2021-23 Strategic Plan Goal 1

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Home > About > Mission, Vision & Values / Strategic Plan > 2021-23 Strategic Plan Goal 1

Updated December 2021

Metrics Progress for Goal 1

Strategy:
Design and implement an aligned assessment system for MESD schools and programs that directly serve students.
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Metrics:

• % increase program efficacy
            (2023 target: all; current: 100%)
• % of Programs / Schools w/ agency aligned assessment system
            (2023 target: 100%; current: 100%)
• % of students participating in program / school assessments 
            (2023 target: 100%; current: PAUSED)
• ​% of students showing growth on program / school assessment 
            (2023 target: TBD; current: PAUSED)​

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Strategy: 
Coordinate the implementation of a consistent regional standard for the quality and delivery of professional learning for the educational community*
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Metrics:

• % of education prof receiving prof learning meeting regional standard 
            (2023 target: 80%; current: RECONFIGURING)
• % of MESD School Health prof receiving prof learning meeting regional standard 
            (2023 target: 90%; current: RECONFIGURING)
• % students attending schools where the majority of staff have attended prof learning which meets the regional standard 
  ​          (2023 target: 20%; current: PAUSED)

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Strategy:
Improve effectiveness of educational services** by utilizing social-emotional learning tools and supports

Metrics:

• % ed community participating in Trauma Sensitive Schools network 
            (2023 target: 50%; current: MODIFIED [S&C Schools])
• % improvement in attendance rates 
            (2023 target: 6%; current: PAUSED)
• % of restraint and seclusion incidents for students within the social-emotional learning programs 
            (2023 target: 15%; current: 17 total instances in 20-21)
• % school health staff skill and comfort in responding to student social-emotional health events 
  ​          (2023 target: 95%; current: 72% [next update Jan 2022])​

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​Summary Progress for Goal 1

Strategy 1:

• Oregon paused statewide assessments beginning in spring 2020 due to the pandemic.
• While in CDL, we were unable to administer interim and summative assessments such as STAR. Some of our sites that remained in person were able to proceed with consistent testing.
• IEP goal data was tracked and we are building a system for better analysis of goal progress. 
• MESD program report cards continue to be published although some data points have insufficient information due to the pandemic requirements.  

Equity Lens:  Disaggregation based on sub-groups including race, gender identity, SES, language, SpEd identification, etc. 

Strategy 2:

• Phase 1 (2019): Agreement has been reached by regional superintendents and their curriculum directors to adopt a set of high quality standards for all professional learning across the region. MESD is facilitating collaborative development and implementation of the regional standard.
• Phase 2 (2020-21): The pandemic caused significant shifts to professional learning plans and delivery models in the region. We have been responsive to pandemic-related needs in the region and strive to be forward-thinking as professional learning is reimagined in light of the new constraints and opportunities.
• Phase 3 (present/future): We are providing asynchronous and virtual professional learning opportunities and redefining metrics for the regional standard for a more accurate assessment of implementation moving forward.

Equity Lens: We are prioritizing professional learning that supports culturally responsive, trauma informed and anti-racist learning experiences. 

Strategy 3:

• Trauma Sensitive Schools has shifted to Safe and Connected Schools, a trauma-informed framework co-developed by districts and Multnomah County. The work continues with more funding through the Student Success Act, increased staff and more support for educators. 
• The Chronic Absenteeism grant from ODE ended. We anticipate a focus on attendance in the future, possibly through SSA and within Safe and Connected Schools.
• The school health confidence supporting mental health data is from January 2021, when school health completes an annual survey. We will have updated data after January 2022. 

Equity Lens: We will review disaggregated data to track disproportionality in restraint/seclusion data, school health support confidence levels, and student attendance supports.
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​Recommendations

• Review and update strategies and metrics post-pandemic
• Discuss incorporation of new SSA-funded priorities which did not exist when the first Strategic Plan was developed.