2015-2016 stakeholder survey results

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2015-2016
STAKEHOLDER
SURVEYRESULTS
PURPOSEANDDIRECTION
REPORTEDFEBRUARY2016
| Acknowledgements
ContributorstotheDevelopment,Process,andPublishing
AlanAllred
JasonHorsley
AmandaMcAdams
BrandonHenscheid
LaNeceDay
KeatherPierantoni
RobertKinn
KyleWeber
GaryHancock
AmandaWelch
NathanWescott
2015-2016BoardofTrustees
2015-2016BuildingAdministration
2015-2016SVHS,SVMS,SCHS,CHSStudentBodyOfficers
LincolnCountySchoolDistrict#2
Parents
Students
Employees
CommunityMembers
2015-2016StakeholderSurveyResults
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ExecutiveSummary
Purpose
ThepurposeoftheLincolnCountySchoolDistrict#2“2015StakeholderSurvey”coversthree
areas.
1. Stakeholderswereaskedtoprovidefeedbackonthedistrict’s“PurposeandDirection.”
Thisincludedratingthedistrictonthedegreeofsuccessforeacharea,tohelpdefine
whatthekeyareameanstoeachrespondent,andtosharesuggestionsiftherewere
anyconcernsordisagreementsaboutthesuccessofanyarea.
2. Stakeholderswereaskedtodefinetheirexpectationsofthekeygroupsofpeoplewe
findinourschoolsanddistrict,andthensharetowhatdegreeeachareasmeetseach
respondent’sexpectations.
3. Thissurveyallowedanopportunityforallstakeholderstoprovideinputincreatinga
commonunderstandingandcommonlanguagetobetterunderstandeachareaofthe
“PurposeandDirectionWheel”aswellasdefiningcommonexpectationsofkeygroups
ofpeoplefoundinourschoolsandthedistrict.
Process:CreationandAdministration
Duringthespringof2015,itwasdecidedtocreateasurveywithtwoparts.
Thefirstpartaskedstakeholderstogiveinputonwhateachareaofthe“Purposeand
Direction”meanstothem,andtogiveusfeedbacktothelevelofsuccesswearehavingineach
area.
Thequestionsforthesurveywerecreatedatthedistrictlevel.
• thesurveyaskedbasicdemographicquestionsastotherespondents’connectionwith
thedistrict.
• stakeholderswerethenaskedtoaddressthe9itemsofthePurposeandDirection
Wheel.
• stakeholderswereaskedtoaddressthedegreetheyfeltanareamettheirexpectation
• stakeholderswereaskedtoprovidesuggestionsforimprovementineachareatheyhad
concerns
Thesecondpartidentifiedkeygroupsofpeoplefoundinourschoolsanddistrict:students,
staff,parents,activitiesparticipants,andadvisors/coaches.
Thestakeholderswereaskedtosharetheirviewsofeachgroupofpeople.
• Whatcharacteristicswouldbeexpected
• Towhatdegreearetheexpectationsbeingmet
• Feedbackforimprovement
AsurveyplatformcalledQualtricsTMwasusedtoadministerthesurvey.
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Stakeholderswerenotifiedandencouragetorespondtothesurveyduringa3-weekperiod
duringthespringof2015.ThesurveywasopentostakeholderslivingwithinLCSD2boundaries.
Notificationofthesurveytothetargetgroupsincluded:e-mailblaststoparentsandstaff,
advertisementinthelocalnewspaper,andpostsonsocialmedia.Responsesweregathered
onlythroughtheonlinesurvey.
Duringthefallof2015secondarystudents(grades7through12)wereprovidedanopportunity
totakethesurveyaswell.ThissurveywassupervisedbytheSecondaryDirectorofInstruction
andleadbyindividualschoolsstudentgovernmentandtheirteacher/administrativeadvisors:
CokevilleJR-SRHighSchool,SwiftCreekHighSchool,StarValleyMiddleSchool,andStarValley
HighSchool.
ProcessSummaryofResults:
Demographicandnon-narrativeresultsweresummarizedusingthesurveyplatform
QualtricsTM.Fornarrativefeedback,afeaturewithinQualtricsTMallowedfor“keyword”search
tohelpidentifyandcategorizebigideasforeachquestionwithanarrativeresponse.Adistrict
levelteamthenlookedfor20to30bigideasandinsertedindividualnarrativewithinthose
largercategories.AsecondteamofLCSD2professional/certifiedstaffwascreated.Thisteam
wasmadeupofvolunteers.Theteamoffourfirstsummarizedthebigideasindividuallythen
developedacommonsummaryofbigideas.
Thedistrictleadershipteambuiltaonepagesummaryforeachquestion.Eachsummarypage
highlightsthequestion,givessnapshotsofagreementtothequestion,providessample
narrativeresponsesfromthecommunityandstudents,andincludesthesummarynarrative
fromthesecondteamreviewgroup,madeupfourcertifiedstaffasmentionedintheprevious
paragraph.
FinallytheBoardofTrustees,theBuildingLevelLeadershipTeam,andtheSuperintendent’s
Cabinetweregivenanopportunitytoreviewthedraftsummariesandrespondwithany
questions,concerns,orsuggestions.
Access:
Districtandbuildinglevelleadershiparewelcometoaccessthesurveyresultsformore
specialized/buildinglevelunderstandingofresults.Trainingwouldbeneededandcanbe
provideduponrequesttogainthisaccess.
ThispublicversionofthereportwillbemadeavailabletotheBoardofEducation,localnews
agencies,andpostedforpublicaccessonthedistrict’swebsite:www.lcsd2.org
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Use:
1. Thepurposewastoensureacommonunderstandingofthelanguageusedforthe
“PurposeandDirectionWheel”aswellascreatecommonexpectedcharacteristicsof
keyparticipantswithinthedistrict.Theresultsofthissurveyprovidethenarrative,
words,andlanguageforthatcommonunderstanding.
2. Incombining“StronglyAgreeandAgree”itappearsthatthestakeholdershave
confidenceinthedistrictmeetingtheexpectationofourpurposeanddirection.
3. Incombining“StronglyAgreeandAgree”itappearsthatthestakeholdershave
confidenceinthepositivetypeofcharacteristicsdisplayedbyourkeygroupsofpeople.
4. Theresultsoftheterm“DifferentiatedInstruction”camebackwithacommontheme:
manystakeholderswereunsureofwhatthiswordmeant.
a. OptionOne:Restatethephrase“DifferentiatedInstruction”
b. OptionTwo:Includelanguagethatbetterdefinesthephrase,withoutchanging
thewording“DifferentiatedInstruction
5. TheresultswillbeusedaspartofourevidenceofactionsexpectedunderAdvancED
Accreditation.
6. Theresultswillbeavailabletosupportotherideasthatmightariseaspartofour
processofcontinuousimprovement.
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StakeholderDemographicsandResponses
LincolnCountySchoolDistrict#2Staff,Parents,andCommunity
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StarValleySecondaryStudents
DemographicsandResponses
StarValleyHighSchool,StarValleyMiddleSchool,SwiftCreekHighSchool
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CokevilleSecondaryStudents
DemographicsandResponses
CokevilleJuniorandSeniorHighSchool
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SummaryNarrativeResponses
Onepagesummaryofeachquestionrepresentingallstakeholders
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SuccessattheNextLevel
Question:
Stateyourlevelagreement.StarValley/Cokevilleschools
preparestudentsfor“SuccessattheNextLevel.”
SampleQuotesfromStakeholders:
Response
Stakeholders
StronglyAgree
27.49%
55.50%
11.26%
Agree
NeitherAgree
norDisagree
Disagree
Strongly
Disagree
Students
29.52%
56.438%
11.90%
“Theywillhavetheskillsnecessaryforsuccessposthighschoolwhether
4.19%
1.24%
thatbecareerorcollege.”
1.57%
.95%
“Gettingthemreadyforwhatevercomesnextintheirlifewhetheritbe
school,job,etc.Theyneedtobereadyforwhatevercomestheirwaynomatterhowoldoryoung.”
Itmeansmeetingthestudentswheretheyareat,andhelpingthemobtaintheskillstheyneedtosucceedwhere
theyareheaded.”
“Teachingchildrenandtreatingchildrenwiththewholechildinmindsothatsuccessisnotjustacademicbutsocial
andemotionalgrowthaswell.Weshouldbeguidingourolderchildrentofulfilltheirpotentialnotonlytoward
collegeorothereducationortrainingtohelpthembecomeindependent,buttobekind,responsible,stable
adults.”
SummaryStatementbyStudentGovernmentOfficers:
Becomingindependentpeopleandmaintainingindividualstandardsofsuccessthroughvocationand/oreducationand
becomingproductivemembersofsociety.
Preparingstudentstoachievesuccessintheirfuturelives.
Allstudentsreceivingthegeneraleducation,knowledgeandskillstobesuccessfulinthehome,workplace,community,college
etc.
ReviewTeamSummaryNarrative:
Thestakeholdersrevealedthatpreparingstudentsfor“SuccessattheNextLevel”means
teachingthenecessaryskillstopreparethemforindependenceintheirnextstepsinlife
(academically,socially,emotionally).Onerespondentstated,“Gettingthemreadyforwhatever
comesnextintheirlifewhetheritbeschool,[a]job,etc.”.Whetheritisacquiringthenecessary
skillstoobtainemployment,continueeducationincollege,ortoadvanceone’soverallskillset,
ourstakeholdersviewthismissionasaworthwhileandintegralpursuitforLCSD#2students.
Key“Words,”“Ideas,”fromRespondents:
• Offermorereal-lifeapplication(classes/experiences)tiedtotheworkforce
• Notallstudentsarecollegebound–addressmoreonthejob/technicalschool
availability
• Social/emotionaldevelopmentisimportant
2015-2016StakeholderSurveyResults
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EducatetheWholeChild
Question:
Stateyourlevelagreement.StarValley/Cokevilleschools
“EducatetheWholeChild.”
SampleQuotesfromStakeholders:
Response
Stakeholders
StronglyAgree
22.84%
55.70%
18.38%
Agree
NeitherAgree
norDisagree
Disagree
Strongly
Disagree
Students
22.46%
51.60%
23.23%
“Thismeanstocreateabalanceinourstudentsbyguidingthemtoallvenues
ofeducation(Music,Art,Physical,Math,Writing,Englishetc.)sothateach
6.41%
studentcanfindsomethingthatheorsheexcelsat,andgivethemawell
1.67%
roundededucation.”
“Thewholebody,spiritandmind.Music,sports,plays,reading,math,art,p.e.”
“Thewholechildincludeshisphysical,intellectual,moral,andspiritualwellbeing.”
“Academiceducationisonlypartoftheeducationprocess.Alsoaddressedaresocialandcharacterskills.”
“Ibelieveitmeanschallengingachildtoimproveandsucceedinhis/herweaknesses,aswellasencouraging
him/hertoexcelintheirstrengths.Awell-roundededucationincludessuccessineveryareaofstudyincluding
groupinteractionandleadership,aswellasemotionalandbehavioralawareness”
.10%
1.26%
SummaryStatementbyStudentGovernmentOfficers:
Providingstudentsmultipleopportunitiestoexperiencediversity,success,andadversity.Studentswillbeabletoidentifytheir
ownstrengthsandweaknessesandbeabletoworktowardsimprovementinthoseareassociallyandacademically.”
Toteachstudentsacademicallyandsociallyaswellasprovide
AllstudentswillnotonlylearnEnglish,Math&Sciences,butwillexperiencehowtolearnindifferentway,howtoact,whothey
areandwhattheycanbecome.
ReviewTeamSummaryNarrative:
“EducatetheWholeChild”,meanscreatinga“balanced”child,socially,emotionally,morallyand
physically.Onerespondentofferedaneloquentlysimpledefinitionofwhatthismeanstothem:
“Tome,thisissayingthatourdistrictisinterestedinmorethantestscores.Itsuggestssupport
andcelebrationinbothemotionalandphysicalgrowth.”Providingawell-roundededucationthat
providesopportunitiesfornotonlyacademicapplications,butalsoart,music,sports,theatre,
andclubswerehighlightedasfactorsto“EducatetheWholeChild.”Studentsneedtobeableto
workandcontributetoacommunityaswell.
Key“Words,”“Ideas,”fromRespondents:
• Emphasizeacademic/social/emotionaldevelopment
• Provideawell-roundededucation
• Takeadvantageofouruniquesurroundings
• Sparkstudentspassionforlearningbymeetingindividualneeds
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HighAcademicExpectations
Question:
Stateyourlevelagreement.StarValley/Cokevilleschools
have“HighAcademicExpectations.”
SampleQuotesfromStakeholders:
“Settheexpectationandkidswillmeetit.Helpyourteachersimprove,I
thinkaligningthecurriculumandPLC'swillreallymakeadifference”
“Childrenareexpectedtoexcel.Theabilitytothinkforthemselvesis
valuedaboverepeatingbackwhattheyaretoldorreadinatextbook.”
“Don'tbecontentwithmediocritybutstriveforsuperiority”
Response
Stakeholders
StronglyAgree
25.07%
54.81%
15.45%
30.72%
51.19%
16.20%
2.92%
1.75%
1.59%
.30%
Agree
NeitherAgree
norDisagree
Disagree
Strongly
Disagree
Students
SummaryStatementbyStudentGovernmentOfficers:
Strivingtomeetone’spersonalacademicgoals.
Tryingtomaintainhighacademicstandardsandreachyourpotential
AllstudentswillALWAYSexpecttheirbest,andALWAYSTRYtodomorethanwhatisexpected.
ReviewTeamSummaryNarrative:
“HighAcademicExpectation”meansmotivating,challengingandholdingstudents,parents,and
teachers accountable to strive for excellence. A focus should be placed on critical thinking,
differentiatedinstruction,andpreparingforcollege,career,andtherealworld. Everyonehasto
beinvolved.StakeholdersalsoaddressedthecompetitionthatexistsforLCSD#2studentsona
regionalandnationallevelandunderscoredthefactourstudentswillbecompetingforcollege
acceptance,scholarships,andemployment.
Key“Words,”“Ideas,”fromRespondents:
• Promotecriticalthinking
• Establishacultureofachievementandsuccess
• Differentiatedinstruction
• Motivatestudents
• Usedatamoreeffectively
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DifferentiatedInstruction
Question:
Stateyourlevelagreement.StarValley/Cokevilleschools
“DifferentiateInstruction.”
SampleQuotesfromStakeholders:
Response
Stakeholders
StronglyAgree
15.67%
46.08%
30.72%
Agree
NeitherAgree
norDisagree
Disagree
Strongly
Disagree
Students
17.96%
40.50%
38.63%*
“Accommodatinginstructiontomeettheindividualneedsofeachchild”
5.96%
2.08%
“Whatonestudentdoes/needsisnotnecessarilywhatthenextchilddoes.
1.57%
.83%
Differentexpectationsbasedonwhateachchildiscapableof”
“Understandingthatmychildisuniqueandmakinganefforttotailorinstructioninawaythatwillhelphe/she
maximizehis/herinnateskills.”
“IfIunderstanditcorrectly,itmeansthatteachersbecomeacquaintedwitheachstudent'slearningstyleandplan
theirinstructionaccordingly,givingthestudentmultipleoptionstoabsorbinformation.”
“ThisisnotatermIamfamiliarwith.”*
SummaryStatementbyStudentGovernmentOfficers:
Teachersprovidestudentswithmultiplemethodsofinstructionthatincludevisual,auditory,andkinestheticlearning
experiences.
Teachersaccommodatevariouswaysofindividualinstructiontoeverystudents’specificleveloflearning.
Teacherswilluseavarietyofwaysofinstructiontohelpallstudentslearnindifferentways.
ReviewTeamSummaryNarrative:
“Differentiatedinstruction”meansteachingtoeachchild’sneedsandabilities.Thisrequiresa
solidrepertoireofstrategiesonthepartoftheteacher.Teachersusedataandobservationto
makeeducationaldecisionsbycontinuallymonitoringtheeffectivenessofeachapproach.
Key“Words,”“Ideas,”fromRespondents:
• Drawonmultipleresources
• Addressandconsiderindividualstrengthsandweaknesses
• Ensureadequateteachertraining/educationinthisarea
• Understandandappreciatethedistinctivenessofeachstudent
• Monitoranddiagnosestudents’needsandunderstanding
Note:
30.72%ofStakeholdersand38.63%ofStudentsresponded:“NeitherAgreenorDisagree”
Thefeedbackassociatedwiththeserespondentsindicatedanunfamiliaritywiththeeducation
term“DifferentiatedInstruction.”
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CareAboutChildren
Question:
Stateyourlevelagreement.StarValley/Cokevilleschools
“CareAboutChildren.”
SampleQuotesfromStakeholders:
Response
Stakeholders
StronglyAgree
35.28%
46.93%
13.19%
Agree
NeitherAgree
norDisagree
Disagree
Strongly
Disagree
3.68%
“Adultscareaboutourkidsdemonstratedthroughactionsandwords.”
0.92%
“Treatthemwithrespect.Makesuretheirtimespentatschoolis
quality.Thisrequiresatonoflistening,compassion,fun,forgiveness,andhardwork.”
“Relationships,relationship,relationship—notjustbywordanddeed,byfeelingsandthoughts.
Makingsurethechildrenknowyoucare.”
Students
34.11%
45.58%
17.46%
1.93%
.91%
SummaryStatementbyStudentGovernmentOfficers:
Beingawareofstudents’physiological,social,andacademicneedsandprovidingasupportsystemwhenneeded.
Caringnotonlyfortheacademicsuccessofstudentsbutalsotheirpersonalwelfare.
Staffisconcernedwithallstudentsfeelings,performances,specialneedsinandoutoftheschoolsetting;aswellasupport
systemforeachstudent’sneeds.
ReviewTeamSummaryNarrative:
When members of our community send their children to receive an education at one of our
schools,theyexpecteducatorstobuildpositiverelationshipsoftrust,demonstrateempathyand
understanding, exhibit unconditional positive regard and help oversee the welfare of the
studentstheyworkwith.Weneedtolovechildrenduringthegoodtimesandlovethemeven
moreduringthebadtimes.
Key“Words,”“Ideas,”fromRespondents:
• Nevergiveuponachild
• Listentochildren
• Bekindandsincere
• Empowerratherthanenable
• Demonstratecarethroughactionsandwords
• Understandthatschoolisonly1/3ofachild’sday--manythingsareaffectingachild’s
well-beingbeyondtheschoolday
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EffectiveCommunication
Question:
Stateyourlevelagreement.StarValley/Cokevilleschoolsmeet
yourexpectationof“EffectiveCommunication.”
SampleQuotesfromStakeholders:
Response
Stakeholders
StronglyAgree
16.77%
54.97%
22.05%
15.84%
22.99%
Agree
NeitherAgree
norDisagree
Disagree
Strongly
Disagree
Students
51.41%
“Bothstudentandparentareawareoftheexpectationsplaceduponthe
8.70%
2.61%
student,thatthestudentclearlyunderstandstheproceduresfor
3.73%
.94%
completingassignmentsandthatthestudentandparentarefrequently
updatedonthestatusofthestudent’sprogress.”
“Peopleatanypositioninthedistrictunderstandclearlywhattheyaretodointheirrole.Thereareclear
indicatorstheycanfollowtoknowwhethertheyareperformingwellandtheyreceivespecific,frequent
feedbackontheirperformance.”
“Effectivecommunicationtakeswillingnesstolisten,validateothersthoughts,sharingyourownthoughts,
takingappropriateriskstocommunicate…”
“Effectivecommunicationmeansthatthelistenerandthecommunicatorareunderstandingoneanother.
Theydon'thavetoagreewithoneanother,buttobeeffectivethemessageoftheonemustbeunderstoodby
theother.“
“Don’tjustcommunicatewhenthingsarewrong,butbuildrelationshipsthattranscendtrouble.”
SummaryStatementbyStudentGovernmentOfficers:
Deliveringinformationthroughdifferentmediainanattempttoreachthelargestnumberofpeopleinwaysthatare
meaningfulandunderstandabletosenderandreceiver.
Beingabletoeffectivelyandrespectfullycommunicatewitheachotherinacademicandpersonal
Effectivecommunicationhappenswhenschooleffectivelysharesmeaningfulinformationtostudents/homeinan
understandableandhelpfulway.
ReviewTeamSummaryNarrative:
InformationfromLCSD#2isexpectedtobeconcise,timely,informative,andeasilyunderstood
by the reader. Opportunities for improvement may exist in this area and there were many
suggestionsthatcouldbehelpfultoemployinthecomingschoolyearsuchasprovidingpertinent
informationwellinadvanceofparent-teacherconferences,distributingamonthlynewsletter,
beingreceptivetosuggestionsfromparents,andinitiatingconversationswithparentsonpositive
detailsaswellasnegative.
Key“Words,”“Ideas,”fromRespondents:
• Be transparent
• Letparentsknowassoonasastudentbeginstoslip(don’twaituntilaconference)
• Bettercommunicateevents/policieswithcommunityandparents
• Bereceptivetosuggestions/ideas
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RespectandTolerance
Question:
Stateyourlevelagreement.StarValley/Cokeville
schoolsfoster“RespectandTolerance.”
SampleQuotesfromStakeholders:
Response
Stakeholders
StronglyAgree
20.00%
50.97%
20.32%
Agree
NeitherAgree
norDisagree
Disagree
Strongly
Disagree
Students
25.76%
50.89%
20.29%
“Thatideas,beliefs,differingviewpoints,andperspectivesofall
6.77%
2.10%
individualsareconsideredandrespected.“
1.94%
.95%
“Respectisgivinghonorto,andappreciatingsomeoneelse's
opinion.Toleranceisalmostthesame,exceptyoudonotnecessarilyhavetoagreewithsomeoneelse'sopinion,
butyoulistenanyway.”
“Toactwithanopenmind,empathy,andcompassion.Tovalueperspective,experience,andknowledge.”
“Noteveryonethinksthewayyoudo,itdoesn'tmaketheirthinkingnecessarilywrong.“
“Helpstudentslearnaboutrespectingeveryoneforwhotheyare.”
SummaryStatementbyStudentGovernmentOfficers:
Recognizingandacceptingdiversityamongstudents,staff,andcommunity.
Respectandtoleranceistheabilitytoacceptothersandtheirdifferencesandtreatingeveryoneequally.
Weallhavedifferences,soweneedtobepatientandacceptabletoothers.
ReviewTeamSummaryNarrative:
Thecharacteristicsofrespectandtoleranceareimportantwhenbuildingrelationshipsoftrust.
Thestakeholdersrecognizethisandpaintedaclearpictureofwhatisexpectedinanenvironment
that fosters respect and tolerance. Being non-judgmental, considering different perspectives,
approachingotherswithanopenmind,andappreciatingdifferencesofopinionwerehighlighted
intheresponses.MembersofthecommunitiesofStarValleyandCokevillemayhavevarying
opinionsandmethodsofdoingthings,althoughthesignificanceofrespectandtolerancemeans
toconsidermultipleapproachesandtonotdiscounttheopinionsandexpertiseofthosethat
havedifferentviews.Itisimportanttoacknowledgedifferencesandallowtheopportunityfor
multipleperspectives.
Key“Words,”“Ideas,”fromRespondents:
• Non-judgmentalofdifferingopinions/perspectives/approaches
• Everyonecanexpressideassafely
• Demonstratingempathy
• Acknowledgingandappreciatingdifferences
2015-2016StakeholderSurveyResults
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StudentSafety
Question:
Stateyourlevelagreement.StarValley/Cokeville
schoolsmeetsyourexpectationof“StudentSafety.”
SampleQuotesfromStakeholders:
Response
Stakeholders
StronglyAgree
32.34%
55.78%
7.92%
Agree
NeitherAgree
norDisagree
Disagree
Strongly
Disagree
Students
33.44%
50.89%
3.97%
“Astudentissafefromthetimethestudentstepsontothebusto
2.97%
.63%
gotoschool,fromthetimetheystepoffthebustoreturnhome-
0.99%
.63%
alladultsarewelltrainedandhighlycapablewithskillsand
trainingandplansinplacetokeepmychildsafeinanysituation.”
“Beingatschoolwithoutfearofanytypeofpersonalattackbeitphysically,emotionally,orontechnology.”
“Studentsfeelsafeineveryenvironmentrelatedtoschool:classroom,hallway,bathroom,bus,sportsevents,
etc.”
SummaryStatementbyStudentGovernmentOfficers:
Students,staff,andcommunityworktogethertoensureastudent’swellbeingisnotjeopardizedwhileatschoolorattending
schoolfunctions.
Itmeansprovidingforasafe,secureschoolwherestudentsfeelnon-threatenedandknowwhattodoinemergencysituations.
Inallenvironmentsstudentsfeeltheyarewatchedoverandprotectedfromallharmfulsituations.
ReviewTeamSummaryNarrative:
Whenitcomestostudentsafety,allofourstakeholdersagreethisisincrediblyimportantwithin
LCSD#2.Parentswanttoensurethesafetyoftheirchildrenwhentheygotoschoolfromthe
timetheysteponthebusinthemorninguntilthetimetheygetoffintheafternoon.Itisexpected
thatwell-plannedproceduresareinplacetoprotectstudentsinthecaseofanemergencyand
thatstaffmembersarevigilanttoidentifypotentialthreats.Inadditiontothestudents’physical
well-being, some stakeholders interpreted “safety” as being all-encompassing. Protecting
children from bullying and any emotional distress are a top priority from some of the
respondents. While acknowledging the district’s mission to “Educate the Whole Child”, it is
expectedthatLCSD#2employeesalsokeepthe“WholeChild”safewhileatschoolandduring
anyschool-sanctionedevent.
Key“Words,”“Ideas,”fromRespondents:
• Vigilantlymonitorthesafetyofchildren
• Safetyincludesphysical,emotional,andsocialwell-being
• Proceduresandchecksinplace
2015-2016StakeholderSurveyResults
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ExpectationsofStarValley/CokevilleStudents
Question:
WhatcharacteristicsandvaluesdoyouexpectofaStarValley/
Cokevillestudent?
SampleQuotesfromStakeholdersandStudents:
Response
Stakeholders
StronglyAgree
16.55%
55.63%
22.18%
Agree
NeitherAgree
norDisagree
Disagree
Strongly
Disagree
Students
25.95%
48.76%
21.19%
“Hopefullyawillingnesstolearnandawillingnessnottojeopardizeor
4.93%
3.03%
interferewiththelearningofotherstudents.”
0.70%
1.08%
“Academicallytheyshouldalwaystrytodotheirbest.Beattentiveand
presentinthemomentsotheycangetthemostoutoftheireducation.Theyshouldtakeownershipintheir
educationandrealizethatteacheraretheretohelpthembesuccessful.”
“Brighthappychildrendesiringtolearnabouttheworldaroundthem.Respectfulandcourteous.”
“Iwouldexpectthatstudenttobeabletosucceedindependently,toshowinitiative,tobeabletodemonstrate
goodleadershipskills,tobemorallyupright,tobecompassionate,polite,andtolerant.Iwouldexpectanaboveaveragelevelofknowledgeincoreeducationalsubjects.Iwouldexpectthatstudenttobeinterestedandengaged
incommunityaffairsanddevelopment.Iwouldexpectthatstudenttomakeexcellencealifetimepursuit.”
“Eachstudentisdifferent,theyallhavedifferentupbringings,out-lookonlife,andbeliefs.Ihopethatstudentsare
giventhefreedomtoexpressthatandbeencouragedalongwithguidedsothattheycanbecomethebestperson
forthemselves.Alsolearntheimportanceofgoodvalues,andexceptingothersvaluesasimportant.”
“Weareexpectedtoberespectful,caring,andresponsible.Iagreethatweneedtobecauseithelpsusbecome
betterandithelpstheschoolbecomebetter.”
“Itmeansthatweallrespectandtreateachotherwithkindness”
SummaryStatementbyStudentGovernmentOfficers:
Personalaccountabilityandresponsibilitybothacademicallyandsocially.Acting/behavinginawaythatisacceptabletoschool
andcommunity.
AStarValleystudentshouldbereadytoworkhard,bekindandhelpful,respectfulandachievegoals
Hardworking,respectful,dedicated,truthful,coachableanddisciplined.
ReviewTeamSummaryNarrative:
Thefeedbackreceivedbyourstakeholderswithregardtothecharacteristicsandvaluesexpected
ofStarValley/Cokevillestudentsclearlyindicateexpectationsarehigh.Therespondentsappear
toplaceparticularsignificanceontheoverallcitizenshipofourstudentsbyaddressingrespect,
integrity, positive social skills, and trustworthiness. In addition, the work ethic of LCSD #2
studentsisatopprioritytothoseinvestedinthesuccessofourstudents.Ourstakeholdersview
thestudentsasrepresentativesofthecommunityanddesireforthemtoengageincommunity
affairs,demonstratepleasantmanners,andtoappreciatediversity.
Key“Words,”“Ideas,”fromRespondents:
Accountability
HardWork Integrity
Kindness
Resilience
Respect
2015-2016StakeholderSurveyResults
Responsibility
Trustworthiness
32
ExpectationsofStarValley/CokevilleParents
Question:
WhatcharacteristicsandvaluesdoyouexpectofaStarValley
/Cokevilleparent?
SampleQuotesfromStakeholdersandStudents:
Response
Stakeholders
StronglyAgree
12.23%
51.08%
31.65%
Agree
NeitherAgree
norDisagree
Disagree
Strongly
Disagree
Students
26.50%
47.55%
23.39%
“Iexpectparentstoplayapartinassistingtheirchild'slearningprogressby
4.32%
2.12%
doingallthattheypossiblycantohelpmovetheirchildforward.”
0.72%
.45%
“Approachingschoolstaffwithrespect.Communicatingwithappropriate
peopleiftheyseeaproblemwiththeexpectationofbeingheard.Beinggoodsportsatevents.Supportingschool
eventsincludingparentteacherconferences.”
“Supportofthegoalsofthedistrict,advocacyfortheirstudent.”
“Tobelikepartoftheteam.”
“Supporting,Caring.”
SummaryStatementbyStudentGovernmentOfficers:
Holdstudent/childaccountablebothsociallyandacademicallyandtorespectschoolemployeesandabidebyschoolpolicies
andprocedures.
AStarValleyparentshouldbecaring,helpful,supportive,andunderstandingofstudents.
Respectful,supportive,proud,andresponsible.
ReviewTeamSummaryNarrative:
TheleadershipandguidanceaspectsofparentingareviewedasanintegralexpectationofStar
Valley/Cokevilleparents.Ourstakeholdersregardparentsasrolemodelsforhighexpectations,
honesty, and respect towards others. In addition, parents are encouraged to support those
involvedineducation(studentsandstaff)andtosharetheiropinions,eitherpositiveornegative,
in a respectful manner. While attempting to educate the “Whole Child”, our respondents
understandthesignificanceofextendingtheclassroomtothehomebysupportingtheirchildin
homework,studying,andothereducationalactivities.
Key“Words,”“Ideas,”fromRespondents:
• SamecharacteristicsofthestudentsPLUS:
• Support(ofstudentsaswellasstaff)
• Leadershipbyexample
• Involvementineducation
• HonestCommunication
• Sportsmanship
2015-2016StakeholderSurveyResults
33
ExpectationsofStarValley/CokevilleEmployees
Question:
WhatcharacteristicsandvaluesdoyouexpectofaStarValley
/Cokevilleempoyee?
SampleQuotesfromStakeholdersandStudents:
Response
Stakeholders
StronglyAgree
26.92%
53.08%
14.62%
Agree
NeitherAgree
norDisagree
Disagree
Strongly
Disagree
Students
29.84%
47.41%
19.82%
“Iwantteacherswholovewhattheyteach.Iwantteacherswhoare
3.08%
1.08%
willingtolearnnewideasaboutteachingandlearningandnotbeafraidto
2.31%
1.23%
trythem.”
“Becaringandwantingmychildtosucceed.”
“Ihopetheywillalwaysbepositive,beapproachableandbewillingtocommunicateandhelpthestudents.”
“Ifeellikeweshouldallhavethesamecharacteristicsandvaluesthatweexpectfromourstudentsandparents.”
“Beinghelpfultostudentsandwhenthey'restrugglingtheytrytohelpasmuchaspossibletoletstudentsknow
theycareaboutyouandtheywantyoutosucceed.”
“Thattheytreattheirstudentswithrespect,andtrytoteachthelessondifferentwayssothateveryone
understands.”
SummaryStatementbyStudentGovernmentOfficers:
Tocontinuallyimprove,demonstratepositiveattitudes,challengeandcareaboutstudents,treatstudentsasindividualsandbe
fair.
AStarValleyemployeeneedstobecaring,kind,ahardworkerandaniceperson.
Genuineconcernforallstudentsandschool,patient,respectful,politesupportive,andhelpful.
ReviewTeamSummaryNarrative:
LCSD#2employeesarevisiblefiguresinthecommunityandtheexpectationsoftheirbehavior
and conduct naturally extend beyond their contracted hours. The stakeholders want to see
educatorsandsupportstafftreateveryone,especiallychildren,withrespect,compassion,and
kindness. Their central role as an employee comes with expectations of professionalism,
integrity,andmeetingtheindividualneedsofstudents.Therespondentsalsowanttoseegood
work ethic, a high degree of knowledge within their field, and a love for children. Some
stakeholders desire for their children’s teachers to be judicious in the amount of homework
assignedtorespectfamilytime.
Key“Words,”“Ideas,”fromRespondents:
· SamecharacteristicsofstudentsPLUS:
• Commitment to Educating All
Students
• Compassion
• OpenTwo-wayCommunication
• Professionalism
• Role-model
• Fairness
• GenuineConcernforStudents
• Optimism
2015-2016StakeholderSurveyResults
34
ExpectationsofStarValley/CokevilleAthletesandActivitiesParticipants
Question:
WhatcharacteristicsandvaluesdoyouexpectofaStarValley
/Cokevilleathlete–activitiesparticipant?
SampleQuotesfromStakeholdersandStudents:
Response
Stakeholders
StronglyAgree
12.16%
52.16%
23.53%
Agree
NeitherAgree
norDisagree
Disagree
Strongly
Disagree
Students
29.83%
47.91%
18.64%
“Ithinktheyneedtorepresenttheirfamily,school,andcommunityinthe
9.80%
2.71%
bestpossibleway.”
2.35%
.90%
“Sportsmanshipisahugequality.Iwouldratherhavehadmykidslosea
gameandhaveintegritythantakeStateanyday.Iexpectourathletestobeambassadorsofourschool.Iexpect
themtoactwithrespecttotheotherathletesandcoachesandfansalike.”
“Hardwork,honesty,positiveattitude,compassion.”
“Hardworkandrespecttocoachesteammatesandotherathletes.”
SummaryStatementbyStudentGovernmentOfficers:
TheyshouldalwaysrepresentSVHSandthecommunityinapositivemannerandabidebyrulesthroughouttheyear.Always
demonstrategoodsportsmanship.
Theyneedtoberespectful,agoodstudent,havegoodsportsmanshipandbeaccountablefortheiractions.
RepresentCHS’slegacywithgoodsportsmanship,positiveattitude,excitement,strongmorals,hardworking,andnevergiveup
attitude.
ReviewTeamSummaryNarrative:
Athletics and other school-associated activities are a highlight for many of our community
members.Whetherit’sspendingaSaturdaynightataplaywiththefamilyorleavingworkearly
onaFridaytoparticipateinthehomecomingparade,LCSD#2activitiesareapointofinterestfor
Star Valley and Cokeville residents. Much like the expectations listed in the other questions,
respect,integrity,kindness,andcompassion,werealllistedasdesiredcharacteristicsofathletes
and activities participants. In addition, good sportsmanship, a gracious attitude, and positive
collaborationarehighlyregarded.
Key“Words,”“Ideas,”fromRespondents:
• SamecharacteristicsasthestudentPLUS:
• Loyalty
• RoleModel
• WillingnesstoSacrifice
• Motivation
• Representationoflegacy
• Sportsmanship
• Humility
2015-2016StakeholderSurveyResults
35
ExpectationsofStarValley/CokevilleCoachesandAdvisors
Question:
WhatcharacteristicsandvaluesdoyouexpectofaStarValley
/CokevilleactivitiesCoach/Advisor?
SampleQuotesfromStakeholdersandStudents:
Response
Stakeholders
StronglyAgree
29.94%
Agree
12.75%
47.41%
Students
NeitherAgree
28.69%
21.50%
45.90%
norDisagree
“Becommittedtokeepingthekidssafeandpromotingpositive
experiences.Understandthepowerofwhatstudentscangainfrom
Disagree
7.57%
1.73%
activities.Abilitytoputthekidsfirst.Abilitytokeepactivitiesin
Strongly
3.59%
0.92
Disagree
perspectiveandbeteachersfirst.Begoodrole-models,goodPRpeople,
andgoodrepresentativesofourschoolanddistrict.”
“Rolemodel,activelistener/teacher,teachgoodvalues,itsnotalwaysaboutwinning,butwhatanathletelearns
alongthewaythatwillmakethemsuccessfulinlife.”
“Helpingstudentsachievetheirbest.”
“Someonewhoisclearaboutwhattheyneedfromyouandthenhelpsyougettothatpoint.”
SummaryStatementbyStudentGovernmentOfficers:
Toprovideallstudentsanequalopportunitytoparticipate.Encouragestudentstobeinvolvedinotheractivitiesand
accommodatesuchinvolvementwhenpossible.Teachparticipantstobegoodstudentsandpeople.Beknowledgeableabout
theiractivity/sportandworktoprovidestudentsthegreatestchanceforsuccess.
StarValleycoaches/advisorsshouldberespectfulandbehelpfulinteachingathletestoworkhard,andshowgood
sportsmanship.Theyshouldcareaboutthestudentsandteachthemvaluesthatwillapplytolife.
Apersonwhoisknowledgeableofthesportandcanrespectfullyteachandbuildindividualstobetheirbestinallsituations.
ReviewTeamSummaryNarrative:
Theactivitiescoachesandadvisorshaveveryvisiblerolessincetheirwork,behavior,andconduct
arenotonlyregularlyseenwithintheschools,butalsowithinthecommunity.Thestakeholders
indicatedapreferenceforindividualsthatgenuinelyenjoyworkingchildren/adolescents,treat
everyonewithrespectanddignity,anddemonstratementor-likequalitiestothechildrenthey
workwith.Inaddition,thestakeholdersdesirethatthosethatfulfillthisrolewillworkwellwith
parents,modelthebehaviortheyexpectoftheirparticipants,andbuildconfidenceandesteem
intheirstudents.
Key“Words,”“Ideas,”fromRespondents:
·Samecharacteristicsasthestudent/participantPLUS: • Humility
• Motivation
• Kindness
• Passion
• Inspiration
• RoleModel
• Patience
• Sportsmanship
• Knowledge
• Teacher/Mentor
2015-2016StakeholderSurveyResults
36