Necessary FTE for social workers, counselors, psychologists, behavior
specialists, and family liaisons.
Who needs to be
involved
Special Education Department

Student Support Services Department
Community contract partners for mental health services.
By when
Summer 2015
Progress
Indicators
When new district initiatives are developed, impact on and intersection with special
education are explicitly considered and implemented.
Professional development for new initiatives is designed and offered for special
educators.
Deployment of social/emotional learning supports are implemented in a differentiated
manner across the district.
Liaisons for the district and community contract services are established.
Participate in the pilot a universal screening with multiple measures, e.g., Devereux
Student Strengths Assessment (DESSA), including use with students with IEPs.
Develop a universal tracking system for student process, beyond the initial universal
screening protocol.
Outcomes
Decrease in Suspension data

Positive trend in LRE
Improvements in social/emotional learning services and supports are reflected in
improved outcomes and metrics for students with IEPS, and all students across the
district.
Data
2. Action
Integrate our Special Education Road Map work with instructional initiatives across the
district (e.g., Equity, Social /Emotional Learning, etc.) to build a cohesive and
customized professional development model for the district.
Who needs to be
Instructional team
26
involved
Special Education Department

Student Support Services
Curriculum Department
By when
Spring 2015
Progress
Indicators
Evidence of planning for the needs of students with IEPs.

Consultants for district initiatives develop an integrated model for the district.
Outcomes
Shared ownership for students in special education meeting the benchmarks and
standards in the BSD Instructional Initiatives.
27
FIVE
Foundational
Strategy
18-Month
Targeted Strategy
Rationale
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.
Improve and re-envision Transition services.
Smooth transitions foster whole life planning and services for students and families,
ensuring that educational support is consistent, continuous, and cohesive
Details
1. Action
Ensure that post-secondary transition planning is embedded into all students IEPs
beginning at an early age and is continuous throughout students school careers.
a. Use prior year transition/life plans as a starting point for updating students
plans each year.
NOTE: Transition and person-centered planning is a very time-intensive endeavor.
Improved transition planning is a workload issue--to implement it meaningfully, we
need reduced caseloads and/or significantly increased planning time for teachers.
Budget considerations are required. Also, contract negotiations may be necessary to
ensure more time for mandated training and professional development.
Who needs to be
involved
Special education teaching corps

Counseling Department
Parents
By when
June 2015
Progress
Indicators
All staff receive targeted professional development in transition planning.

All secondary staff members receive additional training in transition planning.
Educators use evidence-based transition planning processes.
Transition plans are improved as compared to evidence-based standards of practice
related to transition planning.
Outcomes
Increased compliance with State Indicator:

14. Percent of youth who had IEPs, are no longer in secondary school, had IEPs in effect at the time they
left school and were: A. Enrolled in higher education within one year of leaving high school. B. Enrolled in
higher education or competitively employed within one year of leaving high school. C. Enrolled in higher
education or in some other post secondary education or training program; or competitively employment
within one year of leaving high school. (engagement rate). N/A-no leavers for the school year being
reported or no leavers for that particular category. (Results Indicator)
28
Data
Distric
t
14
A
14
B
14
C
Budget
Implications
State
2009 Leavers
(0809 SY)
25.1
74.7%
%
48.7
79.5%
%
66.9
81.9%
%
Distric
t
State
2010 Leavers
(0910 SY)
25.5
69.2%
%
46.3
81.3%
%
66.2
89.0%
%
Distric
t
State
2011 Leavers
(1011 SY)
23.5
57.1%
%
49.2
79.2%
%
63.9
90.9%
%
Distric
t
State
2012 Leavers
(1112 SY)
25.0
57.1%
%
47.6
69.0%
%
65.7
82.1%
%
State
Target
25.5
%
46.3
%
66.2
%
Meet
Target?
Yes
Yes
Yes
Professional development would be integrated into existing opportunities.

Improve post-secondary transition planning and services for secondary students.
2. Action
a. Create stronger connections with Career and Technical Education (CTE);
break down access barriers and reinforce the multiple reasons for students to
be involving in CTE.
b. Increase access to counseling services (e.g., access to NAVIANCE and other
High School & Beyond planning tools).
c. Work with the Graduation Alliance or another organization to help students
push past barriers to graduating, addressing the barrier of reading level.
Who needs to be
involved
Special education leadership

CTE leadership
Student Services Department
Counseling Department
Graduation Success Department
By when
Spring 2015
Progress
Indicators
Internal district and interagency partnerships are strengthened and result in increased
access to general education career and transitions services.
Outcomes
13. Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable
postsecondary goals that are annually updated and based upon an age appropriate transition
assessment, transition services, including courses of study, that will reasonably enable the student to
meet those postsecondary goals, and annual IEP goals related to the students transition services needs.
No Review' indicates that the district was not reviewed that year. All districts must be reviewed at least
once during the SPP cycle (2005-06 through 2010-13). (Compliance Indicator)
Data
10-11
District
100.0
%
10-11
State
1112
District
96.7%
90.0%
1112
State
98.0
%
12-13
District
12-13
State
Target
Meet
Target?
96.6%
97.1%
100%
No
Budget
Implications
3. Action
Improve the 18-21 Transition Program:

a. Create stronger connections with CTE and outside agency personnel.
b. Create a multi-tiered model of differentiated service delivery.
c. Increase responsibility of the IEP team to decide when and where a student
finishes his or her high school career.
d. Increase communication with families regarding post-secondary options.
29
e. Plan for off-site location options.

Who needs to be
involved
Special education leadership

Special education and general education teachers
Students
CTE representatives
Service providers (e.g., Department of Vocational Rehabilitation)
Facilities Department
By when
a.-d. June 2015 and e. June 2016
Progress
Indicators
Interagency partnerships are strengthened and result in increased access to general

education career and transitions services.
Planning documents are available for off-site location options.
At least two tiered options for transition are available for students.
Outcomes
Post-secondary survey results will indicate increase in post-secondary employment

and enrollment in higher education.
Data
30
Budget
Implications
Possible costs for lease and maintenance of off-site location.
31

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Table of Contents

18-Month Targeted Strategies:

Define, develop, and implement Multi-tiered Systems of Support (MTSS), ensuring

Provide professional development that is student-focused, based on educator

Increase support for social-emotional learning for students, in coordination with

Improve and re-envision transition from school to adult services.

What prompted the assessment?

Who is involved in addressing the recommendations?

How will the recommendations and work be prioritized?

STRATEGIC ROAD MAP FOR SPECIAL EDUCATION A WORK IN PROGRESS

STRATEGIC ROAD MAP FOR SPECIAL EDUCATION A WORK IN PROGRESS

Jean Anthony-Executive Director for Special Education

STRATEGIC ROAD MAP FOR SPECIAL EDUCATION A WORK IN PROGRESS

Access diverse perspectives in creating solutions.

Maintain confidentiality when addressing sensitive issues.

Build two-way communication across the district/community.

Model ways of working together that are respectful and productive.

Promote a collaborative mindset and actions.

STRATEGIC ROAD MAP FOR SPECIAL EDUCATION A WORK IN PROGRESS

VISION: Our Aspirations

an open door for every learner and family,

strong partnerships between home, school, and community,

a mindset focused on continuous improvement, collaboration, and shared advocacy,

a safe, equitable, and inclusive learning environment for everyone,

personalized learning and self-determination for each student,

a truly individualized educational experience,

a culture of inquiry and questioning to develop further understanding for everyone,

excellent instruction, integrating the principles of Universal Design,

STRATEGIC ROAD MAP FOR SPECIAL EDUCATION A WORK IN PROGRESS

VALUES: Our Commitments

MISSION: Our Common Work

create fully inclusive schools,

support all students in achieving their greatest potential, and

STRATEGIC ROAD MAP FOR SPECIAL EDUCATION A WORK IN PROGRESS

Reflecting on our work through the lens of Racial Equity, and

PROGRESS MEASURES: Our Evidence of Success

Disproportionate Representation of Specific Racial/Ethnic Groups by Disability Code

Comparison of Staff to Students by Race

Changes in Least Restrictive Environment (LRE), including impacts of direct instruction.

Number of Initial Referrals for Evaluation

Para Educator Trainings

Transition Plan Data

Post-secondary School Outcomes for Students with IEPs

STRATEGIC ROAD MAP FOR SPECIAL EDUCATION A WORK IN PROGRESS

FOUNDATIONAL STRATEGIES: Our Long-Term Priorities

STRATEGIC ROAD MAP FOR SPECIAL EDUCATION A WORK IN PROGRESS

2. HIGH-QUALITY INSTRUCTION AND STUDENT SUPPORT SYSTEMS: Provide

Increase para-educator educator recruitment, training, and retention.

7) Increase fluidity of student transitions in and out of special education.

STRATEGIC ROAD MAP FOR SPECIAL EDUCATION A WORK IN PROGRESS

4. FAMILY-SCHOOL-COMMUNITY PARTNERSHIPS: Build and sustain a school/district

Create a systematic feedback structure to build trust, demonstrate listening, and

STRATEGIC ROAD MAP FOR SPECIAL EDUCATION A WORK IN PROGRESS

Continue to promote and provide opportunities such as the Community Education

3) Continue to reduce disputes and increase collaboration with families.

STRATEGIC ROAD MAP FOR SPECIAL EDUCATION A WORK IN PROGRESS

7) Continue re-envisioning the transition program.

TARGETED STRATEGIES: Our Short-Term, High-Impact Priorities

STRATEGIC ROAD MAP FOR SPECIAL EDUCATION A WORK IN PROGRESS

5. Improve and re-envision transition from school to adult services.

STRATEGIC ROAD MAP FOR SPECIAL EDUCATION A WORK IN PROGRESS

Improve data systems in order to provide real-time data on student demographics as