Community Engagement Toolkit - Student Investment Account
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Student Investment Account Community Engagement Toolkit 2021-2022
Contents Foreword: Building on a Year of Learning and Looking Ahead...................................................... 2 Section 1: From What’s Required to What’s Robust..................................................................... 4 Section 2: Expanding the Thinking and Practice of Community Engagement .............................. 7 Section 3: Strategies for Moving Along the Spectrum................................................................. 15 Section 4: Connecting Community Engagement to SIA Planning and Overall Alignment ��������� 20 Appendix A: Support & Additional Resources............................................................................. 23 Student Investment Account: Community Engagement Toolkit 1
Foreword: Building on a Year of Learning and Looking Ahead The initial Student Investment Account Community timelines of the SIA are available on ODE’s SIA webpage. Engagement Toolkit was released by the Oregon This resource is aimed to honor the learning and work of Department of Education (ODE) on August 21, 2019. the prior 18-months, provide information that deepens Since then, much has changed in the state, however the the community engagement work called forward by the core promise of the SIA has not. Significant work done SIA, and offer useful and compelling tools to integrate by districts and eligible charter schools to engage, listen, community engagement work across other kinds of and plan with students, families, communities, and programs and initiatives - embedding this work in educators was and remains real and noteworthy. This the fabric of districts and schools. This new toolkit is is evidenced by the hundreds of engagement artifacts intended to support community engagement in both SIA submitted in the first round of SIA applications that plan creation and implementation. We cheer on bold tell powerful and authentic engagement stories, and new strategies and approaches that weave community highlight lessons learned from across Oregon. The work engagement into the everyday operations of districts of the SIA does not live in isolation of the economic, and charters, not just plan development and approval. health, and community conditions across Oregon. The And as we navigate unprecedented systemic challenges, resilience and strength of communities and schools is we wish to emphasize that ongoing and robust something to notice and cheer on. And the opportunities community engagement is vital to supporting the mental to deepen partnerships while addressing the challenges and behavioral health of focal student groups struggling brought on by systemic racism, poverty, COVID-19, the most. wildfires, loss of power, and the hundreds of ways In Section 1, we re-ground the core intentions of we struggle to respond to the wholeness of students, the Student Success Act and how those intentions families, educators, and school leaders are clear, are fundamentally connected with meaningful and complex and daunting. authentic community engagement. We share about This revised community engagement resource is the significance and requirements in honoring the being offered at this critical time as districts and sovereignty of Tribal Nations in the process. And we schools continue to engage with students, families, describe a picture of robust community engagement and communities in new ways and to support that builds on the successes of the first year of the SIA. ongoing engagement as SIA grant recipients develop In Section 2, we introduce a framework for deepening plan adjustments and amendments for the 2021-23 and expanding the thinking around community biennium. While this resource is primarily focused on engagement. This spectrum is adapted from a powerful community engagement, the larger framework and resource and tool developed by Facilitating Power and 2 Oregon Department of Education
the Movement Strategy Center1, and is a key framework and families. This is
for how ODE’s SIA team will think about and support especially true for groups who have
community engagement moving forward. Section 3 historically had limited opportunity to
builds on this framework by sharing key strategies and engage. Create avenues for them to share
tools that districts could immediately consider to move their experiences, insights and ideas for
ahead in family-district partnerships. Section 4 outlines improving your educational system. Viewing
the community engagement requirements for the 2021- community engagement as an ongoing
23 biennium and beyond, including recommendations process as opposed to an event (or a state
for navigating virtual forms of community engagement. requirement) is essential. The time, energy,
Lastly, we include an Appendix with additional resources. and effort that community members from focal
The Student Investment Account operates through groups dedicate is significant and generous, and
a network of brilliant and committed organizations, provides valuable input to formulate the SIA plan.
change-makers, and leaders who are all shaping the 3. Establish or revise and affirm your approach.
future of educational equity in Oregon. We wish to Consider establishing your approach to
highlight the resources that have informed our thinking community engagement from the outset, or if you
and can support districts to deepen community already have robust processes in place, use this
engagement in their part of Oregon. time and resource to undertake a comprehensive
As you review this work, we suggest the following steps review. This includes creating clear expectations
to get started: about the importance and goals of engagement,
1. Begin with your own Self-Reflection on Previous which include but are not limited to receiving
Engagement. Prior to planning new engagement input for the SIA plan. What follows in this
opportunities or implementing new engagement document are resources and tools to contribute to
strategies this year, districts and eligible charter and support your efforts.
schools should take time to reflect on previous
engagement efforts. This was an element of the
SIA application and contains rich and candid
assessments for improvement. ODE offers some
ways SIA grant recipients could consider taking
stock of their engagement efforts today to help
inform their engagement moving forward.
2. Get clear on your core engagement team. If your
district is small, your community engagement
efforts might include a small number of individuals
who plan for and lead the process. In larger
districts, dedicated teams or positions may
drive the planning for and implementation of
engagement efforts. Either way, it’s important
to set clear expectations for all staff, students,
1 Facilitating Power, “Spectrum of Family & Community Engagement for Educational Equity”
Student Investment Account: Community Engagement Toolkit 3
Section 1: From What’s Required to What’s
Robust
1.1 Community Engagement 1.2 The Intent of the Student
Requirements and Success Act
Recommendations The Student Investment Account aims to meet students’
mental and behavioral health needs and increase
The Student Success Act (SSA) requires districts and the academic achievement for students who have
eligible charter schools receiving SIA funds to engage historically experienced academic disparities, with
students of color; students with disabilities; emerging plans that are created through robust community
bilingual students; students navigating poverty, engagement and application of an equity lens. The SIA is
homelessness, and foster care; other students who part of the larger Student Success Act (SSA), along with
have historically experienced academic disparities; the the Statewide Education Initiatives Account (SEIA) and
families of students in these focal groups; and staff. Early Learning Account (ELA), all of which are meant to
While not statutorily required, ODE recommends a more improve access and opportunities for students who have
robust list of people and organizations to engage with for been historically underserved in the education system.
a more rigorous and intentional process, which includes Within the SEIA, there are a number of programs that
but is not limited to: establish or expand support for the same focal groups
Community-based organizations (CBOs) named in the SIA, including the African American/
Community leaders Black Student Success Plan, the American Indian/Alaska
Tribal members Native Student Success Plan, and the Latino, Latina,
Faith-based organizations Latinx Student Success Plan. Districts should consider
Licensed and classified staff ways these different programs are connected and how
Early learning advocates and providers they may begin to align community engagement efforts
School volunteers, including PTAs, PTOs, parent clubs, and plans to better support their students, families, and
site councils, and boosters communities.
School board members
Higher education institutions 1.3 Applying an Equity Lens
Before and after school child care providers
An equity lens is a tool that helps center core values,
Business community
commitments, and questions throughout the process.
Applying an equity lens helps create a systematic
structure and process to ensure that no focal group
or community is ignored in the process of community
4 Oregon Department of Education
engagement and plan development. The adoption lens. If all community members
and use of an equity lens is a requirement of the SIA understand the importance of equity, deeper and
application. You could begin by reviewing the Oregon more courageous conversation could be made
Equity Lens and Decision Tools to help ground your team possible. Developing a strong and situated equity
in the baseline assumptions, expectations, and aims of lens is a solid starting point to create conditions
your own equity lens. You may also consider sharing for meaningful and authentic community
your equity lens broadly with your community, so they engagement.
are aware of how that tool will be used in your decision-
making process. We would encourage you to expand on 1.4 Honoring Sovereignty,
the Oregon Equity Lens so that it is attuned and situated
to your own unique needs. In the sections below, we Tribal Engagement and
offer recommendations for reaching out and listening
to your community and target focal student groups.
Tribal Consultation
However in your equity lens, you might consider specific Sovereignty
values, objectives, and essential questions that you wish
Tribes are sovereign governments. Sovereignty describes
to guide your outreach. These questions might be:
the inherent right of Native American Nations to
Who are the racial/ethnic and underserved groups exercise self-governance. Tribes interact independently
affected? What is the potential impact of the in Government-to-Government relationships with
resource allocation and strategic investment to other tribes, the federal government, states, and
these groups? How does belonging to more than counties. Tribes also interact with school districts, cities,
one focal group affect their experience? municipalities, businesses, non-profits, higher education
Does the decision made ignore or worsen existing institutions, and other non-governmental organizations.
disparities or produce unintended consequences? While not all tribes choose to exercise all powers as
What is the impact on eliminating the opportunity a sovereign government, the right to self-govern is
gap? inherent to tribes.
How have you intentionally involved stakeholders
who are also members of the communities affected Tribal Consultation
by the strategic investment or resource allocation? The Student Success Act - Student Investment Account
How do you validate your assessment in the requires districts and schools to engage with their
questions above? American Indian/Alaska Native students and families,
How will you modify or enhance your strategies to and tribal and community members. In addition to
ensure each learner’s and community’s individual concerted efforts for authentic dialogue with individuals
and cultural needs are met? or groups representing the American Indian/Alaska
How are you communicating with and addressing Native community, we strongly encourage districts
communities and groups that are not in the target to utilize the formal tribal engagement process with
focal group populations? If challenging or tense the tribes located in the area to inform any Student
dynamics emerge, how will you navigate these? Investment Account planning activities and priorities
that would impact students of those tribes.
Additionally, thinking about how to address potential
challenges or tensions that exist in the larger Tribal consultation is a formal process designed to
community (beyond target focal groups) could be ensure timely and meaningful consultation on issues
supportive in developing and applying your equity affecting American Indian and Alaska Native students.
Student Investment Account: Community Engagement Toolkit 5The consultation must be done in such a manner and and plan development. Since no city, town, or region of
in such a time that provides the opportunity for appro- Oregon is the same, we would recommend beginning
priate officials from Indian tribes or tribal governments with the Oregon Equity Lens and expanding on it so that
to meaningfully and substantially contribute to plans it is situated to your unique leadership needs, district
served under covered programs. Under federal ESSA law, culture, and community make-up. What additional ques-
however, official tribal consultation is required in Oregon tions, needs, and considerations would help you learn
districts that receive greater than $40,000 in Title VI more and grow into robust community engagement?
funding or have 50% or more American Indian/Alaska In this toolkit, we share a framework, example strategies,
Native students. The mandatory programs include parts and helpful resources for expanding into a more robust
of Title I, Title II, Title IV, Title V and VI. The recently re- and rigorous community engagement. As your district
leased Tribal Consultation Toolkit Guide 1.0 and webinar chooses to approach community engagement in deeper
recording by the Office of Indian Education provides ways, you are inviting change to happen: focal groups
essential information2. will feel less like an audience for your decisions and
more involved as key partners; structures of accountabil-
1.5 Towards a Robust ity and feedback will bring a sense of transparency and
Community Engagement authenticity to district planning; and core assumptions
that you hold about how your district/school should
While SIA plans were approved in year one that met the operate may be transformed. Furthermore, investing in
minimum requirements for community engagement as robust community engagement may also shift the minds
outlined in law, we support districts to increasingly see and hearts of all staff and community members, even
communities as fundamental actors and resources in those who hold dominant identities. This work is meant
schools and the education system. Deepening and sus- to bring about greater health across the whole district,
taining a more robust community engagement beyond community, and education system -- shifting dominant
the minimum statutory requirements is necessary to patterns and beliefs so all communities and families are
fully realize the core goals and strategies in district SIA in healthy relationship with each other.
plans. Moving from a minimum requirement to a robust
community engagement framework and way of doing Small and/or rural school districts may consider
business is a growth process that takes time, effort, innovative ways to meet the call of robust
intentionality, and commitment to learning and account- engagement with their communities, especially if
ability. However, seeding and activating a more robust safety of students and families of focal groups is a
community engagement plan will also create the possi- concern. Some ideas for engagement include:
bility for lasting change and resilience for all students,
families, teachers and staff. • Connecting with a leader who and/or
Above, we shared the list of groups that districts are community-based organization that is willing
required to engage with as part of the development of to speak with students they have a relationship
their SIA plans. Robust community engagement involves with and share back what they learn with the
an even wider network of actors, participants, and school district
partners, including (but not limited to) community-based • Asking for input during other times when
organizations, faith-based institutions, grassroots net- parents or families are at the school, such as
works, informal family networks and neighborhoods. during IEP meetings
Every district is required to use an equity lens to review • Conducting phone calls to students’ families,
their strategic SIA plan, which is required to be informed rather than having an in-person event
by the district’s community engagement. This is meant • Leveraging Comprehensive Distance Learning
to help center core values, commitments, and questions (CDL) as an opportunity to check in with
throughout the process, as well as create a systematic families about what is working and what needs
structure to ensure that no focal group or community improvement (during these unprecedented
is ignored in the process of community engagement times and beyond)
2 Tribal consultation toolkit.
6 Oregon Department of EducationSection 2: Expanding the Thinking and Practice of Community Engagement Community engagement is a broad term encompassing a number of approaches to authentically and meaningfully engage communities in district and school processes. To expand and deepen the nuance of this term, we have adapted work from Facilitating Power and the Movement Strategy Center to adapt a spectrum for thinking about different ways to engage communities. This spectrum describes six different levels of community engagement with key considerations and ways to move deeper along the spectrum. It is important to note, with the exception of Level 0 “Ignoring Community,” that each level may be appropriate for a particular situation. The spectrum is intended to share what some pitfalls of each level are and ways to address those. You may need to consult this spectrum with another resource (like the ODE Decision Tools for SY20-21) to decide which level of the community engagement spectrum is appropriate for each strategy, activity, and choice you make. 2.1 The SIA Community Engagement Spectrum This framework serves as a tool to assess and deepen engagement in Oregon communities. It is organized on a spectrum of shallow to robust community engagement We recognize Facilitating Power and Movement (Levels 1-5). District and school leaders are encouraged Strategy Center for their work in building this to use this framework to reflect on their stance and framework and appreciate their support to adapt approach towards communities. It may be used to assess it to the Student Investment Account. Facilitating the overall level of engagement of a district/school, as Power is dedicated to cultivating personal and well as be used to assess an individual strategy, activity, collective power through innovative approaches to project, or initiative within a district/school. In most education and organizing that meet the demands cases, a district/school will have multiple levels of this of our shifting social climates. Movement Strategy spectrum that exist simultaneously in the totality of Center works with grassroots organizations, community engagement-related activities. For example, alliances, and networks, as well as funders, to you might as a district review your overall SIA strategies build powerful and transformative social justice and consider yourself operating at Level 3 “Involve” -- movements. but you might also catch that some of your engagement methods are Level 1 “Inform” while some of your teachers and staff are operating in Level 4 “Collaborate.” The framework is intended to illuminate and support this multiplicity while suggesting concrete ways to move further along the spectrum. Student Investment Account: Community Engagement Toolkit 7
LEVELS OF COMMUNITY ENGAGEMENT
0 1 2 3 4 5
STANCE TOWARDS COMMUNITY
IGNORE INFORM CONSULT INVOLVE COLLABORATE DEFER
INTENTION
Protecting School/ Keeping Communities Receiving Community Meaningfully Engaging Collaborating and Communities Drive and
District Interests Updated Input Community Voice Sharing Power with Own the Work
Unintended Impact to Unintended Impact Unintended Impact to Unintended Impact to Communities Unintended Impact to
Consider: Marginalizing to Consider: Placating Consider: Tokenizing & Consider: Community Unintended Impact to Consider: Sovereignty
Communities & Underestimating Gatekeeping Community Voice is Not Heard Consider: Collaborative and Core Agreements are
Community Wisdom Engagement Process Derailed by Not Honored
Power Dynamics & Lack
of Relational Trust
COMMUNITY ENGAGEMENT GOALS
Deny access to Provide students, Gather input from Ensure students, families Ensure student, family Foster lasting educational
decision-making families & community students, families & & community needs and & community capacity equity through
processes with relevant community without assets are integrated play a leadership role community-driven
information for them to including them in into district process & in implementation of schools that are culturally
support district/school decision-making planning decisions rooted and responsive
goals to whole and sovereign
people and communities
EXAMPLE ENGAGEMENT METHODS
Closed door Fact sheets Input sessions Collaboration MOUs with Community-driven
meeting Open houses Focus groups or engagement Community-based planning
Misinformation with community organizations Student or
Presentations Empathy interviews organizing and
Systematic Leadership Parent/Family led
Billboards or school Surveys community voices Development community forums
effort to avoid electronic boards
engagement House meetings Resources & to assess challenges
Videos Interactive funding allocated and develop
Social media posts workshops & for community solutions
forums with organizing Consensus building
accessibility Collaborative Participatory Action
and safety design and Research and
considerations facilitation of community-driven
Student & Parent/ community initiatives
Family Advisory forums to ensure Participatory
Committees voice, safety & budgeting
accessibility
Community schools
KEY EXAMPLE STRATEGY TO CONSIDER FOR ENGAGEMENT METHODS
Establish who the Language Accessibility Hospitality and Staff training on Deeper strategy and Allocating SIA strategies/
community is reciprocity practices anti-racist equity and visioning work with activities for community-
composed of culturally sustaining and local community-based driven projects and use
responsive practice organizations (e.g. non-
profits, churches, etc)
HOW COMMUNITY ENGAGEMENT EXISTS IN SIA PLAN
Focal student groups Communities informed Data (including Tribal consultation and Partnerships with Task forces and
not acknowledged that SIA is occurring but disaggregated data) engagement is central community-based committees with
and/or subsumed not engaged for input are used as primary to the development of organizations, decision-making power
in another category Associated Challenge: resource to inform SIA SIA plans organizers, and other composed of community
(e.g. students of color Community needs strategies/activities Associated Challenge: agencies members, target focal
lumped into students continue to be invisible Associated Challenge: Community (and Tribal) Associated Challenge: groups, and staff
experiencing poverty) because they are merely Communities are only voice is taken but not Partnerships are created Associated Challenge:
Associated Challenge: informed of the SIA, not engaged once in the actually incorporated but not honored through Decision-making is
Students of color con- solicited for input process of SIA plan continual reciprocity and rhetorically granted but in
tinue to be invisibilized creation and follow- shared work practice not deferred and
by a system of White through is limited shared with community
Supremacy
8 Oregon Department of EducationIn the sections below, we will walk through the seven rows of the spectrum and explain what they mean.
Stance Towards Community: This row indicates a spectrum of orientations towards family and community
engagement. Level 0 ignores and marginalizes the students, community, and staff the SIA was designed to
focus on and will not meet requirements in ODE’s review of district SIA plans. Levels 1-5 demonstrate the wide
range of approaches that districts may take to engage communities. It is important to note that your district
may exist in multiple places on the spectrum at the same time, and there are times where it is appropriate to
engage communities at level 1 and 2 (for example -- providing students and families with information about
an upcoming engagement session). In most cases, however, deepening your engagement approach across the
spectrum will present the most robust community engagement opportunities and possibilities.
Intention & Unintended Impact to Consider: This row names the core intention that is often expressed when justifying
each type of engagement. This intention may be completely appropriate for the nature of the task or project, but it
could also create unintended impact or represent underlying beliefs about community that need to be addressed,
including whether or not another level of the spectrum should be aimed for.
Community Engagement Goals: This row points to the main goal that each level of community engagement is seeking
to accomplish.
LEVELS OF COMMUNITY ENGAGEMENT
0 1 2 3 4 5
Detail
View
STANCE TOWARDS COMMUNITY
IGNORE INFORM CONSULT INVOLVE COLLABORATE DEFER
INTENTION
Protecting School/ Keeping Receiving Meaningfully Collaborating and Communities Drive
District Interests Communities Community Input Engaging Community Sharing Power with and Own the Work
Unintended Impact Updated Unintended Impact Voice Communities Unintended Impact
to Consider: Unintended Impact to Consider: Unintended Impact Unintended Impact to Consider:
Marginalizing to Consider: Tokenizing & to Consider: to Consider: Sovereignty and Core
Communities Placating & Gatekeeping Community Voice is Collaborative Process Agreements are Not
Underestimating Community Not Heard Derailed by Power Honored
Community Wisdom Engagement Dynamics & Lack of
Relational Trust
COMMUNITY ENGAGEMENT GOALS
Deny access to Provide students, Gather input from Ensure students, Ensure student, Foster lasting
decision-making families & students, families & families & family & community educational equity
processes community with community without community needs capacity play a through community-
relevant information including them in and assets are leadership role in driven schools that
for them to support decision-making integrated into implementation of are culturally rooted
district/school goals district process & decisions and responsive to
planning whole and sovereign
people and
communities
Student Investment Account: Community Engagement Toolkit 9Example Engagement Methods: This row lists some common example engagement methods, tactics and tools that
districts can exemplify at each level. Each method can also be employed in various ways along different levels of the
spectrum.
Key Strategy to Consider for Engagement Methods: This row names a key example strategy that underpins a
particular community engagement method. Strategy is a higher level plan and intention that links a particular group of
methods, tools, and tactics together.
How Community Engagement Exists in SIA Plans: This row lists a common way that this level of community
engagement showed up in actual SIA plans and a key challenge associated with this way of engaging communities.
LEVELS OF COMMUNITY ENGAGEMENT
0 1 2 3 4 5
Detail
View
EXAMPLE ENGAGEMENT METHODS
IGNORE INFORM CONSULT INVOLVE COLLABORATE DEFER
Closed door Fact sheets Input sessions Collaboration MOUs with Community-
meeting Open houses Focus groups or engagement Community- driven planning
Misinformation with based Student or
Presentations Empathy community organizations
Systematic interviews Parent/Family
Billboards organizing and Leadership led community
effort to avoid or school Surveys community
engagement Development forums to assess
electronic voices challenges and
boards Resources
House meetings & funding develop solutions
Videos Interactive allocated for Consensus
Social media workshops & community building
posts forums with organizing Participatory
accessibility Collaborative Action Research
and safety design and and community-
considerations facilitation of driven initiatives
Student & community Participatory
Parent/Family forums to budgeting
Advisory ensure voice,
Committees safety & Community
accessibility schools
KEY EXAMPLE STRATEGY TO CONSIDER FOR ENGAGEMENT METHODS
Establish who Language Hospitality and Staff training on Deeper strategy and Allocating SIA
the community is Accessibility reciprocity practices anti-racist equity and visioning work with strategies/activities
composed of culturally sustaining local community- for community-driven
and responsive based organizations projects and use
practice (e.g. non-profits,
churches, etc)
HOW COMMUNITY ENGAGEMENT EXISTS IN SIA PLAN
Focal student groups Communities Data (including Tribal consultation Partnerships with Task forces and
not acknowledged informed that SIA disaggregated data) and engagement community-based committees with
and/or subsumed is occurring but not are used as primary is central to the organizations, decision-making
in another category engaged for input resource to inform development of SIA organizers, and other power composed of
(e.g. students Associated SIA strategies/ plans agencies community members,
of color lumped Challenge: activities Associated Associated target focal groups,
into students Community needs Associated Challenge: Challenge: and staff
experiencing continue to be Challenge: Community (and Partnerships are Associated Challenge:
poverty) invisible because Communities are Tribal) voice is taken created but not Decision-making is
Associated Chal- they are merely only engaged once but not actually honored through rhetorically granted
lenge: Students of informed of the SIA, in the process of SIA incorporated continual reciprocity but in practice not
color continue to not solicited for input plan creation and and shared work deferred and shared
be invisibilized by follow-through is with community
a system of White limited
Supremacy
10 Oregon Department of Education2.2 Deepening into the Spectrum
The SIA Community Engagement Spectrum above described six levels of community engagement. Below, we offer
suggestions for moving along the continuum, including reflection questions, resources and actions towards growth
that can help unlock deeper community engagement. Finally, it offers a key SIA example that is meant to highlight how
each level has occurred in the development of SIA plans.
0 IGNORE Detail
View
Reflection Questions Resources and Actions Towards Growth Key SIA Example
Questions meant to help move deeper Resources and key actions that could deepen Key example from SIA applications and
along the spectrum and foster meaningful intentionality at each level or spark movement consideration to push thinking further
community engagement along the spectrum.
How are you learning more about the Key Resources “We are a small rural district and do not have
systemic bias/oppression that exists many students or families from the varied
in your district/school and belief White Supremacy in Oregon focal groups.”
systems/biases? Phrases and statements like this one erase
Black Exclusion Laws in Oregon
How have/will you acknowledge, and invisibilize focal student groups and
address and repair the harm caused The Racist History of Portland families. Acknowledgement of these groups is
by marginalization (historical and Rehumanizing Schools glanced over.
present)? Essential Understandings of Native
Americans in Oregon
Tools to support disaggregating data and
looking at key demographics
Data visualizations provided by ODE
District At-A-Glance Profiles
Key Actions
Engage equity, anti-racist, and implicit bias
trainings within the district and school to
learn more about internal and external
patterns of racism and oppression
Create more engagement and relationship-
building opportunities with target focal
groups and their families
Student Investment Account: Community Engagement Toolkit 111 INFORM Detail
View
Reflection Questions Resources and Actions Towards Growth Key SIA Example
Questions meant to help move deeper Resources and key actions that could deepen Key example from SIA applications and
along the spectrum and foster meaningful intentionality at each level or spark movement consideration to push thinking further
community engagement along the spectrum.
If there are certain groups or Key Resources Districts are required to disseminate
communities who aren’t engaging in information about their SIA plans by posting
your school, ask yourself why? Why ODE Decision Tools board minutes indicating approval of the
are they not participating and how can Spectrum of Family & Community SIA plan and the final approved SIA plan on
the school do better about reaching Engagement for Educational Equity their website. Additionally, districts shared
out and making them feel welcome? information about engagement opportunities
(Focus on the system keeping them Reframing Family, School, and Community through their website, school newsletters,
out, not blame the communities for Engagement the board, and parent meetings.
not showing up). When You Say...They Think After a reduction in funding, one district
What communication and Dos and Don’ts shared how they prioritized community
engagement outlets best fit the inputs from the original plan and their
unique strengths/assets and needs Key Actions process for creating the reduced funding
of the families and communities you plan. It was posted on their website, shared
serve? What conditions support this? Ensure all communication materials are at a board meeting, and available for public
accessible and in the languages of the target comment.
What pathways to deeper focal groups, families and communities
collaboration and involvement are you These communication and dissemination
planning and can be communicated? Ensure language interpretation and strategies assume communities and
translators are available in the most common families understand system and educational
How are you providing families language groupings in school/district
and the community with relevant intricacies. What other context/stories/
information regarding current Consider which communication outlets training needs to be shared to build overall
inequities and plans to address them? (formal and informal) are most readily awareness so they can fully engage/
accessed by the community understand?
2 Consult
Detail
View
Reflection Questions Resources and Actions Towards Growth Key SIA Example
Questions meant to help move deeper Resources and key actions that could deepen Key example from SIA applications and
along the spectrum and foster meaningful intentionality at each level or spark movement consideration to push thinking further
community engagement along the spectrum.
How are you seeking input from Key Resources Districts created opportunities to seek input
students, parents, families, and the from the community to establish priorities for
community to inform solutions to School Reform Initiative protocols the SIA dollars. Common strategies included
address educational inequities? Powerful Partnerships: A Teacher’s Guide to public meetings, online surveys (in English
How clear and transparent is the Engaging Families for Student Success and Spanish), and focus groups. One district
information you are providing to reached out to families of focal groups
inform their input? Key Actions through mailings and follow-up phone calls
What conditions are you creating in made by staff and community partners who
your input/engagement sessions to Conduct a landscape analysis of speak their preferred language, inviting them
ensure that community members feel CBOs, community partners, faith- to attend focal sessions at which food and
safe, heard, and powerful? based organizations, culturally specific child-care were provided. District translators
organizations, Tribes within district, and also attended to help facilitate small groups.
other county services If you create opportunities for families to
Consultancy protocol or another SRI protocol be consulted, but some focal groups do
with community members, partners, and not attend, do you proceed with SIA plan
stakeholders creation/implementation anyway? Consider
slowing down to re-assess how you have
created conditions to bring everyone to the
table.
12 Oregon Department of Education3 Involve
Voice & Power Shift Detail
View
Reflection Questions Resources and Actions Towards Growth Key SIA Example
Questions meant to help move deeper Resources and key actions that could deepen Key example from SIA applications and
along the spectrum and foster meaningful intentionality at each level or spark movement consideration to push thinking further
community engagement along the spectrum.
How are you creating expectations Key Resources In one district, the SIA team worked directly
about participation and decision- with the Tribal Education Agency as well as
making for clarity on role/involvement Beyond the Bake Sale: The Essential Guide to the Tribal Cultural and Heritage Program as
for students, families, and Family-School Partnerships part of their community engagement process
community? A Match on Dry Grass: Community to get input from tribal members. Another
How are you creating opportunities Organizing as a Catalyst for School Reform district worked with tribal leaders to hold
in existing structures (e.g. school site SIA community engagement opportunities at
councils) for traditionally marginalized Key Actions tribal facilities.
groups to participate? Just because target focal groups are at
Partner with local CBOs, faith-based the table doesn’t mean that the table is
How are you learning to listen deeply organizations, or other local partners who
to different voices, perspectives, set evenly. Consider how the backdrop of
already engage these communities through colonization and settler colonialism creates
and ways of knowing (e.g. culturally their leadership programs
responsive trainings for participating uneven dynamics for engagement and what
staff)? When engaging parent leadership groups, forms of acknowledgment, accountability,
make sure they reflect the student and follow-through are needed.
How are you creating space/ population
opportunity to name, address, and
heal from historical harm inflicted by Before you make a decision or take an action,
the district/school system? consider using a tool like the ODE decision
tools to ensure you have engaged the right
How are you demonstrating a partners and voices.
commitment to change historical
practice and policy?
4 Collaborate
Delegated Power
Detail
View
Reflection Questions Resources and Actions Towards Growth Key SIA Example
Questions meant to help move deeper Resources and key actions that could deepen Key example from SIA applications and
along the spectrum and foster meaningful intentionality at each level or spark movement consideration to push thinking further
community engagement along the spectrum.
What are the formal (e.g. faith- Key Resources One district created a task-force
based institutions; community-based representative of the community including
organizations) and informal (e.g. Meaningful Student Involvement Guide to district staff (classified, specialists, licensed),
family/community networks and Students as Partners in School Change community organizations, leaders and union
coalitions) that can be collaborated Vehicle of Change: The PS 2013 Campaign representatives, parents and students.
with? How do they wish to be Together, they analyzed disaggregated
involved? Key Actions data, elevating bright spots and areas of
How have you ensured that the opportunity. Additionally, the group planned,
projects/dilemmas/tasks at hand Consider how the school leadership and attended, and supported community
are made culturally relevant and board play an important role in value- engagement events, consistently processed
accessible? setting and modelling how communities community input after events and ultimately
are engaged, parent leaders are heard, and prioritized how to use SIA funds. The group
How are roles on decision-making follow-through on needs are met met frequently in the evenings during the
and involvement co-constructed with formation of the SIA plan.
these groups? Utilize active structures like Parent Advisory
Councils to create space for ongoing Collaborative and two-way partnerships
reflection, strategizing and goal-setting require clear agreements, shared
understandings, and processes for learning,
feedback, and accountability.
Student Investment Account: Community Engagement Toolkit 135 Defer To
Community Ownership
Detail
View
Reflection Questions Resources and Actions Towards Growth Key SIA Example
Questions meant to help move deeper Resources and key actions that could deepen Key example from SIA applications and
along the spectrum and foster meaningful intentionality at each level or spark movement consideration to push thinking further
community engagement along the spectrum.
How have you created a larger vision Key Resources This level of community engagement is a
for what community ownership and growth area for districts. We recognize a
honoring sovereignty means for your Toward What Justice? Describing Diverse handful of districts that with continued and
district/school in relation to the larger Dreams of Justice in Education sustained effort could reach this level of
community? How has the community deferring to community ownership. Some
been involved in this? Key Actions examples of this could look like:
What beliefs, structures, and Develop learning labs for school discipline
processes need to be shifted within Hiring strategies that structurally
policies and procedures (example) prioritize community representation in
your school/district to support deeper
community ownership? district staff and leadership positions
Participatory budgeting processes
where communities are involved in the
shaping and maintenance of district
budgets
Curriculum that is co-designed and
deferred to CBOs
Community-driven audits of district
spending (both SIA and other funds)
14 Oregon Department of EducationSection 3: Strategies for Moving Along
the Spectrum
The spectrum and this toolkit are not exhaustive. The the strengths and meet the needs of students and
aim is to provide a few high leverage strategies to families with the least financial resources right now.
think about moving more deeply towards more robust Any racial tension created around focusing on students
community engagement and ownership. in poverty is a false divide. The areas of tension arise,
as they should, when a focus on white students in
3.1 Growing Community poverty is rhetorically or practically set in opposition or
prioritization of other focal student groups. The SIA does
Awareness and Knowledge not and should not contribute to that trap. We can listen,
All Oregon districts feature communities, families engage, and strengthen educational systems attending
and students from target SIA focal groups that to each and every student with a clear racial equity lens
have historically experienced being underserved, and stance without erasing or minimizing poverty.
underrepresented, excluded, and/or marginalized from
the educational system. As districts are required to To grow the awareness of your community, consider
engage communities meaningfully and authentically to completing a community asset inventory or mapping
inform their SIA plan, it is vital to know and understand of your community. This would include identifying
the communities and focal groups that this plan is all of the community-based organizations (CBOs),
intended to serve. Specifically, districts and schools faith-based organizations, tribal nations, culturally
need to know which focal groups are represented within specific organizations, community leaders, and
their community. Depending on the size of the district business leaders in your community. Deepening
or school, this may mean that there are just one or two your knowledge of the community will support your
students in a particular focal group; however, regardless district or school as you develop a more robust plan
of the number of students in a focal area, they still need for community engagement.
to be engaged to ensure districts are not continuing
patterns of erasure or defaulting to claims that “we don’t
As you continue to engage with your community and
have those students here.”
develop future SIA plans, you can also begin to use this
There is one area of community awareness that needs inventory to substantiate your community engagement
further attention while holding significant tension - and practices. Are you going beyond the minimum require-
that is students and families in poverty. Poverty is an ments to engage with the organizations and leaders iden-
experience that crosses through other focal student tified in your inventory? Are you doing what you said you
groups. There is room for significant improvement would do in terms of engaging and incorporating inputs
in recognition and outreach strategies that honor from the organizations and leaders in your community?
Student Investment Account: Community Engagement Toolkit 153.2 Building Relationships
Rooted in Care and Reciprocity
Robust community engagement rests on a foundation
of relationships from which deeper transformational
work is made possible. Relationship-building in ways
that attend to deep care, equity and reciprocity is critical
to deepening meaningful and authentic community
engagement. Families and communities should be
treated as equal and powerful partners with deep
educational wisdom. Conditions should be created and
attended to so that families feel supported and able to
comfortably express their perspectives and participate
in design processes. Below are some key considerations
as districts seek to build relationships rooted in care and
reciprocity.
Deep Hospitality
The Importance of Intersectionality Deep hospitality is a rich cross-cultural and equity-
centered practice that creates foundational conditions
While many students may belong to more than one for trust and relationship-building. To extend deep
target focal group (e.g. both a student navigating hospitality means to host well and to have guests
poverty and a student of color), applying an feel like trusted community members and partners.
intersectional lens to community engagement Districts are encouraged to think about how families
means not focusing on one issue that a student and communities wish to be treated and what would
group is experiencing. Disaggregating data and allow them to feel their most comfortable to participate.
developing a nuanced understanding of the The physical (or virtual) space should reflect values
school community is vital to ensure that some of care and intention, including culturally responsive
issues (e.g. race) are not ignored simply because and specific considerations such as: What forms of
those students also belong to another group (e.g. organizing, communicating, and participating are unique
students with special needs/disabilities or students to a cultural community and how are we allowing for
navigating poverty). Looking at one’s community those to occur in the space? Some other considerations
intersectionality allows one to understand how include:
belonging to multiple focal groups can actually
compound and exacerbate issues and challenges Access: How have you incorporated different abled
faced in any one focal group. It is important to bodied access and needs? Are the physical or
distinguish and differentiate these groups (even if virtual spaces you use comfortable for community
there is also overlap) so that each student can be members?
met with the unique care that is needed for their Basic Needs: Have all basic needs been accounted
particular challenges and needs. for through engagement (bio-breaks, food, etc)?
Cultural space: There are many different ways that
communities are accustomed to gathering. Have
you considered how one formation (e.g. a circle or
smaller groups) might be more culturally responsive
than others (e.g. desks in rows)? To create the
conditions for meaningful two-way dialogue, you
may consider less formal or small group structures.
Location: Consider where you are holding your
16 Oregon Department of Educationgatherings, given different ways people have room, particularly
previously experienced school. Are you only hosting if those come from
meetings at the school buildings? Are there spaces identities that are not
in the community where you consider holding their own. Lastly, consider
gatherings? and embrace the value of
Intentionality: Community members are often tension and disagreement
juggling multiple responsibilities, which does not in holding space with families
mean that they do not wish to provide input on the and communities. When inconvenient voice arises,
SIA. Consider how you have incorporated their life that is, perspectives and comments that may at
and work rhythms into your planning. What time of first glance seem to derail, muddy, or confuse the
the day/week is best to engage them? How long is conversation, we suggest digging into it further to
necessary? learn more about where it is coming from and the
Promptness: Honoring community members time is value that its ‘inconvenience’ may offer for unlocking
vital, so ensure that you are beginning and ending key barriers to deeper understanding and work.
on time so they can attend to other needs. However,
notice when there is energy and momentum, which District Follow-Through
could mean you make additional times to engage or For families and communities to feel valued, districts
stay for longer than you initially anticipated. should continually follow-up and follow-through on
Flexibility: Many community members are busy the input that community members have generously
and taking precious time that they hope will effect offered. As a starting point, you might think about
school change. Consider how different modes of gifts or other tokens of appreciation you can offer that
engagement can be flexible with time, including indicate to community members that you appreciate
if community members have to show up late or them. In some districts, we have learned that raffles,
leave early and how to create ample opportunity to giveaways, and offering transportation, childcare and/
provide input. or communal meals have been supportive in honoring
Inclusion: Throughout any engagement method, the time and input community members are sharing.
from an informal Zoom call to structured focus In virtual engagements, you could consider online gift
groups, consider how you will create space for certificates or other remote gift ideas. Acknowledging
community voice to be welcomed, invited, and and validating community perspectives is another key
included. Whose voice is taking the most time/ practice to ensuring they know that you have listened to
space during these engagements? What structure/ their stories and needs. Consider how you consistently
facilitation method are you using to create express gratitude and appreciation for the input you
proportionate representation from the community are receiving. Finally, a significant part of the trust- and
and target focal groups? relationship-building process is following through on
key promises and commitments including: information
Communication and Language you said you would share following an engagement
Creating conditions for clear and equitable event; plans you stated would reflect community input;
communication requires intentional planning and actions that are being taken as a result of community
process. Language accessibility is critical, ensuring that input; ongoing engagement opportunities you were
proper staff and measures are incorporated so that committed to doing to keep the conversation going; etc.
the languages that communities are most comfortable These forms of district follow-through and accountability
speaking are adequately met. Additionally, while help create longer-term trust for deeper community
emphasis is often placed on meeting the needs of partnerships.
various spoken languages, communities and families
from different cultures often express themselves through
nonverbal, emotional, energetic, and other forms of
communication. It is important for district and school
staff to pay close attention to the subtler patterns in a
Student Investment Account: Community Engagement Toolkit 17Create an accountability mechanism - the kind of of robust community engagement. In addition to these
accountability that generates trust. supports, consider how to balance the development
of in-district/school equity capacity and bringing in
This can start from answering an essential question: external supports. Developing internal capacities (for
Who does the community go to when they don’t example, staff who are skilled at holding courageous
feel they’ve been authentically engaged in the conversations about race or interrupting patterns of
development of SIA work? white fragility) allows for long-term change and baseline
culture-building. Contracting with external services (for
There isn’t a single right answer. But it builds trust
example, equity consultants that can hold retreats and
to have a real and meaningful one. Would they go to
trainings) allows for all staff, including administrators,
a known staff member, an administrative leader, a
to participate together. These settings with an outside
liaison to a board or advisory group? Creating a clear
facilitator can allow for staff to feel safer to take risks and
channel to hear the most vital feedback is pivotal
engage vulnerability. Care should be taken to consider
to creating real, ongoing, authentic community
what staff should be present: for example, is the space
engagement.
designed for White staff to learn more about White
fragility (in which case staff of color could have their own
3.3 Equity, Anti-racist, and separate space)?
Culturally Sustaining and Powerful case studies and recent research suggest
that investing in the capacity of the whole system,
Responsive Training including families and communities, is needed to
Engaging in equity, anti-racist, and/or culturally support robust family-school partnerships. The
sustaining and responsive training is a powerful way for Dual Capacity-Building Framework for Family-
districts and eligible charter schools to learn about and School Partnerships is one framework and tool that
address unconscious biases, unexamined assumptions, leverages districts and schools to create conditions
and internalized and externalized patterns of racism and for both staff and families to deepen their systemic
oppression. ODE will be offering support -- including and organizational capabilities (skills + knowledge),
webinars, trainings, and toolkits (such as the ODE connections (networks), cognition (shifts in beliefs
Decision Tools) -- that are rooted in and builds on the SIA and values), and confidence (self efficacy). The main
Community Engagement Toolkit 2.0 and the framework takeaway from this framework: don’t just invest in
school, educator and staff capacity; also see the
families and communities you serve as powerful
collaborators that can be supported. Consider:
• Deepening partnerships with local community-
based organizations to leverage the powerful
and unique organizing, leadership, and
educational strategies from grassroots
communities and families.
• Creating regular ways of gathering (e.g.,
restorative circles) with families and community
members to reflect on core and differentiated
values (using a tool like The Cultural Iceberg)
and share key insights, concerns, and
perspectives about educational change.
18 Oregon Department of EducationYou can also read
