{"id":271502,"date":"2017-10-26T11:21:12","date_gmt":"2017-10-26T18:21:12","guid":{"rendered":"http:\/\/bellinghamschools.org\/?page_id=271502"},"modified":"2023-10-18T13:01:48","modified_gmt":"2023-10-18T20:01:48","slug":"priorities-for-progress","status":"publish","type":"page","link":"https:\/\/bellinghamschools.org\/priorities-for-progress\/","title":{"rendered":"Priorities for Progress 2023-24"},"content":{"rendered":"

Last updated October 2023<\/strong><\/em><\/p>\n

The following is our district Priorities for Progress for the 2023-24 school year.<\/p>\n

Each accordion dropdown will display the top five priorities in each Key Strategy of The 一本道app for this school year, as well as other important priorities.<\/p>\n

 <\/p>\n

\n
\n <\/div>\n\n
\n \n
\n \n <\/i><\/span>\n <\/i><\/span>\n <\/span>\n Great Teaching with Strong Support<\/span>\n <\/div>\n
\n

Great Teaching with Strong Support <\/strong><\/p>\n

Our priorities for staff learning this year revolve around a focus on instructional strategies that support the inclusion of all students and a focus on supporting positive student conduct.\u00a0 District-wide committees focused on these two areas continue to inform offerings in meaningful professional development for all staff.<\/p>\n

\u00a0<\/p>\n

Top 5 Priorities<\/strong><\/p>\n

    \n
  • Staff identified continued development of inclusive instructional strategies<\/strong> as a top priority for professional learning this year. District-wide and building based professional development focusing on universal design for learning (UDL), sheltered instruction for students learning English as a second language (SIOP) and guided language acquisition strategies (GLAD) are examples of three key efforts in professional learning, mainly taught by our own staff who are qualified trainers in these programs that feature inclusive instructional strategies.<\/li>\n
  • Support professional learning of regulation strategies<\/strong> to help de-escalate potential student conduct challenges, which supports recommendations coming out of the Joint Committee on Student Conduct.<\/li>\n
  • Continue to explore the recommendations for dual language education<\/strong> from the district-wide task force. Members of the task force will meet and lead the exploration of potential implementation of the proposal in at least one neighborhood elementary school, engaging with the school community, staff and leadership at the site to determine whether and how to move forward with implementation.<\/li>\n
  • We continue our commitment to supporting building-based collaboration and co-planning of professional learning<\/strong>. An early August 2023 school leadership team retreat enabled all 23 schools plus the Family Partnership Program to establish a professional learning focus connected to the district-wide firm goals of inclusionary instructional practices and student conduct efforts. Newly added collaboration blocks<\/strong> on early release Thursdays at all levels provide an additional time resource for grade level teams, content area groups, and other collaborative groups to meet and learn together.<\/li>\n
  • Following implementation in the elementary schools, we are supporting the expansion of iReady\u00a0assessments\u00a0into the middle schools<\/strong>.\u00a0Administrators received training late last spring, and teachers are engaging in professional learning regarding\u00a0the use of these assessments in reading and math.\u00a0For the first time, our schools will have one, common, standards-aligned interim assessment to measure reading and math growth and proficiency for grades K-8.<\/li>\n<\/ul>\n

    \u00a0<\/p>\n

    \u00a0<\/strong><\/p>\n

    Other Important Priorities<\/strong><\/p>\n