PATHWAY FORWARD

Social Emotional and Academic Supports: Responding to Student Experiences and Needs During the Pandemic PATHWAY FORWARD Agenda In response to board requests and questions, the following presentation and outcomes were developed.

Board Outcomes:

• To understand context informing Operational Expectations and Results

• To understand systems of supports • Well-Being • Academic Success • School-Level Support Panorama Survey Fall Survey Respondents Panorama Survey How Responses Are Reported Panorama Survey Strengths & Areas of Growth Panorama Survey Grades 3-5 Results Panorama Survey Grades 6-12 Results PATHWAY FORWARD

WELL-BEING

Social Emotional (Mental) Health Promoting Protective Factors Mitigating Risk Racial Equity Supports Interventions Attendance Children's’ During a Pandemic Emotional Response During a Pandemic

Month of 3 Months 6 Months 9 Months 12 Months Outbreak Post Outbreak Post Outbreak Post Outbreak Post Outbreak

Anxiety Anxiety Anxiety Anxiety Heightened anxiety and Grief Depression Depression Depression depression, if second Increased risk of Increased risk of pandemic wave occurs suicide Coping and recovery, if pandemic subsides Spectrum of Social Emotional (Mental) Health Wellness Building a System of Supports Together

Community

District

School

Student PATHWAY FORWARD

Tier 1: Promoting Well-Being/ Protective Factors Tier 1: Promoting Well-Being/Protective Factors

Creating Strong Social Emotional Supports Tier 1: Promoting Well-Being/Protective Factors

Equity Supports: Students & Families in Focus

Directly support school staff in Creating dedicated spaces for their work with students and historically marginalized students families of color to enhance to express their voices and engagement and collaboration. collaborate with adults.

Audit, review, and create supplemental Collaborate with school leaders curriculum to include an abolitionist to enhance equitable systems perspective that are representative of diverse and historically marginalized and address disparities and student populations, which also systems that perpetuate racism. reflect current societal concerns as they relate to equity. Tier 1: Promoting Well-Being/Protective Factors

Academy for Creating Excellence (ACE)

Serving 6-12 grade Black/African Male Students • 18 male students identify • Weekly Wednesday meeting • Individual student mentorship from ACE • Increase sense of belong Tier 1: Promoting Well-Being/Protective Factors

Youth Mental Health First Aid Purpose: • Adult-focused training • Increase mental health • Decrease in stigmatizing mental health discussions and support Partnership with LWSF • Funding classes made available to all LWSD staff • Averaging four offerings a month • Instructor is a committed community partner LWSD staff trained (as of 2/4/21): 92 Tier 1: Promoting Well-Being/Protective Factors

Teen Mental Health First Aid

Purpose: • Students increase mental • Decrease in stigmatizing mental health discussion and supports • Universal evidence-based program (one grade level-10th, 11th or 12th grade) • Adults trained to help-min. 10% staff trained in YMHFA 2019-2020 Pilot • International Community School • All 10th graders 2020-2021 • LWSF sponsored instructor (LWSD COSA) • Initial conversations with STEM, ICS, LWHS Tier 1: Promoting Well-Being/Protective Factors

Embedded Educational Opportunities

Psychoeducation Topics: • Mental Health/Wellness: Stress & Resiliency, Depression, Anxiety, Suicidal Ideation, How to Support a Friend • Substance Use: Nicotine/E-Cigarettes, Alcohol, Marijuana, Opioids, Other Drugs • Healthy Sleep Habits • Bullying Prevention & Intervention Consultative Support: Number of Students Served • Participation in MTSS Teams • Student Wellness/Prevention Group • Coordination of Prevention Week • Student Wellness Campaigns • Info/Resource Tabling at Lunch Tier 1: Promoting Well-Being/Protective Factors

Remote Suicide Prevention/Intervention Convene a collaborative work group: • Goals: • Review and edit prevention/intervention plan • Create training opportunities for staff suicide prevention/intervention Outcome: • Remote Intervention Plan • Clear Protocol for staff to follow • Contain tools/templates to streamline process in buildings • Drop-in sessions for administrators and counselors • Suicide Prevention • Lessons created to share with all staff • Aligned middle school prevention efforts • Partnering with stakeholders to boots prevention efforts PATHWAY FORWARD Tiers 2/3: Mitigating Risk & Reinforcing Protective Factors Tier 2: Mitigating Risk & Reinforcing Protective Factors

Inserting Evidenced-Based Interventions

Cognitive Behavior Intervention for Trauma in Schools (CBITS) Pilot: Benefits: 1. Students who participate in Bounce Back have significantly fewer symptoms of PTSD (child and parent report), anxiety, and psychosocial dysfunction. 2. Bounce Back is adapted for the elementary level from CBITS (Cognitive Behavioral Intervention for Trauma in Schools) which has an extensive evidence base and is designed to be used in schools with children from a variety of ethnic and socio-economic backgrounds and acculturation levels. Investments: 1. 15 specialists (Counselor, Mental Health Specialist, School Psychologist) 2. Ongoing expert consultation through SMART Center 3. Identifying students through assessment Tier 2: Mitigating Risk & Reinforcing Protective Factors

Inserting Evidenced-Based Interventions

Brief Intervention for School Clinicians (BRISC): Benefits: 1. Masters-level mental health clinicians working in schools implemented BRISC elements with good fidelity and reported the strategy was feasible and aligned with student needs. 2. BRISC students reported greater satisfaction and therapeutic alliance than school-based services as usual (SAU). 3. The majority of BRISC students were discharged without need for continued services, suggesting BRISC promotes efficiency.

Investments: 1. School Based Mental Health Clinicians Trained (8 YES and 4 Evergreen Health Clinicians) 2. Ongoing expert consultation through SMART Center 3. Provide brief effective intervention through assessment, engagement, and initial intervention strategy 4. Strategies motivational interviewing, cognitive restructuring, relaxation, and communication skills Tier 2: Mitigating Risk & Reinforcing Protective Factors

Support Groups High School Support Groups September 2020-December 2020: District Wide designed small groups each day of the week: 1. Two parents support groups 2. Self-Care and Coping 3. Mindfulness 4. Coping with Anxiety and Depression Individual Session: 1. 114 individual sessions 2. 835 encounters with 114 Tier 2: Mitigating Risk & Reinforcing Protective Factors

Interventions

• Successes: • Groups, various topics included: friendship, nicotine cessation, TRAILS, LGBTQ+ • SBIRT • Guidance/SIT/IEP/504 Meetings • Barriers: Number of Students Served • Student identification/participation • Limited class time/flextime Tier 2: Mitigating Risk & Reinforcing Protective Factors

Building Parents Resiliency Balance In Mind SeaMar • Hosted 27 Wednesday • Over 4-week specific parent chats with expert parent support groups host • Improve parent-child • Average 35 Participants relationship • YouTube Channel with 20+ • Build on effective parent parent topic videos strategies • Increase positive communication Tier 2: Mitigating Risk & Reinforcing Protective Factors

Communities in Schools Communities in Schools is a proven model to bring community resources inside public schools-where they are accessible. • The CIS site coordinator and case manager works with volunteers, partners and the local community to provide students with the supports they need to succeed both inside and outside the classroom. • Fiscal partnership with COR, COK, LWSF, and CIS until 2023-2024 • Hire 4 FTE CIS coordinators to support: • Redmond Middle School • Kamiakin Middle School • Redmond Ridge Schools (Ella Barker, Rosa Parks, Timberline) • Keller and Bell Elementary Attendance Supports

Attendance Interventions: • Home visit with student's identity as most vulnerable • Collaborate with outside agency to support attendance barriers • Support schools in modifying or implement interventions System of Support Improvement: • Assessment of current system support • Plan to improve system delivery of attendance prevention and intervention • Implement new processes that promote higher family and student engagement without court involvement PATHWAY FORWARD Returning to Campus

Support the continued development of MTSS-B systems • Establish K-12 SEL adult training and explicit instruction curriculum • Increase Mental Health supports and visibility • Support High Schools Graduation Efforts and Monitoring • Support Parents SEL Skills PATHWAY FORWARD

ACADEMIC SUCCESS

Grades/Incompletes Credit Recovery Assessment System Professional Learning (Distance Learning Playbook) Programs (EL, SPED, HC, SN) Middle School Semester 1 Grades

Student Group Percent of Students with at least one non-credit grade (F, N, I, or U) 2019-20 Semester 1 2020-21 Semester 1 Asian 1.6 3.9 Black/African American 20.3 30.5 Hispanic/Latino of any race(s) 19.8 31.0 Two or more race(s) 8.0 10.0 White 5.6 9.1 Students receiving Special Education 19.3 26.0 services Non-Special Education 5.1 8.9 English Language Learners 22.7 32.9 Non-EL 5.6 9.2 Students from low income households 27.2 41.3 Non-Low Income 3.7 6.6 Students with Section 504 plans 9.9 13.8 Non-Section 504 6.2 10.2 All Students 6.5 10.5 High School Semester 1 Grades

Student Group Percent of Students with at least one non-credit grade (F, N, I, or U) 2019-20 Semester 1 2020-21 Semester 1 Asian 5.9 6.0 Black/African American 29.8 26.0 Hispanic/Latino of any race(s) 23.6 28.0 Two or more race(s) 11.0 13.7 White 8.0 10.7 Students receiving Special Education 21.0 31.1 services Non-Special Education 8.7 10.1 English Language Learners 31.5 38.0 Non-EL 9.0 10.7 Students from low income 31.8 36.5 households Non-Low Income 7.0 9.0 Students with Section 504 plans 15.2 15.0 Non-Section 504 9.2 11.5 All Students 9.9 11.9 High School Courses Most Non-Credit Grades Semester 1

Course Number of students with N/I/U BIOLOGY IN THE EARTH SYSTEM / BIOLOGY 91 ALGEBRA 2 87 GEOMETRY 85 ALGEBRA 1 80 ENGLISH 9 67 ENGLISH 11 64 US HISTORY 61 CONTEMPORARY WORLD 55 AMERICAN SIGN LANGUAGE 1 48 ENGLISH 10 46 High School Course GPA

Student Group Average GPA 2019-20 Semester 1 2020-21 Semester 1 Asian 3.41 3.55 Black/African American 2.47 2.61 Hispanic/Latino of any race(s) 2.59 2.73 Two or more race(s) 3.14 3.20 White 3.17 3.27 Students receiving Special Education services 2.24 2.38 Non-Special Education 3.23 3.35 English Language Learners 2.25 2.48 Non-EL 3.18 3.30 Students from Low Income households 2.32 2.47 Non-Low Income 3.25 3.36 Students with Section 504 plans 2.95 3.05 Non-Section 504 3.16 3.28 All Students 3.14 3.26 ACADEMIC SUCCESS Grades

In the spring we used an A/I (Incomplete grading system)

• 1058 courses received an incomplete for Semester 2, 2019-20

• 475 students • 532 courses were eligible for a "backfill" from fall semester • 282 passed their fall semester course so have had their incomplete cleared • 250 did not pass their fall semester course • 776 incompletes are still un-cleared from Spring of 2020

• 170 courses received an incomplete for Semester 1, 2020-21

• This compares to 113 courses that received an incomplete S1, 2019-20 ACADEMIC SUCCESS Grades  A number of options can be used to resolve an incomplete including:  Independent study  Courses taken in the following term or year  Competency-based courses  Summer school  Online courses  Backfilling the incomplete designation with a letter grade once proficiency is demonstrated in the next course taken in that subject area

 We are currently using a backfill option for the majority of remaining unresolved incompletes from the spring of 2020.

 This fall we updated administrative policy 2420 based on OSPI guidance  Requires a plan to be developed when assigning an incomplete  Plan developed in consultation with student and family

 This year we replaced F grades with an N/No Credit grade and provided guidance to schools about the use of P/Pass grades and I/Incomplete grades ACADEMIC SUCCESS Credit Recovery

• School-year and summer credit recovery continue to be an option to support students

• Programs are designed for students who do not pass a course needed for graduation, but learned enough to make a complete repetition of the course unnecessary

• Students work with credit-recovery teacher to demonstrate competency of subject(s) • Each high school provided with credit recovery staffing • Teachers use district and Fuel Education curriculum resources

• Once a student demonstrates competency, a grade is assigned and credit is awarded • Grade and credit added to transcript ACADEMIC SUCCESS Assessment

This year we are implementing a new universal screener and progress monitoring tool for literacy and math in grades K-8

Universal Screener • Brief, reliable and valid assessments • Administered to all students 3 times per year • Assesses broad skills based on Common Core Standards

Progress Monitoring • Formative assessments • Delivered periodically throughout the year to assess growth Formative Assessment System for Teachers • Used to inform instructional decisions and intervention ACADEMIC SUCCESS Professional Learning

• Anchoring Resource: The Distance Learning Playbook by Douglas B. Fisher, John Hattie, and Nancy Frey • Books provided for all certificated staff • Distance Learning Playbook eLearning session for all certificated staff • 16 building-based book studies to provide collaborative work around this text

• Live Classes & Book Studies • Bite-Sized Resources for Distance Learning (courses on Engagement, Planning, Feedback, Relationships) • Connecting with Students Online blended book study • Courses on adaptations for remote learning (Adapting Haggerty, Adapting , Adapting Read Naturally, Adapting SIPPS) • Comprehensive Technology training

• Other Resources • Flipgrid videos based on Distance Learning Playbook strategies • Bite-sized learning resources with embedded instructional videos ACADEMIC SUCCESS Programs Safety Net • Moving to a regional remote service delivery model • Small group instruction based on multiple assessment measures • All schools will support kindergarten through third grade students in reading • Title 1 schools will support kindergarten through fifth grade students in reading

English Learner • Small group instruction in reading, , listening and speaking for provisional, emerging and progressing students • Preparing to assess approximately 450 kindergarten and first grade students returning to in-person services with the ELPA21 Screener • Yearly ELPA21 testing begins in the middle of March ACADEMIC SUCCESS Programs Highly Capable

• K-5 Highly Capable – 30 minutes of small group reading and/or math per week • 1st grade schedules will be adjusted dependent on in-person or remote starting February 22nd. • Once eligibility process is completed, Kindergarten students will be served for the remainder of the school year

• Pull-out Quest – 1 day per week • Continues to be a day of remote instruction for grades 2-5.

• Full-time Quest- daily • Continues to be daily instruction in a remote setting for grades 2-5. • Regions service model – 11 elementary sites ACADEMIC SUCCESS Programs

Special Education

• Preschool – 4 days per week, 2.5 hours per day • No changes to current schedule or model • Smaller class sizes for health and safety, no tuition based this year

• Elementary– Follows K-1 and to follow 2-5 schedule • Students are returning to their neighborhood schools and programs • Students who access resource room will receive in-person or remote services • Students opting for fully remote will receive support from resource teacher at neighborhood school • Students who access Learning Center or Intervention Center services will continue to be served in person unless family chooses remote

• Secondary - 4 days per week, 2.5 hours per day, am or pm schedule • No changes to current schedule • Secondary bargaining may result in changes ACADEMIC SUCCESS Student Advisory Groups

Empowering students and leveraging student voice to inform continuous improvement

HIGH SCHOOL STUDENT MIDDLE SCHOOL ELEMENTARY STUDENT ADVISORY STUDENT ADVISORY ADVISORY

 Facilitators selected  Facilitators selected  Facilitators selected  Framework developed  Framework developed  Framework developed  Student nominations  Student nominations  Student nominations  Students selected: 55  Students to be selected: 35  Students to be selected

 First meeting 2/16  First meeting March  First meeting April ACADEMIC SUCCESS Pathway Forward ACADEMIC SUCCESS Pathway Forward: MTSS ACADEMIC SUCCESS Pathway Forward: MTSS Core Components of MTSS • Universal, core curriculum and instruction for academics and behavior

• Universal screening for academics (literacy, math) and behavior

• Tiered, evidence-based, integrated academic and behavioral supports for any student who needs more

• Valid and reliable progress monitoring for academics and behavior

• School teams that regularly review academic and behavioral data; identify and apply evidence-based supports; use a structured decision making and problem-solving process

• Community resources to support students and families

• Leadership; professional development; personnel; and resources to support above ACADEMIC SUCCESS Pathway Forward: MTSS Partnerships Supporting our MTSS Efforts School Support Services

Schools provide supports to students in 3 areas: 1. Academic 2. Social Emotional 3. Other Services School Support Services

Academic Supports

• Staff use of data

• Developed systems to track student progress and design supports and interventions

• Student Intervention Teams

• Staff "champions" for students of concern

• Student Staffings

• Informational communication and virtual events/Q&A sessions with parent community School Support Services

Academic Supports Elementary • Family connection meetings on Wednesdays

• Targeted students are invited to in-person support on campus

• Principals bring in 4-5 students over the week to support their organizational skills, access, and homework completion

• Staff partner to offer 1:1 and small-group check-ins with students

• Latinx group meets monthly

• Utilizing bilingual school staff School Support Services

Academic Supports Secondary • Use of asynchronous time to provide additional support to any student

• Schools bring small groups of targeted students (1-3) on to campus

• Counselors and administrators are doing individual outreach to students and families School Support Services

Social Emotional Support Elementary • Home visits

• Daily SEL support in each classroom

• Counselor provides small group sessions

• Class lunches with teachers and/or administrators

• Counselors and administrators create student friendship groups

• Partner new families with experienced volunteer families

• Schools events for school spirit and connection School Support Services

Social Emotional Support Secondary • Home visits

• Homeroom – Academic intervention/ social-emotional support

• Character strong curriculum in middle schools

• Individual outreach to students and families School Support Services

Other Services

• Technology support to access learning

• Schools help families connect to outside agencies for rent/utility support

• Schools partnering with outside agencies to provide needed food and clothing to families

• Bookmobile delivering books in two neighborhood locations

• Established lending library in the laundry room of an apartment complex for families to use School Support Services

Other Services

• Schools partner with PTSA to provide Pantry Packs to students

• Staff visit childcare program to check in on students

• School staff help to coordinate community donations

• Schools connect families with discounted childcare providers

• Staff schedule school pick-ups/ home deliveries of needed items

• Schools support food pick up and/or delivery School Support Services

Other Services

Equity and Family Engagement Facilitators provide direct support to school staff, students, and families of color

A few examples: • Provide strategies for school staff to engage and build relationships with students and families of color

• Connect families directly to resources for housing, food, clothing, and health

• Participate on Student Intervention Teams, Guidance Teams, and on building equity teams

• Partner with community programs School Support Services

Other Services

Examples continued: • Recently helped several LWSD families facing eviction to find permanent housing

• Partnered with community programs such as the King County Wise Programs, Jewish Family Services, the Arc of King County, Gender Diversity, and Wrap-around to support students and families

• Identified several families who had not had adequate access to technology and internet and coordinated with the Tech Department to improve access. PATHWAY FORWARD

End of Presentation