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The 4Bs

The Four Bs graphic with Barriers, Believing, Broadcasting, and Belonging

The Interpretation and Implementation of Equity Directives is reflected in the district framework of the 4B’s. The 4B’s (Belief, Belonging, Barriers, and Broadcasting) are not exclusive to equity, but rather are the foundational principles that shape our practice at every level.  The efforts below represent data-driven research and best practices intended to meet district goals in providing equitable access and services to ALL students.

In addition to data evaluation, we adapt Equity programs and resources based on regular feedback from staff, students and community.  We welcome constructive criticism from the community, parents and students who identify the District, a building, or classroom not living up to the values of the 4B’s. Please provide feedback by contacting your school Principal or Superintendent Rundle.

BELIEF

Foster belief in each student in regards to their own, unique potential, and create systems that reflect and support that belief in themselves.  We keep students at the center of all decisions and processes, so that each student feels:  “The adults in this school believe in me.” 

  • Districtwide Resources and Practices: 
    • Positive Behavior Interventions and Supports (PBIS), 
    • District Equity Team
    • EES data - growth-focused language and practice
    • MTSS (Multi Tiered Support System) - data driven meetings focused on problem solving vs labeling
    • Mercer Island Youth and Family Services - in school counselors and external support
       
  • Elementary Resources:
    • Elementary School-Wide Information (SWIS) Data System
       
  • Middle School Resources: 
    • IMS Co-Teaching Practice
       
  • High School Resources: 
    • Career & College Center
    • SnailBlazer Quarterly Awards 
    • No Place for Hate (NPFH)
    • Culturally Responsive Teaching Training
    • Restorative Practices
    • Academic Support Resources
       

BELONGING

We desire that each student, staff, and community member in our schools feels a sense of belonging and can say, “I feel connected to, and reflected in, my school experience.” 

All students and families should feel that they belong in the Mercer Island School District. To achieve this goal, we offer a wide array of academic, athletic and fine arts opportunities, and we support our student-led clubs. Additionally, we work closely with a broad array of community groups and support the work of our PTA councils. Finally, we work with teachers to ensure that all students can see themselves reflected in the curriculum, which fosters a sense of belonging.

  • Elementary Resources:
    • SLAD Playdates
       
  • Middle-School Resources
    • We All Belong Leaders (WEB)
    • School clubs
    • School activities/sports
    • Peer Mentors
    • Gator Time
    • Library Collection and Resources
       
  • High School Resources:
    • Student Led Equity Groups/Clubs
    • Athletics
    • Fine Arts Programs 
    • MIYFS services
    • Islander Hour Advisory 
    • Juneteenth - BSD leads this annual community celebration
    • Peer Mentor, Adapted Sports, Sparkle Cheer
    • Student Council, Leadership
    • Library Collection and Resources
       
Two students working in a classroom at Island Park

Students in a classroom at Island Park working on a classroom assignment.

BARRIERS

We are committed to recognizing and removing barriers that impact student learning and wellness.  We measure, track, and evaluate data to identify disproportionate outcomes, because that data alerts us to the strong possibility that a barrier exists for that student. We then work to identify the barrier and either remove it, or build a bridge such that all students can reach their full potential. We strive for students to be able to say, “When I face a barrier, adults recognize it and work to improve my success.”

BROADCASTING

IMS students in the Commons at the school during lunch

IMS students in the Commons at the school during lunch.

We are committed to developing, encouraging, and promoting student voice, so that students feel an unequivocal recognition and promotion that: “My opinion matters, my perspective is heard, and my growth is celebrated.”