Academic & Student Well-Being Recovery Plan

2. Part I: LEA Information

Please enter your LEA: Kelso School District

Please enter the name of the point of contact for this survey: Mary Beth Tack

Grade levels served by your LEA: Kindergarten through 12th grade

3. Part II: Attestations and Public Posting

  1. Kelso School District attests that the School Board approved this plan after allowing for public comment. 

  • Yes

Date this plan was approved by the School Board: 05/17/2021

  1. Kelso School District attests that an equity analysis tool was used in the development of this plan.

  • Yes

Name of the equity analysis tool used: Shoreline Equity Tool

  1. 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: 05/18/2021

Link to the posted accessible LEA plan: bit.ly/ksd-recovery-plan

4. Part III: Universal Supports for All Students

  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?

  • Acceleration Academy

  • Additional Instructional Time Before or After School

  • Summer School

  • Building Relationships

  • Common Assessments

  • Early Learning (K-4 literacy)

  • 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)

5. Part IV: Diagnostic Assessments

  1. Academic diagnostic assessments predominantly used in each grade level in your LEA to monitor, assess, and target supports for student learning.

  • Accelerated Reader (AR)

  • Curriculum-Based Assessments (e.g., Macmillan/McGraw-Hill, Math180, MobyMax, Rocket Math, TenMarks)

  • DIBELS

  • GOLD (WaKids)

  • Read 180 (assessment tools)

  • Running Records

  • Sight Words

  • Smarter Balanced ELA Interim Assessments

  • Smarter Balanced ELA Summative Assessments

  • Smarter Balanced Math Interim Assessments

  • Smarter Balanced Math Summative Assessments

  • SRI (Scholastic Reading Inventory SAM/RI)

  • STAR Early Literacy

  • STAR Math

  • STAR Reading

  • Teacher Made Assessment/District Made Assessment/Classroom Based Assessment

  • WA-KIDS

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.

  • Student COVID Impact Surveys

  • SWIS

  • Teacher Made Assessment/District Made Assessment/Classroom Based Assessment

  • Teacher Recommendation

  • WA-KIDS

6. Part IV: Diagnostic Assessments

  1. For each academic diagnostic assessment predominantly used across your LEA, please select all grade levels using that assessment.

Column piped from question 5.

  • Accelerated Reader (AR): K-8

  • Curriculum-Based Assessments (e.g. Macmillan/McGraw-Hill, Math180, MobyMax, Rocket Math, TenMarks): K-8

  • DIBELS: K-5

  • GOLD (WaKids): K

  • Read180 (assessment tools): 6-12

  • Running Records: K-5

  • Sight Words: K-5

  • Smarter Balanced ELA Interim Assessments: 3-12

  • Smarter Balanced ELA Summative Assessments: 3-12

  • Smarter Balanced Math Interim Assessments: 3-12

  • Smarter Balanced Summative Assessments: 3-8 and 10

  • SRI (Scholastic Reading Inventory SAM/RI): 6-12

  • STAR Early Literacy: K-2

  • STAR Math: K-8

  • STAR Reading: K-8

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

  • WA-KIDS: K

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

  • Student COVID Impact Surveys: 6-12

  • SWIS: K-8

  • Teacher Made Assessment/District Made Assessment/Classroom Based Assessment: K and 6-12

  • Teacher Recommendation: K-12

  • WA-KIDS: K

  1. For each academic diagnostic assessment predominantly used across your LEA, please select the frequency with which each diagnostic tool is used to monitor, assess, and target supports for student learning. 

Column piped from question 5.

  • Accelerated Reader (AR): Multiple times per school year

  • Curriculum-Based Assessments (e.g. Macmillan/McGraw-Hill, Math180, MobyMax, Rocket Math, TenMarks): Multiple times per school year

  • DIBELS: Multiple times per school year

  • GOLD (WaKids): Once per school year

  • Read180 (assessment tools): Multiple times per school year

  • Running Records: Multiple times per school year

  • Sight Words: Multiple times per school year

  • Smarter Balanced ELA Interim Assessments: Multiple times per school year

  • Smarter Balanced ELA Summative Assessments: Once per school year

  • Smarter Balanced Math Interim Assessments: Multiple times per school year

  • Smarter Balanced Summative Assessments: Once per school year

  • SRI (Scholastic Reading Inventory SAM/RI): Multiple times per school year

  • STAR Early Literacy: Multiple times per school year

  • STAR Math: Multiple times per school year

  • STAR Reading: Multiple times per school year

  • Teacher Made Assessment/District Made Assessment/Classroom Based Assessment: Multiple times per school year

  • WA-KIDS: Once per school year

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. Column piped from question

  • Student COVID Impact Surveys: Once per school year

  • SWIS: Multiple times per school year

  • Teacher Made Assessment/District Made Assessment/Classroom Based Assessment: Once per school year

  • Teacher Recommendation: Multiple times per school year

  • WA-KIDS: Once per school year

7. Part V: Student and Family Voice

  1. In what ways did your LEA include the following voices in the development of this plan?

  • Interviews

  • Conferences

  • Advisory Groups

  • Surveys (both students and families)

  • Reopening Task Force (families)

8. 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? 

  • English Language Learners

  • Low-income students

  • Students with Disabilities

  • Students Experiencing Homelessness

  • Students in Foster Care

9. Part VI: Strategic Supports for Students

  1.  Please select the specific strategies/interventions implemented to support specific student groups identified in your LEA's review of the equity analysis and student diagnostic assessment results. 

  • Summer School

  • Building relationships

  • Extracurricular Activities

  • High-quality Tutoring

  • Multi-tiered System of Supports

  • Narrowing standards

  • Professional Learning

  • SEL and Mental Health Supports

  • Strategic Staffing (teacher advocates, advisory, looping)

  • Student voice and perception

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

10. Part VI: Strategic Supports for Students

  1. Please select the specific student groups(s) in which the strategies/interventions are implemented.

Row piped from question 10. Column piped from question 9.

Summer School:

  • English Language Learners

  • Low-income Students

  • Students with Disabilities

  • Students Experiencing Homelessness

  • Students in Foster Care

Building relationships

  • English Language Learners

  • Low-income Students

  • Students with Disabilities

  • Students Experiencing Homelessness

  • Students in Foster Care

Extracurricular Activities

  • English Language Learners

  • Low-income Students

  • Students with Disabilities

  • Students Experiencing Homelessness

  • Students in Foster Care

High-Quality Tutoring

  • Low-income Students

Multi-tiered system of supports

  • English Language Learners

  • Low-income Students

  • Students with Disabilities

  • Students Experiencing Homelessness

  • Students in Foster Care

Narrowing standards

  • English Language Learners

  • Low-income Students

  • Students with Disabilities

  • Students Experiencing Homelessness

  • Students in Foster Care

Professional learning

  • English Language Learners

  • Low-income Students

  • Students with Disabilities

  • Students Experiencing Homelessness

  • Students in Foster Care

SEL and Mental Health Supports

  • English Language Learners

  • Low-income Students

  • Students with Disabilities

  • Students Experiencing Homelessness

  • Students in Foster Care

Strategic Staffing (teacher advocates, advisory, looping)

  • English Language Learners

  • Low-income Students

  • Students with Disabilities

  • Students Experiencing Homelessness

  • Students in Foster Care

Student voice and perception

  • English Language Learners

  • Low-income Students

  • Students with Disabilities

  • Students Experiencing Homelessness

  • Students in Foster Care

Transition supports (pre-k through elementary, elementary through middle school, middle school through high school, high school through post secondary/career/beyond)

  • English Language Learners

  • Low-income Students

  • Students with Disabilities

  • Students Experiencing Homelessness

  • Students in Foster Care

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

Row piped from question 10. Column piped from question

  • Summer School: K - 12

  • Building relationships: K - 12

  • Extracurricular Activities: 6 - 12

  • Multi-tiered system of supports: K - 12

  • Narrowing standards: K - 12

  • Professional learning: K - 12

  • SEL and Mental Health Supports: K - 12

  • Strategic Staffing (teacher advocates, advisory, looping): K - 12

  • Student voice and perception: K - 12

  • Transition supports (pre-k through elementary, elementary through middle school, middle school through high school, high school through post secondary/career/beyond): K - 12

11. Part VII: Monitoring Student Progress

  1. Describe how your LEA will consistently apply 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.

  • Annually, Kelso School District uses an strategic planning and analysis process to monitor progress, adjust strategies, and identify student opportunity gaps.

12. 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.

Options piped from question 4.

  • Summer School

  • Multi-tiered System of Supports

  • 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.

Options piped from question 4.

  • Acceleration Academy

  • Additional Instructional Time Before or After School

  • Common Assessments