PRIORITY I: INSTRUCTIONAL EXCELLENCE

We will prioritize effective teaching strategies and learning opportunities that encourage student voice and agency, and are grounded in evidence-based practices, tailored to the unique needs of each student. This will include ongoing professional development for teachers and staff and the using data to inform instructional decision-making and support continuous improvement.

Goal 1: By 2027, each and every student will achieve at high levels as measured by multiple means.

Year 1 Goals:

  • By 2024, English/Language Arts (ELA) scores on Oregon Statewide Assessment System (OSAS), Standardized Test for the Assessment of Reading (STAR) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) will increase by 5%.  

  • By 2024, we will gather data from students regarding perception of access and support for instructional excellence.

  • By 2024, staff will receive intentional professional development that builds understanding of what practices offer the highest leverage toward student growth.

Goal 2: By 2027, we will implement a consistent vision for instructional excellence throughout the district.

Year 1 Goals:

  • By 2024, Oregon City for Class Design Team, leadership, instructional leadership, and Oregon City Education Association (OCEA) leadership will understand the 5 Dimensions of Teaching and Learning (5D) framework and support its successful implementation.

  • By 2024, the Instructional Leadership Team will Identify and be able to describe and train school-based colleagues on how the 5 Dimensions of Teaching and Learning (5D) framework aligns with Deeper Learning, Universal Design for Learning (UDL), Advancement Via Individual Determination (AVID) and other important approaches to instruction.

  • By 2024, all licensed staff will be able to define the 5 Dimensions of Teaching and Learning (purpose, student engagement, curriculum and pedagogy, assessment for student learning, and classroom environment and culture) and understand how the 5 Dimensions support student learning.

Goal 3: By 2027, teaching staff will collaborate using relevant and timely data to meet student instructional needs so that students will meet or exceed grade level standards and expectations.

Year 1 Goals:

  • By 2024, we will train school based teaching staff in the four-step process for effective  Professional Learning Communities (PLCs) first with a leadership team at the annual conference and then during school-based professional development.

  • By 2024, we will train school-based teaching staff in how to access and use data from district-approved assessment databases including STAR, DIBELS, Multi-tiered Systems of Support-Early Warning System (MTSS-EWS) and other appropriate measures.