Superintendent Report Goal 2 · July 1, 2015 – January 4, 2016 • Individual meetings with each of the 9 Board of School Directors • Individual meetings with 49 district administrators,

Superintendent’s Report2015-16 Goal 2 Update – “Listening Tour”

Christopher S. Adams, Ed.D.

July 1, 2015 – January 4, 2016

• Individual meetings with each of the 9 Board of School Directors • Individual meetings with 49 district administrators, principals,

department leaders, and directors • Two meetings with the Superintendent’s Parent Advisory Council (SPAC) • Separate meetings with the 6 elementary PTOs and 3 secondary Parent

Advisory Councils (PACs) • Separate meetings with the CMS, HHS, and LMS Student Councils • Community Survey (231 total respondents) • Initial meeting with MSSG reps – initiation of Business Advisory Council

What’s working well in the district? Students

Comments (3 groups – CMS, HHS, LMS Student Councils) %

Teachers care! – most are passionate, willing to help, are nice, etc. 100%

Variety of course options – world languages, electives; ability to choose options (HHS) 100%

Extracurricular options – sports, clubs ... “You get to see teachers’ passions” 100%

Community feel in the school – “sense of unity”, “opportunity to socialize, to connect” 100%

FLEX – “end of the day works well”(MS), “Lunch/FLEX combo works” (HS); autonomy 100%

Schedule works – block schedule at HS, MS schedule works (except C Lunch is tough) 100%

Student activities – spirit weeks, dances, Black Knight Days, Maker Spaces, etc. 67%

Infusion of technology – into instruction, use of online texts, use of Schoology/postings 67%

Acknowledged - for good things we do, have the opportunity to support things we care about 67%

Other Student Input: What works in the district?

• Reasonable approach to self expression (MS)

• Varied teacher styles and personalities (MS)

• Cell phone use policy (MS)

• Cafeteria options (HS)

• Role modeling opportunities – connecting with younger students at middle and elementary schools (HS)

What could be improved/added? Students


Passing time – more time to get from one end of the building to the other at certain times of the day (MS concern)

67%

Homework – clarify role of homework in formative/summative assessments; redundancy (e.g. doing the same types of math problem repeatedly... “busy work” (HS concern)

67%

Messages about MS expectations – students enter nervous about 7th grade due to messaging from teachers about the amount of HW they will have, secondary teacher expectations (MS concern)

67%

Teaming/mixing across grade levels – Don’t see friends as much as would like 67%

Other Student Input: Improve or Add ...• Perception of counselor availability/connection to students (HS) • Student understanding of formative/summative assessment philosophy and teacher practices (HS)

• Sense of student helplessness in the wake of a peer death – want to help, don’t know how and don’t receive enough guidance on how to do this (HS)

• More access to college information (process, costs) in 10th grade (HS)

• Credit awarded for MS Foreign Language classes (HS) • Longer FLEX for students music ensembles – otherwise we have no FLEX time (MS) • C Lunch schedule can be tough... Long time until lunch(MS) • Perceptions some students hold about kids in advanced/gifted classes (MS)

• Don’t grade chorus, orchestra, band – want to do these for fun, some drop because of impact on grades (MS)

• Coordination of test administration by team teachers (MS)

• Increase time for or decrease amount of content in exploratory classes (MS)

What 2-3 issues concern you most as a student?


Stress – meeting deadlines, getting good grades/GPA, managing workload and its impact on activities important to individual students, etc.

100%

Safety– overall, given current world events (HS concern); student bus conduct and driver awareness/reaction to behavior (MS concern)

67%

Anxiety about the future – not knowing what will come after high school (MS concern)

33%

Learning vs. grades – not enough emphasis put on learning by students, parents, teachers (MS concern)

33%

Start time – getting up and to school on time (MS concern) 33%

What’s working well in the K-12 system? Parents

Comments (9 groups: CES, EPES, FES, LIC/LPC, MES, RES PTOs; CMS, HHS, LMS PACs) %

Rich curriculum/course options – meet diverse student needs, address students’ passions and cares, something for everyone

78%

Teacher communication – good teacher-parent contact,, use of Sapphire portal system, teacher approachability (stronger at elementary than secondary level)

78%

Focus on students – their education is the priority, focus on growth/improvement, respect for student talents and meeting where they are, knowing students, a lot of eyes on our kids, students can find their niche, students are prepared for transitions/what comes next

67%

Teacher quality – collaboration and team work evident, approachable and interactive, passion for students, feel like partners, dedicated beyond classroom

67%

Differentiated instruction/interventions – responsiveness to different student needs 44%

Technology initiatives/advancements – 1:1, “thrilled with iPads,” etc. 33%

Other Parent Input: what’s working K-12?

• Block Scheduling (22%) • Sense of community – family feeling in the schools (22%) • Smaller class sizes than last year • Aevidum program • Ability to be involved with causes and drives to address needs (food and

clothing drives, etc.) • HHS pre-school program run by the FCS department • FLEX concept at the middle and high schools • Breadth and depth of extracurricular program offerings

What is missing/needs to improve K-12? Parents

Comments (9 groups: CES, EPES, FES, LIC/LPC, MES, RES PTOs; CMS, HHS, LMS PACs)

%

High stakes testing/assessments – need a better balance, need to let kids be kids – more fun, need to explain purpose of assessments to students/parents

33%

Bullying – how best to deal with cyber-bullying, savvy of bullies, perception that adult response/interest in intervening is inconsistent

22%

Communication about... extracurricular activities and opportunities for students outside of school

22%

Communication amount/type - striking an appropriate balance with frequency and channels used to communication information

22%

Other Parent Input: what needs work K-12?All of the following were mentioned by a single group only:

• Budget issues • Protecting honors and AP opportunities • Food services – nutritional value of options, how often “junk” is available

• Supports for parents who wish to help children with “new math” • Minority opinions carrying too much weight the detriment of the majority • More proactive teacher communication at the secondary level – what’s coming (projects, papers,

tests, report cards, etc.) • Substitute teacher quality (especially long-term subs) • Earlier access to coding experiences • No elementary foreign language

• More and earlier Naviance training at the high school • More availability of authentic learning opportunities (e.g. field trips, etc.)

What’s working well with leadership? Parents


%

Approachability/accessibility - of principals/administrators to parents 78%

Responsiveness/problem-solving 78%

Communication – open, easy, and effective 55%

Listening/provision of guidance/direction 55%

Strong hiring practices – teacher education level, ownership, continuity 44%

Visibility/presence in buildings and classrooms 44%

Competent, lead by example, positive, proactive (all stated individually) 22%

Other Parent Input: what’s working with leadership?

All of the following were mentioned by a single group only:

• Administrators have students’ best interest at heart • Inclusive of all students • Listening at the district administrative level • Positive tone setting at the district level • Administrators support teachers • Use of technology to facilitate communication

What about leadership needs to improve?: Parents

• Communication/parent involvement at the secondary level (22%) • Concern that administrators are stretched too thin, have “too much on their plates” (22%) • Community forums are a waste of time – want a conversation, not a lecture • Transparency of processes • More information about the “why,” not just “what” of decisions made • No conflicts of interest between board and administration • HR processes • Food options vs. nutritional value of these foods, how often available • Do we have the human resources to effectively implement 1:1? • More stress reduction emphasis for kids – display of a sense of humor

Expectations for the Superintendent? Parents


%

Accessibility/Approachability – to be open and available 78%

Clear, proactive communication – educate the community with the “whys” 44%

Visibility – be a presence in the buildings for students, parents, staff 33%

Vision – provide direction and follow through: what will we see in 5-10 years? 22%

Hiring – maintain high quality leadership and teaching staff 22%

Student Preparation – graduate students safely who are prepared for what comes next

22%

Other Parent Input: Superintendent Expectations?All of the following were mentioned by a single group only:

• Continue to meet with groups at least once a year • Consider scope/sequence of issues – balance outcomes sought • Continue to improve technology infrastructure • Promote accessibility and responsiveness at all levels • Put kids 1st • Provide professional development – classroom management, intervention strategies • Maintain the positive tone you’ve set • Address assessment issues • Lower taxes • Stay on the cutting edge

What are the 2-3 most important issues facing the district? Parents

Comments (9 groups: CES, EPES, FES, LIC/LPC, MES, RES PTOs; CMS, HHS, LMS PACs) %

Budget/financial Issues 89%

Community relations/involvement 33%

Supporting needy students/families 33%

Communication channels – striking an appropriate balance 22%

Safety/security – including how we message to/with students around safety 22%

High-stakes testing – achieving a better balance, reducing stress for students 22%

District growth – managing growth, ensuring equity of resources/experiences 22%

Enhancing education efficiently – ensuring that value is added for all kids 22%

Other Parent Input: most important issues?

All of the following were mentioned by a single group only:

• Dealing with state mandates • Maintaining block schedule at the high school • Balancing the infusion of technology with the need to build sense of

community • Effective use of human resources to achieve our district goals and aims • Staying ahead of trends, “ahead of the game”

What’s working well in the K-12 system? Leaders

Comments (58 leaders: board members, CAT, principals, DLs, directors) Total

Sense of HSD Pride – high standards, professionalism, commitment to students – kids 1st, “very special culture – connection with community”

18 (31%)

Leadership – prioritizing differently, setting a positive tone, providing leadership PD, improved structures, celebrating successes, contagious attitude, freedom to share/grow/risk-take, etc.

14 (24%)

Diverse/Robust Curriculum – breadth, depth, responsive to continuum of student needs, strong co-curricular and extracurricular programs

13 (22%)

Staff – passionate, supportive, caring, invested, relational, humble, blue collar work ethic 11 (19%)

Teamwork/Collaboration – focus on K-12 work and continuity, people are thoughtful, care, demonstrating a growth mindset

6 (17%)

Relationships are important – students-staff, staff-staff, staff-leaders, leaders-board; people want to stay

6 (17%)

Other Leader Input: What’s working in the system?

All of the following were mentioned by more than one leader:

• Sense of family and community in the district (5) • We attract and hire top talent (4) • Communication – like the focus this is getting (4) • Block schedule at the high school (3) • Strong senior leadership (CAT)... (2)

What system improvements are needed? Leaders


Communication – more clarity about purpose, tailor messages to audiences, more consistency, more timely, more face-to-face across job-alike groups and facets of the organization, people need to share, etc. 10 (17%)

Systematize growth mindset – continue to become more reflective, less resistant to change and taking risks, less emphasis on sorting students and more on continuous growth, attitudes are contagious 9 (16%)

Policies/structure – need to work at consistency, efficiency of organizational work, get strategic 6 (10%)

Collaboration/teamwork – across job-alike groups and “silos” in the system... “this is improving” 5 (9%)

Lack of urgency to change – “good is the enemy of great” – need to avoid complacency 5 (9%)

System size – need to work at the challenges associated with working is a district so large and complex 3 (5%)

Approachability/listening – need to be accessible and receptive to input without being overly reactive 2 (3%)

Need to address student/family mental health needs 2 (3%)

What’s working well with leadership? Leaders


District Leadership Team structure (DLT) – talented people, increased face time across groups is key 20 (34%)

Leadership initiatives – emphasis on improved communication, growing leadership capacity, providing “whys” behind decisions, clear vision and purpose, alignment, proactivity, modeling 13 (22%)

Leadership personnel/hiring – we get the right people in the right roles, strong, reliable, open to listening, “we have real talent here!” 12 (21%)

Prevalence of growth mindset – most display a positive attitude toward change & possibilities, there is a focus on positivity, people in the organization are excited... “cascading effect” overall 9 (16%)

Board-administration/staff relationships – appear to be strong and growing, good committee structure 8 (14%)

Board function – want what’s best for students, appear to be listening, doing the job for right reasons 6 (10%)

Other Leader Input: What’s working with leadership?

All of the following were mentioned by more than one leader:

• Central Administrative Team structure – great character and competence, complimentary skill sets, supportive of other leaders (5)

• Collaboration/Teamwork – most leadership demonstrate the desire and ability to work well together (5)

• Focus on relationship building in the system (3) • Maintaining the Department Leader roles (3) • Celebration of accomplishments (2) • Visibility of CAT team in school buildings (2) • Kids 1st mentality demonstrated (2)

Expectations for the Superintendent? Leaders


Approachability – open, listener, be a sounding board, be accessible 19 (33%)

Honest communication – be frank, provide clarity, tell our story vividly, be proactive 16 (28%)

Provide feedback, guidance, and support – for CAT, for DLT; make sure we have resources 15 (26%)

Lead learner – lead by example, model, motivate, seek to understand, be aware, demonstrate growth mindset 10 (16%)

Visibility – be a presence in buildings, classrooms, around the district 9 (16%)

Provide professional development – grow us as leaders! 6 (10%)

Other Leader Input: Superintendent Expectations?All of the following were mentioned by more than one leader:

• Empower and delegate leaders to do the work (5) • Lead by example/modeling (5) • Hold leaders and staff accountable (5) • Celebrate and acknowledge successes (5) • Build relationships – display your human touch (5) • Fidelity to mission and vision (4) • Focus on teaching and learning (3) • Demonstrate character and integrity (3) • Set a positive tone for the district (3) • Respect people’s time (2) • Hire the right people (2)

Community Survey Results (194 valid responses)

Keeping our district mission and vision in mind, what aspects of the Hempfield School District do you believe to be the greatest “positives” that need to be preserved moving into the future?

1. Inspiring personal growth/responsive programming for all levels of learners (49) 2. Safety/safe environments (43) 3. Rigorous academic focus with robust course offerings (beyond “requirements”) (34) 4. Guidance initiatives/social and life skills/character education (27) 5. Excellent, caring staff (25) 6. Less focus on standardized testing/having more fun/instill love of learning (23) 7. High academic standards/success/achievement (22) 8. Well-balanced extracurriculars/student involvement (11) 9. Class sizes (maintaining or decreasing) (7) 10. Communication (school website, phone, text) (6)

Community Survey Results (180 valid responses)What about the Hempfield School District most needs to be improved so that we can better deliver on our mission and vision?

1. Challenging each student’s learning/success for every student/differentiation (61) 2. Improved, consistent communication (31) 3. Negative testing climate (25) 4. Access to resources for parents to help students/allow parental support & involvement (25) 5. Safety & security (13) 6. Creating a “smaller school” atmosphere/reducing class sizes (10) 7. Diversity/treatment of minority students/race relations (9) 8. Transparency with upcoming plans/fiscal responsibilities (7) 9. Allowing educational and social/ fun experiences (7) 10. Healthier/more diverse food options (5) 11. Alter and improve formative/summative grading (4)


What could building or district leaders do differently to better meet the needs of your child, your family, and/or the Hempfield school community?

1. Open, honest, consistent, proactive communication/transparency (30) 2. Recognize and value diverse students – income, race/ethnicity, educational level

(special education – gifted), sexual orientation (28) 3. Less emphasis on testing (15) 4. Welcome and include parents (9) 5. Listen – particularly in face-to-face meetings but also in seeking regular feedback (9) 6. Involved leaders – attending events and talking to parents (8) 7. Focus less on facilities and more on students (5)

Community Survey Results (201 valid responses)How might we enhance communication between the district and families to build stronger home-school partnerships?

1. Personal emails/phone calls/one-to-one meetings (39) 2. More/improved direct teacher/parent contact (phone, email, and face-to-face) (36) 3. Paper communication going home/Not everyone has internet (20) 4. Continued notifications/postings/mobile app (16) 5. More opportunities for parents to volunteer/parents feeling welcome in school (15) 6. Meetings at school/more contact with administration (15) 7. Streamline current communication tools (14) 8. Updated teacher blogs/communication with helpful links/homework help (13) 9. Timely communications/providing sufficient notice (a week to 10 days) (12) 10. More communication from board/superintendent/transparency (10) 11. Sapphire is difficult /ineffective for communication (8) 12. Schoology (two-way communication tool) (6)


What is the best method for you to receive information about your student’s school? Please select your top three methods:

1. E-mail 2. HSD mobile app 3. Sapphire portal


To help improve or advance your student’s learning at home, what method(s) would be most helpful to you? Please select your top three methods.

1. Handouts sent home 2. Reference list of

resources 3. Pre-recorded videos


What is the most convenient day(s) and time(s) for your family to attend parent involvement activities?

1. Evenings are best, with some afterschool events possible

2. Tuesdays & Thursdays are a bit better than Monday

3. Stay away from Wednesday and the weekend

Next Steps: 2nd Semester

o Thorough Review of data with/by the District Leadership Team (DLT)

▪ Data to be provided at the January DLT meeting this week – DLT members to review and be prepared to discuss at 2/4 Evening Academy

▪ February 4th Evening Academy – midyear review of C. Adams’ data and Comprehensive Plan progress, root cause analysis revisited, & action planning for 2nd half of the year

o Work through CAT Team to address less complex issues

▪ Issues that can be addressed at the teacher/counselor level through work with CAT members, principals, department leaders, and directors

▪ Some of this work can/will begin immediately

Next Steps: 2nd Semester (continued p.2)

o Continued implementation of Superintendent Goal 2 Action Steps

▪ Meetings with representative/focus groups (January-early February) ◇ HEA Leadership/Rep Council ◇ Support Staff Rep Council

▪ Continue laying the groundwork started with MSSG for establishing a Superintendent’s Business Advisory Council by early spring

▪ Schedule open meetings for parents by elementary attendance zones (January-mid March)

▪ Work with M. Bromirski and S. Zimmerman to complete staff and student survey processes to continue probing what is working well and what needs to be improved or refined

Documents

Superintendent Report Goal 2 · July 1, 2015 – January 4, 2016 • Individual meetings with each of the 9 Board of School Directors • Individual meetings with 49 district administrators,