Skip To Main Content

Student Investment Account

First page of the PDF file: 11-29-22SIAAnnualReportPresentation
First page of the PDF file: StudentInvestmentInformation-2
First page of the PDF file: StudentInvestmentInformation-3

2021 - 2022 Student Investment Account Annual Report

2021 - 2022 Student Investment Account Annual Report

What changes in behavior, actions, policies or practices have you observed related to SIA implementation during the 2021-22 school year? How do you see these changes contributing to the goals and outcomes in your SIA plan?

We have used the SIA plan and funding to promote culturally and linguistically sustaining practices in our district. Some examples of this are the texts were purchased to engage teachers in professional learning during the ESOL/Language Arts adoption process. The committee first engaged in learning together to establish a baseline of understanding about culturally sustaining pedagogy, and then went on to explore potential instructional materials. Another example of this was the texts we purchased and used with the instructional coaches in our district. We specifically chose topics such as coaching with equity and how to engage students. The coaches were able to apply this learning when working with teachers in their classrooms and through professional development they facilitated. The math taskforce met regularly and engaged in learning about different types of data, working with students living in poverty and anti-racist, anti-biased instruction. By promoting culturally and linguistically sustaining practices within the different groups we work with, we are beginning to see a shift in behaviors across the district.

What barriers or challenges to SIA implementation have you experienced that are helpful for your community and/or state leaders to be aware of? What adjustments, if any, did you make to your SIA plan as a result of these challenges?

We used some of the SIA funds to purchase the WESD Data Suite. This is a tool that enables teachers, administrators and staff to quickly access student data. The challenge has been partnering with the WESD to customize the dashboard so that it is providing us with the data we need to make informed decisions. The other challenge was finding time to train staff on how to use the Data Suite. Midyear, the WESD made some significant changes to the dashboard, and we struggled to find the time to train staff on the new filtering feature, which is a critical component to access accurate data. During the 2021-22 school year, we were able to finalize some of the customizations and we provided some training to teachers and staff; however, during the 2022-23 school year, we will need to continue the work on both fronts. Having access to student data helps us identify students needs and target our planning and budgeting to meet those needs. 

SIA implementation includes ongoing engagement with all students, focal students, families, staff, and community partners. How have relationships with or between those groups changed and/or been maintained throughout this academic year?

We had various committees and taskforces that met throughout the year. Some of these included the Math Taskforce, Dual Language Advisory Board, ESOL/Language Arts adoption committee and the Equitable Grading Practices PLC. These teams each had a different focus that ties to the district's SIA plan. While there were not community members on each of these teams, there were opportunities for community members and families to get involved. Each group had different mechanisms for this. This will be an area where we can continue to grow in the 2022-23 school year. 

As you think about what guided your choices and prioritization efforts in this year of SIA implementation, what stands out? How will what you’ve learned this year impact future SIA implementation efforts?

In general, we invested heavily in staffing. We were able to hire some of the positions we had outlined in our plan such as behavior specialists, elementary art teachers and home school contacts to support our newcomer students and families. We also hired a .5FTE elementary educational assistant for each kinder classroom, which provided more opportunities for individualized instruction and supports for both academics and social emotional learning. All of these positions have an impact on our SIA plan and are providing direct support for students. Another area that stands out is the schools' commitment to providing students with well-rounded educational experiences and more instructional time. Some examples of this include the college and career readiness labs the middle and high schools purchased and the summer reading books the elementary schools purchased. Because of ESSER funds, we have been able to support our priorities on a larger scale.  As ESSER funds run out, we will need to be more intentional about identifying our priorities