Strategic Plan & Results Dashboard

Adhering to the metrics listed, each school and District-level department will be responsible for including an action plan in their SIP or DIP, directly related to Marginalized students.

• Identify the goal(s).
• Develop the action plan.
• Evaluate the implementation of the plan and the quarterly results.
• Determine if adjustments are needed to the plan based on quarterly results.
• Communicate data to stakeholders and allow opportunity for input on the quarterly results of the plans.
• Ensure that the diversity of your team represents the community you serve.
• Disaggregate all data to evaluate for Black students and families.

ACADEMICS

COMMUNICATIONS & COMMUNITY RELATIONS

• Increased participation in community conversation and/or surveys.
• Increased access points for feedback (more offerings than surveys; i.e.,follow up emails, home visits, etc.)
• District-wide and school-specific input sessions to be done that involve all stakeholders (publish topics in advance, solicit ideas, provide agenda, and then summarize meeting in writing).
• Identify groups and ensure that there is representation at all input sessions, specifically families and community members from our Black community.
• Chat Session, a type of empathy interview, as the initial session to identify barriers and data (be specific about what works and what is not working in regards to participation).
• Follow-up sessions for assessing effectiveness of the systems.
• Provide ongoing professional conversations to allow all staff to internalize the importance of having an ethnic and racial equity lens in communication.
• Create sustainable systems (i.e. train counselors to advocate for students) to ensure that all staff are trained in equity and anti-racism. All staff will be a voice and an ear for students who need them the most.

Each school and District-level department will be responsible for including an action plan in their SIP or DIP, directly related to Marginalized students. 

• Identify the goal(s).
• Develop the action plan.
• Evaluate the implementation of the plan and the quarterly results.
• Determine if adjustments are needed to the plan based on quarterly results.
• Disaggregate all data to evaluate for Black students and families.
• Communicate data out to stakeholders and allow opportunity for input on the quarterly results of the plans.
• Ensure that the diversity of your team represents the community you serve.
• Adopt a research-based, district-wide equity screener.

SCHOOLS

ACADEMICS

COMMUNICATIONS & COMMUNITY RELATIONS

• Increase participation of Black students in programs like TAG and AP offerings, ASB, and culturally specific clubs.
• Create systems for which historically silenced populations are part of the decision-making process.
• Specifically identify Black voices to measure levels of trust and to rate positive experiences.

COMMUNICATION

Each school and District-level department will be responsible for including an action plan in their SIP or DIP, directly related to Marginalized students. 

• Identify the goal(s).
• Develop the action plan.
• Evaluate the implementation of the plan and the quarterly results.
• Determine if adjustments are needed to the plan based on quarterly results.
• Disaggregate all data to evaluate for Black students and families.
• Communicate data to stakeholders and allow opportunity for input on the quarterly results of the plans.
• Ensure that the diversity of your team represents the community you serve.
• Prioritize the act of “follow through” in the cycle of communication to honor the time and input by all.

SCHOOLS

ACADEMICS

COMMUNICATIONS & COMMUNITY RELATIONS

• Give dual pathways for parents and district/schools to communicate in preferred languages.
• Provide multiple pathways for parents to reach out to RSD schools and departments.
• Publish meeting notes and/minutes on public forum for accountability.

Establish shared definitions for Culturally Responsive Teaching.

ACADEMICS

• Shared definition of Culturally Responsive.

Establish a baseline. Do our stakeholders currently view our teaching practices as culturally responsive?

• Baseline data established.

Establish a process to ask this every year to track year over year data; include in the CEE survey.

• Standardized questions established for annual stakeholder survey.

Establish a process to annually listen and learn "live" with stakeholder groups to hear the actual voices of our community, with an equity lens on who our stakeholders are.

• Annual stakeholder "listen and learn" sessions are completed and stakeholder feedback captured.

Establish student exit survey to determine why students "leave" school.

• Survey results collected and presented annually.

Establish a baseline of student perception of their current level of voice and choice.

ACADEMICS

• Baseline of student perception about voice and choice established.

Increase student voice and choice in their educational experience.

• Clear evidence that student voice and choice have increased and that student response is representative of our student population.

Establish a way to measure student voice and choice year over year.

• Standardized questions established for annual student survey. If insufficient evidence of student response, then re-open and re-communicate the survey.

Ensure addition of electives or choice, especially equity in PE, art, music offerings in elementary.

• Additional elective choices added to course catalogs at secondary, and choice coursework added at elementary. Full time PE and music in elementary.

ELIMINATE CONTROL/ COMPLIANCE AS PROOF OF LEARNING

Establish equitable grading practices and accompanying communication strategy to families.

ACADEMICS

• District-wide grading policy established, adopted as Board policy, and communicated to families.

Separate "will" from "skill" in feedback.

• Academic grading limited to information about mastery of curricular content.

Stop issuing summative grades for formative assessment.

• Feedback about other student behaviors given separately or not at all.

Establish clear success criteria (i.e. rubrics) for summative grading across a variety of assessment formats.

• Clear success criteria established for all summative grading opportunities.

CURATE CURRICULUM

Add ethnic studies coursework at all grade levels.

ACADEMICS

• Ethnic studies courses offered at all secondary schools, and at elementary, incorporate ethnic studies into units of study.

Supplement adopted curricular materials with culturally responsive texts.

• Culturally responsive texts adopted.

Ensure curricular materials present multiple perspectives on content.

• Scope and sequence documents established, ensuring multiple perspectives in all content areas.

Implement social justice, multicultural education, and ethnic studies in curricular content and enhance cross-curricular approach.

• Scope and sequence documents established, infusing social justice, multicultural education, and ethnic studies in all content areas.

Form standing Wellness Committees at all levels – Elementary, Secondary, & Staff Wellness Committees.

STUDENT & FAMILY SERVICES​​​​

COMMUNICATIONS & COMMUNITY RELATIONS

• Formation of a committee with elementary, secondary, and staff representation

Review/revise Board policies and federal and state guidelines related to student and staff wellness. Review and offer recommendations to the Policy Review Committee.

• Meeting minutes of the Wellness Committee that reflect a review and revision of Board policies and federal/state guidelines.

Revise Board policies related to student and staff wellness.

• Meeting minutes of the Wellness Committee that reflect a review and list of recommendations to the policy review committee.

With stakeholder input, draft a Wellness Policy Guide aligned to the revised Board policies related to student and staff wellness.

• Completion of a Wellness Policy Guide.

Over the next five years, periodically survey student, staff, and family (parent/guardian) stakeholder groups and review Oregon Healthy Kids Survey results.

• Committee develops a survey and annual survey schedule.

Ensure Wellness Committee meets quarterly every year.

• Schedule of committee meetings and minutes that reflect quarterly meetings.

Build an action plan to commit to improving student, family, and staff wellness. Make other and online resources available.

• Wellness Action Plan

Build a rubric for culturally responsive practices.

ACADEMICS

• Rubric.

Utilize PLCs, staff meetings, and conferences to measure implementation of the PD offerings.

SCHOOLS

• Conferences/Book Study.
• Data Review – adult and student data meeting minutes.

Develop and implement an effective coaching and mentoring model that provides ongoing support to staff.

HUMAN CAPITAL MANAGEMENT

ACADEMICS

• Provide dual pathways for parents and district/schools to communicate in preferred languages.
• There will be multiple pathways for parents to reach out to RSD schools and departments.
• Publish meeting notes and/minutes on public forum for accountability.

Design a professional development tracking form for all staff in every department that outlines a professional development pathway focused on equity, safety, instructional practices, and organizational culture. Create a PD Map by position designed for all staff from start date to retirement differentiated by skill for all positions.

• Results from the professional development tracking.
• Development of professional development guide, including registration and participation.

SIP/DIP plans have a clearly articulated implementation plan for professional development specific to culturally responsive practices.

SCHOOLS

ACADEMICS

• SIP/DIP plans.

Articulate professional development standards.

HUMAN CAPITAL MANAGEMENT

ACADEMICS

• Adopted standards.

Design a standardized feedback form to measure the quality of delivery and content of all PD

• Standardized PD feedback form.

Departments and schools will examine and derive SIP/ DIP action steps from community and staff perception survey results annually.

SCHOOLS

ACADEMICS

• Documentation of data and steps taken.

All staff who exit RSD will complete a feedback form focused on organizational improvement.

• Exit survey data.

Review existing policies, resources and practices with a culturally responsive lens to eliminate systems of racism and oppression in areas including, but not limited to: Recruitment, Selection/Hiring, Evaluation, and Coaching.

HUMAN CAPITAL MANAGEMENT

• Recruitment and Hiring Data.