student success act · 2020. 4. 2. · expectations in areas of math, steam/stem, literacy, and...

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Student Success Act Student Investment Account

2020-2021 Plan

Canby School District Plan: Student Investment Account

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Outcomes:OurdistrictwilllooktosupportourDistrictImprovementPlanbylookingforstudentoutcomesingraduationrate,increasingnumberof9thgradersontrack,thirdgradereadingandregularattendance.Thelongitudinalgrowthtargetsareoutlinedasfollows:

LongitudinalGrowthTargetsforSIAPlanSubmission

Four-YearGraduation-District-Wide

Year1 Year2 Year3 Year4 Year5

20-21 21-22 22-23 23-24 24-25

ReachTarget2% 88.13 89.89 91.69 93.52 95.39

BaselineTarget1% 86.63 86.86 87.1 87.33 87.56

Four-YearGraduation-FocalStudentGroups


20-21 21-22 22-23 23-24 24-25

GapClosing+.5% 83.5 83.91 84.33 84.76 85.18

Five-YearCompletion-District-Wide


20-21 21-22 22-23 23-24 24-25

ReachTarget0.5% 91.14 91.6 92.06 92.52 92.98

BaselineTarget:Maintain 91.03 91.38 91.72 92.07 92.42

Five-YearCompletion-FocalStudentGroups


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20-21 21-22 22-23 23-24 24-25

GapClosing+1% 75.95 77.06 78.19 79.34 80.5

3rdGradeReading(ELA)-District-Wide


20-21 21-22 22-23 23-24 24-25

ReachTarget3% 48.8 50.27 51.77 53.33 54.93

BaselineTarget2.5% 48.56 49.78 51.02 52.3 53.61

3rdGradeReading(ELA)-FocalStudentGroups


20-21 21-22 22-23 23-24 24-25

GapClosing4% 37.19 38.67 40.22 41.83 43.5

9thGradeOn-Track-District-Wide


20-21 21-22 22-23 23-24 24-25

ReachTarget2% 87.72 89.47 91.26 93.09 94.95

BaselineTarget1% 86.99 87.99 89.01 90.04 91.07

9thGradeOn-Track-FocalStudentGroups


20-21 21-22 22-23 23-24 24-25

GapClosing2.5% 73.13 74.96 76.83 78.75 80.72

RegularAttenders-District-Wide

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20-21 21-22 22-23 23-24 24-25

ReachTarget.25% 80.8 81 81.21 81.41 81.61

BaselineTarget:CorrectNegativeTrend0% 80.6 80.6 80.6 80.6 80.6

RegularAttenders-FocalStudentGroups


20-21 21-22 22-23 23-24 24-25

GapClosing.25% 80.07 80.27 80.47 80.68 80.88

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Strategy#1:TakingCareofStudents’Health,EmotionalandBehavioralNeedsTheoryofAction:Ifwesupportthedevelopmentofpositiveschoolclimateteams,supportimplementationoftheevidenced-basedpractices,asidentifiedintheCulturallyResponsiveTieredFidelityInventory(CR-TFI),andexpandtherangeofsocialemotionalandbehavioralsupports,thenwewillestablishfoundationalTierIinclusivebehaviorinstructioninallschoolsandstudentswillparticipateinclassroomsthatarestructured,supportive,andhavepositivelearningenvironmentsthatmeetthesocialemotionallearningneedsofallstudents,increasestudentattendanceanddecreasedisparitiesinacademicachievement.Activitiesthatwillaccomplishthis:

● HireCounselors● FurtherestablishtheroleoftheBehaviorInstructionalAssistantsateachschool● Provideprofessionaldevelopmentinareasofneedtoinclude:

○ CulturallyResponsiveTeaching○ SpecialEducation○ RestorativeJustice○ PositiveBehaviorInterventionSystems(PBIS)○ SocialEmotionalLearning

● Increaseprofessionaldevelopmenthoursforeducatorstotraininusingdatatoinformtheirconnectionwithstudentsandhowtomeettheirindividualneeds

● HirestafftosupportimplementationofTierIpractices● ProvideaunifiedtransitiontoKindergarten

EvidencecitedprovidesanumberofstudieswhichreinforcethecurrentfocusofCanby’sDistrictImprovementPlan.Researchsuggeststhatanintegrationofpositivebehaviorsupportsandsocialemotionallearningleadstobetterbehavior,aconnectiontoschoolandincreasedstudentachievement.Thereisstrongevidencefortheconnectionofpositiveclassroomclimatetominimizestudentbehaviorinordertosupportlearning.Thereismoderateevidencewhichsupportstheimportanceofindividualconnectionsofadultswithstudentswhoarefacingsignificantchallengesinordertokeepthemengagedinschoolandpreventstudentsfromdroppingout.

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Supportingresearch:Algozzine,Wang,&Violette(2011)GeorgeSugai,OSEPCenteronPBISCenterforBehavioralEducation&Research,UniversityofConnecticut,November8,2011Durlak,J.A.,Weissberg,R.P.,Dymnicki,A.B.,Taylor,R.D.,&Schellinger,K.B.(2011).“Theimpactofenhancingstudents'socialandemotionallearning:Ameta-analysisofschool-baseduniversalinterventions.”ChildDevelopment,82(1),pp.405-432.Horner,R.H.,Kincaid,D.,Sugai,G.,Lewis,T.,Eber,L.,Barrett,S.,...Johnson,N.(2014).Scalingupschool-widepositivebehavioralinterventionsandsupports:Theexperiencesofsevenstateswithdocumentedsuccess.JournalofPositiveBehavioralInterventions,16,197–208.Rikoon,S.H.,Brenneman,M.W.,&Petway,K.T.(2016).Assessingsocialemotionallearning.NationalAssociationofStateBoardsofEducation,20-23.Availableathttp://www.nasbe.org/wp-content/uploads/Assessing-Social-Emotional-Learning_September-2016-Standard.pdf

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Timeline:HiringtobecompletedbyJuly1,2020.Anypostingtolistbilingualpreferred.Allpositionstorecruitcandidatesofcolor.Implementationplanswillbecreatedtoidentifyyearlygoals.Priorities:Basedoncommunityfeedback,ourprioritieswithinthisstrategyareoutlinedasfollows:HighPriority:Inourfirstyear,ourtopprioritywillbetorecruitstaffwithknowledgeofbehavioralsupport,developcurrentstaffwithbestpracticesforbehaviorandsocialemotionallearningandpursueactivitiesthatsurfacedasthemesforfamiliesandstudentswhoarehistoricallyunderserved(HU).Inthisarea,theactivitiesinclude:(*DenotesmultipledatasourcesfromHUgroupstoprioritizethisaction)

● BehaviorInstructionalAssistants● *Addingaccesstocounselors● *RestorativeJusticetoaddressdisciplinarypractices● PBISCoachestosupportimplementationandcoachteachers● *Nurses● *Transitionalsupport

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MediumPriority:● Partnershipstosupportmentalhealth● Studentmentorstosupportattendanceandacademicsuccess

SIAInvestment:$1,490,000

Strategy#1 TakingCareofStudents’Health,EmotionalandBehavioralNeeds AmountBPMS Counselor(1.0FTE) $100,000District CounseloronSpecialAssignment-COSA(1.0FTE) $100,000Trost SchoolPsychologist(.50FTE) $50,000CHS SocialWorkerBilingual(1.0FTE) $100,000Elementary BehaviorIAs(6.0FTE)-Currentstaff $275,000District ProfessionalDevelopment $350,000District TransitionalSupport(KinderJumpstart,6to7,PostHigh) $25,000District Nurses(2.0FTE) $200,000District PBISCoachesforK-12Support(2.0FTE) $290,000 Strategy1Total $1,490,000ContinuousEvaluation:

● Performanceevaluation,percontract● CR-TFIandORISframeworkfidelitytools● Dataanalysisofstudentclimatesurveys

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Strategy#2:EliminatingAcademicDisparitiesThroughExtendedDayOpportunities,Enrichment,andInstructionalFocusonLiteracyTheoryofAction:Ifwesupportthedevelopmentandimplementationofextendeddayoptions,supportimplementationoftheevidence-basedpractices,asidentifiedintheReadingTieredFidelityInventory(R-TFI),andexpandtherangeofoptionstoprovideenrichmentandlearning,thenwewillestablishfoundationalTierIinclusiveacademicinstructioninallschoolsandstudentswillparticipateinclassroomsthatsupporthighexpectationsinareasofMath,STEAM/STEM,literacy,andtutoringtoassurestudentachievement,increasestudentattendanceanddecreasedisparitiesinacademicachievement.Activitiesthatwillaccomplishthis:

● Extendeddayopportunities(beforeandafterschool)andincludetransportation(e.g.STEM/STEAMandtutoring)● FocusingonK-3readingandmakingsurethatall3rdgradersarereadingtolearnbytheendof3rdgrade● AddingPEandotherspecialsatelementaryschoolsinordertoprovideamorebalancededucation● ProvideProfessionalDevelopmentintheareasof:

○ Eliminateinequitiesinpulloutmodelsandsupportinclusivepractices○ Smallgroupinstructionanddifferentiation○ Differentiationforstudentsidentifiedforspecialeducationservices○ DifferentiationforstudentsidentifiedforTAG

● Eliminatebarriersthathinderconnectiontoschool(e.g.paytoplay,otherclassfees)● FTEtoreacheffectiveclasssize

Multiplestudiesprovideevidencethatourdistrictimprovementplanisfocusedonthescienceofreadingtoeliminatetheachievementgapandensurethatthirdgradersarereadingtolearn.Researchsupportsofferingcurriculaandprogramsthatconnectschoolworkwithcollegeandcareersuccesspreventsdroppingoutandimprovesgraduationrates.(Seeevidenceabove).Instructionandinterventionsshouldbesystematicanddataanalysisshouldfocusontheestablishmentofstrongcoreinstruction.Thefollowingstudiessupportresponsetointervention,smallgroupinstruction,andcontentlevelELDforvocabularybuildingandcontentlanguageinstruction.SupportingResearch:

● Researchcitedinmultiplestudieswhichshowstrongevidenceinclude:August,BranumMartin,CardenasHagan,andFrancis(2009),Carloetal.(2004),Lesaux,Kieffer,Faller,andKelley(2010),Lesaux,Kieffer,Kelley,andHarris(inpress),SilvermanandHines(2009),Vaughnetal.(2009),August,BranumMartin,CardenasHagan,andFrancis(2009),Brown,Ryoo,andRodriguez(2010),Denton,Wexler,Vaughn,andBryan(2008),Burns(2011)

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Timeline:HiringtobecompletedbyJuly1,2020.Anypostingtolistbilingualpreferred.Allpositionstorecruitcandidatesofcolor.Implementationplanswillbecreatedtoidentifyyearlygoals.Priorities:Basedoncommunityfeedback,ourprioritieswithinthisstrategyareoutlinedasfollows:HighPriority:Inourfirstyear,ourtopprioritywillberecruitment,trainingandthepursuitofactivitiesthatsurfacedasthemesforfamiliesandstudentswhoarehistoricallyunderserved(HU).Inthisarea,theactivitiesinclude:(*DenotesmultipledatasourcesfromHUgroupstoprioritizethisaction)

● *Curriculumtoenhancestudentengagement(culturallyrelevant)andhands-onlearning● *FTEtoreacheffectiveclasssizeandtargetratios● AddPEandothercontentspecificareas(e.g.Music,Art,Technology)atourelementaryschools● *Starttimechange● *Transportation● Eliminatebarrierstoparticipation(e.g.pay-to-play,classfees)● Extendeddayoptions(e.g.tutoring)

MediumPriority:

● K-3readingcoachesLowPriority:

● 1:1devices● Wi-Fihotspots

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SIA Investment: $1,936,000Strategy

#2EliminatingAcademicDisparitiesThroughExtendedDayOpportunities,EnrichmentandInstructionalFocusonLiteracy Total

BPMS LicensedTeachers(2.0FTE) $200,000Trost LicensedCoach(1.0FTE) $100,000Ninety-One BlendEliminationinGrades2&4(+1.5FTE) $150,000Eccles KinderorGrade1Teacher $100,000Carus LicensedTeacher(1.0FTE) $100,000Knight 5thGradeTeacher(1.0FTE) $100,000Elementary Specials-Art/Music/PE(4FTE) $400,000District ReadingCoachesFTEIncrease@Eccles/91(.75FTE) $75,000Elementary KindergartenIAs(IncreasedHours) $70,000District TOSAforInclusivePractices(1.0FTE) $145,000District AfterSchoolProgramCoordinator(1.0FTE) $75,000District AfterSchoolProgram/Tutoring $75,000District AfterSchoolTransportation $25,000District Pay-to-Play/ClassFees $121,000District Curriculum(Hands-On,CulturallyRelevant,Engagement) $100,000District StartTimeChange $100,000

Strategy2Total $1,936,000

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ContinuousEvaluation:● Performanceevaluation,percontract● CR-TFIandORISframeworkfidelitytools● Dataanalysisofadaptivetechnologytools/curriculum● DIBELS8andIDELdata(universalscreeners)● Teacherfeedbackforms● Parentandstudentsurveys

Strategy#3:HiringofDiverseStaffTheoryofAction:Ifwerecruitbilingualanddiversestaffofcolorandsupportthegrowthofourcurrentnon-certifiedstaff,thenwewillincreaseourstaffdemographicstothoseofourCanbystudents.Studentsandparentswillseethemselveswithinthegroupofprofessionals.Studentshealthneeds,behaviorneeds,connectionandengagementneeds,andinstructionalneedswillbeaddressed,anddisparitiesinacademicachievementwilldecreaseasthecommunitywillfeelmoreconnected(*DenotesmultipledatasourcesfromHUgroupstoprioritizethisaction).Activitiesthatwillaccomplishthis:

● *Recruitmentofdiversestaff● *Growyourownprogramdevelopment● Mentorshipofnewteachers● *Professionaldevelopmentforculturallyrelevantteaching

Increasingresearchshowsthatoutcomessuchastestscores,attendance,disciplineandcollegereadinessareaffectedbythematchofdemographicsbetweenstudentsandteachers.SupportingResearch:Achinstein,B.,Ogawa,R.T.,Sexton,D.,&Freitas,C.(2010).RetainingTeachersofColor:APressingProblemandaPotentialStrategyfor“Hard-to-Staff”Schools.ReviewofEducationalResearch,80(1),71–107.AndréJ.Branch(2001)IncreasingtheNumbersofTeachersofColorinK—12PublicSchools,TheEducationalForum,65:3,254-261

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DanielAaronson,LisaBarrow,andWilliamSander,"TeachersandStudentAchievementintheChicagoPublicHighSchools,"JournalofLaborEconomics25,no.1(January2007):95-135.Darling-Hammond,L.(2004).THECOLORLINEINAMERICANEDUCATION:Race,Resources,andStudentAchievement.DuBoisReview:SocialScienceResearchonRace,1(2),213-246.Goddard,R.D.,&Skrla,L.(2006).TheInfluenceofSchoolSocialCompositiononTeachers’CollectiveEfficacyBeliefs.EducationalAdministrationQuarterly,42(2),216–235.Timeline:HiringtobecompletedbyAugust1,2020.Anypostingtolistbilingualpreferred.Allpositionstorecruitcandidatesofcolor.Implementationplanswillbecreatedtoidentifyyearlygoals.Priorities:Basedoncommunityfeedback,everyaspectofthisstrategywassupportedbycommunityfeedback,specificallythatofcommunitiesofcolor.SIAInvestment:$100,000Strategy#3 HiringofDiverseStaff TotalDistrict Recruitment/SigningBonuses $50,000District GrowyourOwn $50,000

Strategy3Total $100,000

● Performanceevaluation,percontract● ORISframeworkfidelitytools● Parentandstudentsurveys

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Strategy#4:StrengtheningCommunicationwithParentsandCreatingPartnershipsTheoryofAction:Ifweimplementcommunicationstrategiestobetterinformourcommunity(parents,staff,students,andpartners)andwebuildpartnershipstosupportandmeettheneedsofstudents,thenwewillseeanincreaseinparentknowledgeandawarenessinacademicandbehaviorexpectationsfromtheschoolanddistrict.Wewillestablishreciprocalsupportamongstudents,staff,andparents.Studentswillincreaseattendance,stayengagedinschool,andincreaseacademicachievement.(*DenotesmultipledatasourcesfromHUgroupstoprioritizethisaction).Activitiesthatwillaccomplishthis:

● *Increasecommunicationthrougheliminatinglanguagebarriersthroughinterpretationandtranslation● *Familyoutreachspecialisttosupportfamilieswithtransitions,partnerships,social,healthandemotionalneeds● Professionaldevelopmentforteacherparentcommunication

Extensiveresearchshowsthatstudentsachievemorewhentheirparentsareinvolvedandengagedintheireducation.SupportingResearch:Auerbach,S.(2006)."Ifthestudentisgood,lethimfly":MoralsupportforcollegeamongLatinoimmigrantparents.JournalofLatinosandEducation,5(4),275-292.Holcomb-McCoy,C.(2010).Involvinglow-incomeparentsandparentsofcolorincollegereadinessactivities:Anexploratorystudy.ProfessionalSchoolCounseling,14(1),2156759X1001400111.Mapp,K.L.,&Kuttner,P.J.(2013).PartnersinEducation:ADualCapacity-BuildingFrameworkforFamily-SchoolPartnerships.SEDL.McNealJr,R.B.(2014).ParentInvolvement,AcademicAchievementandtheRoleofStudentAttitudesandBehaviorsasMediators.UniversalJournalofEducationalResearch,2(8),564-576.Timeline:HiringtobecompletedbyAugust1,2020.Anypostingtolistbilingualpreferred.Allpositionstorecruitcandidatesofcolor.Implementationplanswillbecreatedtoidentifyyearlygoals.

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Priorities:Basedoncommunityfeedback,everyaspectofthisstrategywassupportedbycommunityfeedback,specificallythatofcommunitiesofcolor.SIAInvestment:$176,000Strategy#4 StrengtheningCommunicationwithParentsandCreatingPartnerships Total

District FamilyOutreachSpecialist(1.0FTE) $100,000District Interpreter(1.0FTE) $76,000

Strategy4Total $176,000ContinuousEvaluation:

● Performanceevaluation,percontract● ORISframeworkfidelitytools● Parentandstudentsurveys

AMulti-YearPlan:Duringthefirstyearoftheimplementationofthisplan,wewillfocusontherecruitment,trainingandthesupportofnewstaffwhowillserveincriticalsupportrolesforourstudentsandfamilieswhohavebeenhistoricallyunderserved.Allstrategiesidentifiedaneedforprofessionaldevelopmentandthiswillbeakeyfocusinbuildingconsensusandinfrastructureforthegoalswehaveaheadofus.Additionally,a5%allowableexpenseisrecommendedtoincreasecapacityandsupportthegoalsofourplan.Thedistrictisbudgetinglessthantheallowableexpenserecommendedinordertoadjustandincreasefundingforactivitiestheplanwillfund.Eachstrategyhashigh,medium,andlowpriorities.Thesearefurtheridentifiedbyactivitiesthathavebeenadvocatedforbyourhistoricallyunderservedcommunity.Theactivitiesaretargeted,universalsupport,thataregroundedintheneedsofourstudentswhohavebeenaffectedbythepredictabilityofachievementandsaidstrategieswillsupportallCanbystudents.Thetotalcostofalloftheproposedactivitiesisbeyondthe$3,800,000oftheprojectedbudget;thesumofallstrategiespresentedis$3,792,440.Thelowpriorityitemswillberemoved(e.g.1:1devicesandWi-Fihotspots)tobalancetheplanwiththebudget.Wehavestructuredtheplantoshiftincasetheworkforceadditionsweseekarenotavailable.Therefore,targetedimprovementsorone-timeexpensescouldreplacepersonnel-relatedactivities.Furthermore,ifwecansecureadditionalstaff(e.g.counselors,nurses,PEteachers)wewouldprioritizethesepositionsandremoveotherlow-priorityitems.

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DISCLAIMER**TherearesignificantfactorsthattheCOVID-19pandemicwillhaveontheactualfundingofthisplan.Anychangestofundingwillbecommunicatedtoourstakeholdersthroughourdistrictwebsite:https://www.canby.k12.or.us/our-district/student-success-act**

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BUDGETBYTWOAREASOFTHELAW:MeetingStudents'MentalandBehavioralNeeds Description AmountBPMS Counselor(1.0FTE) $100,000CHS SocialWorkerBilingual(1.0FTE) $100,000Trost SchoolPsychologist(.50FTE) $50,000Elementary Specials-Art/Music/PE(4FTE) $400,000Elementary BehaviorIAs(6.0FTE)-Currentstaff $275,000District CounseloronSpecialAssignment-COSA(1.0FTE) $100,000District FamilyOutreachSpecialist(1.0FTE) $100,000District PBISCoachesforK-12Support(2.0FTE) $290,000District Nurses(2.0FTE) $200,000District TransitionalSupport(KinderJumpstart,6to7,PostHigh) $25,000District Pay-To-Play/ClassFees $121,000District StartTimeChange $100,000

AreaTotal $1,861,000

IncreaseAcademicAchievementandDecreaseAcademicDisparities Description

BPMS LicensedTeachers(2.0FTE) $200,000Carus LicensedTeacher(1.0FTE) $100,000Eccles KinderorGrade1Teacher(1.0FTE $100,000Knight 5thGradeTeacher(1.0FTE) $100,000Ninety-One BlendElimination-Grades2&4(+1.5FTE) $150,000Trost LicensedCoach(1.0FTE) $100,000Elementary KindergartenIAs(6.0FTE) $70,000 District ReadingCoachesFTEIncrease@Eccles/91(.75FTE) $75,000District TOSA-InclusivePractices(1.0FTE) $145,000District ProfessionalDevelopment $350,000

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District AfterSchoolProgramCoordinator(1.0FTE) $75,000District AfterSchoolProgram/Tutoring $75,000District AfterSchoolTransportation $25,000District Interpreter(1.0FTE) $76,000District Curriculum(Hands-On,CulturallyRelevant,Engagement) $100,000District Recruitment/SigningBonuses $50,000District GrowyourOwn $50,000 AreaTotal $1,841,000

District IndirectCosts $90,440

TOTALSIABUDGET $3,792,440

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BUDGETBYALLOWABLEUSE:ReducingClassSize Description AmountBPMS LicensedTeachers(2.0FTE) $200,000Ninety-One BlendElimination-Grades2&4(+1.5FTE) $150,000Eccles KinderorGrade1Teacher(1.0FTE) $100,000Carus LicensedTeacher(1.0FTE) $100,000Knight 5thGradeTeacher(1.0FTE) $100,000Elementary KindergartenIAs(IncreasedHours) $70,000

AllowableUseTotal $720,000 InstructionalTime Description AmountTrost LicensedCoach(1.0FTE) $100,000District ReadingCoachesFTEIncrease@Eccles/91(.75FTE) $75,000District TOSA-InclusivePractices(1.0FTE) $145,000District ProfessionalDevelopment $350,000District Curriculum(Hands-On,CulturallyRelevant,Engagement) $100,000

AllowableUseTotal $770,000 Well-roundedEducationDescription AmountElementary Specials-Art/Music/PE(4FTE) $400,000District AfterSchoolProgramCoordinator(1.0FTE) $75,000District AfterSchoolProgram/Tutoring $75,000District AfterSchoolTransportation $25,000District Pay-to-Play/ClassFees $121,000District GrowyourOwn $50,000District Recruitment/SigningBonuses $50,000District CounseloronSpecialAssignment-COSA(1.0FTE) $100,000 AllowableUseTotal $896,000

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HealthandSafety Description AmountBPMS Counselor(1.0FTE) $100,000Trost SchoolPsychologist(.50FTE) $50,000CHS SocialWorkerBilingual(1.0FTE) $100,000Elementary BehaviorIAs(6.0FTE)-Currentstaff $275,000District FamilyOutreachSpecialist(1.0FTE $100,000District PBISCoachesforK-12Support(2.0FTE) $290,000District Nurses(2.0FTE) $200,000District Interpreter(1.0FTE) $76,000District TransitionalSupport(KinderJumpstart,6to7,PostHigh) $25,000District StartTimeChange $100,000 AllowableUseTotal $1,316,000

District IndirectCosts $90,440

TOTALSIABUDGET $3,792,440

student success act · 2020. 4. 2. · expectations in areas of math, steam/stem, literacy, and...

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