• Washington LEA Academic and Student Well-being Recovery Plan

     

    Part I: LEA Information

    Please enter your LEA: Selah School District

    Please enter the name of the point of contact for this survey: Shane Backlund

    Please enter point of contact email address: shanebacklund@selahschools.org

    OSPI will use this email for questions regarding the contents of this survey.

    Please enter the grade levels served by your LEA: PreK - 12

     Part II: Attestations and Public Posting

    1. Selah School District (LEA name) attests that the School Board approved this plan after  allowing for public comment.

     Please enter the date this plan was approved: 5/27/21

    1. Selah School District (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: Equity Questions for Consideration

     Please provide a link to the equity analysis tool used: https://www.selahschools.org/cms/lib/WA02215686/Centricity/Domain/40/Equity%20Questions%20for%20Consideration.pdf

    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: 6/1/21

     Please provide a link to the posted accessible (i.e., disability and language access) LEA plan: https://www.selahschools.org/Page/1908

     Part III: Universal Supports for All Students

     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.

    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?
    • Summer School
    • Building Relationships
    • Common Assessments
    • Early Learning (K-4 literacy)
    • Equitable Grading Practices
    • Inclusionary Practices 
    • Multi-tiered System of Supports
    • Narrowing Standards
    • Professional Learning
    • SEL and Mental Health Supports
    • Strategic Staffing (teacher advocates, advisory, looping)
    • Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/career/beyond)

     Part IV: Diagnostic Assessments

    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.

    1. 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.
    • iReady
    • IRLA
    • Really Great Reading - Diagnostic Decoding Surveys
    • Smarter Balanced ELA Interim Assessments
    • Smarter Balanced ELA Summative Assessments
    • Smarter Balanced Math Interim Assessments
    • Smarter Balanced Math Summative Assessments
    • SpringBoard Assessments
    • Teacher Made Assessment/District Made Assessment/Classroom Based Assessment
    • Teacher Recommendation
    • WA-KIDS

    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.

    • GOLD (WaKids)
    • Panorama Education School Climate Survey
    • SWIS
    • Other District Created
    1. For each academic diagnostic assessment predominantly used across your LEA, please select all grade levels using that assessment.
    • iReady  (K-8)
    • IRLA (K-5)
    • Really Great Reading - Diagnostic Decoding Surveys (3-5)
    • Smarter Balanced ELA Interim Assessments (3-10)
    • Smarter Balanced ELA Summative Assessments (3-10)
    • Smarter Balanced Math Interim Assessments (3-10)
    • Smarter Balanced Math Summative Assessments (3-10)
    • SpringBoard Assessments (6-12)
    • Teacher Made Assessment/District Made Assessment/Classroom Based Assessment (PreK-12)
    • Teacher Recommendation (PreK-12)
    • WA-KIDS (PreK-K)

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

    • GOLD (WaKids) (PreK-K)
    • Panorama Education School Climate Survey (3-12)
    • SWIS (K-5)
    • Other District Created (K-2)
    1. For each academic 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 learning.
    • iReady (K-8, Fall-Winter-Spring)
    • IRLA (K-5, Ongoing)
    • Really Great Reading - Diagnostic Decoding Surveys (3-5, Ongoing)
    • Smarter Balanced ELA Interim Assessments (3-10, Multiple times per year targeted)
    • Smarter Balanced ELA Summative Assessments (3-10, Once per year window)
    • Smarter Balanced Math Interim Assessments (3-10, Multiple times per year targeted)
    • Smarter Balanced Math Summative Assessments (3-10, Once per year window)
    • SpringBoard Assessments (6-12, Fall-Winter-Spring)
    • Teacher Made Assessment/District Made Assessment/Classroom Based Assessment (PreK-12, Ongoing)
    • Teacher Recommendation (PreK-12, Ongoing)
    • WA-KIDS (PreK-K, Fall-Winter-Spring)

     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.

    • GOLD (WaKids) (PreK-K, Fall-Winter-Spring)
    • Panorama Education School Climate Survey (3-12, Fall-Winter-Spring)
    • SWIS (K-5, Ongoing)
    • Other District Created (K-2, Fall-Winter-Spring)

    Part V: Student and Family Voice

    1. In what ways did your LEA include the following voices in the development of this plan?
    • (Student, Family, and Community Organizations)
    • Conferences (in-person and/or virtual)
    • Advisory Groups
    • Surveys

    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?
    • Hispanic/Latino of any race(s)
    • English language learners
    • Low-income
    • Students with disabilities

     

    Part VII: Strategic Supports for Identified Student Groups

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

    1. 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.
    • Additional Instructional Time Before or After School
    • Summer School
    • Building Relationships
    • Common Assessments
    • Equitable Grading Practices
    • Extracurricular Activities
    • Inclusionary Practices
    • 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)

     

    1. Please select the specific student group(s) for whom the strategies/interventions are implemented.
    • Additional Instructional Time Before or After School (All Groups Identified)
    • Summer School (All Groups Identified)
    • Building Relationships (All)
    • Common Assessments (All)
    • Equitable Grading Practices (All)
    • Extracurricular Activities (All Groups Identified)
    • Inclusionary Practices (SWD)
    • Multi-tiered System of Supports (All Groups Identified)
    • Narrowing Standards (All)
    • Professional Learning (All)
    • SEL and Mental Health Supports (All)
    • Strategic Staffing (teacher advocates, advisory, looping) (All)
    • Student Voice and Perception (All Groups Identified)
    • Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/ career/beyond) (All Groups Identified)

     

    1. Please select the specific grade(s) in which the strategies/interventions are implemented for the identified student groups.
    • Additional Instructional Time Before or After School (All Groups Identified, 6-12)
    • Summer School (All Groups Identified, K-12)
    • Building Relationships (All, K-12)
    • Common Assessments (All, K-12)
    • Equitable Grading Practices (All, K-12)
    • Extracurricular Activities (All Groups Identified, 6-12)
    • High Quality Tutoring (All Groups Identified, 6-12)
    • Inclusionary Practices (SWD, K-12)
    • Multi-tiered System of Supports (All Groups Identified, K-12)
    • Narrowing Standards (All, K-12)
    • Professional Learning (All, K-12)
    • SEL and Mental Health Supports (All, K-12)
    • Strategic Staffing (teacher advocates, advisory, looping) (All, K-12)
    • Student Voice and Perception (All Groups Identified, K-12)
    • Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/ career/beyond) (All Groups Identified, K-12)

    Part VII: Monitoring Student Progress

    1. 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.

     The Selah School District uses a Multi-Tiered Systems of Support framework for identifying Tier 1 strategies for all students, while assessing the specific needs of those students who struggle to learn in Tier 1 and identifying Tier 2 & 3 supports. These meetings occur monthly, and have a dedicated staff person at each building who oversees the process. This person will help the team apply the equity questions for consideration through these meetings to ensure that lens is applied.

    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.
    • MTSS
    • Inclusionary Practices
    • Grading/Narrowing Standards
    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.
    • Tier 1 SEL
    • Balanced Calendar
    • Transition Supports