Progress Markers-Feedback Survey
 We are requesting that you assist us by providing feedback in order to refine and finalize the current progress marker framework for operationalization under the Integrated Guidance  ahead of the 23-25 biennium. For your reference, here is an Overview of Progress Markers from our recent workshop.
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Please review each of the following Progress Markers and respond: Do these Progress Markers represent a logical picture of the change process through which a district or school would progress when moving towards the outcome?
Note: There are 16 progress markers, respond to those for which you have feedback, it is okay to skip some.
Expect to See: Consistent community engagement recognizes and honors the strengths that educators, students and families bring to the educational experience and informs school and district planning.
Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Expect to See:  Equity tools are utilized in continuous improvement cycles, including the ongoing use of an equity lens or decision-tool that impacts policies, procedures and practices.
Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Expect to See: Data teams are forming, and they frequently review data that inform a school’s decision-making processes, including barriers to engagement, attendance, contextual factors influencing the data, and participation and completion of experiences such as career exploration, CTE Programs of Study, Accelerated Learning courses and work-based learning experiences.

Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Expect to See: Schools and districts have an inventory of literacy assessments, tools, and curriculum being used.
Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Expect to See: Effective communication exists between educators and families about student growth, literacy trajectory, areas for improvement, and individualized supports are provided. This includes communication around graduation requirements and advanced courses, including CTE.
Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Expect to See: Schools and districts co-develop and communicate a shared understanding (among educators, students, families and community members) of what it means to be on-track by the end of the 9th Grade. This includes evidence of increased enrollment in advanced courses as well as ensuring English Language Learners are enrolled in appropriate courses to ensure on-time graduation.
Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Like to See: Educators use student-centered approaches to foster student voice, reinforce student engagement and motivation, and increase academic achievement.
Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Like to See: Dedicated time for professional learning and evaluation tools are in place to see if policies/procedures are adequately meeting the needs of students and address the root-causes of chronic absenteeism.
Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Like to See: Comprehensive literacy strategies, including professional development plans for educators, are documented and communicated to staff, students (developmentally appropriate), and families.
Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Like to See: A review of 9th grade course scheduling is conducted, accounting for student core and support course placement, and disaggregated by student focal groups.
Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Like to See: 

Foundational learning practices are visible or emerging that ensure safe, brave, and welcoming classroom and school environments that are strengths-based, equity-centered, trauma-and SEL-informed. This means policies and practices exist that prioritize health, well-being, care, connection, and relationship building, and honor individuals’ ways of being and knowing through culturally affirming and sustaining practices for students, staff, and administrators.

Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Like to See:
 Schools strengthen partnerships with active community organizations and partners, including local public health, mental health, colleges, workforce development boards, employers, faith communities, tribal leaders, and others.
Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Love to See: Financial stewardship is reflected in both accurate and transparent use of state and federal funds with integrity and purpose, while also centering student and community voices in resource allocation.
Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Love to See: Educators experience a balanced approach to assessment systems that help them identify student learning in the areas of reading, writing, research, speaking, and listening that are clearly connected to Oregon’s English Language Arts and Literacy Standards.
Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Love to See: Schools and districts have a process to identify and analyze the barriers that disconnect students from their educational goals and/or impede students from graduating on time and/or transitioning to their next steps after high school.
Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Love to See: Students have avenues to share and communicate their dreams and aspirations at all levels, including a clear picture of the contributions and next steps they plan to take after they graduate from high school.
Clear selection
If you selected that changes are needed, please describe/provide feedback below:
Are any important elements/topics missing from this set of progress marker? If so, please give a brief explanation/description of what should be included.
Are we capturing the right milestones when we consider the purpose of these funds and the architecture of these integrated programs (Student Investment Account, High School Success, ESSA Partnerships (CSI/TSI), Early Indicator and Intervention Systems, Every Day Matters, Career Technical Education)?
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