FPS Learning Plan

Each public school district, tribal compact school, and charter school (also known as LEA) in Washington state is required by the state Legislature and by Congress to create and submit an Academic and Student Well-Being Recovery Plan by June 1, 2021. The goal of the plan is to identify which students and student groups need additional academic and well-being supports, define how those supports will be provided, and plan for recovery and acceleration of student learning and well-being over the summer, into the fall, and beyond. Districts must follow the template created by OSPI while creating the plan. Our district's plan is displayed below.

 

Franklin Pierce Schools

Academic and Student Well-Being Recovery Plan

 

 Part I: Information

Please enter your LEA: Franklin Pierce School District No. 402
 
Please enter the name of the point of contact for this survey: Dr. Lance Goodpaster
 
Please enter point of contact email address: lgoodpaster@fpschools.org
OSPI will use this email for questions regarding the contents of this survey.
 
Please enter the grade levels served by your LEA: Pre-Kindergarten through Grade 12
 

Part II: Attestations and Public Posting

  1. Franklin Pierce School District No. 402 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. Franklin Pierce School District No. 402 (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:
PSESD 121 Racial Equity Tool Policy Worksheet
 

Please provide a link to the equity analysis tool used: https://resources.finalsite.net/images/v1533747604/psesdorg/iitlnnnhmnv3txzin6zs/PSESD_R ET_PolicyReviewWorksheet.pdf

  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 27, 2021
Please provide a link to the posted accessible (i.e., disability and language access) LEA plan: www.fpschools.org/learningplan
 

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.
 
  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):
X  Accelerated Reader (AR)
X  Additional Instructional Time Before or After School
   Additional School Days
   Balanced Calendar
X  Summer School
X  Building Relationships
X  Common Assessments
X  Early Learning (K-4 Literacy)
X  Equitable Grading Practices
X  Extended Day Partnerships
X  Extracurricular Activities
   High-Quality Tutoring
X  Inclusionary Practices
   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 (teaching advocates, advisory, looping)
X  Student Voice and Perception
X
 Transition Supports (PK-Elem; Elem-MS; MS-HS; HS-post-secondary/career/beyond)
   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.
 
  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.
Academic Diagnostic Assessments
   Accelerated Reader (AR)
   AIMSWeb
   Amplify Insight (CCSS)
   Assessment and Learning in Knowledge Spaced (ALEKS)
   CPAA (NWEA)
X
 Curriculum-Based Assessments (e.g., Macmillan/McGraw-Hill, Math180, Moby Max, Rocket Math, TenMarks)
   DIBELS
   Discovery Education Predictive Assessment
   DRA (Developmental Reading Assessment)
   DRP (Degrees of Reading Power)
   EasyCBM
X  FAST (Formative Assessment System for Teachers)
   Fountas & Pinnell
   Gates Macginitie
   GMADE
X  GOLD (WaKids)
   GRADE
   iReady
   IRLA
   iStation
   ITBS (Iowa Test of Basic Skills)
   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
   Running Records
   Sight Words
X  Smarter Balanced ELA Interim Assessments
X  Smarter Balanced ELA Summative Assessments
X  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
   STAR Reading
   Success for All (SFA)
   SuccessNet
X
 Teacher Made Assessment/District Made Assessment/Classroom Based Assessment
X
 Teacher Recommendation
 
 Universal Screener list of tools
 
 Universal Screener Guide
X
 WA-KIDS
X
 WIDA MODEL for Kindergarten
X
 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, Ten Marks)
X
 Other - Write In (Required) SAEBERS
 
 Panorama Education School Climate Survey
 
 Student COVID Impact Surveys
 
 SWIS
 
 Teacher Made Assessment/District Made Assessment/Classroom Based Assessment
X
 Teacher Recommendation
 
 Universal Screener list of tools
 
 Universal Screener Guide
X
 WA-KIDS
 
 Well-being resources
 
  1. 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)  
X
 Curriculum-Based Assessments (e.g., Macmillan/McGraw-Hill, Math180, Moby Max, Rocket Math, TenMarks)
 PK-12
   DIBELS  
   Discovery Education Predictive Assessment  
   DRA (Developmental Reading Assessment)  
   DRP (Degrees of Reading Power)  
   EasyCBM  
X  FAST (Formative Assessment System for Teachers)  K-12
   Fountas & Pinnell  
   Gates Macginitie  
   GMADE  
X  GOLD (WaKids)  PK-K
   GRADE  
   iReady  
   IRLA  
   iStation  
   ITBS (Iowa Test of Basic Skills)  
   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  
   Running Records  
   Sight Words  
X  Smarter Balanced ELA Interim Assessments  3-12
X  Smarter Balanced ELA Summative Assessments  3-12
X  Smarter Balanced Math Interim Assessments  3-12
X  Smarter Balanced Math Summative Assessments  3-12
   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  
   STAR Reading  
   Success for All (SFA)  
   SuccessNet  
X
 Teacher Made Assessment/District Made Assessment/Classroom Based Assessment
 PK-12
X
 Teacher Recommendation
 PK-12
 
 Universal Screener list of tools
 
 
 Universal Screener Guide
 
X
 WA-KIDS
 PK-K
X
 WIDA MODEL for Kindergarten
 K
X
 WIDA MODEL (Grades 1-12)
 1-12
 
 Other
 
 

For each well-being diagnostic assessment predominantly used across you 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, Ten Marks)
 
X
 Other - Write In (Required) SAEBERS
 K-12
 
 Panorama Education School Climate Survey
 
 
 Student COVID Impact Surveys
 
 
 SWIS
 
 
 Teacher Made Assessment/District Made Assessment/Classroom Based Assessment
 
X
 Teacher Recommendation
PK-12 
 
 Universal Screener list of tools
 
 
 Universal Screener Guide
 
X
 WA-KIDS
PK-K
 
 Well-being resources
 
 
  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.
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)      
X
 Curriculum-Based Assessments (e.g., Macmillan/McGraw-Hill, Math180, Moby Max, Rocket Math, TenMarks)
 PK-12   X
   DIBELS      
   Discovery Education Predictive Assessment      
   DRA (Developmental Reading Assessment)      
   DRP (Degrees of Reading Power)      
   EasyCBM      
X  FAST (Formative Assessment System for Teachers)  K-12   X
   Fountas & Pinnell      
   Gates Macginitie      
   GMADE      
X  GOLD (WaKids)  PK-K X  
   GRADE      
   iReady      
   IRLA      
   iStation      
   ITBS (Iowa Test of Basic Skills)      
   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      
   Running Records      
   Sight Words      
X  Smarter Balanced ELA Interim Assessments  3-12   X
X  Smarter Balanced ELA Summative Assessments  3-12 X  
X  Smarter Balanced Math Interim Assessments  3-12   X
X  Smarter Balanced Math Summative Assessments  3-12 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      
   STAR Reading      
   Success for All (SFA)      
   SuccessNet      
X
 Teacher Made Assessment/District Made Assessment/Classroom Based Assessment
 PK-12   X
X
 Teacher Recommendation
 PK-12   X
 
 Universal Screener list of tools
     
 
 Universal Screener Guide
     
X
 WA-KIDS
 PK-K X  
X
 WIDA MODEL for Kindergarten
 K X  
X
 WIDA MODEL (Grades 1-12)
 1-12 X  
 
 Other
     
 

For each well-being 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) Once per School Year Multiple Times per School Year
 
 ACE
     
 
 Amplify Insight (CCSS)
     
 
 CEE
     
 
 Curriculum-Based Assessments (e.g., Macmillan/McGraw-Hill, Math180, MobyMax, Rocket Math, Ten Marks)
     
X
 Other - Write In (Required) SAEBERS
 K-12   X
 
 Panorama Education School Climate Survey
     
 
 Student COVID Impact Surveys
     
 
 SWIS
     
 
 Teacher Made Assessment/District Made Assessment/Classroom Based Assessment
     
X
 Teacher Recommendation
PK-12   X
 
 Universal Screener list of tools
     
 
 Universal Screener Guide
     
X
 WA-KIDS
PK-K X  
 
 Well-being resources
     
 

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

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)
X  American Indian/Alaskan Native
X  Asian
X  Black/African American
X  Hispanic/Latino of any race(s)
X  Native Hawaiian/Other Pacific Islander
X  Two or More Races
X  White
X  English language learners
X  Low-income
X  Students with disabilities
X  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.

  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
X  Acceleration Academy
 X  Additional Instructional Time Before or After School
   Additional School Days
   Balanced Calendar
X  Summer School
X  Building Relationships
X  Common Assessments
X  Early Learning (K-4 literacy)
X  Equitable Grading Practices
X  Extended Day Partnerships (CBOs)
X  Extracurricular Activities
   High-Quality Tutoring
X  Inclusionary Practices
   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)
 
  1. Please select the specific student group(s) for whom the strategies/interventions are implemented.
Strategies Student Group(s)
X  Acceleration Academy All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
 X  Additional Instructional Time Before or After School All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
   Additional School Days  
   Balanced Calendar  
X  Summer School All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
X  Building Relationships All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
X  Common Assessments All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
X  Early Learning (K-4 literacy) All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
X  Equitable Grading Practices All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
X  Extended Day Partnerships (CBOs) All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
X  Extracurricular Activities All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
   High-Quality Tutoring  
X  Inclusionary Practices All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
   Mastery Learning/Project-Based Learning  
X  Multi-Tiered System of Supports All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
   Narrowing Standards  
X  Professional Learning All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
X  SEL and Mental Health Supports All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
X  Strategic Staffing (teacher advocates, advisory, looping) All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
X  Student Voice and Perception All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
X  Transition Supports (Pre-K-Elem; Elem-MS; MS-HS; HS-post-secondary/career/beyond) All student groups; targeting those identified in our equity analysis and student diagnostic assessment results
 
  1. Please select the specific grade(s) in which the strategies/interventions are implemented for the identified student groups.
Strategies Student Group(s) Grade(s)
X  Acceleration Academy All student groups; targeting those identified in our equity analysis and student diagnostic assessment results 10-12
 X  Additional Instructional Time Before or After School All student groups; targeting those identified in our equity analysis and student diagnostic assessment results K-12
   Additional School Days    
   Balanced Calendar    
X  Summer School All student groups; targeting those identified in our equity analysis and student diagnostic assessment results 1-12
X  Building Relationships All student groups; targeting those identified in our equity analysis and student diagnostic assessment results PK-12
X  Common Assessments All student groups; targeting those identified in our equity analysis and student diagnostic assessment results PK-12
X  Early Learning (K-4 literacy) All student groups; targeting those identified in our equity analysis and student diagnostic assessment results PK-4
X  Equitable Grading Practices All student groups; targeting those identified in our equity analysis and student diagnostic assessment results K-12
X  Extended Day Partnerships (CBOs) All student groups; targeting those identified in our equity analysis and student diagnostic assessment results K-8
X  Extracurricular Activities All student groups; targeting those identified in our equity analysis and student diagnostic assessment results 3-12
   High-Quality Tutoring    
X  Inclusionary Practices All student groups; targeting those identified in our equity analysis and student diagnostic assessment results PK-12
   Mastery Learning/Project-Based Learning    
X  Multi-Tiered System of Supports All student groups; targeting those identified in our equity analysis and student diagnostic assessment results PK-12
   Narrowing Standards    
X  Professional Learning All student groups; targeting those identified in our equity analysis and student diagnostic assessment results PK-12
X  SEL and Mental Health Supports All student groups; targeting those identified in our equity analysis and student diagnostic assessment results PK-12
X  Strategic Staffing (teacher advocates, advisory, looping) All student groups; targeting those identified in our equity analysis and student diagnostic assessment results PK-12
X  Student Voice and Perception All student groups; targeting those identified in our equity analysis and student diagnostic assessment results PK-12
X  Transition Supports (Pre-K-Elem; Elem-MS; MS-HS; HS-post-secondary/career/beyond) All student groups; targeting those identified in our equity analysis and student diagnostic assessment results PK-12
 

Part VIII: 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 well-being.
As part of our Multi-Tiered System of Supports, students participate in an academic screener three times each year: Fall, Winter, Spring. (Secondary students might be screened less frequently.) The screener identifies students who need additional diagnostic assessments and analysis. Each school then implements the interventions, gathers progress-monitoring data, and meets regularly (at 4-6 week intervals) to assess progress, evaluate effectiveness, and modify plans for students. As a system we analyze the screening data for patterns of disproportionality and program effectiveness. Additionally, the equity tool identified above will be used periodically to analyze the impact of our efforts in support of student progress.
 

Part VIX: 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.

Grading Practices; Multi-Tiered System of Supports

  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. 

Inclusionary Practices; Student Voice and Perception