Academic & Student Well-Being Recovery Plan

This plan describes the Tukwila School District (TSD)’s academic and student well-being recovery plan in the 2021-2022 school year. This plan was developed with the collaboration of community partners, teachers, and staff input and feedback. There are eight parts of this plan, and the board of directors passed it on May 25th, 2021. The plan is fluid, and will be updated throughout the year as we continue to learn and grow with our students.   

The recovery plan committee met four times together to develop this outcome-focused plan after reading through the TSD’s Race and Equity tool Kit. The committee identified current and future plans to implement assessment tools and strategic supports in academic and well-being/social-emotional learning to our various student groups. Through the review of both equity analysis tool and student diagnostic assessment results, the committee recommended specific assessment strategies and well-being supports for the students.

The targeted strategies that the committee selected are additional instructional time, 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, 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, and transition supports (Pre-K-Elem; Elem-MS;MS-HS; HS-post-secondary/career/beyond).

The committee recommended the district to use a myriad of strategies to identify and monitor students at all levels by using I-Ready, Orleans Hanna, National Geographic Inside, WaKIDS, cognitive Ability Test (CogAT), Classroom Assessments, Fountas and Pinnell Benchmark Assessment System (BAS), World Language Assessments, Healthy Youth Survey (HYS), School Climate Survey, WIDA assessments and National Assessment of Educational Progress (NAEP) in various areas to help us collect data and create data points for references throughout school year.

• Across schools, we have care teams (MTSS teams) that come together to look at student data for students that teachers refer. 
• Using a data monitoring system and process, we will create data portals to monitor our exited EL students monthly within two years and share the data with all the stakeholders to continue supporting the students to succeed. We will provide preventative interventions and wrap-around services through our data tracking and monthly monitoring system. 
• We are hiring a multilingual and dual-language instructional specialist before the end of this year. This position will be the point person in our data monitoring system for our exited EL students and various subgroups of students. 
• We strive to provide as many opportunities to teachers and staff for any professional developments before we launch any new program and adopt new standards. By the end of 2022, all teachers will follow the WIDA standards for their language and content objectives when instructing all our multilingual learners. 
• We want to support our staff well in their transitions to WIDA standards. We have also started using WIDA standards to guide our cross-discipline and cross-grade level PLC discussions at our secondary level in May 2021.