Safe & Welcoming Schools

Student Equity, Access & Advancement

Equity in Salem-Keizer Public Schools will not be confused with equality where all students are treated the same. Equity will be attained when:

• The achievements of our historically underserved, underrepresented, and marginalized students match the outcomes of students in the dominant culture
• When underserved groups increase in capacity and power
• When barriers to student success have been mitigated or eliminated

About OSEAA's Work

• Promotes, supports, and advocates for the vision and values around diversity, equity and inclusion at all levels of Salem-Keizer Public Schools
• Analyzes student performance data in order to recommend school and/or community interventions
• Promotes inclusion and equity for all within our schools by examining issues of institutional equity and advising district staff on responses to incidents of bias and harassment
• Reviews and analyzes student performance, program participation and behavior data in order to form policy and/or procedural recommendations
• Develops and oversees the implementation of the district’s Equity Strategic Plan

District Equity Team

OSEAA's Extraordinary Eighteen Equity Team provides equity trainings for Salem-Keizer K-12 leadership and staff. For more information on equity trainings, please email OSEAA or call 503-399-3059.

District Student Advisory Group

The Superintendent’s Student Equity Committee is made up of representatives from all high school programs in the district. They represent the diverse voices of their peers while identifying and examining inequities within the district.

Culturally Responsive Teaching at Salem-Keizer

Across the United States there are groups that share a different vision which includes misconstruing certain terms, concepts and/or articles to misrepresent what Salem-Keizer does when it comes to equity work. Unfortunately, most of these types of criticisms and movements contrast with what is discussed and taught in our schools. Those concepts are not curricula — they are academic concepts and articles that present different lenses with which to analyze historical and contemporary events. SKPS believes in ensuring that all students see themselves honored and reflected in the curriculum they experience every day; and that all students learn to respectfully examine multiple perspectives, cultures, backgrounds, and events. Importantly, we are committed to ensuring all students feel safe and welcome at school regardless of their background.

How does Equity show up in our classrooms?

You may have heard or wondered about the use of the term racial equity or equity lens. Equity should not be confused with equality where all students are assumed to have the same lived experiences, perspectives, or identities—equity and equality are vastly different. Equity means that we do not assume that all people have experienced historical and contemporary events with the same, equal lens. Diverse perspectives, opinions, and experiences are what make our society a rich and engaging place, and we want students to examine these perspectives in order to become critical thinkers and participants in our society. Salem-Keizer develops its teaching and learning based on the Oregon State Standards in all content areas. When adopting curriculum, we include community voice and require board approval on any curriculum proposed to be used in schools.

Why does SKPS care about equity and not just equality?

SKPS strives to create an environment where all students feel safe and welcomed. The simplest notion would be to just teach one perspective from the dominant culture; however, equality-driven efforts do not strive to create an environment where all students, particularly those historically underserved, feel seen, heard, and honored in class because equality assumes that everyone has had the same experience.

At Salem-Keizer Public Schools, it is crucial that curriculum is applied using an equity lens for every student to succeed and graduate. When equity is achieved it means that:

• Achievements of historically underserved students match the outcomes of students in the dominant culture
• Underserved groups increase in capacity and power
• Barriers to student success have been reduced or eliminated

Learn more about equity by reading Truth in Our Classrooms Bridges Divides.

Our counselors are able to help students and families with a variety of needs.

---

How Counselors Can Help Students

• Counsel students individually or in group settings
• Counsel students on career planning and goals
• Develop a guidance plan based on campus needs
• Respond to student needs in crisis situations
• Orient students to new school settings
• Work with absentees and at risk students
• Refer students to special programs and/or services when necessary
• Conduct conferences with parents and teachers
• Analyze test results to provide information about abilities and achievement
• Coordinate the Peer helper program

Counselors also perform additional duties and are always available to assist students and families in a variety of ways. Please feel free to contact your student’s counselor today to find out how they can best assist your student in their educational needs.

Restraint & Seclusion Reports

• Restraint & Seclusion Report 2021-22
• Restraint & Seclusion Report 2020-21
• Restraint & Seclusion Report 2019-20

Restraint & Seclusion State Administrative Rules

On March 9, 2012, the State Board of Education adopted administrative rules on the use of physical restraint and seclusion (OAR 581-021-0550, 0553, 0556, 0559 0563, and 0566). Effective July 1, 2012 the district was required to update the policy and subsequent practice to align with the new ruling.

Part of the requirements include an annual report detailing the use of physical restraint and seclusion for the previous school year be presented to the school board and made available to the public. The annual report is a public record that is to be kept permanently.

Reporting Requirements

The annual reporting requirements include all incidents of restraint and seclusion occurring the previous year beginning July, and must include the following information:

• The number of restraints
• the number of seclusions
• the number of seclusions in a locked room
• the number of students placed in physical restraint
• the number of students placed in seclusion
• the number of incidents that resulted in injury or death
• the total number of students who were placed in a restraint or secluded more than 10 times.

Additionally, the Department asks for race/ethnicity, gender, disability, migrant status, ELL status and whether the student is economically disadvantaged.

Numbers by the incident, not student

These numbers are by incident, not by student unless noted. Some students have numerous events and therefore may be counted more than once. The percentages are based upon the entire student population since any student, special education or regular education, can potentially be restrained or secluded in some fashion.

All information indicates that a staff person should only restrain or seclude a student if their behavior poses a reasonable threat of imminent, serious bodily injury to the student (self) or others, and; less restrictive interventions would not be effective. Staff are trained to continually monitor the student and situation and notify a site administrator as soon as possible.

If you have anything you would like to discuss further, or have any questions, please call the Curriculum & Instruction/MTSS at 503-399-3642.