Ontario High School At-A-Glance

We Are O-Positive

Basic Data

  • Approx. 700 Students (9-12)
  • 58% Latino, 37% White, 5% Other
  • Students with Disabilities: 11%
  • Ever English Learners: 29%
  • Languages Spoken: 7

2016 - 2017 Graduation Rates

  • All Students: 89.36%
  • Latino Students: 86.02%

Just the Facts

  • We serve approximately 2500 students in 5 elementary, 1 middle, and 1 high school.
  • Ontario has the highest concentration of poverty in the State.
  • Malheur County is the poorest county in the State of Oregon and in the top 1% of poorest counties in the nation.

OHS Early Warning Systems

  • Frequently, building data is analyzed to determine the health of our systems and to support data-driven decisions for implementing targeted interventions for students.
  • Data Analyzed: Attendance, Behavior, Course Performance, Credits earned.

Attendance Systems

Micro Level Systems

  • Attendance and Tardy Expectations are CHAMPed regularly.
  • Juniors and Seniors can earn off-campus lunch by meeting attendance and grades expectations.
  • Students who are in class, on-time entered into CASH drawing.
  • Strive-for-Five campaign - End of year incentive for students who have five or less absences.

Macro Level

  • Attention 2 Attendance

Big Three: Attendance

Why Attendance?

  • Chronic Absenteeism is monitored by the state, Average Daily Resident Membership (ADMr) implications.
  • Legal consequences for students and families. (Last resort)
  • Data Rich: Readily Measurable through Student Information Systems (SIS)/Third Parties
  • Strong relationship between attendance and graduation
  • Bottom Line: If students are absent, they are not learning (excused or not)


  • District-wide implementation
  • Outside Management of all Attendance Data, Reporting, & Frontline Parent Contact with local control as needed
  • Automated Letter Generation with Parent Meetings and progressive in-house consequences
  • OHS Results: Increased parental contact, decreased absenteeism across the board, increased academic outcomes for all students
Year-to-Year UA Periods of Instruction Comparison
Year-to-Year Average UA Periods of Instruction Comparison

Big Three: Behavior

Why behavior?

  • Safety, Safety, Safety
  • Tremendous impact on school culture.
  • Improved Behavior systems lend to improved Academic Systems
  • Helps uncover inequalities and social justice gaps within the student discipline system.

Behavioral Expectations: CHAMPs

  • CHAMPs - Based on Dr. Randy Sprick's Safe & Civil Schools work
  • CHAMPs is our vehicle for building school-wide culture around common language and expectations that promote the desired outcomes.
  • All students get the same message, the same way, at the same time.
  • Students are then frequently reminded of the expectations.
  • New/returning students receive CHAMPs instruction & remediation.
  • CHAMPs mitigates the majority of undesirable behavior proactively, instead of reactively.

Behavior: PBIS

  • Progressive Discipline Matrix
  • Behavior expectations are CHAMPed
  • All ODR data is tracked
  • Points are assigned based on severity of behavior and prior student history.
  • Individual interventions are put in place as needed: Check-in-Check-out sheets, etc.
  • Students who do not exceed the point threshold can earn privileges, i.e. off campus privileges at lunch.
Year-to-Year ODR Comparison
Year-to-Year ODR Average per Day Comparison

Big Three: Course Performance

Why Course Performance?

EBIS Wednesdays

  • Weekly, the OHS EBIS team meets and analyzes student and classroom data
  • More specifically, our team examines building trends and aggregate data using grade-related metrics to inform school-wide, classroom, and individual interventions as needed

This year we focused on disproportionately of students failing in certain classrooms and subjects:

  • Sometimes the best student intervention is making sure that teachers are receiving adequate support from administration in their classrooms.

Extended Academic Support Opportunities

  • Math Labs (Tier II & Tier III)
  • Language! for students below grade-level (Tier II & Tier III)
  • All teachers available after school until 3:30 three days a week.
  • Night School (not punitive, voluntary, tutoring-oriented)

Alt School Programs:

  • Tier III - Behavior (Ontario Transitions Academy)
  • Tier III - Academic (Bridges)
  • Tier III - Other (Quest)
Semester 1 Core Subject F Distribution
Freshman Historical Aggregate Core Subject Fs
Historical Aggregate Core Subject Fs - Entire Student Body
Created By
Nathan Sandberg

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