RAINIER PREP ACADEMIC AND STUDENT WELL-BEING RECOVERY PLAN

The Academic and Student Well-being Recovery Plan is a requirement to receive Elementary and Secondary School Emergency Relief (ESSER) III funds, which is part of the American Recovery Plan. All school districts in Washington are required to submit a Phase I plan to OSPI by June 1 with school board approval and publicly post the plan. The plan follows a template created by OSPI for all districts and is just one piece of Rainier Prep’s ongoing work in preparation for the 2021-2022 school year when all Rainier Prep students will be learning in-person, five days per week.

PART I: LEA INFORMATION

Please enter your LEA: Rainier Prep

Please enter the name of the point of contact for this survey: Morgan Fernandez

Please enter point of contact email address: mfernandez@rainierprep.org
OSPI will use this email for questions regarding the contents of this survey.

Please enter the grade levels served by your LEA: 5, 6, 7, 8

PART II: ATTESTATIONS AND PUBLIC POSTING

Rainier Prep attests that the School Board approved this plan after allowing for public comment.
Please enter the date this plan was approved: May 20, 2021
Rainier Prep attests that an equity analysis tool was used in the development of this plan.
Please provide the name of the equity analysis tool used: Rainier Prep Equity Decision Making Tool adapted from Shoreline Public Schools Race & Equity Impact Decision-Making Tool
Please provide a link to the equity analysis tool used: Equity Tool
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 27, 2021

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

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.

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)

	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)
X	Equitable Grading Practices
	Extended Day Partnerships (CBOs)
	Extracurricular Activities
	High-quality Tutoring
X	Inclusionary Practices
X	Mastery Learning/Project-Based learning
X	Multi-tiered System of Supports
	Narrowing Standards
X	Professional Learning
X	SEL and Mental Health Supports
x	Strategic Staffing (teacher advocates, advisory, looping)
X	Student Voice and Perception
X	Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/career/beyond)
x	Other

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.

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
	Academic Diagnostic Assessments
	Accelerated Reader (AR)
	AIMSweb
	Amplify Insight (CCSS)
	Assessment and Learning in Knowledge Spaced (ALEKS)
	CPAA (NWEA)
	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)
X	Fountas & Pinnell
	Gates Macginitie
	GMADE
	GOLD (WaKids)
	GRADE
	iReady
	IRLA
	iStation
	ITBS (Iowa Test of Basic Skills)
X	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
X	Running Records
	Sight Words
	Smarter Balanced ELA Interim Assessments
X	Smarter Balanced ELA Summative Assessments
	Smarter Balanced Math Interim Assessments
X	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
X	STAR Reading
	Success for All (SFA)
	SuccessNet
X	Teacher Made Assessment/District Made Assessment/Classroom Based Assessment
X	Teacher Recommendation
X	Universal Screener list of tools
X	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)
	Panorama Education School Climate Survey
X	Student COVID Impact Surveys
	SWIS
X	Teacher Made Assessment/District Made Assessment/Classroom Based Assessment
X	Teacher Recommendation
X	Universal Screener list of tools
	Universal Screener Guide
	WA-KIDS
	Well-being resources

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)
	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)
X	Fountas & Pinnell	5, 6, 7, 8
	Gates Macginitie
	GMADE
	GOLD (WaKids)
	GRADE
	iReady
	IRLA
	iStation
	ITBS (Iowa Test of Basic Skills)
X	IXL	5, 6, 7, 8
	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
X	Running Records	5, 6, 7, 8
	Sight Words
	Smarter Balanced ELA Interim Assessments
X	Smarter Balanced ELA Summative Assessments	5, 6, 7, 8
	Smarter Balanced Math Interim Assessments
X	Smarter Balanced Math Summative Assessments	5, 6, 7, 8
	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
X	STAR Reading	5, 6, 7, 8
	Success for All (SFA)
	Academic Diagnostic Assessments
	Grade(s)
	SuccessNet
X	Teacher Made Assessment/District Made Assessment/Classroom Based Assessment	5, 6, 7, 8
X	Teacher Recommendation	5, 6, 7, 8
X	Universal Screener list of tools	5, 6, 7, 8
X	Universal Screener Guide	5, 6, 7, 8
	WA-KIDS
	WIDA MODEL for Kindergarten
X	WIDA MODEL (Grades 1-12)	5, 6, 7, 8
	Other FAST Bridge Literacy and Math

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)
	Panorama Education School Climate Survey
X	Student COVID Impact Surveys	5, 6, 7, 8
	SWIS
X	Teacher Made Assessment/District Made Assessment/Classroom Based Assessment	5, 6, 7, 8
X	Teacher Recommendation	5, 6, 7, 8
	Universal Screener list of tools
	Universal Screener Guide
	WA-KIDS
	Well-being resources

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)
	Assessment and Learning in Knowledge Spaced (ALEKS)
	CPAA (NWEA)
	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)
X	Fountas & Pinnell	5, 6, 7, 8		X
	Gates Macginitie
	GMADE
	GOLD (WaKids)
	GRADE
	iReady
	IRLA
	iStation
	ITBS (Iowa Test of Basic Skills)
X	IXL	5, 6, 7, 8		X
	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
X	Running Records	5, 6, 7, 8		X
	Sight Words
	Smarter Balanced ELA Interim Assessments
X	Smarter Balanced ELA Summative Assessments	3-10	X
	Smarter Balanced Math Interim Assessments
X	Smarter Balanced Math Summative Assessments	3-10	X
	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
X	STAR Reading	5, 6, 7, 8		X
	Success for All (SFA)
	SuccessNet
X	Teacher Made Assessment/District Made Assessment/Classroom Based Assessment	5, 6, 7, 8		X
X	Teacher Recommendation	5, 6, 7, 8		X
	Universal Screener list of tools
	Universal Screener Guide
	WA-KIDS
	WIDA MODEL for Kindergarten
X	WIDA MODEL (Grades 1-12)	5, 6, 7, 8		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)	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)
	Panorama Education School Climate Survey
	Student COVID Impact Surveys
	SWIS
	Teacher Made Assessment/District Made Assessment/Classroom Based Assessment
X	Teacher Recommendation	5, 6, 7, 8	X
	Universal Screener list of tools
	Universal Screener Guide
	WA-KIDS
	Well-being resources

PART V: STUDENT AND FAMILY VOICE

In what ways did your LEA include the following voices in the development of this plan?
(Student, Family, and Community Organizations)

☐     Interviews
X      Conferences (in-person and/or virtual)
X      Advisory Groups
X      Surveys

PART VI: STRATEGIC SUPPORTS FOR STUDENTS

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
X	English language learners
	Low-income
X	Students with disabilities
	Students experiencing homelessness
X	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.

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
	Acceleration Academy
	Additional Instructional Time
	Before or After School
	Additional School Days
	Balanced Calendar
	Summer School
X	Building Relationships
X	Common Assessments
	Early Learning (K-4 literacy)
X	Equitable Grading Practices
	Extended Day Partnerships (CBOs)
	Extracurricular Activities
	High-quality Tutoring
X	Inclusionary Practices
X	Mastery Learning/Project-Based learning
X	Multi-tiered System of Supports
	Narrowing Standards
X	Professional Learning
X	SEL and Mental Health Supports
X	Strategic Staffing (teacher advocates, advisory, looping)
X	Student Voice and Perception
X	Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/ career/beyond)

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
	Summer School
X	Building Relationships	Students with disabilities English Language Learners
X	Common Assessments	Students with disabilities English Language Learners
	Early Learning (K-4 literacy)
X	Equitable Grading Practices
	Extended Day Partnerships (CBOs)
	Extracurricular Activities
	High-quality Tutoring
X	Inclusionary Practices	Students with disabilities English Language Learners
X	Mastery Learning/Project-Based learning	Students with disabilities English Language Learners
X	Multi-tiered System of Supports	Students with disabilities English Language Learners
	Narrowing Standards
X	Professional Learning	Students with disabilities English Language Learners
X	SEL and Mental Health Supports	Students with disabilities English Language Learners
X	Strategic Staffing (teacher advocates, advisory, looping)	Students with disabilities English Language Learners
X	Student Voice and Perception	Students with disabilities English Language Learners
X	Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/ career/beyond)	Students with disabilities English Language Learners

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
	Summer School
X	Building Relationships	Students with disabilities English Language Learners	5, 6, 7, 8
X	Common Assessments	Students with disabilities English Language Learners	5, 6, 7, 8
	Early Learning (K-4 literacy)
X	Equitable Grading Practices	Students with disabilities English Language Learners	5, 6, 7, 8
	Extended Day Partnerships (CBOs)
	Extracurricular Activities
	High-quality Tutoring
X	Inclusionary Practices	Students with disabilities English Language Learners	5, 6, 7, 8
X	Mastery Learning/Project-Based learning	Students with disabilities English Language Learners	5, 6, 7, 8
X	Multi-tiered System of Supports	Students with disabilities English Language Learners	5, 6, 7, 8
	Narrowing Standards
X	Professional Learning	Students with disabilities English Language Learners	5, 6, 7, 8
X	SEL and Mental Health Supports	Students with disabilities English Language Learners	5, 6, 7, 8
X	Strategic Staffing (teacher advocates, advisory, looping)	Students with disabilities English Language Learners	5, 6, 7, 8
X	Student Voice and Perception	Students with disabilities English Language Learners	5, 6, 7, 8
X	Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/ career/beyond)	Students with disabilities English Language Learners	5, 6, 7, 8

PART VIII: MONITORING STUDENT PROGRESS

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.Our LEA will use the equity analysis tool when making major decisions that will affect staff, students, and families. Additionally, we will do an equity analysis 4X per year when we get new data from benchmarks, STAR, SBAC and students surveys.

PART IX: SUPPORTS FOR STRATEGIES/INTERVENTIONS

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.

Advisory Curriculum / Program
Multi-Tiered Systems of Support
Inclusionary Practices

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.

Student Voice and Perception
Professional Learning / Development