1 of 18

Mapleton

School District

2025-27 Integrated Application

Presentation to Governing Board

1

Oregon Department of Education

2 of 18

Contents

Purpose of Presentation
Background & Context
Community Engagement & Needs Assessment
Plan Overview
What’s Next

2

Oregon Department of Education

3 of 18

Purpose for Presentation

3

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

4 of 18

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

4

Oregon Department of Education

5 of 18

Aligned Programs & Common Goals

5

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.

6 of 18

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.

6

Oregon Department of Education

7 of 18

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.

7

Oregon Department of Education

8 of 18

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).

8

Oregon Department of Education

9 of 18

Required Planning Processes

9

Use of an Equity Lens
Community Engagement
Comprehensive Needs Assessment
Potential Impact on Focal Students
Development of a four-year plan with clear Outcomes, Strategies, and Activities
The existing plan to review and revise
Reviewing and Using Regional CTE Consortia Inputs

Oregon Department of Education

10 of 18

Needs Assessment Highlights

10

Our needs assessment process:

analyzing disaggregated data,
reflecting on progress towards our 23-25 integrated plan
setting priorities for the next four years.

We reviewed the following data sources:

student climate survey,
disaggregated CTE enrollment data,
longitudinal and disaggregated state assessments
local district assessment of individual growth measures,
attendance,
graduation and
9th grade on track data.

Basic needs of students are being met
Mental health has improved and students know how to access resources
Attendance is improving
Early literacy is improving

Students navigating homeless or have disabilities are attending and performing at lower rates but higher than the states.

Oregon Department of Education

11 of 18

Community Engagement Highlights

11

Family Meals
Student Climate Survey
Student Belonging Survey
Community Events
Athletic Events
21st Century Family Engagement
Staff Surveys
Portrait of a Graduate

our school community is strong, resilient and well-connected.
we can engage families in more targeted and effective ways
increased focus on employability skills, attendance and literacy are priorities

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.)

12 of 18

Our Outcomes:

12

A: 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.

B: All Mapleton families are engaged in the development of individualized student learning goals (elevated focus on literacy and employability skills). Multiple enrichment and intervention opportunities that support students to reach them are provided.

C: All staff implement schoolwide and classroom age-appropriate, trauma-informed restorative practices. With partners, the district works to connect students and families to services that meet basic needs including access to health care.

D: Enrichment programming including athletic, services, STEM and other opportunities, can be linked with positive changes in academic success, attendance, social emotional well-being, community engagement, and overall school and community climate.

E: Career-connected learning opportunities and programming spaces empower students to engage in Mapleton community revitalization efforts.

Oregon Department of Education

13 of 18

Our Strategies…

1 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.

2 Communicate an aligned curriculum (elevated focus on literacy and employability) and develop systems for student-led communication of their learning and growth.

3 Provide weekly Professional Learning and Collaboration time for all educators with attention to literacy and supporting the needs of our students with disabilities.

4 With emphasis on family engagement, refine programs for post-secondary college, community, career planning and preparation and extended learning.

5 Deepen systems and supports that connect families in ways that promote regular attendance, with special attention to students with disabilities and students navigating homelessness.

13

Oregon Department of Education

14 of 18

Our aligned budget

14

C1 & B2 1.0 Elementary SEL/Early Literacy Teacher

C1 & B2 1.0 Elementary SEL/Early Literacy Teacher (Benefits)

C2,4&5 3.0 Classified Staffing

C2,4&5 3.0 Classified staff (Benefits)

D4 Extended Learning academic and enrichment staffing

D4 Extended Learning enrichment contracts

D4 Extended Learning transportation

D4 Extended Learning Food & Supplies

D4 Extended Learning Coordinator

B2 Parent Square Family Communication Contract

E4 0.4 Farm2Table MS Teacher

B3 0.4 Early Childhood Intervention Coordinator

B2 Dreambox K-6

A2 K-12 Literacy Assessment Tools

B3 IEP Goalbook resource

B1, 4&5 Ongoing community engagement events food and supplies

E4 Farm2Table Program Supplies

B2 Early Literacy Consultation Contract

B2 Staff stipends for training

Oregon Department of Education

15 of 18

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

15

Oregon Department of Education

16 of 18

Longitudinal Performance Growth Targets (LPGTs)

16

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. ]

17 of 18

What Happens Next?

17

WE ARE HERE

WILL RETURN TO PRESENT TO

THE BOARD

*

17

Oregon Department of Education

18 of 18

Questions & Comments

18

Oregon Department of Education