Belton ISD is reflecting on our mission, values and beliefs so we can make plans for the future. This process began in Fall 2020 with the adoption of 2020-2021 district goals by the Board of Trustees and the creation of our Journey of a Graduate. Today, with this collective vision of our community’s aspirations for each and every student in hand, a big question remains — how do we get there?
We’re mapping out a strategic plan to answer that question. The process will require help from the entire Big Red Community.
A team of students, staff, parents and community representatives will lead the way. This group will oversee and guide the strategic planning process, including brainstorming ways to get others involved and designing community outreach opportunities.
All community members — parents, students, teachers, staff and tax payers — will have the opportunity to tell us their thoughts on the current state of the district and hope for the future at a Community Summit. The three Summits will each follow the same agenda, so you’re invited to attend the one that works best with your schedule.
From the discussions at the Community Summits, the topics below were identified as warranting deeper conversations. Planning Teams of students, staff, parents and community representatives will further work through these topics and make recommendations to the Steering Team.
We are looking for people with subject matter expertise and also people with passion for these focus areas. If you’re interested in joining one of these Planning Teams and able to commit to attend all six virtual meetings, please email email@example.com.
The Planning Teams will collaborate together virtually from 6-8 p.m. on these dates:
- Wednesday, April 21
- Thursday, April 22
- Wednesday, April 28
- Thursday, April 29
- Wednesday, May 12
- Thursday, May 13
At these meetings, groups will breakout to discuss the specific focus areas below. Each team will work with a facilitator to develop goals, strategies and action items related to its focus area. The Planning Teams’ focus areas include:
Engaging All Voices
A close knit community is maintained through strong partnerships and engaging all voices in two-way communication. High levels of district pride, community trust, and parent satisfaction persist even through rapid growth. Feedback loops create EMPATHY, demonstrate that students, staff and all families are valued, and provide internal and external stakeholders with opportunities for COMMUNICATION and COLLABORATION.
The community invests in district facilities that support rapid growth in student population and prevent overcrowding, particularly in elementary schools. Attendance boundaries are re-evaluated and updated with input from impacted families and the broader community. Ongoing updates are made to existing facilities to keep students safe and support innovation and exceptional learning. Facilities support the growth of academic skills and Journey of a Graduate competencies.
Mastery of academic knowledge and growing Journey of a Graduate competencies are valued over grades and testing. Exceptional professional learning experiences for teachers lead to the development and implementation of personalized instructional strategies for each and every student, preparing them to be competitive in college placement and the workforce. Student ownership of learning, along with opportunities for CRITICAL THINKING will enhance student engagement. Innovative instructional strategies and use of technology enhances student learning outcomes, engagement, and development of the Journey of a Graduate competencies.
Each and Every Student
Each and every student has an equitable opportunity to pursue the future they want, including students living in poverty, students with special needs, and students who are learning to speak English. Supports for students include opportunities for parents to support their child’s learning. EMPATHY, diversity, cultural competency, bilingualism and biliteracy are celebrated. Inclusion is modeled with all families, but especially those families who are often marginalized.
Social and Emotional Support
Teachers support the whole child through trauma-informed practices. Social and emotional supports that promote ADAPTABILITY and PERSEVERANCE are deeply embedded throughout curriculum. School leaders leverage trauma-informed practices to create a culture where staff are socially and emotionally supported, grow professionally, and find meaning and value in their work. District leaders ensure the district feels like a family, where the mental health of students and the adults who support them is prioritized.