EPSD9 Community Newsletter
22-23 School Year, January
The Strategic Plan, Where are we now?
EPSD9 is working hard to support our staff, students and community.
The implementation of our District-wide strategic plan is taking effect in various ways. We are excited to share a few of those developments in our schools with you in this special edition newsletter. You may view the Eagle Point School District 9 strategic plan document using the button below.
Our Four District Priorities
Priority # 1 Close the achievement gap for all students.
EPSD9 recognizes that academic gaps exist in each grade level. We commit to raising the achievement level for all students using a growth model and will continue to work to identify barriers that might prevent them from reaching grade-level success.
Priority #2 Provide innovative pathways for all students.
EPSD9 will create a highly focused culture of exploration and learning through opportunities that encourage students K-12 to identify and pursue the college and career pathways they desire.
Priority #3 Address social emotional learning for all students.
EPSD9 will partner with the community to ensure all students and staff are supported through social emotional learning systems and integrated with multi-tiered systems of support.
Priority #4 Solidify a clear and defined district culture.
EPSD9 will support each and every student in our District with their individual strengths and weaknesses. We will commit to providing them with a safe and student-centered learning environment, building relationships with trust and integrity, and encouraging them to reach their full potential.
Priority # 1 Close the achievement gap for all students.
EPSD9 recognizes that academic gaps exist in each grade level. We commit to raising the achievement level for all students using a growth model and will continue to work to identify barriers that might prevent them from reaching grade-level success.
Long-Term Objective 1.2 “Achievement”: EPSD9 students will increase student academic performance in math while maintaining ELA achievement as measured by the SBAC equal to the Oregon average by June 2024. Growth will be measured using 2019 as a baseline.
Shady Cove School has put a priority on math with regard to core math instruction and differentiation.
Incorporated this year for math at Shady Cove School:
Math WIN (What I Need) time for all grade levels K-8.
Additional 30 minutes of math time.
New Math Intervention Program for 6th - 8th grade students.
SCS is also piloting a new math curriculum for students in grades 6th - 8th. This program has been engaging students and supporting math skill development with new types of interactive tasks and activities.
The use of AVID note-taking/Interactive Notebooks in math K-8.
21-22 School Year for Math Oregon Statewide Assessment System (OSAS):
Shady Cove School's 3rd graders were at 41% which is higher than the state average and already meeting the District goal that was set. Our 6th grade class was also higher than the state at 36%.
Overall as a school, our 3rd - 8th graders were at 28%. This is only 4% lower than the state average and an increase of 6% from when SCS students last took OSAS, which was in 2019. Students are on track based on our STAR 360 benchmarking to meet and exceed our proficiency percentage from last year. In the Fall of 2022, we were already projected to be at 29%, meeting or exceeding OSAS. With everything we have added to increase our math skills, Shady Cove School expects to continue to show steady growth in the area of math.
Priority #1 Close the achievement gap for all students
EPSD9 recognizes that academic gaps exist in each grade level. We commit to raising the achievement level for all students using a growth model and will continue to work to identify barriers that might prevent them from reaching grade level success.
Long-term Objective 1.1 “MTSS”: By August 2024 EPSD9 will have a high functioning district “MTSS” across three domains; Academics, SEL and parent engagement.
Eagle Rock Elementary Multi Tiered System of Support (MTSS)
ERE's MTSS plan is student-driven, which includes 3 tiers and 2 folds. The first path is academics and the second is student well-being which includes attendance, behavior, Social Emotional Learning, engagement, and family.
Academically, ERE's main focus is on increasing engagement and solid core instruction in the classroom for all students. The MTSS teams are in place to ensure that students who require extra support are recognized and then supported. Students receiving MTSS support are monitored throughout the school year so that adjustments can be made to the support system specific to the student throughout the school year.
Social Emotional Learning at ERE includes all classes implementing the PurposeFull people curriculum. Families may find the monthly focus on our ERE website. Each month, a focused overview is explained with some helpful suggestions for home.
Family engagement - ERE Family engagement team's focus is to increase family engagement. This team works closely with the PTO group to design and plan specific events for families of ERE students. To get involved or find out more, please reach out to the Eagle Rock PTO group at eaglerockpto@gmail.com or contact Eagle Rock Elementary at 541-830-6192.
ERE MTSS Teams Overview
To support our MTSS plan, Eagle Rock Elementary has established specific MTSS teams, which include all ERE staff members. MTSS teams support Each of the elements (4 sections) through leadership, setting agendas, and developing and designing the focus and direction.
These teams are in place to support every student, every class, and every day. The Eagle rock leadership team is pivotal in the development and support of our MTSS teams. By working together in teams, the staff is able to meet routinely for collaborative discussions that evaluate the current plan as the school year progresses.
Priority #1 – Close the Achievement Gaps for All Students
EPSD9 recognizes that academic gaps exist in each grade level. We commit to raising the achievement level for all students using a growth model and will continue to work to identify barriers that might prevent them from reaching grade level success.
Increasing student performance in math is an objective for EPSD9. Teachers at HES have participated in regular professional development with mathematics consultants Jen Hunt and Laura Nelson to build professional capacity by utilizing engaging math games and activities and evidence-based interventions to improve student learning.
Last school year, HES had two Math “Lab” classrooms testing the practices, small group strategies, and intervention methods presented by our mathematics consultants. In the ‘22/’23 school year, HES currently has 10 math “Lab” classrooms! In these classrooms, students participate in a variety of quick, engaging, and effective number sense and fact fluency practices. We are excited to see gains in student performance when enhanced student engagement and intentional instruction align. Through collaboration, competition, and conversation, HES scholars are finding joy in learning math!
Priority #2 Provide innovative pathways for all students
EPSD9 will partner with the community to ensure all students and staff are supported through social emotional learning systems and integrated with multi-tiered systems of support.
Long-Term Objective 2.1 “CTE”: EPSD9 will develop and promote clear vocational pathways, each of
which includes elementary and middle-level exposure, including opportunities for shadowing, internships, advanced credit, and certification.
This year at Eagle Point Middle School we are offering two different STEAM courses. Currently, we have 131 students, which is 33% of our student population, enrolled in a STEAM class. One course that we are offering is Design and Modeling. Participating students in this course discover the design process and develop an understanding of the influence of creativity and innovation in their lives. They are then challenged and empowered to use and apply what they’ve learned throughout the unit to design a therapeutic toy for a child who has cerebral palsy.
The other course that we offer is Automation and Robotics. In Automation and Robotics, students learn about the history and impact of automation and robotics as they explore mechanical systems, energy transfer, machine automation, and computer control systems. Using the VEX Robotics® platform, students apply what they know to design and program traffic lights, robotic arms, and more. Our scholars are really enjoying having the opportunity to participate in STEAM, and next year we plan to offer two more courses which are App Creators, and Computer Science for Innovators and Makers.
EPMS is very excited to partner with our high school this year to offer Introduction to Agriculture to our eighth graders. Currently, we have 24 students enrolled in the course. They travel to the high school four days a week for this class. They began the year with a general intro to the agriculture unit where they were introduced to what agriculture is. Other units of study include Animal Science/Vet Med, Food Science, Agricultural Mechanics, and Plant Science. The students are enjoying all the hands-on activities in Intro to Agriculture, and many want to continue their agricultural journey next year at the high school level.
Priority #3 Address social emotional learning for all students.
EPSD9 will create a highly focused culture of exploration and learning through opportunities that encourage students K-12 to identify and pursue the college and career pathways they desire.
Long Term Objective 3.2 “Student SEL”: Social and emotional competencies will be taught, modeled, and practiced and lead to positive student outcomes that are important for success in school and in life
Objective Action Plan: A K-12 SEL curriculum will be fully realized that addresses student social and emotional skills, attitudes, relationships
Long Term Objective 3.3 “Staff SEL”: Strengthen adult SEL competencies and capacity by cultivating a trusting community that enhances adults’ professional, social, emotional, and cultural competencies and their capacity to promote SEL for students.
Objective Action Plan: Professional development Related to Character Strong
Table Rock Elementary is implementing Purposefull People, an Elementary Social Emotional Learning (SEL) curriculum by Character Strong. TRE has a monthly focus on a specific character trait that aligns with Social Emotional Competencies that is selected to meet student learning needs.
TRE has a daily SEL instructional block in their schedules when Teachers deliver Purposefull People SEL lessons and other activities to meet the standards of the monthly SEL focus. Principal Shehorn makes weekly school-wide announcements providing mini lessons regarding the trait and also shares the same information related to the adults in the building. The social emotional learning efforts at TRE are truly a school-wide implementation that involves learning for the students and the adults.
Families are also an important part of the Social Emotional Learning focus at TRE. Information is provided to families each month on the school website that gives an overview of the monthly trait and provides family pursuits that can be used at home to support the school SEL focus. In addition, a monthly PurposeFull People newsletter is sent home for each family that is specific to each grade level with additional information about the monthly focus.
Table Rock celebrates social emotional learning by recognizing Scholars of the Month who demonstrate that trait for the month. Teachers select a scholar who is meeting the standard.
Social Emotional Learning at TRE
Social-emotional learning competencies are the specific skills, habits, and mindsets that fall under the umbrella of social-emotional learning. These skills are varied, and school communities may prioritize different SEL competencies based on identifiable student needs. TRE will focus on CASEL's five core SEL competencies:
Self-Awareness
Self-Management
Social Awareness
Relationship Skills
Responsible Decision-Making
TRE Competency of Focus: Self-Management
From our 3rd - 5th grade Fall Student Survey - we found that our lowest area was the competency area of Self-Management. Therefore we will spend the next few months focused on the Purposefull People traits that align with Self-Management: Responsibility, Kindness, Honesty, Perseverance. Our students self reported the lowest on questions aligning with Perseverance, and then Responsibility. So, our next trait is Responsibility.
SELF-MANAGEMENT: The abilities to manage one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.
Such as:
Managing one’s emotions
Identifying and using stress management strategies
Exhibiting self-discipline and self-motivation
Setting personal and collective goals
Using planning and organizational skills
Showing the courage to take initiative
Demonstrating personal and collective agency
Purposefull People Topic - Responsibility
For the month of January, we will focus on the trait of Responsibility. Remember the expectation to teach one lesson a week from Purposefull People during the SEL block in the master schedule. And remember that Cooperation is our year long focus - this topic may also be taught during SEL blocks and integrated throughout every day.
Character Strong - Adult Readiness Surveys
In the coming weeks, beginning the week of January 16th, TRE will begin a pilot program looking at the Adult Readiness Surveys through Character Strong. This pilot is to support the goals of Priority Standard #3 in the EPSD9 Strategic Plan and goal #2 in our TRE CIP Plan, determine if the program meets our needs, and provide D9 with feedback and recommendation for district implementation.
Priority #3 Address social emotional learning for all students.
At White Mountain Middle School, we guide our students in their social/emotional skills. Middle school students go through a tremendous amount of physical growth that's accompanied by strong emotions. It's often hard for middle school students to gauge the level of their emotions. They struggle to have reasonable expectations of their peers and appropriate reactions to their teachers, parents, and classmates.
One of the ways WMMS is helping students with social/emotional learning is by hosting "Lunch Bunch". The students attending Lunch Bunch learn how to name the emotions they're feeling. The staff Lunch Buch leaders then help the students learn how to process those emotions and how to react to them. They use a lot of role-playing to practice the skills of keeping calm and having empathy. The staff who lead Lunch Bunch work out of D9's Student Services. WMMS appreciates the support from Student Services. Being a middle schooler is hard, and we all want our students to navigate to the best of their abilities.
Priority #4 Solidify a clear and defined district culture.
EPSD9 will support each and every student in our District with their individual strengths and weaknesses. We will commit to providing them with a safe and student-centered learning environment, building relationships with trust and integrity, and encouraging them to reach their full potential.
Long-Term Objective 4.3 “Communication”: Another foundational measure of ‘culture' is clear, consistent, and interactive communication.
Specific EPHS students and staff recently embarked on the next steps to learn to model positive student outcomes with the leadership development workshop led by Cole Johnston.
Cole Johnston graduated from EPHS in 2016. While in school, he was the ASB president and spent all 4 years in leadership. Cole continued his education at Cornell University and now lives in New York. As an EPHS Alumni leadership student, Cole feels the workshop he's developed teaches important concepts that are worth sharing with future student leaders.
The workshop took place on Monday, November 28th involving current and future leadership officers. The concepts taught were based on the LARA method which stands for; Listen, Affirm, Respond, and Add Information. Students collaborated on how these concepts apply to their current culture with peer-to-peer, teacher-to-student, and student-to-administration.
We asked Cole what he hopes to accomplish through his workshop and student interactions. He said, "My Hope is that the students use the tools they learned in the workshop to become better listeners and improve their capacity to engage in conflict across differences. The big picture is to positively impact culture. Change in culture means a change in student perspective, encouragement, and future possibilities for life success."
What We Learned, The Student Perspective
Following the workshop, we had a chance to interview four students and gather their takeaways and future hopes, here is what they had to share.
"We need to come together as a community and be more inclusive of others. We are trying to build a culture that is more community-focused through better listening and teamwork." Says Taylor, All Student Body President.
Collectively, the students who attended the workshop feel that communication skills are very important because if you can't communicate clearly with your peers, you won't be able to make any positive progress. One major change we can make is to become better listeners, says Lilly. "We want students to know that you are ok to be an individual and we want everyone to feel that they have a voice on our campus!"
One way the Leadership Class plans to be inclusive is through digital surveys, feedback and suggestion opportunities. "This way students can participate anonymously and feel less pressure to add input. This is the Listen part of the LARA method." Says Natalie.
Leadership students would like to implement better listening skills for their assemblies, student events and personal day-to-day conversations. Sydney says, "Don't be quick to judge or defend. Respond in a way where they feel heard and engaged in the conversation."
Creating a safe space for input, suggestions and conversation is the overall goal for EPHS Leadership Student's to make a positive change in school culture.
"Post-COVID, I was self-conscious about putting myself out there. I was more comfortable keeping my guard up. I'm hopeful that what we learned we can show our school and encourage more students to put themselves back out there!" says Natalie.
The Legacy
Leaving behind a legacy means making an impact that will last long after you are gone. So how do EPHS students expect to do this for the culture of the school?
"We would struggle to change our school culture if it is solely left to the leadership students to change it. It wouldn't make sense, we would be starting over again the following year with new leaders and new concepts. We need to have leaders in all grades that are collaborating and working together with the entire student body. We need to be able to pass the torch to the next class to continue the work." - Student Leadership Officers
The path is slow and steady and filled with optimism. EPHS Staff and students are working together to bring back eagle pride and re-create community.
Priority #4 Solidify a clear and defined district culture.
EPSD9 will support each and every student in our District with their individual strengths and weaknesses. We will commit to providing them with a safe and student-centered learning environment, building relationships with trust and integrity, and encouraging them to reach their full potential.
Eagle Point is a great place to work. The culture of the school district is very positive. As a leader I interact with district leadership, school board members, other administrative staff at all of the schools in the district, teachers, IAs, the technology department, support staff, parents, students and families, and many others. I am pleased to report almost all of these interactions are positive.
URCEO has developed strong alliances with other schools. Some of our students come from Eagle Point High School looking for a different pathway to be successful. We have had many meetings with high school administration to streamline this process. By sharing students with the high school (concurrent enrollment) we are able to provide every high school in the district opportunities credit recovery, online resources, CTE classes, GED, athletic opportunities, and much more.
We have been developing a strong relationship with Eagle Rock Elementary, Table Rock Elementary, White Mountain Middle School, Eagle Point Middle School, Shady Cove, and Hillside Elementary to help provide a different placement for students that are not demonstrating the success we would like for all of our students. We partner with all of the schools to provide special education at the most convenient location - ther residential school closest to their home. Betsy Farman and all of the special educators have made it a reality to provide quality Specially Designed Instruction (SDI). We also provide ELL services at the home school under the guidance of Jodi Salinas.
It is truly special to work in a district with so many great people. It is my pleasure to serve as a leader in the district and positively impact the lives of our students. I look forward to finding the right path for all of the students that are in need of a different model than has been traditionally offered at the bricks and mortar schools. I hope to meet and work with many more great people as my journey continues.
Priority #4 Solidify a clear and defined district culture.
EPSD9 will support each and every student in our District with their individual strengths and weaknesses. We will commit to providing them with a safe and student-centered learning environment, building relationships with trust and integrity, and encouraging them to reach their full potential.
Long-Term Objective 4.3 “Communication”: Another foundational measure of ‘culture' is clear, consistent, and interactive communication.
All New School and District Websites 22-23 School Year:
We are pleased to announce that the District 9 website and school sites have been redesigned for enhanced communication and user-friendliness. Each school has its own new website with specific information about that school. Each school site includes an event calendar that includes school events as well as Federal Holidays. Please check your student's school Website first, for the most current and up-to-date information.
App Release:
Introducing the new Eagle Point School District 9 app. The new EPSD9 App is available, please take a moment and download this new communication tool to your device. This App replaces the old EPSD9 app and will be utilized moving forward for improving communication. The app is available on your device's app store or scan the QR code below.
Eagle Point School District 9 will continue to enhance and build on the app to improve communication with families, staff, and students. One example of this is the ability to send a mass notification like a snow day to the app. Everyone who has the EPSD9 app on their phone with notifications turned on will see the notice ping on their device's lock screen.
Eagle Point School District 9 Key Communicators
What’s next for our school district? You can get the latest information (and voice your opinions) by adding your name to Superintendent Andy Kovach’s Key Communicator emailing list. It’s easy, just CLICK HERE.