Longview Public Schools Academic and Student Well-Being Recovery Plan Summary - May 24, 2021
The following plan is intended to provide a preliminary summary of our efforts to help address the student learning loss that has resulted from the pandemic. These efforts and this plan will be revised, improved and expanded as we implement our 3 year approach to our students’ academic and well-being recovery.
The district’s Equity Policy #0310 was referenced in the building of this plan. Longview Public Schools is committed to equity and will continue its work in this area, through the use of the newly established Equity Council, and by continuing to place an emphasis on the equitable treatment of all students.
Universal Supports for All Students
Longview Public Schools is focused on student learning and providing equitable opportunities for student success. The district will continue to create a system of practices dedicated to improving student achievement levels, for all students Pre-K through 12th grade, while valuing the unique backgrounds and perspectives of each of the students we serve. We believe that all students can learn and that it is our responsibility to teach all of our students to become critical thinkers and discerning consumers of information while being challenged to reach their academic potential.
The district will be offering expanded summer school learning opportunities during the summers of 2021, 2022, and 2023. Opportunities will be expanded from a traditional two week opportunity to 4-5 weeks of instruction focused upon literacy, mathematical understanding, STEM, credit retrieval and enrichment. All students are welcome, but a particular focus will be placed upon providing services to our students who have been identified as having academic skill deficits and those who are in need of retrieving credits uncompleted during the school year. To help address the social/emotional needs of our students, activities in partnership with the City Parks and Recreation department and the Lower Columbia School Gardens are being included in the daily schedule.
During the 21-22, 22-23, and 23-24 school years extended day opportunities will be expanded for students in need of additional instructional time to address the ongoing skill deficit needs exacerbated by the learning loss attributed to the pandemic. These opportunities will also be focused upon literacy, mathematical understanding, STEM, credit retrieval, enrichment and providing services to our students who have been identified as having remediation and enrichment needs.
Transportation will be provided for students involved in our summer school and extended day opportunities. These expanded opportunities will be continually assessed throughout the three years of implementation and adjustments will be made as needs are identified.
Strategic Supports for Students
Students identified as having significant learning loss as a result of the pandemic have and will continue to be identified and provided in-school intervention that includes additional and focused literacy and mathematics instruction during the regular school day. In-school, regular school day credit retrieval opportunities will also be provided high school students who are in need of credit bearing course opportunities to get them back on track to graduate.
Additionally, expanded summer school and extended day learning opportunities are being created to serve our students in need of this support. Our low income students are a group of particular concern as is our English Language Learners. Our district’s family liaisons will continue their outreach to families with a particular focus on those in poverty and those whose primary language is one other than English. Information they collect is shared with teachers and administrators in the design of regular-day and extended-day intervention services for our students in need. Transportation will be provided for students involved in our summer school and extended day opportunities.
Partnerships with community mental health providers that offer school based mental health services to our students have been built and will continue to be a vibrant source of support to our students in need of these services. These supports augment those provided by our school counselors, regular and special education teachers, and behavior specialists. The potential need for additional counseling support for our students will be closely monitored as the year unfolds.
Our school liaisons, homeless coordinator, and truancy officer, in partnership with our school administrative teams, have and will continue to conduct home visits as an additional outreach to students whose school engagement has decreased since the beginning of the pandemic. These efforts will continue to be essential as we seek to assure that disengaged students return to school. The addition of personnel support in these outreach efforts will be considered as we monitor the level of need as the new school year begins.
The district’s Family Community Resource Center (FCRC) has and will continue to provide services to our students and families who have been particularly impacted by the adverse economic impacts of the pandemic. The FCRC is focused upon providing nutrition, job search, medical, academic and other support to our students and families impacted by poverty. It also serves as the focal point for our district’s outreach and support provided our students and families experiencing homelessness.
Throughout this school year we have continued our focus on safety and security and will continue our partnership with a local school safety consultant to assure our safety and security readiness in the years to come.
School Improvement Planning
School Improvement plans will encompass the specific manner in which each school will address learning loss resulting from the pandemic. These plans will also include a component related to the manner in which each school will be providing social/emotional support to students as we continue our return to normal school operations. School improvement plans are built to address the goals and focus outlined in the district’s Design for Excellence which can be found at: https://www.longviewschools.com/about/school-improvement-plans
Professional development to address learning loss is being planned for August and throughout the school year. Our school calendar provides for weekly grade level and department level Professional Learning Communities (PLCs) in which teachers focus upon instructional strategies to assure that our students learn effectively. Specific attention will be paid to implementing instructional strategies to address learning loss and the social/emotional needs of our students. The focus of professional development opportunities for teachers and administrators throughout the 2021-22 school year is upon differentiated instruction, priority standards, professional learning communities, social/emotional learning and effective literacy instruction.
Throughout the past 15 months the Longview Schools has continued to gather assessment information for all students. These assessments come from several sources including our teachers, curricular materials and district adopted assessments. The district has continued to assess kindergarten students through the WaKids kindergarten readiness tool. Kindergarten-2nd grade students continue to participate in our Acadience and 95% literacy assessments given multiple times per year. 3rd-8th grade students participate in the I-Ready assessment in reading and mathematics while many 3rd-12th grade students have participated in the Smarter Balance ELA and Mathematics interim assessments. This data will continue to be used to determine the intervention needs of our students and help form the design of the in-school, extended-day, and summer school intervention services provided our students.
The Smarter Balanced state assessment will not be given in the spring of 2021 but will instead be given in the fall of 2021 and the spring of 2022. This and other assessment data collected in the fall of 2021 will be analyzed and used to help us in the identification of students who may be in particular need of intervention services. This data will also be used to help in the refinement of our future in-school, extended-day, and summer school instructional intervention strategies.
Student and Family Voice
Longview Public Schools strives to effectively, consistently, and positively reach out to the families of our students so that we are able to work together to meet the needs of the students we share. We communicate our purpose, share our vision for the future, celebrate our successes, and exchange information with our families regarding our schools and our district. We strive to create an environment in which families are informed, welcomed, supported, and encouraged as we partner to meet the needs of each of our students. We recognize that some members of our students’ families may not be fluent in English and that we have a responsibility to communicate effectively with them and provide information in multiple languages to meet their needs.
Regular communication via e-mail, mail, Facebook and the district website has been provided our families and they are encouraged to share any questions or concerns that arise from these communications. The public is given opportunity for comment during all board meetings and participation in this portion of our board meetings has increased considerably throughout the pandemic.
Our middle and high school students participate in weekly advisory groups and given opportunity to discuss the challenges with which they are faced. Periodic school based surveys have been given students and parents and future surveys will be given to determine ways in which we might be able to improve upon our work to serve the students in our district.