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Mapleton School District

2023 Integrated Application Presentation

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Oregon Department of Education

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Purpose for Today

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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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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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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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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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Community Engagement Highlights

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Staff: PERTS Catalyst Survey and inputs, documentation of conversations of needs, assets, and opportunities; Portrait of a Graduate initial engagements, Professional Learning Day inputs, 15^th Night Assessment

Students: Belonging survey, student interviews, 15^th Night Assessment, 7-12 Youth Voice and House inputs

Families: Survey, Input at Engagement events, documentation of conversations of needs, assets, and opportunities.

Community Partners: County Partners and CTE/Workforce Convenings, Documentation of conversations of needs, assets, and opportunities

In process: Portrait of a Graduate engagement and finalization this Spring (April 3^rd – community event). Yearly cycle of engagement to inform continuous improvement efforts.

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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Staff are highly committed to the success of each student, there is opportunity for aligned Tier 1 academic and behavioral approaches that limit our need for Tier 2 and 3 interventions.
Partners in the district, region, and county are excited to support the needs of the Upper Siuslaw region.
Students are proud to attend Mapleton and feel safe and a sense of belonging, they are looking for more challenge and relevance in their courses and access to opportunities that exist in larger schools
Need for systems and capacity to support students with disabilities and students experiencing executive function deficits, trauma, stress, and mental health issues in an inclusive setting.
Highest behavioral needs at transition points: Kinder and 7^th and students experiencing disabilities and navigating poverty and trauma.
Chronic Absenteeism: Rate decreasing significantly but remains a priority especially with youngest students.

Oregon Department of Education

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Needs Assessment Highlights

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Students are asking for post-secondary college and career exposure across 7-12 grades.
We currently do not have an dual credit courses, CTE Pathways, or World Language opportunities
Limited time for ongoing professional development and collaboration among staff.
Strong family feedback about Friday School, a want for K-8 inclusion with enrichment opportunities – like summer school!
We are currently lacking structures for collaborative decision-making and two-way, ongoing communication with families.
Many hands-on engaging experiences in classes, an opportunity to align and communicate our curriculum. Limited Science opportunities K-6.
Division 22 identified areas of non-compliance connected to Comprehensive School Counseling, TAG services, and local performance assessments, and curricular plans.

Oregon Department of Education

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Our Plan

These priorities emerged:

Continued emphasis on mental health and social emotional learning
Support for transitions-PK to Kinder, 6^th to 7^th, and HS to Post
Systems of support for special education and other struggling students (academic, behavior, and social emotional)
Systems and time for professional learning and collaboration
Expanded curricular and extra-curricular enrichment opportunities
Aligned and articulated curricular experiences, need for Science/Health time and resources K-6

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Oregon Department of Education

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Our Plan

Our intended outcomes (4-5 year focus) are:

Through professional development and collaboration, student learning experiences aligned to our Mapleton Portrait of a Graduate offer comprehensive, relevant, and engaging opportunities that support and empower every student to reach their educational and personal potential.
All Mapleton families are engaged in the development of individualized student learning goals. Multiple enrichment and intervention opportunities that support students to reach them are provided.
All staff implement schoolwide and classroom age-appropriate, trauma-informed, restorative practices, including connecting students and families to services to meet basic needs.
Enrichment programming can be linked with positive changes in academic success, attendance, social emotional well-being, community engagement, and overall school and community climate.
Career-connected learning opportunities empower students to engage in Mapleton community revitalization efforts (this includes capital improvements in direct support of this aim).

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Oregon Department of Education

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Our Plan

These key strategies (1-3 year focus) will help us achieve our outcomes:

Create a safe, respectful, inclusive, and restorative culture that supports the social emotional wellbeing of all students and adults that is critical for academic and professional success.
Develop systems (exhibitions of learning, student-led conferences, portfolio development) for student-led communication of their learning and growth.
Provide weekly Professional Learning and Collaboration time for all educators.
Develop programs for post-secondary college, community, and career planning and preparation.
Expand Friday School to include educationally enriching programming for K-12 students

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Oregon Department of Education

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Our Plan

Key Investments:

Elementary: SEL Teacher (.5), Kinder SSTRS program, Science & Math curriculum implementation

Secondary: Career & Technical Education program development (Farm2Table & Agriculture), Guidance Counseling, Reading Intervention supports (data and program).

ALL: Expanded Friday School programming, weekly professional learning time (early release), community engagement events, Improved Communication systems, Special Education and Data systems support

Link to Integrated Planning and Budget Template on our Website

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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 activities are possible if we move to another tier in our plan:

Course and grade level anchor field trips

Curriculum Planning Time Stipends

Art Supplies

Science Supplies

College and Careeer Lab Capital Improvements

MS Building Capital Improvements

Industrial Arts Building Capital Improvements

Special Education Professional Learning Consultant

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Oregon Department of Education

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�Equity Lens, Tool(s) & Decision Making

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Who are the focal groups affected? What is the potential impact of the resource allocation and strategic investment to these groups?
Does the plan ignore or worsen existing disparities or produce other unintended consequences?
How does the investment or resource allocation advance student mental or behavioral health and well-being and/or increase academic achievement and address gaps in opportunity?
What barriers to more equitable outcomes are not addressed by this plan? (e.g. mandated, political, emotional, financial, programmatic or managerial)

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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Organizational measures: Collective Vision, Inclusive Empowerment, Learning Culture, Supportive Leadership, Transformative Equity, Trusting Community

Student, staff, and family/community engagement: Attendance, Student Belonging Survey, Participation in extracurricular events and community input/leadership opportunities, Family and Community survey

Student Learning Outcomes: Mapleton Portrait of a Graduate aligned demonstrations of learning (in development).

ODE Progress Markers: Currently being updated

Oregon Department of Education

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What Happens Next?

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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