BOE Work Session Dec. 16, 2025 (1).pdf (15,659 KB)

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Board of Education | December 16, 2025

All Together for All Students Strategic Plan Progress Update

Agenda Current work within: ○ No Limits: Depth of Knowledge (DOK) ○ Next Best Step: Implementation data ○ Valued & Included: Discipline data & opportunities for upcoming UIP ○ Conversation and questions throughout

NOTE: Define the Destination Update Coming this Spring 2

Strategic Plan- BOE Schedule

SEP

SEPT. 16 CMAS DATA REVIEW & 2025-2026 STRATEGIC FOCUS

OCT NOV

DEC. 16

DEC

STRATEGIC PLAN PROGRESS UPDATE

JAN FEB MARCH

APRIL DISTRICT UIP DEVELOPMENT & DAC RECOMMENDATIONS

APRIL MAY JUNE

JUNE STRATEGIC PLAN UIP PROPOSAL AND EOY UPDATES

JULY

Strategic Objectives and Alignment to UIP NO LIMITS

Grade-level Standards & Instruction

NEXT BEST STEP

Tiered Supports

DEFINE THE DESTINATION Post-secondary Readiness

VALUED & INCLUDED

ALL

Cultural Competency

Defined Success by 2029 ● Increase achievement and growth scores overall, and for historically marginalized groups ● Appropriate growth of students receiving academic interventions ● Proportional rate of students identified5for Special Education & Gifted and Talented ● Increase % of students who graduate and obtain at least one GRAD+ recognition ● Increase fidelity to the BVSD Discipline framework ● Decrease Out of School Suspensions while reducing disproportionality

No Limits

ALL students experience grade-level, standards-based instruction.

Implementation: ● Ongoing professional learning on grade-level standards ● Data-Driven Instruction ● Focused Observation and Feedback

Depth of Knowledge (DOK)

School leader Professional Learning 4 Part Arc of Learning ● Understanding of Webb’s DOK & cognitive lift in relation to: ○ Grade level standards ○ BVSD curricular resources ○ Instructional Observations

● Each professional learning has included resources that school leaders can use in their schools with educators

Depth of Knowledge (DOK)

What we are seeing in Application ● School-based shared learning ● Formal and informal analysis of trends across classrooms ● Connections with DDI & observations

6 Proﬁles of a Gifted Learner

Differentiation and Extension 1. Meeting needs of all learners, including advanced or high achievers 2. Making lessons relevant, engaging, hands on, applicable for all learners 3. Increases the depth of discussion and thinking related to the standard

This is connected with Multi-Tiered Systems of Support and how we serve all learners in every classroom

Questions and Conversation 11

Next Best Step

Educators and administrators implement & track tiered supports and instructional strategies to engage and grow ALL students, and monitor success in doing so.

Implementation: ● Multi-Tiered Systems of Support (MTSS) applied to academics ● Data-Driven Instruction

MTSS Implementation Review ● Phases of Implementation ● Bright Spots ● Evidence in Progress ● Areas for Growth ● Reﬂections

Phases of Implementation

BVSD MTSS Implementation Review Spring 2024 Individualized conversations at each school with consistent facilitators from MTSS Department

Use of a standardized tool to collect data

Qualitative information recorded

Bright Spots Majority of schools scoring 4 or 5

● Use and communicate a defined assessment calendar ● Use a body of evidence to assess needs ● Maintain two-way communication with families and caregivers ● Have a Student Support Team ● Use standards-based assessments

Area for Growth

Evidence of Progress Data-Driven Instruction ● Full districtwide expectations for implementation ● Standards-based assessments & expectations for use ● DDI Implementation Coaches ● Strategic Plan Support Teams ● Instructional coaching cohort 19

Evidence of Progress Instructional Infrastructure ● Standardized protocols to guide data-based problem solving and decision making ● Aligned assessment calendar ● Investments in high quality, standards-based instructional resources and evidence-based intervention resources ● Consistent use of assessment tools 20

Questions and Conversation 22

Valued & Included ALL students feel valued & included in their learning environments,

schools engage in restorative practices with students when appropriate, and schools consistently apply recommended resolutions for specific disciplinary events (i.e., discipline framework).

Implementation: ● Cultural competency focus ● Implementation of the Discipline Framework ● Restorative Practices ● MTSS applied to behavior 23

Year-to-date updates for discipline: Process Oﬃce Discipline Referrals Suspensions Adherence to Discipline Framework Disproportionality Bullying Data

Process for Oﬃce Discipline Referrals All students involved are supported to restore safety and emotional regulation Information and facts are gathered for investigation Decisions are made regarding resolutions and disciplinary consequence: ○ ○

Decisions based on the most restorative, learning-focused approach Progressive continuum of disciplinary resolutions

Staff communicate with concerned parties Documentation 25

Considerations During ODR Process ● Key factors ○ Safety ○ Age and developmental stage of students ○ Impact to school community

● Ensuring equitable decisions ○ Guidance documents ○ Consultation ○ Professional development 26

Year-to-Date District Discipline Incidents Top 5 Statistics for IC Behavior Data

Year-to-Date Suspension Comparison

August to November 2023

183

August to November 2024

166

August to November 2025

160

Cherry Creek - 4,607

2024-2025 Suspension Comparisons

Adams 12 - 4,212 St. Vrain - 2,824 27J - 2,045

Boulder Valley - 493 Colorado Department of Education https://www.cde.state.co.us/cdereval/suspend-expel

Adherence to Discipline Framework August through November

95.7% 30

Year-to-Date Proportionality Comparison

Bullying Reports Via District Website

22-23 - 93 23-24 - 112 24-25 - 136 25-26 (to date 12/8) - 47

Three Year Data: Bullying Incidents 494 485

193

33 33

Bullying Incidents by Code

Response to the Data and Support to Schools

Professional Learning Restorative Practice skills at all tiers for school leaders

Universal

Bullying Prevention Grant Classroom Management Resources Restorative Practices Support Consultation & Support

Use of The Disengaged Teen book Restorative Practices Cohort Schools

Targeted

Support for Culture & Climate goals in 90 Day Plans School-Level Support from MTSS and Student Support Services Teams

Intensive

Student-Level Support from MTSS and Student Support Teams

BVSD Bullying Prevention Grant Update School teams make data driven decisions to determine area of focus All BVSD staff trained in identifying and responding to incidents of bullying and harassment Evidence-based classroom lessons

Access for reporting concerns on BVSD website Updated Bullying Prevention and Education Toolkit available to all schools 39

BVSD Restorative Practices Update In PK-12 Leadership meetings, all school leaders have been trained in restorative mindset, questioning, and facilitating Restorative Justice Conferences

Five schools have chosen to be RP Cohort Schools

Consultation and training on Restorative Practices

Support for Restorative Justice Conferences 40

Further Considerations and Recommendations

Recommendations for reducing disproportionate discipline 5-Point Intervention Approach for Equitable Supports to Reduce Discipline Disproportionality: ● Collect, use and report disaggregated data ● Implement a preventative, multi-tiered, culturally-responsive behavior framework ● Ensure engaging classroom instruction ● Develop policies for accountability with equitable supports in discipline ● Teach strategies for neutralizing implicit bias in discipline decisions National PBIS Leadership Forum, 2025

Other Wellness-Related Data Telling us How Our Students are Doing

2022-23 1st Semester

255

2nd Semester

410

Total:

665

2023-24 1st Semester

509

2nd Semester

485

Total:

994 2024-25

1st Semester

765

2nd Semester

715

Total:

1,480 2025-26

1st Semester

432 (as of 12/08)

2nd Semester Total:

Suicide Risk Reviews (SRR) ● Conducted by a team of two, when notiﬁed of any potential threat of suicide ● Used to: ○ identify the speciﬁc source of concern ○ ensure the appropriate people are notiﬁed ○ provide the necessary supports & safety precautions ● Using an internal tool adapted from the Columbia Suicide Severity Rating Scale, staff are able to identify their next steps including the development of support plans. ● 2025 YTD: 339 SRRs, completed to date, with the highest volume coming from high schools and the East Network. ○ 2024-25: completed 777 for the year and had 381 total at semester. 45

Mental Health Advocate Referrals Mental Health Advocates (MHAs) ● provide short-term, school-based support (not therapy) ● assist students who have recently experienced major traumatic events ● promote academic success and resilience by providing intensive social and emotional support MHAs support can be requested through a referral process for students whose behaviors are signiﬁcantly impacting their academic progress. ● 2025 YTD: 1082 MHA referrals, completed as of 12/8, ○ 2024-25: Completed 1,847 for the year and had a total of 1,111 at semester

Recommendations from our partners at The Crown Institute

5 Key Findings within the following areas: ● ● ● ● ●

Student reports of mental well-being Awareness of available mental health supports Usage of Wellness Centers & other supports BVSD families’ awareness of mental health resources BVSD systems supporting student mental health

BWell Findings Prioritized by BVSD Valued & Included Working Group 48

Questions and Conversation 49

Strategic Plan Support Team Schools

Focus enables excellence. Strategy alone isn’t enough. Success comes from disciplined execution - focusing on fewer goals, acting on what drives them, tracking progress, and being accountable.