Medford Community Outreach

Medford School District
Community Engagement Survey Report
Submitted December 5, 2019
Pat Ketcham, Ph.D.

Senior Analyst
Ella Taylor, Ph.D.
Chief Research Officer
SUMMARY SHEET - SSA Community Engagement Survey Report
Parents/Guardians
Student Health and Safety
Strengths:
● Overall physical security of buildings
● Offering free/affordable meals
● La Clinica
● Positive School Culture
Areas for Improvement:
● Bullying
● Disruptive classroom behavior
● Lack of mental health professionals in schools
Well Rounded Education
Strengths:
● Extra-curricular offerings
● Dual-credit offerings
● Pathways
● Sixth Grade Academy
● Lack of life-skills classes
● Lack of Talented and Gifted (TAG) programming
● SPED services
● Lack of support for music programs
● Lack of physical education
Class Size
● Large class sizes
● Length of school day (too long)
● After-school programs
Other
Strengths:
● Caring Teachers/Staff/Admin
● Communication
● Quality of food program
● Communication
● Support for charter schools
Students
Strengths:
● Feeling safe at schools
● Bullying
● Lack of suicide prevention programs
● Lack of support for LGBTQ+ students
Strengths:
● Variety of class offerings
● Chromebooks
● Lack of college courses available
● Lack of CTE course offerings
● Lack of variety in electives
● Lack of language offerings
Instructional Time
● Schedule: move office hours prior to lunch
● Improve WIFI access
Other
Strengths:
● Quality extra-curricular offerings and athletics
● Lack of counselors
● Quality of meal program
Community
Strengths:
● School-based health centers
● Increased mental health support for students
● Disruptive behaviors
● Lack of support for LGBTQ+ students
Strengths:
● Improved graduation rates
● More emphasis on ALL students/equity
● Bilingual program at Jackson
● Lack of extracurricular offerings
● Lack of CTE offerings
● Increase number of bilingual programs
Class Size
● Large class sizes
● Special education support
Other
Strengths:
Staff
Strengths:
● Trauma-Informed Practices
● Social-emotional learning
● Increased mental health supports
● Physical safety of buildings
● Lack of mental health providers in schools
● Lack of focus on social-emotional learning
● Crowded facilities
Well-Rounded Education
Strengths:
● Increased CTE offerings/Pathways
● Early literacy and academics
● Libraries
● Culturally responsive schools
Instructional Time
Strengths:
● Increased access to technology for students
● Decreased class sizes
Class Size
Strengths:
● Reduced class sizes
● Increased support for SPED students, including classified staff
● SPED services
● More support staff needed
Student Success Act
Community Engagement Survey Report
In spring 2019, the Oregon Legislature passed the Student Success Act (HB 3427) which dramatically
increases investments in education. Each school district is eligible for significant funding as a result
of this legislation through a Student Investment Account (SIA). In April 2020, Oregon school districts
will apply for earmarked funds from the SIA. In order to receive these funds, districts will need to
gather input from the community, including school employee’s, students, parents, families and
members of the community. As a part of the community engagement process, Medford School District
(MSD) gathered input from the students, parents, staff and community via the Your Voice Matters
survey that was distributed via email, and in a number of meetings/focus groups with diverse
stakeholder groups. The feedback provided will be used to help make data driven and equity-based
decisions within the district. This survey was one of many opportunities for the MSD community to
provide their input as to what is working well within the district and opportunities for growth and
improvement.
Methodology
Early this fall, the Medford School District launched a “Your Voice Matters” survey from the MSD
website to gather input from stakeholders including parents, students, school staff and community
members. The survey asked the following two open-ended questions: 1) what is going well in Medford
Schools? 2) What areas/programs/services could we improve? The survey was placed on the Medford
School District website for a period of three weeks to solicit responses from the Medford community.
Two evaluators from the Center for Education Innovation, Evaluation & Research (CEIER) analyzed the
over 9,000 responses from parents, students, community and staff from within the school district.
The responses from the survey were then categorized into the allowable use categories for the Student
Investment Account:
• Instructional Time
• Student Health and Safety
• Reduce Class Size and Caseloads
• Well-Rounded Education
Additional information that did not fit into the categories listed above was compiled into an “other”
category and shared at the end of each of the sections.
There were 3,643 responses to the Your Voice Matters survey. There were over 9,000 comments for
review. The majority of responses were from parents (42%), followed by students (41%). The
breakdown of respondents is highlighted below:
Parent Responses
Parents were asked to identify which school their child or children attended. There
were 1,530 unique parent responses to the survey. While the majority (51%) of children
attended elementary school, 15% of children attended middle school and another 36%
attended high school. Most of the children (91%) attended public school, 7% attended a
charter school and a small proportion 2%, were homeschooled or attended a private
school.
2
The Center for Education Innovation, Evaluation and Research
The Willamette Education Service District
What is going well in Medford Schools?

Safety: Overall, parents commented that they felt that their children were safe at school. Many
applauded the safety measures the school had taken to secure the buildings and create a safe
environment for their children. Parents appreciated the “door lock” systems, and security gates that are
in place in the schools.
“Me gusta la seguridad que “I feel like the lockdown and buzz button helps families
tienen en las puertas y el policía feel more safe and I am glad this has finally happened in
(I like the security they have at MSDS. Children safety should always come first. Thank
the doors and the police).” you for putting our children first.”
Anti-bullying/prevention efforts: Some parents noted the success of bullying prevention. However,
while there were positive comments regarding anti-bullying efforts, they were few in comparison to the
feedback parents provided related to how schools could improve (see page 7).
Meal programs: Other programs related to health and safety parents provided positive feedback on was
the school’s breakfast and lunch programs. The sentiment was that having free breakfast and lunch
was a much needed service by parents.
La Clinica: The school health-based center, La Clinica, received several positive comments.
Positive school environment/culture: Parents provided a significant number of comments regarding the
positive school environment/culture MSD provides for students. Parents commented on the
supportive, inclusive environments of the schools, that students are engaged in school, and that
students look forward to going to school. Included as a strength in the school culture are numerous
positive comments regarding teachers and school staff. The number of positive comments regarding
how teachers contribute to making students and parents feel welcome is consistent with other sections
in this report where parents provide additional positive comments about teacher/staff communication
and the teachers/staff themselves.
Parents comments related to the curricular options for their students (i.e. art, music, PE, STEM,
electives, dual credit, dropout prevention, life skills, TAG) were smaller in comparison to other
comments. There were approximately 134 comments related to a well-rounded education. Overall,
parents’ comments were supportive of the “strong” academic course offerings and support by the MSD.
Programs such as the Pathways Program, 6th Grade Academy were highly regarded. Parents commented
on how they were impressed with the number of course offerings available to students, and
opportunities to take a wide selection of electives. Access to dual credits offered through SOU/RCC
were identified as opportunities many students were able to take advantage of in high school.
Additionally, having access to music, band, orchestra, art, theatre, robotics, and PE courses were
3
specifically identified by parents as a strength of MSD. The opportunity for extra academic help was
noted as an asset for students and contributed to their students’ academic success.
Parents were also supportive of the sports program at MSD, however given the strong tradition of sports
“Refunding the music program after deep cuts was good. Both of my kids are v. involved
in jazz/orchestra/theater. Phasing out No Child Left Behind has been helpful to my kids
who both skipped a grade & are TAG. Adding PE options like yoga, weights, etc. was
much needed (marching band, sports, dance, theater could also used as a PE credit).”
within MSD community, there were only 10 comments directly highlighting the sports programs as a
positive. This should not be interpreted, as parents not thinking that the sports programs are doing
poorly, but in response to this question, sports were not as important as other issues shared by parents.
Reduce Class Size and Caseloads

No positive comments about class size.
Instructional Time
No positive comments about instructional time.
Other
Teachers/Staff/Administration
Teachers/Staff/Administration was one of the areas that received the largest number of responses (236)
as to what was going well in the Medford School District by parents. Overwhelming, parents commented
on the quality of teachers/staff/administration within the Medford School District. Teachers/staff were
recognized as being dedicated, caring professionals.
“The front office staff and the teachers “Every single teacher and staff that
we have truly care for the children and we work with genuinely cares about
for educating our future.” my student”
“I think MSD has a host of fabulous and caring staff. The new generation of
teaching staff is caring, innovative, creative, and aware of the challenging climate to
balance pressure of test scores and academic growth with a nurturing environment
and supports trauma informed practices.”
Parents’ interactions and communication with teachers were consistently mentioned as part of what
parents appreciate about the teachers/staff.
4
Communication
Communication was another area parents highlighted as a positive. There were over 98 positive
comments regarding how much parents appreciated receiving information from the schools and
specifically communication regarding their student from the teacher. The PAL system and the class
DOJO’s were mentioned a number of times. The ways in which the schools and teachers communicated
with parents such as email, text, phone calls, and PeachJar flyers were all received positively.
“I love that there is open communication “I love PAL and being able to see my
between parents and teachers and children’s grade and communicating
teachers regularly email parents about with teachers is great.”
what’s happening in class.”
What areas/programs/services could we improve?
Academics
A large number of parents provided insight in to ways they believe academics can be improved.
Approximately 115 parents responded with at least one concern related to their child’s academic needs
or their child’s experiences with academics.
The most common themes are outlined below:
1) Provide a class(es) that focuses on life skills (decision-making skills, civic responsibility, creative
thinking, problem-solving skills, balancing a checkbook, finances).
2) Increase access to Arts and Humanities classes.
3) Increase opportunities for Advanced Learners (TAG).
4) More opportunities for dual immersion programs (particularly at the elementary school level).
5) Increased emphasis on CTE, with equal access to these courses in both North and South high schools.
6) More support for music, and other opportunities for student enrichment.
7) Increased focus on math and STEM
8) More of an emphasis on reading.
9) Special Education services and referrals, increased training of personnel to work with students with
special needs.
10) Access to PE classes.
11) More computer and technology opportunities.
12) An over emphasis on test scores, Common Core, and too many hours of standardized testing.
13) Some parents expressed concern about the lack of homework or meaningful homework.
5
Class size
Class size
Some parents (49) expressed concern over class sizes. Parents felt that the teacher/student ratio was
too large. There was a consistent request for more teachers and/or teaching assistants in the schools.
“Students that struggle are not mastering a subject “Reducing class size should
because they require more. Assistance than is be number 1 priority.”
available in a classroom of 32-36 children.”
Instructional Time
Several parents expressed concern over instructional time. For some students’ the length of day is too
long (Kinder’s) and for other grade levels the day is too short. A few parents mentioned that the school
schedules were confusing.
After-school programs
Many parents responding to the survey expressed dissatisfaction with MSD’s after school program.
Specifically, parents mentioned that they preferred the connection with the after-school program in
prior years. The expense of the new after-school program seems to be one of the major concerns of
parents.
“After school programs “Programas despues de la “Cost is high for after

are too expensive for escuela (after school school program.”
single parents” programs)”
“Not a fan of the implemented innovative after school program. My daughter usually
loves school and after school programs (TAG child). This year she tries to find any excuse
to not go including riding the bus home with friends. This program promised robotics and
other high quality learning instead, this is a paper built robotics. The staff isn’t very
friendly and one child age second grade was so afraid to ask to go to the bathroom due to
their strictness that he actually peed his pants. I recommend getting another after school
program next year!”
6
SEL
Parent comments related to bullying and disruptive student behavior comprised most of the comments
in the Student Health and Safety category. Several parents made suggestions for programmatic
interventions such as PBIS, and the Olweus Bullying Prevention Program.
Bullying: This is the number one issue raised as a concern by parents. There were over 48 references to
bullying behavior and the impact of this behavior on their student. There were many comments
regarding the lack of consequences for this behavior. Concerns about bullying behavior came from
parents with students across all grade levels.
“Bullying needs more consequences. I had “I have had to two kids experience bullying at
a child attempt suicide because the school Hoover, and I don’t feel there is anyone to go
did nothing to punish the bullies.” to for help with this.”
Disruptive Classroom Behavior: There were many comments about disruptive classroom behavior and
the impact both emotionally and academically on other students. (48 references)
Something must be done about the behaviors in our classrooms.

Learning in impeded and the ability to teach is often interrupted
by outbursts both emotional and physical.”
Need for more School Health Professionals
Parents were concerned about the need for more mental health counselors within the schools.
Additionally, the need for more school nurses, certified counselors, classified support staff, more SPED
teachers, and librarians were included in their comments.
As mentioned previously, parents want more mental health and “We NEED licensed school
counseling staff to be hired to help address the health and safety
mental health counselors!”
needs of their students.
The need for more staffing in the MAPS program was mentioned. Parents suggested the staffing has not
been adequate in this program, and students are being underserved at all levels of the program. In
addition, several other comments suggested that students are being denied access to the program that
perhaps should not be.
Other areas of concern related to health and safety were:
• Vaping
• Drug use
7
Facilities
Concerns expressed by parents regarding the facilities in the MSD. There was an
acknowledgement of overcrowded classrooms, with Hoover and South Medford mentioned
most often. Both of the middle schools were also cited as being over-crowded.
Other issues:
• Parking—primarily the need of more parking
• Traffic control around drop off/pick up points.
Other
Breakfast and lunch programs
Several parents commented on the lack of time for lunch and the quality of the food. In
comparison, for students, this was the third largest area of concern. The only area in which students
had more comments was policy issues and academics.
Communication
While there were a large number of positive comments regarding communication with the school and
teachers from parents, there were still a significant number of parents expressing concern regarding
communication with their teachers and schools.
The major areas of concern expressed by parents included:
• Timely communication with teachers regarding their student’s progress or classroom activities.
• Timely communication with the schools and school district.
• Ease of accessing PAL and accuracy of information in PAL.
• The lack of communication between teachers in school and between schools (i.e. middle school
and high school teachers).
“Teachers do not respond in a timely manner. I “Communication with parents and accurate
emailed two teachers regarding my student and have feedback as to where their students are at
yet to hear back from them a week later.” MSD with grade level standards.”
Parent
Support for Charter Schools
There were a number of comments from parents of Charter School students. Logos had the most
parents filling out the survey (17), and in the What Needs Improvement section, the parents of Logos
provided all the responses. One of the most common requests expressed was for support of charter
schools. The other areas of improvement identified are more classes on campus at Logos, more
education specialists, programs in Grants Pass, a strings program, and having parent/home school
guides available.
8
Student Responses
There were 1489 unique students responding to the Medford SSA survey. Most
students (94%) were high school students from two Medford High Schools, North
Medford (53%) and South Medford (41%). Logos Charter School represented the third
largest proportion of students at 1%. All other schools had less than 1% of their student
body responding to the survey.
There were approximately an equal number of students who made positive (1049) and negative
comments (1052) comments. It should be noted however, much like in other sections some of the
students responded with more than one positive or negative comment.
Numbers of Student Responses for

Elementary, Middle, High & Charter Schools
1400
1215
1200
1000
800
600
400
200 34 14 17 4
0
Elementary Schools Middle Schools High Schools Charter Schools Other
What is going well in Medford Schools?
There were a few positive comments (23) related to safety made by students. Overall students feel safe
at school.
“Something that is going well in the Medford school
district is keeping students safe, and not letting
outsiders in that don’t attend the school.”
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There were only two comments made in reference to the mental health environment or services.
“People have been better about being more aware of “There is a good amount of help for
the things around them, the mental health mental health at the high schools.”
environment and keeping the bullying level down”
Over 200 comments related to students’ courses, and how they well they felt their classes were going.
In many of the responses, students shared their classes were going well and they were getting “good
grades.” Students also shared their appreciation for the variety of classes/programs such as STEM, AP,
honors dual credit, and the Pathway program.
Reducing Class Size
There were only two positive references to class size made by students.
Instructional Time
Technology: Twelve (12) students commented on Chromebooks being an asset to their academics.
“Having Chromebooks to make our “Chromebooks are essential for our

lessons easier.” classes so it is good they are available.”
Other
Approximately 290 students provided feedback on teachers/staff and administration. Almost all (225) of
the comments were directly related to teachers.
“Teachers are making a good effort in “I have good teachers that are good at explaining the
connecting with students and helping material well. I have had lots of fun here and I can do
the students become friends.” well if I work hard.”
There were comments (35) related to student appreciation for staff.
“The staff are friendly and very nice, love “Nice and friendly staff.”
to work with my peers and teachers.”
10
Sports and Extracurricular Activities
There were approximately 33 references to sports programs being a positive by students. Other
extracurricular activities that students felt were going well included:
• Cheerleading
• Band
• Fundraising events
• Clubs
• Art Program
Each of the programs above typically had no more than two students mentioning them.
“I feel that the district right now is doing a good job

of offering more extracurricular classes and offering
more students the opportunity to succeed.”
Everything is Going Well
Seventy-seven (77) students indicated that everything was going well with them at school. The most
prominent themes were:
• The schedule –(ABC Schedule, Bell Schedule) (5)

• The school is reinforcing the rules. (4)
• Access to lunch and/or free meals (5)
• The grading system (3)
• The Tornado Center (1)
Academics
There were 132 comments related to improvements in academics. Many of the comments related to
course offerings or the funding of courses. The most common themes were as follows:
1. Availability and number of college level courses and the desire to make these available for all
high school students.
2. Increase the availability of CTE “trades” courses.
3. Increase funding for courses such as welding and automotive.
4. Improve math and English courses.
5. Have more electives.
6. Provide courses in finance, AP Biology, Zoology, robotics, programming, and culinary arts.
7. More opportunities to learn languages other than Spanish and French.
Some of the comments (20) related to the amount of homework students receive, All requested less
homework.
11
There were an additional 105 comments from students regarding school programs. Concerns were
categorized into four areas. 1) Increased funding and or recognition of the fine arts, orchestra, music,
band, choir, speech & debate, theatre and the culinary program; 2) services for students struggling in
school be improved. 3) adequate provision of services for students with disabilities; 4) college and
career services; and provide more support for GSA, anti-bullying and gay/transgender-friendly
programs.
Instructional Time
More hours/days
There were many comments (204) regarding school policy and services. The majority of comments
regarding policy focused on school schedules and the change in office hours. Thirty-four students
expressed concern over this year’s school schedule.
“You can improve in the bell schedule like put office hours back “Change back to our
at lunch and not have three schedules because it’s too much.” 2017-2018 schedule.”
Of the 204 students, 31 students commented on office hours. The overwhelming recommendation was
to have office hours before lunch.
Technology: Several students identified lack of Wi-Fi, “the internet” and that the schools’ servers were
outdated.
Reducing Class Size and Caseloads

There were a few (3) students who commented on the need to reduce class sizes. However, 21 students
recommended the need for more teachers and counselors in their schools. Many students just
identified teachers or counselors as an area of improvement. It is difficult to know how many of those
responses were meant to mean the need for more of either.
“The counselors have too many students and are not able “More teachers.”
to dedicate themselves more to their students”.
Health and Safety

Sixty-one (61) students identified a need for improvement in the health and safety of students. Four
areas of concern by students rose to the top:
1. Bullying and suicide prevention (17)
2. Mental health services (15)
3. Behavior Management (8)
4. Controlling Drugs and vaping (8)
12
“An area that could be improved is the bullying “You could help with
throughout all Medford School Districts.” trying to stop suicides
and bullying.”
“The student services need a drastic revamping. Students in the Medford School
District, especially because this is a low income and crime heavy area, need so
much more support than is being provided. As a student, I have many times
been in need of a counselor or extra help and it hasn't been provided for me.”
There were (4) comments from students commenting on the need to be accepting of
LGBT students.
“You could improve treatment of LGBT students and awareness of these issues
for both students and faculty members. ”
Other
School Lunches
One of the most commonly mentioned area that needed improvement was the meals the school
provides and/or the amount of time for lunch (111). A number of students identified that lunches need
to be longer. Some of the need cited for longer lunches was due to length of lines in the cafeteria. The
quality of lunches was also identified as an issue.
“Lunch time, there is not enough time for students to get proper food and safely
eat it and digest it. We have to scarf down our food and that is very unhealthy”
As mentioned earlier, many students identified the need for more teachers and counseling staff. Many
of the other concerns expressed by students regarding teachers and staff ranged from needing more
help from teachers, the amount of homework assigned, and needing teachers and staff to care more
about them.
Grading System
Forty-two (42) students provided negative comments about the grading system.
“They could improve the grading system and switch it so

that we could better prepare for college.”
13
Parking
Approximately 36 students expressed concern about the amount of space for parking.
South Medford High School students frequently mentioned the need for more parking
spaces.
Sports
Fifty (50) students made reference to the Medford School District athletic/sports program. There was a
variety of responses included, many of which did not provide much information, rather just simply
stated “sports”. The soccer program was identified 8 times as needing improving. Several students
requested a swimming pool. Other responses covered schedules, coaching, bringing back hockey and
funding of sports programs.
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Community Responses
Overall, ninety-two (92) individuals responded to the community survey. Not all
of those who responded provided comments; however, we received 52
responses to “what is going well” and 55 responses to “what needs to improve”.
Responses are categorized in the same manner as those of parents and students.
What is going well in Medford schools?
Academics
Seventeen (17) respondents made positive comments about various accomplishments and
programs within the Medford schools. These included graduation rate increases, adding
community resources, federal programs, and school-based health centers.
“Better attendance, higher “There is more emphasis in ALL students’

graduation, more flexibility and success. Students are being pay more
options, safety, new superintendent” attention to their OVERALL success.”
prepare for college.”
“The district has made good progress “The schools communicate well with
over the last five years with new community
prepare resources and are quick to
for college.”
programs and improving the directed families in need to resources they
graduation rate. The facilities are need. Both administrators and teachers
well maintained and money well demonstrate a desire to help students and
spent.” ensure the continuation of their education.”
A few respondents noted support for bilingual students.
“Our community seems to be serving Spanish speaking families well.”
“Lo que están haciendo bien es tener programas bilingües, ELD,

Clínicas en las escuelas.” (What they are doing well is having bilingual
programs, ELD, clinics in schools).
15
Instructional Time
Instructional Time
Only one respondent commented about instructional time indicating, “I love the four day
school week at Ruch Outdoor Community School.”
Student Health & Safety
Four respondents felt that the provision of mental and physical health care was well done.
“The help with funding for having health care.”
“School-based health centers.”
“Mental health assistance.”
Reducing Class Size and Caseload
There were no positive comments about class size.
Other
Teacher & Administration
Twelve (12) respondents specifically noted satisfaction with Medford teachers. Comments
were broad in scope emphasizing “great teachers”, “caring and dedicated teachers”, and
“wonderful teachers”. Five respondents specifically noted administrative support with a special
focus on the “new superintendent”. Commented one respondent, “I think the new
superintendent will take us to the next level.”
What areas/programs/services can we improve?
Academics
Twelve (12) respondents’ comments related to broadening curricular offerings. Feedback was
equally divided with about a third of the comments requesting more offerings in “the arts,” a
16
third wanting more focus on “vocational” offerings, and another third desiring a stronger focus
on “reading, writing and math”.
“More classes for skills to work. Wood shop, I know there are a few
classes, like foods, some auto but we need those school to work skills.
Receptionist, nurses aids, apprenticeship type classes…”
“Otras áreas para mejorar sería oportunidades para 17xplorer arte y

cultura.” (Other areas to improve would be opportunities to explore
art and culture)
Additionally, a few comments specifically noted the need for increased support for bilingual
students.
“Providing services and support in a bilingual /bicultural manner.

There is little to no Latino representation at decision making tables.”
Instructional Time
Instructional time
Two respondents made comments. One respondent noted the importance of “more
scholarships for after school programs”. The other respondent commented on needing “longer
instructional time.”
Approximately 25% of respondents noted concerns about disruptive behavior in classrooms and
on the playground. Specifically, respondents referred to the daily anxiety and fear created in
students when another student disrupts the classroom. Respondents desired to see more
mental health counselors and behavior specialists to support students, parents and teachers.
“The District needs to get a better handle on the increasing number of major
behavior problems by hiring mental health counselors for each elementary
school, better preparing new teachers to strengthen their behavior manage
meant skills. I think the problem begins in the home and teaching parenting
skills along with kindergarten readiness skills will make a difference.”
17
“Playgrounds are a battleground for many children. Perhaps provide more
adults who provide structure for those who are unable to control themselves
in a less structured environment.”
Three respondents noted concerns about suicide and drugs and more support for LBGTQ
students.
“Create a more welcoming environment for diverse students (students of color,

immigrant students, LGBTQ+ students, and those with differing abilities)”
Reducing Class Size and Caseload
Six (6) community members mentioned the importance of reducing class size.
“The schools are overcrowded and the classes are overfull. “Need smaller classes and more
Medford needs … more classrooms, and probably needs to intensive attendance support to
obtain school bonds to build a couple new schools.” increase reading and math skills.”
Programs serving children with special needs were mentioned by five community members.
“A LOT more support is needed for students with learning “At the district level there is very
disabilities. Too many faculty do not understand dyslexia little support and IEP's don't
and related LDs.” necessarily work for the
students.”
“SPED process takes far too long. Students go without services for many months while staff are
jumping through hoops for them. Have watched it first hand and experienced as a grandparent.
Credentialed help is lacking, filling a lot of holes with employees who are not trained in area of
expertise needed. Nursing services lacking. Accidents happening at schools with unskilled office
staff left to “play nurse” due lack of availability of nurses.”
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Staff Feedback
Overall, there were 525 individual responses from staff. Responses were categorized to
fall into the four allowable uses which includes class size, instructional time, health and
safety, and well-rounded education. Additional categories were developed for
responses that did not fit the above four. These include administration, teachers and
staff, facilities, communication, and miscellaneous (only used for responses with less
than five comments).
What is going well in Medford schools?
More than half (n = 275) of the responses received included a comment about what was going well
within the district.
Class size and Caseload

Nine (9) responses addressed class size in some fashion. Four specifically mentioned that their class size
had decreased and five (5) noted that services for students with special needs were helping.
“Having 21 students (low class size) this “There is more support for special needs
year in my class is definitely going well.” students, including more classified staff.”
Instructional time
Ten (10) responses focused on some aspect of instructional time with nine comments specifically
mentioning technology.
“We continue to add more access to technology for “One to one chrome books for
students and getting more and more teachers to use students helps with real world
this technology is amazing!” applications.”
“We seem to be utilizing technology to our benefit - “Relationships with KU (afterschool),

online curriculum, Chromebooks, etc.” Kids Health Connection, etc.”
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Thirty-one (31) responses positively addressed some aspect of health and safety including a focus on
social-emotional learning (SEL), trauma-informed practices, support for student mental and behavioral
health, and overall student safety. Responses were fairly evenly divided between SEL, trauma-informed
practices and student mental and behavioral health. A few comments related to safety. The responses
below are reflective of these categories.
Social-emotional learning
“Collaborative learning on regulating “I like that we have strategies for calming and
emotions and solving conflict.” sensory needs for students at the elementary level.”
Trauma-informed practices
“Progressive approach to student success via trauma informed

education, increased inclusion, increased behavior support services.”
“A huge amount of time, money, personnel, and relationship building is

spent on our low SES/ACES students which makes a big difference.”
“I am pleased with the district's willingness to incorporate trauma

informed practices and restorative practices regarding students with
behavioral issues.”
Student mental and behavioral health
“We are seeing behavior support, “It has been nice to have more staff hired
mental health support...” to support with behavior.”
“We have a LOT of behavioral problems and this is the first year there has been - so far
- what seems to be actual support in the classroom.”
Safety
“School safety plans are clear.” “Putting students’ first and safety
enhancements (badges, doors, etc.)”
20
Almost 20% (n = 53) of the responses focused on some aspect of a well-rounded education. These
comments included a focus on early literacy, culturally responsive programs/practices, broadened
curricular options, and a connection to library support. The vast majority of responses (43) related to
broadened curricular programs and options with over one-third (n = 16) specifically mentioning
CTE/Pathways.
Early literacy (and early academics)
Two staff comments somewhat related to early academics.
“Title 1 programs make a large difference in improving “Elementary core

reading and math scores.” subjects are strong.”
Culturally responsive
Several staff (n = 9) referenced strong practices related to diversity and positive cultural practices.
“I think we're doing a good job creating schools with a culture of caring
and appreciation for diversity.”
“Teachers and staff members care about students; we are maximizing

opportunities for all students and getting better every day about looking
at equity and diversity.”
“I think the dual language program is important.”
Broadened curricular options
By far, the majority (n = 43) of the responses focused on strengths with expanded curricular options
with almost half of the group specifically noting the CTE/Pathways program. Overall comments included
a general pride in providing an array of options for students.
“Our district staff have been working hard to increase rigor and press our
students to reach higher and higher heights.”
“We are doing a good job of offering diverse classing including hybrid
programs where students can learn online and in traditional settings.”
“I love that they have lots of opportunities to take dual credit courses.”
“I take pride in working for the Medford School District, especially in the
full array of services that we can provide for our community.”
21
The Pathways program is seen as an exemplary option for all students regardless of potential career
path.
“There are so many opportunities for students to enter into

contextualized curriculum through our pathway programs at the high
school level. Students are able to work on hands-on projects to build
items, fix cars, work in hospitals, and so much more.”
“I feel the Mechanical CTE programs have had a great impact with the
measure 98 funds and have been able to upgrade to current methods for
future employability.”
“Pathways and CTE continue to expand the offer of vocational and

professional opportunities to students.”
“The growing opportunities for our high school students to experience

professions outside of the "go to college" route.”
Library
One respondent was quite excited about the library program. This individual noted “Students at
Medford are READING! They are loving their libraries and using them.”
Other
There were 46 responses that also included a positive comment related to something outside of the
allowable uses. Many are proud of the increased graduation rate (n=14), increased assessment scores
(n=3), and improved communication both within the schools as well as with the community (n=14).
Most notable are those highlighting the importance of “social media presence and it’s communication
with families”; “good communication through social media, online presence, and emails”; and,
“increased opportunities to communicate with parents: mass messenger, texting, email, etc.”.
Support for administration
Thirty (30) responses mentioned a generally positive feeling toward administration. Several of those
specifically mentioned the new Superintendent. Most emblematic of these comments is “New
Superintendent. I love this guy! Dr. Champion is already changing the environment and with his positive
demeanor, staff and students will thrive.”
Support of teachers and staff
Almost half (n=117) of the responses specifically mentioned teachers and staff. Overall, comments were
extremely positive about the district/school climate, staff professionalism, and attitudes of their peers
(both licensed and classified staff were mentioned).
22
“MSD schools are filled with so many passionate, creative, hard-working
teachers and support staff who are constantly seeking to improve their
practice and help all students be successful, healthy, and happy. We
really care are
“Teachers about our students!”
amazing as well as office staff! Very welcoming and they
really seem to care for individuals.”
“Every day I see teachers doing amazing things for kids. Teachers are
working harder than ever before, with fewer and fewer resources.
Support staff is limited, but they, too are doing incredible things to make
sure that students are cared for.”
“I think our maintenance and grounds people do an awesome job.”
“Every day I see teachers and other staff members who truly care about
the families that they serve. MSD staff are dedicated to improvement,
despite challenges/setbacks. They love this community and want to
provide opportunities for their students and families.”
More than half (n=291) of the responses included at least one comment about what area/programs and
services could be improved upon in the district.
Class Size and Caseload

Class Size
Thirty (30) responses focused on class size in some way. Many of the comments paired with the need
for smaller class size also highlighted the need for more support in the classroom.
“Overloading classes. There are a few smaller classes but still a lot of
30+ and that does a dis-service to any level, including high school.”
“Continue to work on reducing class sizes and providing more

support to teachers.”
23
Special Education
There were over 41 comments related to Special Education services and the need for reduced case
loads, smaller classes, more training, and more MAP classes.
“Identifying students earlier who would be better served in a non-

traditional classroom.”
“Special Education needs more people in the classrooms. Children

can learn in a self-contained classroom if there are enough adults to
assist with their learning. Too many times, students are pulled out
for one reason or another. Sometimes, it is Resource that takes the
student(s); other times it is someone from the behavior team. In
most instances, these children receive no instruction outside of our
classroom. I want an adult in the classroom to help with academics.”
Staffing
There were approximately 15 requests specifically addressing the need for more staff. Support staff,
counselors, IT and librarians, as well as staffing for extra duty, were specifically identified as a need by
school staff.
“More support staff so there are more people on the playgrounds for
student safety.”
“I would like us to improve push in to classrooms where teachers

have support helping students succeed.”
Instructional Time
Overall, very few staff indicated they had concerns with the amount of instructional hours, summer
programs (0), or before and after school programs (2). Two staff indicated the need for technology in K-
1 and another requested increased tech support to increase the availability of technology in the district.

Twenty-three (23) responses addressed some of the negative aspects of health & safety including a
focus on SEL, trauma-informed practices, support for mental and behavioral health, overall safety and
facilities. By far, the largest number of comments concerned student mental and behavioral health (41).
Most common concerns cited by staff were disruptive student behaviors both inside and outside of the
24
classroom. There were requests for behavior management training for staff. In addition, the need for
mental health counseling/supports for students were often requested. Other concerns noted by staff
were the need for more health professionals (26). There were no comments explicitly about safety,
other than in the content of disruptive behavior. Samples of staff responses are as follows:
Social-Emotional Learning
“A lack of elementary school “We need and must address the social/emotional
counselors, SEL curriculum, needs of our students and place them accordingly in
preventative behavioral supports.” settings that support their needs in a timely fashion.”
Student Mental & Behavioral Health
“We desperately need help with behaviors “Mental health services for students!”
& mental health above anything else.”
“Student behavior support in terms of “I know this has been an evolving focus, but
social skills training, discipline, and mental student behaviors continue to be at the forefront,
health counseling.” particularly at the elementary schools.”
Need for Health Professionals
“MENTAL HEALTH. There NEEDS to be a “Mental health of students. We need to have

counselor at every elementary school.” school counselors at all Elementary school as well
as the middle and high schools.”
“Mental health services- on “We need mental/emotional counseling for teachers and
campus counselors.” students. Many kids come from difficult home life. Teachers
need help to deal with student problems and students need help
in how to deal with their issues.”
Facilities
“The overcrowding at Hoover Elementary is negatively impacting

specialists' ability to serve students.”
“We really need space and FTE. (for growing programs, pathways, and of
course a new middle school).”
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Staff provided approximately the same number of positive comments as they provided comments on
things that can be improved (54). The majority of these comments focused on broadening curricular
offerings (38), followed by providing culturally responsive programs and practices (11). There were
several comments regarding the library (5) and one comment on early literacy and preschool.
There were 23 responses that commented on the need for full time PE teachers, particularly at
elementary schools. Also, commonly cited was the need for an increased focus on music and the arts (9)
and STEM (Robotics and makerspaces). A need for increased focus on CTE/Trades/Pathways was also
encouraged (7).
“Full-time PE and Music at ALL elementary schools, as well as counselors and

behavior specialists.”
“Visual and performing arts, having highly qualified PE/Health teacher for every
elementary without fear of grant money running out and taking this position away.”
“We need to have more career-based programs in the elementary schools as well as
middle and high schools. Many students go home to no yards and no adults. They
are left to electronics. They need a positive outlet. Clubs and STEM activities, art,
journalism, etc. are missing from the elementary and high schools. A school
newspaper, or newscast would be great to add to the high schools. Grades 3, 5, 8,
could use a career minded reboot. Kids need to be interested in school and to see
the work/school/career connection earlier. It is a new fast paced world out there.”
“Trades (electrician, plumbing, HVAC, small engine repair, etc.) training for students
not considering college.”
Other
There were few comments that fit into the “other” category. One of the comments regarded the
professionalism of the district’s transportation partner. Other comments were related to sports such as
the need for a swimming pool, and investing in e-sports.
“It is one of the fastest growing subcultures in the world and is more popular with
the under 30 age group than NFL and NBA.”
Other suggestions involved offering parenting skills workshops and offering free lunch.
26

Medford Community Outreach

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Medford School District

Community Engagement Survey Report

Submitted December 5, 2019

Pat Ketcham, Ph.D.

Student Health and Safety

Reduce Class Size and Caseloads

What areas/programs/services could we improve?

The most common themes are outlined below:

“After school programs “Programas despues de la “Cost is high for after

Something must be done about the behaviors in our classrooms.

Need for more School Health Professionals

Other areas of concern related to health and safety were:

Breakfast and lunch programs

The major areas of concern expressed by parents included:

Support for Charter Schools

Numbers of Student Responses for

What is going well in Medford Schools?

Student Health and Safety

Well Rounded Education

Reducing Class Size

“Having Chromebooks to make our “Chromebooks are essential for our

There were comments (35) related to student appreciation for staff.

“I feel that the district right now is doing a good job

Everything is Going Well

• The schedule –(ABC Schedule, Bell Schedule) (5)

What areas/programs/services could we improve?

Reducing Class Size and Caseloads

Health and Safety

“They could improve the grading system and switch it so

What is going well in Medford schools?

“Better attendance, higher “There is more emphasis in ALL students’

A few respondents noted support for bilingual students.

“Our community seems to be serving Spanish speaking families well.”

“Lo que están haciendo bien es tener programas bilingües, ELD,

Student Health & Safety

“The help with funding for having health care.”

“School-based health centers.”

“Mental health assistance.”

Reducing Class Size and Caseload

There were no positive comments about class size.

Teacher & Administration

What areas/programs/services can we improve?

“Otras áreas para mejorar sería oportunidades para 17xplorer arte y

“Providing services and support in a bilingual /bicultural manner.

Student Health & Safety

“Create a more welcoming environment for diverse students (students of color,

Reducing Class Size and Caseload

What is going well in Medford schools?

Class size and Caseload

“We seem to be utilizing technology to our benefit - “Relationships with KU (afterschool),

“Progressive approach to student success via trauma informed

“A huge amount of time, money, personnel, and relationship building is

“I am pleased with the district's willingness to incorporate trauma

Student mental and behavioral health

Early literacy (and early academics)

Two staff comments somewhat related to early academics.

“Title 1 programs make a large difference in improving “Elementary core

“Teachers and staff members care about students; we are maximizing

“I think the dual language program is important.”

Broadened curricular options

“There are so many opportunities for students to enter into

“Pathways and CTE continue to expand the offer of vocational and

“The growing opportunities for our high school students to experience

Support for administration