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Golden Schools Foundation April 12, 2011 Para-Troopers and Survey Results

Golden Schools Foundation April 12, 2011 Para-Troopers and Survey Results. Para-Troopers – Bell Proposal 205 – 230k total. Losing reading teacher – replace with para Losing attendance secretary – replace with para

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Golden Schools Foundation April 12, 2011 Para-Troopers and Survey Results

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  1. Golden Schools Foundation April 12, 2011 Para-Troopers and Survey Results

  2. Para-Troopers – Bell Proposal205 – 230k total • Losing reading teacher – replace with para • Losing attendance secretary – replace with para • Extra-special needs students in 2011-2012 and no support – support with para to avoid impact on general student popul. • Lost tech and other upgrades • Science technology: 120 Net Books $60,000 for 4 classrooms • Smartboard in library: $3000 • iPads for social studies: 100 iPads (20 already) =$50,000 (4 c-rooms) • Sewing machines: 10 Bernini sewing machines @ $600 = $6000 • Math curriculum resources: Resources for differentiation, 4 c-rooms, 30 text books, $~25,000 or 30 devices (laptop or iPad) $60,000 total

  3. Para-Troopers – GHS situation • Losing 1 of 5 World Language teachers • Losing 1 of 3 PE teachers (leave) • Losing 1 very good English teacher • Adding 1 math and social studies teacher (1 or 2?) • No compensation for instructional leaders • No extra dollars in budget/No programs lost • Increase in costs for participation in sports/ex-cur/bussing • Course fees increase • Need athletic secretary but was lost a year ago • Replacing 15 yr old honors Algebra2 textbooks, no tech plans

  4. Para-Troopers: Recommendations? • Initial program Bell: 1 and 1 para, which? • Then technology items (which ones?) before other paras? • Then 3rd para? • Other recommendations, GHS? These will be drafted by Greg for a full Board vote. • Please start asking for donations now. Take action. • Design communications plan beyond ourselves.

  5. Golden Schools Foundation School Survey Results through 4/8 Prepared for 4/12/11 GSF Meeting

  6. Comments and Caveats • Data reflects snapshot as of 4/8. • Focus on responses that indicate trends or issues needing improvement • Overview does not include all questions • Written responses express strong opinions which may or may not represent the majority, but expose issues worth knowing about. • 3 Areas for Improvement: categorized written replies by topic; presented in order of most comments per topic Strongly suggest that principals and board members review survey results and written comments, particularly for their respective schools.

  7. Survey Overview • Survey tool: Survey Monkey • Total Number Of Questions: 26 • Survey Opening Date: 2/14/11 • Total Number of Responders (as of 4/8): 540 • 80% Golden Residents • 20% Other Residents (Mostly unincorporated Jeffco, Lakewood, and Arvada; misc surrounding Denver and Mountain communities) • Most parent/guardian of school age children (75%), followed by Golden resident with no school age children (8.5%).

  8. Survey Overview • Answered for: • Elementary School age: 75% • Middle School age: 17% • High School age: 9% • Length of residency in Golden: • 10-20 years: 29% (11) • >20 years: 24% (10) • 23 students • 58 Jeffco employees answered; mostly teachers and licensed employees (83%)

  9. Opt Out Summary • 10 responses • For Which Grades did you Choose a School Outside the Golden Articulation Area? • Most indicated 7th-12th grades • Many comments indicated satisfaction with the Golden Elementary schools • Which School did you Choose to Attend? • Compass Montessori—3 • Colorado Academy, Manning, Dennison/D’Evelyn —2 each • Creighton—1

  10. Opt Out Analysis Why did you chose this school? • Key words include • Rigor • Challenge—looking for college prep • Low teacher to student ratio • High standards • Structure, along with flexibility—language options • Phrases of Interest • Bell’s honor program falls short compared to other programs at Creighton, D’Evelyn, and Manning • There is a reputation that kids are permitted to “Coast By” at Bell and GHS

  11. Opt Out Analysis What Changes Would Draw you to your neighborhood school? • Confidence of funding to run an outstanding school system • Challenge and rigor • Breadth of programs • Extraordinary standards and/or programs; differentiated learning • Strong academics that flow all the way through Elem to HS • Smaller class size—individual attention Key Observation: Communications approach during funding crunch is resulting in rumors and misinformation about the final result. Need to close the communications loop when decisions are made, and identify where parental opinion has made a difference.

  12. Golden High School Analysis Total Responders: 48 Q. GHS has strong programs in science, math and technology; english/lit, writing, social studies, foreign lang., phys ed, arts:Agree to Strongly Agree (english/lit, writing) • Response Highlights: • Strong science program • Math is a “mixed bag”, mostly poor • Poor language arts • Poor performing arts, primarily due to dissatisfaction with staff • Lack of focus on challenging students Q. Statements regarding state of readiness of GHS:Agree • Response Highlights: • Most comments focused on need for updated text books or online options • Some books need to be checked out of the library or purchased

  13. Golden High School Analysis Q. Specialized Programs (superior, adequate, innovative) :Agree • Response Highlights: • “GHS geared towards graduating average students.” • Strong science and AP programs • “Senior Seminar is one of a kind.” Q. GHS reputation (good community rep; teachers and admin; preps students for college and workplace; community support; welcoming environment; strong academics): Agree • Response Highlights: • Mixed opinion of teachers (some good, some bad) • Negative admin comments (15.2% strongly disagree on quality of admin staff): “skating to retirement”, lack of engagement with students; administration does not set high performance expectations for students and “protects” teachers regardless of talent; not willing to make changes to improve the school

  14. Golden High School Analysis • Impression of Bell Middle School: Good (34.0%) to Very Good (26%) C+

  15. Golden High School Analysis • Suggestions for 3 improvements to GHS (30): • Improve programs and academic rigor: improve language program, theater/music, math, computer science ; more rigorous AP and non-AP programs; teach study skills • Teachers: review qualifications; improve communications with parents, including using portals • Administration: “reorganized from the top” • No “off-blocks”; keep students academically focused and in the classroom; spend time on meaningful study skills, community service, tutoring, etc. • Close the campus and address parking lot for safety issues.

  16. Bell Middle School Analysis • Total Responders: 70 • Q. Bell has strong programs • Very Good in all areas except Good in library resources • Q. Middle school students should learn to type:All to Almost All (82%) • Q. Good learning environment and handling of conflicts: Agree to Strongly Agree • Well maintained facilities; welcoming environment; strong PTA: Agree • Q. Impressions of Golden High: Good (40.6%) to Very Good (31.9%) C+

  17. Bell Middle School Analysis • Good Reputation: Agree • Response Highlights • “The honors program is great! We don't hear many good things about the non-honors pieces of the program.” • Lack of academic rigor; “a school in crisis” • Poor reputation, but not deserved anymore • Good school/good teachers • Q. Quality of Special Programs is Strong: Agree to No Opinion • Response Highlights • Great if you are in the honors program • There is a special ed program, but it is under-resourced and does not provide the kids what they need; teachers have a poor understanding of parent expectations and don’t communicate with parents • “There seems to be a huge difference in the teaching of the kids in the upstairs 7X hall verses the downstairs 7Y hall. I have had children in each and the upstairs teachers really seem to care if the kids learn and succeed. The downstairs teachers seem to have no interest in educating the kids or working with them to succeed.”

  18. Bell Middle School Analysis • Suggestions for 3 improvements to Bell (40 responses): • Improved parent/community involvement through participation, communication, improved parent/teacher conferences. • Discipline and bullying: enforce better discipline with guidelines and consequences; bullying awareness programs • Improve academic excellence and rigor in general and through programs (math, language, etc.) • Technology improvements: SmartBoards, technology integrated throughout the day, iPads • Teachers/admin: improve teacher quality; training and performance assessment program; enforce better, more consistent communication with parents • Improve Bell’s reputation through proactive communications with the community.

  19. Elementary School Analysis Other: Free Horizon (2), Compass Montessori Future action: break out results for individual elementary schools.

  20. Elementary School Analysis Q. Questions asking about the safe environment, quality resources (technology, texts):Agree Q. Facilities, welcoming environment, strong PTA: Strongly Agree Q. School is highly respected, best in Golden, best in Jeffco: Strongly Agree; preps students for middle school, culturally diverse: Agree Q. Quality of lunch:Good

  21. Elementary School Analysis • Impressions of Bell Middle School: Fair (27.8%) to Good (32.1%) C- • Response Highlights • Other option schools are better (Manning, Creighton, D’Evelyn); “why do most kids in my neighborhood choose to open enroll in other middle schools?” • Lack of academic rigor • Reputation for drugs, behavioral problems • Good honors program; mediocre for the rest • Good impression of admin and teachers • Impressions of Golden High: Good (37.6%) to Very Good (26.8%) C+ • Response Highlights • Impressed with new facilities • Lacks academic rigor • Bad reputations for drugs; skipping class; open campus; off blocks • Negative comments about admin staff

  22. Elementary School Analysis Q. Specialized Programs (GT, troubled, special needs, arts, etc) :Agree to Strongly Agree, No Opinion • Specials (art, music, PE): • Shelton specials teachers rock! • Strong negative replies for a particular music teacher (difficult to tell which school) • Need more PE / PE on a daily basis • Gifted and Talented: • G&T: Lukewarm – wastes $$, dependent on teacher willingness, lacking in addressing “gifted”, “joke country wide”, too much emphasis and resources, GT kids kept separate from peers; struggle adapting to honors in middle with no GT program in elementary • Where GT program is absent, HAS and ALPs are helpful for kids needing extra challenge • Special Needs: • Does not receive extra help – tutoring needed; special needs lumped with others (non-GT); more ability grouping and reassessment needed; special needs lower standards for everyone

  23. Elementary School Analysis • Suggestions for 3 improvements (223 responses): • Smaller class sizes (teacher-to-student ratio) • Better focus on both special needs and gifted kids (G/T programs needed in schools other than Kyffin) • More parent involvement • Teacher training/performance • Technology improvements • Playground equipment and parking lot improvements

  24. Summary Observations: Rank Importance 80% or more feel all of the above are very important to important These ARE Golden’s school priorities… Core plus 21st century skills?

  25. Summary Observations: Effect School Quality

  26. Summary Observations A- Golden’s Expectations: A- Elementary School’s Rankings: Bell C-, Golden High C+ GHS’s impression of Bell: C+ Bell’s impression of GHS: C+

  27. Summary Observations: Rank Importance Would you volunteer? 209 said yes (~40%), 201 said maybe. This is a huge resource and a sign of the community’s willingness to help. Would you give $? 400 said yes (200 said > $120) This is a huge resource and a sign of the community’s willingness to help. Implication is significant source of fundraising.

  28. Golden Schools Foundation January 11, 2011 630-800pm Mitchell Elementary SEEKING COMMON THEMESGOLDEN SCHOOLS FOUNDATIONMEETING #3 Supporting student achievement so vigorously that Golden’s schools are a consistent draw.

  29. General lack of broad-scale rigor • Insufficient challenge for high performers • Lack of parent involvement at elementary level • Cheating or the need for cheating prevention • Lack of/insufficiently robust anti-bullying program • Test scores deemed insufficient • the lack of programs at any given school • lack of technological advancement • teacher experiences/rumor • the kids/parents/education in general in Golden • Graduation rates – high-level colleges seem unreachable • They just wanted to move/don't like the location of Bell • Teacher recommendations to go elsewhere ANECDOTAL Parent Poll

  30. Golden Schools Foundation • Intervention and extra help generally (para-professionals, substitute teachers, volunteers) to allow teacher professional development • Textbooks and library books updated • Technology enhancements/uniformity • Laptops/Computing facilities • SmartBoards • Graphing Calculators • Document cameras, clickers • STEM (CSM meeting notes) ORIGINAL Themes for Support

  31. Next Steps • Identify areas of overlap and actionable items for GSF • Follow up on priority issues (Need small team to devise for May meeting) – need leader Carol, Leslie, Kim, Susan? • Community School Report Card: summarize results, thank responders, outline next step basics (break out answers for individual elementary schools) – need leader Shiela with Phil and Suzanne? Initial report 1 pager, followed by 8 pager? • Follow up with responders who said they’d volunteer/donate (part of comms plan) – Jackie plan with Pam plan/Rob • Collaborate with similar school foundations (Denver, nationwide?) for lessons learned and best practices – need leader to report in May meeting – Greg with Kim?

  32. Next Meeting • May 10 at Pleasant View? • Para-Troopers fundraising progress report • Draft Strategic Plan report • Vote on 1 page Community School Report Card release • Report on other foundation approaches

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