Home Music intervention CSD Describes Its Uses For $ 2 Million In State SIA Funds | News

CSD Describes Its Uses For $ 2 Million In State SIA Funds | News



INDEPENDENCE – The Central School District Administration briefed the Central School Board at its December 6 meeting on how its spending shows the Student Investment Account (SIA) money derived from the Student Success Act 2019. students (SSA).

Brian Flannery, district director of student growth and achievement, said the SSA is the biggest investment the state has ever made and a huge investment in equitable results.

“This allows (on a commitment) to look for many years into the model of quality education, putting forward year after year how do we achieve these equitable results,” explained Flannery.

In 2019, the Oregon Legislature passed the Student Success Act, promising when fully implemented, that it would invest $ 2 billion in Oregon education every two years. He pledged a billion dollar investment in early learning and kindergarten to grade 12 education each year. According to the Oregon Department of Education, $ 200 million of these funds goes to the State School Fund, and the rest is divided into three accounts: the Early Learning Account, the Statewide Education Initiatives Account, and the Student Investment Account.

Flannery explained that at the heart of SSA is a commitment to improving access and opportunities for students who have been historically underserved in the education system.

He added that the focus was on two main areas – supporting student mental and behavioral health and academic success, while reducing disparities for historically underserved students.

The central school district’s share of SIA dollars amounted to $ 2.195 million for the 2021-2023 biennium.

The CSD addressed four areas within the SIA:

Julia Heilman, Executive Director of Teaching and Learning, said the administration hosted a series of community discussions in the spring and fall of 2019. Superintendent Jennifer Kubista engaged with several community stakeholders, including large and small groups, specific and targeted groups for general information. information, which included parents, staff, community and student representatives.

Heilman said that from all of these contributions, the administration has put together six strategies:

1. Build behavioral support / interventions, mental health supports and socio-emotional learning support from a trauma perspective

2. Have K-12 alignment on core common core standards, quality intermediate formative and summative assessments, and faithfully implement frameworks identified by the district.

3. Build K-12 programming focused on CTE, electives, AP, specializations, college courses, arts, physical education, extracurricular activities, and expanded learning opportunities.

4. Build a long term community planning / building committee.

5. Develop a family involvement plan.

6. Develop a community partnership and resource plan.

Suggestions written on sticky notes filled entire whiteboards.

“The post suggestions came with a massive list of activities that we believe would be ways to address these strategies, such as bilingual psychological support, behavioral specialists, additional AVID coaches (a program we we currently have in college and high school), school psychologist, adding nursing services, additional licensed staff, additional classified support, intervention specialist, intervention software, transportation, ”Heilman said.

Heilman added that the administration will continue to be on the massive list so that it can go back and review the district’s changing needs each year and re-prioritize as needed.

For example, of the $ 2.195 million, Heilman said the district funded the hiring of a Whole Child Coordinator Britta Santoni, increased contracts with Polk County Behavioral Health, hired a teacher in Spanish at Talmadge Middle School and developed music, French and Vocational Technical Education (CTE) at Lycée Central. In addition, they added health support assistants in all schools and special assignment teachers (TOSAs) at the elementary levels to help with interventions and programming for students.

Flannery said the next steps in planning for the AIS include:

Continue with youth discussions on how things went, looking at opportunities for improvement and next steps,

Start community discussions in 2022

Continuation of conversations with union leaders

Adjust plans, ODE permitting, to meet the needs of students in the district during school years 2021-22, 22-23.

“We will use the latitude we have to make adjustments and the data we have in measuring our performance and the impact on how we make those decisions,” said Flannery.

Kubista added that the state requires the CSD to answer several questions about its goal. She directed the community to the district website, go to ‘About Us’, click on the link to see a direct link to SIA) which has questions that the administration is answering. Kubista said the list is essentially a “self-assessment of where we think we are.”

Many items on the list have yet to be addressed due to the pandemic, Kubista said.

“We left a lot of what was in our original plan, community committees that we all had last year, we added some things,” Kubista said. “We were very intentional to do it broadly, so if we have to make it happen, we can. The status was clear to us, if it is not on your list it will not be funded. We want adaptability. So we’ve been really intentional in our planning to give ourselves that ability to maneuver where we need to maneuver and stay the course where we need to stay the course.

Cec Koontz, director of finance and operations, explained that 2021 was the first year of spending under the SIA. She said the first year was a very small amount because the state didn’t know what kind of revenue it would have from the corporate activity tax to pay the SSA.

“So they were quite conservative in the amount allocated to the districts. The first year we had exactly what we needed to do what we planned. We put in some positions first – Whole Child Coordinator, Additional Environmental Health, and Special Teachers on Mission for Behavioral Issues and English Language Development. We pre-funded them from the general fund for a year because we knew we could, and then we slipped them into SIA, ”explained Koontz.

Kubista added state-developed benchmarks that the CSD must meet in order to continue receiving funds, including attendance, ninth grade numbers on the track, on-time graduation, and performance scores. third grade reading.

California brings back indoor mask mandate