Blachly School Board Goals

Integrated Guidance Updates

Integrated Guidance Updates

22-23 SIA Annual Report

• Narrative Responses
• Budget Update

23-25 Grant Agreement

• SIA Grant Agreement
• LGPTS

SIA 22-23: Looking Back

What changes in behavior, actions, policies or practices have you observed related to SIA implementation during the 2022-23 school year? How do you see these changes contributing to the goals and outcomes in your SIA plan?

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Due to the increase in our online program, we were able to hire an additional staff member to support our families and students who have chosen the Online program as their preferred educational option. This has allowed us to increase our elective opportunities for in-person students related to world languages and provide a virtual opportunity for instruction. Additionally, we offered physical education daily for our K-8 students, which was only possible with staffing support through SIA and the FTE for this position. Teachers are now able to plan more effectively during this time that students are receiving PE minutes, and we were able to meet the Division 22 Standards related to MS PE minutes as well, where we were able to accomplish this with this additional FTE. Finally, one of the most impactful outcomes was the ability to add a Mental Health Specialist. This Full-time clinical provider meets with many of our students and families to provide skills, counseling, and treatment to curb behavior and choices. This has led to additional resources and support for students to succeed.

SIA 22-23: Looking Back

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?

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The most significant barrier continues to be finding qualified staffing to meet the program needs of our district and school. Recruitment and retention of teachers for our Rural district is an ongoing struggle. We will continue to use our funds to support finding qualified staffing. Still, we may need to shift some of the funding to higher education remote opportunities for our students to participate in dual credit or pathway program opportunities at our local Community College and University.

SIA 22-23: Looking Back

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? Consider the Community Engagement Toolkit and where your efforts might land on the spectrum as you complete your response.

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We have set up a tremendous ongoing engagement system with all focal groups. The Superintendent meets monthly with our ASB and student leaders to discuss the priorities and direction of the district (using a student lens and voice). Additionally, he has formed two different advisory task forces to provide feedback. One is the Superintendent Task Force, which focuses on the recently developed Strategic Plan and its associated activities. 2nd, he formed an Equity Task Force to dive deeper into our focal groups and their collective voice and review of current district policies, systems, and funding. Finally, we provide multiple feedback opportunities through community functions and events. This is done with a follow-up survey and QR code to provide feedback to the district and school. These QR codes can be found through our newsletter and social media platforms.

SIA 22-23: Looking Back

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?

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Our ability to support the AVID district-wide in which we have been engaged stands out. This has brought a significant change in our culture of college and career focus for our students. Where we had at least half of our graduates not believing that they could go onto a career or even college, almost all now are having conversations about the doors that are open to them and possibilities. Additionally, we realized that we needed to move some of our funding forward to more community college dual-credit opportunities for our students since the college-bound culture has increased. This is great as we had a problematic result from the change.

SIA 22-23

Budget Highlights

• Provided additional Online teaching support to expand our online program
• Able to bring on Full-time Mental Health Services with a Mental Health Specialist
• Provided additional visual/fine arts course offerings
• Increase and provide full-time physical education to our elementary students
• AVID school-wide and necessary training

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Looking Ahead

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Integrated Guidance

SIA Grant Agreement & Longitudinal Performance Growth Targets

SIA Grant Agreement

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BSD 2023-25 SIA Grant Agreement

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SIA Grant Agreement

“Open for comments”

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Longitudinal Performance Growth Targets

Understanding how target percentages were selected:

• Each grant recipient has a different community, different needs, different strategies, and different funding. For this reason, there is no standard formula for good growth targets.
• Gap-closing targets should close the gap between the combined focal group and the “all students” baseline group.
• Very few school districts will be able to attain the rate of increase that the top 10% of school districts demonstrated.
• If you have a strategy that will take a few years to get off the ground but should later show increases in the common metric rates, we expect a delay in increases in the rate.
• For very high rates, a continuation of that high rate is likely sufficient.
• In general, if below the state rate, aim to get to or above the state rate if possible (if within reason given the top 10% of schools rate increase).
• You likely aren’t putting the same level of effort into increasing the rates for every metric. If your focus is on getting 9th graders on track, you may not want to set as ambitious of targets for your 3rd grade ELA proficiency metric as you do for 9th grade on-track.

K-12 Regular Attenders

Regular Attenders:

The percentage of students attending more than 90 percent of their enrolled school days.

Historical Attendance Data (Provided by ODE)

Our Targets

3rd Grade ELA

Third Grade Reading:

The percentage of students proficient on statewide English Language Arts (ELA) assessments in 3rd grade.

Historical Attendance Data (Provided by ODE)

Our Targets

9th Grade On-Track

Ninth Grade On-Track:

The percentage of students earning at least one-quarter of their graduation credits by the end of the summer following their 9th grade year.

Historical Attendance Data (Provided by ODE)

Our Targets

4 Year Graduation

Four-year Graduation: The percentage of students earning a regular or modified diploma within four years of entering high school.

Historical Attendance Data (Provided by ODE)

Our Targets

5 Year Completion

Five-year Completion: The percentage of students earning a regular, modified, extended or adult high school diploma, or a GED within five years of entering high school.

Historical Attendance Data (Provided by ODE)

Our Targets

BSD Activities and Strategies

Where the work is being focused

Next Steps

• Continue to focus work around LPGTs
• Support teachers in creating a Tiered Intervention System that breaks down the process and steps for their Multi-Tiered Systems of Support (MTSS)
• Continued AVID professional development and learning
• Engage families and community members (ex. attendance messaging)

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K-5: 6-12:

Attendance Activities Attendance Activities

Data Teams Data Teams

Mental Health Mental Health

AVID AVID / College and Career

Physical Education 9th Grade On-track Success

Friday Supports

Increased Dual Credit  

Expanded Credit / Online

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So what does all of that mean?

Quick summary!

●BSD is collecting, tracking, and monitoring large amounts of data to guide decision-making.

●BSD is working to create a systematic process for this collection and how staff use it at each level (K-5, 6-8, and 9-12).

●Administrators and educational staff will continue to be asked more now than ever for accountable outcomes with data. Additionally, on a daily basis, staff are planning, training, and working towards providing the best supports for our BSD students.

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Additional documents/resources

• BSD SIA 21-23 Annual Report
• BSD 23-25 LPGTs
• BSD IG Outcomes and Strategies 23-25
• BSD IG Public Artifacts Drive

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