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Student/Parent Survey Results

Diagnostic Questions:

Areas of Notable Achievement:

Which area(s) indicate the overall highest level of satisfaction or approval?
Standard 1, Purpose and Direction, was an area of high satisfaction from stakeholders at Wells Elementary. Students rated Wells the highest in this area, giving it a rating of 2.95 (on a 3-point scale). Parents also rated this standard the highest, giving a 4.39 rating. Finally, staff gave the school the highest rating, 4.53. Within this standard, indicator 1.1, "The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success" was rated high (above 4.30) by parents, students, and staff.

Which area(s) show a trend toward increasing stakeholder satisfaction or approval?
Standard 2, Governance and Leadership, and Standard 5, Using Results for Continuous Improvement both show a trend toward increasing satisfaction for parents and staff. Staff rated each indicator in standard 2 high (4.26 - 4.5) , and especially 2.1,"The governing body establishes policies and supports practices that ensure effective administration of the school", which was rated 4.5. Indicator 2.4, "Leadership and staff foster a culture consistent with the school's purpose and direction," is rated high (above 4.30) by both the staff and parents. Parents, also, rated indicator 2.5 high (4.31) which states "Leadership engages stakeholders effectively in support of the school's purpose and direction." Within standard 5, both the parents and staff rated indicator 5.5 "Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders," high. Parents gave this indicator a 4.24 and staff rated it 4.31.
The student trends toward increasing satisfaction were in standard 3, Teaching and Assessing for Learning and standard 4, Resources and Support Systems. Within standard 3, indicator 3.4, " School leaders monitor and support the improvement of instructional practices of teachers to ensure student success," was rated the highest (2.95 on a 3-point scale). Other high-rated indicators (above 2.9 on a 3 point scale) were 3.2, "Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice," and 3.6, " Teachers implement the school's instructional process in support of student learning." Standard 4, indicator 4.4, "Students and school personnel use a range of media and information resources to support the school's educational programs," was also rated high by the Wells students (2.95 of a 3 point scale).

 

Which of the above reported findings are consistent with findings from other stakeholder feedback sources?
According to the NC Teacher Working Conditions Survey, School leadership was an area of strength. 83% of Wells' teachers agreed (or strongly agreed) that the school leadership consistently supported teachers. On the AdvancED survey, Governance and Leadership was the second highest rating. Therefore, for staff, the areas of leadership were similar on both. Also, the NC Teaching Working Conditions survey showed that 91% of Wells' teachers agreed (or strongly agreed) that the faculty and staff have a shared vision. Purpose and Direction (Standard 1) was also rated the highest level of satisfaction of Wells staff on the AdvancED survey.


Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval?
Standard 3, Teaching and Learning, indicated the lowest level of satisfaction among the Wells Elementary staff. Standard 3 was rated a low 4.02 by the staff. Within standard 3, indicator 3.3 was rated the lowest (3.89) by the staff. This indicator states, "Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations".
Standard 4, Resources and Support Systems, indicated the lowest level of satisfaction among the Wells Elementary parents. Overall, standard 4 was rated a 4.15. Within standard 4, indicator 4.6, "The school provides support services to meet the physical, social, and emotional needs of the student population being served", was assigned the lowest rating, 4.03.
Standard 2, Governance and Leadership, indicated the lowest level of satisfaction among the Wells Elementary students. Students rated this standard the lowest, with a rating of 2.78 (out of 3 points). Within standard 2, indicator 2.1, "The governing body establishes policies and supports practices that ensure effective administration of the school", received the lowest rating of 2.76(out of 3 points).


Which area(s) show a trend toward decreasing stakeholder satisfaction or approval?
Staff at Wells Elementary showed a trend toward decreasing satisfaction within standard 4. Overall, the staff rated standard 4 a score of 4.06. Indicator 4.5, "The technology infrastructure supports the school's teaching, learning, and operational needs", received a low rating of 3.89.
Parents at Wells Elementary showed a trend toward decreasing satisfaction within
standard 3. Overall, parents rated the standard a 4.17. Indicator 3.12, "The school provides and coordinates learning support services to meet the unique learning needs of students", received the lowest rating of 3.83.
Standard 5 showed a trend toward decreasing student satisfaction. The overall standard was rated 2.79 (on a 3 point scale) and students rated indicator 5.1, "The school establishes and maintains a clearly defined and comprehensive student assessment system," a low 2.52 (on a 3 point scale), the lowest rating given in all.

What are the implications for these stakeholder perceptions?
Staff at Wells Elementary rated Standard 3 lowest, "Teaching and Assessing for Learning." This staff's low rating of this standard could result in a positive implication for the school. Staff at Wells Elementary have high expectations for themselves as a teacher and for their students. Therefore, the staff did not score standard 3 high, because there is always room for improvement. Wells staff also showed decreasing satisfaction in standard 4, especially in indicator 4.5. The staff at Wells is actively working toward securing more technology for the school. Due to the reallocation of some Title 1 funds which were paying for teacher assistants, we will now be able to spend more of our Title 1 funds on technology hardware.
Parents at Wells Elementary rated standard 4, "Resources and Support System" lowest. Parents are concerned that Wells does not have the resources and provide necessary services to support the learning of all students. The implication of this perception could be that parents at Wells will help secure resources for the school. Wells Elementary has a strong PTO that works well with the school. Wells parents also showed decreasing satisfaction in standard 3, particularly indicator 3.12. This indicator revolves around providing learning support services to meet individual learning needs. Several parents at Wells are volunteering their time to tutor children, and this perception could increase the amount of parents wanting to be involved.
Students at Wells Elementary rated standard 2, "Governance and Leadership", lowest. Wells Elementary has already implemented a program to address this perception. This year as part of the "Leader in Me" program, Wells Elementary has created a student-leadership team. Students on this team have the opportunity to participate in the leadership of the school and influence decision-making. Wells students also showed decreasing satisfaction in standard 5, indicator 5.1, concerning assessments. The implication of this perception is that teachers share more information with students about the importance of and reasons for each assessment required of them. Implementing Leadership Notebooks this year should also help students to better understand their own assessment data.

Which of the above reported findings are consistent with findings from other stakeholder feedback sources?
There are several items in the NC Teaching Working Conditions survey that support the
low rating of Standard 3, Teaching and Learning, assigned by the Wells Elementary Staff.
According to the NC Teaching Working Conditions survey of 2014, 17% of Wells' teachers did not feel that teachers were considered experts. 26% of Wells' teachers disagreed that teachers had an appropriate role in setting grading and assessment practices in their classroom, and 10% disagreed that teachers had an appropriate role in selecting instructional materials and resources. 27% of the Wells' teachers did not feel they had an appropriate role in determining the content of professional development programs. In comparing these two sources of feedback, it appears that the teaching staff need more autonomy and influence in their classrooms in order to teach to their fullest potential.

 

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