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Scappoose School District

2023 Integrated Application Presentation

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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

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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 introduce for eventual board approval in March

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 6 programs
Designed to reduce burden and redundancies and improve the framework by which progress can be measured over time

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Oregon Department of Education

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Six Programs & Common Goals

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Oregon Department of Education

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Summary of Program Purposes

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.

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.

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.

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

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

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Oregon Department of Education

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Meet our Planning Team Members

Ray Brown – Director South Columbia Family School
Megan Greisen – Parent & City Council President
Whitney Hessong - Special Programs Director & Parent
Jerimy Kelley – High School Principal & Parent
Darla Meeuwsen – Sauvie Island School Director & Parent
Mitch Neilson – Business Manager & Parent
Tim Porter - Superintendent
Beth Rajski – Parent
Jeannet Santiago – City Council Member
Jen Stearns - Director of Student Achievement

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Oregon Department of Education

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Required Planning Processes

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Use of an equity lens
Community engagement
Tribal Consultation (if applicable)
Comprehensive Needs Assessment
Consider the Oregon Quality Education Model and Student Success Plans
Review and use regional CTE Consortia inputs
Further Examination of Potential Impact on Focal Students tied to Planning Decisions
Development of a four-year plan with clear Outcomes, Strategies, and Activities

Oregon Department of Education

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Equity Lens, Tool(s) & Decision Making

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The OEIB Equity Lens was the foundation of decision-making for identifying focal groups to attract in Community Engagement work. Our awareness of the diverse learning needs of every pre-K through postsecondary student and the achievement gaps illustrated in our student performance data shaped our actions to hear from specific traditionally marginalized students and their caregivers specifically. Additionally, we used the OEIB Equity Lens to guide our allocation of resources after we synthesized community engagement data.

Oregon Department of Education

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Community Engagement Highlights

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Community engagement was gathered through multiple formats and structures, including in-person and virtual meetings, Coffee Chats with Interpretation, a Community Survey in English and Spanish, Empathy Interviews with Marginalized Students, Empathy Interviews with a comprehensive representation of staff, Story Circles with Marginalized Student Populations, and Story Circles with the community. The district also increased its presence at community functions and festivals with booths dedicated to the Scappoose School District.

Oregon Department of Education

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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We analyzed the information collected from our community engagement (i.e., survey results and empathy interviews) and disaggregated student outcome data targeting focal student groups (i.e., OSAT results and attendance/graduation rates) to drive our decision-making. The needs assessment reinforced that spending should occur in the areas identified in the budget.

�These data tell us the community desires to focus on building intentional relationships with students, supporting students along the way, and increasing accountability and, ultimately, student success. Many of our students recognized the connections they formed with key staff members as the number one reason they were successful. Our outcomes indicate we need to maintain existing systems, make hiring decisions and program decisions that support access and opportunities for focus students, and enhance professional learning related to engagement and relationships with students. This will be an intentional focus during the Mentor and Induction program offered to all teachers in their first three years of employment.

Oregon Department of Education

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Investments and Strategies

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Program and Aligned Strategies	Allocation and Investments
Student Investment Account (SIA)	$1,665,871.18
Class Size Reduction	Elementary and Middle School Teaching Staff
Professional Development	Student Achievement Director, Instructional Coaches, Induction Program, Professional Learning
English Language Development	ELD Support Personnel
Mental Health Wraparound Support Services	Social Workers, Behavior TOSA
Early Indicator and Intervention Systems (EIIS)	$5,693.25
Strengthen Data Team Meetings	NWRESD Data Supports

Oregon Department of Education

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Investments and Strategies

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Program and Aligned Strategies	Allocation and Investments
High School Success	$622,096.67
Middle School Allocation	Opportunities for Middle School STEM Programming
CTE Programs	CTE Teacher and Program Supplies
Targeted Interventions and increased support for all subject areas	Academic Interventionalist, 9^th Grade Success Coordinator, AVID School Wide
Alternative Educational Opportunities	Oregon Outreach Inc, Willamette Promise

Oregon Department of Education

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Our Outcomes

These key strategies will help us achieve our intended outcomes:

These programs will be monitored monthly using our district data review procedures. These targeted processes allow us to make timely adjustments to our work. Ultimately, we will measure our success using the state's growth targets. These are Regular Attenders data, 3rd Grade English Language Arts state assessment data, 9th Grade On Track data, 4 Year Graduation rates, and 5 Year completion rates.

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Oregon Department of Education

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How the State understands success

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Oregon Department of Education

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Longitudinal Performance Growth Targets (LPGTs)

ODE shall collaborate with the grant recipient to develop applicable Longitudinal Performance Growth Targets, based on:

Data available for longitudinal analysis;
Guidance established by the department; and
Use the following applicable metrics for the overall population and disaggregated:

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
Other local metrics may be used to develop applicable performance growth targets.

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Referred to as

‘’5 Common Metrics’’

Oregon Department of Education

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How we understand success

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We are in the process of developing our LPGTs. In early March, ODE will support districts in developing the draft Longitudinal Performance Growth Targets (LPGTs) that will be required as part of the formalized grant agreement with ODE for funding. The LPGTs will develop baseline and growth targets for student performance for the following metrics:

3^rd-grade reading
Regular attendance
9th grade on track
4-year graduation rates
5-year completion rates

Oregon Department of Education

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What Happens Next?

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The SSD board and community will provide feedback on the Integrated Application draft that will be taken into account as the plan is finalized.

The district will include draft LPGTs with the application for the board to review on March 13, 2023 when the board is scheduled to approve the Integrated Application and budget.

After the board approves the Integrated Application and budget on March 13th, staff will submit the application and board minutes to ODE. Over the summer, ODE will finalize the grant agreement and begin the process for implementation and grant monitoring.

Going forward, the district may decide to use a dashboard to monitor progress on strategies not included in the Integrated application.

Oregon Department of Education

Speaker Notes:

In alignment with ODE’s commitment to develop shared responsibility and confidence in our public schools and to facilitate learning within and across schools, districts, and communities, the final step of the application review process will consist of a Quality Assurance & Learning Panel (QALP) review. The panel review is not determining whether or not an application meets the requirements. The panel review is either affirming or challenging the assessment made by ODE staff and spurring additional review processes for that given application.The basic concept is to bring together, virtually, panels of people to review and affirm/challenge the determination made by ODE staff while also increasing learning about the work being done in districts, charter schools, YCEPs, JDEPs, regions, and communities across the state of Oregon. The purpose of the Quality Assurance and Learning Panel is to: 1. Support public understanding and grow confidence in the implementation of the various initiatives 2. Create conditions conducive for learning across districts and communities 3. Support ODE’s review efforts with a quality check

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Questions & Comments

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Oregon Department of Education