Integrated Guidance

 

Explain how you incorporated your equity lens or tool into your planning and budgeting process. Outline key activities/strategies from your outcome/strategies Smartsheet and identify specific activities to support prioritized focal student groups. 

Our equity lens was used throughout our planning and budgeting process by ensuring that resource allocation, program development, and decision-making focused on closing opportunity gaps for focal student groups. As a student success committee, we looked at every measure, not just from wholistically, but also by examining the focal groups and their performance on each measure.  We identified gaps in CTE, economically disadvantaged students, and  Hispanic/Latino students. We are still seeing disparities for Hispanic/Latino, and economically disadvantaged students in Reading and Math at all levels. Addressing these disparities is essential for equitable educational outcomes and long-term workforce readiness.

Our plan demonstrates our prioritization for the following: targeted recruitment efforts for underrepresented students in CTE programs, expansion of work-based learning opportunities with financial and transportation support, professional development for educators on culturally responsive teaching and inclusive instructional strategies, and funding to remove financial barriers. We are also prioritizing professional development, extra support, and coaching in Reading and Math instruction K-8.  By embedding equity in our planning and budgeting, we are ensuring that all students have access to meaningful educational and career opportunities.

What professional development or training is planned throughout the biennium for teachers, staff, and administrators to address the cultural, social, emotional, and/or academic needs of students, including those of focal students?

To address the cultural, social, emotional, and academic needs of students, including those of focal students, we plan on offering culturally responsive teaching, trauma-informed practices, and inclusive instructional strategies professional development for teachers, staff, and administrators throughout the biennium 2025-2027.

This professional development will include training on implicit bias, equitable grading practices, and strategies for supporting Special Education and English Language Learner (ELL) students. Additionally, we will provide targeted workshops on engaging female students in non-traditional CTE fields and fostering a sense of belonging for our focal group students.

Social-emotional learning (SEL) will be a key focus, with professional development in restorative practices, de-escalation techniques, and mental health first aid to support student well-being. Administrators, teachers, and counselors will receive training in early intervention strategies and community-based partnerships to connect students with additional resources.

Through these efforts, we aim to create a more inclusive and supportive learning environment that ensures all students—especially those from focal groups—can thrive academically, socially, and emotionally.

 

What policies and procedures do you implement to ensure inclusion of children and youth navigating houselessness in all programs and activities? 

Our school board policy guarantees that no student is denied admission due to homelessness or lack of parental supervision. We ensure homeless students are not stigmatized or segregated. To support these students, the District will:

1. Assist homeless students in enrolling in the school that best serves their educational needs.
2. Allow students to attend either their current residence's school or their school of origin, based on their best interest. Transportation to the school of origin will be provided upon request.
3. Maintain and transfer school records efficiently for continuity in education.
4. Ensure homeless students receive all educational services, including special education, language programs, career learning, and school meals, on an equal basis with other students.
5. Provide additional support services, such as transportation.

By implementing these measures, the District upholds its commitment to equitable education for all students.

Describe any efforts to ensure opportunities for all students to participate in CTE programs that are generally considered male or female dominated.

Through the Lane ESD CTE Consortium, we will receive support in promoting female leadership and representation in Construction and Manufacturing career pathways. This will be facilitated through instruction via HOPE Factory and the recruitment of industry partners that reflect non-dominant gender representation in historically male-dominated CTE fields.

The district has taken several steps to improve equal access to CTE programs. At Cottage Grove High School, transitioning to an 8-period schedule (from a 7-period schedule) has expanded access to CTE electives. Students who require additional courses due to IEPs or English language learning needs can now fit more electives into their schedules, increasing opportunities to explore CTE. At Al Kennedy High School, the flexible cohort schedule allows students multiple entry points into CTE pathways.

Further efforts are needed to identify and address access barriers for specific student groups. With a district-wide focus on data utilization, we will analyze enrollment patterns to determine which students are not accessing CTE electives and identify the root causes.

To encourage participation in non-traditional fields, high school staff are actively recruiting students through job shadows, internships, guest speakers, worksite visits, and other hands-on experiences. By exposing students to professionals who reflect diverse backgrounds, we aim to inspire interest and participation in CTE pathways that have traditionally lacked gender diversity.

 

Explain any changes or updates to your program review based on the Program Review Tool and Oregon’s Early Literacy Framework.

We have updated our Program Review Tool as follows: we are no longer providing PD using a Fall Academy. 

We have started to use title nights as a way to both incorporate student voice and increase family connections. In the past we used to present topics/information to parents and it was more of a “sit and get” activity. Now we are finding strengths and growth that the students are proud of and helping them to prepare posters and presentations. When their family attends the event, the student is the center of attention by responding to prompts like “what makes me proud” and “how does this help me reach my life goals.” We’ve found that this not only greatly increases attendance at these title nights, but also creates a greater connection and relevance for students and their families. 

We have also start to use MAP Growth as a tool for measuring progress. The big difference with this tool is that it allows us to see a change over time that extends into secondary and is comparable across all grades. This will allow us to eventually create individual student goals that kids themselves can set and see. 

We continue to do the following: 

• Provide professional development on early release Wednesdays
• Use data to guide our instructional decisions
• Utilize Literacy Coaches to support early career (and sometimes veteran) staff with feedback and support
• Train more and more staff on Language Essential for Teachers of Reading and Spelling (LETRS)

Complete the Early Literacy Allowable Use Descriptions Smartsheet that includes information around professional development, coaching, high-dosage tutoring, and extended learning. 

No narrative response required. A Smartsheet link will be provided.

How do you ensure curriculum design and the adopted curriculum for all content areas (core or basal and supplemental) consist of a clearly stated scope and sequence of K-12 learning objectives and is aligned to all state and national standards?

Our district ensures a clearly defined scope and sequence for K-12 curriculum design by adhering to a rigorous adoption process that aligns with state and national standards. We incorporate input from staff, students, and the community to ensure diverse perspectives are considered.

Using the Oregon Department of Education’s adoption recommendations and rubric, we evaluate curriculum coherence and alignment with content standards. Our process also integrates an equity lens to assess accessibility, cultural relevance, and the inclusion of best practices for diverse student populations, including English Language Learners, Special Education, and Alternative Education students.

We prioritize research-based instructional strategies and balanced assessment methods to support differentiated learning needs. Scaffolds and supports are embedded to ensure all students have equitable access to high-quality instruction. Through this intentional approach, we maintain a curriculum that is rigorous, inclusive, and reflective of best educational practices.

Describe your system for ensuring classroom instruction is well-rounded, intentional, engaging, and challenging for all students. 

South Lane School District ensures classroom instruction is well-rounded, intentional, engaging, and challenging through a collaborative and reflective approach. Content and grade-level teams meet weekly as professional learning communities to identify essential standards and determine effective instructional strategies using both adopted curriculum and supplemental resources.

Administrators play a key role in supporting high-quality instruction through a structured evaluation process. Teachers undergo observations based on their probationary or non-probationary status. In “on-years,” teachers receive feedback from administrators to enhance their practice, while “off-years” focus on personalized professional growth. Additionally, all teachers set and track two student learning growth goals and one professional growth goal annually.

Professional development is strategically aligned with trends observed in classrooms, ensuring continuous instructional improvement. Newly hired teachers receive mentorship, and many buildings offer literacy and instructional coaching to further support educators. Through these efforts, South Lane School District fosters a dynamic and equitable learning environment that meets the needs of all students.

How do you ensure that students, families, and community members experience a safe and welcoming educational environment, including but not limited to being free from drug use, gangs, violence? 

The district is committed to creating a safe and welcoming educational environment for students, families, and community members by fostering strong relationships and proactive safety measures. We actively engage a diverse cross-section of our community to ensure all voices are heard and valued.

To promote safety, we maintain clear policies and procedures to prevent drug use, gang activity, and violence on school grounds. This includes partnerships with local law enforcement, mental health professionals, and community organizations to provide support services and early intervention programs. We also implement social-emotional learning initiatives, restorative practices, and conflict resolution strategies to create a positive school culture.

Beyond safety, we prioritize inclusivity by listening to community needs and ensuring schools remain welcoming spaces for all. Regular engagement with families and community partners helps us identify concerns and improve our practices. Through these efforts, we work to make every student, family, and community member feel safe, supported, and valued in our schools.

How do you ensure students have access to strong school library programs?

The district ensures students have access to strong school library programs by providing dedicated library staff and resources to support literacy and learning. A licensed district librarian collaborates with certified and classified media specialists across schools to curate and manage diverse, up-to-date library collections. These professionals work directly with students, guiding them in exploring library resources, digital tools, and book checkouts.

To maintain vibrant and relevant library collections, the district allocates resources to each school for ordering new books and materials. This ensures students have access to engaging and age-appropriate reading options that reflect diverse perspectives and interests. Students in K-5 throughout the district have access to school libraries between 1-3 hours daily. Staffing at grades 6-8 and high school levels allows students access throughout the day. 

By fostering a love of reading and research, our library programs play a crucial role in supporting academic success and lifelong learning.

How are you monitoring the effectiveness of interventions for students who experience depression, anxiety, stress, and challenges with dysregulation?

Our intervention for students who experience depression, anxiety, stress, and challenges with dysregulation includes school-based counseling services, social-emotional learning (SEL) curriculum, trauma-informed practices, and access to mental health partnerships with community organizations. We also provide restorative justice practices, mindfulness activities, and de-escalation strategies to support student well-being through Social Emotional Learning coaches.

We monitor the effectiveness of these interventions by analyzing student behavior data, attendance records, and referral rates for counseling and support services. Additionally, we use student self-assessments, teacher observations, and feedback from families to assess progress and make necessary adjustments. Regular collaboration between educators, counselors, and support staff ensures that interventions are responsive to student needs. By maintaining a data-driven and student-centered approach, we ensure that our mental health and emotional support strategies effectively promote student well-being and success.

How do you identify and support the academic needs of students who are not meeting or exceeding state and national standards for focal student groups? What systems are in place for supporting the academic needs of students, including for focal student groups, who have exceeded state and national standards?

Our district identifies and supports students who are not meeting or exceeding state and national standards through a structured, data-driven approach. All schools have intervention and pre-referral processes in place to provide additional support for students who are not making adequate progress. Intervention teams implement targeted strategies, monitor student data, and adjust support as needed. If progress remains insufficient, students may be referred to the Special Education team for further evaluation and potential eligibility for an Individualized Education Program (IEP) under IDEA.

To ensure equitable access to advanced learning, we use a systematic approach to identify Talented and Gifted (TAG) students. Staff and parents can nominate students for evaluation, after which a TAG plan is developed collaboratively with teachers, parents, and students. This plan, reviewed annually, guides classroom teachers in providing appropriately challenging content.

Our district is shifting toward a tiered instructional model to better serve students at all levels:

• Tier I: Teachers provide differentiated instruction with embedded content extensions.
• Tier II: Students, teachers, or parents may request additional, more challenging material in specific subjects.
• Tier III: Students may engage in advanced projects incorporating higher-level thinking skills.

By systematically gathering and analyzing data at both the school and district levels, we ensure that interventions and enrichment opportunities are accessible, equitable, and responsive to student needs.

If planning to develop a new CTE Program of Study, please name the intended program to be started, timeline, and the steps taken or to be taken.

What CTE defined work-based learning experiences are available for students? Describe any efforts you are making to expand these opportunities.

Through the Lane ESD CTE Consortium, our district is enhancing work-based learning (WBL) experiences by developing classroom workplace simulations as an equitable and accessible option. Additionally, we participate in Real World, a Lane ESD-sponsored program where teachers and industry partners collaborate to create in-class, industry-connected project-based learning units.

At Cottage Grove High School, a College and Career Liaison facilitates job shadows and WBL experiences, while a newly added Career Counselor is expanding these opportunities across the district  to middle and elementary students as well.

At Al Kennedy High School, students engage in WBL through the Natural Resources Pathway, gaining hands-on experience in the school garden, school businesses, and contracted projects with external agencies. As we develop an Early Childhood Pathway, students will collaborate with local daycare providers for practical experience.

To further expand WBL, the district is leveraging counselors, career center staff, and Program of Study teachers to strengthen partnerships with local businesses and organizations, ensuring students have meaningful career-connected learning experiences.

Do your students have the opportunity to earn CTE college credit while in high school? If yes, no explanation required. If no, please explain. 

Yes, students have the opportunity to earn CTE college credit while in high school.

College Now opportunities are available in every CTE career learning area through Lane Community College and other community colleges across the state. With support from Lane ESD, students can access alternative dual credit certification options through Lane Regional Promise. Additionally, through the Lane Career Academy, students can earn up to 12 Lane CC credits toward Construction/Manufacturing.

Beyond CTE, students can earn college credit in both core and non-core classes such as Advanced Placement (AP) courses allow students to take college-level coursework on their high school campus and earn credit based on AP exam scores. Many courses are also directly linked to Oregon community colleges, enabling students to earn transferable college credits applicable to Oregon colleges and universities.

 

What improvements have you made when engaging with your community, including focal students, families, and staff, in the past two years? What barriers, if any, continue to exist or were experienced?

We are proud of the improvements we have made to our community engagement process. During the 2023–2025 school years, we have established a Student Success Committee that includes parents and students from focal groups, creating a consistent space for authentic collaboration. In addition, we provided two structured opportunities for input from parents and community members. One of these sessions was conducted in both Spanish and Mam (a Mayan language), helping ensure that language was not a barrier to participation.

These engagements prioritized the focal students, families, and staff by intentionally including their voices in planning and decision-making processes, offering language access, and creating platforms where their needs and experiences guide our efforts.

The barriers that remain include continued challenges in encouraging families to attend standalone input sessions, often due to time constraints, unfamiliarity, or lack of connection to the event’s purpose. To address this, we are developing a strategy to gather input at already-existing events where families are naturally present, aiming to meet our community where they are and foster more inclusive participation.

List the strategies used to engage with focal students and families about the integrated plan throughout the planning process. (At least two strategies are required)

When writing the integrated plan, we engaged focal students and families in the following ways through our Student Success Committee and through parent and community input sessions. The Student Success Committee included students and parents from focal groups, allowing for ongoing, in-depth conversations about student needs, barriers, and potential supports. This committee played a critical role in shaping the direction of our plan by centering voices that are often underrepresented.

Additionally, we held input sessions specifically for parents and community members, providing interpretation in Spanish and Mam to ensure accessibility for linguistically diverse families. These sessions allowed families to share feedback and ideas that directly informed the plan’s priorities.

We also conducted student input sessions at our two high schools, where students were invited to share their perspectives on school climate, academic support, and social-emotional needs. This provided a valuable lens into the lived experiences of focal students and helped align the integrated plan with their actual priorities.

List the strategies used to engage with staff, both classified and certified, about the integrated plan throughout the planning process. (At least two strategies are required.)

When writing the integrated plan, we engaged both classified and certified staff in the following ways: by hosting an in-person meeting in January with over 200 available staff members to present the draft plan and gather input, and by distributing a follow-up survey to collect additional feedback from both attendees and those unable to attend.

The in-person meeting provided a collaborative space for staff to ask questions, share concerns, and offer suggestions, ensuring the draft plan reflected the insights of those working directly with students. The survey extended that opportunity, allowing for more thoughtful, individual responses and ensuring every staff member had a chance to participate in shaping the plan, regardless of scheduling conflicts.

These strategies helped us build a more inclusive and representative plan by valuing the expertise of both classified and certified staff across roles and campuses.

Outcome of Engagement

Looking at your Community Engagement process holistically, what did you learn from the community and staff? Explain how you applied the input to inform your planning.

When we reflect on all of our community engagements, we have learned that meaningful engagement happens when students, staff, and families see themselves reflected in the process and feel their input leads to real change. Our students, staff, and community emphasized the importance of belonging, culturally responsive support, and clear communication.

The following outcomes/strategies/activities demonstrate how this learning directly impacted our planning: Using the Student Success Committee, which was reflective of our community, proved especially beneficial in identifying priorities and ensuring diverse voices guided our decisions. Input from students during high school sessions helped shape strategies focused on mental health and academic support. Feedback from staff led to clearer alignment between professional development and student needs. Parent input sessions, particularly those in Spanish and Mam, highlighted the need for language access and culturally relevant communication, which we addressed by including translation and outreach strategies in our plan.
 

What systems do you have to recruit, onboard, and retain quality educators and leaders, including those who are representative of student focal groups?

Our district is committed to recruiting, onboarding, developing, and retaining educators and leaders who reflect our student focal groups. Human Resources takes an intentional approach by carefully selecting representatives for recruitment events and showcasing diverse teachers and students in promotional materials.

To attract diverse candidates, we clearly communicate the support systems available for new teachers, emphasizing resources that are particularly beneficial to educators from focal groups. We also highlight the cultural and professional opportunities within both our local and neighboring communities to appeal to a broad range of applicants.

As part of our Integrated Guidance Plan, the district is enhancing its onboarding process over the next four years to include structured mentoring and coaching for new staff. These initiatives will provide sustained support, helping educators feel connected and empowered in their roles, ultimately strengthening retention efforts.

What systems are in place to ensure that focal students are being taught by effective and highly qualified teachers as frequently as other students?

Our district ensures that focal students have equitable access to highly qualified and effective teachers through data-driven decision-making and targeted support systems.

Each school has dedicated teams that meet weekly to analyze student data on behavior, attendance, and academic performance. This data is disaggregated by focal student groups and compared to overall trends, allowing staff to identify areas where additional support or instructional adjustments are needed.

At the middle and high school levels, students have access to flexible support classes based on their academic needs. Our high school’s 9th-grade teams meet regularly to monitor students’ progress toward graduation, collaborating on intervention strategies to keep students on track.

Administrators and team leads also use trend-level data to inform professional development, curriculum improvements, and instructional strategies. By continuously evaluating student outcomes and teacher effectiveness, we ensure that focal students receive instruction from highly qualified educators who are equipped to meet their needs.

Describe your system for analyzing disciplinary referrals, suspensions, and expulsions, including disaggregating this information by focal groups.

Our district systematically analyzes disciplinary referrals, suspensions, and expulsions by disaggregating data by focal student groups to identify and address disparities. Each school has a Social Emotional Learning (SEL) specialist who supports evidence-based strategies for emotion regulation and behavior management.

To reduce exclusionary discipline practices, we implement SEL curricula across all grade levels—Second Steps at the primary level and Character Strong at the secondary level. Our approach is centered on two key strategies:

1. Culturally responsive practices that foster students' positive identity, sense of belonging, and agency.
2. Explicit instruction in recognizing emotions and developing healthy coping strategies for challenges and change.

We continuously refine these efforts by seeking staff training in culturally responsive practices, incorporating student voice into disciplinary policies, and integrating SEL support across all school environments. Through these systems, we work to reduce disparities in disciplinary outcomes and create a more inclusive, supportive learning environment for all students.

What systems are in place to support students and families who are transitioning between Long Term Care and Treatment (LTCT) sites, Youth Corrections Education Programs (YCEPs), and Juvenile Detention Education Programs (JDEPs) to schools?

For our students transitioning between LTCT sites, YCEPs, and JDEPs to our schools, we provide case management support from our district behavior specialist to build behavior intervention plans and to set up reasonable expectations for students. Students have access to all SEL supports through building embedded specialists.  For their families, we have Community Care Specialists to help link families with appropriate private and public social service agencies.

How do you support students and families in the transition between early childhood education programs and local elementary school programs from elementary to middle grades? From middle grade to high school? From high school to postsecondary education and/or workforce?

Our district provides comprehensive support for students and families during key educational transitions, ensuring smooth progression from early learning through postsecondary education or the workforce.

Early Childhood to Elementary:

Our Early Learning Center coordinates early learning efforts, connecting families with district and community resources from birth. We offer weekly activities to support early childhood development and prepare families for school success. We collaborate with EC Cares and Head Start and operate five Pre-K classrooms across four schools, aiming to become a regional early learning hub. Before Kindergarten, students can enroll in Kids in Transition to School (KITS), which provides structured support for both children and parents. We also host Kindergarten Round-Up to connect multilingual families with school resources, conduct acculturation interviews, and screen students for English Language Development (ELD) services.

Elementary to Middle & Middle to High School:

To ease transitions between grade levels, we focus on academic and social-emotional preparation. Schools provide orientation events, student shadowing opportunities, and counseling support to ensure a seamless shift.

High School to Postsecondary & Workforce:

Students engage in career exploration software throughout high school to identify postsecondary pathways. A transition specialist at CGHS assists with FAFSA completion, college applications, essays, and scholarships. Students in special education receive additional support through vocational rehabilitation and job shadowing opportunities to explore career placements.

Through these efforts, we ensure equitable access to resources and smooth transitions for all students.

What career exploration and career development coursework and activities are offered to support awareness, exploration, preparation, and training at the various grade-bands? Describe your system for sharing information with students and parents regarding career connected learning and CTE opportunities, including any guidance, counseling, and connections to education plans and profiles.

Our district provides comprehensive career exploration and development opportunities across all grade levels to prepare students for future careers.

Career Exploration & Development (K-12):

We are part of a regional network of industry partners engaged in classroom presentations, student projects, and hands-on career experiences through Grouptrail. Students participate in regional career events like SLICE (Culinary), Fire School, MedSplash (Healthcare), Youth Trades Academy, and career days at Lane Community College (LCC). Middle school students explore careers through advisory lessons, campus visits, and career expos. High school students access job shadows, internships, and industry externships for educators to align classroom learning with workforce trends. Students also participate in BOLI Lane Pre-Apprenticeship Programs in Construction and Manufacturing.

Guidance, Counseling & Career Planning:

At the middle school level, students engage in career-focused advisory lessons and campus visits. At the high school level, guidance counselors and career center staff provide individualized support through career counseling, college visits, and postsecondary planning.

Information Sharing & Family Engagement:

Historically, students and parents learn about Programs of Study through handbooks, advisory sessions, parent communications, and school events. A key new initiative includes showcase events where students present projects from career pathways, helping families connect coursework to career outcomes. Over the next four years, we will develop a K-12 Career Readiness curriculum, ensuring students understand how their education connects to their career aspirations.

Through these efforts, we ensure equitable access to career-connected learning and workforce preparation for all students.