Student Investment Act Survey for Parents

In Spring 2019, Oregon leaders passed HB 3427 known as the Student Success Act, which will increase revenue for K-12 schools. This winter, each Oregon school district will apply for funds from the Student Investment Account created by the Student Success Act.

Applications will be available for funding in four key areas:
1. Increased instructional time
2. Student health and safety
3. Class size reduction
4. Well-rounded learning opportunities

We are gathering input from stakeholders including school staff, students, parents, and community members that will represent our student body and their diverse needs. We will use this feedback to make data-driven and equity-based decisions. This survey is one opportunity for you to share your priorities in the categories of investment allowed under the Student Success Act.

Please tell us a little about yourself.

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* 1. What is your gender?

Female

Male

Prefer not to answer

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* 2. What is your race?

American Indian or Alaska Native

Asian

Black or African American

Hispanic or Latino

Native Hawaiian or Pacific Islander

White or Caucasian

Two or more races

Prefer not to answer

Please provide feedback on how you would prioritize initiatives in the following four categories:

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* 3. Increasing Instructional Time

	Lowest Priority	Mid-low Priority	Mid-High Priority	Highest Priority
Adding days to the school year	Adding days to the school year Lowest Priority	Adding days to the school year Mid-low Priority	Adding days to the school year Mid-High Priority	Adding days to the school year Highest Priority
Making the school day longer	Making the school day longer Lowest Priority	Making the school day longer Mid-low Priority	Making the school day longer Mid-High Priority	Making the school day longer Highest Priority
Providing after school programs (other than sports)	Providing after school programs (other than sports) Lowest Priority	Providing after school programs (other than sports) Mid-low Priority	Providing after school programs (other than sports) Mid-High Priority	Providing after school programs (other than sports) Highest Priority
Providing before school programs	Providing before school programs Lowest Priority	Providing before school programs Mid-low Priority	Providing before school programs Mid-High Priority	Providing before school programs Highest Priority
Providing summer school	Providing summer school Lowest Priority	Providing summer school Mid-low Priority	Providing summer school Mid-High Priority	Providing summer school Highest Priority

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* 4. Student Health and Safety

	Lowest Priority	Mid-low Priority	Mid-High Priority	Highest Priority
Hiring a full-time mental health counselor	Hiring a full-time mental health counselor Lowest Priority	Hiring a full-time mental health counselor Mid-low Priority	Hiring a full-time mental health counselor Mid-High Priority	Hiring a full-time mental health counselor Highest Priority
Expanding Social-Emotional Learning Programs	Expanding Social-Emotional Learning Programs Lowest Priority	Expanding Social-Emotional Learning Programs Mid-low Priority	Expanding Social-Emotional Learning Programs Mid-High Priority	Expanding Social-Emotional Learning Programs Highest Priority
Increasing nursing/health services	Increasing nursing/health services Lowest Priority	Increasing nursing/health services Mid-low Priority	Increasing nursing/health services Mid-High Priority	Increasing nursing/health services Highest Priority
Improving outside lighting and security	Improving outside lighting and security Lowest Priority	Improving outside lighting and security Mid-low Priority	Improving outside lighting and security Mid-High Priority	Improving outside lighting and security Highest Priority

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* 5. Well-Rounded Learning Opportunities

	Lowest Priority	Mid-low Priority	Mid-High Priority	Highest Priority
Strengthening programs for early literacy at the elementary	Strengthening programs for early literacy at the elementary Lowest Priority	Strengthening programs for early literacy at the elementary Mid-low Priority	Strengthening programs for early literacy at the elementary Mid-High Priority	Strengthening programs for early literacy at the elementary Highest Priority
Promoting college and career readiness	Promoting college and career readiness Lowest Priority	Promoting college and career readiness Mid-low Priority	Promoting college and career readiness Mid-High Priority	Promoting college and career readiness Highest Priority
Adding an art program	Adding an art program Lowest Priority	Adding an art program Mid-low Priority	Adding an art program Mid-High Priority	Adding an art program Highest Priority
Adding family & consumer sciences	Adding family & consumer sciences Lowest Priority	Adding family & consumer sciences Mid-low Priority	Adding family & consumer sciences Mid-High Priority	Adding family & consumer sciences Highest Priority
Expanding STEM/CTE programs	Expanding STEM/CTE programs Lowest Priority	Expanding STEM/CTE programs Mid-low Priority	Expanding STEM/CTE programs Mid-High Priority	Expanding STEM/CTE programs Highest Priority
Expanding the music program	Expanding the music program Lowest Priority	Expanding the music program Mid-low Priority	Expanding the music program Mid-High Priority	Expanding the music program Highest Priority
Increasing bilingual education	Increasing bilingual education Lowest Priority	Increasing bilingual education Mid-low Priority	Increasing bilingual education Mid-High Priority	Increasing bilingual education Highest Priority
Expanding preschool programs	Expanding preschool programs Lowest Priority	Expanding preschool programs Mid-low Priority	Expanding preschool programs Mid-High Priority	Expanding preschool programs Highest Priority
Expanding accelerated programs (TAG, AP, etc.)	Expanding accelerated programs (TAG, AP, etc.) Lowest Priority	Expanding accelerated programs (TAG, AP, etc.) Mid-low Priority	Expanding accelerated programs (TAG, AP, etc.) Mid-High Priority	Expanding accelerated programs (TAG, AP, etc.) Highest Priority
Supporting teachers through continued professional development	Supporting teachers through continued professional development Lowest Priority	Supporting teachers through continued professional development Mid-low Priority	Supporting teachers through continued professional development Mid-High Priority	Supporting teachers through continued professional development Highest Priority
Supporting student transitions from elementary school to middle school and middle school to high school	Supporting student transitions from elementary school to middle school and middle school to high school Lowest Priority	Supporting student transitions from elementary school to middle school and middle school to high school Mid-low Priority	Supporting student transitions from elementary school to middle school and middle school to high school Mid-High Priority	Supporting student transitions from elementary school to middle school and middle school to high school Highest Priority

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* 6. Reducing Class Size

	Lowest Priority	Mid-Low Priority	Mid-High Priority	Highest Priority
Maintaining low teacher to student ratio	Maintaining low teacher to student ratio Lowest Priority	Maintaining low teacher to student ratio Mid-Low Priority	Maintaining low teacher to student ratio Mid-High Priority	Maintaining low teacher to student ratio Highest Priority
Increasing classified support staff (i.e. classroom assistants, family liaisons)	Increasing classified support staff (i.e. classroom assistants, family liaisons) Lowest Priority	Increasing classified support staff (i.e. classroom assistants, family liaisons) Mid-Low Priority	Increasing classified support staff (i.e. classroom assistants, family liaisons) Mid-High Priority	Increasing classified support staff (i.e. classroom assistants, family liaisons) Highest Priority
Increasing specialist licensed staff (i.e. counselors, reading or math intervention, instructional coaches, guidance counselors)	Increasing specialist licensed staff (i.e. counselors, reading or math intervention, instructional coaches, guidance counselors) Lowest Priority	Increasing specialist licensed staff (i.e. counselors, reading or math intervention, instructional coaches, guidance counselors) Mid-Low Priority	Increasing specialist licensed staff (i.e. counselors, reading or math intervention, instructional coaches, guidance counselors) Mid-High Priority	Increasing specialist licensed staff (i.e. counselors, reading or math intervention, instructional coaches, guidance counselors) Highest Priority

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* 7. Please rank each are in order of priority, with 1 being the most important and 4 being the least important to you.

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* 8. How much of your own culture is represented in the school's curriculum?

A great deal

A lot

A moderate amount

A little

None at all

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* 9. How much respect do you think the teachers have for students of different backgrounds (different races, cultures, religions, genders, etc)?

A great deal

A lot

A moderate amount

A little

None at all

Student Investment Act Survey for Parents

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* 1. What is your gender?

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* 2. What is your race?

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* 3. Increasing Instructional Time

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* 4. Student Health and Safety

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* 5. Well-Rounded Learning Opportunities

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* 6. Reducing Class Size

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* 7. Please rank each are in order of priority, with 1 being the most important and 4 being the least important to you.

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* 8. How much of your own culture is represented in the school's curriculum?

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* 9. How much respect do you think the teachers have for students of different backgrounds (different races, cultures, religions, genders, etc)?

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* 10. What is going well in St. Paul School District?

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* 11. What areas/programs/services could we improve?

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* 12. How can we increase academic achievement for students who have historically experienced academic inequities?