Recovery plan

  • Diagnostic Assessment 

    It’s important to assess students’ current academic and social emotional needs and abilities to understand what supports are needed. We need data on a regular basis to know where students are in their learning and their well-being. Staff will meet regularly to discuss and adjust course at a school and district level. Several diagnostic tools will be used to gather information from students and, in some cases, staff and families. The district’s goal is to meet quarterly to review data and develop next steps.

    Currently, there are diagnostic assessments used in elementary schools for reading, and across all grade levels for literacy and math. Our current ability to assess progress is limited given the frequency of administration. The district does not have a method to diagnose the social emotional well-being of staff, students or the climate and culture of the larger organization.

    In order to do regular data reviews, the district will need to develop a comprehensive system of progress monitoring that is unbiased and encompasses all aspects of the district and student well-being. Key aspects of progress monitoring system will need to include:

    • Progress monitoring of the whole child, which includes academics and well-being
    • School and district climate and culture
    • Eligibility of students who need acceleration and support. This includes students who are eligible for services in English Learning, Learning Assistance Program, and Title I.
    • Expansion of pilot of additional academic diagnostic assessment in tools
    • Research for methods of progress monitoring that are culturally responsive, apply a racial analysis and use a whole child approach
    • Evaluation of the implementation and effectiveness of professional learning

    Real-time academic and well-being data
    In addition to the need for reliable, real-time data, staff need training, support and knowledge of that data’s meaning for understanding of their students’ learning. Staff members’ understanding of the current data and what we learned from BIPOC leaders about the families they support, should inform their teaching and social emotional approach. To gather and use the data well, the district will:

    • Identify and implement a well-being diagnostic assessment for students, families, and staff focused on monitoring, assessing, and targeting Tier I universal supports for well-being.
    • Support the implementation of tools to evaluate and diagnose acceleration programs
    • Implement a data analysis system that allows for the examination of academic and SEL data together for planning and program development
    • Research and implement data dashboard to collect assessment results for measuring progress
    • Provide basic assessment and data literacy training across the district
    • Implement a train the trainer model for training key staff to work with data to make sound instructional decisions


    • Develop a process with building leaders to convene grade level and department teams at regular intervals to review data and to plan for instruction
    • Develop a data review process for well-being diagnostic and survey data with district administrators to understand the impact of strategies for intended groups of students that will adjust and drive actions for improvement


    • Establish data procedures that ensure analysis of disaggregated data for equity
    • Train staff in understanding bias in using qualitative and quantitative data
    • Gather and share feedback from stakeholder groups on each progress monitoring tool used
    • Ensure adopted progress monitoring tools are adaptable to different cultures, races, and are unbiased, or that bias is minimized (use of Educational and Racial Equity Analysis Tool and feedback from stakeholder groups)

    The role of diagnostic assessments will be key to our approach to expanded learning opportunities moving forward into the summer and beyond. Embedding consistent diagnostic tools to guide instruction will also impact our acceleration and recovery efforts. Notably, this supports what we have heard from students and families about regular and immediate knowledge and access to students learning and progress. The goal of all data collection will be to inform student progress and where we can partner to adjust together.