ACTION ITEMS

Adoption of Resolution 21-04 Academic and Student Well-Being Recovery Plan

This Student Academic and Well-being Recovery Plan has been developed in response to two laws, one federal and one state, that connect planning for academic and student well-being recovery to eligibility to receive Federal Elementary and Secondary School Emergency Relief (ESSER) III funds. 

The Washington State Office of Superintendent of Public Instruction (OSPI) has developed the template on which this plan has been developed.  The template allows us to respond to the requirements of both the state and federal law in a single plan.  

Federal Law Requirements

The Federal Law, The American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) Fund under the American Rescue Plan (ARP) Act of 2021, Public Law 117-2, requires each school district to develop a “ Safe Return to In-Person Instruction Plan.”   The ESSER funds must be used to address academic recovery and acceleration (the federal law uses the term “learning loss”). 

The Law states: 

“An LEA [school district] that receives ARP ESSER funds must, within 30 days of receiving the funds, make publicly available on its website a plan for the safe return to in-person instruction and continuity of services. Before making the plan publicly available, the LEA must seek public comment on the plan.” 

OSPI has determined that school board approval of the plan meets the federal requirement for seeking public comment, as it involves public posting and provides the opportunity for public comment. 

Following approval, the District must post the plan on the District’s website, making it accessible for those with disabilities and those in the community whose language is one other than English. 

Washington State Law Requirements

The LEA [School District] Academic and Student Well-being Recovery Plan (House Bill 1368; Sec. 12 [2021]). requires school districts to submit an Academic and Student Well-being Recovery Plan to OSPI by June 1, 2021, “to address student needs resulting from school building closures and extended time in remote learning due to the COVID-19 pandemic.” 

The law requires OSPI to develop the template for the LEA Academic and Student Well-being Recovery Plan and a process for LEAs to report progress on implementing their plans. 

In addition, the legislature gave OSPI the ability to add additional elements identified by OSPI that are based on evidence of positive learning and well-being outcomes. 

OSPI has elected to add three additional requirements of LEAs: 

1. Use of an equity analysis tool in the development of the plan; (Woodland has used the Shoreline School District Tool)
2. School board approval of the plan (e.g., public posting, provides the opportunity for public comment as per federal requirement); and 
3. Public posting of the plan on the LEA website per the federal requirement, making it accessible for those with disabilities and those in the community whose language is one other than English. 

OSPI will review and either approve the submitted Plan or request additional information from the LEA. Approval of the Plan is required before ESSER III funds will be released for LEA use.

Elements of the Plan

Districts must address the following elements in their Academic and Student Well-being Recovery Plan, using the OSPI-provided template: 

1. Identification of specific diagnostic assessment tools by grade level; identification of student learning and well-being gaps; and focus of additional time, supports, and/or extracurricular activities for students most impacted. 
2. Inclusion of the following student groups in all data included in the Plan: 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 Learner; Students Experiencing Poverty; Students with Disabilities; Students Experiencing Homelessness; and Students in Foster Care. 
3. Students’ learning recovery (including addressing the needs of the student groups identified above), specifically identifying and correcting disproportional impact resulting from the school building closures and extended time in remote learning due to the COVID19 pandemic. 
4. Provision of additional instruction, student well-being support, and extracurricular opportunities based on an assessment of student needs (academic and well-being). 
5. Additional elements identified by OSPI that are based on evidence of positive learning and well-being outcomes (e.g., balanced calendar, additional school days, additional instruction time, or any combination of these elements). While the examples provided are recommended, the following are required: 
1. Equity analysis in the development of the Plan. 
2. LEA school board approval of the Plan (e.g., public posting, provide the opportunity for public comment as pre federal requirement). 
3. LEAs must post the Plan on the LEA website per the federal law, making it accessible for those with disabilities and those in the community whose language is one other than English.

Administrative Recommendation /MOTION/ "I move we adopt Resolution 21-04 as presented"