2018-2019 School year
Full Year of Staff, Parent, Student, Community Engagement to identify priorities for SFSD used to inform the development of Strategic Visioning Plan/Continuous Improvement Plan (CIP). (SIA must be consistent with CIP) Full Engagement Summary, Strategic Plan, and CIP can be viewed on the SVP/CIP page: Strategic Visioning Plan / Continuous Improvement Plan
- Silver Falls School Board approved Strategic Visioning Plan with focus areas including: Academic Success, Social Emotional Wellness, Facilities (see link to SVP/CIA, above).
- Oregon Department of Education approved Continuous Improvement Plan (see link to SVP/CIA, above).
- Meetings resume for District Equity Team with purpose of creating district Equity Tool
- Comprehensive Data Review by ODE identified Data Points and Student Success Act Focal Groups identified areas of disparity including:
- 9th grade on track impacted by disproportionate placement into High School Courses disproportionate and success in High School Courses disproportionate (Emerging Bilingual, Disability, Poverty, Mental and Behavioral Health)
- 3rd Grade Reading targets disproportionate (Emerging Bilingual, Disability, Poverty, Behavioral Health)
- Chronic Absenteeism disproportionate (Poverty, Mental Health)
- Graduation rates disproportionate (Poverty, Mental or Behavioral Health, TAG, Disability)
- Note that comprehensive review of every non-completer in past 6 years indicates that these students share a profile specific to mental health, family disruption, and lack of resources and supports
- Meet with Charter Schools to discuss District SIA sponsorship of Charters (Complete) (refer to ODE Charter School Guidance page for more details)
- Additional Student and Family Engagement for Student Success Act Focal Group Students:
- Survey to all families with Disabilities (Complete)
- Community Partner Engagement with Sheltering Silverton (Ongoing)
- YouthTruth culture and wellness survey all staff, students 3-12, and parents (February)
- ELD family engagement 1:1 (Ongoing)
- ELD family engagement through Parent Resource Nights (Ongoing)
- Focus Group for Staff working with Focal Group Students (counselors, student support advocates, Alt Ed) (Complete)
- District Leadership Team engaged ODE process for SIA Application completion. Refer to the ODE SIA Guidance Document Section 201 and ODE SIA Guidance Document Section 202 for complete details.
- Review all engagement input (Complete)
- Cluster input into focus areas (Complete)
- Compare clusters against district data and CIP to check assumptions (Complete)
- Consult Quality Education Model Recommendations for best practices to address identified needs (Complete). Refer to ODE SIA Guidance Document Section 208 for more information.
- Consider allowable expense categories, ODE target outcomes, and focal group students to plan strategies and activities under SIA. (Complete by Feb. 10)
- District Equity Team reviews SIA Application using District Equity Tool (In progress)
- District SIA Plan formally presented to Board (February 24th)
- Public input opportunity (February 24th-March 9th)
- Board approval of SIA Application (March 9th or April 13th)
- ODE Submission no later than April 15th
Example of the Process from Engagement Data to SIA Plan Inclusion
Our SFEA Leader Focus Group and Our Staff Online Survey identified the need for a new, standards-based and instructionally-aligned Reading Curriculum that provides consistent educator resources for students of varying needs, as well as professional development on effective reading and writing instruction for the early grades as a high priority.
We looked at our District and Building SBAC data, Oregon Data Suite, and STAR Reading reports by subgroups specific to the ODE target of 3rd grade Reading Proficiency. SBAC data shows that while we continue to perform significantly higher than state average on this data point, 61% of our White students are meeting 3rd grade reading targets, while only 18% of our ELD students, 37% of our students with disabilities, 24% of our Hispanic/Latino, and 35% of students who are experiencing poverty are meeting that target.
We consulted our CIP and intended outcomes to ensure that this target is in alignment with the educator, community, and board-approved focus and determine that it is a clear fit under focus area 1: “Every student will be on track to graduate every year.”
We consult our strategies for improvement and identify that “Ensure pedagogy and standards-based curriculum integrates the respectful consideration of culture, disability, race, gender, and language with equitable learning supports and opportunities” is a strong fit for this need area.
We looked at the QEM recommendations which supports “highly coherent instructional systems of standards, curriculum frameworks, assessments, and course requirements” and “focusing resources on the early grades to build a solid foundation for later learning.”
We looked at allowable use categories and see that the area of Well-Rounded Education allows for “Developmentally appropriate and culturally responsive literacy practices K-3.”
We added as an activity item to be funded by SIA the adoption of a comprehensive culturally responsive, developmentally appropriate K-5 English Language Arts program and supporting teacher professional development.
The equity team will apply the district Equity Tool to this activity to ensure that it is consistent with our district equity efforts.
Charts and Data Points for the above example:
ODE SIA Focal Group Measures Report
Grade 3 STAR Reading Outcomes
SIA Engagement Details by Group
Parent & Community Outreach
Focus Group: Local Business & Community Leaders, October 16, 2018
Chamber and Merchant Members invited
Focus Group: Senior Center, October 16, 2018
Approximately 6 participants
Focus Group: Government Leaders, October 16, 2018
Members of local Police and Fire departments, Mayor, City Manager, City Council, etc.
Focus Group: Parent Volunteers, October 16, 2018
Parent-Teacher Club Officers for each building, 16 participants total
Focus Group: Community Service Organizations, October 17, 2018
Kiwanis, Rotary, Elks, Friends of Music, Alumni Association, SACA, ASAP, Silverton Together invited
Focus Group: Religious Leaders, Service Organizations, and Advocacy Groups, October 17, 2018
Approximately 20 participants
Open Community Forums (multiple locations), October 2018
Held at Butte Creek, Central Howell, District Office, and Silverton Middle School. Approximately 60 total participants. Live translation provided.
Community Engagement Survey, Winter 2018-19
359 Survey Responses, 118 Written Responses
Family Engagement Night: Spanish Speaking Families, 4 sessions in 2019-20 School Year (Ongoing)
Varying attendance, as many as 60 parents each session. Work is ongoing with Ghios, ESD, and Migrant Staff
YouthTruth Parent Survey, February-March 2020
Response rates varied by school, from 21% of families to over 100% of families (representing multiple parent responses per family.
District Employee Outreach (all groups)
Focus Group: SFEA Leadership, November 2018
approximately 20 SFEA Officers and Building Reps
Focus Group: Classified Association Leadership, November 2018
approximately 20 Association Officers and Building Reps
Focus Group: School Administrators, November 2018
13 Building, Department, and District Administrators
All Stakeholder Survey, November 2018
116 respondents identified themselves as staff members
Licensed ODE Feedback Discussion Groups, February 2020
156 teachers participated
Classified ODE Feedback Response, February 2020
Focus Group: Staff Working with At-Risk Students, January 2020
18 Counselors, Behavior, and Alt. Education staff
Building and District Equity Teams, 2018-Ongoing
Approximately 30 members across staff, community, parents, and consultant
YouthTruth Survey, February-March 2020
Approximately 66% Staff Response Rate (voluntary)
Student Voice / Student Outreach
Focus Group: Student Leaders, October 2018
Approximately 26 students, representing each district school
Focus Group Series: Students of Color, LGBTQ+, Russian Students, 2018-19 School Year
Approximately 65 high school students and advocates
Survey: Students with Disabilities, January 2020
Interviews: Students Who are Emerging Bilingual, Fall 2019
Approximately 80% of families interviewed
ODE Engagement Survey: Students Navigating Poverty, Homelessness, and Foster Care, January 2020
In partnership with Sheltering Silverton
YouthTruth Student Survey
88% of District Students in Grades 3-12 Responding
- Meeting Behavior and Mental Health Needs
- Increasing Academic Achievement and Reducing Academic Disparities for Focal Populations
Expenditure category 1: EVIDENCE-BASED STRATEGIES FOR REDUCING CLASS SIZE & CASELOADS ($600,000)
Educational Assistants ($600,000)
Provide additional Educational Assistant support hours for our highest numbers and highest needs classrooms with priority focus in K-3.
Expenditure category 2: INCREASING INSTRUCTIONAL TIME ($80,000)
Summer School Opportunities PreK-12 ($80,000)
One director, five teachers, and five assistants will provide targeted support for up to 80 focal group students in academics, language acquisition, and social emotional development This activity will complement our current 8th-12th grade summer school provided by High School Success funds and our K-12 Migrant Summer School Program supported by our Educational Service District.
Expenditure category 3: EXPAND AVAILABILITY OF AND PARTICIPATION IN WELL-ROUNDED LEARNING EXPERIENCES ($910,384)
Welcome Center ($110,000)
Create a bilingual welcome and resource center for families to provide social/emotional and academic support, systems navigation, and translation services. We will house this in one of our in-town facilities, but staff will be mobile. We will hire 1 Systems Navigator/Translator and contract additional translation services to support our approximately 187 students with Spanish speaking families.
Expand Pre-CTE Electives for middle school students ($17,100)
Provide all middle schools with the Paxton-Patterson Career Tech program (curriculum, equipment, and training). Paxton-Patterson Career Tech learning systems engage students with problem-based, real-world technology that allow students to discover their interests and aptitudes, along the pathway to postsecondary success. The programs provided by Paxton-Patterson concentrate on STEM Education, Health Science Careers, Family & Consumer Sciences, and Architecture & Construction. Schools would need to provide one teacher to implement this elective. High School Success will fund the purchase of the labs, while SIA funds will fund the training and staffing of the labs.
College Credit Support Class ($34,200)
Fund 1-3 high school class periods dedicated to supporting up to 45 students who are first generation college, taking their first college class, or multiple college classes. This will allow focal group students who have not been able to access these opportunities the support they need to do so successfully.
STEAM TOSA ($142,000)
Fund 1 teacher on special assignment dedicated to coaching teachers in 2 buildings to move to STEAM practices building wide. STEAM practices are research based best practices to build capacity for underrepresented populations in the areas of Science, Tech, Engineering, Arts, and Math. Additionally, STEAM practices have shown to improve attendance and engagement for all student populations.
Culturally Responsive Research Based Literacy Curriculum ($477,084)
Adopt, purchase, train, and implement a comprehensive K-5 Literacy Program
Work Group on K-8 Expanded Education Opportunities ($50,000)
A Consultant dedicated to researching and creating a plan to provide expanded opportunities in music, art, PE, STEM, Tech, TAG, etc. for all of our students.
Expenditure category 3: Meeting Student Health and Safety Needs ($1,150,164.00)
Work Group on Student Wellness and Support Center ($50,000)
Form a work group and contract a coordinator to explore implementation of a student health and wellness center in partnership with Legacy Health Services, Sheltering Silverton, SACA, and Silverton Community Partners to serve the needs of our approximately 1,026 students experiencing poverty and approximately 72 students experiencing homelessness.
Additional Behavior and Mental Health Support Staff ($456,000)
Additional staff will include 3 additional LCSW or Counselors and 1 additional School Psychologist moving us closer to the Oregon Quality Education Model.
Therapeutic Education Placement (Hope Academy) ($564,164)
This program will house up to 40 of our highest needs students that demonstrate a lack of the behavioral and emotional health skills necessary to be successful in our existing and supplemented systems. SIA will fund lease for space, director, clerical support, instructional services, and 1 additional teacher. High School Success will fund 1 teacher and 1 student support advocate. DHS will provide family support coaching. Oregon Health Authority will provide individual and family therapy as well as social service supports and skills training. The intention is for this program to become completely self-sufficient within 5 years so that HSS and SIA funds could be reallocated.
For more information on Hope Academy, see the following one-page summary document: Hope Academy Overview.
Professional Development ($80,000)
Provide District Wide Professional Development in the areas of Mental Health and Equity including Trauma Informed Compassionate Classrooms: Strategies to Reduce Challenging Behavior, Improve Learning Outcomes, and Increase Student Engagement as well as work with Equity Consultant Elizabeth Denevi: Teaching While White. This fund will cover consultants, substitutes, extended staff time, and training materials.