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Scio School District

2025-27 Integrated Application

Presentation to Governing Board

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Oregon Department of Education

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Contents

Purpose of Presentation
Background & Context
Planning Team
Plan Inputs
Plan Overview
What’s Next

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Oregon Department of Education

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Purpose for Presentation

To share what was prioritized in the plan given the range of inputs, explain how the plan was developed, and seek board approval.

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To share what was prioritized in the plan given the range of inputs
To explain how the plan was developed
To hear additional feedback on the plan now that it has been developed
To Seek board approval

Oregon Department of Education

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Background

Integration effort was responsive to requests from educational leaders and state legislators
Combined processes for community engagement, needs assessment, planning, budgeting and evaluation for nine programs
Designed to reduce burden and redundancies and improve the framework by which progress can be measured over time

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Aligned Programs & Common Goals

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Oregon Department of Education

Suggested Speaker Notes: Integration is possible for these initiatives because of what they have in common. This guidance brings them together so applicants, regions, schools, and programs can leverage multiple strategies and funding sources to implement more cohesive plans that positively impact students. Through the integrated application process, the outcomes and strategies for each initiative will continue to come together into a single strategic plan that supports the common goals. The aim is to build these goals into the entire educational system to embed the work at all levels and ensure sustainability.

Common Engagement of focal student groups presents a unique opportunity and vital resource for collecting high impact community data to inform the practices that impact those same populations. Focal student groups and their families must be engaged in planning under this guidance and there must be demonstrated evidence and artifacts for how engagement strategies/activities impacted your chosen outcomes, priorities, strategies, and activities. Focal student groups are defined within the Student Success Act as “students of color; students with disabilities; emerging bilingual students; and students navigating poverty, houselessness, and foster care; and other students who have historically experienced disparities in our schools”. This list has been expanded in rule to include migratory students, students recently arrived, justice involved youth, and students who identify as LGBTQ2SIA+.

Focal Student Groups:

Students of color;
Students with disabilities;
Emerging bilingual students;
Students navigating poverty, homelessness, and foster care;
Migrant students;
Students with experience of incarceration or detention;
LGBTQ2IA+ students;
Students recently arrived;
Other students who have historically experienced academic disparities.

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Summary of Program Purpose

Centering supports from kindergarten readiness through college & career and especially for focal group students.

Continuous Improvement Planning (CIP) - A process involving educator collaboration, data analysis, professional learning and reflection - toward improved outcomes for students and especially students experiencing disparity.

Every Day Matters - (EDM) - Embedded across the five other programs, focusing attention on student engagement, school culture, climate/safety & culturally sustaining pedagogy.

Career Connected Learning (CCL) - Framework of career awareness, exploration, preparation, and training that is both learner-relevant and directly linked to professional and industry-based expectations.

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Summary of Program Purpose, continued

Centering supports from kindergarten readiness through college & career and especially for students who have experienced disparities.

High School Success (HSS) - Systems to improve graduation rates and college/career readiness.

Student Investment Account (SIA) - To meet students’ mental health, behavioral needs and increase academic achievement/reduce disparities for student focal groups.

Early Indicator and Intervention System (EIIS) - The development of a data collection and analysis system, in which educators collaborate, to identify supports for students.

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Summary of Program Purpose, continued

Centering supports from kindergarten readiness through college & career and especially for students who have experienced disparities.

Early Literacy Success School District Grants (ELGSSG) - Grants to school districts in order to Increase early literacy for children from birth to third grade, reduce literacy academic disparities for student groups that have historically experienced academic disparities, increase support to parents and guardians around literacy, and to increase access to early literacy learning through support that is research-aligned, culturally responsive, student-centered and family-centered.

Career and Technical Education - Perkins V (CTE) - Improving access and participation in education and training programs that prepare learners for high-wage, high-skill, in-demand careers.

Federal School Improvement - Address the academic disparities for named focal student groups and subject areas at schools identified as Comprehensive Support and Improvement (CSI) and Targeted Support and Improvement (TSI).

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Oregon Department of Education

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Meet our Planning Team Members

Our team consists of district administrators, educators, students, families, community stakeholders, LBL ESD support staff and CTE partners, ensuring a comprehensive and inclusive planning process.

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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

Oregon Department of Education

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Our Lens, Tool(s) & Decision Making

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We utilized multiple data sources: Synergy B.A.G. reports (Behavior, Attendance, Grades), Dibels assessments, i-Ready diagnostics, community engagement surveys, and professional learning community feedback.

Oregon Department of Education

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Community Engagement Highlights

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Community input reinforced the importance of literacy initiatives such as CAFE Clubs and Title I Reading Interventions, ensuring small-group, skill-level-based instruction

Student Mental Health Support: There was strong support for expanded mental health services, including peer mentorship programs, QPR training, and structured SEL initiatives.

Opportunities for All Students: Our community highlights the importance in program participation, ensuring that students of all backgrounds have access to CTE pathways, literacy programs, and extracurricular engagement opportunities

Oregon Department of Education

Suggested Speaker Notes: Critical in sharing information about engagement with focal groups is care about ensuring privacy and safety (additional notes below). Detail which focal groups your district team engaged with. Describe a few of the strategies and activities you used to engage with the community. Additional slides may be added with photos or other artifacts. Summarize key learnings from engagement and how that information was used when assessing needs and considering priorities for planning.

Notes on Safety/Privacy

Since many focal groups have historically and/or are currently experiencing incidents of violence and harm due to their identities, special care must be taken when undertaking engagement efforts with these groups. For LGBTQ2SIA+ students, it is important to not inadvertently out a student’s sexual orientation or gender identity when they may otherwise not be out to their family, peers, and/or some school staff. Migrant students and emergent bilingual students and their families should not have immigration status, refugee status, or other information become public. This is particularly important in communities that have experienced unwelcoming or traumatic events against undocumented immigrants.

An excellent resource to consider when planning engagement efforts and sharing with the community, such as at board meetings, is the ODE Ensuring Focal Student Group Safety and Privacy resource. In one example, working with a trusted community partner or intermediary is recommended as a strategy to gather and share back student feedback in a safe manner.

In many cases, the data that is needed to make assessments about plan creation and implementation does not need to include identifiers like name, place, grade level, etc. Patterns from the data collection can still be analyzed and reported upon in a board meeting without these identifiers.

Above all, it is critical to maintain confidentiality, ensure that your data security practices are maintained, and to honor any agreements you made in the engagement space, (for example not sharing any stories or anecdotes that were expressed.)

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Needs Assessment Highlights

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Elementary ELA performance shows a need for targeted reading intervention (e.g., Title I reading support and CAFE Club initiatives).

�Attendance concerns, particularly at the middle and high school levels, with disparities among students experiencing poverty and students with disabilities.

�Behavioral support is needed across all grade levels, leading to the creation of classified behavior support positions.

�High school career readiness programs need further development, with expansion of CTE and dual-credit opportunities.

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Oregon Department of Education

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These priorities emerged:

1. Expanding literacy interventions
2. Strengthening CTE pathways and work-based learning
3. Increasing student mental health supports
4. Enhancing community and family engagement

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Oregon Department of Education

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Our intended outcomes are:

1. Improve literacy and math proficiency rates
2. Expand career-connected learning opportunities
3. Reduce achievement gaps for focal student groups
4. Increase student engagement and attendance rates

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These key strategies will help us achieve our intended outcomes:

1. Implementing targeted literacy interventions
2. Strengthening professional development for educators
3. Enhancing SEL and mental health resources
4. Expanding work-based learning and dual credit opportunities

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Oregon Department of Education

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Our Plan - Tiered Approach

Tiers of Planning & Budgeting allow for nimble course changes that have been pre-considered but aren’t within the current budget parameters.

In our district, these additional strategies and activities are possible if we move to another tier in our plan:

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Oregon Department of Education

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How the State Understands Success

There are distinct performance measures used in the monitoring and evaluation process for implementation under this integrated guidance:

1. High School Success Eligibility Requirements

2. State CTE Perkins Performance Targets

3. Federal School Improvement Accountability Data

4. Longitudinal Performance Growth Targets (LPGTs)

5. Local Optional Metrics (LOMs)

6. Progress Markers

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Longitudinal Performance Growth Targets (LPGTs)

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ODE will co-develop Longitudinal Performance Growth Targets with grant recipients, based on:

Data available for longitudinal analysis;
Guidance established by the department; and
Overall and disaggregated rates for the following metrics:

Third-grade reading proficiency rates measured by ELA
Ninth-grade on-track rates
Regular attendance rates
Four-year or on-time graduation rates
Five-year completion rates

*Grantees may also set local optional metrics

Oregon Department of Education

Suggested Speaker Notes: Applicants at or under 80 ADMr OR Applicants who do not receive SIA funds can delete this slide

For the Student Investment Account, growth targets are required in the areas shown.

We have been asked to develop draft LPGTs to submit with our Integrated Application due this March. Once ODE reviews and approves our plan, they will partner with us, as required by SIA legislation to further co-develop and finalize these growth targets. Our finalized growth targets will then need to be reviewed and approved by the board within the context of our grant agreement.

[You may add slides to show the draft targets or a hand-out if you wish to present them as drafts now, reminding participants that the final targets will need to be reviewed by the school board in the grant agreement coming later this spring or summer. ]

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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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Questions & Comments

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Oregon Department of Education