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Students, Staff and Community - Dedicated to Excellence

SIA Grant Application

SIA Grant Applications will be accepted between March 2, 2020 through April 15, 2020. All school districts and eligible charter schools must apply during the application window in order to access the non-competitive grant funds by April 15, 2020.

This Grant Application Google Form can only be accessed through a single primary email and must be completed in one sitting. In order to support our shared work in setting longitudinal performance growth targets, we have included two optional questions as brief self-assessments. These questions are:
Which parts of what you’ve drafted are you confident in?
What areas are you less sure about?

If you encounter an error message or experience any issues when submitting your application, contact SIAinfo@state.or.us. Additionally, if you need any support or assistance as you’re preparing or submitting your application, email SIAinfo@state.or.us.

Email address *

Part One: General Information

School District or Eligible Charter School Name: *
If you cannot find your district or charter listed below, please email SIAInfo@state.or.us or call 503-947-5766.

Webpage (where SIA Plan is posted): *
First Name: *
Bill
Last Name: *
Watkins
Phone Number: *
541-933-2512

Part Two: Narrative

Completed SIA Grant Application Template (optional)
This optional item allows SIA applicants to attach a document which responds to each of the required questions in this form. For the remaining questions, you may then write “see attached” for each relevant response. Be sure to add files separately where specific uploads are required (i.e. SIA Plan, Budget, etc).

Files submitted:

SIA plan for MSD – Bill Watkins
Plan Summary *
Please attach a document that includes 3-6 paragraphs and provides the following information: A brief description of your school district eligible charter school (enrollment, demographics, strengths, challenges, etc.) and the exact need(s) or issue(s) SIA funding will address as outlined in your 3 year plan and as it relates to the two purposes stated in the law (meeting students’ mental and behavioral health needs and reducing disparities and increasing academic achievement). Your plan summary will help reviewers get quick context for your plan and the work ahead. In the coming months this may also be used by your district to quickly explain your investments to community, local legislators, media, and other partners.

Files submitted:

Marcola School District SIA Plan Summary: – Bill Watkins

Part Three: Community Engagement & Input

Overview of Community Engagement *
Describe your approach to community engagement. (250 words or less). Ensure your response includes: Who you engaged; Frequency / occurrence; How you ensured engagement of staff and each of the focal student groups and their families; Key information you collected; and Who you partnered with in the engagement efforts
The community engagement process (via the SSA and SIA) is not new to Marcola School District. Our district started engaging the community for school improvement projects back in 2014-15 when we decided to participate in a system wide accreditation which included our elementary school and secondary school. We have continued engaging the community every year via surveys, public meetings, board meetings, newsletters, and PTO meetings every year through 2020. The task force for accreditation and annual strategic planning is led by the Superintendent, administration, teacher leaders in both buildings, community representatives and student representatives. This task force reviewed achievement gaps and identified the following focal groups: Students who qualify for special education Students experiencing homelessness Students experiencing poverty Students who need to be challenged academically Students who want other options for careers beyond high school Note – Marcola School District does not have a diverse ethnic population, 82% caucasian, 8% hispanic, 6% 2 or more races, 2% asian and less than 1% American Native. In regards to Academic Achievement and attendance our very small ethnic population’s performance is above average. MSD focused community engagement in: Community-wide forums (connected to board meetings) SIA has been a consistent agenda item since October of 2019. (All invited) Surveys (All invited) Social Emotional Learning (SEL) and school climate surveys – all students grades K-12 Social Emotional Learning (SEL) community meetings – presentation, data and feedback. Listening and feedback sessions were held with parents, staff and students to discuss plans for developing the whole child with a focus on the Physical, Intellectual, Emotional and Social needs of each individual student. In addition we sent out Cognia (Accreditation) School Culture and Climate surveys to all parents, students and staff. Over 90% of our students and staff completed the survey and discussed the results during daily advisory classes. Discussions led to suggestions for improving the school climate and culture. We had over 50 parents respond to the surveys and the results were shared at community (school board) meetings prompting a need to continue building a strong SEL program, CTE program and delivering professional development to support teachers in the classroom.
Self-Assessment of Community Engagement *
Please attach a document that includes your self-assessment about the quality and nature of your engagement of focal students, families, and the staff more broadly. If the goal is meaningful, authentic, and ongoing community engagement, where are you at in that process? What barriers, if any, were experienced and how might you anticipate and resolve these issues in future engagement? (500 words or less)

Files submitted:

Self-Assessment of Community Engagement – Bill Watkins
Self-Assessment of Community Engagement *
What relationships and/or partnerships will you cultivate to improve future engagement? (150 words or less)
Parents who were able to attend the community/board meetings and Superintendent Search meetings appreciated the opportunity to meet face to face when discussing school improvement efforts. However, many people preferred more informal gatherings/discussions combined with planned sporting events, student performances, and existing board meetings. Students appreciate the time to discuss school improvement during their daily advisory period.
Self-Assessment of Community Engagement *
What resources would enhance your engagement efforts? How can ODE support your continuous improvement? (150 words or less)
Combined with the Superintendent Search meetings and surveys, we have completed a thorough process for gathering information for our continuous improvement efforts and plan. ODE can help school districts by decreasing the amount of redundancy for mandated reports, plans, accreditation, etc.
Who was Engaged? (Select all of the community members / groups you engaged for this process) *
  •  
How did you engage your community? *
Select all of the strategies / activities you deployed to engage your community:
  •  
Evidence of Engagement *
Upload top 5 artifacts of engagement. Artifacts may include, though are not limited to: survey data, meeting minutes, synthesized/summarized reports of input collected, evidence of how input was collected, communications and engagement plans and processes for outreach. Artifacts may be in the form of documents, pictures, videos, etc.

Files submitted:

Marcola Input Meetings Summary – Bill Watkins.pdf
SSA Feedback Form – Bill Watkins
MSD Needs Assessment Survey – Bill Watkins
HS Climate survey 2019-20 – Bill Watkins.pdf
SSA Feedback Form – Bill Watkins
Elem Survey 2019-20 – Bill Watkins.pdf
MSD Needs Assessment Survey (Responses) – Bill Watkins
MSD Board Minutes 101419 – Bill Watkins
Copy of MSD Board Meeting Minutes 111119 – Bill Watkins
Copy of MSD Board Meeting Minutes 011320 – Bill Watkins
Tell us why you selected the artifacts you did. How do they show evidence of engaging focal student populations, their families and the community? (250 words). *
We primarily employed three strategies to engage students, families, community members and staff: Annual School Culture and Climate surveys for students, staff and parents. Student and Staff surveys were completed and discussed during the advisory period and/or shared at PTO and Board meetings. Parents responded in writing or face to face discussions at our SEL community meetings. Because our community was divided about the SEL strategies being used to correct inappropriate behaviors – the district has had several SEL community meetings which were attended by a wide variety of community members who were on both sides of understanding the reasons for full implementation of SEL training and strategies. Strategic planning, Social Emotional Learning and the SIA are common agenda items that are discussed at all board meetings. All board meetings allow virtual access and participation for those who cannot attend in person.
Strategies & Activities for Engaging Focal Student Populations and their Families *
Describe the strategies (at least two) that you executed to engage each of the focal student groups and their families present within your district and community. Your response should include why the strategies were used. (250 words or less). Strategies may include, though are not limited to: Leveraging partner organizations and existing networks; approaching focal student population and their families first; designing a communications and engagement plan for your district or charter school to implement).
Our ethnic diversity is very low and we do not speak any different languages other than English, therefore we focused our efforts to include families of students with disabilities including social emotional needs and families currently experiencing poverty. Our data confirms that it is these students that also struggle with social emotional behaviors and gaps in academic achievement. Community SEL meetings and Q and A sessions, with SEL guest speakers presented information, while staff and administration collected the feedback in relation to the pros and cons of implementing Collaborative Problem Solving (CPS) district wide. The Superintendent Search information/feedback sessions in regards to the strengths and weaknesses of the district and the decided characteristics of a new Superintendent was represented by families and students from our main focal groups. The interviews and discussions with the community for the next Superintendent was a valuable activity connected directly to the SIA plan. The feedback we received helped us confirm our current Guiding Principles (vision, mission and shared beliefs).
Strategies & Activities for Engaging Focal Student Populations and their Families *
Describe the activities (at least two) that you executed to engage each of the focal student groups and their families present within your district and community. Your response should include why the activities were used. (250 words or less) Activities may include, though not limited to: social media, websites, webinars, personalized emails, surveys, in-person forums, focus groups, community gathering, school board meeting, use of community based organization, coffee chat, newsletter, local media, roundtable discussion).
Our ethnic diversity is very low and we do not speak any different languages other than English, therefore we focused our efforts to include families of students with disabilities including social emotional needs and families currently experiencing poverty. Our data confirms that it is these students that also struggle with social emotional behaviors and gaps in academic achievement. Community SEL meetings and Q and A sessions, with SEL guest speakers presented information, while staff and administration collected the feedback in relation to the pros and cons of implementing Collaborative Problem Solving (CPS) district wide. The Superintendent Search information/feedback sessions in regards to the strengths and weaknesses of the district and the decided characteristics of a new Superintendent was represented by families and students from our main focal groups. The interviews and discussions with the community for the next Superintendent was a valuable activity connected directly to the SIA plan. The feedback we received helped us confirm our current Guiding Principles (vision, mission and shared beliefs).
Strategies & Activities for Engaging Staff *
Describe the strategies (at least two) that you executed to engage staff. Your response should include why the strategies were used. (250 words or less). Please note: your strategies for staff may be the same or different for the focal engagement with student populations and their families.
Staff at school sites have completed surveys and have reviewed site-specific data to generate a list of gaps in performance (including SEL data) and potential initiatives to close the gap. Response to the surveys and discussions regarding gaps in performance, allowed us to make revisions to our Professional Development Plan, SEL plan, and existing targets, goals and key initiatives of our strategic plan. Discussions regarding gaps in performance and solutions for decreasing the gaps in performance occur on a weekly basis during staff meetings. The superintendent meets weekly with the admin team and the admin team meets weekly with the staff. The SIA plan is discussed at these meetings and is a consistent agenda item for all meetings. In addition, the SIA plan is and has been a consistent school board agenda item since October of 2019. The school board meetings are recorded virtually and anyone can log in to the meeting virtually by clicking on the link on our web-site and our school calendar.
Strategies & Activities for Engaging Staff *
Describe the activities (at least two) that you employed to engage staff. Your response should include why the strategies were used. (250 words or less) Please note: your activities for staff may be the same or different for the focal engagement with student populations and their families.
The staff interviews from the Superintendent Search Committee provided valuable information regarding strengths and challenges of our district moving forward. The interviews provided MSD information on what is working well and current/future challenges that could prevent us from performing well as a continuous improvement school district. Weekly staff/SEL meetings at the high school and weekly PLC/SEL meetings at the elementary. These meetings are important for consistent reference to achievement gaps, attendance issues, and SEL issues. The process of public engagement has been a learning experience for our organization. We heard from our parents, students, and community members that they desire a deep connection and level of engagement with our plans moving forward. We learned that our community appreciates the progress and growth we have made in the last 6 years and does not want to move in a different direction in regards to our strategies for a continuous improvement school district. Our community, staff and students strongly support innovation and a wide variety of opportunities for students to access the education necessary for them to achieve their goals beyond high school. It is clear, the community wants to continue expanding our CTE program and supports the construction of a new CTEC building, they support SEL programs and agree to hiring a counselor and providing additional PD/training for our classroom teachers to fully implement SEL in the classroom. We also heard there is a need to add more programs to support the arts, collaborate with the community when implementing changes, follow through with implementation of changes/new programs, and continue building supports for our students with disabilities (Physical, Intellectual, Emotional and Social).
Collecting & Using Input *
Describe and distill what you learned from your community and staff. Ensure your response includes:(250-500 words) What you learned or are actively learning and How you applied the input to inform your planning
The process of public engagement has been a learning experience for our organization. We heard from our parents, students, and community members that they desire a deep connection and level of engagement with our plans moving forward. We learned that our community appreciates the progress and growth we have made in the last 6 years and does not want to move in a different direction in regards to our strategies for a continuous improvement school district. Our community, staff and students strongly support innovation and a wide variety of opportunities for students to access the education necessary for them to achieve their goals beyond high school. It is clear, the community wants to continue expanding our CTE program and supports the construction of a new CTEC building, they support SEL programs and agree to hiring a counselor and providing additional PD/training for our classroom teachers to fully implement SEL in the classroom. We also heard there is a need to add more programs to support the arts, collaborate with the community when implementing changes, follow through with implementation of changes/new programs, and continue building supports for our students with disabilities (Physical, Intellectual, Emotional and Social). The staff is continuously looking at data to review continuous improvement for each individual student. Data included (academic achievement SBAC, Easy CBM, MAPS, i-Ready, Proficiency Grades, Freshman on Track, graduation rates) and social-emotional (SEL data, attendance, discipline) competencies. Staff has identified the most critical gaps in the data and discussed the potential barriers and core issues behind the disparities. These discussions take place on a weekly basis. Data collected from community listening sessions and staff meetings, targeted academic achievement data and SEL data. This data has informed the SEL team, staff and parents as we continue to work on individual student growth and continuous improvement regardless of disabilities or socio economic status.

Part Four: Data Analysis

Data Sources *
Describe the data sources used and how the data informs equity-based decision-making. (150 words or less).
Marcola School Districts’ equity lens was a central component of every aspect of the development of the grant application from the start of the work with the SIA plan. Equity issues in Marcola School District is focused on students with disabilities (physical, intellectual, emotional or social) with a focus on the four-year graduation metric, 3rd grade proficiency metric, Freshman on Track metric, and the other informal assessments we use (K-12) to show continuous improvement. Marcola School District is a continuous improvement and proficiency based school district that focuses on developing an individualized learning plan for each individual student – regardless of their ethnicity, SEL status, intellectual and physical or socio-economic status.

Part Five: SIA Plan

Your SIA plan must be for three years. It names the outcomes, priorities, strategies and activities that you believe will cause changes to occur and meet the two primary purposes of the SIA fund. It also reflects the choices you’ve made after pulling all the input and planning pieces together for consideration. Your SIA Plan serves as an essential snapshot of your expected use of SIA funds. In this section, you’ll be required to upload and share how you applied an equity lens/tool in your engagement, planning, and decision-making. You may use any format you choose so long as you include outcomes, priorities, strategies and activities. There is no limit on the number of pages or word count. ODE provided two templates for you to consider using: the SIA Integrated Planning Tool and an Alternate SIA Plan Template. You may elect to use one of these in combination with narrative. Along with your written plan, you’ll be asked to complete and submit an SIA Budget.
SIA Plan *
Upload a completed SIA Plan. If you developed an SIA Application with visuals or graphics that you’d like to share in addition to what you copied/pasted into this form, please attach it here.

Files submitted:

PART FIVE: Student Investment Account (SIA) Plan – Bill Watkins
Budget *
Upload a completed SIA Budget Template.

Files submitted:

SIA Budget – Bill Watkins.xlsx
Equity Lens / Tool *
Upload the equity lens or tool you used to inform and/or clarify your plan.

Files submitted:

Tool – Bill Watkins
Equity Lens / Tool *
Describe how you used the uploaded equity lens or tool. (250 words or less)
The focus on elementary reading and math will specifically target our students in poverty, students with disabilities and students with SEL challenges. The level of support and training/professional development pushed in the K-3 classrooms should generate a significant bump in achievement. The elementary instructional program will have the resources necessary to build an aligned system to provide high-quality first instruction, timely interventions, and progress monitoring to ensure students have the time and support to learn and teachers have the time and support to teach.
Integrated Planning Template (optional)
Upload a completed Integrated Planning Template.

Files submitted:

SIA Oregon District Continuous Improvement Plan Template – Bill Watkins
Draft Longitudinal Performance Growth Targets – FOR PREVIEW ONLY *
ODE provided a worksheet in the Section Four of the Comprehensive Guidance titled, “Developing a Common and Customized Monitoring and Evaluation Framework.” While asked for at the time of submission, ODE will not, in accordance with HB3427, consider the growth targets and documentation provided in this section as part of its review and determination if application requirements have been met. Co-development and agreement on a monitoring and evaluation framework for each SIA applicant, including the Longitudinal Performance Growth Targets will take place once an applicant meets all requirements. For this reason, ODE does not recommend school board approval of the longitudinal performance growth targets or any other evaluative criteria until a corresponding grant agreement is co-developed and approved by the applicant and ODE after submission and approval of the SIA Application.

Files submitted:

SIA Oregon District Continuous Improvement Plan Template – Bill Watkins
Draft Longitudinal Performance Growth Targets – Self Assessment
Which parts of what you’ve drafted are you confident in?
1. Expansion of a consistent and aligned curriculum that supports the rigor and expectations of Core Academic Areas by integrating Core Academics with CTE programs 2. Decrease of students with social emotional issues by 5-10% every year. 3. Building a connected learning community, engaging families, partners and the greater community to meet the needs of ALL students, through agriculture and place-based projects and developing and supporting students in successful pursuits as engaged citizens of our community.
Draft Longitudinal Performance Growth Targets – Self Assessment
What areas are you less sure about?
The SIA application represents a purposeful approach to provide resources and support in a targeted way. The additional support put into specific classrooms to support specific needs is a demonstration of the equitable distribution of resources, which was lacking in the past. Our plan will close the persistent achievement gap for our students in poverty, students with disabilities and students with SEL challenges. With the additional needs to support more students with social-emotional disabilities, we are very concerned about receiving additional funding for serving these students and families. We have the responsibility for providing a FAPE for all students and we do not have the personnel resources to do so.

Part Six: Use of Funds

Allowable Uses *
Which of the following allowable use categories is your plan designed to fund within? Select any or all.
Meeting Students Mental & Behavioral Health Needs *
Identify which allowable use(s) will be designated to meet student mental and behavioral needs.
Describe how you will utilize SIA funds to: *
Meet students’ mental and health needs and Increase academic achievement and reduce academic disparities for the focal student groups called out in the law. (500 words or less)
The decisions made to finalize strategies and activities from the SIA funds were informed by two distinct sources. The first is our student data. Disaggregated student data clearly demonstrates that the district is not yet adequately meeting the academic needs of our students in elementary reading and math, middle school math and we are not consistent with a high percentage of Freshman on Track. In addition, our students with disabilities, SEL challenges, and students experiencing poverty continue to persist in the achievement gap. The other source of input guiding decisions for SIA funding came from community engagement efforts. After numerous meetings with the community regarding the need to address SEL supports and implementation, it was clear that parents, staff and community emphasized a resounding need for additional mental health and behavioral supports for students. Although some community members expressed a need to eliminate students with SEL deficits and Behavioral issues from attending school, the majority of staff and community embraced the plan for adding additional support and training to serve students with SEL deficits in the context of their instructional program.
Addressing the Needs and Impact on Focal Student Groups *
The act supports “targeted universalism.” This means that all students can benefit while focus must be given to target or focal student groups. Describe the potential academic impact for all students and the focal student groups based on your plan to use funds. (500 words or less).
The focus on elementary reading and math will specifically target our students in poverty, students with disabilities and students with SEL challenges. The level of support and training/professional development pushed in the K-3 classrooms should generate a significant bump in achievement. The elementary instructional program will have the resources necessary to build an aligned system to provide high-quality first instruction, timely interventions, and progress monitoring to ensure students have the time and support to learn and teachers have the time and support to teach.
Addressing the Needs and Impact on Focal Student Groups *
What barriers, risks, or choices are being made that could impact the potential for focal students to meet the longitudinal growth targets you’ve drafted or otherwise experience the supports or changes you hope your plan causes? (250 words)
The SIA application represents a purposeful approach to provide resources and support in a targeted way. The additional support put into specific classrooms to support specific needs is a demonstration of the equitable distribution of resources, which was lacking in the past. Our plan will close the persistent achievement gap for our students in poverty, students with disabilities and students with SEL challenges.

Part Seven: Documentation & Board Approval

Evidence of Board Approval *
Upload evidence of board approval in an open public meeting (meeting minutes, notes, etc.)

Files submitted:

SIA board approval – Bill Watkins.pdf

Part Eight: Public Charter Schools

Do you sponsor a public charter school(s)? *
If you are a public school district that was formed as a single charter school, please select your school district from the dropdown menu. This indicates that you acknowledge that your school district is receiving SIA grant funds for ADMw attributed to the charter school and do not need to complete the next application page.

Part Eight: Public Charter Schools

Did you invite your public charter school(s) to participate in the planning and development of your SIA plan? *
Did any public charter school(s) you invited to participate in your SIA plan decline to participate? *
Collaboration *
Describe the process you took to collaborate with public charter(s) schools in doing community engagement. (150 words or less)
District leadership has a very close relationship with our one and only virtual charter school, TEACH NorthWest (TNW). Virtual Charter School Students, as a majority, are pulled from outside our regular attendance boundaries. Our charter school students do not mirror the student demographics of the district as a whole. However, TNW students will benefit with additional resources and support for the Special Education program. Marcola School District is responsible for providing the support and staffing for the TNW students who are on individualized education plans. Although TNW does not qualify for SIA funding, TNW is completing their own plan for the 2020-21 school year.
Agreement(s)
If applicable, upload charter school SIA specific agreement(s). Upload multiple if relevant.
Files submitted:
Applicant Assurances *
By checking the boxes below, the school district or charter school assures: (check each box).

 

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