Washington LEA Academic and Student Well-being Recovery Plan

Part I: LEA Information

Please enter your LEA:  Union Gap School District

Please enter the name of the point of contact for this survey:  Lisa G. Gredvig, Superintendent

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

Please enter the grade levels served by your LEA:  PS - 8th

Part II: Attestations and Public Posting

  1. Union Gap School District (LEA name) attests that the School Board approved this plan after allowing for public comment.

Please enter the date this plan was approved: May 25, 2021

  1. Union Gap School District (LEA name) attests that an equity analysis tool was used in the development of this plan.

Please provide the name of the equity analysis tool used: UGSD Equity Tool

Please provide a link to the equity analysis tool used: https://5il.co/t8eh

  1. 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 26, 2021

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

Part III: Universal Supports for All Students

  1. 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)

lea-supports

lea-supports

Part IV: Diagnostic Assessments

  1. 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.

diagnostic-assessment

diagnostic-assessment

diagnostic-assessment

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.

diagnostic-assessment

diagnostic-assessment

  1. For each academic diagnostic assessment predominantly used across your LEA, please select all grade levels using that assessment.

diagnostic-assessments

diagnostic-assessments

For each well-being diagnostic assessment predominantly used across your LEA, please select all grade levels using that assessment.

diagnostic-assessments

diagnostic-assessments

diagnostic-assessments

  1. 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.

diagnostic-assessments

diagnostic-assessment

diagnostic-assessments

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. 

diagnostic-assessments

diagnostic-assessments

Part V: Student and Family Voice

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

Student-Family-Voice

Part VI: Strategic Supports for Students

  1. 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)

Strategic-Support

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.

  1. 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

strategies

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

student-groups

student-groups

  1. Please select the specific grade(s) in which the strategies/interventions are implemented for the identified student groups.

strategies-grades

Part VII: Monitoring Student Progress

  1. 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 wellbeing.

For example:
“Our district uses an equity analysis process every three months to monitor progress, adjust strategies and identify student learning gaps.”

Our district has and will continue to meet with teachers monthly to monitor progress, adjust strategies and identify student learning gaps. Every student is reviewed individually as well as special programs. Our district Steering Committee will review summative data through an equity lens every Fall as previously completed when editing District Improvement Plan for the current year. Our district will utilize the equity tool to analyze and monitor progress, adjust instructional and SEL strategies and identify student learning gaps and respond thereto.

Part VIII: Supports for Strategies/Interventions

  1. 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.

MTSS, RTI and family engagement/communication

  1. 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. 

Project based learning, narrowing standards and learning progressions (ELA)