Washington Academic and Well-Being Recovery Plan

Part I: LEA Information

Please enter your LEA: Morton School District

Please enter the name of the point of contact for this survey: John Hannah

Please enter point of contact email address: jhannah@morton.k12.wa.us

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

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

Part II: Attestations and Public Posting

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

Please enter the date this plan was approved: May 10th, 2021

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

Please provide the name of the equity analysis tool used: Seattle School District Equity Analysis Tool

Please provide a link to the equity analysis tool used:https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/DREA/racial_equity_analysis_tool.pdf

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 11th, 2021

Please provide a link to the posted accessible (i.e., disability and language access) LEA plan: Washington Academic and Well being Recovery Plan

Part III: Universal Supports for All Students

LEA-wide universal supports are available to all students in an LEA or to all students in the 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? 

  • Building Relationships

  • Common Assessments

  • Early Learning (K-4 literacy)

  • Equitable Grading Practices

  • Extracurricular Activities

  • 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: AVID      

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)

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

  • DIBELS

  • IXL

  • Smarter Balanced ELA Interim Assessments

  • Smarter Balanced ELA Summative Assessments

  • Smarter Balanced Math Interim Assessments

  • Smarter Balanced Math Summative Assessments

  • STAR Early Literacy

  • STAR Math

  • STAR Reading

  • Teacher Made Assessments/Classroom-Based Assessments

  • WA-AIMS

  • WAKids

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

  • Other: Closegap

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)

K-6

Curriculum-Based Assessments

K-12

DIBELS

K-6

IXL

K-6

Smarter Balanced ELA Interim Assessments

3-12

Smarter Balanced ELA Summative Assessments

3-12

Smarter Balanced Math Interim Assessments

3-12

Smarter Balanced Math Summative Assessments

3-12

STAR Early Literacy

K-2

STAR Math

1-12

STAR Reading

1-12

Teacher Made Assessments/Classroom-Based Assessments

K-12

WA-AIMS

3-12

WAKids

K

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)

Other: Closegap

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)

K-6

Monthly

Curriculum-Based Assessments

K-12

Quarterly

DIBELS

K-6

November, February, June

IXL

K-6

Quarterly

Smarter Balanced ELA Interim Assessments

3-12

January, March

Smarter Balanced ELA Summative Assessments

3-12

Spring

Smarter Balanced Math Interim Assessments

3-12

January, March

Smarter Balanced Math Summative Assessments

3-12

Spring

STAR Early Literacy

K-2

November, February, June

STAR Math

1-12

November, February, June

STAR Reading

1-12

November, February, June

Teacher Made Assessments/Classroom-Based Assessments

K-12

Quarterly

WA-AIMS

3-12

Spring

WAKids

K

Monthly

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

Other: Closegap

K-12

Monthly

Part V: Student and Family Voice

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

  • Advisory Group

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)

  • Low-income

  • Students with disabilities

  • Students experiencing homelessness

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)

Strategies

  • Building Relationships

  • Common Assessments

  • Early Learning (K-4 literacy)

  • Equitable Grading Practices

  • Extracurricular Activities

  • 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: AVID

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

Strategies

Student Group(s)

Building Relationships

Low-income
Students with disabilities
Students experiencing homelessness

Common Assessments

Low-income
Students with disabilities
Students experiencing homelessness

Early Learning (K-4 literacy)

Low-income
Students with disabilities
Students experiencing homelessness

Equitable Grading Practices

Low-income
Students with disabilities
Students experiencing homelessness

Extracurricular Activities

Low-income
Students with disabilities
Students experiencing homelessness

Inclusionary Practices

Low-income
Students with disabilities
Students experiencing homelessness

Mastery Learning/Project-Based learning

Low-income
Students with disabilities
Students experiencing homelessness

Multi-tiered System of Supports

Low-income
Students with disabilities
Students experiencing homelessness

Narrowing Standards

Low-income
Students with disabilities
Students experiencing homelessness

Professional Learning

Low-income
Students with disabilities
Students experiencing homelessness

SEL and Mental Health Supports

Low-income
Students with disabilities
Students experiencing homelessness

Strategic Staffing (teacher advocates, advisory, looping)

Low-income
Students with disabilities
Students experiencing homelessness

Student Voice and Perception

Low-income
Students with disabilities
Students experiencing homelessness

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

Low-income
Students with disabilities
Students experiencing homelessness

Other: AVID

Low-income
Students with disabilities
Students experiencing homelessness

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)

Building Relationships

Low-income
Students with disabilities
Students experiencing homelessness

K-12

Common Assessments

Low-income
Students with disabilities
Students experiencing homelessness

K-12

Early Learning (K-4 literacy)

Low-income
Students with disabilities
Students experiencing homelessness

K-4

Equitable Grading Practices

Low-income
Students with disabilities
Students experiencing homelessness

K-12

Extracurricular Activities

Low-income
Students with disabilities
Students experiencing homelessness

7-12

Inclusionary Practices

Low-income
Students with disabilities
Students experiencing homelessness

K-12

Mastery Learning/Project-Based learning

Low-income
Students with disabilities
Students experiencing homelessness

7-12

Multi-tiered System of Supports

Low-income
Students with disabilities
Students experiencing homelessness

K-12

Narrowing Standards

Low-income
Students with disabilities
Students experiencing homelessness

K-12

Professional Learning

Low-income
Students with disabilities
Students experiencing homelessness

K-12

SEL and Mental Health Supports

Low-income
Students with disabilities
Students experiencing homelessness

K-12

Strategic Staffing (teacher advocates, advisory, looping)

Low-income
Students with disabilities
Students experiencing homelessness

K-2

Student Voice and Perception

Low-income
Students with disabilities
Students experiencing homelessness

7-12

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

Low-income
Students with disabilities
Students experiencing homelessness

K-12

Other: AVID

Low-income
Students with disabilities
Students experiencing homelessness

K-12

Part VIII: 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.

As we collect data throughout the course of the next school year we will look for the effectiveness of our plan in addressing the individual outcomes of our students.

Part IX: 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.

  1. Relationships

  2. Inclusionary Practices

  3. 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. 

  1. Narrowing Standards

  2. Strategic Staffing

  3. Common Assessments