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NORTH SANTIAM SCHOOL DISTRICT

Aligning For Student Success

2025-2029 Integrated Application Presentation

March 20, 2025

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Application due April 30th

Oregon Department of Education

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Aligned Programs & Common Goals

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Oregon Department of Education

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Metrics of Success - LPGT

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Oregon Department of Education

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Summary of Program Allocations

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Program

**Preliminary Budget released by ODE

25-26

26-27

High School Success (HSS) - (3.3 FTE)

$718,677.01

$748,000.36

Student Investment Account (SIA) - (9 FTE)

$2,130,067.09

$2,217,008.60

Continuous Improvement Planning (CIP)

Submitted every 3 years OAR 581-022-2250

Career and Technical Education - Perkins V (CTE)

$21,383 annually by CTE Coordinator

Early Indicator and Intervention System (EIIS)

$6138.72

$6138.72

Early Literacy Grant - (1.57 FTE)

$134,659.05

$140,155.34

Oregon Department of Education

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Required Planning Processes

  • The existing plan to review and revise
  • Input from District Equity Committees
  • Recommendations from the Quality Education Model (QEM)
  • Recommendations from Statewide Student Success Act Plans
  • Reviewing and Using Regional CTE Consortia Inputs

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  • Use of an Equity Lens
  • Community Engagement
  • Comprehensive Needs Assessment
  • Tribal Consultation
  • Potential Impact on Focal Students
  • Development of a four-year plan with clear Outcomes, Strategies, and Activities

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Oregon Department of Education

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Changes from ODE since 2023-2025 Application

  • Adjusted the application window from 30 days to 60 days (March 1-April 30)
  • Embedded the Early Literacy Success School District Grant
  • Embedded Career Connected Learning
  • Connected the Integrated Application process to the work of District Equity Committees
  • Removed submission (checklist) identifying who was engaged.
  • Removed submission of 5 artifacts
  • Added Assurance stating engaged w/focal populations, staff (licensed and classified), & evidence is available if requested.

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Oregon Department of Education

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New Questions in Application

    • How are you monitoring the effectiveness of interventions for students who experience depression, anxiety, stress, and challenges with dysregulation?
    • Explain any changes or updates to your program review based on the Program Review Tool and Oregon’s Early Literacy Framework.
    • If planning to develop a new CTE Program of Study, please name the intended program to be started, timeline, and the steps taken or to be taken.
    • What improvements have you made when engaging with your community, including focal students, families, and staff, in the past two years? What barriers, if any, continue to exist or were experienced?
    • List the strategies used to engage with focal students and families about the integrated plan throughout the planning process. (At least two strategies are required.)
    • List the strategies used to engage with staff, both classified and certified, about the integrated plan throughout the planning process. (At least two strategies are required.)

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Oregon Department of Education

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Community Engagement Opportunities

Families/Students

  • YouthTruth Survey
  • NSSD Strategic Planning Sessions
  • Ongoing English Learners survey form
  • SMORE Newsletters (district, building)
  • Family Engagement nights - Literacy, Special Education Parent, Juntos
  • SHS Counselor Survey (students)
  • Stayton 7
  • Soup with the Superintendent
  • Belonging Surveys/Activities at Sites

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Staff - All

  • YouthTruth Survey
  • Integrated Guidance Feedback Survey
  • District Data Teams - Star, At-a-glance, attendance, LPGTs
  • Annual Needs Assessment/District Survey (Classified & Certified)
  • NSSD STAR Report - BERC Audit
  • Building Level engagement w/ SIT, SST, Staff Meetings etc.
  • HSS/CTE Data Team - disaggregated data
  • NSSD Strategic Planning Sessions

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Oregon Department of Education

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Needs Assessment Highlights

Strengths:

  • Improvement in graduation rate and 9th Grade on Track.
  • Implementation of belonging initiatives have improved students sense of belonging in NSSD.
  • Adopting current, relevant, and appropriate curriculum materials aligned with state standards, providing intensive mathematics and literacy professional development to staff, and integrating Renaissance Star as a progress monitoring tool have increased staff access to monitor student achievement to inform instruction.
  • Implementation of behavior specialists, specialist instructional support for emerging bilingual students, and high school counselors are providing more support of our student focal populations.

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Oregon Department of Education

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Needs Assessment Growth

This is what we heard about opportunities for growth:

  • Focus on the intervention system to improve chronic absenteeism.
  • Increase mental health and behavior support for every student.
  • Provide intentional collaboration time for staff to implement the new curriculum, develop and apply appropriate intervention systems, and refine instruction efforts to align with BERC and AVID.
  • Align curriculum resources for Special Education programs.
  • Strengthen district efforts to regularly review data (academic, attendance, and behavior) to determine if current procedures/policies support student learning outcomes.
  • Grow literacy and math skills for every student.
  • Improve communication pathways with families.

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Oregon Department of Education

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Our Plan

These priorities emerged:

  • Continue current and increase Social Emotional and Mental Health Supports for students. Adopt and implement K-12 programming for tier 1, tier 2 and tier 3 interventions expanding beyond just the classroom.
  • Increase future ready awareness opportunities K-12.
  • Develop systems to address chronic absenteeism.
  • Refine systems to analyze data to inform instruction through professional learning communities and staff collaboration.
  • Hire and Retain High quality staff

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Oregon Department of Education

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Our Plan: Outcomes & Strategies

  • Most of our strategies and key investments will continue from the previous years.

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  • Changes to the outcomes are highlighted in blue within this document.
    • Updated language
    • Addition of other learning environments and educators
    • Addition of Literacy Outcomes and Strategies

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Oregon Department of Education

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Our Plan

Key Investments:

  • FTE Resources: Behavior Specialists, Student Success Coaches, Counselors, Support Staff, 9th grade transition support, CTE support, mental health partnerships, School Psychologist, Literacy Coaches, High Dosage Tutors
  • Assessment tools: YouthTruth, Renaissance Star, SEL
  • Professional learning opportunities: CTE, AVID, Literacy, Mathematics
  • Career and College Preparedness: course supplies/materials, dual credit tuition, and Willamette Promise, Career pathways
  • Extended and alternative learning opportunities for students.
  • Instructional Core Materials and interventions with a focus on literacy and mathematics.and Special Education

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Oregon Department of Education

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Thank you to our staff:

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Collaborative Steering Committee:

Sella Bemrose, SES, Classified

Danielle Blackwell, HR

Nicole Duncan, ISST

Kristi Flemming, SES, 3rd**

Paulie Lime, SUB, 6th-8th

Mike Mannix, SMS, 6th -8th

Andy Rasmussen, ML, 6th-8th

David Holcomb, TOSA**

Jen Rowan, SpED TOSA

Other:

Building Principals

Rhonda Allen, Business Department

Susy Saray, Community Liaison

WESD CEFIA Team , WP, CTE, EL

HSS Team:

Joe Traeger, VP/CTE Coordinator**

Brad Emmert, VP/Options Coordinator

Megan Schiedler, SHS, AVID & Academic Int

Ron Stutzman, SHS, CTE Pathway Teacher

Wendi Nyquist, 9th Grade Counselor

Danny Curiel, Community Engagement

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Early Literacy Advisory Team

Rebecca Mitchell, SUB, 2nd

Teresa Gjonnes, ML, 1st

Danielle Angus, SES, Reading Specialist

Amy Erwin, SES, Kinder

Oregon Department of Education

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What Happens Next?

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WE ARE HERE

WILL RETURN TO PRESENT TO

THE BOARD

*

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Oregon Department of Education

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Questions/Comments:

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Anyone and all are welcome to submit digital input here: https://tinyurl.com/25-27NSSDIG

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OR Public Comment Board Meeting tonight 03/20 or 04/17

Oregon Department of Education