Eastern Pulaski Community School Corporation�Climate Audit Executive Summary

Bradley V. Balch, Ph.D.

July 9, 2018

Terminology

• i.e., - that is
• e.g., - for example
• a form of agreement (i.e., Strongly Agree or Agree) - percentages of both categories were combined (Strengths)
• a form of disagreement (i.e., Strongly Disagree or Disagree) - percentages of both categories were combined (Challenges)

​

Online Survey

• Survey conducted in 2017.
• 577 Surveys Recorded
• Respondents
• Students – 243
• Faculty – 44
• Administrators – 3
• Staff – 42
• Parents – 217
• Community Member - 28
• Affiliation
• Elementary School – 115
• Middle School – 200
• High School – 257

Range of Survey Scale

​

1.8 – 2.4

​

1 2 3 4

Strongly Agree Disagree Strongly

Agree Disagree

​

Strength

Challenge

Concern

Response Range

Survey Supported Strengths

• From the 23-item general climate section, faculty, staff, students, administrators, parents and community members overwhelmingly in a form of agreement (i.e., strongly agree or agree) of 80% or more indicated that they:
• believe district schools are clean; and,
• consider the district schools safe, and respondents feel safe and secure in the schools.

​

Survey Supported Strengths

• Overwhelmingly, faculty, staff, students, administrators, parents and community members in a form of agreement (i.e., strongly agree or agree) above 80% in 19 questions responded that teachers:
• know their subjects and expect students to learn; and,
• understand challenging learning expectations in each class.

​

Survey Supported Strengths

• When adjusted for “don’t know” responses (i.e., 26.02%), faculty, staff, students, administrators, parents and community members in a form of agreement (i.e., strongly agree or agree) above 80% in a 10-item section responded that school-level administrators are willing to speak to me when I have questions and concerns.

​

​

​

​

​

Survey Supported Concerns

• A majority of faculty, staff, students, administrators, parents and community members in a form of agreement (i.e., Strongly Agree or Agree)shared some concern that:
• students are teased about their clothing, physical appearance, or sexual topics;
• the consequences for breaking school rules are not the same for all students; and,
• students are not treated fairly and consistently by teachers and others.

​

​

Survey Supported Concerns

• A majority of faculty, staff, students, administrators, parents and community members in a form of agreement (i.e., Strongly Agree or Agree)shared some concern that:
• school administrators do not discipline fairly and consistently across all students;
• school administrators show favoritism among students;
• district administrators do not consider multiple viewpoints before making decisions.
• coaches and extra-curricular activities (ECA) leaders do not treat all students fairly and consistently, showing favoritism;

​

Survey Supported Concerns

• A majority of faculty, staff, students, administrators, parents and community members in a form of agreement (i.e., Strongly Agree or Agree)shared some concern that board members:
• do not handle conflict openly and constructively;
• do not publically examine the downside of possible pitfalls of important decisions to be made;
• do not communicate effectively;
• before reaching an important decision, input is not requested from those likely to be affected; and,
• do not withstand special interest group pressures.

​

​

​

​

​

Open-Ended Feedback

• Increase shared decision-making.
• Improve communication.
• Address discipline issues fairly and consistently.
• Ensure quality teaching and learning.

On-Site Focus Groups - Elementary

• Visited on May 7, 2018.
• Included 33 teachers/administrators, 4 staff, and 17 parents.
• Strengths:
• extremely committed staff who are positive and welcoming;
• high academic expectations; and,
• great job of bringing families and community together to form strong school-community partnerships.

On-Site Focus Groups - Elementary

• Challenges:
• improved communication within the building and throughout the District;
• improved recognition of teachers and staff;
• discipline consistency and more alternative consequences;
• strengthening trust among all stakeholders; and,
• increased shared decision-making.

​

On-Site Focus Groups – Middle/High Schools

• Visited on May 7, 2018.
• Included 29 teachers/administrators, 13 staff, and 21 students.
• Strengths:
• students and community were described as points of pride;
• “family” was regularly used to described school-community relationships;
• athletics were cited as points of pride; and,
• capital improvements were regularly mentioned as prideful.

​

On-Site Focus Groups – Middle/High Schools

• Challenges:
• change and the overall pace of change from within community demographics to state and federal mandates need to be addressed and embraced;
• small district survival was discussed – especially problematic in an era of choice;
• a strong vision for the future of the district is needed;
• communication, both one- and two-way, needs improvement;
• improved academic rigor and better discipline are opportunities for improvement;
• who you are or who you know is perceived to matter;
• trust must be addressed and improved upon; and,
• greater buy-in and shared decision-making was desired.

​

​

​

Audit Abstract Statement

The overall District climate in terms of pride, cleanliness, safety, and a sense of security is sound. Facilities are also a point of pride; especially given the many funding challenges facing public schools at this time. However, challenges associated with an era of choice and rural school districts strapped with declining or stable enrollments and mounting financial constraints are viewed as daunting – even more so with the changing district demographics and lack of economic opportunity within the District. A feeling of privilege (i.e., who you are or who you know) permeates the district culture and should be addressed. Yet, teaching is perceived as valuable and contributing to the future successes of its graduates.

​

Audit Abstract Statement Cont.

Areas for improvement include:

• Communication at all levels. Among and between school communications should be reviewed. This might include one-way (e.g., emails and social media) and two-way (i.e., face-to-face discussion/dialogue) venues.
• Consistency in the implementation of policy/rules/practices might be considered. This includes within a building regarding disciplinary consequences, for example, and among buildings for more K-12 alignment.
• A focus on morale building would be well received. This should not be episodic, rather a more sustained effort with consistent intentionality.
• Identify means to improve trust and professional relationships.
• School board and district leaders might consider enhanced knowledge-sharing and decision-making to ensure building-level and other school-community stakeholders have a shared ownership for the strategic vision of district.

​

Questions?