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An Important Update on Longitudinal Performance Growth Targets (LPGTs)
As part of the SIA, the Student Success Act requires SIA grantees and ODE to co-develop LPGTs for five common metrics - regular attendance, third grade reading, ninth grade on-track, four year graduation, and five year completion.
This requirement was released by the legislature for the 2020-21 school year. ODE and the SIA team understand that we hold, as do all SIA grantees, a significant responsibility to steward these new public funds and demonstrate progress and integrity in meeting the law’s aims and intent. At the same time, the overall volume of challenges in school and district administration and the limitations of some data that shape the common metrics are real and present.
Over the past few months, the SIA team has been grappling with how to meaningfully implement Longitudinal Performance Growth Targets or LPGTs in the 2021-23 biennium to meet the statute requirements, while also being responsive to what data is available and the continuing impacts of COVID-19 on the data.
This message aims to provide additional context about LPGTs and the plan for LPGTs for this biennium, knowing for many this information hasn’t been at the forefront of your planning or thinking.
Context
In the Common & Customized Framework guidance developed in December 2019, ODE shared how SIA grantees would need to develop baseline, stretch, and gap closing targets for each of the five common metrics. In preparation for districts and charters establishing their LPGTs, ODE provided each district and charter school with suppressed and unsuppressed data visualizations with historical data from the past five years for the five common metrics as a tool to support their draft thinking.
Districts and charters were able to share their draft thinking for LPGTs when submitting their initial and full SIA application in spring 2020. However, during the August 2020 special session, before co-development could begin, the LPGTs were formally released for the 2020-21 school year, meaning that SIA grantees were not required to develop nor track LPGTs in the first year of SIA implementation. Now, amidst COVID-19, some relevant LPGT data hasn’t been collected over the past year and/or reflects a different picture than pre-COVID when five year historical data and data visualizations were shared with grantees to support the development of LPGTs.
Direction for implementing LPGTs for the 2021-23 biennium.
The SIA team, in collaboration with ESD liaisons, will support and require that districts and charter schools move through the co-development process of LPGTs. ODE will work with district and charter teams to establish baseline, stretch, and gap closing targets for each of the common metrics. The aim of this co-development effort is to create meaningful opportunities for grantees to re-analyze current data, center focal student groups, and support public transparency and learning, while not being penalized for complexities in the current data available.
While LPGTs will be developed for this biennium, ODE will not apply a formal accountability framework or put forward any kind of corrective action related to LPGTs in this biennium.
This means that co-developed LPGTs will not be inserted into grant agreements or amendments for this biennium. They will need to be documented in submissions to ODE and posted to grantee websites alongside SIA plans and budgets. ODE believes this best serves the needs of grantees, students, and communities, while adhering to statutory requirements and intent. It allows for an opportunity to coach grantees through the co-development of LPGTs while not holding them fully accountable to the growth made toward those targets as part of the coaching and learning process. Our best hope is that creates the right pathway to meaningful targets being in place through the planning process and full application cycle that will happen in the 2022-23 school year.
In the coming weeks, the SIA team will share more about the specific process for co-developing growth targets for this biennium. In the meantime, if you have specific questions about LPGTs, please reach out to SIAinfo@state.or.us.
Third Period Progress & Annual Reporting Office Hours
As a reminder, the SIA team continues to host office hours to support grantees in the completion of the Third Period Progress Report and Annual Report. We have opened up additional sessions for the month of September which are designed to address individual grantee questions and provide technical assistance on the reporting dashboard. Below, you will find links to register for upcoming office hours. Please note, additional dates will become available as the November 30th due date, for those with summer extensions, approaches.
Summer Extensions
The last day to spend SIA monies for those with a summer extension is September 30, 2021. Unfortunately, we are not able to allow any expenditures outside the grant end date. All items must be received, or work completed prior to the end of the performance date. If you have any questions, please reach out to SIAinfo@state.or.us.
All students have psychological needs--needs of belonging, competency, and agency--that impact learning and motivation. Elevating student voice is a key strategy for proactively supporting psychological needs as it demonstrates to students that their perspectives matter. Traditional methods for elevating student voice, however, have tended to engage only a few students (leadership, school council, honor roll, etc.) -- often those students for whom the education system already serves and whose psychological needs are already being met.
Therefore, for student voice strategies to be effective mental health promotion tools, they must reach focal student groups whose voices have historically been silenced and for whom the education system has underserved. Such a strategy allows focal group students to transform the sense of powerlessness, hopelessness and invisibility they experience--in and outside of school--into control over an aspect of their lives, resulting in a sense of agency with profound mental health impacts.
This Student Voice Report outlines some key considerations for equitably engaging student voice:
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Transform “open invitation” approaches into direct, proactive recruitment methods that seek out diverse candidates and reach new voices:
- For participation on student governing bodies or councils, journalism, student-led conferences, youth-led participatory action research, and personalized learning
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Ensure diverse student voting power (not simply advisory power) on student governing boards like school, district or state boards
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Involve diverse students in the design of student voice elicitation methods like student surveys, and include them in analyzing disaggregated data by student groups
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Facilitate diverse perspectives on issues of student importance in school media platforms (newspapers, youtube channels, etc.) by granting autonomy for student content selection, editing decisions, and content release
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Create opportunities for diverse youth-led participatory action research where youth develop a research question about an equity issue, plan data collection, collect and analyze data, and present findings and recommendations to a decision-making body
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Please send any questions or comments to SIAInfo@state.or.us.
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