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    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/Alaskan 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