Student In Invest stme ment Ac Account School Board Meeting - PowerPoint PPT Presentation

Student In Invest stme ment Ac Account School Board Meeting – February 18, 2020

Slide for SSA infographic from ODE Two images from the ODE slide Christy Orentation to the Board Binders Possibly insert a slide orienting them to the new documents in their binders Website

Review w Requireme ments of SIA Targeted Purpose Performance Metrics Strategies/Activities Student Populations • Meet students’ • African American/ • ODE required • Evidence-based mental and Black performance targets • Connected to behavioral health • Native American/ • District identified outcomes and needs Alaskan Native performance targets performance targets • Increase students’ • Pacific Islander/ academic Native Hawaiian achievement and • Homeless/foster care reduce academic • Emergent bilinguals disparities • Living in poverty • Authentic • Qualify for Special stakeholder Education engagement

Engageme ment Process

Imp mpleme mentation Teams ms Process Overview • Convened after the final task force group meeting • Co-facilitated by outside consultants and district leaders • Classified staff, licensed teachers, licensed specialists, administrators, community partners, task force members • Reviewed community priorities and performance targets • Created a prioritized list of strategies • Executive summaries included in the board notebooks

Review w Task Force Priorities Student Success Act: Sample Priorities Universal Priorities Strategic Priorities Targeted Priorities .

Review w Performa mance Me Metrics Regular attendance English language proficiency 3rd grade reading 5th grade reading 9 th grade on-track Middle school math Socio-emotional learning 4-year graduation rate 5-year completer rate

Academi mic Imp mpleme mentation Team Top 6 Strategies in Rank Order 1. Quality professional development that is focused, ongoing, and job-embedded 2. Fully implement Multi-Tiered Systems of Support (MTSS) 3. Add specialized staff and reduce caseloads 4. Increase instructional time for struggling learners 5. Expand CTE and access to these programs 6. Focus on class size reduction at higher poverty schools

Socio-Emo motional Imp mpleme mentation Top 7 Recommendations in Rank Order 1. Add specialized staffing at high poverty schools 2. Fully implement MTSS and Response to Intervention (RtI) 3. Develop a comprehensive socio-emotional health system 4. Focus on equity-based practices 5. Increase partnerships with mental health providers/programs 6. Reduce class size and caseloads for targeted programs/schools 7. Offer quality professional development on Trauma-Informed practices and SEL

Socio-Emo motional Imp mpleme mentation Top 7 Strategies in Rank Order 1. Develop a small, alternative high school 2. Expand interim therapeutic care classrooms 3. Expand Behavior Intervention Center (BIC) and supports 4. Expand culturally specific family engagement nights 5. Expand culturally responsive professional development and curriculum 6. Reduce caseloads for special education, social workers, etc. 7. Develop systems to address racial and social justice

Student In Invest stme ment Ac Account Plan

Strategies gies At a Glance a Glance Fifth Grade Reading Community Engagement • • Ninth Grade On-Track Professional Development • • Language Acquisition Extra-Curricular Activities • • Dual Language Equity, Diversity, Inclusion • • Middle School Math Continuum of Supports • • Mental/Behavioral Health •

Break eakout out of of S SIA Expendit xpenditur ures es Bargaining Unit/Other Full-Time % of Total Expenditure Equivalent Classified Staff 87.00 21% 7,460,093 Licensed Staff 144.00 49% 17,226,122 Admin Staff 9.0 4% 1,371,815 PD/Curriculum/Extracurricular NA 26% 9,101,400

Strategy 1: Fif 1: Fifth Gr h Grade R ade Reading eading (exec summa mmary #1, app #10) All elementary schools: • Research -based intervention materials for struggling readers and continued teacher training Eight (8) targeted elementary schools: • Full -time instructional mentors and behavior specialists • Additional teachers to co -teach or reduce class size in K-1 classrooms during reading instruction • District literacy coaches for Spanish and English Elementary Curriculum & Instruction Coordinator Oversee literacy programming •

Strategy 1: Fif 1: Fifth Gr h Grade R ade Reading eading (exec summa mmary #1, app #10) Total 1 Fifth grade reading Position Unit FTE % Cost FTE Elem Inst Mentors - convert .5 FTE to Instructional 1.1 LICN 8.00 0.50 4.00 535,097 1.0 at selected targeted buildings Mentor Behavior Specialists - convert .5 FTE to 1.2 Behavior Specialist LICN 8.00 0.50 4.00 535,097 1.0 at selected targeted buildings Licensed Teacher - co-teaching model 1.3 Teacher - Licensed LICN 25.00 1.00 25.00 2,493,181 K-1 at selected buildings Two district coaches (similar to district 1.4 Program Associate LICN 2.00 1.00 2.00 279,839 mentor) for these 25 teachers 1.5 Program coordination Coordinators SUPV 1.00 1.00 1.00 150,943 K-5 reading and writing intervention 1.6 - - - - - 2,000,000 materials PD for 25 new reading teachers and 12 language coaches for 4-day summer 1.7 Additional Earnings - - - 80,000 institute

Strategy 2: Nint 2: Ninth Gr h Grade On ade On-Trac ack (commu mmunity page #1, SI SIA app #11) Two (2) targeted high schools • Additional licensed teachers to co -teach or reduce class size in Algebra I • A math coach assigned to provide support to school -based teams Multi-Tiered Systems of Support (MTSS) Coordinator • Oversee high-quality classroom instruction, interventions for struggling students, and team meetings to review data on student progress.

Strategy 2: Nint 2: Ninth Gr h Grade On ade On-Trac ack (commu mmunity page #1, SIA A app #11) Ninth Grade On Track (Algebra Total 2 Position Unit FTE % Cost Co-Teaching and Coaching) FTE 2.1 Licensed math teachers Teacher - Licensed LICN 7.00 1.00 7.00 663,091 District ninth grade success team 2.2 Program Associate LICN 1.00 1.00 1.00 134,920 coach 2.3 MTSS coordination Coordinators SUPV 1.00 1.00 1.00 145,943

Strategy 3: Langua 3: Language A ge Acquis cquisit ition ion (commu mmunity page #1, SIA A app #12) Eight (8) targeted elementary schools • Full-time instructional mentors and behavior specialists • English Language Development (ELD) teachers to provide co-teaching, coaching, and support • District language acquisition coaches for Spanish and English Middle schools and high schools with programs for students learning English • ELD teachers to support co-teaching or sheltered instruction • Licensed teachers for co-teaching or sheltered instruction for newcomer students Language Acquisition Coordinator Program associate to provide support to all schools with language learners • District language acquisition trainers for evidence-based language programs •

Strategy 3: Langua 3: Language A ge Acquis cquisit ition ion (commu mmunity page #1, SIA A app #12) Total 3 Language Acquisition Position Unit FTE % Cost FTE Elem Instructional Mentors - convert .5 3.1 Instructional Mentor LICN 8.00 0.50 4.00 535,097 FTE to 1.0 at selected buildings Behavior Specialists - convert .5 FTE to 3.2 Behavior Specialist LICN 8.00 0.50 4.00 535,097 1.0 at selected targeted buildings 1 Elementary ELD PA, 2 language 3.3 Program Associate LICN 3.00 1.00 3.00 419,759 acquisition trainers Elementary bi-literacy trainers (English- 3.4 Program Associate LICN 4.00 0.50 2.00 289,839 Spanish) ELD language coach at 8 targeted 3.5 Program Associate LICN 8.00 1.00 8.00 1,119,357 schools 3.6 Redesign of HS newcomer program Teacher - Licensed LICN 4.00 1.00 4.00 398,909 3.7 Redesign of MS ELD Teacher - Licensed LICN 12.00 0.50 6.00 828,363 3.8 Language acquisition coordination Coordinators SUPV 1.00 1.00 1.00 150,943

Strategy 4: D 4: Dual L ual Lang angua uage ge (commu mmunity page #2, SI SIA app #13) Increase the number of students who have access to quality dual language instruction District trainers (Elementary/Secondary) to • design and implement training for current dual language schools Coordinator to facilitate planning process for dual • language expansion and monitor implementation

Strategy 4: D 4: Dual L ual Lang angua uage ge (commu mmunity page #2, SI SIA app #13) Total 4 Dual Language Position Unit FTE % Cost FTE Dual language program associates for 4.1 Program Associate LICN 2.00 1.00 2.00 279,839 elementary and secondary Coordinator to facilitate planning 4.2 Coordinators SUPV 1.00 1.00 1.00 150,943 process for transition to DLI

Strategy 5: M 5: Middle iddle Schoo hool M l Math (commu mmunity page #2, SI SIA app #14) All middle schools: • Increased instructional time for math with a schedule change to a 6- period day • Curriculum-based assessments and student supports Pilot middle schools: • Math curriculum and associated professional development Two (2) targeted middle schools: • Additional licensed teachers to co-teach or reduce class size in math • District math coach to provide training, modeling and embedded coaching