Recovery plan

  • Student Well-Being 

    Student well-being is critical for learning as well as supporting students in understanding, managing and developing their emotional and physical health. There is a correlation between student well-being and academic performance. Staff and families have large roles in student well-being as they model and relate to students. 

    During the 2020-21 academic year, social emotional learning (SEL) focused on COVID-impacted needs while also building a foundation for future SEL work. Those efforts included:

    • Used the district’s tiered approach to recognize, screen, and respond to emotional and behavioral distress. This tiered approach includes direct instruction of developmental social and emotional curriculum, processes for screening and identifying students in distress, and a systemic approach to responding to individual and collective crisis situations.
    • Reviewed and updated the Elementary Suicide Prevention Plan for Distance and Hybrid Learning to outline the district’s prevention and intervention plan to support students at risk of suicide or self-harm.
    • Updated partnership agreements with mental health providers to streamline services, increase access, and speed of service for students and staff districtwide.
    • Developed a HealthyU website linked on every school and district webpage to provide mental health and other resources for students, families, and staff. The team researched and identified resources and services to meet the needs of Black, Indigenous and People of Color (BIPOC) and communities that represent a diverse range of identities and expressions of gender and sexual orientation.
    • Partnered with Center for Human Services, a trauma-informed agency, to provide student access to mental health services to all school district buildings.
    • Partnered with Providence to provide Work2BeWell, a digital wellness and empowerment program focused on positively impacting the emotional well-being of teens and promoting mental health. Committed to anti-racist work, the program applies a diversity, equity, and inclusion lens to programming and is deliberate about identifying resources for BIPOC teens.
    • Provided “Addressing Racism” resources to Mukilteo students, families, and staff through the district “Need Help?” channel on the district and school webpages. These resources provide options for seeking professional support in the face of racism as well as how to be part of the conversation and action in support of an inclusive and equitable society.
    • Partnered with both the Employee Assistance Program and Anchored SEL to build and disseminate a multi-level, districtwide plan focused on adult self-care and building social-emotional fluency for staff, leadership, families and community partner organizations. The family course and community conversations are also available in Spanish and Russian. This program was offered to families, staff, and BIPOC community partners from November 2020 to May 2021.  
    • Addressed post-election stress by sharing resources related to the election to support staff, student instruction and for families to support students at home.
    • Partnered with Connect Casino Road to support a cohort of 30+ families and pilot new ways to increase family resilience. The work has focused on increasing access to trained mental health professionals, early identification within a culturally responsive environment, increasing mental health awareness, and decreasing the stigma and isolation among our Casino Road BIPOC and immigrant families. 

    A universal, and targeted approach

    School districts are aware students, families and staff will have social emotional needs that must be assessed, addressed and supported. We anticipate there will be a need for students and staff to heal from effects of the pandemic and those needs will unfold in coming years. Mukilteo School District’s plan includes strategic support for those needs. 

    Student well-being is embedded in returning to in-person learning as we return to greater normalcy. To prepare, we are adding to existing support for a more comprehensive, non-punitive program that can be consistently applied and monitored throughout schools. That program will likely change and improve as we gather and act on student, family and staff responses and view the data over time. To do this we are focused on outreach, strengthening relationships and expanding learning options for all students. We will also create additional access to learning through the following:

    • Summer school classes are available to K-12 students to help with return to school overall. Specific supports for students by grade level include social emotional, physical fitness, credit recovery needed for graduation and academics.
    • Surveying students and responding to any data/insights we learn from the survey results
    • Supporting student transitions as they move from one year to the next, with a focus on students entering K-1, 6-7, and 9-10
    • Student to student support teams in which students drive outreach to new middle and high school students to make sure they feel included and have the information they need to be successful. Examples include WEB and LINK Crew activities that start earlier and include all secondary grade levels.
    • Focused outreach and reconnection with students who didn’t participate in school during the pandemic to recapture them to engage in school activities
    • Surveying students and responding to any data/insights we learn from the survey results
    • Expanding and improving student supports for next year
    • Connecting students and families to support through school-based programs 

    Students with special needs
    As a result of the pandemic, every student in Washington experienced unprecedented interruption to in-person learning. Many students did not make appropriate progress on pre-COVID Individual Education Plan (IEP) goals due to school facility closures, missed or delayed services, or barriers accessing remote instruction, despite efforts of school districts, educators, families, and students. OSPI’s expectation, consistent with the need to provide a free appropriate public education, is that IEP teams consider the individual need for recovery services for every student with an IEP from preschool to age 21. 

    Building strong relationships among students, families and educators

    We know that relationships are key to supporting student learning and to strengthening the organization and community. They are also critical in preventing and supporting mental health needs. We commit to building and maintaining positive relationships with students and families. Some of the strategies the district will use to build and strengthen relationships include:

    • Expanding school and district communications to ensure outreach in multiple languages and modes
    • Revising practices and procedures to increase access and use of translation and interpretation services; developing a system to track interpretation and translation services by building
    • Creating linguistically and culturally relevant family communication in the family’s home language
    • Creating linguistically relevant technology strategies to improve family preparedness for distance learning
    • Developing an outreach plan to increase one-to-one contact with families whose home language is not English
    • Developing a multilingual Family Information and Engagement plan to reach and serve families in preparation for 2021-22 academic year
    • Exploring the idea of focusing on social emotional needs for the first weeks of school as staff did in fall 2020
    • Offering family/teacher conferences in middle and high schools
    • Continuing family/teacher conferences at the elementary level
    • Building a Natural Leaders program districtwide for grassroots family engagement. Natural Leaders is a program focused on underserved families including immigrant and refugee families. The program provides training, mentoring and support for parents to be strong leaders in their school community.
    • Strengthening relationships with family-focused and trusted organizations (Connect Casino Road, ChildStrive, United Way, Washington Alliance for Better Schools, Washington Family Engagement)
    • Expanding the creation of Family Academy and technology-related instructional videos

    Equity checks to ensure racial disparities are not perpetuated

    By partnering regularly with BIPOC community organizations, staff, students and families, and analyzing plans with the racial equity tool, we check to ensure racial disparities are not perpetuated. In addition we will review and update the bias reporting process as needed. We will align and coordinate district-level work among parent liaisons, student support advocates (SSAs), elementary support specialists (ESSs) which include social workers, school psychologists, and school counselors to increase equitable access, opportunity and system supports.