STUDENT SUCCESS ACT Our Students. Our Success. 1 Purpose of - - PowerPoint PPT Presentation

STUDENT SUCCESS ACT

Our Students. Our Success.

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Purpose of Student Investment Account

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Increase academic achievement Reduce academic disparities for:

• students of color
• students with disabilities
• emerging bilingual students
• students navigating poverty, homelessness, foster care
• other groups, such as LGBT, who have historically experienced academic

disparities

Meet students’ behavioral or mental health needs

Invest for Equity & Student Success

Funds may be spent in all or some of these categories.

• equity-based
• informed by data review
• community engagement

Class Size Instructional Time Health and Safety Well-Rounded Education

Priority Spending Areas

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• 1. Reduce Academic Disparities
• 2. Meet Students’ Mental and Behavioral Needs
• 3. Provide Access to Academic Courses
• 4. Create sufficient time for teacher/staff collaboration, data review,

and strategic planning to support students

Accountable to Improving Outcomes

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Graduation Rate Attendance

9th Graders On-Track to Graduate

3rd Grade Reading

Bethel- SelectedMea sures

By different student groups

Stakeholder Input

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Date Parent Group

12/4 Families of Students - Special Education 12/9 2 Sessions for Families Navigating Homelessness + Personal Calls 1/9 Community Meeting 1/14 Community Meeting 1/17 Families of Students -Emerging Bilingual

Date Staff Group (Licensed and Classified)

1/7 Fairfield, Danebo, and Clear Lake 1/8 WHS and Kalapuya 1/21 Shasta and Cascade 1/28 Prairie Mountain and Malabon 1/30 Meadow View and Irving 2/13 District Office

Date Student Group

11/6 & 11/7 Black Student Union 11/12 Native American Student Union 11/22 Sources of Strength-Meadow View 12/9 Sources of Strength-Cascade 12/10 WHS GSA 12/18 Latinos Unidos 12/12 & 12/18 WHS Sources of Strength 12/18 Sources of Strength-Shasta 12/18 Sources of Strength-PM

Input Session Processes

• Defined and Described The Student Success Act (SSA)

& Student Investment Account (SIA)

• Highlighted Required Equity Lens Focus
• Shared Input from Stakeholders
• Analyzed Data - Academic, Engagement, Climate
• Facilitated Focused Table Discussions
• Reviewed Measures of Accountability
• Presented Bethel School District’s Timeline

Stakeholder Input Themes

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Family Members/ Guardians Students Staff

Staff Class Size Student-Teacher Relationships Staff Class Size Inclusion & access to general education Academic supports teachers Intervention & access to general education Socio-emotional, mental, physical health services/supports Socio-emotional, mental health services/programs (e.g. Sources of Strength) Socio-emotional, mental health services/supports Elective Offerings (world language, performance/visual art, music, etc.) Elective Offerings (world language, performance/visual art, music, etc.) Elective Offerings (world language, performance/visual art, music, etc.) Family Communication Culturally Responsive/Real World Instruction Culturally Responsive/Real World Instruction Bilingual (Spanish-English) Course Offerings More staff who reflect the student population-bilingual/bicultural PD and Collaboration to improve instructional quality (e.g. culturally responsive practices, etc.)

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Summary of Student Achievement & Inclusion

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Overall Trends Targeted Supports

On-time Graduation Support - Students navigating homelessness, emerging bilinguals, and students w/disabilities Attendance Support - Students navigating homelessness and students w/disabilities Student Belonging Support - Marginalized Student Groups (LGBTQ students, students navigating homelessness, and students w/ disabilities) 9th Grade On-track Support - Students navigating homelessness and students w/ disabilities Elementary ELA Support - Students navigating homelessness, emerging bilinguals, and students w/ disabilities

Targeted Class Size Reduction

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Summary:

• Funds have been allocated for a tiered class-size reduction, establishing the smallest student-to-teacher ratios in K-3,

with the priority placed on hiring staff reflective of marginalized student groups

• Aligns with the Quality Education Model (QEM)
• Reflects family, student, and staff input for allocations of counselors and specialty subjects like music, art, PE, and

world language

Total SIA: $2.3 Million (50% of SIA Allocation) Expected Outcomes:

• Increased personalized instruction and student engagement
• Improved school climate and decrease in disciplinary incidents
• Increased academic growth and achievement across subject areas
• Improved outcome measures as outlined by ODE

Improve Health and Safety

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Summary:

• Integrated funds have been allocated for two district social workers and a skill builder at each elementary school
• Reflects family, student, and staff input for increased student access to staff and materials reflective of marginalized

students, which can support overall socio-emotional well-being and academic connections

• Continues the positive impact of skill builder supports from this school year (2019-20)

Total SIA: $325,000 Other Funds: $870,000 Expected Outcomes:

• Improved safety, health (social-emotional, mental) and school climate
• Increased student inclusion and engagement
• Increased services for targeted student groups
• Increased academic growth and achievement across subject areas
• Improved outcome measures as outlined by ODE

Improve Student Access to Education

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Summary:

• Funds have been allocated for an increase in school counselors and educational assistants across the district,

additional staff to work with families navigating homelessness, and a Rapid Access Network (RAN) coordinator

• Reflects family, student and staff input for increasing students’ access to targeted services as well as

multicultural/lingual staff who can support connections to school, learning, and overall socio-emotional well-being

Total SIA: $600,000 Other Funds: $575,000 Expected Outcomes:

• Improved, inclusive school climate
• Improved sense of cultural/linguistic belonging for Bethel students
• Increased engagement for underserved student groups
• Increased academic growth and achievement across subject areas
• Improved outcome measures as outlined by ODE

Well-Rounded Education

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Summary:

• Funds have been allocated to increase art, music, PE and world language programming, serving the dual purpose of

providing well-rounded education opportunities while providing the opportunity for professional collaboration time

• Reflects family, student, and staff input for increased enrichment
• Marginalized student groups identified music and art as critical to school engagement and success

Total SIA: $1.26 Million Expected Outcomes:

• Increased student engagement and access to diverse learning for all

students

• Increased academic growth and achievement across subject areas
• Increased critical thinking, creativity, and collaboration
• Increased differentiated instruction as a product of staff collaboration
• Increased educator efficacy, professional satisfaction, and retention
• Improved outcome measures as outlined by ODE

Professional Learning & Collaboration

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(Allocated within well- rounded education spending) Summary:

• Funds may be allocated for staffing in specialty areas like art, music, and world language
• Regular common time established by specialty instruction will be used for sustained, collaborative professional

inquiry and learning to implement proven, research-based approaches

• Professional learning will reflect family, student, and staff input to improve our capacity to serve historically

marginalized student populations through culturally/linguistically responsive and inclusive practices

Expected Outcomes:

• Increased student academic/socio-emotional engagement
• Increased academic growth and achievement across subject areas
• Improved school climate, increased students’ sense of belonging,

decreased discipline

• Increased educator efficacy, professional satisfaction, and retention
• Improved outcome measures as outlined by ODE

Expanded Learning Time

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Summary:

• Funds have been allocated for providing extra time outside the school day and school year for targeted student

groups (including KITS)

• Stakeholder groups recognized the importance of expanding targeted support for academics, language acquisition,

instructional access and school readiness

Total Cost: $365,000 Expected Outcomes:

• Increased opportunities for extended school day and year
• Increased support for unaccompanied youth/youth navigating

homelessness

• Increased academic growth and achievement across subject areas
• Improved outcome measures as outlined by ODE

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Tiered Process

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• Bethel’s SIA

spending plan is contingent upon changes to school systems

• Tiered Application =

additional activities will be funded in lieu of Tier 1 activities as needed

Tier 1 Cost

Class Size Reduction $2,387,000 Increase Counselors $242,000 Music, Art, PE, World Language $1,262,000 Classified Staff Increase $350,000 Skill-builders $250,000 McKinney-Vento Support Staff $70,000 Pathways Funding $50,000 Stipends for Affinity Groups $25,000 Total $4,636,000

Tier 2

Licensed Clinical Social Workers Kids In Transition to School (KITS) School Supply Waivers Extended Learning Reading Intervention Band/Library Materials Instructional TOSA Rapid Access Network (RAN) Coord Additional Classified Staff Additional Skill-builders

Bethel Timeline

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• November-December - CIP submission to ODE & posted on website – Done
• December-January - CIP ODE feedback and District response --Done

(Bethel received full acceptance with no suggested feedback)

• March - Complete SIA Application
• March - SIA Plan to School Board & post on website
• April - SIA Plan to ODE & revise as needed
• April-May - Growth Target setting
• April-June - Negotiate & finalize SIA agreement with ODE
• April-June - School Board meeting to present SIA agreement