Our team recognizes districts and schools are in the midst of hard work - both pulling together the pieces of their Integrated Application while at the same time navigating the programs individually for the rest of the biennium. 

Work on the Integrated Application is in follow-up to deep community engagement and teams coming together in new ways to plan and engage in a needs assessment. As you’re working to finalize your plans and budgets for the March 1-31 application window, this monthly message offers the following information:

1. Action Item: Public Review and Board Approval
2. District Integrated Plan Board Presentation Template + Additional Resources to Support Aligning for Student Success
3. Monitoring & Evaluation Webinar Series 
4. Updated Data Sheets for Longitudinal Performance Growth Targets Coming Soon
5. Reminder - Apply to be a Quality Assurance and Learning Panelist 

Action Item: Public Review and Board Approval Ahead of Submission

Before the Integrated Application is submitted during the March 2023 submission window, the Integrated Application, inclusive of the plan and budget, must be posted to the applicant’s website and accessible in the applicant’s main office, presented to the governing board at an open board meeting with the opportunity for public comment (not a consent agenda item), and approved by the governing board. These steps are required by statute.

ODE has received some questions about what qualifies as public comment at an ‘’open meeting’’ and would meet these requirements. For clarity, you can: 

1. Allow real-time public comment during an open public meeting after the presentation of the plan
2. Allow access and input through electronic public comment with enough time for the public to have seen the plan and presentation prior to finalizing. 

To be extra clear, what will not work is, not having the plan posted, not having comment in a public meeting, and having electronic comment ahead of the presentation but before the public had a chance to see or respond to the plan. 

The intention is a meaningful opportunity for public comment to be heard before the plan is submitted to ODE.

The evidence that must be submitted with the application to meet the requirements listed above include:

• URL where application is posted on the applicant’s website, and
• Board meeting minutes showing the Integrated Application was orally presented by an administrator to, and approved by, the governing board. Note: Board minutes can be in draft form, they do not need to be approved board meeting minutes.

A few notes on board meeting minutes: 

• Board minutes must show the Integrated Application as a regular agenda item (not consent agenda) presented to the governing board with the opportunity for public comment. 
• If an applicant’s board minutes are in the form of a video recorded, the applicant must provide the time stamp(s) for the relevant items.
• For an Aligned Program Consortia, an application must be approved by each partnering applicant's governing board. Board minutes from each applicant’s presentation should be included with the application.
• For charter schools who are applying with their district for the Integrated Application, it is best practice to share the Integrated Application with the charter school’s governing board, but it is not required.

District Integrated Plan Board Presentation Template + Additional Resources to Support Aligning for Student Success

1. The District Integrated Plan Presentation Template was created as a resource for applicants to turn and adapt and use in presenting their Integrated Application as covered under the Integrated Guidance. 
2. Deep appreciation to those that were able to attend the Stay Ahead of the Curve: Setting Growth Targets, Progress Markers, and Considering Local Optional Metrics session last Friday. This session focused on the monitoring and evaluation framework under the Integrated Guidance. If you missed the presentation, we encourage you to take a look at the slides. 
3. Please see the new Aligning for Student Success Events and Recordings page to view upcoming webinars with registration links, as well as an archive of recordings from past webinars
4. Integrated application templates (including the K-6/K-8 and Virtual Charter templates) have been updated on our EII website to include all required attachments and assurances. In the updated versions, you’ll see some CTE Focus questions have moved into the general application section (as applicable). There is also one new question added to Well-Rounded Education, CTE Focus, which is “How will students from focal groups and their families learn about CTE course offerings and Programs of Study that are available?” At this time, we do not anticipate any other additions to the Integrated Application.  

Monitoring & Evaluation Webinar Series 

Thank you to everyone who has attended the Monitoring & Evaluation Webinar Series to date! If you missed either session, the first two are posted on our website: 

1. Session 1: Data in Context - Recording
2. Session 2: Setting Targets by Making Sense of the Mosaic of Data - Recording

Our final two sessions are quickly approaching. We encourage you to join if you can. And if not, the recordings will be posted on the EII Events and Recordings webpage about a week afterwards. 

1. Session 3: Local Optional Metrics: 2/1 4-5:30pm PST - Register here
   • Or copy and paste the link in your browser: tinyurl.com/mr4345e9 
2. Session 4: Deep Dive Workshop: Setting Growth Targets: 2/15 4-5:30pm PST - Register here
   • Or copy and paste the link in your browser: tinyurl.com/ypn9dbsx

Updated Data Sheets for Longitudinal Performance Growth Targets Coming Soon

The short of it: Be on the lookout for a notification email as well as a secure file transfer with Updated 5 Common Metric Data Sheets in late February or early March.

In preparation for the Longitudinal Performance Growth Targets (LPGTs) co-development and in response to newly released 4 year cohort graduation rates and 5 year cohort completion rates, ODE staff will be sending out data sheets for the five common metrics in the coming weeks. These data sheets will contain 5 years of data for each of the five common metrics (4 year cohort graduation rate, 5 year cohort completion rate, 9th grade on track rate, regular attender rate, and 3rd grade ELA proficiency rate) and will closely resemble the data sheets sent to you in November.

The goal of these data sheets is to have the most recent data, including a combined focal student group, to assist in the drafting of your LPGTs. The data will be in two formats: 1) PDF with graphic and chart displays that include only suppressed data for public presentations, and 2) a spreadsheet format with both suppressed and unsuppressed data for internal use. 

The data sheets will reflect the school and district groupings as submitted in the Intent to Apply. For example, if you are in an aligned program consortium with other districts, your data will be aggregated together. Independent charters will receive their own data sheets. Virtual charter school students will be removed from the aggregations for the school districts that sponsor these schools as these are excluded from LPGTs.

An important addition to the data sheets will be an aggregated student group called the Combined Focal Student group. This combined focal student group is the basis for Gap-closing Targets in the LPGTs. Students will be included in this group if they are a member of any of the following: Students Navigating Poverty (as newly defined using the State Board of Education adoption in December 2022 in OAR 581-014-001 using SNAP or TANF participation, Students Navigating Homelessness, Students Navigating Foster Care, and Migrant Students), Students with Disabilities, Emerging Bilingual Students, American Indian/ Alaska Native Students, Black/ African American Students, Hispanic/Latina/o/x Students, Native Hawaiian /Pacific Islander Students, Asian Students, Multiracial Students, Nonbinary Students, Students Recently Arrived, and Students with Experience of Incarceration or Detention.

Further communication and the secure file transfers will be sent directly to Superintendents/Directors and SIA point person.

Reminder - Apply to be a Quality Assurance and Learning Panelist 

ODE is still seeking panelists to serve on Quality Assurance and Learning Panels (QALP) - and we’ve extended the deadline to apply!

ODE will bring together, virtually, panels of people to review and affirm the work of ODE staff while increasing learning about the work being done in districts, charter schools, programs, and communities across the state of Oregon. This is a crucial step in service to the Student Success Act and other key programs tied to educational equity, and your time would support the quality review process to ensure these investments are supporting students across Oregon.

If selected, you would be asked to commit to one half-day (8:30am-12pm or 1pm-4:30pm) virtual meeting sometime between late March - June to review ODE's evaluation of up to four integrated applications. To be considered, submit a complete application no later than Monday, February 13th. Participation in the Quality Assurance and Learning Panel is voluntary and subject to public record. Panelist applicants will be notified of their selection in late February 2023 and we will work with you to make sure the scheduling of this half-day panel works for you.

Submit an application* to serve our students and help improve conditions, access and opportunities for young people in public education! If you have any questions please contact us at ODE.EII@ode.oregon.gov. 

*Or copy and paste this link in your browser: tinyurl.com/4d8weaj6

Important Dates and Action Items

Student Investment Account

If you have not yet submitted your SIA Quarter 2 Report, please make every effort to submit by January 31st!

Program Specific Updates

Early Indicator and Intervention Systems

EIIS grant recipients can now complete the 22-23 EIIS Reporting Form* for EIIS allowable expenses from the 2022-2023 school year. Claims can be applied to expenses made between July 1, 2022 and June 30, 2023. All EGMS claims and reporting forms must be submitted by August 15, 2023. 

*Or copy and paste the link in this browser: tinyurl.com/2p9xs5c2

ESSA Partnerships (CSI/TSI)

REMINDER: School districts with remaining ESSA Partnership Funds, which expire September 30, 2023, must submit a revised plan and budget to ODE that reflects service and support to focal students in identified schools. School and district leaders should collaborate on the review of data and community engagement input to inform their plan revisions. Click here to submit a revised plan and budget or copy and paste this link in your browser: tinyurl.com/yzrcr3xv. 

Please reach out to your EII point person should you have any additional questions.

High School Success

New Data Brief Examining Enrollment Trends Published

The High School Success Team is excited to announce the release of a new data brief, Falling Enrollment During the COVID-19 Pandemic. This brief looks at statewide trends in enrollment declines, examines student survey data reflecting the impact of the pandemic, and offers a number of resources for re-engaging and supporting students moving forward. This work is part of a series of data briefs. For questions, comments, or other feedback, please contact Isabella Jacoby.

FAQs

My district is a member of a CTE Consortium. How do I reflect my needs and priorities in my Integrated Planning and Budget Template for CTE?

During the community engagement and needs assessment process, the district may have, as an example, identified the following needs and strategies to address them:

• Develop a Health Science Program of Study over the next two years to meet local workforce needs
• Expand the current Welding Program of Study to include articulated college credit with the local community college
• Remove barriers for authentic work-based learning for focal students

The district should discuss the priority needs of the district with the CTE Regional Coordinator and in the regional consortia meetings to help inform the overall needs of the district. At this time there may be some ability to reach agreement about regional investment - but it may be too soon to commit the regional resources (as their application is due in June).

The district is welcome to list outcomes, strategies and activities to address their identified needs. If there have been some tentative agreements with the regional CTE consortium to allocate regional CTE funds, districts may indicate that with an X in the CTE column of the IPBT. If there is no agreement yet, that column should be left blank. There may be other funding resources that would be appropriate to address the need through braiding - that could be indicated by splitting the costs across those funding streams.

Districts that are members of a CTE Regional Consortium do not have the authority to allocate CTE/Perkins resources on behalf of the region. So having a dollar amount in that column would not be appropriate.

Highlighted Resources for the Month

Earlier this month, the Oregon Department of Education (ODE) proudly published Supporting Gender Expansive Students: Guidance for Schools. This guidance is grounded in the recognition, respect, affirmation, friendship, joy, belonging, and safety every human deserves - including the students, staff, and families that make-up our school communities. The main webpage offers tools for school staff, students, and families.