Section 5: Plan for Continuous Improvement

1. Decrease disparities in TAG Identification by race by 3% by 2026.

Training staff in identification best practices, including use of local norms, as a means to services. 

Training HSD Family Liaisons in the HSD TAG Identification Process so they can better inform families. 

Present HSD TAG Identification Process with  Parent Equity Groups. (Educational Equity Advisory Committee (EEAC), Black Village, and Pacific Asian, etc)   

November 2022 - Attended nationalNAGC conference with  Bilingual Programs TOSA

February 2023- Presented TAG Updates to the EEAC. 

November 2022 - Attended national TESOL conference with  Bilingual Programs TOSA

October 2022 thru April 2023 - trainings on updated practices and feedback gathered during Monthly TAG Coordinator Meetings

March-April 2023 -  trainings on updated practices and feedback gathered during Elementary TAG Coordinator Work Days

Monitor and adjust to the comparison of the percentage of TAG identified students to total District students by demographics will be closer by 3 percentage points. Find the difference between percentages.

HSD TAG Numbers by Demographics

Completion of trainings with staff sign-in and exit ticket feedback for accountability

Counting and comparing district enrollment demographics to students identified as TAG.

2. Improve equitable identification practices by providing training of gifted characteristics to teachers, education specialists, and classroom support staff and incorporating the use of local norms at building levels, by the end of the Spring 2025 school year.

Training in identification best practices, including use of local norms, as a means to services.

Provide training specific to instructional practices that promote and foster academic growth for students identified as TAG

August 2022- TAG identification and services presentation at TAG Coordinator Kick-Off PD.

October 2022 thru April 2023 - trainings on updated practices and feedback gathered during Monthly TAG Coordinator Meetings

March-April 2023 -  trainings on updated practices and feedback gathered during Elementary TAG Coordinator Work Days

Completion of trainings with staff sign-in and exit ticket feedback for accountability

Revising district documents specific to identification to include use of local norms

Examine identification data (who was nominated and identified), and how that compares to the year prior

3. Critical Thinking & Problem Solving (Goal #4 on HSD 2023-2027 Strategic Plan: 

By 2026-27, 95% of students will be an empowered, engaged, critical, creative thinker who demonstrates proficiency across content areas. 

Pillar A supports Goal #4 from HSD 2023-2027 Strategic Plan:

A1. Utilize an inclusive process to engage educators, students, and other community partners in the review and adoption of culturally responsive curriculum materials by

content area while adhering to the Oregon Department of Education Instructional Materials Timeline.

A2. Provide ongoing professional development and support

in order to guarantee high-quality implementation of

curricula and assessments of student learning across the

district.

A3. Implement personalized learning for each student, that

proactively utilizes differentiation, scaffolds, interventions,

and enrichment that meets student academic and social emotional needs based on frequent data and student feedback.

A4. Create systems (e.g. transportation, schedules, supervision) to ensure every student has access to affinity

groups, community-building activities, and events (such as unstructured play, clubs, etc.) both within and outside of the

school day.

A5. Effectively use asset-based intervention and enrichment services and instructional practices

(e.g. the use of visuals and realia) that capitalize

on student strengths and funds of knowledge and

accelerate learning and growth of underserved

students based on district data.

A6. Provide differentiated instruction to students

who demonstrate advanced proficiency of

standards based on assessment data and grade

level using learning opportunities that are “in lieu

of” rather than “in addition to” other coursework.

A7. Provide relevant instruction and an affirming

environment of representation, inclusion, and

belonging of/for LGBTQ+ and gender diverse

students.

See HSD 2023-2027 Strategic Plan

Monitor and adjust to 

• Percent of students in grades 7-12 meeting core academic standards. 

• Percent of seniors who demonstrate employability skills. 

• Percent of high school students on-track for graduation.

Completion of trainings with staff sign-in and exit ticket feedback for accountability.

Use of Instructional Practices Teacher Survey results.

Percent of students in grades 7-12 meeting core academic standards. 

Use of Instructional Practices Teacher Survey results.