strategic investment summary v42 (autosaved)

Level Item Description Outcome/Need Addressed Strategic Direction/Scorecard/Priorities ApprovedFunding

Type FY16 FY17 FY18 FY19 FY20 FY21 Total Funding Source

Middle School

Ongoing 0.02 0.02 0.02 0.02 0.40 Fund Balance Reserve

High School Online learning Program(High School)

Add one Data Management Secretary to support OLP. Add .25 FTE Counselor FY13 & FY14 increase to .5 FTE counselor FY15 & FY16

Cost to cover infrastructure needs to support online learning

Scorecard "A3" Students drawn to online learning will have a home in Anoka-Hennepin and can engage in a manner meaningful to them.

Ongoing 0.10 0.07 covered with online ADM revenue

0.42 Fund Balance Reserve

High School Ongoing 0.07 0.10 0.10 0.10 0.50 Fund Balance Reserve

Elementary School

8 FTE Pre-Algebra at Elementary Level(Transition Math)

The expansion of the fifth grade pre-algebra pilot to all site will support our high ability math students. Depending on course placement in fifth grade, sixth grade students may "skip" curriculum. This course provides solid foundational algebras skills, increasing the percentage of students successful in advanced math courses in MS and HS.

With future expansion of the pre-algebra pilot to all 24 elementary schools, a .3FTE allocated to each site to support the additional course at fifth grade. This supports our advanced learners, with a positive impact on additional support for struggling math learners due to class size impact.

Scorecard A1:7 and A1:9 Supports our advanced math learners, increasing likelihood for success in advanced math courses at the MS.


Elementary School

Replace 4th and 5th Grade Prep Para with Lic FTE

We currently lose one hour of instruction a week with this model. A licensed teacher would afford the option of implementing additional time to support literacy.

Potential positive impact on Literacy Incentive Aid and less students moving to MS below grade level.

Scorecard A1:1-4 Replacing time students are with para's, and increasing instructional time with a licensed teacher will increase time to deliver the literacy standards, support students below grade level, and support advanced students.


High School STEAM Planning AHS Funding to explore creation of a STEAM magnet program at Anoka High School

Position AHS to expand our Arts magnet program with a STEAM program com;leting the strand. Scorecard A Ongoing 0.04 0.04 0.04 0.15 Fund Balance

Reserve

Elem/Middle/High School

Project Lead The Way (PLTW) technology

Funding of technology replacement on a four year cycle to meet requirements of PLTW programs.

Ability to sustain technology component of PLTW curriculum in our Middle and High Schools

Ongoing 0.20 0.20 0.20 0.20 0.20 0.20 1.20 Fund Balance Res 2016

Elem/Middle/High School

Project Lead The Way (PLTW) staff developmen

Funding of ongoing staff development to meet the requirements of PLTW programs.

Ability to sustain teacher training component of PLTW curriculum in our Middle and High Schools

Ongoing 0.03 0.03 0.03 0.03 0.03 0.03 0.15 Fund Balance Res 2016

Elementary School

ELA intervention support allocated at 650:1 resulting in 25.1 FTE. Two thirds of allocation for FY17.

The literacy staffing is aligned to providing interventions for students below grade level. The identification of students receiving the intervention has been consistently applied in all sites.

Currently there are approximately over 5,000 students, K-5, below grade level. The current staffing model in elementary does not provide intervention staffing in our comp ed buildings. In our title buildings, with higher need, and a reduction in budgets, there is a competing demand.

1.6 Expand elementary magnet/specialty opportunities, review addition of magnet/specialty program in Coon Rapids, 3.5 Evaluate current strategic investments

11/28/2016

FY17 and FY18

0.90 1.45 2.35 Fund Balance Reserve

High School STEAM Implementation AHSThe STEAM Program (Science, Technology, Engineering, Arts, Mathematics) is being constructed for the first students to take classes in the fall of 2017.

Position AHS to expand our Arts magnet program with a STEAM program completing the strand that starts at Anoka Middle School for the Arts. It also provides a STEM alternative to Engineering (BHS) and Biomedical (CRHS).

17-18 1.5 Strategic Priorities - Monitor and enhance magnet/specialty schools

FY18-FY21 0.30 0.30 0.20 0.20 1.00 Fund Balance Reserve

High School CEMS Implementation CRHSThe CEMS Program (Center for Engineering, Math, and Science) is being constructed at CRHS for the first students to take classes in the fall of 2017.

The CEMS Program at BHS is extremely popular and in part is creating student capacity issues for the school. Because CRHS students make up the largest part of the non-BHS enrollment, starting a program here will create more opportunity for ISD #11 students.


FY18-FY19 0.30 0.30 0.60 Fund Balance Reserve

High School/Middl

eSchoolMath Action Plan

Continuing the work of the Secondary Math Plan in Year 2 as shared with CIAC. This work includes continuing to support and leverage the role of math teachers as collaborative leaders in improving instruction, grading, and tiered interventions. This work will continue in Intermediate Algebra and Geometry. With the additional Math TaLS position we will also continue to review math materials to be piloted throughout the school year.

Improved student achievement through continued improvement in math instruction, specifically around student engagement and deep understanding. We will adopt math materials that are current (copy-write after 2014) that compliment best instructional practices and provide resources to students and families.

17-18 1.2 Strategic Priorities - Math action plan K-12

FY18 0.80 0.80 Fund Balance Reserve

Elementary School

Elementary Collaboration Time Pilot

The recommendation is to create a 60 minute block of time for all licensed staff to collaborate, SpED, EL, supplemental and classroom teachers. It will support professional collaboration, with a focus on data, to support the curriculum, instruction and assessment needs of students. By adding a 30 minute block of support for all classroom teachers, this block can be aligned to support schedules. This aligns to ESSA recommendations, findings in the SpED audit, and supports the alignment with Literacy curriculum and interventions.

A collaboration committee reviewed the current elementary collaboration model, specifically to consider a collaboration model for all licensed elementary staff. This would mirror models afforded staff at the secondary level. The current model is a recess model, for only classroom teachers. Three sites are currently unable to fill the para positions.

17-18 3.5 Strategic Priorities - Collaboration time

FY18-FY19 0.60 0.60 1.20 Fund Balance Reserve

Elementary School

Elementary magnet program CR start-up

The priority of a Coon Rapids elementary magnet program is to identify the site by the end of FY17. This process involves a magnet school committee, as well as staff input. After identification of the school, strategic next steps will be identifying the theme and start implementation and planning in FY18. Potential alignment to CRHS programming will also be a strong consideration.

A magnet program in a Coon Rapids elementary school will provide students and families with specialized programming. This aligns as well with opportunities afforded families in other communities with high levels of poverty.


FY18-FY21 0.05 0.15 0.10 0.10 0.40 Fund Balance Reserve

1.85$ 2.2$ 4.7$ 2.6$ 0.3$ 0.3$ Fund Balance

0.23$ 0.23$ 0.23$ 0.23$ 0.23$ 0.23$ Fund Balance Res 2016

1.35 2.40 4.00 1.67$ 2.44$ 4.97$ 2.78$ 0.53$ 0.53$ 5.46$ 5.42$ 4.45$ 1.67$ 1.15$ 0.62$

Strategic Investment Summary

16-17 Biennium 18-19 Biennium 20-21 Biennium

Naviance Program Naviance enables students to develop and manage multi-year plans to chart a path toward graduation while achieving college

We will have most or all students planning for post high school success and building the high school program to

Scorecard "A" This tool will allow us to establish goals leading to improved achievement for students

A1, A2, and /or A3: Maximizing student learning and minimizing the acheivement gap (A1.1 [MCA Reading proficiency], A1.7 [MCA Math proficiency], A1.12 [MCA Science proficiency]; A2.6 [ACT Participation], A2.7 [ACT Composite Score], A2.8 [ACT College Readiness Benchmarks, A2.9 [Grad Rates]; and/or A3.2 [difference in student engagement across groups])

Project Lead The Way (PLTW)

The addition of Science, Technology, Engineering, and Math (STEM) electives in five middle schools and expansion of STEM electives in one middle school addresses (a) one of the In-Process Recommendations from the Middle School Program Evaluation Committee which surrounded the development of our middle school students for the 21st century (b) national test scores suggest that many students in the United States finish the middle grades

Project Lead The Way (PLTW) engages students in hands-on activities, projects, and problem based learnings. Students create, design, build, discover, collaborate and solve problems while applying what they learn in math and science. Addition of Science, Technology, Engineering, and Math (STEM) elective programs in five middle schools & expansion in one middle school. Offered in Grades 6. 7 & 8.

Grand Total

5/21/2012

6/30/2014

3/7/2016

16-17 Strategic Priorities: 1.5 Provide science, technology, engineering, arts and math(STEAM) at

AHS, 1.6 Expand elementary magnet/specialty opportunities, review addition of magnet/specialty

program in Coon Rapids, 3.5 Evaluate current strategic investments

XX/XX/17

Strategic Investment Summary v42 (Autosaved)

05-08-17 F

strategic investment summary v42 (autosaved)

Documents