Student Academic and Well-Being Recovery Plan and Survey

Six design principles have been referenced in the development of our Academic and Student Well-Being Plan. These principles are borrowed from the Spencer Foundation and that organization’s mission to invest in education research that cultivates learning and improves lives.  In the Foundation’s May 2021 “What We’re Learning” report, the Spencer Foundation suggests that the six design principles listed below are “essential for creating intellectually rigorous and equitable learning settings” and can be used as a framework for identifying the goals and practices for summer learning and beyond.  The six principles are:  

1. Center Relationships
2. Create a Culture of Affirmation and Belonging
3. Build From Students’ Interests and Take a Whole Child Approach to Their Development
4. Engage Students’ and Families’ Knowledge in Disciplinary Learning
5. Provide Creative, Inquiry-Based Forms of Learning
6. Address Educator Needs and Learning

In Northshore, we believe we are compelled to develop an Academic and Student Well-Being plan because it is the right thing to do.  The plan confirms our commitment to racial and educational justice, and our ongoing efforts to create a safe, caring, and mutually respectful environment within our school district community so that all students, families and staff feel welcomed, valued and affirmed.  Naming the need to analyze diagnostic data, identify students who may benefit from academic and well-being support, and implement various strategies to ensure students thrive acknowledges the thoughts and concerns voiced by our students, parents, and guardians as we are emerging from a school year impacted by a global pandemic.

Further, our Academic and Well-Being Plan is integral to our Multi-Tiered System of Supports (MTSS) Whole Child Framework. The MTSS Whole Child Framework is an organizing framework that uses specific data sources to inform decisions coordinating diverse academic, behavioral and social resources to meet the needs of each and every student in a dynamic and timely fashion.  Northshore’s MTSS Whole Child Framework includes three tiers of academic and behavioral support: universal, targeted and intensive.  The image below is a common visual representation of the MTSS Whole Child Framework.

School districts must submit their initial plan via an online survey to the Office of Superintendent of Public Instruction (OSPI) by June 1, 2021.  Plans may be submitted only after School Board approval.  Northshore’s School Board reviewed our Plan during the May 24, 2021 School Board Meeting.

OSPI has provided a series of required questions to which districts must respond.  Responses to these questions is the formal plan that will be submitted to OSPI. Of note:  

• 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 may not reflect all of Northshore's efforts to support students. Additional strategies are a part of our Strategic Plan, and also include the involvement of parents, guardians, and community partners.

As part of the Plan development, districts are required to use an equity analysis tool in the development of the plan.  Northshore developed and will continue to use the Northshore Racial and Educational Justice Checklist as part of our equity analysis.  OSPI, in its recently published FAQ: Academic and Student-Well Being Recovery Plan document, recognizes that the timeline for developing plans may not provide sufficient time to complete a thorough and comprehensive equity analysis.  To ensure we proceed in a conscientious manner, we will begin in our equity analysis in June 2021 and continue it through October 2021.  This timing aligns with the development of school-based Strategic Action Plans and will enable school teams to thoughtfully identify students for academic and well-being supports intended to close any learning gaps surfacing as we reopen schools.

The Northshore School District Academic and Student Well-Being Recovery is outlined below.

School Districts are required to identify the particular types of formative and summative assessments used to help educators identify students’ specific knowledge, skills and understanding in order to build upon each students’ strengths and specific needs.  Formative assessments are used to inform instruction, while summative assessments are used to determine a student’s mastery of concepts, content, and skills.  Northshore is committed to using a variety of diagnostic assessment tools.  Some diagnostic tools are included in approved curriculum, used to qualify students for certain programs such as HiCap or Special Education, or are required by the State.

School Districts are required to engage students and families in the development of their Academic and Student-Well Being Plan.  Throughout the school year, the Superintendent engages with students, parents, guardians, and community members through a variety of forums.

• Student Board: Members of each high school’s Associated Student Body (ASB) meet with the Superintendent to share ideas and offer suggestions for how to improve students’ experience in school.
• Coffee with the Superintendent: During these, the Superintendent meets with any community member who wishes to attend to ask questions or offer ideas and solutions. She makes time to speak with a "Muslim Mom" group, Spanish-speaking families, and an ad hoc group that meets regularly to ask questions and share ideas.
• Conversations with the Board: School Board members hold listening sessions with any community member who wishes to attend. They also meet with Spanish-speaking families who receive the assistance of interpreters when needed.
• Superintendent Meet and Greets: The Superintendent holds a Meet and Greet at every school each year. Parents and guardians are able to ask questions and offer ideas and solutions on any range of topics related to their child's education.

Information gathered during the past year through these stakeholder sessions have informed Northshore’s planning.  Additionally, an Academic and Student Welll-Being Plan survey was conducted between May 7 and May 20 seeking input from students, parents, and guardians about the type of support they would like to see incorporated into the plan.

As 12:00 p.m. on May 20, 2021, a total of 2,630 responses were logged from students and parents.  Of those 2630 responses received:

• 713 were submitted by students in grades K-5
• 681 were submitted by students in grades 6-8
• 565 were submitted by students in grades 9-12
• 671 were submitted by parents

Of the total 2630 responses, 1616 survey participants indicated that they would participate or, if responding as a parent would have their student participate, in any academic or well-being support offered.

School districts are required to conduct an equity analysis and review of student diagnostic assessment results, and use those findings to identify specific strategies or interventions to support different student groups.

Based on our initial review of general student assessment data included in the regular review of progress toward each school’s Strategic Action Plan and also upon our belief that every student will benefit in some way from additional academic and well-being support, we have identified the following strategies and interventions, students groups, and grade levels:

As indicated above, there are three phases to each school district’s Academic and Student Well-Being Plan: June 2021, November 2021, and April 2022.  This phased approach to implementing is intended to be responsive to timing and capacity concerns of school districts.

In Northshore, we believe a phased approach to our Plan enables us to be as responsive as possible to students’ needs.  Implementing near-term strategies such as Summer School ensures students who will benefit from extra help over the summer have access to that opportunity.  Developing transition activities to benefit all students (for example: school tours or time to meet teachers, school staff, and new classmates) means we can use our Plan to support the transition to in-person learning for every student five days a week.  Engaging in an equity analysis over the late spring and early fall months means we will use the most up-to-date assessment data to identify students for additional support in the fall and beyond.

A phased approach to our Academic and Student Well-Being Recovery Plan enables us to tap into an important community resource: our parents, guardians and community partners.  As we plan forward to ensure each student has the support they need to thrive, we want to be sure there are resources such as webinars and online materials for parents to access in service of their student.  Additionally, we want to thoughtfully explore the possibility of inviting interested parents, guardians, and community partners into schools to provide in-person volunteer tutoring, mentoring, or other support for students.

Districts in Washington State will receive funds through the American Rescue Plan (ARP).  These funds are intended to help schools safely reopen and recover from COVID.  Twenty percent (20%) of the ARP funds must be dedicated to academic and student well-being plans.  These one-time only funds may be used over the next three school years.