Aligning for Student Success: Integrated Guidance
The Oregon Department of Education (ODE) implemented a new initiative referred to as Aligning for Student Success: Integrated Guidance requiring Oregon school districts and charter schools to undergo a comprehensive needs assessment and application process to continue receiving funds from key grants. The intent of the Integrated Guidance initiative is to streamline the grant application process while simultaneously aligning strategies to provide better outcomes for students. The six grants that are a part of the initiative include:
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High School Success (HSS) is focused on improvement of graduation rates as well as career and college readiness.
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Student Investment Account (SIA) is focused on reducing academic disparities while increasing academic achievement and meeting the mental and behavioral health needs of students.
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Continuous Improvement Planning (CIP) is focused on continuous improvement of educational opportunities.
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Career and Technical Education (CTE/Perkins) is focused on development of academic knowledge in addition to technical and employability skills for secondary students.
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Every Day Matters (EDM) is focused on addressing chronic absenteeism through increased attention on student engagement, school culture, climate and safety, culturally sustaining pedagogy, and family and community involvement.
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Early Literacy success School district Grants (ELSSDG) is focused on increasing early literacy for students in grades PreK-3.
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Early Indicator and Intervention Systems (EIIS) is focused on creating and supporting cohesive systems of data collection and analysis, interventions, and supports.
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Federal School Improvement (CSI/TSI) is focused on addressing the academic disparities for focal student groups and subject areas.
This process places a greater emphasis on equity, community engagement and a more well-rounded education.
A draft will be presented to the School Board during its business meeting on Tuesday, March 11 at 7:00 p.m. at the District Administrative Office, 1260 NW Waterhouse Ave. in Beaverton. You’re welcome to share your feedback directly with the School Board during the public comment period. In addition, after the plan is posted, you can share feedback on the proposed plan through an online survey on the Engage BSD website.
- Needs Assessment Summary
- Equity Advanced
- Well-Rounded Education
- Engaged Community
- Strengthened Systems and Capacity
- Early Literacy
- Plan Summary
Needs Assessment Summary
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Increase student sense of belonging, particularly for focal group students
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Increase early literacy achievement, closing the achievement gap for focal group students
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Increase 4 and 5 year graduation rates, particularly for focal group students
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Increase awareness of and access to career connected learning opportunities at the middle and high school levels
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Increase access to and persistent through CTE Programs of Study
Equity Advanced
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Whose voice is and isn’t represented in this decision?
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Who does this decision benefit or burden?
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Is this decision in alignment with the BSD Equity Policy?
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Does this decision close or widen the access, opportunity, and expectation gaps?
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Increase academic achievement for K-3 early literacy, focused on achievement for all student focal groups
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Invest in high-quality instructional materials to support evidence-based literacy practices
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Provide intensive support through High Dosage Tutoring
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Provide additional learning opportunities through extended learning programs and other interventions
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Implement and support best practices in literacy instruction
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Increase graduation rates for all student demographic groups
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Continued support of reduced class sizes to close the opportunity and achievement gap using the Staffing Allocation Methodology (SAM)
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Continue 9th Grade (On-Track) Success Teams at all high schools
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Mentoring and support of high school students who are not on-track for graduation within four years
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Provide credit recovery options through high schools, as well as online opportunities
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Implement culturally-responsive pedagogy and curriculum for equitable learning outcomes for all students
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Students in every focal and demographic group will report an increased sense of belonging at school
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Create school communities focused upon equity and inclusive practices
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Provide professional learning opportunities for all staff focused upon diversity, equity and inclusion
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Create opportunities for families to connect and engage
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Expand the number of staff of diverse racial, ethnic and linguistic backgrounds through recruitment, hiring and mentoring
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BSD will fully implement a K-12 Multi-tiered system of support (MTSS) to meet the academic and behavioral needs of all students
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Design and implement a K-12 MTSS focused upon the whole student, including students’ academic, behavioral and social-emotional needs
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Provide equitable access to academic support and interventions
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Provide equitable access to behavioral health and wellness supports
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All students will be provided with rigorous standards-based and relevant learning experiences, focused upon increasing accelerated achievement for students in every focal demographic group
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Increase access to accelerated learning opportunities for students historically underrepresented in AP/IB/Dual Credit courses
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Expand Dual Language programs to increase access to students districtwide
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Increase the number of students prepared for postsecondary success through CTE Program of Study participation, with a specific focus on focal group students who are underserved in district CTE programs
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Enhance and expand CTE programs to align with industry-identified standards that will lead to high skill, high wage, and in-demand occupations
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Increase student, family, and community awareness of district CTE programs and career opportunities related to CTE programs offered within BSD
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Provide training and support to HS Counselors and other staff on marketing CTE programs and recruiting students into CTE courses and Pathways
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Actively reduce barriers of entry for CTE programs by eliminating CTE student course fees and providing financial support for programs to purchase supplies and materials necessary for students to engage in hands-on learning activities;
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Implement a career connected learning system with equitable access for all middle and high school students
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Well-Rounded Education
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Reviewing the Universal Screener data, Early Warning System (EWS,) and other reports to track student needs
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Implementing evidence-based Tier II and III behavior and Tier III academic interventions when needed
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Monitoring and tracking interventions over the course of established time
Engaged Community
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Superintendent Listening Sessions & Coffee Chats
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Student surveys
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Parent/Guardian Surveys
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Student Advisory Committee to the Superintendent
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Student focus groups and interview
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Multilingual Family Nights
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CTE Industry Advisory Board meetings
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Family Engagement Groups
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Educational Equity Advisory Committee
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Classified staff surveys
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Licensed surveys
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CTE Program Equity Review (staff and community partners)
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School leaders engagement protocol
Strengthened Systems and Capacity
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Host PreK programs (4 year olds) and Head Start (3-4 year olds) at district schools
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Kindergarten Family Engagement Events
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Kindergarten staggered start for orientation day
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Incoming 6th Grade Family Night
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5th Grade Fly Ups
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6th Grade staggered start for orientation day
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Summer school, using data to identify students needing extra support
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Future Lab career exploration elective aligned to feeder high schools
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AVID Elective and schoolwide
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Incoming 9th Grade Family Night
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HS Counselor & Student Leaders visits to MS for course selection and community building
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8.5 Summer School, using data to identify students needing extra support
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9th Grade staggered start for orientation day
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9th Grade Success Teams
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Early College High School
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AVID Elective and schoolwide
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Career-connected learning opportunities, such as career fairs, guest speakers, mock interviews, field trips to colleges and industry
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Family nights about the college application process and financial aid
Early Literacy
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Hiring
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X Purchasing
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X High Dosage Tutoring
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X Extended Learning Programs
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X Professional Development & Coaching
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Other
- Have the lowest rates of proficiency in literacy in the district
- X Identified for comprehensive support and improvement under the federal Every Student Succeeds Act based in part on literacy score
- Have literacy proficiency rates that have not recovered to pre-pandemic levels
- X Have a higher portion of student groups that have historically experienced academic disparities compared to other elementary schools in the district
- Not applicable if you only have one elementary school
Plan Summary
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Safe and Thriving: Student Safety and Well-being
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Each student feels safe
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Each student thrives socially and emotionally
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All identities are valued, and all students are included
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Foundations of Success: Strong Start in Early Learning
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Each students demonstrates proficiency on literacy and language targets by the end of 3rd Grade
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Each students demonstrates proficiency on numeracy learning targets by the end of 3rd Grade
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Each students demonstrates proficiency in habits of mind
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Progress on Standards: Achievement for All
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All students demonstrate progress towards, and achievement of, the standards
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All students will demonstrate agency of their learning
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College and Career Ready: Supports for Post High School Success
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All students passing Language Arts and Math classes in 6th grade
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Every 9th grader on track for graduation
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All students leave each level with a plan and a purpose
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All students graduate and successfully complete dual credit, IB, AP, CTE and/or Dual Language courses
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The graduation rate of Alaskan Native/Native American students increased 7.6% from 83.3% for the Class of 2023 to 90.9% for the Class of 2024.
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The graduation rate of Black/African American students increased .4% from 87.8% for the Class of 2023 to 88.2% for the Class of 2024.
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Recent Arrivers saw an increase of 5.6% in graduation rates from 70.4% for the Class of 2023 to 76.0% for the Class of 2024.
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Migrant students saw an increase of 2.1% in graduation rates from 76.9% for the Class of 2023 to 79.0% for the Class of 2024.