• OBSD Academic Well-being and Recovery Plan

    The pandemic has had a toll on our children, our families, and our community. With that said, it is also a catalyst for needed change within the educational system to create a system that is more student and family centered that better meets the needs of individuals. The direction of these changes will be to create a more inclusive, relevant, and community-centered system to support our children as they grow and develop.


    Student Well-being

    Student well-being is a paramount focus for our schools. Supports for all students to overcome barriers to be healthy, happy citizens is part of our mission. The pandemic has exacerbated many underlying traumas and mental health conditions for our students. The Ocean Beach School District is taking the following steps to mitigate the toll of the pandemic on our students:

    • We are working to add an additional mental health counselor to serve Hilltop School and support the transition from 5th to 6th
    • We will continue our implementation of Character Strong and Purposeful People at all grade levels for social-emotional learning for all students.
    • We will focus on belonging for all students, staff, and parents in our school system. Schools should be a place where people feel comfortable and feel like they belong.
    • We will continue our work with Inclusionary Practices to serve students in the classroom with their peers as much as possible.
    • We will improve our advisory programs at the middle and high school levels.
    • We will schedule “What I Need” Time (WIN Time) at the K-8 level to meet the needs of individual students.
    • We will be incorporating home visits into our schedule.
    • We will focus on ways to equitably support our student populations including issues of disability, poverty, race, and other vulnerable populations.
    • We will expand our Family Resource Coordinator position to serve families year-round.
    • We will create a Family Resource space at Ilwaco High School for families to work with the resource coordinator to navigate the systems required to seek benefits and resources to help their families.

     

    Student and Family Voice

    Tighter connections with our families and our communities is a goal of the district. Open communication and transparency is our focus. This focus will be at both the building and the district level. Initial plans to improve in these areas are as follows:

    • We will use normed perception surveys from families, staff, and students to establish areas of focus.
    • Each school and the district will have parent advisory committees and open listening sessions. Parent advisory committees will meet at least quarterly. Open listening sessions will occur at least monthly.
    • Each school will develop ways for students to be part of the change process that are age appropriate. The district will establish a student advisory committee of middle and high school students that will meet at least quarterly.
    • Teachers and schools will employ more communication methods, especially with older students.
    • Parent and student representatives will be on committees that are advising major decisions of the district.
    • We will do a greater job of developing our Migrant-Bilingual Parent Advisory Committee to guide us on the best way to serve our migrant and bilingual families and students.
    • The district will continue our Strategic Planning sessions and will be seeking broad parent, student, staff, and community feedback in this process.
    • The district will continue to provide and will enhance non-traditional learning options to meet the needs of students and families.
    • The district will evaluate equitable practices using the Insight Education Group toolkit “Enhancing Equity in Education.” If you wish to view the toolkit, go to https://www.insighteducationgroup.com/.

     

    Professional Learning

    Change requires the adults in the system to be trained to think differently and to have different tools to support students and families. This requires ongoing, job-embedded professional development for all staff, not just teachers. Our professional development plans will focus on the following areas:

    • We will continue in the Inclusionary Practices Project which brings in state support for changing practices to be better able to serve all students in the general education environment with their peers.
    • We will begin focusing on more Project-based Learning where students must do more problem-solving and critical thinking in their work and where they present their solutions to authentic audiences – frequently in the community.
    • As part of the inclusionary practices we are working on, many staff will be starting Co-Teaching to better support all students in the classroom. The district will support a cadre of teachers doing this next year.
    • District trainings for all staff, including board members, will focus on issues of equity and justice for all students and families. This equity focus will include all populations of students including issues of disability, poverty, race, and other vulnerable populations.
    • A focus on grading for equity at the high school level will include mastery-based learning, and alternative ways to earn credits and to get students connected with careers.
    • We will support social-emotional learning for staff because every student deserves well-regulated, adult role models in their educational environment.

     

    Recovery and Acceleration

    The pandemic has had very disproportionate effects on students. Some have thrived with more flexible schooling options while others have found this to be very unsuccessful. We cannot move forward expecting to just meet grade level standards each year. We must look more to depth instead of breadth and to focus on the important learning standards to help students be successful in the future. Our initial plans to recover learning for some and to accelerate learning are as follows:

    • We will provide a Summer Learning Series that focuses on our community and aspires to make learning fun again – in many cases we need students to remember how to learn.
    • We will provide credit recovery summer programs to support high school students who are credit deficient.
    • We will expand our Work-based Learning program into the summer to support working students in getting credit for their work experiences.
    • We will focus on “Power Standards” that are keys to success in subsequent grade levels and for life.
    • We will focus on mastery of skills instead of content coverage
    • We will frequently monitor student growth in many ways, not just through formal assessments and will re-teach or re-calibrate as needed.
    • We will schedule “What I Need” Time (WIN Time) at the K-8 level to meet the needs of individual students.
    • We will continue improving our MTSS (Multi-Tiered Systems of Support) process to problem-solve and support students who need additional services.
    • We will continue to focus on Universal Design for Learning (UDL) to support all students being successful in the general education classroom.

     

    Diagnostic Assessments

    To support our work and to meet state and federal requirements, we need multiple ways to assess student growth. Much of this work is done informally in the classroom; however, we also need more formal ways of assessing students individually and to assess our system as a whole. To do this we will be using the following assessments:

    • Math & ELA (3rd-12th) – STAR Testing and SBA Interim Assessments
    • Math & ELA (K-2nd) – STAR Testing, WaKIDS, ESGI, Dyslexia Screening
    • Social-Emotional – CEE Perception Surveys, PBIS Check-in, Character Strong Check-ins
    • English Language Learners – WIDA Assessment
    • Other assessments that are part of our curriculum.

     

    Community Partnerships

    Schools should be the center of our community. We are blessed with a supportive community that truly wants great outcomes for our children. Our Summer Learning Series will be community-based and will enhance our partnerships with many community groups such as:

    • Long Beach Elks
    • Bear River Archers
    • Long Beach Golf Course
    • Oysterville Science Academy
    • Willapa National Wildlife Refuge
    • Coastal Alliance for Youth

    During the school year, we also partner with the following groups in order to support our students:

    • Coastal Alliance for Youth
    • Peninsula Poverty Response
    • Local pastors and faith-based groups
    • Local food banks
    • Pacific County Health Department
    • Many local businesses
    • Rotary
    • American Association of University Women (AAUW)
    • And many more…
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