June 2024 Report

Below is the Oregon City School District reporting on the Strategic Plan efforts as of June 6, 2024.

Robust Systems of Belonging and Well-being

GOAL 1: By 2027, each and every student will receive support for behavior and academics to access grade level experiences and success.

  • Consistent IT process across elementary schools in intervention processes and procedures; consistency with frequency of meetings, reviews, and growth towards predictable student supports. Secondary level continuing to make progress with systems, consistency with meetings, and reviewing data. 

  • Progress to build strong systems continues at OCHS with the hiring of grad coaches; regular meetings; consistent way to request support; and a student tracking process in place.

  • Need for growth: Clearly defining and ensuring use and access of academic intervention supports for all tiers of the MTSS model (multi tiered system of support).

  • All schools completed the TFI and we saw significant growth across all domains.

  • Average 12% growth year over year on the total Tiered Fidelity Inventory (TFI) score. 

  • Had 20% growth in the following categories Feedback and Acknowledgement,Faculty Involvement & Student /Family/Community Involvement.

  • Moved from 61% to 100% on fidelity data and action planning.

  • Moved from a 33% to a 94% on data based decision making.

GOAL 2: By 2027, we will identify, develop and leverage community partnerships to support student wellness.

  • School social work referrals continue to steadily climb as they are building stronger relationships with staff and families. They have also begun outreach in schools to share resources with both students and staff (e.g., Mental Health Awareness Month). 

  • McKinney Vento support is in the process of re-identifying to "FiT" (Families in Transition) to better advertise those the program supports. 

  • Through the strategic use of federal grant money, our FiT staff is building additional capacity through vital trainings and workshops, alongside building up a bank of resources that can be immediately given to families in need. This includes cell phones, bus passes, hygiene items, and kitchen supplies.   

  • OCSLA students partnered with Oregon City Together to develop and promote a youth led mental health awareness campaign. This campaign worked to help educate students and youth on resources, coping techniques, and in identifying mental health stressors. 

  • OCSD Communications interns, also partnered with OC Together to create a fentanyl awareness campaign for youth by youth. This "Know the Risk" campaign featured a student created and produced documentary along with a website page, social media posts, posters, and stickers.

  • Had almost 1000 students participate in perception survey where they were asked about their expericences and needs related to wellness and belonging at school. 

    PBIS: Professional Development and Action Planning

  • Initial Push: Began the year with a strong focus on professional development (PD) and organizing action plans using the Tiered Fidelity Inventory (TFI).

  • MTSS Workflow: Dedicated time to understanding and setting up the Multi-Tiered System of Supports (MTSS) Workflow to effectively utilize data for driving practice.

  • Referral Process: Addressed and resolved initial challenges with the new referral process. Continuing to look at discipline issues over time including key groups. 

    Collaboration and Transparency

  • Public Work: Encouraged teams to make their work public through the Permanent Products Matrix, promoting collaboration and transparency.

    Specific Department Focus

  • Transportation Department: Concentrated PD efforts and system improvements in the transportation department. Implemented "Bus Bucks" and piloted several tier-two interventions.

    Addressing Disproportionality

  • Equity Focus: Recognized gender, racial, and disability-related disproportionality. Conducted professional development sessions at the equity conference and in various buildings to address these issues.

GOAL 3: By 2027, all students will report a sense of belonging and be able to identify one trusted adult, and/or describe a school-related community to which they belong.

  • Attendance Reports

  • All schools utilized systems for increased communications for attendance with standardize letters, processes and teams.

    Candy Lane

  • Chronic Absenteeism: 5% as of June 2024.

  • Irregular Attenders: 18% as of June 2024.

  • Regular Attendance: Increased from 68% to 77% year-over-year.

  • Efforts: Personalized phone calls and incentives, Positive notes home.

    Beavercreek

  • Chronic Absenteeism: Decreased by 9% as of June 2024.

  • Efforts: Tier 1 PBIS supports, Weekly CARE Team meetings for tiered interventions.

    Gaffney Lane

  • Chronic Absenteeism: Decreased from 13% to 9% year-over-year.

  • Regular Attendance: Increased from 61% to 70% year-over-year.

  • Efforts: Silent mentors and specific professional learning, Bi-weekly data reviews, Post card campaigns, Parent and teacher communications, Incentive plans and meetings.

    Holcomb

  • Chronic Absenteeism: Decreased from 3% to 2.5%

  • Regular Attendance: 59% in 2023-24, up from 45% in 2022-23 an increase of 14%. 

  • Efforts: Calls home, Student centered teams meeting with parents and students, Increase of attendance at Parent Teacher conferences, Intentionally built relationships with families, Increase in home visits, Texts to families who were less likely to engage in phone or other digital communication

    John McLoughlin

  • Chronic Absenteeism: Decreased from 5.6% to 3.8% year-over-year.

  • Regular Attendance: Increased from 74.59% to 82.18% year-over-year.

  • Efforts: Weekly attendance meetings, Adult connections and phone calls, Attendance letters, Specific incentives and personalized support,
     
    Redland

  • Chronic Absenteeism: 8% in 2023-24, up from 7% in 2022-23.

  • Regular Attendance: 66% in 2023-24, up from 65% in 2022-23.

  • Efforts: Welcoming postcards, Attendance protocols, Barriers to Attendance form, Formal attendance letters, Attendance data in intervention team collections, Resources in family newsletters.

    Gardiner

  • Chronic Absenteeism: Decreased from 30.37% to 27.56% as of June 2024

  • Regular Attendance: Increased from 69.63% to 72.44%

  • Efforts: Weekly team meetings and secretary support, Advisory teacher phone calls, Family newsletters, Attendance intervention meetings, Admin meetings and social worker referrals.

    Tumwata

  • Chronic Absenteeism:  Decreased by 5% as of June 2024

  • Regular Attendance: Increased to 63.3%

    OCSLA

  • Chronic Absenteeism: 78 out of 104 students (75%) chronically absent (less than 90% attendance).

  • Improvement: Average attendance increased from 55% to 66% year-over-year.

  • Dropouts: Decreased from 20 to 12.

  • Efforts: Graduation coach for outreach and support, Individual intake meetings, Attendance competitions, Risk lists for key staff.

    OCHS

  • Regular Attenders: Increased to 58% (+5%).

  • Irregular Attenders: Decreased to 22% (-2%).

  • Chronic Absenteeism: Decreased to 20% (-3%).

  • Efforts: Bi-weekly team meetings and tardy sweeps, Weekly 'Red Zone' calls, Attendance requirements for privileges and events, Multiple rounds of attendance letters, In-person or phone meetings for attendance discussions.

    District Retention

  • The data for 22-23 showed 79% retention of new admin/supervisors, 81% retention of new licensed staff, and 68% retention of new classified staff. 

  • Data for 23-24 at this point in time reflects a 91% retention for admin/supervisors, 91% retention for licensed staff, and 87% retention for classified. This data is current, however we know that it's not uncommon for resignations at the end of the school year (especially with our classified positions).

    Things we did to help support retention:

  • Orientation for licensed and classified staff in the fall, with an additional two evening orientations spaced throughout the year

  • Supports for supervisors around feedback, observations, and evaluations

  • Review of job descriptions and hiring expectations to ensure appropriate skills for position hired

  • Offered exit survey with opportunity for exit interview

  • Mentorship available for new teachers

    Things we hope to do moving forward:

  • Onboarding/orientation that extends into new department/building, with someone identified as a new staff liaison for that department/building

  • Orientation/bootcamp for new administrators/supervisors with opportunity for ongoing support

  • Survey for new hires after orientation, one month into employment, and 6 months into employment 

  • Provide employee handbook with district information and clear expectations

  • Continue developing Grow Your Own program/opportunities