Each school district in the State of Washington is required to develop an Academic and Student Well-Being Recovery Plan for the 2021-2022 School Year. This plan must be approved by the school board and turned into the state by June 1, 2021. The district is posting the plan prior to being approved by the school board to gather input from our students, families, and community. This plan will be reviewed and updated throughout the 2021-2022 school year as the district strives for continuous improvements for meeting the needs of all students.

The district plan must ensure educational equity:

  • Goes beyond equality; it requires education leaders to examine the ways current policies and practices result in disparate outcomes for our students of color, students living in poverty, students receiving special education and/or English Learner services, students who identify as LGBTQ+, and highly mobile student populations.

  • Requires education leaders to develop an understanding of historical contexts; engage students, families, and community representatives as partners in decision making; and actively dismantle systemic barriers, replacing them with policies and practices that ensure all students have access to the instruction and support they need to succeed in our schools.

 Key Themes of the district plan include:

  1. Student Well-Being

  2. Student and Family Voice

  3. Professional Learning

  4. Recovery and Acceleration

  5. Diagnostic Tools

  6. Community Partnerships

The district is asking for student and family feedback on our plan so that we can provide the right mental, physical, and academic supports for all of our students. After reading through the plan below please take a couple of minutes to provide feedback via this survey.

Click here to take the survey.

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.

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?

  1. Additional Instructional Time Before or After School

  2. Summer School

  3. Building Relationships

  4. Common Assessments

  5. Equitable Grading Practices

  6. Extracurricular Activities

  7. Inclusionary Practices

  8. Multi-tiered System of Supports

  9. Professional Learning

  10. SEL and Mental Health Supports

  11. Strategic Staffing (teacher advocates, advisory, looping)

  12. Student Voice and Perception

  13. Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-

    secondary/career/beyond)

  14. Other Emerging Bi-Lingual Curriculum, small group instruction, differentiated

    instructional materials

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.

Please list the academic diagnostic assessments predominantly used in each grade level in your LEA to monitor, assess, and target supports for student learning. For each academic diagnostic assessment used across the LEA, please indicate all grade levels using that assessment along with the frequency with which each diagnostic tool is used to monitor, assess, and target supports for student learning.

Academic Diagnostic Assessments

K-8 / Curriculum-Based Assessments

K-6 / Fountas & Pinnell

K / GOLD (WaKids)

1-6 / iReady

7-10 / MAP Math

7-10 / MAP Reading

K-2 / OSPI Screeners for Literacy Skills Associated with Dyslexia

K-6 / Running Records

K-3 / Sight Words

7-8, 10-11 / Smarter Balanced ELA Interim Assessments

7-8, 10-11 / Smarter Balanced Math Interim Assessments

K-12 / Teacher Made Assessment/District Made Assessment/Classroom Based Assessment

K-12 / Teacher Recommendation

3-12 / WA-AIM

K-12 / ELPA

K-12 / IXL

Once per School Year

X

X

X

X

X

X

Multiple Times per School Year

X

X

X

X

X

X

X

X

X

X

Please list 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. For each well-being diagnostic assessment predominantly used across your LEA, please indicate all grade levels using that assessment along with the frequency with which each diagnostic tool is used to monitor, assess, and target supports for student well-being.

Well-Being Diagnostic Assessments

Student COVID Impact Surveys

Teacher Recommendation

WA-KIDS

Well-being resources

Special Education Evals

Family check-in/call families

Family surveys

Attendance

WASA Inclusionary Survey

Health and Wellness referral

Pathways

Grade(s)

6-12

K-12

K

K-12

K-12

K-12

K-12

K-12

3, 7, 9

K-12

K-12

Once per School Year

X

X

X

X

X

Multiple Times per School Year

X

X

X

X

X

X

Student and Family Voice

In what ways did your LEA include the following voices in the development of this plan?  (Student, Family, and Community Organizations)

  1. Online Surveys

  2. School Board Meeting Public Comment

Strategic Supports for Students

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?

  1. Hispanic/Latino of any race(s)

  2. Two or More Races

  3. English language learners

  4. Low-income

  5. Students with disabilities

  6. LGBTQ+ Students

  7. LAP & Title Students

Strategic Supports for Identified Student Groups

This section gathers details regarding the strategic supports provided to student groups, not universal supports. Please list the specific student group(s) for whom the strategies/interventions are implemented along with the specific grade(s) in which they are implemented.

Strategies

Additional Instructional Time Before or After School

Additional School Days

Summer School

Early Learning (K-4 literacy)

Inclusionary Practices

Multi-tiered System of Supports

Professional Learning

SEL and Mental Health Supports

Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/ career/beyond)

Student Group(s)

All

English language learners

All

All

Students with disabilities

All

English language learners

All

All

Grade(s)

K-12

K-6

K-12

K-4

K-12

K-12

K-8

K-12

K-12

Monitoring Student Progress

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.

The White Salmon Valley School District will apply the equity analysis tool along with the Plan-Do-Study-Act model to monitor student academic and well-being growth. Monitoring will occur five times throughout the year to review progress and ensure continuous improvement. Based on the monitoring data, and with teacher, parent and student input, the Recovery Plan and strategic supports will be adjusted to better meet the needs of the whole child.

Equity Analysis Tool - English
Equity Analysis Tool - Spanish

Supports for Strategies/Interventions

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.

  1. Providing student health and wellness support through our onsite Health and Wellness Center

  2. K-2 supports for ELL/LAP

  3. Providing student supports through our district 21 Century Community after school

    program.

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.

  1. Supports for implementing MTSS

  2. K-12 Literacy

  3. Student voice and perception