Floyd Light Information
Normal school schedule:
- Mondays, Tuesdays, Thursdays, and Fridays school is from 8:20 – 3:00.
- Wednesdays are 9:40 – 3:00.
- Bus information can be found on the web site.
- We will distribute Student Planners to students the first full week of school.
- Breakfast/Lunch is free for all students at Floyd Light.
- Backpacks are a must. Students will take their supplies from class to class in a backpack (we do not use lockers).
Floyd Light Instructional Assistant:
We are currently seeking an Instructional Assistant here at Floyd Light. It is a 30 hour/week position that works when students are in school plus a few more days. The position supports students in classrooms. It pays above minimum wage and includes full medical, dental, and vision benefits. If you are interested, please visit the Human Resources page on the district website and apply! You are welcome to give Mr. Pease a call for any questions.
Our Middle School is a Title 1 School
Positive Behavioral Interventions and Supports (PBIS)
We teach school-wide expectations, provide opportunities for students to practice these expectations, and positively reinforce students who are demonstrating the expectations. Students still have the consequences, but they are coupled with education and the re-teaching of expected behaviors. We expect all students to display these three traits for both their school environment and the people around them.
| Be Safe | Be Respectful | Be Responsible |
|---|---|---|
| •Physical •Emotional | •Self •Others •Property | •Accountable •Maturity |
Standard Response Protocol (SRP)
David Douglas School District implemented the SRP in 2023 as schools across the country have adopted a standard to enhance student and staff safety during an incident or emergency.
District Implementation
Culturally Responsive Teaching
Evidence-Based Practices for Teaching All Students Equitably. The Teacher Expectations Student Achievement (TESA) Model has identified 27 specific, observable, and measurable teacher behaviors that communicate high expectations.
- Welcoming students by name as they enter the classroom.
- Using eye contact with high- and low -achieving students.
- Using proximity with high- and low-achieving students equitably.
- Using body language, gestures, and expressions to convey a message that all students’ questions and opinions are important.
- Arranging the classroom to accommodate discussion.
- Ensuring bulletin boards, displays, instructional materials, and other visuals in the classroom reflect students’ racial, ethnic, and cultural backgrounds.
- Using a variety of visual aids and props to support student learning.
- Learning, using, and displaying some words in students’ heritage language.
- Modeling the use of graphic organizers.
- Using class building and team building activities to promote peer support for academic achievement.
- Using random response strategies.
- Using cooperative learning structures.
- Structuring heterogeneous and cooperative groups for learning.
- Using probing and clarifying techniques to assist students to answer.
- Acknowledging all students’ comments, responses, questions, and contributions.
- Seeking multiple perspectives.
- Using multiple approaches to consistently monitor students’ understanding of instruction, directions, procedures, processes, questions, and content.
- Identifying students’ current knowledge before instruction.
- Using students’ real life experiences to connect school learning to students’ lives.
- Using “wait time” to give students time to think before they respond to your question.
- Asking students for feedback on the effectiveness of instruction.
- Providing students with teh criteria and standards for successful task completion.
- Giving students effect, specific oral and written feedback that prompts improved performance.
- Providing multiple opportunities to use effective feedback to revise and resubmit work for evaluation against the standard.
- Explaining and modeling positive self-talk.
- Asking higher order questions equitably of high- and low-achieving students.
- Providing individual help to high- and low-achieving students.
Equity Plan
The David Douglas School District is a community of learners committed to equity and the success of each student. This commitment means that student success will not be predicted nor predetermined by race, ethnicity, family economics, mobility, language, gender, gender identity, sexual orientation, disability, or initial proficiencies by the following:
- Commitment One – Student Achievement
- Commitment Two – Student Discipline
- Commitment Three – Systems Accountability
- Commitment Four – Workplace Policies
Relationship Centered Learning
Tools to help educators to build and sustain relationships that are impactful and positive for students, caregivers, and the school community.
National Educators for Restorative Practices (NEDRP):
- Meet & Greet
- 60 Second Relate Breaks
- 2 Minute Connections
- 90 Second Spark
- Treatment Agreements
Strategic Plan
The David Douglas Community developed our focus areas using the guiding principles of ensuring safety and wellness, cultivating connections and relationships, centering on equity, and innovation.
Together, our community determined that to accomplish this ultimate, student-centered goal, the District must prioritize these four focus areas:
- Focus Area 1: Diversity, Equity and Inclusion
- Focus Area 2: Communication and Family/Community Engagement
- Focus Area 3: Health and Wellbeing
- Focus Area 4: Highly Effective Curriculum/Instruction Focused of Equity and Empowerment
Community Partnerships
David Douglas School District and Floyd Light Middle School are fortunate to have partnerships with the following:
- El Programa
- SUN (Schools Uniting Neighborhoods): SUN aims to build a community hub to ensure academic success for students and economic prosperity for families by mobilizing and organizing community resources and partners to provide wide-ranging support for kids and families.
- Food Justice – The Food Justice Program provides universal access to nutritious food, nutrition education, and restoration of culturally specific connection to land and food.
- Hispano Catolico – Extended day programs provide quality afterschool programs that include quality instruction, enrichment, and extracurricular activities.
- Enlace – Youth Advocate provides support to students and their families. Workshops and parent support sessions are offered to program parents and caregivers. Students receive a wide range of support including after school groups, cultural field trips, and academic support.
- AYCO (African Youth & Community Organization) – Strives to strengthen a sense of cultural identity within immigrant communities while also enhancing capacity toward integration and hope for the future.
- Elevate Oregon – building relationships with youth to promote education, self-reliance, and leadership
- IRCO (Immigrant and Refugee Community Organization – Empowering immigrants and refugees from around the world.
- Latino Network – Supports and advocates for students at the schools, provides an after school program weekly, individual case management
- NAYA (Native American Youth and Family Center) – Connects youth that identify as Native American, Indigenous, and First Nations to culturally specific programs and communities.This program works within the Relationship Worldview model, working in a strength based manner to encourage students.
- REAP – Solutions is a 10 month leadership curriculum open to students from all backgrounds and cultures. Modules include a focus on civics, education, health, business, and entrepreneurship.
- Trillium – Trillium therapists partner with our schools to provide effective clinical treatment for children and adolescents. Therapists meet with clients and their family for individual and family therapy appointments.