Resolution 0561R Section: 0000 - Planning

Resolution – Academic and Student Well-Being Plan BOARD RESOLUTION No. 05-01-21 WHEREAS, Chapter 28A.320 RCW authorizes local school boards to govern their respective districts, including the promotion of effective, efficient, and safe district operations, and RCW 28A.330.100 authorizes local school boards with additional powers, and RCW 28A.150.230 assigns local school boards the responsibility for ensuring quality in the content and extent of its educational program; WHEREAS, on February 29, 2020, Washington Governor Jay Inslee declared a state of emergency in all counties of our state under Chapters 38.08, 38.52, and 43.06 RCW, and directed the implementation of the plans and procedures of the state’s Comprehensive Emergency Management Plan in response to the novel coronavirus (COVID-19) and on March 13, 2020, Governor Inslee ordered the closure of all public and private K-12 schools in Washington State until April 24, 2020, to contain the spread of COVID-19, and on April 6, 2020, directed that school buildings remain closed from providing traditional, in-person instruction throughout the remainder of the 2019-2020 school year; WHEREAS, the American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) Fund under the American Rescue Plan (ARP) Act of 2021, Public Law 117-2 provides funding for eligible school districts to use to address academic recovery and learning loss and authorizes the Office of the Superintendent of Public Instruction to distribute such ESSER funds to Washington school districts via the Title I funding formula. The federal law further specifies that in order for school districts to access these ESSER funds, they must submit a plan that included seeking public comment prior to the adoption and public posting of that plan. The Office of the Superintendent of Public Instruction has determined that school board approval of this plan meets the federal requirement for seeking public comment, as it involves public posting and provides the opportunity for public comment. The Office of the Superintendent of Public Instruction has further determined that a school district must post its adopted plan on the its website, making it accessible for those with disabilities and those in the community whose language is one other than English; WHEREAS, House Bill 1368 – COVID – Federal Funding (2021) Sec 12 created a new section of Chapter 43.70 RCW, setting forth certain requirements for the appropriation of federal funds, including that school districts submit an Academic and Student Well-Being Recovery Plan to the Office of the Superintendent of Public Instruction by June 1, 2021 to address student needs resulting from school building closures and extended time in remote learning due to the COVID-19 pandemic. This state law included specific requirements for school districts’ Academic and Student Well-Being Plans and requires school districts to use the template developed by the Office of the Superintendent of Public Instruction to create this plan to support the creation of a plan that addresses all the required components. This state law also authorized the Office of the

Superintendent of Public Instruction to identify and include additional requirements for the plan in the template it developed;

NOW, THEREFORE BE IT RESOLVED, that after an Open Public Meeting, which included public notice and the opportunity for public comment, the North Kitsap School Board/Public Schools (the Board) has reviewed and hereby adopts its Academic and Student Well-Being plan, which was created using and in conformity with the template developed by the Office of Superintendent of Public Instruction, including the use of an equity analysis tool;

BE IT FURTHER RESOLVED that the Board directs that its adopted plan be posted on the District’s website, making it accessible for those with disabilities and those in the community whose language is one other than English.

BE IT FURTHER RESOLVED that execution of this Resolution is conclusive evidence of the Board’s approval of this action and of the authority granted herein. The Board warrants that it has, and at the time of this action had, full power and lawful authority to adopt this instrument. The adoption of this Academic and Student Well-Being Plan by resolution pertains exclusively to the 2020-2021 and 2021-2022 school years and sunsets no later than that time. The Board reserves the right to update and revise this plan as part of engaging in and planning for continuous improvement cycles.

Adopted and approved this 27 day of May, 2021

By: ________________________________________ Board President or Designee

Attest: ________________________________________ Superintendent

Adoption Date: May 27, 2021 North Kitsap School District

NORTH KITSAP ACADEMIC

AND STUDENT WELL BEING

RECOVERY PLAN

Board Presentation May 2021

INTRODUCTION

1. Teaching and Learning Theory of Action and Focus Areas

2. Academic and Student Well-Being Recovery Plan

• Data Driven Decision Making

• Equity: Year One and an Equity Analysis Tool

• Summer Academy of Learning

• Staffing/Resources

• Next Steps

TEACHING AND LEARNING

THEORY OF ACTION

ALL IN FOR ALL STUDENTS

Teaching and Learning Theory of Action

The purpose of the Teaching and Learning Department is to lead, facilitate, and sustain a comprehensive P-12 equitable system within North Kitsap Schools that ensures each child and family engages in high-quality learning experiences supporting whole-child development. This purpose will be guided by the Teaching and Learning Department’s Theory of Action.

If:We increase access to learning opportunities for all students, with a particular focus on those under resourced and underrepresented and those furthest from educational justice,

We enhance the quality of children’s school experiences: through professional development; aligned and appropriate curriculum, assessment, instruction and culturally responsive practices,through intentional focus on social and emotional learning to mitigate the effects of Adverse Childhood Experiences (ACEs) and other childhood trauma, while working to create safe, trusting climates for learning

We develop the capacity of district leaders to build a strong P-12 program,

We develop a cohesive platform focused on using data driven decision making and blended learning best practices in collaboration and alongside the technology department,

We cultivate reciprocal relationships with children's families and community, (parents, childcare, guardians, etc.), honoring the family’s culture and embracing equity and diversity,

TEACHING AND LEARNING THEORY OF ACTION CONTINUED

Then, we will create a sustainable P-12 system in which:

All children will be on standard by the end of third grade,

We honor and celebrate students’ funds of knowledge,

Opportunity and achievement gaps will close,

Every student will become an active learner and critical thinker and will develop self-discipline for peaceful and productive participation in class, school and community,

Teachers, families (parents/guardians) and community will implement more aligned, high-quality and personalized instruction resulting in future ready graduates prepared for life, career and college.

Equity● PSESD-teachers and leaders

& Equity Council● WASA Equity Team ● Equity Extension Team● AVID

Instruction● AVID● Priority Standards● Assessment-DIBLES/STAR● Math & Science Adoption● ELA alignment- Elementary● Career PlannerNKSD Connected

● Blended Learning● 1:1 Technology Integration● Google Workspace● Seesaw● AVID● Lexia/IXL/ALEKS/Other

Social Emotional Learning

● AVID● RULER● Character Strong● DESSA

Strategic Plan

Our Work 2021-2023: Multi-Tiered Systems of Support (MTSS)

ACADEMIC AND STUDENT WELL-BEING RECOVERY PLAN

North Kitsap Schools

WHAT WE UNDERSTAND ABOUT OUR

STUDENTS AND THEIR NEEDS

Where are our students currently in terms of meeting standards and grade levels?

Part of the diagnosis is to align on the extent of the learning loss and its distribution and to assess the needs of students focusing on academic and social emotional needs through a series of assessments that give us data and metrics to determine learning gaps.

Determine our data:

DIBELSSTARTeacher commendationGradesAttendancePrevious year’s data

H O W D O W E K N O W ? D A T A D R I V E N

D E C I S I O N M A K I N G

Elementary Schools:Attendance, STAR, DIBELS

Secondary Schools: Grades, Attendance

ANTI-RACIST& ANTI-BIAS LEARNING

Year One

NKSD EQUITY WORK

Equity Council: Community and staff equity work for past ten years-new facilitators for this year

Student Equity Club (s): Various Secondary Schools

Equity work in schools: Book Clubs, family presentations, 1:1 work, leadership teamwork

System Level Equity Work: Partnership with Puget Sound Educational Service District

Building the Culture to lead with Equity Series-4-week series

o All NKSD Teachers

Coaching and Leading for Racial Equity Institute-6-week series

o School Leaders, Community Members, Tribal members, District Service Council

State Level Equity Work: Partnership with Washington State Association of School Administrators

In a purpose-driven system, all partners at all levelsalign aroundtransformative values, relationships and goalsmoving towards racial equity, integrating anemphasis on doing lessharm and supportingactions that heal and transform.

EXAMPLE OF WORK WITH PUGET SOUND EDUCATIONAL DISTRICT PARTNERSHIP:

ESTABLISHING OUR WHY

EQUITY ANALYSIS TOOL

EQUITY AND ACCESS: KEY QUESTIONS

During the 21-22 school year, our focus will be on using an equity lens to consider the following questions and consider the impacts on historically marginalized groups and communities:

1. Who are the groups affected by this policy, program, practice or decision? What are the potential impacts on these groups?

2. Does this policy, program, practice or decision have unintended consequences, such as ignoring or worsening existing disparities?

3. How have we intentionally involved stakeholders who are also members of the communities impacted by this policy, program, practice or decision?

4. What are the barriers to a more equitable implementation of your policy, program, practice or decision? (Consider mandates, politics, emotions, finances, or programs.)

5. How will leadership communicate key outcomes to stakeholders for racial equity to guide analysis?

OPPORTUNITIES FOR STUDENTS TO LEARN

Spring 2021Analysis of student needsOutreach to families and staff about student needs

Summer 2021• Summer Academy-1-5• Jump Start-K• Bridge to MS-6th

• Bridge to HS-9th

2021-22 School YearTo be determined, based on

guidance by KPHD

ELEMENTARY LEARNING OPPORTUNITIES

• July 5-July 30th

• 1st -5th Grade• Focus on reading, mathematics, social emotional skill

building• Extended School Year

• Students with special needs, tailored instruction to meet students’ individualized educational needs

• North Kitsap Reads• Partnership with Kitsap County libraries

Summer Academy

• August 16th-20th

• Focus on relationship building• Making Friends• Introduction to reading, math, social emotional skill

building• School routines• Family engagement

Kindergarten Jump Start

SECONDARY LEARNING OPPORTUNITIES

Bridge to Middle School

Incoming 6th grade students

Building relationships: staff, families and students

Focus: AVID and SEL

Bridge to High School

Incoming 9th grade students

Building relationships: staff, families and students

Families

AVID and SEL

Credit RecoveryStudents who earned an NC this past year have the opportunity to make up credit

Initial CreditStudents who may want to get ahead and earn new credits

North Kitsap Reads Partnership with Kitsap County libraries

Social Emotional Learning&

Advancement via Individual Determination (AVID)

STRATEGIES TO ENGAGE STUDENTS

A Systemic Approach to SEL

• RULER is a systemic approach to SEL developed at the Center for Emotional Intelligence.

• RULER aims to infuse the principles of emotional intelligence into the immune system of preK to 12 schools, informing how leaders lead, teachers teach, students learn, and families support students.

• The development of these five RULER skills relies on four core tools: the Charter, Mood Meter, Meta-Moment, and Blueprint. These skills and tools are introduced to all stakeholders in the school community—school leaders, teachers, staff, students, and families.

RULER is an acronym for the five skills of emotional intelligence:

R: RecognizingU: UnderstandingL: LabelingE: ExpressingR: Regulating

RULER

PROCESS FOR IMPLEMENTATION

3 PHASES, 9 STEPS

• At Character Strong, we believe in Low-burden, High-impact (LoHi) tools and strategies

• 9 Steps to most effectively "Infuse Social Emotional Learning & Character Development into the Daily Fabric of your School.”

• Each step lives in one of three phases: Clarity, Competence, Consistency, with tools and resources for each component.

ADVANCEMENT VIA INDIVIDUAL

DETERMINATION (AVID)

FOSTERS A SAFE AND OPEN CULTURE, HIGH EXPECTATIONS FOR

TEACHERS AND STUDENTS, AND

COLLABORATION IN ALL CLASSROOMS.

EquityAVID is closing the opportunity gap in college graduation rates among diverse and underrepresented demographic groups

Teacher EffectivenessThe AVID Effect is realized through the delivery of inquiry-based and student-centric instruction, which increases levels of effectiveness.

LeadershipAVID leaders shift the campus culture to drive change and spread best practices.

Student LearningWith AVID, teachers inspire students to take control over their own learning.

SUPPORT 2021-22

Staffing Classes- Universal student supports-

NEXT STEPS

• Submit Academic and Student Well Being Recovery Plan to OSPI

• District Service Council Retreat-June 2021

• Stay tuned to KPHD Guidelines to determine opening and schedule for fall of 2021

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Washington LEA Academic and Student Well-being Recovery Plan Part I: LEA Information Please enter your LEA:  North Kitsap SD Please enter the name of the point of contact for this survey:  Laurynn. Evans, Superintendent Please enter point of contact email address:  levans@nkschools.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. x (LEA name) attests that the School Board approved this plan after allowing for public comment. Please enter the date this plan was approved: May 27, 2021

2. NKSD (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: We are in the process of

developing an equity analysis tool, alongside our community, using models from surrounding districts.

Please provide a link to the equity analysis tool used: https://nkschools-

my.sharepoint.com/:w:/g/personal/kkinzer_nkschools_org/EVYx5M8_d4VFulhYuQAlnkgBoz37V4MSY2w6EXMeBhZmUw?e=NkXQue

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 31, 2021

Please provide a link to the posted accessible (i.e., disability and language access) LEA plan: Need to do

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.

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)

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Acceleration Academy Additional Instructional Time Before or After School Additional School Days Balanced Calendar Summer School Building Relationships Common Assessments Early Learning (K-4 literacy) Equitable Grading Practices Extended Day Partnerships (CBOs) Extracurricular Activities High-quality Tutoring Inclusionary Practices Mastery Learning/Project-Based learning 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) Other Implementation of AVID district-wide

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. 

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)

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Academic Diagnostic Assessments 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 iReady 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 OSPI Screeners for Literacy Skills Associated with

Dyslexia

PALS Read 180 (assessment tools) Read Well Really Great Reading - Diagnostic Decoding

Surveys

Running Records Sight Words Smarter Balanced ELA Interim Assessments Smarter Balanced ELA Summative Assessments Smarter Balanced Math Interim Assessments 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)

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Academic Diagnostic Assessments SuccessNet Teacher Made Assessment/District Made

Assessment/Classroom Based Assessment

Teacher Recommendation Universal Screener list of tools Universal Screener Guide WA-KIDS WIDA MODEL for Kindergarten WIDA MODEL (Grades 1-12) Other

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)

Other - Write In (Required) DESSA Panorama Education School Climate Survey Student COVID Impact Surveys SWIS Teacher Made Assessment/District Made

Assessment/Classroom Based Assessment

Teacher Recommendation Universal Screener list of tools Universal Screener Guide WA-KIDS Well-being resources

6. For each academic diagnostic assessment predominantly used across your LEA, please

select all grade levels using that assessment.

Academic Diagnostic Assessments Grade(s) Accelerated Reader (AR) AIMSweb Amplify Insight (CCSS) Assessment and Learning in Knowledge Spaced

(ALEKS)

CPAA (NWEA)

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Academic Diagnostic Assessments Grade(s) Curriculum-Based Assessments (e.g.,

Macmillan/McGraw-Hill, Math180, MobyMax, Rocket Math, TenMarks)

K-12

DIBELS K-2 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 iReady IRLA iStation ITBS (Iowa Test of Basic Skills) IXL K-5 KARK (Kindergarten Assessment Resource Kit) Lexia K-5 MAP Math MAP Reading Mastery Connect McLeod Assessment of Reading Comprehension OSPI Screeners for Literacy Skills Associated with

Dyslexia K-5

PALS Read 180 (assessment tools) Read Well Really Great Reading - Diagnostic Decoding

Surveys

Running Records Sight Words K-5 Smarter Balanced ELA Interim Assessments Smarter Balanced ELA Summative Assessments Smarter Balanced Math Interim Assessments 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 3-8 STAR Reading 3-8 Success for All (SFA)

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Academic Diagnostic Assessments Grade(s) SuccessNet Teacher Made Assessment/District Made

Assessment/Classroom Based Assessment K-12

Teacher Recommendation K-12 Universal Screener list of tools Universal Screener Guide WA-KIDS K WIDA MODEL for Kindergarten K WIDA MODEL (Grades 1-12) 1-12 Other

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

Well-Being Diagnostic Assessments Grade(s) ACE Amplify Insight (CCSS) CEE Curriculum-Based Assessments (e.g.,

Macmillan/McGraw-Hill, Math180, MobyMax, Rocket Math, TenMarks)

Other - Write In (Required) DESSA K-5 Panorama Education School Climate Survey Student COVID Impact Surveys 6-12 SWIS K-5 Teacher Made Assessment/District Made

Assessment/Classroom Based Assessment K-12

Teacher Recommendation K-12 Universal Screener list of tools Universal Screener Guide WA-KIDS K Well-being resources K-12

7.  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.

Academic Diagnostic Assessments Grade(s) Once per School Year

Multiple Times per

School Year

Accelerated Reader (AR) AIMSweb Amplify Insight (CCSS)

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Academic Diagnostic Assessments Grade(s) Once per School Year

Multiple Times per

School Year

Assessment and Learning in Knowledge Spaced (ALEKS)

CPAA (NWEA) Curriculum-Based Assessments (e.g.,

Macmillan/McGraw-Hill, Math180, MobyMax, Rocket Math, TenMarks)

K-12 x

DIBELS K-2 x 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 iReady IRLA iStation ITBS (Iowa Test of Basic Skills) IXL K-5 x KARK (Kindergarten Assessment Resource Kit) Lexia K-5 x MAP Math MAP Reading Mastery Connect McLeod Assessment of Reading Comprehension OSPI Screeners for Literacy Skills Associated with

Dyslexia K-12 x

PALS Read 180 (assessment tools) Read Well Really Great Reading - Diagnostic Decoding

Surveys

Running Records Sight Words K-5 x Smarter Balanced ELA Interim Assessments Smarter Balanced ELA Summative Assessments Smarter Balanced Math Interim Assessments Smarter Balanced Math Summative Assessments SMI (Scholastic Math Inventory SAM/MI) SPI (Scholastic Phonics Inventory SAM/PI)

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Academic Diagnostic Assessments Grade(s) Once per School Year

Multiple Times per

School Year

SpringBoard Assessments SRI (Scholastic Reading Inventory SAM/RI) STAR Early Literacy STAR Math 3-8 x STAR Reading 3-8 x Success for All (SFA) SuccessNet Teacher Made Assessment/District Made

Assessment/Classroom Based Assessment K-12 x

Teacher Recommendation K-12 x Universal Screener list of tools Universal Screener Guide WA-KIDS K x WIDA MODEL for Kindergarten K x WIDA MODEL (Grades 1-12) 1-12 x Other

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. 

Well-Being Diagnostic Assessments Grade(s) Once per School Year

Multiple Times per

School Year

ACE Amplify Insight (CCSS) CEE Curriculum-Based Assessments (e.g.,

Macmillan/McGraw-Hill, Math180, MobyMax, Rocket Math, TenMarks)

Other - Write In (Required) DESSA K-5 x Panorama Education School Climate Survey Student COVID Impact Surveys SWIS K-5 x Teacher Made Assessment/District Made

Assessment/Classroom Based Assessment K-12 x

Teacher Recommendation K-12 x Universal Screener list of tools Universal Screener Guide WA-KIDS K x

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Well-Being Diagnostic Assessments Grade(s) Once per School Year

Multiple Times per

School Year

Well-being resources K-12 x

Part V: Student and Family Voice

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) Advisory Groups Surveys Part VI: Strategic Supports for Students

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)

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

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)

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Strategies

Acceleration Academy Additional Instructional Time

Before or After School

Additional School Days Balanced Calendar Summer School Building Relationships Common Assessments Early Learning (K-4 literacy) Equitable Grading Practices Extended Day Partnerships (CBOs) Extracurricular Activities High-quality Tutoring Inclusionary Practices Mastery Learning/Project-Based learning 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)

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

implemented.

Strategies Student Group(s) Acceleration Academy Additional Instructional Time

Before or After School

Additional School Days Balanced Calendar all Summer School all Building Relationships all Common Assessments Early Learning (K-4 literacy) all K-4 students Equitable Grading Practices all Extended Day Partnerships (CBOs) K-5 all Extracurricular Activities all High-quality Tutoring Inclusionary Practices all Mastery Learning/Project-Based learning

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Strategies Student Group(s) Multi-tiered System of Supports all Narrowing Standards all Professional Learning all SEL and Mental Health Supports all Strategic Staffing (teacher advocates, advisory,

looping) all

Student Voice and Perception 6-12 Transition Supports (Pre-K-Elem; Elem- MS;

MS-HS; HS-post-secondary/ career/beyond) K, 6, 9th graders

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

for the identified student groups.

Strategies Student Group(s) Grade(s) Acceleration Academy Additional Instructional Time

Before or After School

Additional School Days Balanced Calendar all all Summer School all all Building Relationships all all Common Assessments all all Early Learning (K-4 literacy) all K-4 Equitable Grading Practices all all Extended Day Partnerships (CBOs) all K-5 Extracurricular Activities all all High-quality Tutoring Inclusionary Practices all all Mastery Learning/Project-Based learning Multi-tiered System of Supports all all Narrowing Standards all all Professional Learning all all SEL and Mental Health Supports all all Strategic Staffing (teacher advocates, advisory,

looping) all all

Student Voice and Perception all 6-12 Transition Supports (Pre-K-Elem; Elem- MS;

MS-HS; HS-post-secondary/ career/beyond) all K, 6th, 9th

grades Part VII: Monitoring Student Progress

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. 

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For example: “Our district uses an equity analysis process every three months to monitor progress, adjust strategies and identify student learning gaps.”

NKSD will assess and monitor student progress and strategy effectiveness three times per year Part VIII: Supports for Strategies/Interventions

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. K-4 literacy, SEL strategies, equity professional learning.

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.  Social work and mental health support services, nursing services, psychologist and mental health counseling (therapists) support/services, targeted staffing for academic and emotional supports for students and staff.

RacialEquityTool 5.3.21 Teaching and Learning Team

Every NKSD student is a confident, competent, creative and compassionate person who is prepared

for a world yet to be imagined. We foster a safe, collaborative, and intentional learning environment where each student is known by name, strength, and need.

North Kitsap Equity Tool Proposal May 2, 2021 Teaching and Learning It is the ethical and moral responsibility and a priority for North Kitsap Schools to provide Equity Access and Opportunity for every student, and to eliminate racial inequity in our educational and administrative system. Research indicates that racial disparities exist in virtually every key indicator of child, family, and community well-being. Individual, institutional, and structural impacts of race and racism are pervasive and significantly affect key life indicators of success. This past year we have worked alongside the Puget Sound Educational District to help us define racial equity, partnered with the Washington School Administrators Association and Hanover Research to learn and deepen our understanding on racial equity tools and policies. As a district, we are working to develop a Racial Equity Analysis Toolkit that will lay out a clear process and a set of questions to guide the development, implementation and evaluation of significant policies, initiatives, professional development, programs, instructional practices, and budget issues to address the impacts on racial equity. Our goal for the upcoming school year is to meet with different stakeholders within our community to draft a Racial Equity Toolkit and begin to develop a Racial Equity Policy. During the 21-22 school year, our focus will be on using an equity lens to consider the following questions and consider the impacts on historically marginalized groups and communities:

1. Who are the groups affected by this policy, program, practice or decision?  What are the potential impacts on these groups?  

2. Does this policy, program, practice or decision have unintended consequences, such as ignoring or worsening existing disparities?

3. How have we intentionally involved stakeholders who are also members of the communities impacted by this policy, program, practice or decision?

4. What are the barriers to a more equitable implementation of your policy, program, practice or decision?  (Consider mandates, politics, emotions, finances, or programs.)

5. How will leadership communicate key outcomes to stakeholders for racial equity to guide analysis?

Glossary 5.3.21 Teaching and Learning Team

Every NKSD student is a confident, competent, creative and compassionate person who is prepared for a

world yet to be imagined. We foster a safe, collaborative, and intentional learning environment where each student is known by name, strength, and need. NKSD Academic and Student Well-being Recovery Plan Glossary

Key Vocabulary and Meaning Recovery

Plan Question

Equity Analysis Tool: Racial equity tools are designed to integrate explicit consideration of racial equity in decisions, including policies, practices, programs, and budgets. It is both a product and a process.

2

MTSS: Multi-tiered Systems of Support is an organizing framework that utilizes systems, teams, data, and evidence-based practices to ensure all students have access to resources and supports for behavioral, social emotional, and academic needs.

4, 10, 11, 12

AVID: Advancement Via Individual Determination – fosters a safe and open culture, high expectations for teachers and students, and collaboration in ALL classrooms.

4

DIBELS: Dynamic Indicators of Basic Early Literacy Skills 5

IXL: Online learning platform that helps students master essential math skills at their own pace through fun and interactive questions, built in support, and motivating awards.

5

Lexia: A research-proven program providing explicit, systematic, personalized learning in the six areas of reading instruction, targeting skill gaps as they emerge, and providing teachers with the data and student-specific resources they need for individual or small-group instruction.

5

DESSA: The Devereux Student Strengths Assessment (DESSA) is a comprehensive assessment that identifies students social and emotional strengths and needs. In addition to assessing key social and emotional skills, it also guides instruction, utilizes common strengths-based language, and counters implicit bias. The critical skills focused on align with the eight CASEL Social and Emotional competencies and Washington’s K-12 Social Emotional Learning Standards and Benchmarks.

5, 6, 7

SWIS: Web-based information system to collect, summarize, and use student behavior data for decision making.

5

Balanced Calendar: School year in which students attend school for 180 days but have extra breaks build in such as intercession, enrichment or remedial teaching occurs.

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