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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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