Integrated Guidance Application for Virtual Charter Schools
Needs Assessment Summary
Please offer a description of the comprehensive needs assessment process you engaged in and the high-level results of that needs assessment Include a description of the data sources you used and how that data informs equity-based decision making, including strategic planning and resource allocation. The High School Success planning team designed comprehensive needs assessment surveys for key groups including students, families, stakeholders, and staff. We utilized information from the Integrated Application, local CTE consortiums, previous work with Oregon tribes and historically underserved populations, Perkins V guidelines, and past HSS plans and associated data. We also examined the relationship between our School Improvement Plan (SIP) and the High School Success Plan, now Integrated Guidance, and any continuous improvement plans resulting from previous initiatives. The needs assessment survey yielded a total of 463 stakeholder responses, which allows for comprehensive feedback to inform equity-based decision-making, and strategic planning
Plan Summary
Your plan summary will help reviewers get quick context for your plan and the work ahead In the coming months, you may also use this process to quickly explain to the community, local legislators, media, and other partners how you are braiding and blending these investments Please share the exact needs or issues the investments will address as outlined in your four-year plan and as it relates to the purposes stated in law for all applicable programs, and what processes you’ll put in place to monitor progress toward addressing those needs
Our Integrated Guidance plan includes the High School Success plan and the Early Indicator and Intervention System plan along with the integration of Continuous Improvement Planning (CIP) and Everyday Matters (EDM) While statewide virtual public charter schools are excluded from Perkins V and Student Investment Account (SIA) funding, the spirit of the student-focused initiatives is also embedded within our programs
It is imperative that we stay student focused as we examine the need for these funding streams and the opportunities that schools will be able to offer students both academically and non-academically The needs that Oregon Charter Academy has identified are graduation rates, on-track to graduation, chronic absenteeism, drop-out prevention, and college level opportunities These needs are addressed through several focused initiatives including the design and delivery of a robust Career & Technical Education program, concise and actionable data collection systems, developing and expanding post-secondary partnerships, deepening relationships with our community of students, families, and all stakeholders, and putting resources in place to address the academic and non-academic needs of our students and families
Equity Advanced
● What strengths do you see in your district or school in terms of equity and access?
While equity has been one of our core beliefs, in recent years it has become the foundation of our actions in service to our students, families, and community Our vision of student success, 21st Century Skills of communication, collaboration, creativity, and critical thinking to prepare for the rapidly changing economies of tomorrow is built on the foundation of equity, of which all of these actions are based This can be seen in our enhancement and expansion of our High School programs and in our constant review of purpose, accessibility, and engagement in our VID, Honors, Dual
Credit, Dual Credit, AP and all of which are done as a means of ensuring access, opportunity, and advancement for all students. We are also in the midst of many equity-focused endeavors including the development and implementation of a school-wide professional learning and collaboration series of expected engagements
● What needs were identified in your district or school in terms of equity and access?
School data continues to show disproportionate impacts on students of color, specifically students who identify as Black and African American, Latino/a/e/x, Native Hawaiian and Pacific Islander, and Native American and Alaska Native. Such impacts are visible in data related to graduation, special education identification, and enrollment in AVID, CTE, Dual Credit, and AP programs.
● Upload the equity lens or tool you used to inform and/or clarify your plan & budget
● Describe how you used this tool in your planning.
Oregon Charter Academy uses the Equity Lens questions in consideration of actions and decisions that will both directly and indirectly impact students’ learning and experiences within our school. Continually striving to use the questions develops an equity-mindedness amongst staff, offers important reminders and opportunities to practice inclusion of diverse and underrepresented voices, and guidance in analyzing the impacts of decisions in terms of their potential benefits and burdens on specific students, families, community members and staff as well as their potential to close or widen existing equity gaps in access, opportunity, advancement and/or representation.
● Describe the potential academic impact for all students AND focal student groups based on your use of funds in your plan.
The academic impact for all students, including the focal groups, would increase on-time graduation rates, decrease chronic absenteeism, and improve post-secondary college credit attainment during high school. Additionally with significant investments in CTE programs of study and college and career readiness, it is believed that these investments will serve students in securing high-wage, high-demand careers and/or access to higher education opportunities post-high school graduation
● What barriers, risks or choices are being made that could impact the potential for focal students experience the support or changes you hope your plan causes?
There are many potential barriers and risks to meeting the needs of the school’s focal students to meet their academic growth targets One potential risk is not being able to effectively recruit, hire, and maintain highly qualified staff members in the positions identified as part of this plan. Another potential barrier is the fact that Oregon Charter Academy has experienced a decline in enrollment creating reduced funding at the general fund level which will ultimately impact all district students and potentially have an impact on the success of the school’s academic growth targets
● What policies and procedures do you implement to ensure activities carried out by the district do not isolate or stigmatize children and youth navigating homelessness?
Students experiencing homelessness that are enrolled with Oregon Charter Academy have access to all the activities that housed students have In an effort to ensure students experiencing homelessness 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 homelessness, 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 homeless liaisons.
CTE Focus
● What strengths do you see in your CTE Programs of Study in terms of equity and access?
The CTE program, ASCEND, at Oregon Charter Academy encourages all students at ORCA to participate in CTE and career exploration courses beginning in 7th grade Students in our CTE program are placed in small cohorts and supported by dedicated CTE Advisory Teachers, CTE teachers in specific pathways of study, and CTE-focused administrators. We have created pathways of study with multiple options to allow for student-focused goals and entry and exit points to allow for learner flexibility and achievement of individualized goals.
● What needs were identified in your CTE Programs of Study in terms of equity and access?
We have identified the need to continue current outreach strategies that focus on historically underserved students. While we have experienced positive gains in CTE course participation, we still have improvements to make in attracting a diverse group of students that reflect our school population.
● What is your recruitment strategy, and how does it ensure equitable access and participation in CTE Programs of Study?
The CTE courses are marketed via Advisory Teachers, direct and targeted email, class discussions, Career Exploration courses, during all school events, and via targeted emails All CTE course information is available for all students through the published Middle School and High School Course Catalogs.
● How will you ensure equal access and participation in your CTE Programs of Study among focal student groups? How will you ensure there is no discrimination for focal student groups?
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
Well-Rounded Education
(250 words or less per question)
1. Describe your approach to providing students a well-rounded education. What instructional practices, course topics, curriculum design, and student skills development are part of this approach? Describe the approaches by grade band (high school).
Overall, Oregon Charter Academy’s instruction centers around going deep into academic standards while also teaching students how to collaborate, communicate, be creative, and critically think and differentiating with student choice and varied entry points for learning activities and assessments. Oregon Charter Academy understands it’s essential for students to develop a broad range of skills, knowledge, and perspectives. It should focus on developing critical thinking, problem-solving, creativity, communication, and collaboration skills. The following are a part of our educators well-rounded approach to education:
Instructional practices:
● Inquiry-based learning
● Project-based learning
● Collaborative learning
● Personalized learning
● Feedback-driven learning
Curriculum design:
● Integrated curriculum: topics are connected across subjects to create meaningful learning experience.
● Experiential learning: learn by doing and experiencing real-world situations.
● Service-learning: engage in community service projects that benefit others while developing their skills and knowledge.
Student skills development:
● Critical thinking: analyze information, evaluate evidence, and make decisions based on evidence.
● Problem-solving: learn to identify problems, develop strategies, and implement solutions.
● Creativity: learn to generate ideas, think outside the box, and create innovative solutions.
● Communication: learn to express ideas clearly and effectively in written and oral forms.
● Collaboration: learn to work with others to achieve common goals. Approaches by grade band (high school):
● 9th and 10th grade: explore a wide range of subjects to identify their interests and strengths.
● 11th grade: focus on their preferred subjects, prepare for college entrance exams, and plan for their future.
● 12th grade: take advanced courses, participate in internships or service projects, and prepare for after graduation.
2. Which disciplines (theater, visual arts, music, dance, media arts) of the arts are provided, either through an integration of content or as a separate class?
ORCA offers elective courses in the following subjects within the Arts domain: Art History, Art in World Cultures, Digital Art & Design, 2D Studio Art, Intro to Photography, Digital Photography, Photography: Drawing with Light, Graphic Design & Illustration, Exploring Music, History of Music, Music Appreciation & Theater, Film, Cinema Production.
3 How do you ensure students have access to strong 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.
4 How do you ensure students have adequate time to eat, coupled with adequate time for movement and play?
As a virtual school, Oregon Charter Academy has a unique opportunity to create a flexible and adaptable schedule for its students that allows for adequate time to eat, move and play during the school day. Here are a few ways that ORCA can ensure students have enough time for these activities:
● Teachers encourage healthy eating habits: Providing education and guidance on healthy eating habits can help students make the most of their lunch breaks Encourage students to take the time to prepare healthy meals and snacks that will give them the energy they need to focus and learn.
● We offer opportunities for physical activity: Providing students with access to virtual PE classes or encouraging them to participate in organized physical activities outside of school hours can help them get the exercise they need to stay healthy and engaged
● Prioritize balance: Ultimately, our staff works with families to create a schedule that prioritizes balance and allows for adequate time for eating, moving, and playing will ensure that students have the opportunity to thrive academically and physically Regularly checking in with students and soliciting their feedback on how the schedule is working can help ensure that it is meeting their needs.
5 Describe how you incorporate STEAM (Science, Technology, Engineering, Arts, and Math) instructional practices, including project-based learning, critical thinking, inquiry, and cross-disciplinary content.
Oregon Charter Academy incorporates STEAM instructional practices by designing and implementing curriculum that emphasizes project-based learning, critical thinking, inquiry, and cross-disciplinary content. The school recognizes the value of these practices in preparing students for the modern world, where science, technology, engineering, arts, and math are increasingly integrated and interdependent.
To achieve this, ORCA provides students with opportunities to engage in hands-on projects that require them to use critical thinking and inquiry to solve complex problems. These projects often involve cross-disciplinary content, encouraging students to see the connections between different subjects and how they can work together to solve real-world challenges.
In addition, Oregon Charter Academy emphasizes the importance of technology in STEAM education, providing students with access to a variety of tools and resources that allow them to explore and experiment with different technologies This includes the use of computer programs, coding, and other digital tools to enhance the learning experience. To further support STEAM education, Oregon Charter Academy provides professional development opportunities for its teachers, helping them stay up-to-date with the latest instructional practices and technologies. This ensures that students receive the highest quality education possible and are prepared to succeed in the 21st century workforce
6 Describe your process for ensuring the adopted curriculum (basal and supplemental) consists 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.
7. Describe your process for ensuring classroom instruction is 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
8 What strategies do you employ to help facilitate effective transitions from middle grades to high school and from high school to postsecondary education?
Oregon Charter Academy offers a summer bridge program staffed by high school teachers to support eighth-grade students’ transition to high school while earning elective credits High school advisors also visit eighth-grade classes and administrators host a parent night to explain high school programs, credits, and graduation requirements. Advanced eighth-grade students are also eligible to take some high school math and elective courses for credit. In preparation for postsecondary education, students collaborate with counselors and dedicated graduation advisors to complete required 9th-12th grade career exploration, postsecondary planning, one-on-one postsecondary counseling, and senior capstone projects ORCA also provides a range of Honors, AP, and dual credit courses The ASCEND CTE program provides pathways for students to engage in career-specific courses, earn college credits, and earn industry certifications. Additionally, ORCA’s AVID program opens to students in grades five through 12 helps build study skills necessary to successfully transition from middle school to high school, and into postsecondary education.
9. How do you identify and support the academic and technical needs of students who are not meeting or exceeding state and national standards, and Perkins Performance targets, particularly for focal student groups?
At Oregon Charter Academy we use many strategies to support struggling students who are not meeting state and national standards or Perkins Performance targets. These strategies include:
● Data Analysis: Analyze student performance data to identify patterns and areas in need of growth This can help to identify specific academic or technical needs of individual students or groups of students.
● Individualized Instruction: Provide individualized instruction tailored to meet the unique needs of each student. This can involve differentiated instruction, targeted interventions, or personalized learning plans.
● Professional Development: Provide ongoing professional development for teachers to help them better understand and address the academic and technical needs of struggling students. This can include training on best practices for differentiated instruction, data analysis, and evidence-based interventions
● Collaboration and Communication: Foster collaboration and communication among teachers, administrators, and support staff to ensure that students receive the support they need across multiple settings
● Family Engagement: Engage families and caregivers in the education process to ensure they are aware of their child's academic and technical needs and can provide support at home.
● Access to Resources: Provide access to resources such as technology, academic support programs, and tutoring to help struggling students overcome academic and technical challenges. By implementing these strategies, ORCA can identify and support the academic and technical needs of struggling students, particularly for the historically underserved student populations, and help them achieve success.
10. What systems are in place for supporting the academic needs of students, including for focal student groups, who have exceeded state and national standards?
Oregon Charter Academy supports all students who have exceeded state and national standards, including for the historically underserved student groups through the following focused strategies:
● Advanced Coursework and Dual Credit: Offer advanced coursework such as honors, Advanced Placement (AP), and dual credit courses that challenge high-performing students and provide opportunities for college credit
● Enrichment Opportunities: Provide enrichment opportunities such as extracurricular activities, research projects, and service-learning opportunities that allow high-performing students to explore areas of interest and develop their skills.
● Differentiated Instruction: Offer differentiated instruction that challenges high-performing students by providing more complex and challenging assignments, group work, and independent study projects. By implementing these strategies, teachers support the academic needs of students who have exceeded state and national standards and help them achieve their full potential.
CTE Focus
● How do you provide career exploration opportunities, including career information and employment opportunities, and career guidance and academic counseling before and during CTE Program of Study enrollment?
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
● How will students from focal groups and their families learn about CTE course offerings and Programs of Study that are available?
Each student when entering ninth-grade will be invited to an information night which will provide all the details about what courses will be offered both in the ASCEND CTE program as well as regular high school courses. For those caretakers/students who miss the info sessions, the presentation will be emailed to both the student and caretaker Advisory Teachers will visit all seventh and eighth-grade classrooms throughout the year to update students on new courses and pathways available for them when they enter high school All focal groups will be contacted by their Advisory Teacher directly to answer any questions they may have regarding course offerings
● How are you providing equitable work-based learning experiences for students?
All students within each pathway are required to take a capstone work-based learning course. Within this course, there are options for actual placements within the industry whether it is in-person or virtually, simulated WBL opportunities, school-based work experiences, labs, or a combination of all of these. Advisory and pathway lead teachers work with students to individualize the course to best fit their needs
● Describe how students’ academic and technical skills will be improved through integrated, coherent, rigorous, challenging, and relevant learning in subjects that constitute a well-rounded education, including opportunities to earn postsecondary credit while in high school.
ASCEND, Oregon Charter Academy’s CTE program, will provide students with a unique opportunity to develop both academic and technical skills through integrated, coherent, rigorous, challenging, and relevant learning experiences. CTE programs are designed to provide students with the necessary skills and knowledge to enter the workforce or pursue postsecondary education and training.
In the CTE program, students will receive a well-rounded education that includes traditional academic subjects such as math, language arts, science, and social studies, as well as technical courses that are relevant to their chosen career path. By integrating these subjects, students can apply academic concepts to real-world situations, which helps deepen their understanding and improve their critical thinking skills.
CTE programs at ORCA also provide opportunities for students to earn postsecondary credit while still in high school This allows students to get a head start on their postsecondary education. By completing courses that are recognized by postsecondary institutions, students can also demonstrate their readiness for college-level coursework
In addition to academic and technical skills, CTE programs also focus on developing employability skills such as communication, teamwork, problem-solving, and leadership These skills are essential for success in any career and are highly valued by employers.
Overall, our well-designed CTE programs provide students with a comprehensive education that prepares them for success in both college and career. By integrating academic and technical subjects, providing opportunities for postsecondary credit, and developing employability skills, CTE programs ensure that students are ready to enter the workforce or pursue postsecondary education and training.
● What activities will you offer to students that will lead to self-sufficiency in identified careers?
At Oregon Charter Academy, all CTE pathways embed Career and Technical Organizations (CTSO) into their curriculum. A CTSO is created to give students leadership experience and help them prepare for careers in the field by offering them opportunities to apply what they have learned to real-world situations as well as interact with industry professionals. Students are presented with engaging opportunities to learn more about the career field they are interested in CTE programs offer 12 industry-recognized credentials. These credentials are designed to provide students with an opportunity to demonstrate mastery of competent skills needed in each career field The industry recognized credentials align with labor market demand, allowing CTE students to enter the workforce with the knowledge and skills required in specific industries
Work-based learning experiences, specifically in advanced CTE courses, allow students to immerse themselves in a career setting to learn through work and at work High-level WBL experiences focus on students independently learning from the industry in a controlled environment, giving students the skills to become self-sufficient beyond the classroom. With
all approved pathways of study implementing WBL, the goal is to increase the variety of experiences to give students the opportunity to interact, practice, and build on labor market skills.
Advisory boards also guide the development and progression of CTE programs by informing teachers about in-demand hard and soft skills needed within each industry. CTE teachers use this feedback to inform teaching practices, classroom design, and purchase equipment that will prepare students for the workforce
● How will you prepare CTE participants for non-traditional fields?
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 its 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.
● Describe any new CTE Programs of Study to be developed
During this biennium, Oregon Charter Academy will be developing and expanding the following pathways of study:
● ORCA is currently developing a Hospitality & Tourism Management pathway which will add a new course beginning in 2024-25.
● ORCA updating the Veterinary Science pathway to Animal Science as well as expanding this program to include Agricultural Science which will broaden the offerings with the goal of drawing students into the program who want to go into farming or horticulture
● Broadening offerings in the Medical Sciences pathway to include a Medical Records option that will also have industry certification
Engaged Community
(250 words or less per question)
● If the goal is meaningful, authentic, and ongoing community engagement, where are you in that process? What barriers, if any, were experienced and how might you anticipate and resolve those issues in future engagement efforts?
Meaningful, authentic, and ongoing community engagement is a continual process that requires active participation and collaboration between community members and organizations. It is important for Oregon Charter Academy to establish a clear purpose and goal for community engagement efforts and involve stakeholders in the planning process
Some common barriers we have faced as we deepen community engagement include limited resources or funding and communication challenges These barriers can be addressed through ongoing communication, transparency, and a commitment to building trust with community members.
In order to anticipate and resolve these issues, ORCA will make an effort to engage with a diverse range of community members and stakeholders, including those who may be traditionally underrepresented or marginalized. This can be done by seeking out feedback, actively listening to community members, and involving them in decision-making processes.
Additionally, it is important that ORCA remain flexible and adaptable in community engagement efforts and to continually assess and adjust strategies as needed. This can help ensure that engagement efforts are effective and meaningful for all involved as we work to meet our stakeholders where they are
● What relationships and/or partnerships will you cultivate to improve future engagement?
This school year, there have been renewed efforts and emphasis on community partnerships at Oregon Charter Academy. Every grade band principal is expected and will be held accountable for nurturing these partnerships with support from school leadership When community members are more involved in our schools, research suggests that they are more invested and more likely to engage with the school.
In addition, as part of the strategic planning process related to this application for the Integrated Guidance grants, there have been concerted efforts to include government officials, civic leaders, nonprofit leaders, business owners, and parent groups in the actual work of developing school and programmatic goals By envisioning the future with community partners, it is believed that community partners will be more inclined to continue their participation and support of the school’s mission
● What resources would enhance your engagement efforts? How can ODE support your continuous improvement process?
ODE can support the continuous improvement process through consistency with these funding streams. Relationships require long-term and sustainable investments On-going funding streams are critical to the success of these initiatives
● How do you ensure community members and partners experience a safe and welcoming educational environment?
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
● Who was engaged in any aspect of your planning processes under this guidance?
(Check all that apply)
X☐Students of color
X☐Students with disabilities
X☐Students who are emerging bilinguals
X☐Students who identify as LGBTQ2SIA+
X☐Students navigating poverty, homelessness, and foster care
X☐Families of students of color
X☐Families of students with disabilities
X☐Families of students who are emerging bilinguals
X☐Families of students who identify as LGBTQ2SIA+
X☐Families of students navigating poverty, homelessness, and foster care
X☐Licensed staff (administrators, teachers, counselors, etc.)
X☐Classified staff (paraprofessionals, bus drivers, office support, etc.)
X☐Community Based Organizations (non-profit organizations, civil rights organizations, community service groups, culturally specific organizations, etc.)
X☐Tribal members (adults and youth)
X☐School volunteers (school board members, budget committee members, PTA/PTO members, booster club members, parent advisory group members, classroom volunteers, etc.)
☐Business community
X☐Regional Educator Networks (RENs)
X☐Local Community College Deans and Instructors; Local university deans and instructors
X☐Migrant Education and McKinney-Vento Coordinators
X☐Local Workforce Development and / or Chambers of Commerce
X☐CTE Regional Coordinators
X☐Regional STEM / Early learning Hubs
☐Vocational Rehabilitation and pre-Employment Service Staff
☐Justice Involved Youth
☐Community leaders
☐Other
● How were they engaged? (Check all that apply)
X☐Survey(s) or other engagement applications (i e , Thought Exchange)
☐In-person forum(s)
X☐Focus group(s)
☐Roundtable discussion
X☐Community group meeting
☐Collaborative design or strategy session(s)
☐Community-driven planning or initiative(s)
X☐Website
X☐CTE Consortia meeting
X☐Email messages
X☐Newsletters
☐Social media
X☐School board meeting
☐Partnering with unions
X☐Partnering with community-based partners
☐Partnering with faith-based organizations
☐Partnering with business
☐Other
CTE Focus
● How will you intentionally develop partnerships with employers to expand work-based learning opportunities for students?
Oregon Charter Academy will intentionally develop partnerships with employers by reaching out to local businesses, industry associations, and trade organizations to establish relationships and identify potential work-based learning opportunities for students.
To expand work-based learning opportunities for students, Oregon Charter Academy will work with employers to establish apprenticeships, internships, job shadowing, and other forms of experiential learning. ORCA also provides training and support for employers to ensure that they are equipped to mentor and guide students effectively Finally, Oregon Charter Academy actively collaborates with employers to develop curricula and provide real-world projects that allow students to apply classroom learning to real-world challenges These partnerships help students gain valuable experience, build industry connections, and prepare for success in their chosen career paths.
Strengthened Systems and Capacity
(250 words or less per question)
● How do you recruit, onboard, and develop quality educators and leaders? How are you recruiting and retaining educators and leader's representative of student focal groups?
Recruiting, onboarding, and developing quality educators and leaders is achieved by Oregon Charter Academy through various strategies, such as offering competitive compensation and benefits packages, providing ongoing professional development opportunities, and creating a positive and supportive workplace culture Oregon Charter Academy actively seeks to recruit educators and leader's representative of student focal groups through inclusive hiring practices. To retain educators and leaders, ORCA offers opportunities for growth and advancement, recognizes, and rewards exceptional performance, and provides a supportive and inclusive workplace culture that values diversity and equity. Additionally, ORCA provides ongoing communication channels to listen to feedback and concerns from staff and provide opportunities for engagement and input in decision-making processes.
● What processes are in place to identify and address any disparities that result in students of color, students experiencing poverty, students learning English and students with disabilities being taught more often than other students by ineffective, inexperienced, or out-of-field teachers?
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.
● How do you support efforts to reduce the overuse of discipline practices that remove students from the classroom, particularly for focal student 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.
● How do you align professional growth and development to the strengths and needs of the school, the teachers, and district leaders?
Both formative and summative data is used to develop the school improvement plan and the professional development plan annually. School leaders, in collaboration with teachers, will review data and develop a catalog of professional development for the year in order to meet the needs of each teacher’s individual growth Through Integrated Guidance Initiatives, the school has worked to engage as many stakeholders as possible in identifying strengths and needs in its strategic planning process outlining the vision, mission, and strategies that must be implemented to ensure all students
meet high standards of academic success Professional learning for staff is designed around identified needs at the school level and in concert with the school’s strategic plan.
● How do you provide feedback and coaching to guide instructional staff in research-based improvement to teaching and learning?
Oregon Charter Academy instructional leaders provide effective feedback and provide coaching that is specific, actionable, and based on research-based practices. ORCA believes it is important to establish a positive and collaborative relationship with the instructional staff and provide opportunities for them to reflect on their teaching practices The goal is to start with identifying areas for improvement and provide specific feedback and suggestions for improvement. Leaders encourage teachers to try new strategies, observe their teaching, and reflect on the results Celebrate their successes and continue to provide ongoing support and guidance. Finally, we provide resources and professional development opportunities to support educators' growth and development Additionally, Oregon Charter Academy has an Instructional Mentor program where every staff member has the support of a certified teacher instructional mentor.
● What systems are in place to monitor student outcomes and identify students who may be at risk of academic failure? How do you respond and support the student(s) when those identifications and observations are made?
The school has implemented software tools, such as AdminDash and Unified Insights, that integrate with the school’s learning management system to identify students at risk of dropping out or failing courses Students’ performance, and habits as learners, are reviewed regularly across all courses in which they are enrolled. That data is calculated and produces a single Risk Index Score for each student which aids school teams in quickly identifying students that need the most immediate support. This “At-Risk Report Card '' evaluates many risk factors and illustrates this on one dashboard. Advisory teams monitor data and staff referrals to determine the support needs of students These teams develop an action plan with an Advisory Teacher to monitor the effectiveness of interventions and adjust if necessary.
● How do you facilitate effective transitions from middle grades to high school; and from high school to postsecondary education?
The school employs various strategies to support successful and seamless transitions between grade levels These include providing clear and consistent communication, engaging students in the transition process, and creating opportunities for students to develop the necessary academic and social-emotional skills
Transition from middle grades to high school is eased by providing High School course opportunities during eighth-grade, High School Virtual Open House nights for students and families to meet High School staff, AVID and CTE discussions in eight-grade, and a comprehensive Summer Bridge program for incoming ninth-grade students.
For high school to postsecondary education transitions, Oregon Charter Academy emphasizes access to resources, such as college and career counseling and career mentoring. We offer a diverse variety of in-person and virtual college tours as well as exposure to trades programs and the military Collaboration between educators, families, and community partners is crucial to supporting students through this transition and setting them up for success in their future endeavors
Attachments Completing Your Submission
● Integrated Planning & Budget Template
○ The plan must cover four years, with a two-year budget, and include outcomes, strategies, and activities you believe will cause changes to occur and meet the primary purposes of the programs included in this integrated plan: HSS, SIA, EDM, CIP, EIIS, CTE / Perkins. It should also reflect the choices you made after pulling all the input and planning pieces together for consideration This plan serves as an essential snapshot of your expected use of grant funds associated with the aforementioned programs
Assurances
The applicant provides assurance that they will comply with all applicable state and federal civil rights laws, to the effect that no person shall be excluded from participation in, be denied benefits of, or otherwise be subject to discrimination under any program or activity on the basis of race, color, national origin, sex, sexual orientation, marital status, gender identity, religion, age, or disability.
After Application Submission
Applicants will receive a notification from ODE to acknowledge receipt of the application. The notification will include contact information for an ODE Application Manager, a single point of contact as you move from submission to review, and into co-development of Longitudinal Performance Growth Targets and finally, to executing a Grant Agreement.
