The district’s Needs Assessment included community engagement (students, families, staff and a review of disaggregated student data. The goal of the Needs Assessment was to explore trends related to student learning through the lenses of; equity, engaged community, provision of a well-rounded education, and strengthening systems and capacity.

The district’s Integrated Guidance team used a variety of tools including graduation and dropout rates, Smarter Balanced Assessment (SBAC) data regarding students’ mastery of state standards in English Language Arts, Mathematics, Science, English Language Proficiency Assessment (ELPA) data regarding students’ English language proficiency, the Oregon Accelerated Learning and CTE dashboards, chronic absenteeism data, and data from a survey administered to students, staff, and families in the fall of 2022.  

In addition to this process, we also relied on data gathered in 2020 that has largely remained unchanged.  From that original data, we drew the following conclusions:

1. Compared to their peers in South Lane, LatinX and English Language Learners: (1) score lower on statewide reading and math assessments, (2) graduate at lower rates, and (3) experience poorer high school attendance. This group of students does receive fewer behavior referrals and - up through the 8th grade - show better than average attendance rates. 

2. When compared to their peers in South Lane, students of color (1) score lower on statewide reading and math assessments, (2) receive a disproportionate amount of behavior referrals and suspensions, and (3) attend less regularly. Areas of exception include attendance for Black students in middle school, and reading scores in middle school for Native Americans (both higher than their peers). 

3. When compared to their peers in South Lane, students who qualify for Special Education services (1) score lower on statewide reading and math assessments, (2) receive a disproportionate amount of behavior referrals, (3) attend less regularly in elementary and high school, and have lower graduation rates. 

4. Male students receive a disproportionate amount of behavior referrals in South Lane School District. 

5. When compared to their peers in South Lane, students who are homeless or economically disadvantaged (1) score lower on statewide reading and math assessments and (2) receive a disproportionate amount of behavior referrals. This group does, however, perform similar to their peers in Kindergarten. Across the board, the homeless portion of this group experiences more academic difficulties than those just in the economically disadvantaged group. 

6. Compared to other students in the state, South Lane 8th grade students experience more bullying, report higher mental health needs and suicide rates, play more video games and get less sleep. Compared to the state, 8th and 11th grade students experience more bullying for LGBTQ issues, and 11th grade students experience a higher rate of substance abuse and sexual activity. Our students also report more

As we continue to invest these funds in our students, we expect to see the following outcomes:

Increases in South Lane’s:

• Graduation rates

• 3rd grade reading scores on statewide English Language Arts Assessment

• Career and technical education participation

• 9th graders on track to graduate rates

• Engagement with students, staff, and families

• Use of a data system, that includes sharing the data and gathering feedback 

The nine key strategies that we will use are:

1. Use culturally responsive practices to develop students' positive identity, status, agency, and belonging

2. Teach students how to recognize their own and other’s emotions and develop healthy ways to cope with challenges and change

3. Provide Growth Opportunities for staff and students 

4. Provide targeted and extended instruction opportunities for focal groups including historically underserved populations. 

5. Provide a guaranteed and viable curriculum and enrichment opportunities that are rigorous and relevant to increase engagement and attendance

6. Systematically collect and use data to inform decisions, improve instruction, and  ensure students are on track for graduation 

7. Utilize continuous examination of data to Increased access to and awareness of CTE programs in all South Lane district schools and remove barriers for our traditionally underserved students

8. Create a more intentional college and career plan K-12 utilizing students, families, communities and industry partners

9. Create a district-wide plan to enhance engagement with our at-risk families across our system

1. What strengths do you see in your district or school in terms of equity and access? 

In 2020, as a part of the Student Investment Account Plan process, South Lane School district gathered data about our historically underserved students and families.  Historically underserved students included students of color, economically disadvantaged and /or homeless students, students in special education, and students learning English as a second or third language.  While there were many gaps that were identified between our students as a whole and our historically underserved students, there were also specific areas where these students performed equally or higher than their peers.    They included the following:

• LatinX and English Language Learners receive fewer behavior referrals and - up through the 8th grade - show better than average attendance rates 

• Attendance for Black students in middle school 

• Reading scores in middle school for Native Americans

• Kindergarten performance for students who are homeless or economically disadvantaged 

Since that process concluded, the district has allocated resources to schools and our early learning center to begin to close the gaps that exist between our students as a whole, and our historically underserved populations.  In addition to increased staffing and support services in our schools, the district has strengthened the Family Resource Center that serves many of our families with the greatest needs.  The Center is open 5 days a week, and provides services to families that allow them to fully support their children in school.

2. What needs were identified in your district or school in terms of equity and access? 

In 2020, the following data summary statements were created based on the data, comparing students in underserved groups to their peers in South Lane School District.  In 2023, we re-examined the data, and these statements are still accurate, and summarize our focus. 

• LatinX and English Language Learners: (1) score lower on statewide reading and math assessments, (2) graduate at lower rates, and (3) experience poorer high school attendance. 

• Students of color (1) score lower on statewide reading and math assessments, (2) receive a disproportionate amount of behavior referrals and suspensions, and (3) attend less regularly. 

• Students who qualify for Special Education services (1) score lower on statewide reading and math assessments, (2) receive a disproportionate amount of behavior referrals, (3) attend less regularly in elementary and high school, and have lower graduation rates. 

• Male students receive a disproportionate amount of behavior referrals in South Lane School District. 

• Students who are homeless or economically disadvantaged (1) score lower on statewide reading and math assessments and (2) receive a disproportionate amount of behavior referrals. Across the board, the homeless portion of this group experiences more academic difficulties than those just in the economically disadvantaged group. 

• Compared to other students in the state, South Lane 8th grade students experience more bullying, report higher mental health needs and suicide rates, play more video games and get less sleep. Eighth and 11th grade students experience more bullying for LGBTQ issues, and 11th grade students experience a higher rate of substance abuse and sexual activity. 

3. Describe how you used your equity lens or tool in your planning. 

Equity Tool

Our equity lens grounded our work throughout the process. Each session of our community engagement process began with our equity lens and as outcomes, strategies and activities were set, we returned to the lens to ensure our decisions would make a meaningful difference for our focal groups. 

4. Describe the potential academic impact for all students AND focal student groups based on your use of funds in your plan.

South Lane school district students will be impacted as these activities in our plan will increase:

• Graduation rates

• 3rd grade reading scores on statewide English Language Arts Assessment

• Career and technical education participation

• 9th graders on track to graduate rates

• Engagement with students, staff, and families

• Use of a data system, that includes sharing the data and gathering feedback 

5. What barriers, risks or choices are being made that could impact the potential for focal students to meet the Longitudinal Performance Growth Targets you’ve drafted, or otherwise experience the support or changes you hope your plan causes?

There are many potential barriers and risks to meeting the needs of the district’s focal students. 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 the South Lane School District is continuing to experience a decline in enrollment which creates a budget shortfall, creating reduced funding at the general fund level which will ultimately impact all district students and potentially have an impact upon the success of the district’s goals.

6. 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?

In an effort to ensure students experiencing homelessness have equal access to opportunities, the District has leveraged funds to provide access and guidance to community services through our Community Care Specialists and our Homeless Liaison. Additionally, our policy states: 

Students located in the district shall not be excluded from admission solely because the student does not have a fixed place of residence or solely because the student is not under the supervision of a parent. The district will ensure that homeless students are not stigmatized nor segregated on the basis of their status as homeless. In an effort to meet the needs of homeless students and youth the district will: 1. Assist school age students who become homeless to enroll in the school that is in their best educational interest. 2. Admit students to the district school in the attendance area in which the student is actually living or to the student’s school of origin as requested by the parent and in accordance with the student’s best interest. Transportation will be provided to the student’s school of origin at the request of the parent, or in the case of an unaccompanied student, the district liaison for homeless students. 3. Maintain the school records of homeless students so that the records are readily available when the students enter a new district. 4. Ensure that all educational services, such as special education, compensatory education for the disadvantaged, programs for limited English proficient students, vocational education, programs for the talented and gifted and school meals will be provided to homeless students on the same basis as these services are provided to the other students. 5. Provide support services such as transportation to homeless students.

CTE Focus

7. What strengths do you see in your CTE Programs of Study in terms of equity and access?

The district has many strengths in terms of equity and access in CTE including our major business partners and local nonprofit organizations, all of which use an equity lens in developing and offering career connected learning opportunities for underserved students in our district. Additionally, the local CTEC consortium frames many programs around equity and inclusion. However, improvements can be made in the  outreach and placement of students into CTE programs by providing more information and awareness about these programs to parents, students, and our community. For example, when the district hosts events, it could do targeted outreach for minority populations and provide translation services to remove barriers for students and families. Therefore, a key strategy of this plan is to continuously exam data to increased access to and awareness of CTE programs in all South Lane district schools and remove barriers for our traditionally underserved students

8. What needs were identified in your CTE Programs of Study in terms of equity and access?

Needs identified in our CTE programs were to work to eliminate barriers to entry. The district needs to work to include underserved populations by focusing on language barriers, cost barriers, gender barriers and schedule barriers. Additionally the district will communicate what opportunities exist. Both students and parents are not receiving information about possible activities and enrichment opportunities. The focus of this plan on family engagement will certainly help the district make gains in this area, but a continued focus on not just students, but on families to educate them of CTE programs and outcomes is necessary.

9. What is your recruitment strategy, and how does it ensure equitable access and participation in CTE Programs of Study?

The district is currently planning events for families and students to help ensure that everyone has accurate information about our CTE programs. By showcasing student products, creating elective videos and pamphlets about programs of study, updating our student handbook, keeping our website up to date with current information about CTE, offering dual credit courses, and tailoring advising to individual student needs, our district works to ensure each student has the information they need to make the best decisions for their future. Our district CTE team worked to develop CTE classes at the middle school level to help students better understand their options. 

In addition, counselors at the middle and high school levels will talk with students about the benefits of programs of study, and what they will need to do to successfully complete the program.  Advisory lessons at the middle school level will include career exploration, and a connection between their career options and high school programs of study will be highlighted.  

10. 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?

The district has begun to address equal access in multiple ways.  First, at Cottage Grove high school, a recent schedule change to an 8-period schedule (from a 7-period schedule) has allowed more access to CTE electives.  Students who take additional courses as dictated by their IEP, or as necessary for English language learners are now able to fit more classes into their schedule, which increases the likelihood of taking CTE Electives. At Al Kennedy High School, cohort students are able to focus on CTE pathways due to the schedule, which is flexible enough for all cohort students to have multiple points of access  to CTE Pathway classes. More work will need to be done to fully identify access issues for particular groups of students. With a district-wide focus on accessing and using data, the district will use data to identify students who are not accessing CTE electives, and determine the root cause.

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 (elementary, middle, and high).

The district believes that students are better prepared when they have access to a well-rounded education.  

Elementary:  In addition to the core academic curriculum offerings for language arts, mathematics, science, social science, all students receive social emotional learning and have physical education daily with a licensed teacher.  A comprehensive dance unit is included in the PE curriculum.  In addition, schools access artists in residence.

Middle School:  Our middle school provides the core academic curriculum, along with an array of electives including visual art, culinary arts, band, choir, Spanish, and manufacturing. Physical Education is also offered to all students daily.  A social emotional curriculum is also used with students.  In addition to offerings during the school day, there are resident artists that provide instruction and opportunities for exploration in the after-school program.

High School:  Our high schools offer core academic curriculum, along with electives that include the following:

• Theatre Arts class and three plays each year

• Music courses for concert band, jazz band, concert choir and jazz choir with two concerts plus the annual Rhythm and Blues Revue

• Art courses for studio art and advanced art

• Yearbook, electronic media and graphic design courses with three productions of the tv show “Mane Event” per year

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?

The following arts are offered as separate “stand alone” classes in the district:

• Band and Choir 6-12

• Theater 9-12

• Visual Arts 6-12

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

The district has a licensed librarian that consults across the district with other certified and classified media specialists.  The District librarian and media specialists curate and manage library collections,and work with classes of students to explore library collections and digital resources as well as checking out books.  

District resources are provided to each school to support ordering new books and resources to keep libraries up to date and books in the hands of students. 

4. How do you ensure students have adequate time to eat, coupled with adequate time for movement and play?

Students eat free of charge.  Breakfast service begins 20-45 minutes before students arrive.  Students who arrive late are offered an opportunity to eat breakfast.  A mid-morning snack is provided for students at all buildings.  

Elementary: Students have 25 minutes to eat lunch, followed by 25 minutes for recess.  Teachers provide brain breaks as needed.  Daily PE classes also provide opportunities for movement.

Middle: During their lunch break students are allowed physical recreation after they eat. Students have PE daily unless there are special circumstances. Teachers are encouraged to incorporate brain breaks during their classes. After school program offerings include:  Homework Club, Theater Arts, Anime Club, Creative Writing Club, Chess Club, Artist Residency, Dungeons and Dragons, Migrant Tutoring, Board Games, Baking Club.  All students in afterschool activities are provided with a snack and beverage. 

High school: A second breakfast is available after the first class.  The mid morning breakfast opportunity is 12 minutes to allow students some movement. During their lunch break students are allowed physical recreation after they eat. All students are provided a lunch for free.  Lunch offerings include Mexi-cart, sandwich cart, traditional hot lunch and salads. Students have an opportunity to take a PE class 3 days a week. Teachers are encouraged to incorporate brain breaks during their classes. After school programs are:  multiple sports each season as well as chess club (snacks provided). Clubs often meet at lunch and lunch is provided to those students via the club or through the district free lunch program

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.

There are multiple opportunities for STEAM instruction at the middle and high school levels.  At the middle level, within Science and Math courses, teachers are able to make connections both within their discipline, and to related disciplines as they make the curriculum engaging and “real” for students.  There are also a few elective courses (wood shop, technology, etc.) that allow students to choose where they would like to learn more.  At the high school level, there are even more opportunities in computer sciences, manufacturing, electronic media, business, culinary arts, wood shop and Art.  In addition to taking courses in these areas, students can also choose to engage in CTE student organizations that provide an even deeper experience with STEAM content.

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.

Our district is committed to a rigorous curriculum adoption process that includes staff, student, and community voice.  We use the State adoption recommendations and rubric provided by the Oregon Department of Education in order to assess the coherence and articulation of the materials in meeting the  integrity of the standards. We also use our equity stance and lens.  

Part of the process includes a close evaluation of content standards and the inclusion of relevant research on current best practices and equitable learning opportunities for ELL, Special Education, and Alternative Education students. Attention is given to cultural relevance, accessibility, a balanced assessment approach, and scaffolds provided to meet the differentiated needs of diverse learners. 

7. Describe your process for ensuring classroom instruction is intentional, engaging, and challenging for all students.

South Lane School district content and grade level teams identify essential standards and work as a professional learning team to determine how to teach those standards using both adopted curriculum and other relevant resources.  These teams meet weekly.  

In addition to this work, administrators use the evaluation process to support teachers as they intentionally engage and challenge students. The evaluation model used by SLSD focuses on a number of observations that vary depending on the teacher’s status as probationary or non-probationary. All staff then are either on an “on-year” or an “off-year.” “On years” consist of observations and feedback from administrators to improve the teachers practice. “Off years” consist of teachers pursuing two growth options they are interested in improving their practice in. All teachers every year are required to write and track two student learning growth goals and one professional growth goal. Building administrators focus on aligning staff professional development based on trends noticed from observations. 

Mentor teachers are also assigned to newly hired teachers to provide additional support.  We also offer literacy and instructional coaching in many of our buildings, which also supports teachers in this process.

8. How will you support, coordinate, and integrate early childhood education programs?

The district has a robust early learning center that coordinates all of our early learning work and collaboration.  The center is led by a director who connects the needs of our students and families with resources both provided by the district and the community.  Through this work, the district supports families well before they begin Kindergarten.  Our early learning center offers services beginning at birth, and has weekly activities and support designed to prepare children and their parents to be successful in the school system.  We partner with EC Cares and Head Start in their work with children as they prepare for school.  The district currently has 5 preK classrooms in 4 schools, and is working to become an early learning hub for providers in the area. In the summer before students begin Kindergarten, all students are able to enroll in “Kids in Transition to School”, or KITS.  This pre-K program further prepares students and families for Kindergarten, and brings both students and parents together to learn the skills necessary for school success. 

9. What strategies do you employ to help facilitate effective transitions from middle grades to high school and from high school to postsecondary education?

Transitioning students from middle school to high school is done with an enormous amount of planning and support, as our district recognizes how pivotal that transition is to the students’ success. The process begins in 8th grade with students attending an 8th grade visit night at the high school. During this night, students and parents/guardians receive information from counselors on course offerings at the high school. Students then tour the school and visit all elective and CTE classrooms. 

In the spring before students begin high school, middle and high school teachers, counselors and administrators then meet to discuss the best support for these students and if any support classes are needed. This includes special education staff.  

Students’ 9th grade year then begins with an orientation day where just 9th graders attend school and are led through a series of activities to foster a sense of belonging. After the activities they are led through lunch in the cafeteria, and then complete a run through of their schedule where they meet their teachers.

The transition to post-secondary opportunities occurs throughout a student’s high school  career, and is supported by guidance counselors, a career counselor, a college and career specialist, advisory teachers, and CTE program of study teachers.

10. 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?

All schools have intervention/pre-referral processes in place in order to implement additional support for students who are not making adequate progress.  Teams implement interventions, collect data and repeat this process in order to determine whether students are able to make progress with more individualized support.  If students are not making adequate progress even after being provided with interventions, they are referred to the building’s Special Education team in order to determine whether there is a potential issue and whether an evaluation should be proposed.  If the team proposes an evaluation and is given consent by the parent(s)/guardian(s), then the team follows the process of determining eligibility for Special Education, and creates an IEP for those students eligible under IDEA.

A key strategy of this integrated plan is for our district to begin systematically gathering data both at the building and district levels,and to schedule time to review that data regularly.  

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

There is a process in place to nominate, test, and identify students as Talented and Gifted (TAG). Students can be nominated by staff or parents. Once a student is identified, a TAG plan is created collaboratively between teachers, parents, and students and is reviewed annually. These plans are shared with classroom teachers who are responsible for providing additional/more challenging content when necessary. We also have a district TAG Coordinator who provides various additional activities for students identified as TAG. 

A key strategy of this integrated plan is for our district to shift our model by creating a tiered model so that this service is available to more students and in a more equitable manner:

Tier I: All teachers will provide instruction with embedded levels of content; if a student is not challenged at this level then they move to tier II.

Tier II: Student, teacher, or parent can request to have additional/more challenging material be added to the program at specific content areas; if a student is not challenged at this level then they move on to tier III.

Tier III: Student, teacher, or parent can request to have additional projects that incorporate higher level thinking skills.

 

12. 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?

Over the four years of this plan, the district will create a  K-12 Career Readiness curriculum that will aid students in exploring how what they are doing at each grade level connects to their eventual career path.  

Currently, there are activities at both the middle and high school levels that work towards this goal.  At the middle level students have advisory lessons that help them explore their career choices. Middle school students also have the opportunity to visit local college campuses, as well as our local high school campus to experience the career and technical options available.  

At the high school level, in addition to the programs of study, there are guidance counselors,as well as the career center staff (1 counselor, 1 liaison) that will guide students towards a career choice.  

13. How are you providing equitable work-based learning experiences for students?

At Cottage Grove High School, in addition to a College and Career liaison who sets up and guides students through job shadows and work-based learning, the district added a career counselor who will look to not only continue that practice at the high school level, but to add work based learning and experiences at the middle and even elementary levels.  

At Al Kennedy High School, students have work based learning opportunities for the Natural Resources Pathway in the school garden, school businesses, and contracted work with other agencies.  When a pathway for early childhood is established, they will work with local daycare providers to develop experiences for students.  

14. 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.

There are currently opportunities in both core and non-core classes for earning college credit.  There are several advanced placement (AP) courses available that allow students to attend a college-level course on their high school campus, and then take a test to determine the number of credits that they will earn.  In addition, there are many courses connected to an Oregon community college that are college level courses, and students earn credits that are transferable to Oregon colleges and universities.

15. What activities will you offer to students that will lead to self-sufficiency in identified careers?

Every student at the high school level has the opportunity to use a career exploration software to guide them in their career exploration.  There are also opportunities to attend information sessions by local employers, job fairs, internships, and conferences.  In addition, students have the opportunity to listen to speakers from colleges and universities at the high school, as well as visit area campuses to learn more about what they have to offer.  

Specifically, schools partner with LCC, OSU, Job Corps, Connected Lane County, and various other organizations.

CTE Focus

16. How will students from focal groups and their families learn about CTE course offerings and Programs of Study that are available?

Historically, students and parents learn about course offerings and Programs of Study through school handbooks, parent communications, advisory, and at parent nights. A key strategy of this integrated plan is for our district to begin holding events where student work in the programs of study are showcased for families and students to see. This will allow students and families to be able to see what students will be able to do as they complete a program of study, and how that relates to potential employment and additional training.

17. How will you prepare CTE participants for non-traditional fields?

High school staff are recruiting participants into non-traditional programs through job shadows, internships, guest speakers, worksite visits, and other activities where students can see adults that are like them and participate in non-traditional fields. 

18. Describe any new CTE Programs of Study to be developed.

South Lane School District has a wide variety of Programs of Study, but will always be looking at ways to expand those programs of study to include more career pathways within that program.  In addition, when possible, the district will introduce additional Programs of Study as funding and staffing allow. Here are a few ways this is occurring at present:

The Natural Resources Program at Al Kennedy High School is expanding to include information and training related to fire fighting, agricultural businesses, food production and processing, and wetland mitigation. The school is also working to start an Early Childhood Education Program of Study.  

Cottage Grove High School is exploring the possibility of adding sports medicine opportunities to the Health Program of Study.

1. 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?

In 2020, as a part of the SIA Engagement process, the district engaged with focal groups of students and families that authentically shaped our plan.  Since that time, we have engaged the community in surveys and other methods that don’t involve in-person involvement.  In the future, the district will build a strategy to regularly and systematically share data with the community and provide the opportunity for staff, students, and families to attend focal groups to engage in the examination of data, and to make suggestions and recommendations for the direction of the district.

2. What relationships and/or partnerships will you cultivate to improve future engagement?

As we did in 2020, the district will reach out to civic organizations, churches, our early learning center, and other local community groups to facilitate engagement.  

3. What resources would enhance your engagement efforts? How can ODE support your continuous improvement process?

While the engagement of the community rests with the district, it would be helpful to have access to resources that other districts have used that have been effective.  ODE can support our work by providing those resources in an easy to access format.

4. How do you ensure community members and partners experience a safe and welcoming educational environment?

The district will continue to work to ensure community members and partners feel welcome and safe by including a diverse cross-section of our community in our engagement process.  The district is committed to not only engaging with the community, but to listening carefully for ways to meet the needs of not only all students, but to make sure other community members and partners feel safe and welcome in our schools.

5. If you sponsor a public charter school, describe their participation in the planning and development of your plan.

From the beginning of the Integrated Guidance process, our two district charter schools have engaged in the process by both meeting individually with district staff, and by being a part of the community engagement process.  While charter school staff determined the activities of the plan within their own school community, their activities fit within the district strategies that were determined by the Integrated Guidance Committee.

6. 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.)

☐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.)

X Business community

☐Regional Educator Networks (RENs)

☐Local Community College Deans and Instructors; Local university deans and instructors

☐Migrant Education and McKinney-Vento Coordinators

☐Local Workforce Development and / or Chambers of Commerce

☐CTE Regional Coordinators

☐Regional STEM / Early learning Hubs

☐Vocational Rehabilitation and pre-Employment Service Staff

☐Justice Involved Youth

☐Community leaders

☐Other _______________

7. How were they engaged?
   (Check all that apply)

X Survey(s) or other engagement applications (i.e., Thought Exchange)

X 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)

☐Website

☐CTE Consortia meeting

☐Email messages

☐Newsletters

☐Social media

☐School board meeting

☐Partnering with unions

X Partnering with community-based partners

☐Partnering with faith-based organizations 

X Partnering with business

☐Other ______________

Evidence of Engagement

You will be asked to upload your top five artifacts of engagement. Smaller districts, as outlined above, are required to submit their top two artifacts.  

1. SIA community engagement summary/slides/agenda

2. Youth Truth Survey questions/data summary

3. Slides from session 1 & Picture of group

4. Slides from session 2 & Picture of poster

5. Notes/agenda/reflections from your follow up conversations with focal groups after the outcomes & strategies were drafted

1. Why did you select these particular artifacts to upload with your application? How do they show evidence of engaging focal student populations, their families, and the community?

The artifacts were selected because they:

• Demonstrate the continuous nature of this plan and that it is built on prior engagement of our community

• Show clearly the process that we used to create our plan

• Show the methods that we used in that process to include all voices

• Show the faces of the people who contributed to this process

• Show that various grain-sizes of engagement were used to target key stakeholders

2. Describe at least two strategies you executed to engage each of the focal student groups and their families present within your district and community. Explain why those strategies were used and what level of the Community Engagement spectrum these fell on.

Strategy #1

In the fall, the district administered a survey to students, staff, and families.  This was the more wide-spread strategy that we used, and we were able to gather input from many parents and students from different focal groups.  

Strategy #2

The district convened an Integrated Guidance Committee that consisted of students, staff (administrative and teaching), parents, and community members.  Over a series of meetings, the group was able to identify student and family needs, and determine how we as a district could fill those needs.  

The district used these two strategies because they provided for both breadth (survey) and depth (committee) as we constructed our plan.

3. Describe at least two strategies you executed to engage staff. Explain why those strategies were used. Explain why those strategies were used and what level of the Community Engagement spectrum these fell on.

Strategy #1

In the fall, the district administered a survey to students, staff, and families.  This was the more wide-spread strategy that we used, and we were able to gather input from many parents and students from different focal groups.  

Strategy #2

The district convened an Integrated Guidance Committee that consisted of students, staff (administrative and teaching), parents, and community members.  Over a series of meetings, the group was able to identify student and family needs, and determine how we as a district could fill those needs.  

The district used these two strategies because they provided for both breadth (survey) and depth (committee) as we constructed our plan.

4. Describe and distill what you learned from your community and staff. How did you apply that input to inform your planning?

What did the district learn from the community and staff?

• The district needs a systematic way to collect and share data, and to use that data with stakeholders to inform the future direction of the district.  Additional data sources may be necessary.

• The district needs to increase the engagement with families, including the dissemination of information, sharing successes, and gathering feedback and input.

Throughout the district’s Integrated Guidance Plan, data and engagement are found in many of the different strategies.  It is worth noting that while there are many different activities to accomplish this, the district will create clear strategies that address these two deficiencies.

5. How will you intentionally develop partnerships with employers to expand work-based learning opportunities for students?

As mentioned in previous questions, the district will use counselors, career center staff, and Program of Study teachers to develop partnerships and expand work based learning.

1. How do you recruit, onboard, and develop quality educators and leaders? How are you recruiting and retaining educators and leaders representative of student focal groups?

The district is committed to recruiting, onboarding, developing and retaining educators and leaders representative of our student focal groups.  The Human Resources Department is being very intentional as it prepares for events to attract employees to the district, choosing carefully who they invite to represent the district, and using pictures of our teachers and students in promotional materials.  They are also communicating clearly about the support we provide for new teachers that will be available to all teachers, but will be especially attractive to our focal groups.  In addition to being clear about what the local community has to offer, they will also highlight neighboring communities that are larger, and have larger populations that represent our student focal groups.

Over the next four years of the Integrated Guidance Plan, the district will implement changes to their onboarding process that will include both mentoring and coaching for new staff.  

2. 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?

The district’s focus on data, and using that data to inform decisions will include taking a closer look at students in focal groups, and the quality of their particular teachers.  Currently, each of our schools have teams in place that meet weekly to look at data for behavior, attendance, or grades depending on the meeting.  We break down the data by the focal student groups and compare it with the overall data.  The team then works with the staff to identify what is working and what is not working for those students.  

In our current middle and high school schedules, we have support classes that students can move in and out of depending on their academic needs.

Our high school has 9th grade teams that meet regularly in order to identify students striving to remain on-track to graduate, and discuss support actions the teachers of those students can take to nudge them back on track.  Additionally, the administrator and team lead use trend-level data to identify data pieces to present to either the 9th grade team or whole staff for improving core curriculum, student engagement, behavior management, grading practices, or other relevant, evidence-based improvement recommendations relevant staff will implement.

3. How do you support efforts to reduce the overuse of discipline practices that remove students from the classroom, particularly for focal student groups? 

Currently, all district schools have a Social Emotional Learning specialist that supports evidence-based emotion regulation instruction and support for students. All of our schools are implementing an evidence-based Social Emotional curriculum, Second Steps at Primary and Character Strong at Secondary. The plan to promote the reduction of the overuse of discipline practices that removes students from the classroom are encompassed in our two SEL strategies: 1) Staff use culturally responsive practices to develop students' positive identity, status, agency, and belonging. 2) Teach students how to recognize their own and other’s emotions and develop healthy ways to cope with challenges and change. By seeking out training for culturally responsive practices to better inform current programs and systems, by creating methods for capturing student voice to develop our practices, and supporting social emotional skills across all levels in all environments.

4. How do you align professional growth and development to the strengths and needs of the school, the teachers, and district leaders?

We have allocated time, resources and FTE to train several teacher leaders and administrators across the district to implement a Professional Learning Community in South Lane by utilizing building and district trainers through Solution Tree. We have purchased Learning By Doing for all instructional staff, dedicated PLT time on Wednesday, and have sent several staff members to different Solution Tree workshops across the country. We have also worked with the Center of Educational Leadership to train administrators and teacher leaders to create visions of student learning and experience that provide agency, belonging and status to all of our students in South Lane. These trainings and professional development are aligned to our district goals that are centered around improving student learning outcomes. 

5. How do you provide feedback and coaching to guide instructional staff in research-based improvement to teaching and learning?

The district’s administrators participated in regular training from the Center for Educational Leadership which focuses on developing a common understanding of quality instruction through the use of effective observations and feedback. The district had our new teachers participate in a New Teacher Academy, which focused on how to identify and support teaching practices through observations and feedback.  This differentiated support was focused on the needs of novice teachers as voiced through empathy interviews and mentor feedback. Mentors in our district supported the use of the Sibme digital coaching tool to enhance feedback and reflection. 

In Addition, South Lane requires building administrators to conduct 6 to 8 mini observations, and 2 formal observations to all probationary teachers in each calendar year. This stems from valuing immediate feedback in order for staff to improve their instructional practices, as it is also required that each observation made an administrator must conduct a face to face debrief with the staff member. It is an early intervention model for our adult learners, and one that we’ve valued for over 8 years in South Lane. 

6. 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 high school has 9th grade teams that meet regularly in order to identify students striving to remain on-track to graduate, and discuss support actions the teachers of those students can take to nudge them back on track.  Additionally, the administrator and team lead use trend-level data to identify data pieces to present to either the 9th grade team or whole staff for improving core curriculum, student engagement, behavior management, grading practices, or other relevant, evidence-based improvement recommendations relevant staff will implement.

Year two of this plan will include increased communication between the high school(s) and middle school(s) in order to improve the transition between levels.  This includes sharing successful strategies implemented, and earlier identification of students needing additional support.

7. How do you facilitate effective transitions between early childhood education programs and local elementary school programs; from elementary to middle grades; from middle grades to high school; and from high school to postsecondary education?

Early childhood education programs and local elementary school programs

Kindergarten “round-up” at the Early Learning Center as a potential option for connecting our families who speak a language other than English with an opportunity to learn more about the elementary school program, connect families with resources, conduct an acculturation interview, and screen students who may or may not qualify for the English language development program

Post-Secondary Transition

Students transitioning to postsecondary education utilize online career exploration software throughout their 4 years of high school in order to help guide  toward college and career opportunities. CGHS employs a transition specialist to assist students in FAFSA completion, as well as assistance with college applications and essays. Students also receive help in  finding and applying for scholarship opportunities.  Students in special education receive assistance from the transition specialist and vocational rehabilitation in order to identify job shadowing opportunities and career placement opportunities.

22-23 SIA Annual Report

21-22 SIA Annual Report