Investments in Professional Learning and Diagnostic Assessments

Standards Based Grading (SBG) is an equitable grading approach that centers a growth mindset and functions as a set of teacher practices that promote student learning across the same content and skills for their respective grade-level; no matter the individual school a student attends or teacher they have.

Transitioning the district to Standards Based Grading is a redesign strategy supported by Highline’s Strategic Plan, and at the height of the COVID-19 Pandemic, partial implementation of standards-based grading was a crucial strategy in supporting student learning and progress toward graduation as some students, families, and our community felt the impacts of remote and hybrid learning.

Leveraging SBG approach in contrast to a traditional grading approach allowed teachers to grade objectively, more easily identify specific areas to grow student learning, and support families in knowing what is expected of their student, consistently and equitably, across various instructional models. Through SBG, students not only had better access to credit recovery opportunities as they returned to learn, but they were able to demonstrate proficiency along an adopted standard in multiple ways over the course of a term; the grading scale starts at 1 (beginning to meet standards) and continues to 4 (exceeding standards) as it relates to the adopted standard for each content area.

As we move into learning recovery and redesign, we intend to build on the existing long-term goals and short-term recovery changes we made to our Districts grading systems in alignment with our Strategic Plan, including fully transitioning to Edupoint and working with families to develop, understand, and utilize the re-designed report card.

If we strengthen the connection between the TLL and DOTS departments adding expertise and capacity in supporting standards-based grading solutions, we will be able to provide effective and timely professional learning and tools to support systemwide SBG implementation in a coherent approach.

In order to support the technical implementation of this system amid increased traffic on our network and infrastructure needs due to continued operation of remote instruction, we are investing in a designated 1.0 in FTE to lead aspects of developing the technical assistance, training, systems and structures within the district. This investment pays for salaries and benefits.

• Investment Period: 2021-22 SY; 2022-23 SY
• Accessing this Resource: This is a braided strategy within DoTs and TL&L and is not available for school-based allocations. 
• Additional FTE & Staff Support: This investment adds 1.0 FTE to our Department of Technology (DoTs) in a Grade Book Application Specialist, to specifically lead and support our transition to Edupoint. 

Building on the curriculum and standards developed and implemented under Standards Based Grading, and in alignment with Highline’s mission to know every student by name, strength, and need, Highline is committed to providing rigorous learning environments that offer flexibility in access, pacing, and proficiency demonstration through remote learning opportunities. For the 2021-22 school year, Highline Virtual Academy provides the only remote learning option for secondary students in response to the Covid-19 pandemic, but is designed to continue for students who thrive in independent, online learning environments. The anticipated investment for the 2021-22 School Year is over $1.6 million, in staffing and salaries, materials and supplies, and software. 

• Investment Period: 2021-22 SY; 2022-23 SY
• Accessing this Resource: This resource is a system-wide investment, covering portions of the HVA budget, and is not available for school allocations.
• Additional FTE & Staff Support: ESSER supports over 10 positions at HVA; including the principal, dean, instructional staff, and office/tech support. 
• Additional Information and Links: HVA Landing Page

In support of both elementary remote learning and our transition to Edupoint under Standards Based Grading, we have invested additional ESSER funds to provide professional learning opportunities and materials for instructional staff. These investments are outlined as follows: 

Prior to the pandemic, the district began developing initiatives and programs focused on adult wellness, as a key retention strategy. The pandemic has further impacted the wellness of our employees, and as with many districts across Washington State, Highline’s workforce has experienced challenges as a result of COVID-19 pandemic, as measured by our district's current recruitment and retention data.  In 2021, the Washington State Legislature passed SHB 1363, requiring districts to adopt policies and allocate resources to address secondary traumatic stress in the K-12 Workforce.

In October 2021, Highline Public Schools adopted Policy 5003 – Staff Wellness, through which the board established key functions of a district-wide workforce mental health committee, to be supported through funds provided by ESSER.

This investment is intended to help support infrastructure towards holistic staff  wellness measures, so that our employees can bring their best and fullest selves in support of our students in the following ways: 

• Investment Period: 2022-23 SY
• Accessing this Resource: This is a braided strategy within Human Resources and is not available for school-based allocations. 
• Additional Information and Links: Board Policy 5003

The pandemic interrupted our leadership pipeline; the strategies funded under ESSER support our work with TNTP and help us restore pathways to school leadership for staff of color in alignment with the 5-Year Strategic Plan for Human Resources, under strategies for creating culturally affirming environments. Developing clear leadership pathways includes providing new administrator training, developing a teacher (cadre) profile, and implementing leadership competencies with a micro-credential option. The total anticipated investment for this initiative during the 2021-22 school year is expected to be $100,000. 

• Investment Period: 2022-23 SY
• Accessing this Resource: This is a braided strategy within Human Resources and is not available for school-based allocations.

In response to feedback from building leaders that challenges in filling vacant positions was creating additional strain on schools, impacting our ability to effectively and safely maintain school operations amid the COVID-19 pandemic, the district strengthened their investment in strategic data analysis and project management within Human Resources.

This investment supports additional project manager/analyst capacity within Human Resources, who will support with projects relating to hiring and retention, such as developing stronger staffing profiles and overseeing ESSER funded projects such as adult wellness, leadership pathways (in partnership with TNTP), and the transition of the district to Frontline (this project was delayed by at least one academic year as the previous project manager in HR was re-allocated to support schools during the COVID-19 pandemic).

These projects will also include analyzing data relating to current hiring, retention, attrition, exit surveys, specifically with an COVID-19 analyst lens, and collaborating with hiring managers and peer mentors in order to design, develop, and implement data-informed hiring and retention strategies that will support schools in becoming more fully staffed and supported as they implement their own response and recovery strategies after the COVID-19 pandemic. 

• Investment Period: 2021-22 SY; 2022-23 SY
• Accessing this Resource: This is a braided strategy within Human Resources.