Lake Washington Academic and Student Well-Being Recovery Plan

Each public school district in Washington State is required by the state Legislature and by Congress to create and submit an Academic and Student Well-being Recovery Plan by June 1, 2021. The goal of the plan is to identify which students and student groups need additional academic and well-being supports, define how those supports will be provided, and plan for recovery and acceleration of student learning and well-being over the summer, into the fall, and beyond.  

In addition, districts are required to use an equity analysis tool in the development of the plan.

By June 1, 2021, districts must submit their plans via an online survey to the Office of Superintendent of Public Instruction (OSPI). OSPI has provided a series of required questions to which districts must respond. The survey with responses to these questions is the formal plan that we submit to OSPI. Two important notes:  

  • Assessment data is used to determine which students in each of the identified groups need the supports identified in the plan. Not all students in each of these groups will necessarily receive these supports.  
  • This plan is not inclusive of all the district’s efforts to support students. Additional strategies are a part of our larger district strategic plan.   

You can find the Academic and Student Well-Being Recovery plan that Lake Washington School District will submit to the Office of Superintendent of public instruction below.
 

Part I: LEA Information

Please enter your LEA: Lake Washington School District

Please enter the name of the point of contact for this survey: Mike VanOrden

Please enter point of contact email address: mvanorden@lwsd.org
OSPI will use this email for questions regarding the contents of this survey.

Please enter the grade levels served by your LEA: PK-12

Part II: Attestations and Public Posting

  1. Lake Washington School District (LEA name) attests that the School Board approved this plan after allowing for public comment.
    Please enter the date this plan was approved:
  2. Yes (LEA name) attests that an equity analysis tool was used in the development of this plan.
    Please provide the name of the equity analysis tool used: Lake Washington Equity Analysis Tool (adapted from Seattle Public Schools' tool)
    Please provide a link to the equity analysis tool used: To be posted with final plan following Board approval
  3. Plans must be posted on each LEA’s website after School Board approval. Please enter the date this plan was posted on your LEA website: To be posted 5/18

    Please provide a link to the posted accessible (i.e., disability and language access) LEA plan: Final plan to be posted following Board approval. Draft plan posted here

Part III: Universal Supports for All Students

LEA-wide universal supports are supports available to all students in an LEA or to all students in select grade level(s) of an LEA.

  1. What LEA-wide universal supports are currently being provided or will be provided in the future to address gaps in student learning and well-being? (Select all that apply)
     
      Acceleration Academy
    X Additional Instructional Time Before or After School
      Additional School Days
      Balanced Calendar
    X Summer School
    X Building Relationships
    X Common Assessments
    X Early Learning (K-4 literacy)
    X Equitable Grading Practices
    X Extended Day Partnerships (CBOs)
    X Extracurricular Activities
    X High-quality Tutoring
    X Inclusionary Practices
      Mastery Learning/Project-Based learning
    X Multi-tiered System of Supports
      Narrowing Standards
    X Professional Learning
    X SEL and Mental Health Supports
      Strategic Staffing (teacher advocates, advisory, looping)
    X Student Voice and Perception
    X Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/career/beyond)
      Other

Part IV: Diagnostic Assessments

Diagnostic assessment is a particular type of formative assessment intended to help educators identify students’ specific knowledge, skills, and understanding in order to build on each student’s strengths and specific needs. Because of their domain specificity and design, diagnostic assessments can guide curriculum planning in more specific ways than most summative assessments.

  1. Please select the academic diagnostic assessments predominantly used in each grade level in your LEA to monitor, assess, and target supports for student learning. The list below is not exhaustive and contains places to include diagnostics not listed.
      Academic Diagnostic Assessments
      Academic Diagnostic Assessments
      Accelerated Reader (AR)
      AIMSweb
      Amplify Insight (CCSS)
      Assessment and Learning in Knowledge Spaced (ALEKS)
      CPAA (NWEA)
    X Curriculum-Based Assessments (e.g., Macmillan/McGraw-Hill, Math180, MobyMax, Rocket Math, TenMarks)
      DIBELS
      Discovery Education Predictive Assessment
      DRA (Developmental Reading Assessment)
      DRP (Degrees of Reading Power)
    X EasyCBM
    X FAST (Formative Assessment System for Teachers)
      Fountas & Pinnell
      Gates Macginitie
      GMADE
      GOLD (WaKids)
      GRADE
      iReady
      IRLA
      iStation
      ITBS (Iowa Test of Basic Skills)
      IXL
      KARK (Kindergarten Assessment Resource Kit)
    X Lexia
      MAP Math
      MAP Reading
      Mastery Connect
      McLeod Assessment of Reading Comprehension
    X OSPI Screeners for Literacy Skills Associated with Dyslexia
      PALS
      Read 180 (assessment tools)
      Read Well
      Really Great Reading - Diagnostic Decoding Surveys
      Running Records
      Sight Words
    X Smarter Balanced ELA Interim Assessments
    X Smarter Balanced ELA Summative Assessments
    X Smarter Balanced Math Interim Assessments
    X Smarter Balanced Math Summative Assessments
      SMI (Scholastic Math Inventory SAM/MI)
      SPI (Scholastic Phonics Inventory SAM/PI)
      SpringBoard Assessments
      SRI (Scholastic Reading Inventory SAM/RI)
      STAR Early Literacy
      STAR Math
      STAR Reading
      Success for All (SFA)
      SuccessNet
    X Teacher Made Assessment/District Made Assessment/Classroom Based Assessment
      Teacher Recommendation
      Universal Screener list of tools
      Universal Screener Guide
    X WA-KIDS
    X WIDA MODEL for Kindergarten
    X WIDA MODEL (Grades 1-12)
      Other

    Please select the well-being diagnostic assessments predominantly used in each grade level in your LEA to monitor, assess, and target supports for student well-being. Well-being includes but is not limited to mental health and social-emotional learning. The list below is not exhaustive and contains places to include diagnostics not listed.

      Well-Being Diagnostic Assessments
      ACE
      Amplify Insight (CCSS)
      CEE
      Curriculum-Based Assessments (e.g., Macmillan/McGraw-Hill, Math180, MobyMax, Rocket Math, TenMarks)
      Other - Write In (Required)
    X Panorama Education School Climate Survey
      Student COVID Impact Surveys
    X SWIS
      Teacher Made Assessment/District Made Assessment/Classroom Based Assessment
      Teacher Recommendation
      Universal Screener list of tools
      Universal Screener Guide
    X WA-KIDS
     

    Well-being resources

  2. For each academic diagnostic assessment predominantly used across your LEA, please select all grade levels using that assessment.

      Academic Diagnostic Assessments Grade(s)
      Accelerated Reader (AR)  
      AIMSweb  
      Amplify Insight (CCSS)  
    X Assessment and Learning in Knowledge Spaced (ALEKS) 6-8
      CPAA (NWEA)  
    X Curriculum-Based Assessments (e.g., Macmillan/McGraw-Hill, Math180, MobyMax, Rocket Math, TenMarks) PK-12
      DIBELS  
      Discovery Education Predictive Assessment  
      DRA (Developmental Reading Assessment)  
      DRP (Degrees of Reading Power)  
    X EasyCBM K-12
    X FAST (Formative Assessment System for Teachers) K-8
      Fountas & Pinnell  
      Gates Macginitie  
      GMADE  
    X GOLD (WaKids) P
      GRADE  
      iReady  
      IRLA  
      iStation  
      ITBS (Iowa Test of Basic Skills)  
      IXL  
      KARK (Kindergarten Assessment Resource Kit)  
    X Lexia K-8
      MAP Math  
      MAP Reading  
      Mastery Connect  
      McLeod Assessment of Reading Comprehension  
    X OSPI Screeners for Literacy Skills Associated with Dyslexia K-8
      PALS  
      Read 180 (assessment tools)  
      Read Well  
      Really Great Reading - Diagnostic Decoding Surveys  
      Running Records  
      Sight Words  
    X Smarter Balanced ELA Interim Assessments 3-10
    X Smarter Balanced ELA Summative Assessments 3-10
    X Smarter Balanced Math Interim Assessments 3-10
    X Smarter Balanced Math Summative Assessments 3-10
      SMI (Scholastic Math Inventory SAM/MI)  
      SPI (Scholastic Phonics Inventory SAM/PI)  
      SpringBoard Assessments  
      SRI (Scholastic Reading Inventory SAM/RI)  
      STAR Early Literacy  
      STAR Math  
      STAR Reading  
      Success for All (SFA)  
      Academic Diagnostic Assessments  
      Grade(s)  
      SuccessNet  
    X Teacher Made Assessment/District Made Assessment/Classroom Based Assessment PK-12
      Teacher Recommendation  
      Universal Screener list of tools  
      Universal Screener Guide  
    X WA-KIDS K
    X WIDA MODEL for Kindergarten K
    X WIDA MODEL (Grades 1-12) 1-12
    X Other FAST Bridge Literacy and Math K-8

    For each well-being diagnostic assessment predominantly used across your LEA, please select all grade levels using that assessment.

      Well-Being Diagnostic Assessments Grade(s)
      ACE  
      Amplify Insight (CCSS)  
      CEE  
      Curriculum-Based Assessments (e.g., Macmillan/McGraw-Hill, Math180, MobyMax, Rocket Math, TenMarks)  
      Other - Write In (Required)  
    X Panorama Education School Climate Survey 3-12
      Student COVID Impact Surveys  
    X SWIS K-12
      Teacher Made Assessment/District Made Assessment/Classroom Based Assessment  
      Teacher Recommendation  
      Universal Screener list of tools  
      Universal Screener Guide  
    X WA-KIDS K
    X Well-being resources 6-8 SBIRT

  3. For each academic diagnostic assessment used across your LEA, please select the frequency with which each diagnostic tool is used to monitor, assess, and target supports for student learning.

      Academic Diagnostic Assessments Grade(s) Once per School Year Multiple Times per School Year
      Accelerated Reader (AR)      
      AIMSweb      
      Amplify Insight (CCSS)      
    X Assessment and Learning in Knowledge Spaced (ALEKS) 6-8   X
      CPAA (NWEA)      
    X Curriculum-Based Assessments (e.g., Macmillan/McGraw-Hill, Math180, MobyMax, Rocket Math, TenMarks) K-12   X
      DIBELS      
      Discovery Education Predictive Assessment      
      DRA (Developmental Reading Assessment)      
      DRP (Degrees of Reading Power)      
    X EasyCBM K-12   X
    X FAST (Formative Assessment System for Teachers) K-8   X
      Fountas & Pinnell      
      Gates Macginitie      
      GMADE      
      GOLD (WaKids) PK   X
      GRADE      
      iReady      
      IRLA      
      iStation      
      ITBS (Iowa Test of Basic Skills)      
      IXL      
      KARK (Kindergarten Assessment Resource Kit)      
    X Lexia K-8   X
      MAP Math      
      MAP Reading      
      Mastery Connect      
      McLeod Assessment of Reading Comprehension      
    X OSPI Screeners for Literacy Skills Associated with Dyslexia K-8   X
      PALS      
      Read 180 (assessment tools)      
      Read Well      
      Really Great Reading - Diagnostic Decoding Surveys      
      Running Records      
      Sight Words      
    X Smarter Balanced ELA Interim Assessments 3-10   X
    X Smarter Balanced ELA Summative Assessments 3-10 X  
    X Smarter Balanced Math Interim Assessments 3-10   X
    X Smarter Balanced Math Summative Assessments 3-10 X  
      SMI (Scholastic Math Inventory SAM/MI)      
      SPI (Scholastic Phonics Inventory SAM/PI)      
      SpringBoard Assessments      
      SRI (Scholastic Reading Inventory SAM/RI)      
      STAR Early Literacy      
      STAR Math      
      STAR Reading      
      Success for All (SFA)      
      SuccessNet      
    X Teacher Made Assessment/District Made Assessment/Classroom Based Assessment PK-12   X
      Teacher Recommendation      
      Universal Screener list of tools      
      Universal Screener Guide      
    X WA-KIDS K X  
    X WIDA MODEL for Kindergarten K X  
    X WIDA MODEL (Grades 1-12) 1-12 X  
      Other      

    For each well-being diagnostic assessment used across your LEA, please select the frequency with which each diagnostic tool is used to monitor, assess, and target supports for student well-being. Well-being includes but is not limited to mental health and social-emotional learning.

      Well-Being Diagnostic Assessments Grade(s) Once per School Year Multiple Times per School Year
      ACE      
      Amplify Insight (CCSS)      
      CEE      
      Curriculum-Based Assessments (e.g., Macmillan/McGraw-Hill, Math180, MobyMax, Rocket Math, TenMarks)      
      Other - Write In (Required)      
    X Panorama Education School Climate Survey 3-12   X
      Student COVID Impact Surveys      
    X SWIS K-12   X
      Teacher Made Assessment/District Made Assessment/Classroom Based Assessment      
      Teacher Recommendation      
      Universal Screener list of tools      
      Universal Screener Guide      
    X WA-KIDS K X  
    X Well-being resources 6-8 X  

Part V: Student and Family Voice

  1. In what ways did your LEA include the following voices in the development of this plan?
    (Student, Family, and Community Organizations)
  • Interviews
  • Conferences (in-person and/or virtual)
  • Advisory Groups
  • Surveys

Part VI: Strategic Supports for Students

  1. Based on your LEA's review of equity analysis and student diagnostic assessment results, what student groups need additional time, support, and/or extracurricular activities for academic growth and/or for student well-being? (Select all that apply) 
    X American Indian/Alaska Native
      Asian
    X Black/African American
    X Hispanic/Latino of any race(s)
      Native Hawaiian/Other Pacific Islander
      Two or More Races
      White
    X English language learners
    X Low-income
    X Students with disabilities
    X Students experiencing homelessness
    X Students in foster care

Part VII: Strategic Supports for Identified Student Groups

This section gathers details regarding the strategic supports provided to student groups, not universal supports provided under Part III of this survey.

  1. Please select the specific strategies/interventions implemented to support student groups identified in your LEA’s review of the equity analysis and student diagnostic assessment results. (Select all that apply)
      Strategies
      Acceleration Academy
    X Additional Instructional Time
      Before or After School
      Additional School Days
      Balanced Calendar
    X Summer School
    X Building Relationships
    X Common Assessments
    X Early Learning (K-4 literacy)
      Equitable Grading Practices
    X Extended Day Partnerships (CBOs)
    X Extracurricular Activities
    X High-quality Tutoring
    X Inclusionary Practices
      Mastery Learning/Project-Based learning
    X Multi-tiered System of Supports
      Narrowing Standards
    X Professional Learning
    X SEL and Mental Health Supports
      Strategic Staffing (teacher advocates, advisory, looping)
    X Student Voice and Perception
    X Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/ career/beyond)

  2. Please select the specific student group(s) for whom the strategies/interventions are implemented.

      Strategies Student Group(s)
      Acceleration Academy  
    X Additional Instructional Time
    Before or After School    		 Students with disabilities
      Additional School Days  
      Balanced Calendar  
    X Summer School American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care
    X Building Relationships Black/African American, Hispanic/Latino
    X Common Assessments American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care
    X Early Learning (K-4 literacy) American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care
    X Equitable Grading Practices American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care
    X Extended Day Partnerships (CBOs) American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care
    X Extracurricular Activities American Indian/Alaska Native
    X High-quality Tutoring Students with disabilities
    X Inclusionary Practices Students with disabilities
      Mastery Learning/Project-Based learning  
    X Multi-tiered System of Supports American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care
      Narrowing Standards  
    X Professional Learning American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care
    X SEL and Mental Health Supports American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care
      Strategic Staffing (teacher advocates, advisory, looping)  
    X Student Voice and Perception American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care
    X Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/ career/beyond) American Indian/Alaska Native, Black/African American, Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care
  3. Please select the specific grade(s) in which the strategies/interventions are implemented for the identified student groups.
      Strategies Student Group(s) Grade(s)
      Acceleration Academy    
    X Additional Instructional Time
    Before or After School    		 Students with disabilities PK-12
      Additional School Days    
      Balanced Calendar    
    X Summer School American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care PK-12
    X Building Relationships Black/African American, Hispanic/Latino 6-12
    X Common Assessments American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care PK-12
    X Early Learning (K-4 literacy) American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care PK-2
    X Equitable Grading Practices American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care 6-12
    X Extended Day Partnerships (CBOs) American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care PK-5
    X Extracurricular Activities American Indian/Alaska Native K-12
    X High-quality Tutoring Students with disabilities K-12
    X Inclusionary Practices Students with disabilities PK-12
      Mastery Learning/Project-Based learning    
    X Multi-tiered System of Supports American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care PK-12
      Narrowing Standards    
    X Professional Learning American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care PK-12
    X SEL and Mental Health Supports American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care K-12
      Strategic Staffing (teacher advocates, advisory, looping)    
    X Student Voice and Perception American Indian/Alaska Native, Black/African American , Hispanic/Latino, English language learners, low-income, students with disabilities, students experiencing homelessness, students in foster care 3-12
    X Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/ career/beyond) Special Education, English Language Learner PK-8

Part VII: Monitoring Student Progress

  1. Describe how your LEA will consistently apply the selected equity analysis and diagnostic assessments to evaluate and monitor student progress and effectiveness of the strategies/interventions implemented to address gaps in student learning and well-being.

    For example:
    "Our district uses an equity analysis process every three months to monitor progress, adjust strategies and identify student learning gaps."

    Our district and each school will monitor progress using our diagnostic assessments at least three times per year. School and district teams will use results from these assessments to make adjustments to strategies and interventions or provide additional supports. At the district level the results are used to identify supports needed by schools. At the school level the results are used to make adjustments or provide supports at the school, classroom, or individual student level. In addition, the district and schools will use an equity analysis process each quarter to adjust strategies and identify student learning gaps.

Part VIII: Supports for Strategies/Interventions

  1. Of the strategies/interventions your LEA has implemented or is planning to implement, identify up to three in which your LEA has the knowledge, skills, and capacity to mentor another LEA.
  • MTSS
  • SEL and Mental Health Supports
  1. Of the strategies/interventions your LEA has implemented or is planning to implement, please identify up to three strategies for which your LEA needs more support.
  • High Quality Tutoring
  • Equitable Grading Practice
  • Inclusive Practices