[{"_1":2,"_124":-5,"_125":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6115069,"mediaKeyId","2739908-aa41f066b3f84a66b92b323aba05e28a","parentId",2739908,"title","Parents urge ASL bilingual program and raise IEP concerns; teachers and family members urge stronger literacy supports","audioSeconds",423,"startMs",1464000,"endMs",1887000,"viewUrl","/Search/View?dp=1&key=2739908-aa41f066b3f84a66b92b323aba05e28a&start=1464&end=1887","thumbnailUrl","https://assets.pipeline.soar.com/2739908-aa41f066b3f84a66b92b323aba05e28a/thumbnail_1464000.jpg","articleUrl","/articles/6115069/Washington/Parents-urge-ASL-bilingual-program-and-raise-IEP-concerns-teachers-and-family-members-urge-stronger-literacy-supports","mediaUrl","https://secure.pipeline.soar.com/6115069-f9ca9f3c46c5dd93058fc41c719023d8/orig.mp4?Expires=1770575150&Signature=DFhV3MYQheQ9wLRDQ-EH4nPmjAvbLFbd9CsAXV6Q8bEGd8yOqBJjutFG2oltfe3JcXCxfOAsF9tsasJgL-c-MfBBs2iwp9p1mQ1At-SMf5KUP6Z3YP1xbJKbcpOwIlLsvsfaT8wH9nqGhKchQiL4cmhlU79IHgPl2noDhhimaZsjc6Z78My-ua66pbtgy7t5fZ-WV7YJeiT2hqpKaEu~uHEnw97Pr4YGCnMg75WAIGgDQqSAhstXHzZ~324hw7rsRjwVT0TdmOtE1DDY4dFpkuS-0MiqUB5Lyww4Y~CWLazgNcIBTcXcjZGiHBAv2D2oRneDoLl6DbkfjN~fLwi18Q__&Key-Pair-Id=KUT5TJCACFTXG","author","Bellevue School District, Washington","date","2025-03-23T00:54:01.957Z","article","Three members of the public addressed the board during the public‑comment period on March 20, pressing the district on services and supports.

Melissa Taylor, a Bellevue School District graduate, dual‑language teacher and Bellevue Education Association board member, asked the district to adopt a bilingual American Sign Language (ASL)–English program. She said her son, born with mild‑to‑moderate hearing loss, was found not to qualify for specially designed instruction during BSD evaluation and that the family moved to Seattle to access an ASL immersion preschool. “I urge you to add a bilingual ASL English program to our schools in the name of multilingualism for all,” Taylor said, adding that ASL is a heritage language for some families and that the Eastside has limited deaf‑education options.

Christie Swessinger, a parent with two students in the district, urged continued emphasis on literacy and early intervention, saying the district’s new materials and curriculum adoption show promise but that “we need to make sure… students with learning differences” receive effective classroom instruction with fidelity. She raised concerns that some parents of students with dyslexia have said they are planning to leave the district and asked for stronger systems to ensure classroom implementation.

A representative of the Wellman family and a student identified as Joseph addressed the board about IEP and disability‑related concerns. The family representative alleged the district has used fabricated CPS (Child Protective Services) claims to intimidate families and said copies of emails were provided to the superintendent and called for a response. The student described delayed identification of an eye problem and recent assignment of a paraeducator, saying the delay had affected his learning and focus. The board provided the allotted public‑comment time but did not take action on these matters during the meeting; staff follow‑up on specific allegations would occur through established administrative channels.

Board members thanked speakers and referenced ongoing district work on dyslexia awareness events, parent outreach, and implementation of literacy curricula and assessments.","mediaType","Video","parentTitle","BSD 405 Regular Board Meeting","oneSentenceSummary","Three speakers during public comment urged the district to add a bilingual ASL–English program, called for better literacy supports and screening, and raised allegations about IEP enforcement and a CPS-related complaint process.","taxTitle","Bellevue School District, School Districts, Washington","taxId",13035,"location","Washington","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6115072,"Board awards Newport concessions contract, approves major change order and authorizes sale of 10.11‑acre parcel",1343,8575000,9918000,"/Search/View?dp=1&key=2739908-aa41f066b3f84a66b92b323aba05e28a&start=8575&end=9918","https://assets.pipeline.soar.com/2739908-aa41f066b3f84a66b92b323aba05e28a/thumbnail_8575000.jpg","/articles/6115072/Washington/Board-awards-Newport-concessions-contract-approves-major-change-order-and-authorizes-sale-of-1011acre-parcel","https://secure.pipeline.soar.com/6115072-1724615563a1845cff0d0c570e2e7146/orig.mp4?Expires=1770575150&Signature=D62jAF7NJ9cw7S6H404v3njZNov7YSbw1iQhdw4hIoDEZOsoM~-qjygSZP~INdnjB5guBawEzp4JNKj~rHGrg7-BqjUAB6y4xeWgafZkPnT~krHwhs-mGdEdCPT8Ybd5OIRIthxZLiZVAtLAgz4giqPDdAz0o-YSvRFYksdf41bcpy0SNmmD6jA9gFzlYOCmp20kF8G~7OhcxdEIf4BYqmC4nihtjF-qMs56nRqaOUtIKbzMIcS5V-RjR66CFSJ4GqUVGSBdhAS6zHTi25Ig~hL1blHoqzJgIVd2rl6iNuC~5y~o1kcNByOji5yVQ2UM8sdUFslyg1Jyc2STEXKLvg__&Key-Pair-Id=KUT5TJCACFTXG","The Bellevue School District board approved three facility actions after staff briefings and public discussion.

Contract awards and change order: The board approved awarding a construction contract for the Newport High School concessions building to Comer General Contractors for $1,795,000. Board members said the work uses the existing footprint and replaces aging modular concession facilities with a reconfigured structure that includes updated restrooms and concessions spaces. The contract was competitively bid with seven responsive bidders; Comer was the low responsive bidder, district staff said.

The board also approved Change Order 8 for the Newport High School main replacement project to Cornerstone General Contractors in the amount of $710,864.13. District staff said the change order replaces an existing painted siding scope with a maintenance‑free metal cladding and that both actions are covered by the bond project budget; the project has budget capacity for the change.

Parcel sale authorization: After an executive session, the board authorized the district’s executive director of facilities and operations to list parcel number 222405‑9024, an approximately 10.11‑acre wooded site in the Somerset/Westwood Highlands area, for sale. Board members said the site is too steep and lacks feasible access for school construction and that appraisal and feasibility work supported listing the parcel. The board noted any final sale or lease would be acted on in a future open meeting as required by law.

Board comments and next steps: Directors asked staff to continue engaging with the city on permitting timelines for other projects and noted concerns about permit delays and potential cost impacts. Staff said bond funds and project contingencies will cover the approved work and reiterated that the Newport items are bond‑funded and not charged to the general operating fund.

Votes: The motional votes were recorded in open session and approved without recorded dissent.","The board approved a $1,795,000 construction contract for Newport High School concessions, approved a $710,864.13 change order for the Newport main replacement project, and authorized staff to list a 10.11‑acre parcel (222405‑9024) for sale after concluding the site is unusable for school purposes.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6115076,"District cites gains in interim math assessments; piloting Algebra 1 support for newcomers and striving learners",1279,4895000,6174000,"/Search/View?dp=1&key=2739908-aa41f066b3f84a66b92b323aba05e28a&start=4895&end=6174","https://assets.pipeline.soar.com/2739908-aa41f066b3f84a66b92b323aba05e28a/thumbnail_4895000.jpg","/articles/6115076/Washington/District-cites-gains-in-interim-math-assessments-piloting-Algebra-1-support-for-newcomers-and-striving-learners","https://secure.pipeline.soar.com/6115076-5265577fcb5779f43c0168f8618f48d0/orig.mp4?Expires=1770575150&Signature=f9c3fdT6nNY3C2zK~4~dehQN6myS5hZ8jXldV6gyuFpD8jB-uQQcDaJHXT1y1CHoNtX-lt5zyQ8i5d6hOjQaehqCTDXwQUikxk6cyXu7smilVTbPpNbIjyNQLzJPqAPtg1E9KOzccpjCeD5E-QqnwDbBE53QFrAXabhNWNxqwO9E7kkZ5~rFImF-XQvBKc4y3Mw3wbk4ZBagqAnxhh8RNpCQhmpq1V6-s54cpe~4MYhPvuEMazuAYN9ZN5sBnyZyDCZTtG4ylV4dJTl~L1YqoyPGUDaLiuHKFiy6zxQenTQ88nfK~C7rnNo0hbaTMhD~1pBRBA70xLDX-rkAEihkiQ__&Key-Pair-Id=KUT5TJCACFTXG","District secondary‑math staff reported improvements on interim, standards‑aligned assessments and described instructional practices and course redesigns aimed at widening equitable access to algebraic reasoning.

Scott Powers, executive director of teaching and learning, said interim measures (IMT 1, Algebra 1, Algebra 2 checks) showed strong improvement and reduced numbers of students in the lowest performance band across demographic groups. He called out Sammamish High School for “a tremendous amount of growth” in multiple subgroups.

Alyssa Galvan, curriculum director for mathematics, described a targeted Algebra 1 support course piloted at Interlake High School for newcomer students and students with limited or interrupted formal education (LIFE). The course pairs just‑in‑time supports with Illustrative Mathematics curriculum and provides scaffolds, native‑language materials, and pacing that allows English‑language development alongside grade‑level content. The pilot expanded to Sammamish and district leaders said they aim to scale similar options to other schools and to middle school pathways.

Classroom practitioners from Odell Middle School showed brief video examples of students working at whiteboards, using manipulatives and Desmos companion pages to encourage student discourse and modeling. Odell math teacher Erin Thomas and ITCL Candace Sutton described three year‑long goals: building mathematical mindset, increasing student voice, and offering varied entry points to tasks. The team also described integrating Danielson framework shifts and targeted professional development to address status and engagement disparities.

Board members asked about intake and placement for the Algebra 1 support course, grading practices, absenteeism impacts, and how to maintain momentum despite high chronic absenteeism. Teachers responded that Desmos companion pages, structured group work, and lab materials help teachers check understanding and address status; math coaches and classroom coaching support rollout.

District officials described plans to continue refining scope and sequence so that more students can access algebra by eighth grade when appropriate and to expand targeted interventions and Algebra 1 supports in middle and high schools.","Secondary math leaders highlighted improved interim assessment results across middle and high school grades, piloted Algebra 1 support for newcomers, and described classroom practices — Desmos companion pages, building‑thinking‑classroom strategies and complex instruction — aimed at engagement and equity.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6115079,"Bellevue reports early gains on K–2 decoding tests amid wider literacy gaps; district stresses implementation and interventions",751,2128000,2879000,"/Search/View?dp=1&key=2739908-aa41f066b3f84a66b92b323aba05e28a&start=2128&end=2879","https://assets.pipeline.soar.com/2739908-aa41f066b3f84a66b92b323aba05e28a/thumbnail_2128000.jpg","/articles/6115079/Washington/Bellevue-reports-early-gains-on-K2-decoding-tests-amid-wider-literacy-gaps-district-stresses-implementation-and-interventions","https://secure.pipeline.soar.com/6115079-9b40db4749748bda2fe7985b9dee84bf/orig.mp4?Expires=1770575150&Signature=A4Tbk926-XSkmioSbEUEUDwgLhgADoNKzPIEyD-IJtQpGRZKZUYmTfKhSqXLa-AI0n0URMK-bx0KhlTWQyFUzoc-YYopMqJIgZL3L-UC7eG6AVLmRaqM1c6Jgqp83f3IfCGTe4rxm8UFIey9W3OoGuWXAn-djo4cQbGB6MY52L4AqY7Yhv~X0zYz8E0c5hBZFY2Xt99vaPX4cOkdcD6Dc2Q~xv597E35NxQHg0S4knD2CNyPG7RGyOC~OIYsvVBpY4cF56drm1bhEgrQwPCh0Q8JEgRPc4el6BfSE2uz2ulXen2RnZ8KIeC2FLMJ9GvP5j6RiJbMY8sFzBQ-9HWn5w__&Key-Pair-Id=KUT5TJCACFTXG","Bellevue School District officials presented an annual elementary‑literacy update detailing curriculum adoptions and early assessment results and asking the board to focus next steps on targeted interventions for students who remain behind.

Dr. Melissa Macias, executive director of teaching and learning, said the district has adopted a suite of materials grounded in the science of reading — including Heggerty (phonemic awareness), UFLI (phonics/phonemic work, spoken in presentations as “You Fly”), the ARC (American Reading Company) core program, and the El Camino phonics program for dual‑language Spanish instruction. The district is also using LETRS professional development for teachers and has embedded GLAD strategies to support multilingual learners.

Amber Anderson, an elementary curriculum developer, said the district uses DIBELS (grades K–2) and STAR (grades 3–5) as its main screeners three times per year. “We have started to see promising results from DIBELS in our early literacy assessment,” Anderson said, noting the district’s combined K–2 DIBELS results improved from the beginning of year to the middle of year. She added that STAR results have been “statistically flat” overall but show small gains for Hispanic students and English learners.

Teaching staff and curriculum developers highlighted classroom‑level changes tied to fidelity of implementation: explicit and systematic phonics instruction, integration of reading and writing, and daily foundational skills practice. Teachers showed classroom examples and student work and described higher engagement under ARC units (zoology, ecology) and routine structures in phonics lessons.

Presenters acknowledged significant remaining gaps. Amber Anderson said two subgroups — students with disabilities and students who identify as Black or African American — are not showing the progress the district needs, and she called for “very concerted” interventions and systemic supports. The district reported that 30–35 educators were enrolled in or had completed LETRS coursework (an intensive, roughly 60‑hour certification series), and officials said districtwide implementation typically takes three to five years.

Board members asked how the district will scale certified training and reach teacher coverage across all elementary classrooms, how to accelerate catch‑up for older students who missed earlier foundational work, and how the district is engaging families around early screening and dyslexia supports. Presenters outlined outreach events, parent-facing materials, and partnerships with community groups to raise awareness of dyslexia screening and supports.

“The implementation part of things is going really quite remarkably well… Our quantitative outcomes are a bit of a mixed bag,” Dr. Macias told the board. District leaders said they will continue to emphasize fidelity of rollout and to build a districtwide MTSS (multi-tiered system of supports) so students who do not catch up in tier‑1 instruction receive structured interventions.","Teaching-and-learning leaders told the board that new literacy curricula and professional development show positive early results on DIBELS K–2 measures, while STAR and other indicators remain flat and gaps persist for students with disabilities and Black/African American students.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6115080,"Bellevue district to implement $20 million in cuts, shift elementary bell times to save transportation costs",282,561000,843000,"/Search/View?dp=1&key=2739908-aa41f066b3f84a66b92b323aba05e28a&start=561&end=843","https://assets.pipeline.soar.com/2739908-aa41f066b3f84a66b92b323aba05e28a/thumbnail_561000.jpg","/articles/6115080/Washington/Bellevue-district-to-implement-20-million-in-cuts-shift-elementary-bell-times-to-save-transportation-costs","https://secure.pipeline.soar.com/6115080-61ca1cca73e8a1e626d08c99e334be2e/orig.mp4?Expires=1770575150&Signature=VNyzNa93WVqyf8~xxe-wACuTVnOtw6417ZDB23vBhYc3OR4ooE8ksauUcwA~pta-0gnIp1Qhiaw2hQ~ejkChnxgSydCRZezIY5KbHV7BBjIChQnL8tiROlhcSJJgA~ttvcAPiMOI8diwe4N1P~9qQcWQrNulRe063MCGMvnY13F~0rLeEc6u~G6uA~4eAtrp6jv62jFrrDBBb~jeOciWHeUd5v9QOlOb8eWf~ogFdLbyTga81sbeMa2f8~ocmn25lZevcaZEiXiWD6Kw2EJVLhLnFKz8NWrWJlf1qRWytkfuzc3IE7J2Z2qJ75BcfuoBl1EFLU9PIjiw31GA25x-~A__&Key-Pair-Id=KUT5TJCACFTXG","Bellevue School District Superintendent Dr. Aramaki announced the start of implementing $20,000,000 in spending reductions and described immediate changes to elementary and middle‑school bell times intended to cut transportation costs and reduce bus miles.

The superintendent said the district has begun job notifications tied to staffing reductions and that administrators are aligning staffing to projected class sizes and caseload targets. “The next hard part in our community is happening right now, which is the implementation of these $20,000,000 of cuts,” Dr. Aramaki said.

District staff presented a plan to move elementary schools to a two‑tier bell schedule (an “early” and a “late” start) so buses can serve schools in tighter geographic zones. The district identified specific elementary changes: Clyde Hill moving from an 8:00 a.m. start to a 9:00 a.m. start; Lake Hills moving earlier and one paired school moving later; and Somerset moving to an 8:00 a.m. start to enable more efficient routing in the south end. For middle schools, staff said modest start/finish adjustments will better align periods between receiving and sending schools.

Staff estimated the elementary-level bell-time changes will save more than $200,000 annually — “equivalent to the cost of an assistant principal or a counselor plus a paraprofessional,” the superintendent said — and reduce annual bus travel by about 42,646 miles. The district said it is coordinating with child‑care partners including the Bellevue Boys & Girls Club and Right at School to provide before- and after‑school options for families affected by schedule shifts.

The superintendent told the board the district has received “a number of emails” from families concerned about Somerset’s move to an earlier start because the school sits on a steep hill. He said the district considered weather and hill conditions and will work with Somerset during inclement weather.

On federal funding and state legislation, Dr. Aramaki told the board the district receives about $12,000,000 in federal funding that supports special education and Title I programs and warned of uncertainty after a federal executive action reported that day. He also said the district is tracking two state bills that would provide new revenue to districts: “senate bill 52 63,” which he said would bring almost $5,000,000 for special education, and “senate bill 51 92,” which he said would bring about $2,400,000 in MSOC (materials, supplies, operating costs) funding.

Board members pressed for better routine review of agenda items that carry financial impact and discussed whether warrant approvals and personnel transactions should be removed from the consent agenda for more deliberation in future meetings.

The district said it will continue community outreach through April and after spring break to explain staffing and bell‑time impacts, and will work with families and staff through the transition period.

The superintendent also confirmed the last day of school for 2024–25 will be Wednesday, June 24, 2025.","Superintendent outlined a plan to implement $20 million in spending reductions, including school bell-time changes and bus-route consolidations that district staff say will save more than $200,000 and reduce bus miles by about 42,646 per year.","actionData","errors"]

Article not found

Parents urge ASL bilingual program and raise IEP concerns; teachers and family members urge stronger literacy supports

Board awards Newport concessions contract, approves major change order and authorizes sale of 10.11‑acre parcel

District cites gains in interim math assessments; piloting Algebra 1 support for newcomers and striving learners

Bellevue reports early gains on K–2 decoding tests amid wider literacy gaps; district stresses implementation and interventions

Bellevue district to implement $20 million in cuts, shift elementary bell times to save transportation costs