A WASHINGTON STATE SCHOOL DISTRICT GRANT PROPOSAL
SUBMITTED TO THE BILL & MELINDA GATES FOUNDATION
BY THE BELLINGHAM SCHOOL DISTRICT

    There is a deep commitment within the community of Bellingham and especially within the staff of the Bellingham School District, to the idea that all students can achieve. Eight years ago the district adopted a new logo which prominently featured the phrase ". . . where every student learns." Since that time, the district’s leadership has been working in close partnership with district staff, parents, representatives from higher education, as well as other community members, to make this slogan a reality.

EFFECTIVE GOVERNANCE    The Board of Directors has established clear operating principles for itself and works effectively with the superintendent to set policy and priorities. Both the Board and superintendent are very familiar with the Education Commission of the States recommendations in "Governing America’s Schools: Changing the Rules" and the district’s governance structure is based on the report’s recommendations.
    The district is guided by a strategic plan that reflects high standards and expectations for performance by students, high standards for school and district performance, and active involvement by a diverse community of parents and partners.
The strategic plan was developed by a large contingent of stakeholders and adopted by the Board. It is used regularly by the superintendent, administration and individual schools to guide planning and to assure that proposed actions are consistent with the district values and congruent with established outcomes. Results are regularly measured and each school, as well as the district, reports annually to the Board and community on progress. The outcomes of the strategic plan are also incorporated into individual goal setting and evaluations for staff.
    Board policies and procedures exist on curriculum expectations and standards, assessment of student learning, student progress and promotion expectations, school and district accountability, communication with parents and the community, learning partnerships, and parent involvement.
    While the district’s focus on student learning and organizational structures to accomplish this goal are set in policy and procedures, the district is committed to involving all stakeholders in vital decisions and program development. Evidence of this commitment is seen in the district budget development process that has the involvement of staff and parents as well as a collaborative hiring process in which each building actively participates.
    Since 1992 each school in the district has had a site council composed of equal numbers of staff and parents. A site-based decision making process which is part of school improvement planning, implementation, and accountability has been in operation since 1993 and continues to be refined and improved.

SHARED VALUES    All of this – and the work still to be done – is possible because the district and community have defined common values regarding education. These shared values are reflected in a district-adopted mission statement and set of beliefs that overarch all district activities and form the foundation of the district’s strategic plan. In addition, a common set of district Essential Student Learning Outcomes expected of all graduates is evident in each classroom and reflected in documents and discussions.
    Work on clarifying, strengthening and implementing these shared values within the district is a continuing process but the commitment is clear, as evidenced by several significant activities:

• Development by district administrators of a common set of leadership skills and attributes.
• A district-wide communication strategy.
• District efforts to solicit broad-based input, feedback, and participation in district decisions by utilizing parent satisfaction surveys, follow-up surveys with all high school graduates, regular student surveys on health and safety issues, and periodic surveys of staff on specific issues of concern and/or issues under consideration by the district.

LEARNING PARTNERSHIPS    Acknowledging the critical role that parents play as their child’s "first teacher," the district has made a significant effort to actively engage parents in conversation and planning regarding their children. The district provides release time at elementary and middle school levels for regular parent-teacher conferences; e-mail and telephones are in every classroom and are regularly used for parent-teacher communication; and every school’s reading and math improvement plan is required to have a parent education and participation component.
    The district has also established Parent Information Centers at elementary schools to assist and support parent involvement at school as well as provide support for family social, emotional and economic needs.
    Equally important are the district’s business and education partnerships. Recognizing both the value to the community as well as the benefit to students that comes from close collaboration between business and education, the district has taken the initiative to develop key partnerships and programs. Some examples are:

• A School-to-Work Consortium which supports a wide range of work-based learning for students as well as business participation in the schools.
• The Whatcom County Technology Business Alliance which is working with the district to establish emerging Informational Technology Programs within the high schools.
• The collaboration with Western Washington University which supports teacher and administrator preparation programs and service-learning efforts.
• Articulated programs with Bellingham Technical College and Whatcom Community College which support student’s needs beyond high school with Running Start and College in the Classroom.

    There are also many other long-standing, well-developed relationships between the district and community agencies that manifest themselves in mutual support and periodic projects of shared interest.
    In addition to these and other efforts to support high expectations and provide community-based learning opportunities, the district and individual schools regularly communicate with the community to build support for the district’s improvement agenda. The vehicles used for this communication by the district are varied and include a variety of print materials, speakers bureau and a very professional, user-friendly web-site (http://www.bham.wednet.edu). Individual schools make an effort to reach out to their entire neighborhood and engage non-parents and possible business partners in school information and improvement activities.

DISTRIBUTED LEADERSHIP    Based upon a wide-range of community input, Pathway for the 21^st Century, the district’s second five-year plan was adopted in 1998. It articulates seven broad-based, visionary goals that are shared by the school board, administration, staff, and community members and embody the qualities of distributed leadership These goals, the Essential Student Learnings, and the site-based school improvement process provide the daily framework for broad-based leadership within the district. One of the district’s strategies is that "Schools, programs and services use improvement plans that are developed collaboratively and are consistent with the district’s strategic plan."
    The district has developed a collaborative, interest-based problem-solving approach in working with employee unions. The leadership of all employee groups has been provided common training in problem-solving skills, leadership development, and relationship building. These skills are used daily. The superintendent and the President of the Bellingham Education Association have provided leadership in forming a regional group called "P-Sups" consisting of district superintendents and the presidents of local education associations to work together on areas of common concern and promote public support for schools. Monthly Board visits to schools involve school staff discussing progress on school improvement efforts.
    Parents and community members provide strong and active leadership in support of student learning through a local "Partnership for Learning" group, Citizen Advisory and Campaign Committees for levy and bond passage, and by serving on a myriad of district program and policy planning groups. The superintendent meets monthly with parent representatives of each school to discuss learning issues. The Bellingham Public School Foundation has made student literacy a focus of support.

PERFORMANCE ACCOUNTABILITY    The district has established procedures for regular assessment of student learning, building-based accountability for reporting, and structures for using results to improve instruction. Currently the district’s assessment system requires on-going assessment in reading (Grades K through 9), writing (Grades 3, 6 & 9), math (Grades 4, 6 & 9) and technology (Grades 5 & 8). These assessments are aligned to state and national standards and are directly applied to all reports of progress sent to parents and reported by school and district.
    The district conducts state-mandated reading assessments at the second grade and directly ties the results to the development of individual student improvement plans. These improvement plans include components for on-going assessment and accountability for improvement.
    In addition to district assessments, Washington Assessment of Student Learning (WASL) results have also been embedded in analysis of student progress and instructional needs. Individual students must meet grade-level progress standards as outlined in the Progress and Promotion Policy for K-12. Learning interventions and additional support is required throughout the grades for students not making adequate progress including extended days, tutorial, and summer school programs.
    Low performing schools have been provided additional funding, program assistance, and flexibility to impact learning results. Three elementary schools are Title I School-Wide Project Schools with building-designed, augmented instructional programs. Special alternative programs have been provided at middle and high schools.
    Certificated staff is evaluated annually on skill, performance, and progress on goals. A district committee of teachers and administrators is currently studying improved structures for linking teacher evaluation to student learning.

STAFF DEVELOPMENT    Staff development is at the heart of the district’s learning improvement strategy and, as a result, significant district resources are allocated to these activities. The district is currently spending $3,067,709, or approximately 5% of the district budget, to support a wide range of opportunities, including mentorships and coaching, teachers on special assignment, workshops, and consultants. The district has a jointly developed policy and procedure on staff development which requires building-based, job-embedded, on-going plans for improving classroom instruction and assessment. Special emphasis has been given initially to literacy instruction as evidenced by our work with The Learning Network, a nationally recognized, site-based, professional learning model. The district has trained administrators and teachers to analyze data and to develop common, reflective, instructional strategies to improve student performance.
    District provided inservice days, early release days, state Learning Improvement Days, and teacher release time have been devoted to improving teacher skill, understanding, and performance in four focus areas:

• Literacy – implementation of new reading assessments in grades K-8 and reading instruction based on identified "Core Understandings and Common Practices", K-12 adoption of 6 Trait model to support instruction and assessment in writing, and professional development for secondary staff in content area reading strategies.
• Mathematics – implementation of a curriculum that has been aligned with state and national standards and reflects current research-based practices and implementation of a student assessment program measuring progress in both mathematical content and processing skills.
• Technology – implementation of the district technology plan, including improvement in teacher understandings and use of technology to support student research, investigation, data manipulation and presentations.
• School Safety and Climate – strengthening the school as a caring, inclusive, and learning-focused environment.

TECHNOLOGY INFRASTRUCTURE    Significant time and money are also being committed to the development and maintenance of a viable technology infrastructure that is guided by a comprehensive district technology plan The plan was initially prepared in 1993 and updated in 1998.

• Hardware, Software and Support - Currently the district has 1,800 computers devoted to instructional use. This is a ratio of approximately 1 computer for every 5 students. All of the district’s computers are loaded with Microsoft Office Pro ’97, including Word, Excel, Publisher, Access and PowerPoint. They are linked on the Windows NT operating system, supported by over 70 file servers, and provide access to the Internet and electronic mail. A team of district technicians rotates weekly among the schools to keep equipment running properly. Each school has a library media specialist who is responsible for coordinating technology efforts at the individual schools and providing general technical support. A schedule for regular upgrade and replacement has been established and is followed, and funded from the district’s operating budget.
• Connectivity - All 20 of the district’s schools have local area networks and dedicated data lines using a T-1 network. Each of the 497 classrooms has Internet access with a minimum of four network connections.
• Content and Curriculum - Technology is tied directly to curriculum goals and integrated into instruction. Software available includes applications for graphics, information analysis, web editing, computer assisted drafting and various curriculum programs. Technology assessments are conducted annually with a sample of students at grades 5, 8, and 11to determine how well students are progressing and annually to all staff to guide professional development.

    In reviewing learning data and the feedback from parents, students, staff and community there are several reoccurring themes that emerge. When these topics are considered in light of the district’s mission, goals and achievements, and when reflected against the requirements of school reform, eight specific challenges emerge for the district.

• Assuring that all staff has sufficient skills to provide high quality, assessment-driven literacy instruction.
• Providing challenging, meaningful engagement with the curriculum to motivate and support student learning.
• Integrating powerful learning technology into all environments.
• Expanding the involvement of all parents as true partners in their child’s learning.
• Providing improved accountability that assures assistance is provided to students and staff where and when needed, rewards for achievement exist where appropriate, and, staff performance is related to student achievement.
• Expanding the availability of student choices by continuing development of non-traditional educational models.
• Developing improved methods and opportunities for receiving regular feedback from students, parents, community and staff.
• Developing improved methods and opportunities for energizing the community on issues that have a direct impact upon the ability of students to achieve in school.

    In proceeding with its planning and improvement efforts, the district will maintain all these challenges as a focus. However, it is clear from working with stakeholders that literacy instructional models, engagement of parents and students, as well as improved access to technology, are core instructional strategies which this grant would support.
    (1) Improve Student Literacy - Students will be best served by the district developing and implementing an instructional model used by all teachers that:

• Begins with continuous student assessments in order to support student learning of clearly identified curriculum content to a defined standard of performance;
• Utilizes technology-rich classrooms in order to support inquiry and develop in-depth learning strategies;
• Actively involves parents and connects students with experiences in the community; and,
• Can be replicated and sustained without the infusion of additional resources.

    The district’s schools have made significant progress on these themes. The Board-adopted "Core Understandings and Common Practices for Literacy Instruction" (http://www.bham.wednet.edu/DRIP/compract.htm), the Learning Network staff development model, and the district’s technology-infused classrooms provide a foundation for embedding these practices in all classrooms.
    (2) Engage Students - In order to support students and help them to become engaged in the learning process, the district has provided a variety of alternative learning strategies and programs. At the secondary level, however, there is a need to extend district efforts and seek ways to develop a consistent connection between each student and an adult at school. It is clear that, when such connections exist, students feel a sense of belonging, usefulness and connection and are better able to learn. Electronic communication and portfolio systems can assist this process.
    (3) Enhance Parent Communication - Regular communication between teacher and parent, and the mutual support that results from that communication, is another powerful component of increased student achievement. The district has established communication systems, parent conferences, and school reporting to assist in this effort. However, there is still work to be done in communicating student learning progress regularly from teacher to parent, and in engaging parents in the learning process for their child. Electronic, voice, and data networks and software promise to provide a more effective system for communicating between school and home regarding student learning and personal needs.

    A Gates Foundation Grant would make a significant difference in the district’s efforts. It would allow for an expansion of the scope and acceleration of the pace of current district plans. It would also allow the district to target three specific outcomes for the grant period:

1. Implementing a model for literacy instruction in all classrooms that will help 90% of the district’s students meet state and district standards for literacy within five years;
2. Developing and implementing in all district secondary schools specific programs that provide advocacy and personal, individualized support for all students; and
3. Using technology to improve and increase parent-teacher communication and collaboration regarding student progress.

    The district’s proposal for this grant is meshed with established school improvement and accountability processes and focuses grant resources and support on achievement of critical, district adopted learning goals. Teachers, principals, central administrators, board members, community members, and parents have been involved in developing and approving this grant proposal. The district wants to demonstrate that all children can achieve to a high level and can remain engaged in learning. It is believed that this can be done by keeping a focus on a technology-rich, assessment-based instructional model for literacy in all classrooms, creating school-based adult advocates for older students, and by expanding school-to-home communication and involvement.
    As part of routine district practice each of the district’s schools is scheduled to re-write their strategic plan during the 2000-2001 school year. Included in these plans are to be strategies for reading, math, parent connections, and technology use. It is expected that each school will use this plan as the vehicle for grant activity and clearly identify extensions of their implementation strategy that relate to the three core elements that are the focus of this proposal. The core elements for utilizing grant founds are:
    (1) Improve Student Literacy - The district’s definition of literacy extends beyond having students be able to read with comprehension, write with skill, and communicate effectively. It includes the ability to apply technology tools to support inquiry, research and presentation because these tools are considered critical for the success of the district’s graduates. (See Essential Student Learnings ) At each school, the funds would be used to increase teacher capacity to provide focused literacy instruction using technology to enhance learning.
    To support achievement in reading and writing, the district has adopted and will be expecting all schools to implement the "Core Understandings and Common Practices for Literacy Instruction" . During the 1999-2000 school year, all high school staff and half of the middle school staff received initial training in content-specific reading strategies. This was only the beginning of a multi-year effort that will include regular teacher discussions, sharing of models and further support, as well as continuous student assessments to determine progress. School achievement plans developed and implemented under this grant would incorporate the district-adopted structures and identify the steps to be taken to increase staff understanding and achieve full implementation of the common practices.
    (2) Engage Students - The district is also determined to engage and involve students in their own learning. The district has in process a number of initiatives to personalize the learning of all students, including interdisciplinary teaming and student-led conferencing at both middle and high schools. Next year the district will have three smaller high schools, a structural change intended to provide opportunities for closer relationships between students and staff.
    However, there is a need at the secondary level to do more. We believe that additional technology combined with existing building and district plans and structures can result in every student having an adult mentor and an individual plan designed to help keep the student connected to the importance of learning throughout the middle and high schools.
    (3) Improve Parent Communication - The district has sought to communicate with parents about learning expectations, student progress, and assistance needed from home. In an attempt to extend the effectiveness of this communication, the district is implementing a new software system for student records management called SchoolNet. It is in operation in the high schools and will be operational at the middle schools and elementary schools starting with the 2000-2001 school year. This system provides the technology base for each teacher to format student learning and share that data with parents in immediate, real-time communication. Such capability will gradually strengthen the ability of parents to be effective teaching partners.

Building Plans - Each of the district’s twenty schools will be expected to prepare a Gates Grant Plan (GGP) as an extension of their strategic plan in order to receive building-based grant resources. The district intends these plans to be short but to include the following components:

1. An assessment of current student learning progress and factors impeding learning;
2. An assessment of staff instructional skills and additional needs;
3. An assessment of current activities to develop student motivation and engagement in learning and parent communication and involvement;
4. A statement of student learning and communication outcomes expected by the end of the grant period, targets for communication with and involvement of parents in learning, and data to be gathered and used to assess progress toward these goals;
5. A three-year school action plan for changing classroom instruction, assessment, and communication systems to support goal attainment;
6. A list of Technology and staff development resources needed to implement the plan, consistent with overall district goals; and,
7. An evaluation outline as defined by the district and grant requirements.

    It is expected that these plans will give specific attention to low-performing students and specific strategies for changing their learning progress. The district’s intention is to use the Gates Grant to help support individual schools in their efforts to reinvent themselves as places in which all students achieve.
    The district and most schools are already heavily invested in this work and have shown real progress. As stated, it is believed that already-initiated improvement strategies for literacy achievement, student engagement, and parent collaboration can be accelerated with this grant. The district will be providing a minimum of 85% of the grant funds to the buildings in the form of direct allocation, equipment and training. The remaining 15% will be used by the district to provide consultation, coordination, evaluation and general grant administration.
    It is assumed that the needs between buildings, as well as the needs within buildings, will vary over the period of the grant as each site works to respond to its own unique set of conditions and activities. As a result, the funds allocated to each building will be based upon an assessment of need using criteria established by the steering committee and administration and will not utilize a per capita formula.

Grant Organization and Administration - In order to provide perspective and support in the implementation of this grant, a Grant Steering Committee composed of parents, students, staff and appropriate community members will be established. This committee will be a partner with the district’s administration and be responsible for overseeing and guiding grant implementation; reviewing and approving building plans; providing direction and encouragement as appropriate; and assisting in feedback and accountability. In addition, the Grant Steering Committee will share with the district’s administration the important responsibility of providing for the appropriate allocation of funds to schools.
    The district will provide overall grant coordination, technical support, and staff development as appropriate. A new district administrative position will be added to provide specific grant coordination as well as direct district staff development. This position will, initially, be partially funded by the grant. However, grant funding will be systematically reduced over the period of the grant to assure that the position is fully district-funded at the end of five years. The superintendent, Board and central administration will play an active leadership role in building improvement strategies, assisting with building plans, providing staff training and support, directing resources to achieve goals, and monitoring progress.
    Each building will identify two teachers who will serve as the lead teacher for the grant components included in the building’s strategic plan. They will be members of the building staff selected by the principal and site council who will retain teaching responsibilities, but be provided with release time as well as a stipend for work done outside of the teaching day. The lead teachers, in partnership with the building administrator, will facilitate planning and implementing the building actions for the grant. They will assist their colleagues in the work of this project through modeling, mentoring of other staff, and promotion of grant activities.
    The building principal and site council will be responsible for coordinating with the district grant steering committee and overseeing resource allocation, training, evaluation, and general plan implementation. They will also be responsible for providing the school’s parent community with information about the building’s GGP, district and building expectations, and implementation progress.
    The building will also appoint a site-evaluator to assure that all required site evaluations occur in a timely and appropriate manner. These individuals will work with the district coordinator and outside evaluator to design and implement an evaluation system.

Evaluation - The grant’s steering committee will have overall responsibility for assuring that appropriate formative and summative evaluations are being conducted and appropriate program modifications implemented based upon the evaluation results. The district will contract with an external consultant to organize and coordinate an evaluation design. This design will be integrated with the Foundation’s statewide evaluation efforts.
    Each building’s GGP will have a clear evaluation component that has been reviewed by the district’s evaluation coordinator and approved by the Steering Committee. The plan will identify the outcomes to be evaluated as well as the specific measures to be used. These measures will reflect desired building and district measures, as well as any measures required by the Foundation.
    The district will, in partnership with the steering committee, ensure the integrity of the evaluation process conducted at each site, provide technical assistance in the development and implementation of a credible evaluation process, and support the sites in using evaluation results to improve project activities.
    In addition, the district will conduct a process and product evaluation of the overall district effort supported by the grant. This information along with individual building results will be used to direct modification of the overall program model in order to assure sustainability and replicability.

    The district is committed to providing a long-term financial plan which provides students and teachers with suitable technology to support learning and at the same time protects the community’s investment. In order to provide the financial resources required to maintain a sound technology base, the district has developed and the board adopted a five-year Technology Plan .
    The district is also committed to a program that will eventually add 650 computers to the district, bringing the ratio of students to computers down to 4:1 by the end of the third year of the grant. These computers will be placed into classroom settings. In addition, as Gates Grant Plans are prepared at each building, the district will be reviewing current and future uses of those computers now organized into labs.
    The attached budget reflects both of these commitments as part of the district’s match. Also included are district funds for supporting equipment and software, staff development, technical infrastructure support and grant coordination. The total district contribution over the five years of the grant is projected to be $5,316,410.
    Grant funds, which are estimated to be $4,160,000 would be used to purchase additional computers and software, provide staff development, support assessment and evaluation, and assist in grant coordination and administration.

(See budget spreadsheet attachment for additional information {Microsoft Excel Spreadsheet}.)

Copyright Notice No materials on any of the Bellingham Schools' WWW pages may be copied without express written permission unless permission is clearly stated on the page.
Permission
Revised 5/3/00

Bellingham Public Schools, 1306 Dupont, Bellingham, WA 98225
(360) 676-6400