25-27 Integrated Program Information

2025-27 Integrated Plan Presentation

John C. Meyer High School Success, District Programs and Facilities Director

March 31, 2025

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

Cara & Genevieve at HOSA’s National competition

Purpose of Presentation ● To share what was prioritized in the Integrated Guidance plan given the range of stakeholder inputs ● To explain how the plan was developed ● To hear feedback on the plan ● To seek board approval Muhammad A. Computer Science Pathway

Background & Context ● 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 Oregon Charter Academy FFA Chapter students

Six Programs & Common Goals

Summary of Program Purposes ❏ High School Success - 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.

Meet our Planning Team Members ● ● ● ● ● ● ● ●

Allison Galvin - Executive Director John Meyer - District Programs, HSS and Facilities Director Laura Howard - Systems Administrator Joe Mogford - High School Principal Marci Camman - Advisory/Counselor Administrator Dorrie Board - Community Resource Advisor Joy Gilliland - Grant Manager Committee and Work Groups ○ Social Emotional Learning (SEL), (HS) ○ On-Track to Graduation (8-12 grades) ○ High School Cabinet (Teacher leaders)

Required Planning Processes ● ● ● ● ● ● ● ●

Use of an equity lens Community engagement Tribal consultation Comprehensive needs assessment Consider the Oregon quality education model and student success plan 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 Students participating in Portland Workforce Alliance Expo

Equity Lens, Tool(s) & Decision Making Equity Lens in education refers to a framework or approach that prioritizes fairness, social justice, and equal opportunities for all students, regardless of their race, ethnicity, gender, socioeconomic status, language, religion, or any other personal characteristics. It involves considering the ways in which these factors may impact a student's experience in the education system and using this understanding to inform decision making and develop policies and practices that promote equity.

There are several tools that will be used to implement school practices through an Equity Lens at Oregon Charter Academy. Some of these include: ●

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Data analysis: Examining data on student demographics, academic performance, and other factors to identify disparities and areas where interventions may be needed.

Surveys and assessments: Gathering feedback from students, families, and educators to better understand their experiences and needs.

Focus groups and community engagement: Engaging with stakeholders to understand their perspectives and gather information on their experiences and needs.

Restorative practices: Adopting approaches that repair harm, build relationships, and promote healing and equity in schools.

Community Engagement Highlights ●

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Regular Parent Group Meetings: Scheduled virtual PTG meetings where parents, teachers, and school leaders can interact with each other and discuss various topics related to the education experience.

Virtual and in-person student-led activities: Students are encouraged to lead in person and virtual activities like clubs, CTSOs, and social activities. This helps students take ownership of their education and connect with each other.

Virtual volunteering opportunities: We offer virtual volunteering opportunities for students, such as online tutoring, to give back to the school community.

Online discussion forums: ORCA has created online discussion forums where students, parents, and teachers can engage in conversations, ask questions, and share their thoughts and ideas.

Social media: Utilize social media platforms like Facebook, Twitter, and Instagram to engage with the community, share updates, and answer questions.

Virtual and in-person field trips: Organize virtual and in-person field trips to museums, art galleries, and other educational locations. This helps students experience different places and cultures from the comfort of their homes.

By implementing these strategies, Oregon Charter Academy is creating a strong virtual community that is engaged, connected, and supportive.

Needs Assessment: Determining Our Programmatic Areas and Efforts

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Review of State Report Card, school data, and school improvement plan

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Results of previous HSS Plan and student group data

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Community engagement feedback

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Student retention/recruitment

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Industry needs and labor requirements

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Student interests and career goals

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Factors affecting student engagement and parent involvement

Our Plan These priorities emerged: ● ● ●

Increase CTE course participation Continue improvements in course pass rates Increase student participation in college level opportunities

Our intended outcomes are: ● ● ●

Improved graduation rates Decrease chronic absenteeism rates Increase on-track to graduation rates across all High School grades

These key strategies will help us achieve our intended outcomes: ● ● ●

Broaden CTE offerings within existing pathways and new pathways with access for all students Deepen student and family engagement Understand and focus on student driven academic goals

Key Investments: ● ● ● ●

Community Resource Counselor Data Specialist Curriculum design and development Teaching staff

Student Success

Our Goals 1.

All Students will participate in career exploration activities in grades 7-12 at ORCA

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ORCA continues to fully develop and expand the certified CTE program with multiple pathways in high demand and high wage career areas. We will be adding a Trades pathway in 25-26 and expanding Medical Science to include Emergency Medical Responder (EMR)

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System for identifying chronically absent students and supporting student engagement as well as identify students at risk for failing beginning in grade 7

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Dropout prevention including students that are geographically and economically disadvantaged for accessing educational activities and engaging in school to ensure equity in student opportunities

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Maximize our ability to provide college credit beginning in 9th grade for all students

● Create Focus Groups with representatives of underserved populations ● Partnerships with Oregon Tribes

● Inclusion of all underserved communities ● Community Resource team as a resource

How the State Understands Success SUMMARY OF PERFORMANCE MEASURES There are seven distinct performance measures and processes used in the monitoring and evaluation process for implementation under this integrated guidance: 1.

Longitudinal Performance Growth Targets 2.

High School Success Eligibility Requirements 3.

State CTE Perkins Performance Targets 4.

Progress Markers 5.

Local Optional Metrics 6.

Quarterly & Financial Reporting 7.

Annual Reporting 8.

Auditing (SIA funds only) 9.

Performance Reviews

How WE understand success! ● ● ●

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Increase summer credit recovery course selections Algebra readiness Early High School connections with counselors and advisory teachers.

Expanded High School course offerings to 8th grade students Evidence based course design changes Building stronger relationships with students and families to address chronic absenteeism.

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Building student and teacher cohort team build community relationships.

Expanding existing and introducing new Career & Technology Education pathways Building career exploration in Middle School Continue to build partnerships with post-secondary institutions and career connections Create partnerships with diverse communities

What Happens Next? ● ● ● ●

Application, slide show, and survey posted on ORCA website Board vote on April 23 State submission of application and budget due April 30 ODE review

Questions & Comments Please submit questions and comments to John C Meyer at jmeyer@oregoncharter.org

I’ll lift you and you lift me, and we’ll both ASCEND together.”

John Greenleaf Whittier

Section 1 - 25-27 IG Application Needs Assessment Summary Please offer a description of the needs assessment process you engaged in and the summary of results of that needs assessment.

Please name the trends noticed through the state and local data review and indicate which data sources were used, including CTE-related information. Explain how the needs assessment and state and local data has informed specific decisions for this plan and budget. (500 words or less) Our assessment aligns with our strategic plan. We purposely asked specific questions regarding student learning such as: Academic Achievement; Student Experience; and Preparing Students for a Successful Future.

Budgets were updated to provide additional student support in core academic subject areas, and to expand career technical education opportunities through the addition of a new CTE pathway, The Trades. Our focal student and parent groups include those experiencing disabilities, houselessness, socia/economic disadvantages, and cultural equities.

Our survey included both multiple choice and open ended questions.

Based on what we learned from the survey and in consultation with leadership, the following needs emerged: the addition of more in-person opportunities for students including regional events; create in-person opportunities for parents to further engage in student learning and planning.

Section 2 - 25-27 IG Application Equity Advanced Explain how you incorporated your equity lens or tool into your planning and budgeting process.

Outline key activities/strategies from your outcome/strategies Smartsheet and identify specific activities to support prioritized focal student groups Our equity lens centers on ensuring that every student, particularly those in historically underserved groups, has equitable access to success and support. In our planning and budgeting process, we used disaggregated student engagement data to identify focal student groups experiencing higher levels of disengagement. These insights directly informed our resource allocation and strategy development.

One of our key strategies was the implementation of “Back on Track” plans for every course. These plans are designed to provide flexible, personalized pathways for students to recover credit, re-engage with their learning, and stay on track toward graduation. By embedding this system school-wide, we ensure that no student is left behind due to temporary setbacks, and that targeted supports are in place for those who need them most.

Additionally, we leveraged our school-wide parent group as a platform to hear directly from families representing focal student populations. This ongoing dialogue helps us understand barriers from the perspective of the communities we serve and adapt our supports accordingly—whether through additional academic resources, improved communication, or culturally responsive engagement strategies.

Key activities from our Smartsheet outcomes include:

Tracking course-level engagement and success by student group Offering tiered interventions aligned to the “Back on Track” framework Creating feedback loops with families from underserved communities to inform support services Budgeting for expanded outreach and support roles that directly serve focal populations These strategies reflect our commitment to equity not only as a principle but as a concrete set of actions woven into our everyday planning, resource allocation, and student support systems.

What professional development or training is planned throughout the biennium for teachers, staff, and administrators to address the cultural, social, emotional, and/or academic needs of students, including those of focal students?

Growing our Safe & Supportive School - Year Two 6 PDUs SIP Goal 2: Regular Attendees Outcomes I will engage with three asynchronous hours of learning activities that focus on implementing culturally responsive, trauma-informed policies and practices.

I will engage in peer discussions about applications of what we learned in our asynchronous activities.

I will grow my skills in promoting equity and the mental well-being of all members of our school community.

SEL and Engaging Students - 1 PDU SIP Goal 1 & 2: Academic Growth & Regular Attendees Outcomes I will identify specific SEL competencies that will best promote academic growth & regular attendance for my students.

I will identify specific SEL strategies or tools tied to those competencies to integrate regularly in my classroom.

Academic Growth for Learning Development and Learner Differences 7 PDUs SIP Goal 1: Academic Growth Outcomes I will develop my skills in removing barriers for specific groups of students and their online learning, including access barriers such as the digital divide.

I will implement efficient strategies (instruction, assessment, communication) that promote academic growth and course completion for different groups of students, including but not limited to: low socioeconomic, English learners, special education, and 504.

I will implement efficient strategies (instruction, assessment, communication) that promote academic growth and course completion for all students of different races, ethnicities, and personal or cultural identities.

Engaging Unengaged People and Learners - 7 PDUs SIP Goal 2: Regular Attendees Outcomes I will research, collaborate and learn more about various topics related to motivation.

Topics include: motivations for developing children, social-emotional learning, mental health education, cognitive empathy vs. emotional empathy, rewarding processes vs. rewarding results, overcoming the initial barriers of online learning.

Growing our Safe & Supportive School - Deeper Dive Discussions (Modules 7 - 12) 7 PDUs SIP Goal 2: Regular Attendees Outcomes In addition to the required asynchronous and all staff discussions, I will engage in additional peer discussions about deeper applications of concepts learned in our Safe & Supportive Schools training.

I will actively grow my skills in promoting equity and the mental well-being of our students and staff via specific, intentional practices.

Post-Secondary Planning with Students 7 PDUs SIP Goal 3: Graduation Rate Outcomes I will explore the current context and challenges faced within a student’s planning of life after high school.

I will develop my skills in helping students overcome challenges faced in order to help all students successfully plan for post-secondary life.

I will practice applying these ideas in student activities in support of the Oregon Employability Skills so that students grow and develop them.

What policies and procedures do you implement to ensure inclusion of children and youth navigating houselessness in all programs and activities?

Students experiencing houselessness that are enrolled with Oregon Charter Academy have access to all the activities that housed students have. In an effort to ensure students experiencing houselessness have equal access to opportunities, ORCA has leveraged both the general fund and grant funds to pay for registration fees for extracurricular activities, test fees, and other needs of the student to be able to fully participate in education and enhancement opportunities. In order to protect the status of students experiencing houselessness, the district has developed a database to track the students, but access to this information is limited to individuals in the school on a need-to-know basis and is only shared through the school and district houseless liaisons.

Describe any efforts to ensure opportunities for all students to participate in CTE programs that are generally considered male or female dominated.

We will continue to monitor course enrollment demographics, the Perkins Career and Technical Education 90% Report, and survey all stakeholders to ensure there is no direct, indirect or perceived discrimination for any student. As a statewide virtual school our staff is adept in creating a very welcoming environment for all students. Oregon Charter Academy (ORCA) is committed to preparing its CTE participants for non-traditional fields. A few ways in which ORCA will prepare its CTE participants for non-traditional fields are: Expand CTE Courses: ORCA will offer courses such as careers in computer science, technology, and other current and emerging high-skill occupations, for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work. By offering these courses, ORCA will expose its participants to careers that they may not have considered otherwise.

Foster Industry Partnerships: ORCA will provide students with the opportunity to learn about the latest technologies and techniques. This will also allow participants to network with professionals in their fields of interest, providing them with a broader understanding of the field and the skills required for success.

Encourage Exploration: ORCA will provide students hands-on experiences and internships. This will give participants the opportunity to see what it is like to work in these fields and to develop the skills required for success.

Provide Support and Resources: ORCA will provide support and resources which includes academic support, career counseling, and mentorship opportunities.

By taking these steps, ORCA will help its CTE participants prepare for non-traditional fields, opening new opportunities and expanding their horizons. ORCA believes that everyone should have the opportunity to pursue their passions and achieve their career goals, regardless of their background or previous experiences.

Section 3 - 25-27 Application Well Rounded Education How do you ensure curriculum design and the adopted curriculum for all content areas (core or basal and supplemental) consist of a clearly stated scope and sequence of K-12 learning objectives and is aligned to all state and national standards?

Oregon Charter Academy has a well-established process for ensuring that its adopted curriculum, both basal and supplemental, align with state and national standards and consists of a clearly stated scope and sequence of K-12 learning objectives.

All adopted curriculum–both purchased and through Open Educational Resources (OERs)–undergo two processes: initial evaluation and continuous revision. Initial evaluation is completed by the school’s Curriculum Administrator, and it consists of effective standards alignment, defined or editable scoping and sequencing, alignment to mission and vision, and other key technical capabilities for virtual implementation. Free resources, such as OERs, undergo a similar evaluation process after being recommended by licensed staff.

The evaluation contains a standards and learning outcomes alignment, in addition to aligning to the school’s mission and vision. Once the review process has been completed, the curriculum goes through an adoption process including board review and approval, as well as opportunity for public comment.

Revision is recommended by staff–after implementing and showing evidence of positive impact in the classroom–and evaluated or vetted by the Curriculum Administrator using a key set of criteria. This criteria includes improvement in standards/learning outcomes alignment.

Describe your system for ensuring classroom instruction is well-rounded, intentional, engaging, and challenging for all students.

Teachers are provided with a range of Open Educational Resources (OERs) intended to support the development of intentional, engaging, and challenging learning environments. Teachers are required to participate in professional development tracks that promote engaging instruction, differentiation, cross-curricular instruction, and peer observation. Teachers are also observed and receive feedback from their supervisor both informally and formally on a regular basis.

Teachers and administrators have developed processes for ensuring classroom instruction is intentional, engaging, and challenging for all students:

Identify learning objectives: Clearly identify the intended learning objectives for each lesson or unit.

Use multiple teaching strategies: Such as hands-on activities, group discussions, and visual aids, to engage students with different learning styles.

Provide differentiated instruction: Based on individual student needs and abilities. This can involve adjusting the pace, complexity, or mode of instruction to suit different learners.

Encourage student participation: Through discussion, questioning, and opportunities for collaboration. This helps to keep students engaged and invested in their learning.

Provide challenging opportunities: Offer opportunities for students to challenge themselves, such as advanced reading or problem-solving tasks. This helps to keep students motivated and fosters a growth mindset.

Regularly assess student progress: Through formative assessments, such as quizzes or class discussions, to ensure that instruction is effective and students are meeting learning objectives. Use this feedback to adjust instruction as needed.

By following these process steps, teachers at ORCA can ensure that their instruction is intentional, engaging, and challenging for all students, leading to greater learning outcomes and student success.

How do you ensure that students, families, and community members experience a safe and welcoming educational environment, including but not limited to being free from drug use, gangs, violence?

Oregon Charter Academy will focus on creating a safe and welcoming educational environment where everyone belongs, which goes well beyond students to include families, community members, faculty, and staff. The school is dedicated to implementing strategies to develop and support the needs of our community and recognize the importance of every community member.

How do you ensure students have access to strong school library programs?

ORCA partners with OverDrive and Sora, a comprehensive digital school library system. With Sora, students have access to the entire school library via their school-provided and personal devices. Further, Sora allows students to connect their school library to their local library (e.g. Multnomah County) and Oregon Digital Library Consortium. This means that ORCA’s school library system is a gateway into the greater, statewide library system, all available at the click of a button for students.

How are you monitoring the effectiveness of interventions for students who experience depression, anxiety, stress, and challenges with dysregulation?

The effectiveness of interventions are monitored via analysis of intervention log entry data, individual and small group intervention data tracking, academic and attendance data for students involved in interventions, and Care Solace reports.

How do you identify and support the academic needs of students who are not meeting or exceeding state and national standards for focal student groups?

What systems are in place for supporting the academic needs of students, including for focal student groups, who have exceeded state and national standards?

Our Intervention Teams (I-Teams) are also in place at all grade levels for teachers to bring forward concerns about student growth and progress, engaging the support of a team that determines appropriate interventions.

Our 9th grade success teams study student data including grades, credits earned, attendance, discipline data, and student survey data to better support students as freshmen. Catching students that are not meeting standards or earning the required credits early on allows us to intervene in a meaningful way through credit recovery, care and connection services, and family connection.

For students that are identified as Talented and Gifted, as well as students that are simply exceeding standards without that designation, we work to support systems for extending learning. This could mean different work or assignments that are more challenging and advanced. We also work to design classes that allow students to pursue learning to their highest level of capability as part of our core instructional design, at the secondary level. Our Instructional Support Specialists and Coaches are working to better understand ways in which students may be more accurately identified, especially those within focal groups that have not been properly identified in the past. We want our TAG plans to be tailored to the needs of each and every student.

If planning to develop a new CTE Program of Study, please name the intended program to be started, timeline, and the steps taken or to be taken.

ORCA is developing a Trades Pathway of Study in which students will be able to explore various aspects of building trades while they build the foundational skill required to be successful. This will be a partnership with the NW College of Construction where our students will be able to transfer to their program after graduation.

Students will be on an expedited path to jobs in the trades and earning while learning.

Grants have been written and awarded to provide ORCA with curriculum and teacher training through the Home Builders Institute.

What CTE defined work-based learning experiences are available for students? Describe any efforts you are making to expand these opportunities.

Career exploration opportunities, including career information and employment opportunities, as well as career guidance andfc3d academic counseling begin in Middle School and continue through and beyond the student’s final day as a student at Oregon Charter Academy.

Our Middle School Advisory Teachers introduce students to career information through Naviance and Pathful Connect (Oregon Connections). These programs allow students to explore careers asynchronously and participate in live career presentations with industry experts and professionals. The students will also take career interest and aptitude surveys that can help inform them, Advisory Teachers, and CTE administrators on trends in student interest to guide the development of new pathways of study. All these efforts continue and gain further focus into high school as students' progress through their chosen pathway. In addition, focused field trips allow for students to explore these careers with a hands-on effort. Students are also assisted in attaining internship opportunities during their senior year CTE capstone course where they write a resume, apply for and interview for these positions. During the student’s time actively enrolled in the CTE program they are partnered with a dedicated Career Advisory Teacher that assists with academic planning to further connect the student with their career goals.

Do your students have the opportunity to earn CTE college credit while in high school? If yes, no explanation required. If no, please explain. YES

Section 4 - 25-27 Application Engaged Community What improvements have you made when engaging with your community, including focal students, families, and staff, in the past two years? What barriers, if any, continue to exist or were experienced?

Over the past two years, we have made several intentional improvements to strengthen engagement with our community, especially with focal student groups, their families, and staff. A key addition has been our Bilingual Community Support Liaison, who works directly with our Spanish-speaking families. This role ensures families have a clear understanding of the support systems available to them, can navigate school processes confidently, and feel represented in school communication and planning.

We have also expanded the role of Community Resource Advisors who assist families facing resource insecurities such as food, housing, and access to mental health services. These advisors are particularly vital for families in transitional housing situations and those experiencing crisis, helping connect them to both school-based and community-based support networks.

To increase accessibility and ensure all families feel supported, we’ve also prioritized multilingual communication, virtual outreach options, and flexible meeting times. These improvements have allowed us to create more inclusive and responsive systems of support.

Despite these improvements, some barriers still persist. These include: ●​ Inconsistent internet access, which continues to impact students’ ability to fully engage in online learning environments. ●​ Lack of appropriate learning conditions at home, especially for students living in crowded or unstable housing situations. ●​ Trust-building with historically underserved communities, which requires ongoing, relationship-centered work.

We recognize these challenges and continue to seek new ways to address them through partnerships, outreach, and advocacy—always with an equity lens guiding our efforts.

Looking at your Community Engagement process holistically, what did you learn from the community and staff? Explain how you applied the input to inform your planning.

Looking at our community engagement process holistically, we have gained meaningful insights from students, families, and staff that have directly shaped our planning and priorities. One key takeaway is that students and families—particularly in rural and remote areas—are seeking more accessible, localized opportunities for academic support, career exploration, and postsecondary readiness. This feedback has led us to prioritize the expansion of programs and services that are not limited by geographic location. For example, we’ve begun to: Increase virtual access to career-connected learning experiences, such as job shadows, mentorships, and industry guest speakers. Explore partnerships with local organizations in rural communities to offer in-person events, workshops, or internships close to where students live. Develop hybrid models that blend virtual instruction with occasional in-person meetups or learning labs when feasible. Staff input also reinforced the need for clear, consistent communication channels between school teams and families—especially for those navigating resource challenges or unfamiliar with school systems. In response, we’ve streamlined how families receive updates and support, including multilingual messaging, dedicated

liaisons, and personalized outreach. Through these efforts, we are working to build a more equitable and responsive educational experience, one that reflects the realities of the diverse communities we serve and reduces barriers caused by distance or lack of infrastructure.

Section 5 - 25-27 Application Strengthened Systems & Capacity What system do you have to recruit, onboard, and retain quality educators and leaders, including those who are representative of student focal groups?

At Oregon Charter Academy, recruiting, onboarding, and developing high-quality educators and leaders is a top priority. We use a multi-faceted approach that includes offering competitive compensation and benefits, providing robust and ongoing professional development, and fostering a positive, supportive workplace culture.

Our hiring practices are intentionally inclusive, with a focus on recruiting educators and leaders who reflect the diversity of our student focal groups. This commitment ensures that our team is not only highly qualified, but also culturally responsive and representative of the communities we serve.

To support retention, ORCA emphasizes opportunities for professional growth and career advancement. We celebrate and recognize exceptional performance, while maintaining a workplace culture that values diversity, equity, and inclusion.

Additionally, we maintain open and ongoing communication channels that allow staff to share feedback, voice concerns, and contribute meaningfully to decision-making processes. This collaborative and responsive environment helps ensure that educators and leaders feel valued, heard, and empowered to grow within our school community.

What systems are in place to ensure that focal students are being taught by effective and highly qualified teachers as frequently as other students?

School leaders work closely with Human Resources to ensure staff assignments maximize teacher expertise in supporting and meeting the diverse needs of students, including students of color and those experiencing poverty, learning English, or those who experience disabilities. Furthermore, the school annually reviews the licensure of each staff member to ensure that there are no out-of-field teachers. This allows for properly supported and robust instruction. In recent years, the district has used grant funding, as well as general fund dollars, to provide extra support and professional learning for teachers new to the profession and/or those with emergency teaching licenses. Teachers new to a subject area or level may be assigned a teacher mentor to assist them in providing high-quality instruction. All school leaders are regularly trained and supported in effective staff supervision including support scaffolds to ensure that performance gaps are closed and all teachers consistently provide high-quality instruction.

Describe your system for analyzing exclusionary practices preventing students from physically attending classroom sessions during instructional time, including disaggregating this information by focal groups.

Given the virtual live class environment at Oregon Charter Academy, students are rarely removed from the synchronous class setting. If this occurs, school leadership immediately addresses the issue to minimize the educational impact. Restorative Practice methodology is now included in disciplinary practices when addressing behaviors that may result in disciplinary action.

What systems are in place to support students and families who are transitioning between LTCT sites, YCEPs, and JDEPs to schools?

If a student seeks to enroll at Oregon Charter Academy from an LTCT, YDEP, or JDEP placement, our school registrar promptly collects all relevant records, including treatment plans, diagnoses, and educational documentation. We then initiate a collaborative meeting that includes the family, special education team, and key stakeholders from the student’s most recent placement.

The purpose of this meeting is to assess the student's potential educational needs, guided by legal obligations such as Child Find, OCR guidance, and relevant case law emphasizing the need for evaluation following hospitalization or treatment. The team works together to create a comprehensive transition plan that addresses both academic and social-emotional supports, ensuring any suspected disabilities are identified and that appropriate services are provided under IDEA or Section 504.

This process is grounded in a strong foundation of legal and regulatory guidance, including a detailed list of case law and OCR resources. For staff reference, this guidance is available through a dedicated document on our internal school counselor website.

How do you support students and families in the transition between early childhood education programs and local elementary school programs from elementary to middle grades? From middle grade to high school?

From high school to postsecondary education and/or workforce?

Elementary: We offer both virtual and in-person incoming Kindergarten Meet and Greet sessions to welcome new families into our school.

Middle school: School staff go to fifth grade classrooms to inform them of the opportunities at the middle level, including electives, clubs, and sports. In addition, our fifth graders visit middle school classrooms virtually to engage with student leadership, tour and ask questions. An open house is held for all families in the evening in late spring to give additional information about the student experience at middle school.

High school: Counselors and Advisory Teachers hold virtual information sessions for our middle school students to explain all course offerings at high school. We also offer summer school courses for our incoming 9th grade students to prepare them academically and socially for High School.

Post-High School: Starting in elementary school, students will be learning about and exploring a variety of careers and pathways. At middle school and high school, students will be completing activities which allow them to determine their goals and learn how to reach them. Counselors, Advisory Teachers, CTE team members, and teachers, partner with our community to provide career field trips, college visits, virtual discussions, and more.

What career exploration and career development coursework and activities are offered to support awareness, exploration, preparation, and training at the various grade-bands?

Describe your system for sharing information with students and parents regarding career connected learning and CTE opportunities, including any guidance, counseling, and connections to education plans and profiles.

Career exploration opportunities, including career information and employment opportunities, as well as career guidance and academic counseling begin in Middle School and continue through and beyond the student’s final day as a student at Oregon Charter Academy.

Our Middle School Advisory Teachers introduce students to career information through Naviance and Pathful Connect (Oregon Connections). These programs allow students to explore careers asynchronously and participate in live career presentations with industry experts and professionals. The students will also take career interest and aptitude surveys that can help inform them, Advisory Teachers, and CTE administrators on trends in student interest to guide the development of new pathways of study. All these efforts continue and gain further focus into high school as students' progress through their chosen pathway. In addition, focused field trips allow for students to explore these careers with a hands-on effort. Students are also assisted in attaining internship opportunities during their senior year CTE capstone course where they write a resume, apply for and interview for these positions. During the student’s time actively enrolled in the CTE program they are partnered with a dedicated Career Advisory Teacher that assists with academic planning to further connect the student with their career goals.

Section 6 - 25-27 Application Early Literacy Not Applicable to Statewide Virtual Schools

Section 7 - 25-27 Application Plan Summary Provide an overview of the plan detailing the key aspects and rationale behind the chosen approach. Describe the vision of the plan and how it addresses strengths and areas for growth identified in the needs assessment, including those specifically related to CTE Additionally, describe how the plan will work towards addressing the co-developed LPGTs or Local Optional Metrics, if over 80 ADMr. (500 words or less) The vision behind this plan is to create an inclusive, responsive, and future-ready educational experience that supports all students—particularly those in focal groups—on their path to graduation, career, college, and lifelong success. At the heart of this vision is the belief that students thrive when academic rigor is paired with real-world relevance, meaningful support systems, and equitable access to opportunities.

Rationale and Approach This plan was developed through a comprehensive needs assessment process, which included disaggregated student data, staff and family feedback, and community engagement. The data revealed both key strengths—such as strong virtual instructional models and flexible credit recovery options—and areas for growth, including persistent disengagement among certain student groups, gaps in access to hands-on career exploration, and a need for more individualized student support.

To address these findings, the plan focuses on several interwoven strategies:

Expanding and strengthening Career and Technical Education (CTE) programs to increase relevance, engagement, and postsecondary readiness. This includes growing pathway access, work-based learning, and industry partnerships, particularly for students in rural and underrepresented communities.

Building stronger systems of academic and social-emotional support, including individualized "Back on Track" plans, increased counseling capacity, and early interventions.

Enhancing family and student engagement through targeted outreach, bilingual support services, and inclusive planning opportunities.

Investing in educator development and leadership pipelines, with a focus on equity, inclusion, and representation.

Alignment with CTE Needs CTE-specific elements are intentionally designed to address both student interest and workforce alignment.

The needs assessment highlighted student demand for earlier career exploration and more accessible options for students in remote or rural areas. In response, the plan calls for: ●​ ●​ ●​ ●​

Expansion of virtual and hybrid CTE pathways Increased access to industry-aligned certifications Integration of career awareness activities beginning in elementary grades Stronger transitions from middle to high school CTE opportunities

By aligning these strategies with identified needs and student voice, this plan positions ORCA to not only improve academic outcomes but also ensure students graduate with the skills, experiences, and confidence they need to thrive in the future.

How can ODE support your continuous improvement process?

Focus on stabilization of financial support and continued grant availability. Provide usable data and clear directives to guide future innovation.

Oregon Charter Acad - Budget Integrated Prog 25-27 Prepopulation Response

Activity ID #

Outcome and Activity Strategy

1

Total Allocation

2

Unbudgeted (Autocalculate)

3

Total Budgeted Amounts (Autosum)

4

1

Indirect/Administration

5

2 A1

All students will participate in career exploration starting in 8th grade.

6

3 A2

Form a committee with Data Specialist, two Advisory Teachers, two

7

4 A3

Reports will be issued each week to update Grade Level Administrators,

8

5 A4

Create a school-wide parent group

9

6 B1

Academic data will be available to teachers, Advisory Teachers, and

10

7 B2

Develop "back-on-track" plans for each course.

11

8 B3

At the 6th week mark, course pass rates will be examined and credit

12

9 C1

At a minimum, one new course will be developed each year

13

10 C2

Students will take a minimum of 6 courses in their pathway of choice.

14

11 C2

Supplies

15

12 C3

Professional Development will be provided to help enhance the offerings

16

13 C3

Professional Development participation costs

17

14 D1

Design and deliver new dual credit courses

18

15 D2

Inform and educate historically under-represented students on dual credit

19

16 D3

Inform and educate all students on dual credit opportunities

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Partnership

Page 1 of 4

25-27 Biennium FTE FTE Type Total

EIIS Allowable Expenditure Area

HSS Activity Category

Object Code

FTE 25-26

690 General: Multiple subjects teacher

DP STA

111

DP STA

111

DP STA

111

General: Multiple subjects teacher

DP STA

111

General: Multiple subjects teacher

DP STA

112

General: Multiple subjects teacher

DP STA

111

General: Multiple subjects teacher

DP STA

111

CTE STA *Start Up/Approved

111

General: Multiple subjects teacher General: Multiple subjects teacher

Arts (Applied): CTE (Approved Program of CTE: Approved/Start Up Program of Study

SSS

CTE STA *Start Up/Approved

111

CTE ESF *Start Up/Approved

4XX

CTE PL *Start Up/Approved

31X

CTE PL *Start Up/Approved

4XX

General: Multiple subjects teacher

CLO STA *Must lead to college

111

General: Multiple subjects teacher

CLO STA *Must lead to college

111

General: Multiple subjects teacher

CLO STA *Must lead to college

111

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EIIS Activity Budget 25-26 HSS Activity Budget 25-26 $6,525.66

$1,058,580.35

Total Activity Budget 2025-26 (autosum)

FTE 26-27

$1,065,106.01

EIIS Activity Budget 26-27 $6,525.66

$0.00

$0.00

$0.00

$0.00

$6,525.66

$1,058,580.35

$1,065,106.01

$6,525.66

18790.49

$18,790.49

18790.49

$18,790.49

18790.49

$25,316.15

18790.49

$18,790.49

18790.49

$18,790.49

46976.23

$46,976.23

46976.23

$46,976.23

10000

$10,000.00

751743.64

$751,743.64

10000

$10,000.00

23482.95

$23,482.95

$0.00

6525.66

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5000

$5,000.00

23482.95

$23,482.95

23482.95

$23,482.95

23482.95

$23,482.95

6525.66

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HSS Activity Budget 26-27

Total Activity Budget 2026-27 (autosum)

$1,101,787.71

2025-27 Biennium Activity Last Updated Budget

$1,108,313.37

$2,173,419.38 03/19/25 5:06 PM

$0.00

$0.00

$0.00 04/10/25 1:10 PM

$1,101,787.71

$1,108,313.37

$2,173,419.38 04/10/25 1:10 PM

$0.00

$0.00 08/07/24 11:44 AM

19576

$19,576.00

$38,366.49 04/10/25 1:10 PM

19576

$19,576.00

$38,366.49 04/10/25 1:10 PM

19576

$26,101.66

$51,417.81 04/10/25 1:10 PM

19576

$19,576.00

$38,366.49 04/10/25 1:10 PM

19576

$19,576.00

$38,366.49 04/10/25 1:10 PM

48940

$48,940.00

$95,916.23 04/10/25 1:10 PM

48940

$48,940.00

$95,916.23 04/10/25 1:10 PM

10000

$10,000.00

$20,000.00 03/19/25 11:16 AM

783169.23

$783,169.23

$1,534,912.87 04/10/25 1:10 PM

5000

$5,000.00

$15,000.00 04/10/25 1:10 PM

24464.62

$24,464.62

$47,947.57 04/10/25 1:10 PM

10000

$10,000.00

$15,000.00 04/10/25 1:10 PM

24464.62

$24,464.62

$47,947.57 04/10/25 1:10 PM

24464.62

$24,464.62

$47,947.57 04/10/25 1:10 PM

24464.62

$24,464.62

$47,947.57 04/10/25 1:10 PM

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