Student Academic Support Plan

Board Workshop - Update 1

February 3, 2021

High-performing A-rated District 1

 Purpose of Student Academic Support Plan
What is the SASP meant to address?

● Disparities in student achievement existed pre-COVID.

● COVID only served to widen instructional gaps in many cases.
● Despite numerous challenges, we have a unique opportunity to
rethink available student academic supports (short and long term) to
increase student achievement.
○ Cross department collaboration to leverage resources.
○ The Student Academic Support Plan (SASP) is codifying our approach
to addressing the instructional gaps.

High-performing A-rated District 2

 Recap of Events Driving SASP Development
What other factors had to be taken into account?

Schools closed due to uncertainty Current SY began virtually as per SDPBC Spring 2021 Optional
surrounding COVID-19 (FDOE later guidance from Superintendent’s Innovative Learning Plan
extended closures thru end of SY). Health Advisory Committee. approved by FDOE.

March 13, 2020 August 31, 2020 December 30, 2020

August 12, 2020 September 21, 2020

Summer 2020 work
included major
improvements to
Distance Learning.
SDPBC Fall 2020 Optional
Innovative Learning Plan
approved by FDOE.
All schools began offering
brick and mortar learning
option (physical reopening of
campuses).
November 2020 -
Focus Group convened
to codify ongoing work
via SASP.

High-performing A-rated District 3

 Agenda
Goal 1 - Review Student Learning Landscape
○ Understanding COVID-slide at the national and local levels
○ Challenges to implementation and work to-date
Goal 2 - Discuss SDPBC Approach to SASP Development
○ Leveraging internal expertise via Focus Group
○ Identifying priority areas and immediate student needs
○ Spotlight on MTSS as framework and efforts around fidelity
Goal 3 - Share Implementation Timeline and Next Steps
○ Phase 1 (March 2020 thru Summer 2021)
○ Phase 2 (Fall 2021 and beyond)

High-performing A-rated District 4

 Reviewing the Student Learning Landscape
How has COVID affected student achievement at the national and local levels?

Preliminary estimates
suggested students
could return in Fall 2020
with less than 50% of
typical learning gains,
with some students
nearly a full year behind
what would be expected
normally.

Kuhfeld, M. & Tarasawa, B. (2020). The COVID-19 slide: What summer learning loss can tell us about the potential
impact of school closures on student academic achievement. NWEA.

High-performing A-rated District 5

 Reviewing the Student Learning Landscape
How has COVID affected student achievement at the national and local levels?

Fall assessments
comparing 2019 to
2020 show greater
loss in math
achievement.

Lost Learning, Lost Students: COVID Slide Not as Steep as Predicted, NWEA Study Finds — But 1 in 4 Kids Was
Missing from Fall Exams

High-performing A-rated District 6

 Reviewing the Student Learning Landscape
How has COVID affected student achievement at the national and local levels?

COVID-19 has taken

an especially heavy
toll on Black,
Hispanic, and
Indigenous
communities.

https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help

High-performing A-rated District 7

 Reviewing the Student Learning Landscape
How has COVID affected student achievement at the national and local levels?
Spotlight
on SDPBC
Student The COVID-19
Data pandemic
Grade 6 ELA – All Students has taken
(ELA) an especially heavy
toll on Black,
Hispanic, and
How has COVID
affected student Indigenous
achievement at communities.
Grade 6 ELA – FRL Black/Hispanic Students
the local level?

https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help

High-performing A-rated District 8

 Reviewing the Student Learning Landscape
How has COVID affected student achievement at the national and local levels?
Spotlight
on SDPBC
Student The COVID-19
Data pandemic has taken
Grade 4 Math – All Students
(Math) an especially heavy
toll on Black,
Hispanic, and
How has COVID
affected student Indigenous
achievement at communities.
Grade 4 Math – FRL Black/Hispanic Students
the local level?

https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help

High-performing A-rated District 9

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 Projected Learning Loss Through June 2021

High-performing A-rated District 10

 Implementation Challenges and Work To-Date
How are we already addressing challenges to accelerate student learning?

Challenge Work To-Date in Service of Accelerating of Student Learning

Digital Divide ● Reached 1:1 student to device ratio ahead of schedule.

● SMARTboard deployment accelerated (completed in Fall 2020).
● Ed Tech Department established WiFi Warrior initiative.
● Partnerships with Education Foundation, County Commission, local municipalities, and
Internet Service Providers (Comcast) to provide WiFi sponsorships, hot spots, extenders, and
make infrastructure investments.

Instructional ● Prioritized teaching of high impact standards.

Variation ● Revised scope and sequence to tighten up instruction across all schools.
● Developed professional development tracks.
● CARES funding used to purchase high quality instructional materials as part of ELA adoption
cycle.

Simultaneous ● Developed professional development tracks with compliance requirements for all teachers.
Instruction ● Best practices identified.
● All classrooms now equipped with SMARTboards to enhance interaction
between in-person and distance learners.

High-performing A-rated District 11

 Implementation Challenges and Work To-Date
How are we already addressing challenges to accelerate student learning?

Challenge Work To-Date in Service of Accelerating of Student Learning

Mental Health ● Schools already have at least one mental health professional on campus thanks to voter
approval of the 2018 referendum (available to support students in-person or virtually).
● Caring First website
● Ongoing collaboration with community agencies (via behavioral health agreements as
well as co-located services in schools).
● Ongoing EAP webinars for staff.

Student ● Additional hours for case managers in each region to help contact families during non-
Engagement traditional hours (Safe Schools Evening Team pilot began January 7).
● Individual schools reaching out to families (principal call outs, etc).
● Communications Department “We Want You Back” informational campaign.

Struggling ● Return to “brick and mortar” for struggling students notifications sent home and targeted
Learners intervention
○ ~95,000 students remain in Distance Learning Districtwide.
More info later in ● Extending learning opportunities through targeted tutorials and extended
school year.
this presentation.

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Goal 2 - Discuss SDPBC Approach to SASP Development
○ Leveraging internal expertise via Focus Group
○ Identifying priority areas and immediate student needs
○ Spotlight on MTSS as framework and efforts around fidelity

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 High-performing A-rated District

SASP Focus Group Purpose

What was this group tasked with doing?

The Focus Group was assembled to provide feedback on:

1. Criteria for determining student priority groups based on level
of support needed (The Who/The Why)
2. Possible interventions for priority groups based on what we do
now as well as innovative options (The What/The How)
3. Implementation timeline for all viable interventions--short term
and long term (The Where/The When)
REMINDER: The Student Academic Support Plan (SASP) is codifying our approach to addressing
instructional gaps. (The District has been engaged in this work since March 2020.)
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 High-performing A-rated District

SASP Task 1 - The Who/The What

Criteria for determining student priority groups based on level of support needed

Engagement ELA Math Other

SUPPORT AREAS

● Two or more ● iReady Below ● SuccessMaker Academics

weeks with less Grade Below Grade ● FLKRS (PreK/KG
than 3 days of ● Fall Diagnostic ● Fall Diagnostic only)
Portal access Percent Correct Percent Correct ● One or more ND
(Distance OR USA Average OR USA Average on Report Card
Learning) OR 3 (<50%) (<50%) ● One or more D
or more days ● FSA ELA Level 1 ● FSA Math/Algebra or F Grades in
absent (Brick or 2 Level 1 or 2 Marking Period 1
and Mortar) ● Did Not Meet ● PSAT ● Off-track MS
● Previously Reading Grad ● Did Not Meet Quality Points or
retained Requirement Algebra Grad HS Credits
● 1+ Referral (ODR) (Grade 12 only) Requirement Attainment
(Grade 11 or 12)
Highlighted text intended to reflect metrics IDed for short-term decisions re: adequate progress as per FDOE Plan submitted 12/15. 15
 Support Area Factors/Metrics Elementary Middle High
High-performing A-rated District
2 or more weeks with less than 3 Days of Portal Access Y Y Y
2 or more weeks with 3 or more Days Absent Y Y Y
Engagement
Retained One or More Times Y Y Y
More than 1 Office Discipline Referral (ODR) Y Y Y
iReady Below Grade Y N/A N/A
Fall Diagnostic Percent Correct <50% Grade 4 - 5 Y Grade 9 - 10
Language Arts USA Average <50% Y Y Y
FSA ELA Level 1 or 2 Grade 5 Y Grade 9 - 11
Grade 12 Did Not Meet Reading Graduation Requirement N/A N/A Grade 12
SuccessMaker Below Grade Y N/A N/A
Fall Diagnostic Percent Correct <50% Grade 4 - 5 Y Algebra
USA Average <50% Y Y Y
Mathematics
FSA MATH/ Algebra Level 1 or 2 Grade 5 Y Y
PSAT Math Meeting College Board Readiness Benchmark N/A N/A Grades 10 - 12
Grade 11 or 12 Did Not Meet Algebra Graduation Requirement N/A N/A Grade 11 - 12
FLKRS Kindergarten Readiness KG N/A N/A
One or More ND on Report card (To be added once available) Y N/A N/A
Other Academics One or More D or F Grades in Marking Period 1 N/A Y Y
Fewer than Expected Middle School Quality Points Earned N/A Grade 7 - 8 N/A
16 16
Fewer than Expected High School Credits Earned N/A N/A Grades 10 - 12
 High-performing A-rated District

SASP Task 1 - The Who/The What

Criteria for determining student priority groups based on level of support needed

Preliminary Data (December 2020)

Engagement Language Arts Mathematics Other Academic High Support
Support Support Support Support ELA and Math

Students High 50%+ High 50%+ High 50%+ High 50%+ High (ELA & Math)

N n % n % n % n % n %
DISTRICT 168635 7951 4.7 77862 46.2 73933 43.8 48073 46.9 51658 30.6

Elementary 75933 3492 4.6 38687 50.9 27322 36.0 30255 39.8 21438 28.2
Middle 39020 1440 3.7 15689 40.2 23319 59.8 17505 45.4 13996 35.9
High 53682 3019 5.6 23486 43.8 23292 43.4 24304 45.7 16224 30.2

Preliminary data shows a significant percentage of students will need high levels of
support in both ELA and Math (based on the four support areas).
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 SASP Task 2 - The What/The How
Possible interventions for priority groups based on what we do now and innovative options

Inventory of Current Intervention/Acceleration Strategies and Innovative Options

https://docs.google.com/spreadsheets/d/1i7RbFI5g96MhDkYujqL-cJ9nbOxkl12MBMQDS9TQ-RQ/edit?usp=sharing

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 High-performing A-rated District

Multi-Tiered System of Supports (MTSS)

Systematic, continuous improvement framework for student success

MTSS Continuum of Supports

● Supports are provided to Core (Tier 1) ALL
students along a continuum Initial Instruction
of educational need.
● Students with the most Supplemental (Tier 2)
Intervention SOME
significant need get the
greatest level of support.
● Focus on effective problem- Intensive (Tier 3) FEW
Intervention
solving and decision-
making.
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 Academic Intervention Processes
How do we determine the level of support students may need?

Adopting a Holistic Approach Four Step Problem Solving Method

What is the problem?

Utilized
by
Why is the problem
Schools
occurring?

What are we going to

do about it?
Intervention
occurs.
Is our plan of action
working?
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 High-performing A-rated District

Elementary Levels of Support

An example of how the MTSS Framework is utilized for reading instruction.

Core State required 90-minute reading block (standards based and

includes components from a Balanced Literacy framework).
(Tier 1) ALL
● Whole group
Initial Instruction ● Differentiated instruction to meet student needs

Supplemental Provided daily for any students exhibiting a reading deficiency.

● Additional 30 minutes in addition to and in alignment with
(Tier 2) effective Core (Tier 1) Instruction SOME
Intervention ● Individual students or groups of targeted students

Provided daily for any students exhibiting a substantial

Intensive reading deficiency.
● Additional time determined by the intervention and is in
(Tier 3) addition to and aligned with Core (Tier 1) and FEW
Intervention Supplemental (Tier 2) academic and behavior, curriculum,
instruction, and support. 21
 Fidelity and Monitoring
How will we move forward to ensure all students receive appropriate academic supports?

Area Processes (related to increasing fidelity of academic interventions)

Core ● Continue to prioritize teaching of high impact standards.

Priorities ● Monitor scope and sequence to tighten up instruction across all schools.
● Provide ongoing professional development.
● Progress monitor local assessment to inform instructional decisions.

Intervention ● Training on MTSS Process and Implementation (Principal Supervisors,

Priorities Principals, School Staff).
● Intervention training - (school based staff).
● Extended learning support and design.
● Evaluate Inventory of intervention resources for effectiveness.

High-performing A-rated District 22

Goal 3 - Share SASP Implementation Timeline and Next Steps

Phase 1 Phase 2
March 2020 thru Summer 2021 Fall 2021 and Beyond

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 High-performing A-rated District

SASP Phase 1 High Priority Deliverables

What will happen between now and Summer 2021?

● Expand the SBT MTSS process of identification and intervention

support during the school day and extended time.
● Continue to identify students and schools to expand targeted
tutorials through June 2021.
● Expand the school year for targeted students through Summer 2021.
○ Expand summer learning opportunities.
○ Hybrid instructional model (brick and mortar and Distance Learning)
○ Students at all grade levels will be targeted, while prioritizing those
needing the most support.
○ Areas for prioritization include literacy, math, graduation, and cohort
promotion.
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 High-performing A-rated District

SASP Phase 1 Resource Allocation

What short term investments are being made to support SASP implementation?

● In close collaboration with Finance, funding has been allocated to

support implementation of Phase 1 initiatives listed below.
○ CARES funding is also being used to purchase Voyager ELA curriculum
materials as part of the most recent instructional materials adoption.
● Will continue to work in partnership with other divisions moving forward
to ensure SASP is successful.

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*Amounts shown in millions
 High-performing A-rated District

Overview of Next Steps

When will the Board be updated on SASP implementation progress?

Board Update 1 on Board Update 2 on Board Update 3

SASP Phase 1 Summer Support on SASP Phase 2
Approach Details Approach

August
February March April May June July
(and Beyond)

Feb - June 2021: Target tutorials and intervention expanded.

SASP
Phase 2
begins.
Ongoing SASP Phase 1 June - July 2021: Expanded
summer learning options.
Implementation
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Questions/Comments

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 Appendix
● COVID-19 and learning loss-disparities grow and students need help.
https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-
loss-disparities-grow-and-students-need-help

● Addressing unfinished learning after COVID-19 school closures.

https://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/313/CGCS_Unfinished%20Learning.pd
f

● Lost Learning, Lost Students: COVID Slide Not as Steep as Predicted, NWEA Study Finds — But 1
in 4 Kids Was Missing from Fall Exams
https://www.the74million.org/article/lost-learning-lost-students-covid-slide-not-as-steep-as-predicted-
nwea-study-finds-but-1-in-4-kids-was-missing-from-fall-exams/

● How Are Kids Performing- Tracking the impact of COVID 19 on reading and mathematics
achievement. https://renaissance.widen.net/s/wmjtlxkhbm

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 Appendix
● COVID-19 and the Educational Equity Crisis - Evidence on Learning Loss (published by the CORE
Data Collaborative on January 25, 2021) https://edpolicyinca.org/newsroom/covid-19-and-
educational-equity-crisis

● Credit recovery isn’t enough: How to manage a surge of failing course grades (published by the
Evidence Project at CRPE in January 2021)
https://www.crpe.org/sites/default/files/final_ep_failing_grades_synthesis.pdf

● COVID-19 and the Educcational Equity Crisis https://edpolicyinca.org/newsroom/covid-19-and-

educational-equity-crisis

● The COVID-19 slide: What summer learning loss can tell us about the potential impact of school
closures on student academic achievement
https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf

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