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Recovery Planning

Equity Analysis Protocol

(Download a printable PDF of this document here)

Background

Our Kiona – Benton City School District (KBSD) community defines equity as: fair, just and inclusive educational access and experience for all students.

This definition commits us to identifying and addressing barriers and unhealthy cultures so that student belonging, participation and achievement is maximized. Focusing our equity lens on access allows us to ensure our students’ educational experiences are fully realized, with careful and deliberate consideration to individual dignity, needs and circumstances.

Kiona – Benton City School District equity commitments

  • Standing up to injustice with school environments that are inclusive, respectful and tolerant, and confronting behaviors or actions by students, staff or guests that may be in conflict with these beliefs
  • Ensuring a faculty and School Board that is both trained and implements antiracist, culturally competent instructional environments and experiences
  • Teaching respect and acceptance through socially just learning curricula for students
  • Intentionally broadening our equity outreach by creating a culture where all stakeholders have a seat, a voice and a responsibility for change
  • Prioritizing the diversity of our workforce through recruitment, retention and “growing our own” strategies
  • Intentionally addressing equity when making program, curriculum and resourcing decisions
  • Guaranteeing dignified and equitable family engagement that ensures resources, communication and outreach is provided in languages, materials and manners that maximize the school-to-home relationship
  • Removing all barriers that overtly or covertly inhibit student belonging, participation and prosperity in their academic, athletic/activity and beyond-high-school plans

About the Protocol

The KBSD Equity Analysis Protocol was developed to ensure explicit and intentional review when considering policies, programs or initiatives. According to Nelson and Brooks (2016), equity protocols provide a mechanism by which to:

  • eliminate inequities and advance equity
  • identify clear goals, objectives and measurable outcomes
  • engage community in decision-making processes
  • identify who will benefit or be burdened by a given decision by examining and mitigating potential unintended consequences
  • develop mechanisms for successful implementation and evaluation of impact

Critical Reflection and Analysis

To prepare for critical reflection and analysis, consider the following key framing questions:

  • What is the intent behind the policy/program being reviewed? Who is left out? (USC, 2017)
  • What are taken-for-granted assumptions about who and how this policy or program will impact equity? (USC, 2017)
  • What social constructions does this policy embrace?
  • Who benefits from the way things are and who does not?
  • What actions will redress the inequities we see in our policies, practices or programs?

References

Great Lakes Equity Center. (2014). Policy Equity Analysis Tool.
https://greatlakesequity.org/sites/default/files/20150105558_equity_tool.pdf
Nelson, J., & Brooks, L. (2016, December). Racial Equity Toolkit: An Opportunity to Operationalize Equity.
Government Alliance on Race and Equity.
https://www.racialequityalliance.org/resources/racialequity-toolkit-opportunity-operationalize-equity/
University of Southern California. (2017). Rossier Report:
Protocol for Assessing Equity Mindedness. Center for Urban Education. https://cue.usc.edu/files/2017/02/CUEProtocol- Workbook-Final_Web.pdf

Washington LEA Academic and Student Well-being Recovery Plan

(Download a printable PDF of this document here)

  • Please enter your LEA:  Kiona Benton City SD #52  

    Please enter the name of the point of contact for this survey:  Pete Peterson  

    Please enter point of contact email address:  pete.peterson@kibesd.org  
    OSPI will use this email for questions regarding the contents of this survey.  

    Please enter the grade levels served by your LEA:  PK-12  

    1. Yes (LEA name) attests that the School Board approved this plan after allowing for public comment.
      Please enter the date this plan was approved: May 24, 2021
    2. Yes (LEA name) attests that an equity analysis tool was used in the development of this plan.
      Please provide the name of the equity analysis tool used: Ki-Be Equity Analysis Protocol Please provide a link to the equity analysis tool used: www.kibesd.org
    3. Plans must be posted on each LEA’s website after School Board approval.
      Please enter the date this plan was posted on your LEA website: May 31, 2021
      Please provide a link to the posted accessible (i.e., disability and language access) LEA plan: www.kibesd.org

  • LEA-wide universal supports are supports available to all students in an LEA or to all students in select grade level(s) of an LEA.

    4. What LEA-wide universal supports are currently being provided or will be provided in the future to address gaps in student learning and well-being? (Select all that apply)

    • Acceleration Academy
    • Summer School
    • Building Relationships
    • Common Assessments
    • Equitable Grading Practices
    • Extracurricular Activities
    • Inclusionary Practices
    • Multi-tiered System of Supports
    • Narrowing Standards
    • Professional Learning
    • SEL and Mental Health Supports
    • Strategic Staffing (teacher advocates, advisory, looping)
    • Student Voice and Perception
    • Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/career/beyond)

  • Diagnostic assessment is a particular type of formative assessment intended to help educators identify students’ specific knowledge, skills, and understanding in order to build on each student’s strengths and specific needs. Because of their domain specificity and design, diagnostic assessments can guide curriculum planning in more specific ways than most summative assessments.

    Please select the academic diagnostic assessments predominantly used in each grade level in your LEA to monitor, assess, and target supports for student learning. The list below is not exhaustive and contains places to include diagnostics not listed.

    • Accelerated Reader (AR)
    • DIBELS
    • GOLD (WaKids)
    • MAP Math
    • MAP Reading
    • Smarter Balanced ELA Interim Assessments
    • Smarter Balanced ELA Summative Assessments
    • Smarter Balanced Math Interim Assessments
    • Smarter Balanced Math Summative Assessments
    • Teacher Made Assessment/District Made Assessment/Classroom Based Assessment
    • Teacher Recommendation
    • WA-KIDS
    • WIDA MODEL for Kindergarten
    • WIDA MODEL (Grades 1-12)

    For each academic diagnostic assessment predominantly used across your LEA, please select all grade levels using that assessment.

    • Curriculum-Based Assessments (e.g., Macmillan/McGraw-Hill, Math180, MobyMax, Rocket Math, TenMarks) = K-12
    • DIBELS = 1-5
    • GOLD (WaKids) = PK-K
    • MAP Math = 3-12
    • MAP Reading = 3-12
    • Smarter Balanced ELA Interim Assessments = 3-12
    • Smarter Balanced ELA Summative Assessments = 3-12
    • Smarter Balanced Math Interim Assessments = 3-12
    • Smarter Balanced Math Summative Assessments = 3-12
    • Teacher Recommendation = PK-12
    • WA-KIDS = PK-K

    For each academic diagnostic assessment used across your LEA, please select the frequency with which each diagnostic tool is used to monitor, assess, and target supports for student learning.

    • DIBELS = K-5 = Multiple Times per School Year
    • GOLD (WaKids) = PK-K = Multiple Times per School Year
    • MAP Math = 1-12 = Multiple Times per School Year
    • MAP Reading = 1-12 = Multiple Times per School Year
    • Smarter Balanced ELA Interim Assessments = 3-12 = Multiple Times per School Year
    • Smarter Balanced ELA Summative Assessments = 3-12 = Once per School Year
    • Smarter Balanced Math Interim Assessments = 3-12 = Multiple Times per School Year
    • Smarter Balanced Math Summative Assessments = 3-12 = Once per School Year

    Please select the well-being diagnostic assessments predominantly used in each grade level in your LEA to monitor, assess, and target supports for student well-being. Well-being includes but is not limited to mental health and social-emotional learning. The list below is not exhaustive and contains places to include diagnostics not listed.

    • Student COVID Impact Surveys
    • Teacher Recommendation
    • WA-KIDS
    • Well-being resources

    For each well-being diagnostic assessment predominantly used across your LEA, please select all grade levels using that assessment.

    • Student COVID Impact Surveys = 6-12
    • Teacher Recommendation = PK-12
    • WA-KIDS = PK-K

    For each academic diagnostic assessment used across your LEA, please select the frequency with which each diagnostic tool is used to monitor, assess, and target supports for student well-being.

    • Student COVID Impact Surveys = Once per School Year
    • Teacher Recommendation = Multiple Times per School Year
    • WA-KIDS = Multiple Times per School Year
    • Well-being resources = Multiple Times per School Year

  • In what ways did your LEA include the following voices in the development of this plan? (Student, Family, and Community Organizations)

    • Advisory Groups
    • Surveys

  • Based on your LEA's review of equity analysis and student diagnostic assessment results, what student groups need additional time, support, and/or extracurricular activities for academic growth and/or for student well-being? (Select all that apply)

    • 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 language learners
    • Low-income
    • Students with disabilities
    • Students experiencing homelessness
    • Students in foster care

  • This section gathers details regarding the strategic supports provided to student groups, not universal supports provided under Part III of this survey.

    Please select the specific strategies/interventions implemented to support student groups identified in your LEA’s review of the equity analysis and student diagnostic assessment results. (Select all that apply) Strategies Acceleration Academy Additional Instructional Time Before or After School Additional School Days Balanced Calendar Summer School Building Relationships Common Assessments Early Learning (K-4 literacy)

    Strategies Equitable Grading Practices Extended Day Partnerships (CBOs) Extracurricular Activities High-quality Tutoring Inclusionary Practices Mastery Learning/Project-Based learning Multi-tiered System of Supports Narrowing Standards Professional Learning SEL and Mental Health Supports Strategic Staffing (teacher advocates, advisory, looping) Student Voice and Perception Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/ career/beyond)

    Please select the specific student group(s) for whom the strategies/interventions are implemented.

    Strategies Student Group(s) Acceleration Academy PK-12 Additional Instructional Time Before or After School K-12 Additional School Days Balanced Calendar Summer School PK-12 Building Relationships PK-12 Common Assessments K-12 Early Learning (K-4 literacy) Equitable Grading Practices 6-12 Extended Day Partnerships (CBOs) 6-12 Extracurricular Activities 6-12 High-quality Tutoring 6-12 Inclusionary Practices PK-12 Mastery Learning/Project-Based learning Multi-tiered System of Supports PK-12 Narrowing Standards Professional Learning PK-12 SEL and Mental Health Supports K-12 Strategic Staffing (teacher advocates, advisory, looping) 3-12 Student Voice and Perception 3-12 Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/ career/beyond) PK-12 11

    Please select the specific grade(s) in which the strategies/interventions are implemented for the identified student groups.

    Strategies Student Group(s) Grade(s) Acceleration Academy Additional Instructional Time Before or After School All Additional School Days Balanced Calendar Summer School Building Relationships Common Assessments All K-12 Early Learning (K-4 literacy) Equitable Grading Practices All 6-12 Extended Day Partnerships (CBOs) All K-12 Extracurricular Activities All 6-12 High-quality Tutoring All K-12 Inclusionary Practices SPED PK-12 Mastery Learning/Project-Based learning Multi-tiered System of Supports All PK-12 Narrowing Standards Professional Learning ELL, SPED PK-12 SEL and Mental Health Supports Strategic Staffing (teacher advocates, advisory, looping) Student Voice and Perception Transition Supports (Pre-K-Elem; Elem- MS; MS-HS; HS-post-secondary/ career/beyond)

  • Describe how your LEA will consistently apply the selected equity analysis and diagnostic assessments to evaluate and monitor student progress and effectiveness of the strategies/interventions implemented to address gaps in student learning and well-being. For example: “Our district uses an equity analysis process every three months to monitor progress, adjust strategies and identify student learning gaps.”

    Our district will use the equity analysis tool twice yearly to ensure access to pprograms and compare it to our academic testing results for more specific emphasis within sub-groups of the population. We are a district of poverty, so interventions will be needed across the board, however specifically identified groups will have access to core + more as we adapt our master scheduling.

  • Of the strategies/interventions your LEA has implemented or is planning to implement, identify up to three in which your LEA has the knowledge, skills, and capacity to mentor another LEA.

    TK/ECEAP Grant Funded Partnerships (GEAR-Up, 21st Century Character Strong 15. Of the strategies/interventions your LEA has implemented or is planning to implement, please identify up to three strategies for which your LEA needs more support. MAP Implementation Equity Analysis Multi-Tiered Systems of Support