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Camas School District narrows year‑one strategic plan focus to wellness and self‑empowered learner; MTSS steps and Panorama survey adjusted
Summary
At an Aug. 11 board workshop, district staff outlined how the strategic plan will be put into practice this year, naming two priority domains (wellness and self‑empowered learner), steps to strengthen the district's MTSS structures and changes to Panorama surveys and data reporting.
At an Aug. 11 workshop, Lisa (district staff presenter) told the Camas School District board that the district will focus implementation of its strategic plan this year on two domains — wellness navigator and self‑empowered learner — while advancing a multi‑tiered system of supports (MTSS) and revising Panorama survey topics and district data reporting.
"The strategic plan is grounded in 3 large goal areas. And they are high quality instruction, a culture of safety and belonging, and responsive pathways," Lisa said, describing the plan as a guide for school‑level goals and operational steps. She said leaders had chosen to concentrate on the first two domains on the plan page for deeper implementation this year so the district can learn and add domains later.
The nut of the presentation was how those priorities will be operationalized. Staff identified two MTSS implementation structures as central this year: establishing or strengthening a building MTSS team and establishing scheduled intervention time. "What's important then is what happens in those teams ... and scheduled intervention time. What happens in that time? How do we know that it's working?" Lisa said.
District staff also signaled changes to the Panorama student survey the district uses to measure aspects of student wellbeing and engagement. Panorama has been a district source since the 2021–22 school year; staff said they removed three Panorama topics after schools reported the survey felt too long and some items invited confusing interpretations, and they added a new topic, "learning strategies," to align data collection with the self‑empowered learner domain.
On assessment and reporting, Lisa said the district is creating a dashboard in Homeroom (School Data Solutions) to make benchmark and progress‑monitoring data more accessible for leaders and board members. "We're creating that document right now, so you'll have that. The second is that as we move into the dashboard this year, we want that to be a place that brings you data more," she told the board in response to a question about when updated benchmark data would be available.
Board members and staff discussed the district's plan to connect MTSS to leaders' theory of action and benchmark outcomes. Rebecca (co‑lead, district MTSS initiative) was named as one of the district leaders running MTSS work, and Lisa said the district team has existed for three years. Lisa said the district has added explicit language requiring schools to identify a benchmark outcome tied to page 16 of the district document so that progress monitoring is clearly aligned with district targets.
Staff described supports for principals and schools: three principal supervisors — John (principal supervisor), Derek (principal supervisor) and Doug (principal supervisor) — will meet monthly with principals and bring barriers and resource needs back to district teams so supports can be aligned. Lisa said district and school leaders will mix grade levels and roles in planning groups to identify strengths and opportunities across preK–12.
Board members asked about timing and rollout. One board member asked when the MTSS cutoff for its role in identifying students for special education would occur; staff replied that change would take effect in the 2026 timeframe, giving schools time to prepare. On state assessments, staff cautioned that Smarter Balanced results and other state measures can lag and may not immediately reflect alternative assessments or students who did not test.
Lisa closed by noting next steps: an equity module focused on the profile of a graduate will be part of staff kickoff, report‑card comments tied to attributes are available at the secondary level, and schools will lead staff through the profile‑of‑a‑graduate activities during early fall professional learning.
Ending: The board workshop continued with planning and logistics items after the presentation; staff said materials from leadership lab activities and school posters would be photographed and preserved as a gallery of work to show progress over time.
