Students, families and staff have social emotional needs that must be supported through ongoing assessment and responsive programs and services. These needs are changing and will likely present in new ways in the coming years as effects of the pandemic unfold. Our plan includes ongoing and new strategies to support those needs.

We are adding to existing social emotional supports for a more comprehensive approach that can be consistently applied and monitored throughout schools. To do this we are focused on strengthening relationships, bolstering programs and staffing that address current needs and anticipate future investments. Universal supports provided to address gaps include:

• Additional instructional time before and after school
• Summer school classes are available to K-12 students to help with return to school. Specific supports for students by grade level include social emotional, physical fitness, credit recovery needed for graduation and academics.
• Building relationships
• Common assessments
• Early Learning (K-4) Literacy
• Equitable grading practices
• Inclusionary practices
• Multi-tiered system of supports
• Narrowing standards
• Professional learning
• SEL and mental health supports
• Student voice and perception obtained through small group discussions, surveys and feedback opportunities
• Supporting student transitions as they move from one year to the next, with a focus on students entering K-1, 6-7, and 9-10

It is vital to understand current academic and social needs and abilities of students in order to provide the most appropriate supports and guidance. We understand their current needs through data obtained through diagnostic assessments for both learning and social-emotional needs. Staff will continue to meet regularly, leveraging analytical tools designed to provide stakeholders the information they need to respond effectively to student needs.

Current learning diagnostics are indicated below, along with how frequently they are given at which grade levels.

• GOLD (WaKids) - once per year, grade K
• iReady - multiple times a year, grades 1-5
• OSPI Screeners for Literacy skills associated with Dyslexia - multiple times, grades K-2
• Smarter Balanced ELA Interim assessment - once a year, grades 3-10
• Smarter Balanced Math Interim assessment - once a year, grades 3-10
• Teacher/district/classroom assessments - multiple times a year, grades K-12
• WA-Kids - once a year, grade K
• WIDA Model for kindergarten - once a year, grade K
• WIDA Model (grades 1-12) - once a year, grades 1-12
• Other: Performance Matters Comprehensives - once a year, grades 3-12

Current diagnostics for student well-being are indicated below, along with how frequently they are given at which grade levels.

• Panorama Eudcation School Climate Survey - multiple times a year, grades 3-12
• Other: RULER; Second Step - multiple times a year, grades K-12
• Teacher recommendation - multiple times a year, grades K-12
• WA-Kids - once a year, grade K
• Well-being resources - multiple times a year, grades K-12

Four specific opportunities to give feedback about academic and well-being recovery were provided in the last two months. All surveys and results can be found on Engagement page under "District" on website.​

May 3 Let's Connect in English and Spanish​

• In what ways can we better support students’ academic learning?​
• In what ways can we better support students’ social-emotional learning?​

April 28-May 5 Fall Planning Survey​

• Everett Public Schools plans to return 100% in person Fall of 2021. Knowing this, please indicate the strength of your preference for your child below (options 100% in-person and 100% remote)​.

May 6-9 ThoughtExchange

• What are some impactful strategies we can use to help your child prepare for learning in the next grade level?​

May 19-23 Input on Plan posted on website

• Plan draft and narrated presentation of the plan posted on website for families to send in comments.

In addition to universal supports provided, there are students in every defined group that can benefit from additional supports. Based on our equity analysis and student diagnostic assessment results, the following student groups need additional time, support and/or extracurricular activities for academic growth and/or for student well-being:

• 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 learnings
• Low-income
• Students with disabilities
• Students experiencing homelessness
• Students in foster care

• Additional Instructional Time Before or After School
  • Implemented for every student group identified in Question 9. Grades K-12
• Summer School
  • Implemented for every student group identified in Question 9. Grades K-12
• Building Relationships
  • Implemented for every student group identified in Question 9. Grades K-12
• Common Assessments
  • Implemented for every student group identified in Question 9. Grades K-12
• Early Learning (K-4 Literacy)
  • Implemented for every student group identified in Question 9. Grades P-4
• Extracurricular Activities
  • Implemented for every student group identified in Question 9. Grades K-12
• Inclusionary Practices
  • Implemented for every student group identified in Question 9, and specifically for students with disabitilites and English language learners. Grades P-12
• Multi-tiered Systems of Support
  • Implemented for every student group identified in Question 9. Grades P-12
• SEL and Mental Health Supports
  • Implemented for every student group identified in Question 9. Grades P-12
• Transition supports (PreK-Elem, Elem - Mid, Mid-High, High-post secondary/career/beyond) 
  • Implemented for every student group identified in Question 9. Grades P-12

Our district uses an equity analysis tool that includes disproportionality and disparate impact assessment to identify and address opportunity gaps in student learning and well-being for all students. We use (and will continue to use) systemic progress monitoring tools like Performance Matters to disaggregate student assessment (diagnostic, common formative/summative assessments) data to drive tailored instruction and supports for students after each diagnostic window and reporting period. Further, Panorama social-emotional learning perceptual data is disaggregated to identify and strengthen SEL interventions at each school. Data is cross-referenced in the Student Success Platform to specify academic, behavioral, social-emotional, attendance, and other student performance factors. Each fall, an instructional review process is implemented at each school. This process involves leaders at all levels (e.g., board, cabinet, content directors, school and teacher leaders) observing actual instructional practice, longitudinal and just-in-time gap trends, and mobilizing resources to address specific, school-based learning gaps.

Social-emotional learning data tools

Multi-tiered Systems of Support model illustrations