Washington LEA Academic and Student Well-being Recovery Plan

Please enter your LEA: Highline Public Schools

Please enter the name of the point of contact for this survey: Holly Ferguson

Please enter point of contact email address: holly.ferguson@highlineschools.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

1. Highline Public Schools (LEA name) attests that the School Board approved this plan after allowing for public comment.
   Please enter the date this plan was approved: 5-19-21
2. Highline Public Schools (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: Highline Equity Lens
   Please provide a link to the equity analysis tool used: https://www.highlineschools.org/about/board-policies/policy-details/~board/board-policies/post/procedure-0010-p2-institutional-practices
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: May 25, 2021
   Please provide a link to the posted accessible (i.e., disability and language access) LEA plan: https://www.highlineschools.org/about/official-notices/washington-lea-academic-and-student-well-being-recovery-plan 

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.

4. 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
   [  ] 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)
   [  ] Extracurricular Activities
   [X] High-quality Tutoring
   [X] Inclusionary Practices
   [  ] Mastery Learning/Project-Based learning
   [X] Multi-tiered System of Supports
   [X] Narrowing Standards
   [X] Professional Learning
   [X] SEL and Mental Health Supports
   [X] 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

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.

5. 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
   [  ] 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)
   [  ] EasyCBM
   [  ] FAST (Formative Assessment System for Teachers)
   [  ] Fountas & Pinnell
   [  ] Gates Macginitie
   [  ] GMADE
   [  ] GOLD (WaKids)
   [  ] GRADE
   [X] iReady
   [X] IRLA
   [  ] iStation
   [  ] ITBS (Iowa Test of Basic Skills)
   [  ] IXL
   [  ] KARK (Kindergarten Assessment Resource Kit)
   [  ] 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
   [X] Running Records
   [X] Sight Words
   [  ] Smarter Balanced ELA Interim Assessments
   [X] Smarter Balanced ELA Summative Assessments
   [  ] 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
   [X] Teacher Recommendation
   [  ] Universal Screener list of tools
   [  ] Universal Screener Guide
   [X] WA-KIDS
   [X] WIDA MODEL for Kindergarten
   [X] WIDA MODEL (Grades 1-12)
   [X] Other Panorama Education School Climate Survey
   
   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)
   [X] Other - Write In (Required) DESSA SEL Assessment, SBIRT (King County)
   [X] Panorama Education School Climate Survey
   [  ] Student COVID Impact Surveys
   [X] SWIS
   [X] Teacher Made Assessment/District Made Assessment/Classroom Based Assessment
   [X] Teacher Recommendation
   [  ] Universal Screener list of tools
   [X] Universal Screener Guide
   [  ] WA-KIDS
   [X] Well-being resources
6. For each academic diagnostic assessment predominantly used across your LEA, please select all grade levels using that assessment.
   Academic Diagnostic Assessment

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

8. 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)
[X] Advisory Groups
[X] Surveys

9. 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
   [X] Asian
   [X] Black/African American
   [X] Hispanic/Latino of any race(s)
   [X] Native Hawaiian/Other Pacific Islander
   [X] Two or More Races
   [X] White
   [X] English language learners
   [X] Low-income
   [X] Students with disabilities
   [X] Students experiencing homelessness
   [X] Students in foster care

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

10. 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)

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

12. Please select the specific grade(s) in which the strategies/interventions are implemented for the identified student groups.

13. 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.”

Highline has hired a project manager specifically focused on equity, with a goal of aligning our various equity initiative. Regular School Board/Cabinet retreats focused on disaggregated data. Regular review and updates to our Equity Policy and Procedures (Policy & Procedure 0010).

14. 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.
15. 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. What can we learn from other districts about authentically targeting student groups, especially racial groups, in a diverse district such as ours?
    Learning from other districts about specific academic interventions and supports they are providing for students who are in foster care or who qualify for McKinney-Vento status.