2018-2019 School year

Full Year of Staff, Parent, Student, Community Engagement to identify priorities for SFSD used to inform the development of Strategic Visioning Plan/Continuous Improvement Plan (CIP).  (SIA must be consistent with CIP)  Full Engagement Summary, Strategic Plan, and CIP can be viewed on the SVP/CIP page: Strategic Visioning Plan / Continuous Improvement Plan

Fall 2019

• Silver Falls School Board approved Strategic Visioning Plan with focus areas including: Academic Success, Social Emotional Wellness, Facilities (see link to SVP/CIA, above).
• Oregon Department of Education approved Continuous Improvement Plan (see link to SVP/CIA, above).
• Meetings resume for District Equity Team with purpose of creating district Equity Tool
• Comprehensive Data Review by ODE identified Data Points and Student Success Act Focal Groups identified areas of disparity including:
  • 9^th grade on track impacted by disproportionate placement into High School Courses disproportionate and success in High School Courses disproportionate (Emerging Bilingual, Disability, Poverty, Mental and Behavioral Health)
  • 3^rd Grade Reading targets disproportionate (Emerging Bilingual, Disability, Poverty, Behavioral Health)
  • Chronic Absenteeism disproportionate (Poverty, Mental Health)
  • Graduation rates disproportionate (Poverty, Mental or Behavioral Health, TAG, Disability)
    • Note that comprehensive review of every non-completer in past 6 years indicates that these students share a profile specific to mental health, family disruption, and lack of resources and supports

Winter 2020

• Meet with Charter Schools to discuss District SIA sponsorship of Charters (Complete) (refer to ODE Charter School Guidance page for more details)
• Additional Student and Family Engagement for Student Success Act Focal Group Students:
  • Survey to all families with Disabilities (Complete)
  • Community Partner Engagement with Sheltering Silverton (Ongoing)
  • YouthTruth culture and wellness survey all staff, students 3-12, and parents (February)
  • ELD family engagement 1:1 (Ongoing)
  • ELD family engagement through Parent Resource Nights (Ongoing)
  • Focus Group for Staff working with Focal Group Students (counselors, student support advocates, Alt Ed) (Complete)
• District Leadership Team engaged ODE process for SIA Application completion. Refer to the ODE SIA Guidance Document Section 201 and ODE SIA Guidance Document Section 202 for complete details.
  • Review all engagement input (Complete)
  • Cluster input into focus areas (Complete)
  • Compare clusters against district data and CIP to check assumptions (Complete)
  • Consult Quality Education Model Recommendations for best practices to address identified needs (Complete). Refer to ODE SIA Guidance Document Section 208 for more information.
  • Consider allowable expense categories, ODE target outcomes, and focal group students to plan strategies and activities under SIA. (Complete by Feb. 10)

Spring 2020

• District Equity Team reviews SIA Application using District Equity Tool (In progress)
• District SIA Plan formally presented to Board (February 24^th)
  • Plan Presentation PDF: 2020 02 24 SIA Presentation.
• Public input opportunity (February 24^th-March 9^th)
• Board approval of SIA Application (March 9^th or April 13^th)
• ODE Submission no later than April 15^th

Example of the Process from Engagement Data to SIA Plan Inclusion

Our SFEA Leader Focus Group and Our Staff Online Survey identified the need for a new, standards-based and instructionally-aligned Reading Curriculum that provides consistent educator resources for students of varying needs, as well as professional development on effective reading and writing instruction for the early grades as a high priority. 

We looked at our District and Building SBAC data, Oregon Data Suite, and STAR Reading reports by subgroups specific to the ODE target of 3^rd grade Reading Proficiency.  SBAC data shows that while we continue to perform significantly higher than state average on this data point, 61% of our White students are meeting 3^rd grade reading targets, while only 18% of our ELD students, 37% of our students with disabilities, 24% of our Hispanic/Latino, and 35% of students who are experiencing poverty are meeting that target. 

We consulted our CIP and intended outcomes to ensure that this target is in alignment with the educator,  community, and board-approved focus and determine that it is a clear fit under focus area 1: “Every student will be on track to graduate every year.” 

We consult our strategies for improvement and identify that “Ensure pedagogy and standards-based curriculum integrates the respectful consideration of culture, disability, race, gender, and language with equitable learning supports and opportunities”  is a strong fit for this need area. 

We looked at the QEM recommendations which supports “highly coherent instructional systems of standards, curriculum frameworks, assessments, and course requirements” and “focusing resources on the early grades to build a solid foundation for later learning.”

We looked at allowable use categories and see that the area of Well-Rounded Education allows for “Developmentally appropriate and culturally responsive literacy practices K-3.”

We added as an activity item to be funded by SIA the adoption of a comprehensive culturally responsive, developmentally appropriate K-5 English Language Arts program and supporting teacher professional development. 

The equity team will apply the district Equity Tool to this activity to ensure that it is consistent with our district equity efforts.

Charts and Data Points for the above example:

ODE SIA Focal Group Measures Report

Grade 3 STAR Reading Outcomes