Lane ESD Strategic Plan

Documents

Five Bold Steps

Step 1

Creating and Implementing Innovative Initiatives that Directly Impact or Influence Student Success

Goal 1: Increase the number of students successfully transitioning between levels (P-20).

Objective 1.1 – Collaborate with the Early Learning Alliance, community-based agencies/ partners, and the Connected Lane County’s Early Learning Bridge (P-8) to: 1) support the implementation early literacy/numeracy programs in pre-schools, 2) support the implementation kindergarten readiness programs and activities (for example, KITS), 3) support districts to implement K-3 reading programs (2015-16), and 4) support the development and implementation of K-3 extended learning opportunities.

Actions and Outcomes

  1. Continued participation on the the successful transitioning of PK students into Kindergarten and school‐age Early Learning Alliance Governance Consortium and the Connected Lane County/RAC’s Early Learning Bridge.
    • Outcome: Periodic and annual reports to the Board on Early Learning Alliance (HUB) and Early Learning Bridge activities and outcomes.
  2. Collaboration with the Early Learning Alliance to provide literacy, numeracy, and behavior supports/professional development for pre‐school providers and K‐3 teachers.
    • Outcome: Number of trainings, participants and support activities.
  3. Support Lane County districts to improve student achievement on the Kindergarten Readiness Assessment (KRA) and First Grade EasyCBM. (*Connected Lane County Metric Data).
    • Outcome: Baseline 2014 data (1) KRA and (2) 1st grade EasyCBM.

 

Objective 1.2 – Continued collaboration with the Elementary to Mid Bridge (6-14), UO, and component districts to provide professional development and supports to improve instruction in mathematics through Lane ESD’s mathematics programs (Lane Ignite K-5 and Fuel Lane 6-10).

Actions and Outcomes

  1. Continued participation on the Connected Lane County/ RAC’s Elementary to Mid Bridge (6‐14).
    • Outcome: Periodic and annual reports to the Board on Early Learning Bridge activities and outcomes.
  2. Collaboration with the University of Oregon and district partners to provide math content, application and assessment professional development and follow‐up classroom supports for K‐5 and 6‐ 10 teachers.
    • Outcome: Number of trainings and participants and follow‐up activities (K‐5) (6‐10).
  3. Support Lane County districts to improve student achievement in mathematics as measured by 5th grade OAKS and 3rd grade EasyCBM. (*Connected Lane County Metric Data).
    • Outcome: Baseline June 2014 data (1) 5th grade math – 57.9%, and (2) 3rd grade math ‐ 59.7%, meeting/exceeding OAKS benchmarks.

 

Objective 1.3 – Support increased access/opportunity for students in pilot middle schools to explore career and college aspirations (collaboration with Connected Lane Pathways, Lane Community College, and Education and Policy Improvement Center).

Actions and Outcomes

  1. Continued participation, coordination, and infrastructure support for the Connected Lane Pathways grant activities focused on increased access/opportunity for students in pilot middle schools to explore career and college aspirations.
    • Outcome: Periodic and annual reports to the Board on Connected Lane Pathways grant activities and outcomes.
  2. Continued collaboration with Lane Community College, University of Oregon, EPIC, and local districts and community partners to develop college and career aspiration curriculum modules for pilot middle schools.
    • Outcome: Four career aspiration curriculum modules developed by June 2015 and piloted in 2‐13 middle schools.
  3. Support pilot schools and Lane County districts to implement college and career aspiration curriculum modules.
    • Outcome: Periodic Interview and Surveys of middle school students to assess increased/access to college and career aspirations.

 

Objective 1.4 – Support the implementation of the Closing the Achievement GAP for African American Students Grant (LEAP) to help improve student achievement for middle school students and engage parents and community in Lane County.

Actions and Outcomes

  1. Provide the infrastructure and collaborate with the community and school district partners to implement the Closing the Achievement GAP for African American Students (LEAP) Grant.
    • Outcome: Periodic operation/infrastructure updates and Final Report (June 2015) to the Board on grant activities and outcomes.
  2. Develop and implement activities that (1) strengthen ties between home, school, and community, and (2) build innovative programming to close the opportunity gap for African American students, and (3) provide evidence‐based training and outreach for families, educators, and communities entities that support closing gaps for African American students.
    • Outcome: Final Report (June 2015) submission to the ODE. Data includes (1) number of students participating in grant activities, (2) description of innovative programming, and (3) number and participants of training and outreach activities.

 

Objective 1.5 – Support the implementation of Lane County Youth Gang Prevention Grant in collaboration with community partners to provide mentor/mentee experiences for middle school youth that may be exposed to or impacted by gang activities.

Actions and Outcomes

  1. Provide the infrastructure supports and collaborate with the community and school district partners to implement the Lane County Youth Gang Prevention Grant.
    • Outcome: Periodic operation/infrastructure updates and Final Report (June 2015) to the Board on grant activities and outcomes.
  2. Develop, coordinate, and implement activities that support the community partners and four local districts to (1) implement mentor/mentee experiences for middle school students, (2) develop protocols for referral matches, and (3) support and augment the mentor trainings in the context of students that may be exposed to or impacted by gang activities.
    • Outcome: Final Report (June 2015) submission to the ODE. Data includes (1) number of students/mentors participating in the mentor program, (2) mentor trainings, and (3) baseline (February 2015) academic performance and discipline data and final Report (June 2015) academic performance and discipline data.

 

Objective 1.6 – Collaborate with local districts, Lane Workforce Partnership, and community-based agencies to develop, implement and/or support extended learning opportunities (extended day, summer, before/after school) for students (P-12).

Actions and Outcomes

  1. Continued participation with industry groups, Lane Workforce, post secondary institutions, and local districts to implement and support extended learning opportunities.
    • Outcome: Periodic and annual reports to the Lane ESD Board and Connected Lane County/RAC’s Mid to High Bridge and High School to College/Career Bridge.
  2. Collaborate with State and community partners to provide extended learning opportunities for underserved and students with disabilities.
    • Outcome: Review extended learning opportunities activities and review participation data for middle and high school students with disabilities and underserved students.
  3. Support Lane County districts to increase High School student participation in college and career extended learning activities.
    • Outcome: Baseline 2015 data (1) events/activities, and (2) student participation.

 

Objective 1.7 – Support the continued collaboration with the Lane Community College staff/administrators, Superintendents’ Council, and the Mid to High Bridge (12-18) to identify strategies that would reduce the number of Lane County high school graduates required to take developmental (remedial) courses in mathematics and language arts that prepare students for college level work at Lane Community College.

Actions and Outcomes

  1. Continued participation on the Connected Lane County/ RAC’s Mid to High Bridge (12‐18) and participate on the Superintendents’ Council sub-committee to meet with Lane Community College administrators and staff to identify strategies to reduce the number of Lane County school districts’ graduates required to enroll in remedial courses (mathematics and language arts) at Lane Community College.
    • Outcome: Periodic and annual reports to the Board on Mid to High Bridge activities and outcomes, and subcommittee progress.
  2. Lane Community College will review the developmental courses and placement tests/process in collaboration with Lane County school districts.
    • Outcome: Lane Community College will reorganize the developmental courses and implement new placement tests/process by June 2015.
  3. Support the Superintendents’ Council and Lane Community College to reduce the number of Lane County school districts’ graduates required to enroll in remedial courses (mathematics and language arts).
    • Outcome: 2013 baseline data 76% ‐ remedial enrollment Lane County/Lane Community College.

Goal 2: Increase the number of high school students accessing college credit programs or college options, accelerative learning opportunities, career pathways, and participating in meaningful life/independence transition programs.

Objective 2.1 – Continued collaboration with the Mid to High Bridge (12-18), LCC, UO, and component districts to develop and implement early college, college options (for  example, ECCO) and accelerative learning opportunities that would increase the number of high school students earning college credit in high school.

Actions and Outcomes

  1. Continued collaboration with the Mid to High Bridge (12‐18), Lane Community College, University of Oregon, and component districts to develop and implement early college, college options and accelerative learning opportunities for high school students.
    • Outcome: Periodic and annual reports to the Board on the progress on developing and implementing early college, college options and accelerative learning opportunities for high school students
  2. Continued collaboration with Lane Community College, University of Oregon, and Lane County school districts to develop professional learning communities (PLC) of educators bridging the secondary – post secondary transition to address issues of accelerated college credit and developmental education.
    • Outcome: Establish a working pilot professional learning community (PLC) by June 2015.
  3. Support the Mid to High Bridge (12‐18), Lane Community College, University of Oregon, and component districts strategies to increase the number of high school students earning college credit in high school.
    • Outcome: 2014 Baseline data– number of students earning college credit in high school and the number of credits (*Connected Lane County Metric Data).

 

Objective 2.2 – Collaborate with component districts, LCC and UO, and community-based agencies/ partners to provide programs or services that improve students attendance, and motivation and aspirations (for example, ASPIRE, and NAACP - Stay in School, Youth Transition Program - YTP).

Actions and Outcomes

  1. Continue to collaborate with component districts, Lane Community College and University of Oregon, and community‐based agencies/ partners to provide programs or services that improve student attendance and motivation/aspirations.
    • Outcome: Periodic and annual reports to the Board on the programs or services that improve student attendance and motivation/aspirations.
  2. Support districts with programs to improve student attendance and motivation/aspirations by participating in Career and Technical Education, Youth Transition programs and the Connected Lane Pathways grant.
    • Outcome: Review programs to improve student attendance and motivation/aspirations to college/career, review student participation data, and collect high school completion, post secondary enrollment, employment successful internships and community based experiences.
  3. Support component districts, Lane Community College and University of Oregon, and community‐based agencies/ partners to provide programs or services that improve student attendance and motivation/aspirations.
    • Outcome: Review component districts, Lane Community College and University of Oregon, and community‐based agencies/ partners programs to improve student attendance and motivation/aspirations to college/career, review student participation data, and collect high school completion, post secondary enrollment, employment successful internships and community based experiences. Baseline data – June 2014 (student attendance – 89% attend 90% school days)

 

Objective 2.3 – Collaborate with component districts, post secondary (LCC and UO), and industry partners to develop Career Technical Education (CTE) Career Pathway programs to improve rigor, high school retention, and successful student transitions.

Actions and Outcomes

  1. Continue to collaborate with component districts, post secondary (Lane Community College and University of Oregon), and industry partners to develop Career Technical Education (CTE) Career Pathway programs.
    • Outcome: Periodic and annual reports to the Board on the development of Career Technical Education (CTE) Career Pathway programs.
  2. Compile data with districts, industry, and post secondary partners to ensure all CTE programs of study are providing rigorous academic, employability, technical and job ready skills for students.
    • Outcome: Compile baseline data for CTE concentrator data in Reading, Math, Writing and Technical skills for 2013‐14.
  3. Support the component districts, post secondary (Lane Community College and University of Oregon), and industry partners to improve rigor, high school retention, and successful student transitions.
    • Outcome: 2014 Baseline data – high school retention (9% drop out) and successful student transitions.

 

Objective 2.4 – Continued collaboration with Lane Workforce Partnership, LCC and UO to support regional career focused programs and activities by increasing communication between education, community, and industry, such as Future Workforce Series, Construction Utility Career Day, Youth Training in the trades (apprenticeships), Health Professions Academy, and Culinary Challenge events.

Actions and Outcomes

  1. Continued collaboration with Lane Workforce Partnership, Lane Community College and University of Oregon to support regional career focused programs and activities.
    • Outcome: Periodic and annual reports to the Board on the collaboration with Lane Workforce Partnership, Lane Community College and University of Oregon to support regional career focused programs and activities.
  2. Provide and communicate opportunities for students and teachers on college and career readiness Lane County events.
    • Outcome: Collect data on events and student participation.
  3. Support Lane Workforce Partnership, Lane Community College and University of Oregon to support regional career focused programs and activities by increasing communication between education, community, and industry.
    • Outcome: Periodic and annual reports to the Board, Lane Workforce Partnership, Lane Community College and University of Oregon Periodic Lane Workforce Partnership, Lane Community College/ University of Oregon, and Connected Lane County’s Bridges on increased communication between education, community, and industry.

 

Objective 2.5 – Support increased access and transition opportunities (and aspirations for college and career) for students in middle and high schools through contextualized learning in mathematics and language arts in CTE Revitalization grants’ programs.

Actions and Outcomes

  1. Collaboration with middle and high school representatives and industry/community partners to provide professional development on contextualize application of mathematics and English Language Arts lessons for teachers participating in the STEAMOn, Health Careers Pathway and Construction/Engineering Grants.
    • Outcome: Periodic reports to the Board and industry/community partners on the professional development activities for participating teachers.
  2. Support school districts and teachers to implement/utilize contextualized learning lessons in the classroom.
    • Outcome: Baseline data 2015 ‐ # of follow‐up trainings and support activities and # of participants.
  3. Support school districts in providing students with contextualized learning activities and opportunities at local and regional level.
    • Outcome: Baseline data 2015 – (1) student data on college and career readiness, (2) high school completion, (3) dual credits earned, and (4) successful transition to college or a career.

 

Objective 2.6 – Continued collaboration with component districts, Connected Lane County, Lane Community College, and the Education and Policy Improvement Center to implement the Connected Lane Pathway’s career/college aspirations activities, eportfolio development, and college credit options for secondary students.

Actions and Outcomes

  1. Continued coordination support for the Connected Lane Pathways grant activities focused on career/college aspirations, e‐ Portfolio development, and college credit options for secondary students.
    • Outcome: Periodic and annual reports to the Board on Connected Lane Pathways grant activities and outcomes.
  2. Continued collaboration with Lane Community College, University of Oregon, EPIC, and local districts and community partners to develop credit‐bearing Career and College Readiness Capstone course(s).
    • Outcome: Credit‐bearing Career and College Readiness Capstone course(s) developed by June 2015.
  3. Continued collaboration with Lane Community College, University of Oregon, EPIC, and local districts and community partners to develop an E‐Portfolio system for linking and documenting student college and career activities for middle and high school students.
    • Outcome: E‐Portfolio system for linking and documenting student college and caree activities developed by June 2015.

 

Objective 2.7 – Continued collaboration with component districts, High School to College/Career Bridge (16-22), Lane Community College, and UO to develop implement Professional Learning Communities (High School, LCC and UO instructors) to design college-level course options for high school students.

Actions and Outcomes

  1. Continued coordination and participation in the Connected Lane Pathways grant activities to develop and implement Professional Learning to design college‐level course options for high school students.
    • Outcome: Periodic and annual reports to the Board on Connected Lane Pathways grant activities and outcomes.
  2. Continued collaboration with Lane Community College, University of Oregon, High School to College/Career Bridge, and Lane County school districts to design college‐level course options for high school students.
    • Outcome: Develop and pilot college‐level course options for high school students by September 2015.
  3. Participate and support the High School to College/Career Bridge, Lane Community College, University of Oregon, and Lane County school districts to implement PLC strategies that lead to an increased number of college‐level course options for high school students.
    • Outcome: Participate and support the High School to College/Career Bridge, Lane Community College, University of Oregon, and Lane County school districts to implement PLC strategies that lead to an increased number of college‐level course options for high school students.
    • June 2015 – Number of college‐level course options.

 

Objective 2.8 – Continued collaboration with the component districts’ special education directors and community agencies to develop/provide academic and career/vocational planning that will lead to meaningful life/independence transition programs for students with disabilities.

Actions and Outcomes

  1. Collaborate with ODE’s Transition Network Facilitator to provide training and technical assistance to districts’ Special Education staff to implement the Governor’s Executive Order addressing the significant shift from Sheltered Work experiences to meaningful life/independence community employment for transition students with disabilities.
    • Outcome: Periodic and annual reports to the Board on the number of trainings and technical assistance.
  2. Collaborate with districts’ Special Education Directors to place and support transition students with disabilities in meaningful life/independence community employment.
    • Outcome: Periodic and annual reports to the Board on the number transition students placed in meaningful life/independence community employment and measures of success.

 

Goal 3: Increase the number of high school students accessing/enrolling in college, post-secondary college training, entering the workforce, and participating in meaningful life/independence transition programs.

Objective 3.1 – Goal 2, Objective 2.1-2.6 programs and activities will contribute to increasing the number of high school students accessing/enrolling and completing duel credit courses for college credit, post-secondary college training, including specific skill development in preparing for entering the workforce and meaningful life/independence transition programs.

Objective 3.2 – Continued collaboration with the component districts’ special education directors and community-based service agencies to provide meaningful life/independence transition programs for students with low-incidence disabilities (ages 18-21+).

Actions and Outcomes

  1. Collaborate with Pearl Buck, University of Oregon & other community service providers in developing a post‐secondary transition program for students that will provide community‐access and work skills training in nonsheltered settings.
    • Outcome: Periodic and annual reports to the Board on the Report on the development of the post‐secondary transition program.
  2. Collaborate with Pearl Buck, University of Oregon & other community service agencies to provide community‐access and work skills training in nonsheltered settings for transition students.
    • Outcome: Periodic and annual reports to the Board on the number transition students participating in community‐access and work skills training in non‐sheltered settings.

 

Step 2

Supporting Best Instructional Practices

Goal 1: Support effective teacher development through the implementation of best instructional practices in schools (P-12), Lane ESD, and community partners.

Objective 1.1 – Provide ongoing supports and professional development for the implementation of culturally responsive pedagogy/teaching (Goal 2).

Objective 1.2 - Provide ongoing supports and professional development to improve instructional practices of teachers in the content areas.

Actions and Outcomes

  1. Collaboration with district partners, UO and Early Learning Alliance to provide professional development and follow‐up support for P‐12 teachers to improve instructional practices in literacy/English Language Arts.
    • Outcome: Number of trainings and participants (P‐12) to support knowledge and application of Common Core Standards in English Language Arts.
  2. Collaboration with district partners, UO and Early Learning Alliance to provide professional development and follow‐up support for P‐12 teachers to improve instructional practices in mathematics.
    • Outcome: Number of trainings and participants (P‐12) to support knowledge and application of Common Core Standards in mathematics.
  3. Collaboration with district partners, UO and Early Learning Alliance to provide professional development and follow‐up support for P‐12 teachers to improve instructional practices in science.
    • Outcome: Number of trainings and participants (P‐12) to support knowledge and application of Common Core Standards in science.

 

Objective 1.3 - Provide ongoing supports and professional development to improve instructional practices of K-12, CTE/career, and (college) acceleration teachers.

Actions and Outcomes

  1. Collaboration with district partners, UO/Lane Community College, and local businesses to provide professional development and follow‐up support for grades 8‐ 12 teachers to improve instructional practices across the content areas.
    • Outcome: Number of trainings and participants (8‐12) to support knowledge and application of instructional practices of CTE/career teachers across the content areas.
  2. Collaboration with district partners, UO and Lane Community College to provide professional development and follow‐up support for grades 9‐12 teachers to improve instructional practices in college credit (dual credit) content courses in high school.
    • Outcome: Number of trainings and participants (9‐12) to support knowledge and application of instructional practices for college credit (dual credit) content courses in high school.
  3. Support Lane County districts to increase the number of students accessing accelerated learning courses (dual credit, IB/AP) in high school (*Connected Lane County Metric Data).
    • Outcome: (1) dual credit and (2) IB/AP

 

Objective 1.4 - Provide ongoing supports and professional development to improve instructional practices through RBT Skillful Teacher Module Trainings.

Actions and Outcomes

  1. Collaboration with Springfield PS and Eugene 4J (Lane Consortium) to improve the knowledge and application of instructional practices through the Studying Skillful Teaching trainings/followup supports.
    • Outcome: Number of participants completing Module 1, Module 1 and 2 or 3, and Modules 1‐3 by June 2015, and summarize teacher/administrator module evaluations.
  2. Collaboration with Springfield PS and Eugene 4J (Lane Consortium) to develop and implement (provide professional development trainings) of Modules 4 and 5.
    • Outcome: (1) Develop Module 4 content by December 2015 and provide trainings starting in January 2016, and (2) develop Module 5 content by December 2016 and provide trainings starting in January 2017.
  3. Continued collaboration with Research for Better Teaching and Lane Consortium to expand the Studying Skillful Teaching trainings beyond Lane County (Northwest Hub).
    • Outcome: (1) Plan for the expansion of Studying Skillful Teaching (Modules 1‐3) and enter into an agreement with RBT by June 2015, and (2) begin Module trainings for district outside of Lane County by January 2016.

 

Objective 1.5 – Provide ongoing supports, professional development, and Mentor Program coordination offering needed teacher induction supports for new teachers and administrators in Lane County to improve 1) teachers’ skills and knowledge, 2) administrator effectiveness as instructional leaders, 3) feelings of efficacy and competency, and 4) retention

Actions and Outcomes

  1. Provide ongoing supports, professional development, and Mentor Program coordination for new and returning mentors.
    • Outcome: Number of trainings and participants to support new and returning mentors.
  2. Provide ongoing supports, professional development, and Mentor Program coordination for new teachers (Yr 1‐2) and administrators.
    • Outcome: Number of trainings and participants to support new teachers and administrators and returning mentors.
  3. Provide professional development, on‐going support and coordination of mentoring activities to improve 1) teachers’ skills and knowledge, 2) administrator effectiveness as instructional leaders, 3) feelings of efficacy and competency, and 4) retention.
    • Outcome: Lane Mentor Program Annual Report and Survey Results ‐ 1) teachers’ skills and knowledge, 2) administrator effectiveness as instructional leaders, 3) feelings of efficacy and competency, and 4) retention.

 

Objective 1.6 – Collaborate with component districts, LCC, UO, and community-based agencies/partners to develop, implement and support increased teacher-leadership opportunities for classroom teachers to improve their professional skills and knowledge, and to contribute to their profession (for example, Mentor Program, RBT Trainer, Lane IGNITE and FUEL, CTE Programs, and STEM/STEAM grants)

Actions and Outcomes

  1. Collaborate with component districts, LCC, UO, and communitybased agencies/partners to develop, implement and support increased teacher‐leadership opportunities for classroom teachers to improve their professional skills and knowledge, and to contribute to their profession.
    • Outcome: Number of classroom teachers participating in teacher‐leadership opportunities: 1) Mentor Program, 2) RBT Trainer‐of‐Trainers, 3) Studying Skillful Teaching Modules 1‐3, 4) District‐level Professional Learning Teams, and 5) Lane IGNITE and FUEL, CTE Programs, and STEM/STEAM grants.
  2. Collaborate with component districts, LCC, UO, and communitybased agencies/partners to develop new teacher‐leadership opportunities for classroom teachers to improve their professional skills and knowledge, and to contribute to their profession.
    • Outcome: Number of new teacher‐leadership opportunities for classroom teachers to improve their professional skills and knowledge, and to contribute to their profession.

 

Objective 1.7 – Provide ongoing supports and professional development to improve instructional practices through using the results of student performance data from interim and formative assessments.

Actions and Outcomes

  1. Collaborate with component districts to provide professional development to improve instructional practices to be knowledgeable of and correctly interpret summative, interim and formative assessment data.
    • Outcome: Number of trainings and participants (K‐12)
  2. Collaborate with component districts to provide professional development to improve instructional practices through using the results of student performance data to monitor student progress.
    • Outcome: Number of trainings and participants (K‐12)
  3. Collaborate with component districts to provide professional development to improve instructional practices to inform instruction and application in the content areas.
    • Outcome: Number of trainings and participants (K‐12)

 

Objective 1.8 – Provide supports and professional development to improve instructional practices across transitions (for example, early childhood to kindergarten, elementary to middle school, middle to high school and high school to college and career).

Actions and Outcomes

  1. Collaboration with the Early Learning Alliance and RAC’s Early Learning Bridge to provide professional development for pre‐school providers and K‐3 teachers to improve instructional practices across the P‐3 transition.
    • Outcome: Number of trainings and participants (P‐3) to improve instructional practices.
  2. Continued collaboration with the Elementary to Mid Bridge (grades 4‐8), UO, and component districts to provide professional development and supports to improve instruction across the elementary to middle school grades transition.
    • Outcome: Number of trainings and participants (grades 4‐8) to improve instructional practices.
  3. Continued collaboration with the Mid to High Bridge (grades 6‐12) and High to College/Career Bridge (grades 11‐ 14), LCC/ UO, and component districts to provide professional development and supports to improve instruction across the middle school to high and high school to college/career transitions.
    • Outcome: Number of trainings and participants (grades 6‐12 and 11‐14) to improve instructional practices.
  4. Support Lane County districts to improve student achievement as measured by the 13 Connected Lane County Metric Data.
    • Outcome: Connected Lane County Metric Data; Baseline 2015 data

 

Step 3

Modeling and Promoting Equitable Practice for All

Goal 1: Support the implementation of equitable practices in schools (P-20), Lane ESD, and community partners.

Objective 1.1 – Promote/support the understanding and application of the OEIB’s Equity Lens and other Equity Tools in education decision-making and practices (P-20).

Actions and Outcomes

  1. Review OEIB Equity Lens and the Oregon Leadership Network (OLN) and locally developed Equity Tools with the Board and Lane ESD staff.
    • Outcome: Develop a working knowledge of the Equity Lens and Equity Tools, and integrate the Equity Lens and Equity Tools into the agency decision‐making process. Periodic and annual reports to the Board on the implementation progress.
  2. Review OEIB Equity Lens and Equity Tools with Superintendents’ Council, Lane Oregon Leadership Network (LOLN), Curriculum Leaders, and Special Education Directors.
    • Outcome: Develop a working knowledge of Equity Lens and Equity Tools, and integrate the Equity Lens and Equity Tools into the groups’ decision‐making processes. Periodic and annual reports to the Board on implementation progress.

 

Objective 1.2 – Promote/support the Lane Oregon Leadership Team and Superintendents’ Council work to address a disproportionate discipline of diverse and underserved students and their efforts to implement Restorative Justice strategies in Lane County schools.

Actions and Outcomes

  1. LOLN will complete an indepth review of districts’ discipline data and develop a protocol for the Superintendents’ Council to use in analyzing disproportionate discipline data of diverse and underserved students in their districts.
    • Outcome: LOLN facilitates the completion of the district‐level discipline data review using the protocol. Report the Superintendents’ Council and the Board on the review outcomes and possible next steps.
  2. LOLN will plan and facilitate the Superintendents’ Council review of the Discipline Policies and Procedures of 14 Oregon Leadership Network Districts (9 Elements) document, and guide the process to inform discipline policy and improving procedures/practice.
    • Outcome: Superintendents’ Council completes a review of OLN Discipline Policies and Procedures of 14 Oregon Leadership Network Districts (9 Elements) document, and develops a process for revising district discipline policies and procedures that will lead to the reduction of disproportionate discipline. Periodic and annual reports to the Superintendents’ Council and Board on the outcomes and possible next steps.
  3. LOLN will work with the University of Oregon to 1) provide training for district superintendents and administrators on Restorative Justice practices, and 2) plan and implement Restorative Justice pilots in 2‐3 middle schools. (see #3‐1.4 a)
    • Outcome: Periodic and annual reports to the Superintendents’ Council and Board on the training and pilot outcomes.

 

Objective 1.3 – Continue to participate in the Equity and Community Consortium (ECC) and support our community partners.

Actions and Outcomes

  1. Continue the Lane ESD Superintendent’s participation and leadership in ECC meetings and activities.
    • Outcome: Periodic and annual reports to the Board on EEC activities.
  2. Continue the Lane ESD Equity and Diversity Specialist’s participation on ECC assigned work groups and activities.
    • Outcome: Periodic and annual reports to the Board on EEC assigned work group activities.

 

Objective 1.4 – Promote/support the Superintendents’ Council “Equity and Inclusion” activities and professional development (for example, Implicit Bias).

Actions and Outcomes

  1. The OLN team will collaborate with the Superintendents’ Council and the University of Oregon to plan and facilitate an administrator level training for Lane County districts on the topic of Restorative Justice.
    • Outcome: Periodic and annual reports to the Board on the outcomes of the Restorative Justice training and next steps.
  2. The LOLN team will collaborate with the Superintendents’ Council and the University of Oregon to plan and facilitate plan a professional development session on Implicit Bias for the Superintendents’ Council.
    • Outcome: Periodic and annual reports to the Board on the professional development outcomes and next steps.

 

Objective 1.5 – Promote/support the recruitment, retention and promotion of diverse staff in Lane ESD, component districts, and community partners.

Actions and Outcomes

  1. Continue the development of screening and interview protocols to ensure fair and equitable hiring practices (for example integrating behaviorbased interview practices).
    • Outcome: Review and modify recruitment practices and strategies to support increased diversity of applicant pools.
  2. Provide annual training and support in equitable hiring practices to management staff and the selection process participants.
    • Outcome: Periodic and annual reports to the Board on the number of trainings and participants.
  3. Review and modify recruitment practices and strategies to support increased diversity of applicant pools.
    • Outcome: Periodic and annual reports to the Board on the changes made to recruitment practices and strategies, and diversity of applicant pools.
  4. Review current retention and promotion strategies that support maintaining a diverse workforce.
    • Outcome: Periodic and annual reports to the Board on the review process for retention and promotion strategies.

 

Objective 1.6 – Promote/support the participation of Lane ESD and component districts’ staff in equitable practices relevant and applicable to their assignment.

Actions and Outcomes

  1. Review and develop a plan to incorporate equitable practices and a working knowledge of Oregon Education Investment Board (OEIB) Equity Lens into all aspects of our work.
    • Outcome: Periodic and annual reports to the Board on the review and development of the professional development plan to incorporate equitable practices and a working knowledge of OEIB Equity Lens.
  2. Review Lane ESD’s programs and services using the OEIB Equity Lens and Equity decision‐making tools.
    • Outcome: Periodic and annual reports to the Board on the review of programs and services use of OEIB Equity Lens and Equity decision‐making tools.
  3. Promote and support professional development for all Lane ESD staff in equitable practices relevant and applicable to their assignment.
    • Outcome: Periodic and annual reports to Board on the content and participation in professional development activities.
  4. In response to the Lane ESD survey (2014/15) and at the request of the Superintendents’ Council, Lane ESD’s Leadership will review current Equity and Diversity services and make changes reflecting the needs of the districts.
    • Outcome: Report to Superintendents’ Council and Board on the recommended changes to Equity and Diversity services.

Goal 2: Support the implementation of culturally responsive pedagogy (Gay, 2010*) and teaching (Koppelman, 2011**) for teachers in Lane County.

Objective 2.1 – Provide supports and professional development to integrate culturally responsive teaching practices in the content areas.

Actions and Outcomes

  1. School Improvement Specialists, in collaboration with Curriculum Leaders, will review and develop a plan to integrate culturally responsive teaching practices in the content areas, grant funded activities, and Studying Skillful Teaching module trainings.
    • Outcome: Periodic and annual reports to Board on the development of the plan to integrate culturally responsive teaching practices.
  2. Develop and implement a professional development plan for School Improvement Specialists to integrate culturally responsive teaching practices in their content areas.
    • Outcome: Periodic and annual reports to Board on the development and implementation of the plan to integrate culturally responsive teaching practices in their content areas.
  3. Review and assess all Lane ESD professional development activities provided to component district teachers to ensure that culturally responsive teaching practices are integrated in the content areas, grant funded activities, and Studying Skillful Teaching module trainings.
    • Outcome: Periodic and annual reports to Board on the review and assessment of professional development activities to ensure that culturally responsive teaching practices are integrated.
  4. Review and assess professional development activities of new initiatives (for example, K‐3 Readings, Science/Technology/Engineering/Math (STEM) Hub) to ensure the integration of culturally responsive teaching practices.
    • Outcome: Review and assess professional development activities of new initiatives (for example, K‐3 Readings, Science/Technology/Engineering/Math (STEM) Hub) to ensure the integration of culturally responsive teaching practices.

 

Objective 2.2 - Provide supports and professional development to integrate culturally responsive teaching practices in grant funded initiatives (for ex. Mentor Program, AI/AN Pedagogy, CTE Revitalization, and STEM/STEAM).

Objective 2.3 - Provide supports and professional development to integrate culturally responsive teaching practices through RBT Skillful Teacher Module Training.

Actions and Outcomes

  1. School Improvement Specialists, in collaboration with Early Learning Alliance and the Connected Lane County P‐8 Bridge, will review and develop a plan to integrate culturally responsive teaching practices in the Early Literacy and Kindergarten readiness instruction.
    • Outcome: Periodic and annual reports to Board on the development of the plan to integrate culturally responsive teaching practices in the Early Literacy and Kindergarten readiness instruction.
  2. Develop and implement a professional development plan for Early Learning providers to integrate culturally responsive teaching practices in the Early Literacy and Kindergarten readiness instruction.
    • Outcome: Periodic and annual reports to Board on the development and implementation of the plan for Early Learning providers.
  3. Review and assess all professional development activities provided to Early Learning providers to ensure that culturally responsive teaching practices are integrated in the Early Literacy and Kindergarten readiness instruction.
    • Outcome: Periodic and annual reports to Board on the assessment of professional development activities.

 

Objective 2.4 - Provide supports and professional development to integrate culturally responsive teaching practices P-K in collaboration with the Early Learning Alliance.

Objective 2.5 - Provide supports and professional development to integrate culturally responsive teaching practices in new initiatives (for example, K-3 Readings, STEM Hub).


*"The implicit use of cultural knowledge, prior experiences, frames of reference, and performance styles of diverse students to make learning more appropriate and effective for them” (Gay 2000; 2010).

**Culturally responsive teaching is an all-encompassing and ever-present ‘lens’ through which teachers view their practice" (Koppelman, 2011).

Goal 3: Implement and support programs that increase access/opportunity for diverse and underserved learners to be successful in school leading to college and career.

Objective 3.1 -Support increased access/opportunity for diverse and underserved learners to explore career and college aspirations, explore pathways, and acceleration options for college.

Objective 3.2 - Support increased participation for diverse and underserved learners in the Career Technical Education programs and career pathways (for example, Healthcare, Technology and Construction).

Objective 3.3 – Support the increased participation of diverse and underserved learners in teacher pathway programs in collaboration with local districts, Oregon Department of Education, UO College of Education, and through current/future ODE Educator Pipeline Grant activities.

 

Step 4

Leadership – Leveraging Education and Community Partners

Goal 1: Continue to collaborate and expand cooperative partnerships with P-20 education agencies to improve services and programs for children and youth in Lane County.

Objective 1.1 – Continue and expand Lane ESD’s leadership role in building coalitions and collaboratives, and leveraging and braiding funds and resources (for example, Connected Lane County/RAC and Early Learning Alliance).

Actions and Outcomes

  1. Continue and expand Lane ESD’s leadership role in building coalitions and collaboratives.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s leadership role in building coalitions and collaboratives.
  2. Continue and expand Lane ESD’s leadership role in leveraging and braiding funds and resources.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s leadership role in leveraging and braiding funds and resources.
  3. Provide leadership in the building of district and community coalitions and collaboratives, and in leveraging and braiding funds and resources.
    • Outcome: Baseline data 2014 – number and amount of grant and Strategic Funding, and leveraged funds/resources.

 

Objective 1.2 – Expand Lane ESD’s participation and leadership in developing partnerships with local districts/education agencies that improve/increase programming and services (for example Lane Consortium – RBT Training).

Actions and Outcomes

  1. Expand Lane ESD’s participation and leadership in developing partnerships with local districts/education agencies.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s participation and leadership in developing partnerships with local districts/education agencies.
  2. Expand Lane ESD’s participation and leadership in developing partnerships that improve/increase programming and services.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s participation and leadership in developing partnerships that improve/increase programming and
      services.
  3. Continued collaboration with RBT and Lane Consortium to expand the Studying Skillful Teaching trainings (Activities: 2‐ 1.4a‐c)
    • Outcome: Outcomes of 2‐1.4a‐c
      a) Number of participants completing Module 1, Module 1 and 2 or 3, and Modules 1‐3 by June 2015, and summarize teacher/administrator module evaluations.
      b) (1) Develop Module 4 content by December 2015 and provide trainings starting in January 2016, and (2) develop Module 5 content by December 2016 and provide trainings starting in January 2017.
      c) (1) Plan for the expansion of Studying Skillful Teaching (Modules 1‐3) and enter into an agreement with RBT by June 2015, and (2) begin Module trainings for district outside of Lane County by January 2016.

 

Objective 1.3 – Continue and expand effective and productive partnerships with districts’ leadership (for example, the Superintendents’ Council, Curriculum Leaders, Special Education (SPED) Directors, and other job‐alike groups) and cooperative investments in professional development county‐wide.

Actions and Outcomes

  1. Continue the partnership, support and participation with the Superintendents’ Council to provide effective leadership, professional development, innovative investments for the Lane County school districts, and direction for Lane ESD’s Local Service Plan and programs/services.
    • Outcome: Periodic and annual reports to the Board on the partnership, support and participation with the Superintendents’ Council to provide effective leadership, professional development, innovative investments, and direction for Lane ESD’s Local Service Plan and programs/services.
  2. Continue the partnership, support and participation with the Curriculum Leaders, SPED Directors, and other job‐alike groups to provide effective leadership, professional development, P‐20 initiatives/efforts, and direction for Lane ESD’s Local Service Plan and programs/services.
    • Outcome: Periodic and annual reports to the Board on the partnership, support and participation with Curriculum Leaders, SPED Directors, and other job‐alike groups to provide effective leadership, professional development, P‐20 initiatives/efforts, and direction for Lane ESD’s Local Service Plan and programs/services.

 

Objective 1.4 – Continue to work collaboratively with districts and education agencies to implement grants (Strategic Initiatives, USDOE, and other grants), and take a leadership role in developing continuation or new grant proposals.

Actions and Outcomes

  1. Continue to work collaboratively with districts and education agencies to implement grants (Strategic Initiatives, US Department of Education (USDOE), and other grants).
    • Outcome: Periodic and annual reports to the Board on collaborations with districts and education agencies to implement grants (Strategic Initiatives, USDOE, and other grants).
  2. Continue to work collaboratively with districts and education agencies and take a leadership role in developing continuation or new grant proposals.
    • Outcome: Periodic and annual reports to the Board on collaborations with districts and education agencies to implement grants (Strategic Initiatives, USDOE, and other grants).
  3. Continue to work collaboratively with districts and education agencies to implement grants and take a leadership role in developing continuation or new grant proposals.
    • Outcome: Baseline data 2014 – number and amount of grants currently implemented. Number and amount of continuing and new grants.

 

Objective 1.5 – Continue and expand Lane ESD’s infrastructure and support role for various grants (for example, Mentor Program, CLC/RAC, AI/AN Pedagogy, and Gang Prevention grants).

Actions and Outcomes

  1. Continue Lane ESD’s infrastructure and support role for the Lane Mentor Program, Connected Lane County/Regional Achievement Collaborative, STEAMOn!, Career Technical Education (CTE) Revitalization, and Connected Lane Pathways (Replication) grants.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s infrastructure and support role for the Lane Mentor Program, Connected Lane County/Regional Achievement Collaborative, STEAMOn!, CTE Revitalization, and Connected Lane Pathways (Replication) grants.
  2. Continue the infrastructure and support role for the American Indian/Alaskan Native and Gang Prevention grants.
    • Outcome: Continue the infrastructure and support role for the American Indian/Alaskan Native and Gang Prevention grants through June 2015 and facilitate a new grant proposal if funding is available.
  3. Expand the number of grants that Lane ESD provides the infrastructure and support.
    • Outcome: Baseline data 2014 – number of grants that Lane ESD provides infrastructure and other supports. Number of new grants

Goal 2: Continue to collaborate and expand cooperative partnership with our community agencies and organizations to improve services and supports for children and youth in Lane County.

Objective 2.1 – Continue and expand Lane ESD’s leadership role in building coalitions and collaboratives, and leveraging and braiding funds and resources (for example, Connected Lane County/RAC and Early Learning Alliance).

Actions and Outcomes

  1. Continue and expand Lane ESD’s leadership role in building coalitions and collaboratives with our community agencies and organizations.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s leadership role in building coalitions and collaboratives with our community agencies and organizations.
  2. Continue and expand Lane ESD’s leadership role in leveraging and braiding funds and resources with our community agencies and organizations.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s leadership role in leveraging and braiding funds and resources with our community agencies and organizations.
  3. Provide leadership in the building of coalitions and collaboratives and in leveraging and braiding funds and resources with our community agencies and organizations.
    • Outcome: Baseline data 2014 – number of coalitions and collaboratives and leveraged funds/resources.

 

Objective 2.2 – Expand Lane ESD’s participation and leadership in developing partnerships with local districts/education agencies that improve/increase programming and services (for example Lane Consortium – RBT Training).

Actions and Outcomes

  1. Expand Lane ESD’s participation and leadership in developing partnerships with community agencies and organizations.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s participation and leadership in developing partnerships with community agencies and organizations.
  2. Expand Lane ESD’s participation and leadership in developing partnerships that improve/increase community programming and services for children and youth in Lane County.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s participation and leadership in developing partnerships that improve/increase community programming and services for children and youth in Lane County.
  3. Continued collaboration with Lane Arts Council, Lane County HHS, Trillium Coordinated Care Organization, and expand the number of collaborations with other community agencies and organizations.
    • Outcome: Baseline data 2014 – current collaborations with Lane Arts Council, Lane County HHS, Trillium Coordinated Care Organization, and others. Number of new collaborations.

 

Objective 2.3 – Continue and expand effective and productive partnerships with districts’ leadership (for example, the Superintendents’ Council, Curriculum Leaders, SPED Directors, and other job-alike groups) and cooperative investments in professional development county-wide (for example, Lane Ignite – Mathematics).

Actions and Outcomes

  1. Expand Lane ESD’s participation in developing collective impact initiatives with community partners, agencies and other organizations that improve/increase community programming and supports for children and youth in Lane County.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s participation and leadership in developing collective impact initiatives with community partners, agencies and other organizations.
  2. Expand Lane ESD’s participation in developing collective impact initiatives with community partners, agencies and other organizations that improve/increase community programming and supports especially for diverse and underserved youth.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s participation in developing collective impact initiatives that improve/increase community programming and supports especially for diverse and underserved youth.
  3. Continue to support the current collective impact initiatives with community partners, agencies and other organizations that improve/increase community programming and supports especially for diverse and underserved youth.
    • Outcome: (1) Collective Impact Committee, (2) Gang Prevention Grant, (3) African American GAP Grant –LEAP, and (4) American Indian/ Alaskan Native Pedagogy Grant.

 

Objective 2.4 – Continue to work collaboratively with districts and education agencies to implement grants (Strategic Initiatives, USDOE, and other grants), and take a leadership role in developing continuation or new grant proposals.

Actions and Outcomes

  1. Expand Lane ESD’s participation and leadership in developing collaborations and cooperatives with community business, technology, and industry partners.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s participation and leadership in developing collaborations and cooperatives with community business, technology, and industry partners.
  2. Periodic and annual reports to the Board on Lane ESD’s participation and leadership in developing collaborations and cooperatives with community business, technology, and industry partners.
    • Outcome: Periodic and annual reports to the Board on development of collaborations and cooperatives with community business, technology, and industry partners that increase career and college opportunities for youth in Lane County.
  3. Support the development of collaborations and cooperatives with community business, technology, and industry partners that increase career and college opportunities for youth in Lane County.
    • Outcome: June 2015 data – (1) Lane Workforce Partnership Youth Grants, and (2) CTE – Revitalization Grants.

Goal 3: Continue to collaborate and expand partnerships with state‐level agencies/organizations and ESDs to improve services and supports for children and youth in Oregon.

Objective 3.1 – Continue and expand Lane ESD’s leadership role in building coalitions, and leveraging and braiding funds and resources to support regional or state – level services and programs for districts.

Actions and Outcomes

  1. Continue and expand Lane ESD’s leadership role in building coalitions, and leveraging and braiding funds and resources to support regional or state – level services and programs for districts.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s leadership role in building coalitions, and leveraging and braiding funds and resources to support regional or state – level services and programs for districts.
  2. Continue Lane ESD’s leadership role in supporting regional or state – level services and programs for districts, specifically (1) Lane Mentor Program, (2) American Indian/Alaskan Native Pedagogy Grant, (3) K‐10 Math Professional Development, and (4) Smarter Balanced Assessments Professional Development and supports for districts.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s role in supporting regional or state – level services and programs for districts, specifically (1) Lane Mentor Program, (2) American Indian/Alaskan Native Pedagogy Grant, (3) K‐10 Math Professional Development, and (4) Smarter Balanced Assessments Professional Development and supports for districts.

 

Objective 3.2 – Expand Lane ESD’s participation and leadership in developing partnerships with state‐level and regional organizations that improve/increase community programming and services for children and youth.

Actions and Outcomes

  1. Continue and expand Lane ESD’s participation and leadership in developing partnerships with state‐level and regional organizations that improve/increase community programming and services for children and youth.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s leadership role in developing partnerships with state‐level and regional organizations that improve/increase community programming and services for children and youth.
  2. Continue Lane ESD’s leadership role in supporting statelevel and regional organizations that improve/increase community programming and services, specifically (1) Oregon Leadership Network, (2) Collective Impact Committee, (3) Lane System of Care Committee, (4) Connected Lane County/RAC P‐20, and (5) Equity and Community Consortium.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s role in supporting state‐level and regional organizations that improve/increase community programming and services, specifically (1) Oregon Leadership Network, (2) Collective Impact Committee, (3) Lane System of Care Committee, (4) Connected Lane County/RAC P‐20, and (5) Equity and Community Consortium.

 

Objective 3.3 – Expand Lane ESD’s administration and staff participation and leadership in regional and state‐level committees that effect programs, services, and funding for children and youth (for example, ODE – Talented and Gifted (TAG), State Discipline Committee, Equity, CTE, Lane County Mental Health, Community Health Centers, and Systems of Care).

Actions and Outcomes

  1. Continue and expand Lane ESD’s administration and staff participation and leadership in regional and state‐level committees that effect programs, services, and funding for children and youth.
    • Outcome: Periodic and annual reports to the Board on Lane ESD’s administration and staff participation and leadership in regional and state‐level committees that effect programs, services, and funding for children and youth

Goal 4: Develop new strategies to increase communication and highlight Lane ESD’s leadership and partnership roles in providing quality programs that serve districts and students in Lane County.

Objective 4.1 – Develop strategies to increase Lane ESD’s visibility in its leadership role in building coalitions and collaboratives to develop/improve programs and services in Lane County, regionally, and state level. (see #4 Goal 4‐1.2)

Actions and Outcomes

  1. Develop new strategies to increase Lane ESD’s visibility in its leadership role in building coalitions and collaboratives in Lane County, regionally, and state level.
    • Outcome: Periodic and annual reports to the board on the development of new strategies to increase Lane ESD’s visibility in its leadership role in building coalitions and collaboratives in Lane County, regionally, and state level.
  2. Develop new strategies to increase Lane ESD’s visibility in its leadership role to develop/improve programs and services in Lane County, regionally, and state level.
    • Outcome: Periodic and annual reports to the board on the development of new strategies to increase Lane ESD’s visibility in its leadership role to develop/improve programs and services in Lane County, regionally, and state level.

 

Objective 4.2 – Develop strategies to increase communication about Lane ESD’s leadership role in building coalitions and collaboratives, and providing effective/efficient programming to our component districts.

Actions and Outcomes

  1. Develop new strategies to increase communication about Lane ESD’s leadership role in building coalitions and collaboratives with our component districts.
    • Outcome: Periodic and annual reports to the board on the development of new strategies to increase communication about Lane ESD’s leadership role in building coalitions and collaboratives with our component districts.
  2. Develop new strategies to increase communication about Lane ESD’s leadership role in providing effective/efficient programming to our component districts.
    • Outcome: Periodic and annual reports to the board on the development of new strategies to increase communication about Lane ESD’s leadership role in providing effective/efficient programming to our component districts.

 

Objective 4.3 – Develop communication and out‐reach strategies to increase the marketing of Lane ESD’s programs and services to our Lane County community, regionally, and at the state level.

Actions and Outcomes

  1. Identify and develop new out‐reach strategies to increase the marketing of Lane ESD’s programs and services to our Lane County community, regionally, and at the state level.
    • Outcome: Periodic and annual reports to the board on the out‐reach strategies to increase the marketing of Lane ESD’s programs and services to our Lane County community, regionally, and at the state level.
  2. Develop a Lane ESD Communication Plan to increase the marketing of Lane ESD’s programs and services to our Lane County community, regionally, and at the state level.
    • Outcome: June 2015 – Draft Lane ESD Communication Plan September 2015 – Final Lane ESD Communication Plan to the board June 2016 – Annual Report on the Lane ESD Communication Plan June 2017 ‐ Annual Report on the Lane ESD Communication Plan

 

Step 5

Strong Student-Centered Advocacy

Goal 1: Advocate for programming and funding for diverse and underserved students that increases student achievement, reduces the opportunity gap, and eliminates disproportionate outcomes.

Objective 1.1 – Advocate for the funding of programs that increase the number of students transitioning between levels (P-20) See #1 Goal 1 Objectives 1-1 – 1.7.

Actions and Outcomes

  1. Advocate for continued funding (beyond the current biennium) of Oregon Education Investment Board (OIEB) Strategic Initiatives, ODE, and Oregon Youth Development Council grants that support diverse and underserved students, including American Indian/Alaskan Native Pedagogy, African American – Closing the Achievement GAP, Youth and Gangs, and Youth & Innovation grants.
    • Outcome: Contact program officers, work with the Superintendents’ Council, Curriculum Leaders, community/partner agencies, and local legislators to advocate for continued funding. Apply for the continued funding of current grants in Lane County, if funding is available.
  2. Advocate for the continued funding and expanded service for early learning services (age 0‐5) in Lane County.
    • Outcome: Increase the number of students accessing early learning services in Lane County and making a successful transition into Kindergarten. Baseline data June 2015 – (1) number of students accessing ELA services and (2) significant increase in the Kindergarten Readiness Assessment for diverse and underserved students.
  3. Advocate for and support practices that eliminate the disproportionate discipline for culturally diverse students and students with disabilities attending K‐12 schools in Lane County.
    • Outcome: Decrease the number of students and number of discipline referrals of culturally diverse students and students with disabilities in Lane County school districts. Baseline data June 2015 – (1) number of students, (2) number of discipline referrals, and (3) overall disproportionate discipline comparison data.

 

Objective 1.2 – Advocate for the funding of programs that increase the number of high school students accessing college credit programs or college options, accelerative learning opportunities, career pathways, and participating in meaningful life/independence transition programs.

Actions and Outcomes

  1. Advocate for continued funding and the expansion of Career Technical Education, Revitalization Grants, Eastern Promise Replication Grants, and life/independence transition programs.
    • Outcome: Continued funding and the expansion of Lane ESD’s Career Technical Education programs, Construction/Engineering and Health Pathways Revitalization grants, Connected Lane Pathways grant, and life/independence transition programs. Baseline data June 2015 – (1) Career Technical Education programs, (2) Connected Lane County Pathways grant, and (3) life/independence transition grants.

 

Objective 1.3 – Advocate for the funding of programs that increase the number of high school students accessing/enrolling in college, post-secondary college training, entering the workforce, and participating in meaningful life/independence transition programs.

Actions and Outcomes

  1. Collaborate with the Connected Lane County/Regional Achievement Compact (RAC), University of Oregon and Lane Community College, Lane Workforce Partnership, local industry and business, and transition programs to advocate for continued funding and expanded services.
    • Outcome: Baseline data 2015 – Lane County students (1) enrollment data in community and four‐year colleges, (2) post‐secondary college training, (3) entering the workforce, and (4) participating in meaningful life/independence transition programs (ages 18‐21+)

 

Objective 1.4– Advocate for the funding to support effective, research-based dual language programs (K-12) that increase student achievement for English Language Learners (ELL) and offer English speaking students the opportunity to become global citizens by learning a second language.

Actions and Outcomes

  1. Advocate for the funding and support the development of dual language programs (K‐12) in Lane County school districts.
    • Outcome: Periodic and annual reports on the development of dual language programs and the student achievement data for English Language Learners. Baseline 2014 data – English Language Learners (ELL) (Oregon Assessment of Knowledge and Skills (OAKS) ELA 22.7% and OAKS Math 20.9)

Goal 2: Advocate for programming and funding that will increase access/opportunity for diverse and underserved learners to be successful in school leading to college and career.

Objective 2.1 – Support increased access/opportunity for diverse and underserved learners to explore career and college aspirations, explore pathways, and acceleration options for college.

Actions and Outcomes

  1. Advocate for continued funding and the expansion of the Connected Lane Pathways (Eastern Promise Replication) that works to increase access/opportunity for diverse and underserved learners to be successful in school leading to college and career.
    • Outcome: Continued funding and expansion of services beyond the current grant timeline (June 2015).
  2. Collaborate with local districts, Lane Community College, University of Oregon, and the Education and Policy Improvement Center to advocate for increased funding for programs that will provide access/opportunity for diverse and underserved learners to be successful in school leading to college and career.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role and collaborative efforts to advocate for increased access/opportunity for diverse and underserved learners to be successful

 

Objective 2.2 – Support increased participation for diverse and underserved learners in the Career Technical Education programs and career pathways.

Actions and Outcomes

  1. Advocate for and support practices that increase participation for diverse and underserved learners in the Career Technical Education programs and career pathways.
    • Outcome: Increase the number of diverse and underserved learners participating in Lane ESD’s Career Technical Education programs and career pathways grants.

 

Objective 2.3 – Support the increased participation of diverse and underserved learners in teacher pathway programs in collaboration with local districts, colleges/universities, and through current/future ODE Educator Pipeline Grant activities.

Actions and Outcomes

  1. Advocate for and support the development of teacher pathway programs in collaboration with local districts, colleges/universities, and through current/future ODE Educator Pipeline Grant activities.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role and collaborative effort to advocate for the development of teacher pathway programs.
  2. Support and collaborate with local districts and colleges/universities to Increase the number of diverse and underserved learners participating in teacher pathway programs.
    • Outcome: Increase the number of diverse and underserved learners participating in teacher pathway programs.

Goal 3: Advocate for the funding and implementation of equitable practices in schools (P‐12), colleges/universities, ESDs, and community agencies across Oregon.

Objective 3.1 – Promote/support the understanding and application of the Oregon Education Investment Board’s (OEIB) Equity Lens and other Equity Tools in education decision‐making and practices (P‐20). Reference 3‐1.1.

Actions and Outcomes

  1. Advocate for and support a systemic application of the OEIB’s Equity Lens and other Equity Tools in education decisionmaking and practices in schools (P‐12), colleges/universities, ESDs, and community agencies across Oregon.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role to support and advocate for the integration of the OEIB’s Equity Lens and other Equity Tools in education decision‐making and practices.
  2. Advocate for and support a systemic application of the OEIB’s Equity Lens and other Equity Tools in education decisionmaking and practices through the Equity and Community Consortium and Lane Oregon Leadership Network.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role to support and advocate for the integration of the OEIB’s Equity Lens and other Equity Tools in education decision‐making and practices.

 

Objective 3.2 – Support the implementation of culturally responsive pedagogy and teaching for teachers in Lane County and across Oregon. Reference 3‐2.1.

Actions and Outcomes

  1. Advocate for and support a systemic implementation of culturally responsive pedagogy and teaching for teachers in Lane County and across Oregon.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role to support and advocate for the implementation of culturally responsive pedagogy and teaching for teachers in Lane County and across Oregon.
  2. Advocate for and support a systemic implementation of culturally responsive pedagogy and teaching for teachers through Lane ESD’s participation in the Equity and Community Consortium.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role to support and advocate for the implementation of culturally responsive pedagogy and teaching for teachers through Lane ESD’s participation in the Equity and Community Consortium.

 

Objective 3.3 – Promote/support the recruitment, retention and promotion of diverse staff in Lane ESD, component districts, community partners, and across Oregon. Reference 3‐1.5.

Actions and Outcomes

  1. Advocate for and support a systemic implementation of practices that ensure the recruitment, retention and promotion of diverse staff in Lane ESD, component districts, community partners, and across Oregon.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role to support and advocate for a systemic implementation of practices that ensure the recruitment, retention and promotion of diverse staff in Lane ESD, component districts, community partners, and across Oregon.
  2. Advocate for and support a systemic implementation of practices that ensure the recruitment, retention and promotion of diverse staff in Lane ESD and community partners through Lane ESD’s participation in the Equity and Community Consortium.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role to support and advocate for the implementation of practices that ensure the recruitment, retention and promotion of diverse staff through Lane ESD’s participation in the Equity and Community Consortium.

 

Objective 3.4 – Promote/support the participation of public‐agencies and educational staff in Cultural Competence trainings. Reference 3‐1.6.

Actions and Outcomes

  1. Advocate for and support the participation of component districts, and Lane ESD staff, and Connected Lane County partners in Cultural Competence trainings.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role to support and advocate for the participation of component districts, and Lane ESD staff, and Connected Lane County partners in Cultural Competence trainings.

Goal 4: Advocate for funding and programming that will increase teacher effectiveness (P‐20).

Objective 4.1 – Advocate for funding that will support and improve the quality of university/college teacher education pre‐service programs.

Actions and Outcomes

  1. Collaborate with local districts, University of Oregon – College of Education, and other local colleges to advocate for funding and programming to improve the quality teacher education pre‐service programs.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role and collaborative efforts to advocate for funding and programming to improve the quality teacher education pre‐service programs.

 

Objective 4.2 – Advocate for increased funding that will support teacher induction programs (including mentoring) for all new teachers in Oregon.

Actions and Outcomes

  1. Collaborate with component districts, South Lane Mentor Program, and other Oregon Department of Education (ODE) funded mentor programs across the state to advocate for continued and increased funding mentor programs for all new teachers in Oregon.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role and collaborative efforts to advocate for funding and programming. Continued funding and expansion of services beyond the current grant timeline.
  2. Advocate for comprehensive, multi‐year teacher and administrator induction model (including mentoring).
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role and collaborative efforts to advocate for the development and implementation of a comprehensive, multi‐year teacher/administrator induction model.
  3. Advocate for comprehensive, multi‐year administrator induction model (including mentoring).
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role and collaborative efforts to advocate for the development and implementation of a comprehensive, multi‐year administrator induction model.

 

Objective 4.3 – Advocate for increased funding to support on‐going professional development and teacher‐leadership opportunities for teachers.

Actions and Outcomes

  1. Collaborate with local districts, University of Oregon – College of Education, and other local colleges to advocate for increased funding to support ongoing professional development and teacher‐leadership opportunities for teachers.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role and collaborative efforts to advocate for increased funding to support on‐going professional development and teacher‐leadership opportunities for teachers.
  2. Collaborate with local districts, University of Oregon – College of Education, and other local colleges to develop and support teacher‐leadership opportunities for classroom teachers in the component districts and Lane ESD.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role and collaborative efforts to develop and support teacher‐leadership opportunities for classroom teachers in the component districts and Lane ESD.

 

Objective 4.4 – Advocate for adequate funding to support effective teacher evaluation models.

Actions and Outcomes

  1. Collaborate with local districts to advocate for increased funding and on‐going support/efficiencies for the required Peer Review process (teacher and administrator evaluations).
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role and collaborative efforts to advocate for increased funding and on‐going support/efficiencies for the required Peer Review process.

Goal 5: Advocate for increased state funding for Oregon school districts that goes beyond the status quo.

Objective 5.1 – Advocate for an increase in state school funding for Oregon school districts that would allow districts to make targeted investments and improvements in programs and services.

Actions and Outcomes

  1. Collaborate with local districts, School Boards, and the Superintendents’ Council to advocate for an increase in state school funding for Oregon school districts that would allow districts to make targeted investments and improvements in programs and services.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role and collaborative efforts to advocate for increased funding to support targeted investments and improvements in programs and services.
  2. Collaborate with local districts, School Boards, and the Superintendents’ Council to advocate for changes to state school funding distribution and carve‐out funds (ex. strategic initiative) that would allow districts more flexibility to make targeted investments and improvements in programs and services.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role and collaborative efforts to advocate for changes to state school funding distribution and carve‐out funds that would allow districts more flexibility to make targeted investments and improvements in programs and services.
  3. Collaborate with local districts, School Boards, and the Superintendents’ Council to advocate for an increase in state school funding that would move us closer to Quality Education Model (QEM) level of funding.
    • Outcome: Annual and periodic reports to the Board on Lane ESD’s leadership role and collaborative efforts to advocate for increased funding that would move us closer to QEM level of funding.

Goal 6: Advocate for continued funding and supports for the nineteen Education Service Districts (ESDs) that support equity and access to services and programs for all districts and students in Oregon.

Objective 6.1 – Advocate for and support the Oregon Associated of Education Service District (OAESD) 2015 Legislative Platform.

Actions and Outcomes

  1. Collaborate with the OAESD and member ESDs, Lane ESD Board, and Superintendents’ Council to advocate and promote the OAESD Legislative Platform for this biennium.
    • Outcome: Cross‐walk the respective legislative agenda(s) for each group, and identify advocacy strategies. Periodic reports to the Board on Lane ESD’s leadership role and collaborative advocacy efforts.
  2. Collaborate with the OAESD and member ESDs to advocate for the amended language in SB 216 that would allow ESDs to be eligible to receive funding.
    • Outcome: Testify in support of the amended language in SB 216 that would allow ESDs to be eligible to receive funding.
  3. Collaborate with the OAESD and member ESDs to advocate for/against specific legislation that does/does not support equity and access to services and programs for all districts and students in Oregon.
    • Outcome: Advocate for/against specific legislation that does/does not support equity and access to services and programs. Periodic reports to the Board on Lane ESD’s leadership role and collaborative advocacy efforts.

 

Objective 6.2 – Advocate for the quality services and programs provided regionally by ESDs across Oregon that supports increased student achievement.

Actions and Outcomes

  1. Collaborate with the OAESD and member ESDs, Lane ESD Board, and Superintendents’ Council to advocate and promote the quality services and programs provided regionally by ESDs across Oregon.
    • Outcome: Develop communication strategies that advocate and promote the quality services and programs provided regionally by ESDs across Oregon and share these strategies with the ESDs, local boards/districts, community and legislators.
  2. Develop strategies to communicate the impact of the ESDs’ services and programs that directly supports increased student achievement.
    • Outcome: Communicate the impact of the ESDs’ services and programs on student achievement to local boards/districts, community and legislators.

 

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