Monitoring Report - Operational Expectations (OE) Policies

Policy: OE-09

Title: Learning Environment Interpretation and Monitoring Indicators

Status: Active

Adopted: June 27, 2018

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To: School Board, Ferndale School District (WA)

From: Dr. Kristi Dominguez, Superintendent

Date: June 27, 2023

Subject:   2023 Monitoring Report

    Operational Expectations Policy 9 (OE-9)

      Learning Environment

Superintendent’s Introduction

Many of these monitoring reports (particularly for the Results policies) are focused on what our students learn – what electives we offer, what is in our science and social studies curricula, and so on. But students will find it difficult to learn even the most fascinating content if they aren’t in a school environment in which they feel comfortable, supported, and engaged.

This report details how Ferndale School District has made efforts to create that beneficial, equitable learning environment. We’re implementing programs like Multi-Tiered Systems of Support and Universal Design for Learning, designed to remove barriers and increase student engagement. And we’re striving to create schools where every staff member and student feels like they belong, because it’s harder to focus on school without feeling confident and fulfilled socially and emotionally.

Policy

The Superintendent will establish and maintain a learning environment that is equitable, safe, respectful, and conducive to effective learning.

Interpretation

This policy expresses the Board’s expectation that the Superintendent will set high standards for the organization related to providing a positive climate in which all students and staff feel welcome, cared for, and supported in doing their best work.

The Superintendent will:

1. Implement Multi-Tiered Systems of Support in all schools to ensure equitable access to academic and social-emotional assistance.

Interpretation

We understand this component requires us to offer an equitable, universal level of academic and social-emotional support for each student, with additional tiers of support as needed.

Monitoring Indicator(s)

We will know we are compliant when:

1. We can show that each student receives the academic and social-emotional support they need to thrive.

The simplest definition of Multi-Tiered Systems of Support (also known as MTSS) is this: it ensures that each student receives what they need to succeed in school, when they need it, and in the format that works best for them. One of the primary goals of MTSS is to remove systemic barriers that impede students from reaching their fullest potential.

By using this system, we ensure every student has these four things in our schools: equitable feelings of belonging and hope; equitable access to inclusive classrooms with grade-level peers; equitable opportunities to learn, aligned to grade-level standards; and equitable expectations that they can be successful when provided with the appropriate support. These are called Tier 1, or universal supports, and about 80 to 85% of students are expected to meet their learning goals with these standards in place.

For 15 to 20% of students, we then offer additional supports as needed, known as Tier 2 or Tier 3 supports. About 10-15% of our students may benefit from a little extra targeted assistance to meet academic goals; This typically occurs within the general education setting, where a small group of students could be working on a re-teaching or pre-teaching activity. This could also look like a schoolwide intervention, commonly referred to as WIN (What I Need) time where students receive either extension or support depending on their need. In this model the school schedule is built so that WIN time occurs within the school day and is a part of the school schedule. A small group of students, 5%, may receive Tier 3 supports, which is more individualized in nature and targeted to identified specific needs.

The state education department has more information about this framework at this link.

Ferndale began implementing Multi-Tiered Systems of Support (also known as MTSS) in the 2021-22 school year. Each of our schools has an MTSS coordinator who is working to ensure that we build sustainable systems that will support our successful implementation of this system.

Through implementation of MTSS, we will create a more equitable learning environment for our students by ensuring every student receives consistent core instruction and receives the appropriate level of assistance, at the time when they need it, to support their academic success. If students know they can get additional help if needed, they will feel more confident in their academics and in themselves.

2. Implement Universal Design for Learning throughout Ferndale schools to reduce barriers to learning.

Interpretation

We understand this component requires us to provide multiple means of learning and engagement for our students, as different people learn best in different ways.

 

Monitoring Indicator(s)

We will know we are compliant when:

 

1. We can show that we provide multiple methods for students to learn necessary core concepts.

Universal Design for Learning (also known as UDL) is another critical system we have implemented to increase a sense of belonging in our schools and boost academic achievement for students. The premise of UDL is that different people learn in different ways – while some students do work best with a traditional lecture-and-textbook method, others do not. UDL supports us in removing barriers to student learning, provides access to grade level standards, and offers students multiple avenues to learn, supporting students in meeting academic goals.

Multiple modes of accessing instruction and providing different ways for students to demonstrate mastery of the standards are significant components of UDL. For example, we may offer students different options to take a test, explain the content orally, or develop a presentation to show their learning and understanding.

Universal Design for Learning considers learner variability in how students learn and how they demonstrate it. For example, some students may need varied levels and types of reading materials to access content or additional time to complete a test or assignment. Or perhaps they are still becoming fluent in English, so they will need additional language supports. The education nonprofit organization CAST has a detailed list of UDL guidelines and options on their website.

During the 2022-23 school year, we engaged in an on-going, multi-faceted professional development series related to UDL through our district professional development plan. This included August professional learning for all district staff introducing UDL and follow up presentations and learning engagements throughout the school year. Some of these were presented by outside experts and others were facilitated by school leaders. This learning series continues in the 2023-24 school year, kicking off August 23, 24, and 25 with districtwide professional development including presentations by regional and international experts in the field.

We need to ensure that all students have agency in the classroom, because people need to be engaged and motivated to learn at their highest ability. When our classes are student-centered and collaborative, this means our students’ self-esteem will grow and they will feel more confident in their abilities, thereby increasing their academic success and social-emotional well-being. That is why it is crucial to foster a learning environment where students know they can learn in the method that works best for them.

3. Foster and promote an environment of belonging among Ferndale staff and students.

Interpretation

We understand this component requires us to create a culture in Ferndale School District where every stakeholder (students, staff, community members, etc.) feels a sense of belonging and their voice matters.

 

Monitoring Indicator(s)

We will know we are compliant when:

1. We can show evidence that our stakeholders feel a sense of belonging in Ferndale schools.

During the 2021-22 school year we surveyed Ferndale High School students, asking if they felt like they belonged in Ferndale schools. The results were sobering: only 32% of FHS students answered “yes.”

This is what inspired our “You Belong” theme this year. The campaign began with an inspirational video at our Back-to-School Kickoff in August 2022. In this video, students from a wide range of backgrounds spoke about when a school staff member made them feel like they belonged in Ferndale. The video featured students and staff using a variety of languages spoken by our families, from Spanish to Punjabi to Ukrainian. This was meant to inspire our staff and community, and to remind them that even the smallest actions like a smile can create a welcoming environment.

Later in the school year, all of our staff, thanks to community donors, received a t-shirt with the “You Belong” logo on it. Every Wednesday is “You Belong Wednesday”, and many of our staff wear their t-shirt or a different item of apparel with that logo. These shirts were also available to the public for purchase. These shirts create a sense of community and serve as a visible reminder to our students that they belong in Ferndale schools.

One of the more popular aspects of this campaign is the Belonging Awards. Staff nominate their coworkers whom they feel make Ferndale School District a welcoming place. The nominated staff then receive a Belonging Award certificate and a You Belong coaster. Here’s an example of one submission (with identifying words removed):

 

“I really can't imagine our school without her. She knows all students by name and consistently greets them with a smile and enthusiastic welcome to the day. Her warm presence and genuine care as the first contact in the front door has the power to help our students know that we are truly happy to see them at school.”

 

These awards have been a huge hit – more than 100 were handed out this school year. These awards, coupled with the rest of the “You Belong” campaign, have greatly boosted morale among Ferndale school staff in all our buildings and departments. This in turn creates a better learning environment – happier teachers and paraeducators and bus drivers create a more welcoming atmosphere for our students, so they feel more open to learning.

We plan to continue our “You Belong” campaign for the 2023-24 school year, but with a slightly modified focus. Our theme for this upcoming year will be “Elevating Student Voice.” Unfortunately, a follow-up survey this winter, a year after the initial belonging survey, showed the needle hadn’t moved – still only students in grades 6-12 felt a sense of belonging in Ferndale schools. (On a brighter note, in our first survey of this kind for grades 3-5, 61% said they felt a sense of belonging.)

We hope to remedy this by giving students more of a stake in their own education. Hopefully, this should make our schools more equitable places to learn, as students will feel more comfortable advocating for themselves.

 

4. Implement inclusionary practices throughout Ferndale schools.

Interpretation

We understand this component requires us to operate all programs in Ferndale School District with the goal of providing an equitable experience for every student, regardless of socioeconomic background or ability.

Monitoring Indicator(s)

We will know we are compliant when:

1. We can show evidence that our classrooms and school programs are being run in an equitable and inclusionary fashion.

The primary goal of implementing inclusionary practices into Ferndale schools is to reduce barriers and ensure that every student is included meaningfully in general education. We have recently added a few different programs in our schools at each grade level to ensure each student receives the support they need, and that they have time to learn in an environment with all students of their age, regardless of ability.

There are multiple perks to inclusive classrooms, such as teaching students to accept their peers’ differences and raising academic expectations for everyone. The educational nonprofit Understood has more details on how this style of education aids students of all abilities on their website.

This past school year, all our Transitional Kindergarten (TK) classes, referred to as Jump Start, became inclusionary classrooms. This means that our students with and without disabilities are together in the same class receiving instruction rather than having separate classes. Next year we will expand this to our developmental preschool setting and by adding students without disabilities to our afternoon developmental preschool classrooms, resulting in all 4-year-olds in Ferndale School District to be in mixed-peer settings – not separated by ability.

We are also equipping all our preschool, Jump Start and kindergarten classrooms with standard learning environments and play-based materials that are thoughtfully designed to go alongside child development. Preschool and kindergarten classrooms next year will receive common materials like carpets, kitchen sets, blocks, puzzles, sensory items and more to support the learning environment. This year, through the state’s Inclusionary Transitional Kindergarten grant, our Jump Start classrooms received new materials in this same fashion.

Knowing that the environment is a key instructional component, these materials increase success for students. This shift creates a more equitable learning environment by ensuring every student will have access to the same materials regardless of school or class, and that those materials will be developmentally appropriate.

This year, we added Structured Learning Environment (SLE) classrooms to three of our elementary schools (Eagleridge, Custer and Central). The classes are designed to provide students with the structure, routine, skill instruction, support, and safety for success. Adding the SLE’s expands our continuum of special education services, thereby expanding access to high quality learning experiences for all students. In the 23-24 school year, we will add Structured Learning Environments to Cascadia and Skyline elementary schools.

Furthermore, when we purchased new furniture for Ferndale High School last year, we also intentionally chose desks, chairs, and common area fixtures that easily accommodate students and staff of all sizes and abilities and create an accessible and inclusive environment and community.

Finally, at our middle and high schools, we have begun implementing a co-teaching model in some of our classes. This is when two certificated teachers are present in one classroom, working together to meet student needs. Often, one teacher is a specialist in the subject and the other teacher is an expert in identifying and addressing specific students’ needs. Having two teachers in a class shrinks the teacher-to-student ratio, and allows for more complex topics to be taught, because students can receive more assistance if needed. More examples of co-teaching approaches can be found at this link.

The co-teaching model makes our classrooms inclusionary spaces by giving all students, regardless of their needs or abilities, the opportunity to collaborate and learn with their grade-level peers. This model benefits all students in the classroom by providing more specialized attention and instruction, and higher academic rigor.

5. Ensure all students and staff are safe within Ferndale schools.

Interpretation

We understand this component requires us to take great measures to physically protect all students and staff while working and learning inside Ferndale schools.

Monitoring Indicator(s)

We will know we are compliant when:

1. We can show evidence that our practices and school buildings effectively protect students and staff.

Much of this report so far has discussed ways to help students with their academic and social-emotional well-being in school through instructional practices, but their physical safety is also of paramount importance. We have taken major initiative in the past few years to make our schools more secure places.

The 2019 voter-approved bond funded numerous safety measures across the district. One of the major changes was installing secure vestibule entrances at the front of each school and the district office, starting in 2020. These entryways allow administrative assistants to have control over who enters our buildings. Each school also only has one entry and exit doorway, for additional security. The bond also funded roof replacements, fencing upgrades, and substantial seismic protection work.

More details about how we are keeping our students and staff safe can be found in the OE-12 monitoring report, which is focused entirely on safety.

Superintendent’s Final Remarks

As you may have noticed, many of these indicators neatly tie together. For example, the co-teaching method allows for teachers to offer students additional help more easily when needed – a core principle of Multi-Tiered Systems of Support. And both our “You Belong” campaign and Universal Design for Learning have a heavy emphasis on increasing students’ confidence and ability to advocate for themselves, increasing engagement in learning.

Because these initiatives intermingle, it is tricky to pinpoint one thing or the other as the reason for a potential boost in student engagement, achievement data, and/or sense of belonging. But as we enter year two of implementing these practices, we will continue to monitor that data. I believe that by the time we cycle back to this policy with a new monitoring report, the benefits of MTSS, UDL, “You Belong” and Inclusionary Practices will be self-evident in a self-assured, engaged, and academically successful student body.