2023 Integrated Plan Presentation

2023 Integrated Plan

Presentation

February 21, 2023

John C. Meyer District Programs and Facilities Director

What’s Next

Helping our Students step into the Future

Content ●

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● Plan

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Purpose of Presentation

Background & Context

PlanningTeam

Inputs

Plan Overview

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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

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Current Med Sci Student

Marissa S.

Background & Context

● Grant integration effort was given to requests from educational leaders and state legislators ● Combined processes for community engagement, needs assessment, planning, budgeting, and evaluation for 6 programs ● Designed to reduce burden and redundancies and improve the framework by which progress can be measured over time

Six Programs & Common Goals

Summary of Program Purposes

❏ High School Success - Systems to improve graduation rates and college/career readiness.

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

❏ Continuous Improvement Planning (CIP) - Aprocess 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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Meet our Planning Team Members

● Allison Galvin - Executive Director

● John Meyer - District Programs, HSS and Facilities Director

● Laura Howard - SystemsAdministrator

● Matt Lacy - High School Principal

● Marci Camman -Advisory/CounselorAdministrator

● CorinneAllen - School Social Worker

● Joy Gilliland - Grant Manager

● Committee and Work Groups

○ Social Emotional Learning (SEL), (High School)

○ 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 NeedsAssessment

● 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

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 CharterAcademy. Some of these include:

● 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

● 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 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: ORCAhas 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 field trips: Organize virtual 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 CharterAcademy is creating a strong virtual community that is engaged, connected, and supportive.

NeedsAssessment:

Determining Our ProgrammaticAreas and Efforts

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

Results of previous HSS Plan and student group data

Community Engagement Feedback

Student retention/recruitment

Industry needs and labor requirements

Student interests and career goals

Factors affecting student engagement and parent involvement

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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 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

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

2. ORCAcontinues to fully develop and expand the certified CTE program with multiple pathways in high demand and high wage career areas.

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

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

5. Maximize our ability to provide college credit beginning in 8th grade for all students

Create Focus Groups with Partnerships

with OregonTribes

Inclusion of all underserved communities

How the State Understands Success

SUMMARYOF 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 GrowthTargets 2. High School Success Eligibility Requirements 3. State CTE Perkins PerformanceTargets 4. Progress Markers 5. Local Optional Metrics 6. Quarterly & Financial Reporting 7. Annual Reporting 8. Auditing (SIAfunds only) 9. Performance Reviews