Parents and Families Needs Assessment

This survey creates an important source of information for district and school teams to use when they develop their improvement plans.

Question Title

* 1. Indicator 1.1: Guiding School Vision and Mission - Leadership across the educational community (students, staff, families, community, and school board) cultivate a shared vision, mission, and culture that emphasize the belief that ALL students are capable of success, with an emphasis on protected classes and historically and currently underserved and marginalized student groups.

Components include:
*The educational community collaboratively focuses on increasing
and maintaining positive student outcomes in their vision, mission
and culture.
*Leaders nurture a culture that supports the belief that ALL
students, with an emphasis on protected classes and historically
and currently underserved and marginalized student groups, are
capable of success.
*Leaders guide the educational community to draw from the vision
and mission to support decision-making

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* 2. Indicator 1.3: Routines and Structures - Effective routines and structures are installed, supported, and monitored to ensure focus remains on the needs and outcomes of ALL students, with an emphasis on protected classes and historically and currently underserved and marginalized student groups.


Components include:
*Leaders ensure data-informed decision-making routines occur
across all levels (e.g., school, grade, classroom, group, and
student) to gauge planned progress and outcome goals.
*Leaders’ decision-making routines include celebrations, course
corrections, and timely and equitable allocation of resources and
supports.
*Leaders regularly use proactive, systematic communication and
feedback loops with stakeholder groups to address plan and
student progress.

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* 3. Indicator 3. 1:  Inclusiveness, Recruitment and Participation - Multiple pathways and feedback loops promote genuine partnerships among all stakeholder groups.

Components include:
*All stakeholder groups are recruited with equal opportunity to
participate on committees and teams that address school policy
and implementation decisions.
*All stakeholder groups are represented and meaningfully
engaged in school committees and teams.
*A clear, formalized process is in place for stakeholder groups to
serve as volunteers within and outside of the school environment.
*School uses stakeholder data when making important decisions.

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* 4. Indicator 3.2:  Communication Systems to Gather and Share information - Communication systems are effective, transparent and multifaceted to ensure ongoing two-way communication.

Components include:
*Communication systems are in place to develop and sustain
active working relationships among educators and stakeholder
groups.
*Systems are in place to inform stakeholder groups about student
progress in a timely, relevant, and meaningful manner.
*Systems are in place to assess the perceived quality of the
communication between the school and stakeholder groups.
*Systems are in place to ensure all stakeholder groups have
access to school information and are able to participate in public
meetings and activities.
*Systems are in place to ensure stakeholder group equity of voice
in decision-making

Question Title

* 5. Indicator 3.3: Review and Incorporate Stakeholder Input - Stakeholder input is valued and genuine partnerships are established and maintained

Components include:
*Stakeholder input is reviewed by School Leadership Team to
determine what school and community resources are needed and
available, and to create clear processes to access these
resources.
*Stakeholder input is incorporated into policy and implementation
decisions and includes opportunities for constructive feedback,
suggestions and questions.

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* 6. Indicator 4.1: Student Centered & Relational Principles for Learning - Ensuring that relationships foster the necessary conditions for student-centered learning

Components include:
*School personnel support personalized learning principles that
promote learning experiences tailored to meet the unique needs
and ensure strong growth of each individual student on a real-time
basis.
*School personnel support relational learning principles that
provide instruction, modeling, and classroom norms that promotes
students’ social competency, self-efficacy and identity.
*School personnel support interactive learning practices where
students and teachers are both active co-participants in the
learning process.

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* 7. Indicator 4.2:  Materials and Practices to Inform Instruction - Effective instructional practices attend to the essential knowledge and skills expected for ALL students.

Components include:
*Effective instructional practices are implemented with fidelity
and common instructional expectations are posted and supported.
*Formative assessment practices are used to ensure students
progress and meet learning goals.
*Principles of Universal Design for Learning and culturally
responsive instruction are applied to ensure ALL students, with
an emphasis on protected classes and historically and currently
underserved and marginalized student groups, have access to
and connections with the content.
*Core academic materials are aligned and updated to state
standards on a regular schedule in all academic disciplines.
*School personnel support interdisciplinary connections through
instruction that help students understand a variety of perspectives,
and promote engagement through creative and critical thinking
while working across disciplines.
*School personnel intentionally integrate school community
connections that reflect the student population into curriculum
and instruction

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* 8. Indicator 4.3:  Cultivate Academic Success - Student attributes and beliefs are cultivated to instill a sense of personal growth and responsibility.

Components include:
*Staff explicitly attend to developing positive student academic
behaviors.
*Staff develop student academic perseverance skills by creating
a learning environment that promotes essential qualities.
*Staff develop positive student academic mindsets that motivate
students to accomplish academic goals.
*Staff regularly demonstrate effective learning strategies allow
students to leverage academic behaviors to maximize learning.
*Staff teach, model and promote social and emotional skills
needed for academic success that include interpersonal qualities
such as cooperation, assertion, responsibility, and empathy.

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* 9. Indicator 5.1: Equity & Access - A welcoming, safe, and inclusive environment is expected and reinforced across all school activities and settings.

Components include:
*Cultural responsiveness and sensitivity to individual differences
are consistently evident in all school activities and practices (e.g.,
school policy, family involvement, teaching and learning).
*Inclusive practices are routinely reviewed and evaluated to
ensure a shared responsibility for student outcomes throughout
the entire school community.
*Extra-curricular activities are regularly reviewed to ensure ALL
students, with an emphasis on protected classes and historically
and currently underserved and marginalized student groups, have
access and opportunity to participate.
*The Oregon Equity Lens is a reference point used by staff
implementing a new activity to ensure continued inclusive
practices.
*School climate and culture are regularly reviewed and inform policy
and other decisions that ensure basic learning needs are met.

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