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DISTRITO ESCOLAR NORTH SANTIAM

Alineación Para el Éxito Estudiantil

Presentación de la Guía Integrada 2025-2029

20 de marzo, 2025

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Esta guía vence el 30 de abril

Oregon Department of Education

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Alineación de Programas y Objetivos Comunes

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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.

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.

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.

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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Métricas de Éxito - LPGT

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MÉTRICAS COMUNES - OBJETIVOS DE CRECIMIENTO DEL RENDIMIENTO LONGITUDINAL:

Graduación de cuatro años: El porcentaje de estudiantes que obtienen un diploma regular o modificado en los cuatro años posteriores a su ingreso a la escuela preparatoria.
Finalización en cinco años: El porcentaje de estudiantes que obtienen un diploma regular de escuela preparatoria, modificado, extendido o de adulto, o un GED en los cinco años posteriores a su ingreso a la escuela preparatoria.
Lectura de Tercer Grado: El porcentaje de estudiantes competentes en las evaluaciones estatales de Artes del Lenguaje Inglés (ELA) en 3º grado.
Noveno Grado Al Corriente: El porcentaje de estudiantes que obtienen al menos una cuarta parte de sus créditos de graduación al final del verano siguiente de su 9º grado.
Asistencia Regular: El porcentaje de estudiantes que asisten más del 90 por ciento del total de días matriculados.

Oregon Department of Education

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Resumen de Asignaciones del Programa

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Programa	**Presupuesto Preliminar Publicado por ODE
Programa	25-26	26-27
Éxito en la Escuela Preparatoria (HSS) - (3.3 FTE)	$718,677.01	$748,000.36
Cuenta de Inversión para Estudiantes (SIA) - (9 FTE)	$2,130,067.09	$2,217,008.60
Planificación de la Mejora Continua (CIP)	Presentada cada 3 años OAR 581-022-2250
Educación Profesional y Técnica - Perkins V (CTE)	$21,383 anualmente por el coordinador del CTE
Sistemas de Indicadores Tempranos e Intervención (EIIS)	$6138.72	$6138.72
Subvención para la Alfabetización Temprana - (1.57 FTE)	$134,659.05	$140,155.34

Oregon Department of Education

Each Program does include Allowable Uses:

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

High School Success Career and Technical Education, College-Level Education Opportunities, Dropout Prevention

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

Student Investment Account: Increase instructional time, Address students’ health or safety needs, Expand availability to and student participation in well-rounded learning experiences, Reduce class size, Ongoing community engagement

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. This is managed by the CTE coordinators, MWEC,

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.

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:

Increase SEL and Mental Health Supports

School Psychologist
Student Success Coaches

Increase internship/apprenticeship opportunities

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Procesos de Planificación Requeridos

El plan existe para revisar y modificar
Aportaciones de los Comités de Equidad del Distrito
Recomendaciones del Modelo de Educación de Calidad (QEM)
Recomendaciones de los Planes Estatales de la Ley de Éxito Estudiantil
Revisión y Uso de las Aportaciones de los Consorcios Regionales de CTE

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Uso de una Perspectiva de Equidad
Participación de la Comunidad
Evaluación Integral de las Necesidades
Consulta con la Comunidad Tribal
Impacto Potencial en los Estudiantes Seleccionados
Desarrollo de un plan de cuatro años con resultados, estrategias y actividades claras.

Oregon Department of Education

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Cambios de ODE desde la Solicitud de 2023-2025

Se ajustó el plazo de solicitud de 30 a 60 días (del 1º de marzo al 30 de abril)
Incorporación de la Subvención del Distrito Escolar para el Éxito en la Alfabetización Temprana
Incorporación del Aprendizaje Conectado a la Carrera Profesional
Se conectó el proceso de Solicitud Integrada al trabajo de los Comités de Equidad del Distrito
Se ha eliminado el envío (lista de verificación) que identificaba a las personas contratadas.
Se ha eliminado el envío de 5 artefactos
Se ha añadido una garantía en la que se afirma que se ha contratado a poblaciones focales, personal (con licencia y clasificado), y que se dispone de pruebas si se solicitan.

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Oregon Department of Education

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Nuevas Preguntas en la Solicitud

¿Cómo está supervisando la eficacia de las intervenciones para los estudiantes que experimentan depresión, ansiedad, estrés y dificultades con la desregulación?
Explique cualquier cambio o actualización de su Revisión del Programa basada en la Herramienta de Revisión y el Marco de Alfabetización Temprana de Oregón.
Si planea desarrollar un nuevo programa de estudios de CTE, indique por favor el programa que se pretende iniciar, el calendario y los pasos que se han dado o se darán.
¿Qué mejoras ha realizado al interactuar con su comunidad, incluyendo los estudiantes, las familias y el personal de referencia, en los últimos dos años? ¿Qué barreras, si las hay, siguen existiendo o se experimentaron?
Enumere las estrategias utilizadas para involucrar a los estudiantes y familias focales en el plan integrado a lo largo del proceso de planificación. (Se requieren al menos dos estrategias.)
Enumere las estrategias utilizadas para involucrar al personal, tanto clasificado como certificado, en el plan integrado a lo largo del proceso de planificación. (Se requieren al menos dos estrategias.)

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Oregon Department of Education

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Oportunidades de Participación Comunitaria

Familias/Estudiantes

Encuesta YouthTruth
Sesiones de Planificación Estratégica NSSD
Formulario de encuesta continua para estudiantes de inglés
Cartas SMORE (distrito, edificio)
Noches de Participación Familiar – Alfabetización, Padres de Educación Especial, Juntos
Encuesta del Consejero de SHS (estudiantes)
Stayton 7
Sopa con el Superintendente
Encuestas/Actividades de Pertenencia en los Edificios

Personal - Todos

Encuesta YouthTruth
Encuesta de Comentarios de la Orientación Integrada
Equipos de Datos del Distrito - Star, At-a-glance, asistencia, LPGTs
Evaluaciones Anuales de las Necesidades/Encuesta del Distrito (Personal Clasificado y Certificado)
Reporte STAR del NSSD – Auditoría BERC
Participación a Nivel de Edificio con/ SIT, SST, Juntas del Personal, etc.
Equipo de Datos HSS/CTE – Datos desagregados
Sesiones de Planificación Estratégica NSSD

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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.

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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Resumen de las Evaluaciones de las Necesidades

Fortalezas:

Mejora en la tasa de graduación y 9º Grado al corriente.
La implementación de iniciativas de pertenencia ha mejorado en los estudiantes del NSSD.
La adopción de materiales curriculares actuales, relevantes, y apropiados, alineados con los estándares estatales, la provisión de desarrollo profesional intensivo en matemáticas y alfabetización para el personal, y la integración de Renaissance Star como herramienta de monitoreo del progreso han aumentado el acceso del personal para monitorear el rendimiento de los estudiantes y así informar la instrucción.
La implementación de especialistas en comportamiento, apoyo educativo especializado para estudiantes bilingües emergentes y consejeros de preparatoria están proporcionando más apoyo a nuestras poblaciones estudiantiles focales.

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Oregon Department of Education

Speaker Notes:

A comprehensive needs assessment is a process that is used to identify needs and performance challenges in a school or district and set priorities for future action.

Graduation Rate: Growing

9th grade on track

Our disaggregated data shows more gaps in these metrics

Describe the data and information, including community engagement input, you used to determine strengths and needs in your district.

Summarize key learnings from grade bands and focal groups (taking care with privacy and safety needs of focal groups)

Targeted Focal Groups in NSSD

Students from racial and ethnic group that have experienced academic disparities, students with disabilities, students navigating homelessness, economically disadvantaged student and emerging bilingual students

Focal Groups expanded SIA groups:

Students in foster care, students who identify as LGBTQ2SIA+, students who recently arrived, migrant students, and students with experience of incarceration or detention

Determination: Our SIS isn’t giving us all the information we need.

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Crecimiento de las Evaluaciones de las Necesidades

Esto es lo que hemos escuchado sobre las oportunidades de crecimiento:

Enfoque en el sistema de intervención para mejorar el absentismo crónico.
Aumentar el apoyo a la salud mental y al comportamiento de todos los estudiantes.
Proporcionar tiempo de colaboración intencional para que el personal implemente el nuevo plan de estudios, desarrolle y aplique sistemas de intervención apropiados y refine los esfuerzos de instrucción para alinearse con BERC y AVID.
Alinear los recursos curriculares para los programas de Educación Especial.
Fortalecer los esfuerzos del distrito para revisar regularmente los datos (académicos, de asistencia y comportamiento) para determinar si los procedimientos/políticas actuales apoyan los resultados de aprendizaje de los estudiantes.
Aumentar las habilidades de alfabetización y matemáticas de cada estudiante.
Mejorar los medios de comunicación con las familias.

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Oregon Department of Education

Speaker Notes:

A comprehensive needs assessment is a process that is used to identify needs and performance challenges in a school or district and set priorities for future action.

Describe the data and information, including community engagement input, you used to determine strengths and needs in your district.

Summarize key learnings from grade bands and focal groups (taking care with privacy and safety needs of focal groups)

Targeted Focal Groups in NSSD

Students from racial and ethnic group that have experienced academic disparities, students with disabilities, students navigating homelessness, economically disadvantaged student and emerging bilingual students

Focal Groups expanded SIA groups:

Students in foster care, students who identify as LGBTQ2SIA+, students who recently arrived, migrant students, and students with experience of incarceration or detention

Highlight that mental health supports has been a struggle for most communities to hire and connect with 3rd party community resources.

Determination: Our SIS isn’t giving us all the information we need.

Attendance rates: 9-10 68.7%, 6-8 58.7%, K-5 65.5

All grade levels showed a significant decrease in attendance during the 21-22 school year, and are below the state average.

3rd Grade ELA Performance: Declined pre-pandemic matching oregon average at 40%

8th Grade Math: 9% lower (18%) than the state average (27%)

Team Feedback:

What would you consider to be the Top Priorities for 2023-2024 school year?

Support students learning foundations skills that will transition them to the workforce

Students successfully meeting their educational needs at current grade levels - fill the gaps

Improve attendance** and accountability

Ensure our CTE programs are on a firm footing and increase student participation by enhanced recruitment and expansion to middle school.

Determining if the number of college graduates meet the needs of community and monitor success of students once they are in college and by focal group.

Select a highly effectively sequenced science curriculum that leverages teachers strengths and prepares students for challenging high demand careers.

Facilities maintenance for student safety and staff retention

Student mental health services available at school**

Attendance accountability

Increasing graduation rates*

SEL opportunities

Counseling Services

Math alignment

At the end of 2023-2024 School Year, I hope the District.........?

Focuses on keeping the staff we have now
Maintains and retain qualified staff who are trained to diversity education (academic and social)
Research based approach to improve attendance
Focuses on improving teaching practices that are based on research supported best practices
Make progress towards equity goals and move staff to awareness of the goals.
Retain Staff/classroom teachers
Provide PD opportunities that address specific mental health needs
Feels warm, welcoming and stable
Grows to embrace student voice, career values.

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Nuestro Plan

Surgieron estas prioridades:

Continuar con las actuales y aumentar los apoyos Socioemocionales y de Salud Mental para los estudiantes. Adoptar e implementar programas de K-12 para intervenciones de nivel 1, nivel 2 y nivel 3 que se expandan más allá del salón.
Aumentar las oportunidades de concienciación sobre la preparación para el futuro en la educación de K-12.
Desarrollar sistemas para corregir el absentismo.
Perfeccionar los sistemas para analizar datos e informar la instrucción a través de comunidades de aprendizaje profesional y la colaboración del personal.
Contratar y Retener personal de alta calidad.

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Oregon Department of Education

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Nuestro Plan: Resultados y Estrategias

La mayoría de nuestras estrategias e inversiones clave continuarán como en años anteriores.

Los cambios de los resultados se resaltan en azul en este documento.

Lenguaje actualizado
Inclusión de otros entornos de aprendizaje y educadores
Inclusión de resultados y estrategias de alfabetización

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Oregon Department of Education

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Nuestro Plan

Inversiones Clave:

Recursos FTE : Especialistas en Conducta, Asesores de Éxito Estudiantil, Consejeros, Personal de Apoyo, Apoyo de Transición de 9º grado, Apoyo CTE Asociaciones de Salud Mental, Psicología Escolar, Instructores de Alfabetización, Tutores de Alta Dosis
Herramientas de Evaluación: YouthTruth, Renaissance Star, SEL
Oportunidades de Aprendizaje Profesional: CTE, AVID, Literatura, Matemáticas
Preparación para la Universidad y Carrera profesional: útiles/material para los cursos, matrícula de doble crédito, y Willamette Promise, Itinerarios Profesionales
Oportunidades de aprendizaje extendidas y alternativas para los estudiantes.
Materiales Básicos de Instrucción e intervenciones con enfoque en alfabetización, matemáticas y Educación Especial

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Oregon Department of Education

Share key investments and offer time for participants to view the complete planning and budget template while offering context for how the major investments/categories forward your strategies and support positive growth toward your intended outcomes.

This is where the district has posted our application and Integrated Planning and Budget Template on its website

https://docs.google.com/spreadsheets/d/1F9C6qbaqZiZPVZXkqhsmtDDVY1DA0d72/edit?usp=share_link&ouid=111173313712670101171&rtpof=true&sd=true

Planning for Budgeting:

“Community engagement efforts and needs assessment processes drive planning and budgeting”

Identify high-priority needs through the needs assessment process and map them to specific outcomes

Develop strategies to achieve each outcome

Generate activities that are directly linked to strategies

Prepare for Tiered Planning: Able to respond to change and maintain intended outcomes

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¿Qué Ocurre a Continuación?

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AQUÍ ESTAMOS

VOLVEREMOS A PRESENTARLO A LA MESA DIRECTIVA

*

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Oregon Department of Education

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Gracias a Nuestro Personal:

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Comité Directivo Colaborativo : Sella Bemrose, SES, Clasificado Danielle Blackwell, HR Nicole Duncan, ISST Kristi Flemming, SES, 3º Paulie Lime, SUB, 6º - 8º Mike Mannix, SMS, 6º - 8º Andy Rasmussen, ML, 6º - 8º David Holcomb, TOSA Jen Rowan, SpED TOSA Otros: Directores de las Escuelas Rhonda Allen, Depto. de Empresas Susy Saray, Representante de la Comunidad WESD CEFIA Team , WP, CTE, EL	Equipo de HSS: Joe Traeger, VP/CTE Coordinador** Brad Emmert, VP/Coordinador de Opciones Megan Schiedler, SHS, AVID & Int. Académico Ron Stutzman, SHS, CTE Maestro de Carreras Wendi Nyquist, Consejero de 9º Grado Danny Curiel, Participación Comunitaria Equipo Asesor de Alfabetización Temprana Rebecca Mitchell, SUB, 2º Teresa Gjonnes, ML, 1º Danielle Angus, SES, Especialista en Lectura Amy Erwin, SES, Kinder

Oregon Department of Education

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Preguntas/Comentarios:

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Oregon Department of Education