Vision Every student graduates with the knowledge and courage to learn, serve, and pursue their dreams. Mission Excellence, Every Student, Every Day. Strategic Plan HRCSD Strategic Plan Website ODE Supplemental Questions HRCSD CIP Supplemental Questions HRCSD Needs Assessment What data did our team(s) examine? ● ELA and Math Achievement and Growth on State Assessments. ● ELA growth and achievement on District Level Data Sets for Literacy and Math (DIBELS, SRA, IReady, etc.) ● 4 Year Graduation Rates ● 5 Year Completer Rates ● Dropt Out Rates ● 9th Grade On Track Rates ● Oregon Healthy Teen Survey Results ● Attendance (Not Chronically Absent) ● Discipline (Type, Location, Exclusionary) ● Teacher Self-Assessment and Evaluation Data ● ORIS Leadership Level Systems Health Framework How did the team examine the different needs of all learner groups? How were inequities in student outcomes examined and brought forward in planning? What needs did our data review elevate? All Data listed above was examined by whole group, grade level, and by student population groups. Much time was given for individuals, groups, and the whole to discuss probably root causes and ideas for improvement for student populations that show a significant lack of achievement and/or growth compared to other peer groups. How were stakeholders involved in the needs assessment process? Stakeholders were engaged through the Federal Programs Needs Assessment Meeting where we analyzed almost all of the data listed above. They were also engaged through each school building’s Continuous Improvement Planning process which is informed by each school’s certified and classified staff as well as their Site Councils. Also, our Superintendent held several in person listening sessions and asked for staff and community input via a survey this fall.
Which needs will become priority improvement areas?
● Hispanich Student Achievement -- English Language Arts
● Hispanic Student Achievement -- Mathematics
● All Students -- Regular Attendance
Contextual Narrative Hood River County School District has been working under its current strategic plan(CIP), HRCSD Vision 20/20, for the past 6 years. The goals for the current plan end at the end of the 19/20 school year. With that in mind, our CIP might look a little different than most because of the unique timeline challenges we face with the concurrent timeline with ODE’s CIP expectations. We will be participating in a thorough process to create new 5 year Strategic Plan which will be concluded in the spring of 2020. We will update our CIP with ODE at that time. HRCSD Main Focus Area Academic Goals Collective Commitments: ● EstablishHighExpectationsforAchievementandPersonalGrowthforEach Student. ● Identify,Teach,andAssessStudentLearningTargetsAlignedtoState Standards. ● UtilizeResearch-BasedBestPracticesforDesigningandDeliveringInstruction. ● Identify,InterveneandMonitortheProgressofStrugglingStudentsEarly,With Great Intensity, and for as Long as it Takes. GOAL: The percent of Hispanic/Latino students in HRCSD who meet or exceed the state benchmark level in English Language Arts will increase. 2018-19 2019-20 2020-21 2021-22 38.20% 39.50% 41.00% 43.50% Progress Monitoring Plan Elementary -- We have a robust elementary literacy RTIi system. As part of this system, all K-5 students are assessed using the DIBELS testing protocols in the fall, winter and spring. The information from these assessments is used to place students into reading intervention groups. All students who are placed into reading intervention as progressed monitored on a regular basis to determine instructional needs and growth areas. We also test all students in this grade span in either the SRI or STAR assessments. Secondary -- We have just begun an RTIi system at the secondary level. All students are given the Scholastic Reading Inventory in grades 6-9 in the fall, winter, and spring. These scores are used as part of our screening systems for reading intervention student placement. We also assess all student’s reading skills who are placed in intervention classes using the iReady Diagnostic 3 times per year. The information from this assessment is used to determine the specific instructional needs of each student in the intervention classes to help with grouping and instructional priority decisions. ● OSAS ELA assessment data is also analyzed annually to determine systemic instructional needs ● All schools participate in Professional Learning Communities (PLCs) where teachers collaborate to discuss the instructional growth and needs of their students. Literacy is the main focus of almost all of our PLC teams. GOAL: The percent of Hispanic/Latino students in HRCSD who meet or exceed the state benchmark level in English Language Arts will increase. 2018-19 2019-20 2020-21 2021-22 24.70% 26.50% 28.00% 29.50% Progress Monitoring Plan ● All K-8th grade students are given the iReady Math Diagnostic in the fall, winter, and spring. These scores are used as part of our screening systems for reading intervention student placement. The information from this assessment is used to determine the specific instructional need of each student in the intervention classes to help with grouping and instructional priority decisions. ● OSAS ELA assessment data is also analyzed annually to determine systemic instructional needs ● All schools participate in Professional Learning Communities (PLCs) where teachers collaborate to discuss the instructional growth and needs of their students. Literacy is the main focus of almost all of our PLC teams. STRATEGIES
A. Collaboratively refine and implement a meaningful, growth-oriented professional evaluation system for all licensed
B. Establish a culture of college and career in all schools.
C. Implement the AVID (Advancement Via Individual Determination) program to ensure students, regardless of their race or economic background, are prepared for college and career.
D. Increase the opportunities for all students to earn college credit while in high school.
E. Every licensed staff member will work collaboratively in Professional Learning Communities (PLC) to align curriculum, instruction and assessment practices to agreed-upon priority standards.
F. Implement curriculum renewal processes on the state-approved adoption schedule and identify district-wide priority standards, instructional strategies, professional development needs, and common assessments.
G. Develop clearly articulated curriculum maps in core content areas that communicate what students should know and be able to do at each grade level.
H. Ensure K-5 teachers are supported to implement a research-based core curriculum with fidelity in reading and math.
I. Every licensed staff member will work collaboratively in Professional Learning Communities (PLC) to identify and share best instructional practices.
J. Evidence of sheltered instruction and language development will be evident across all classrooms.
K. Implement and scale up K-12 Spanish language immersion programming.
L. Implement and scale up integrated Science, Technology, Engineering, Arts, and Math programming (STEAM).
M. Every licensed staff member will collaboratively develop and use formative and interim assessments in Professional Learning Communities (PLC) to identify and monitor individual student progress.
N. Each school will implement a data-driven Response to Intervention (RTI) system.
O. All students will be regularly and efficiently screened to ensure they are on target for grade-level expectations in literacy and math.
P. Students below benchmark will receive additional, research-based interventions.
Q. Below benchmark student progress will be monitored regularly.
R. Interventions will be intensified based district-wide decision-rules.
S. RTI/PBIS teams will meet to review student progress and make decisions using student growth data.
School Climate Goal Collective Commitments: ● Ensure students are safe, known and accepted. GOAL: The percent of students who attend school, at least 95% of the time will increase
(state standard is 90%).
2018-19 2019-20 2020-21 2021-22 59.90% 61.50% 63.00% 64.50% Progress Monitoring Plan Attendance is monitored weekly through reports being sent to administrators which indicate which students are below the 95% threshold for attendance. There are a series of tiered communication letters sent home to parents/guardians who have students with attendance concerns. At a certain point, our School Resources Officer and Superintendent get involved in communication with families after the schools have exhausted their many different intervention options. STRATEGIES
A. Implement School-wide Positive Behavior Support (PBS).
B. Pro-social skills, including a focus on decreasing bullying and illicit substance use, will be taught and reinforced.
C. Staff in every school will be trained in Collaborative Problem Solving (CPS) to assist students needing intensive behavior and emotional support.
D. Ensure prevention and crisis response systems are effective, practiced, and always improving.
E. Each school will implement a data-driven Response to Intervention (RTI) system. F. Students below benchmark will receive additional, research-based interventions. G. Below benchmark student progress will be monitored regularly.
H. Interventions will be intensified based district-wide decision-rules.
I. RTI/PBIS teams will meet to review student progress and make decisions using student growth data.
Last Modified on December 3, 2019