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“Would be great for the PTO to be a liaison between parents and teachers to eliminate misinformation.”

“Coffee and food are greatly appreciated!”

“Bridge Communication between houses and parents”

“Bring back the FUN!

“…create more community and interaction between all students.”

“How is FAC different…?”

“Help with school spirit activities that are fun…”

“Help build positive connections between school and the community”

“Help with schoolwide /school day activities”

“Help bridge the stigma between houses”

Being open to the idea that education should not look the same as it did for us as learners”

“Trusting and supporting us.”

Help build positive connections between school and the community

“Create a space where parents, teachers and students discuss the community’s and building’s needs”

“Continued volunteer support organized by the PTO”

“Promote community activities and events outside of the school day”

“Food… we love it!”

“Help organize/build middle school community”

”Schoolwide events to build inclusivity”

“Mutual respect”

“Clear communication by communicating often”

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In summary, staff highlighted common areas of concern and areas for improvement that they feel the PTO can help with:

Building TRUST in the community
Acting as positive ADVOCATES/AMBASSADORS in the community
REDUCING STIGMA between houses
SUPPORTING ALL STUDENTS in their educational journey
Creating opportunities for FUN & COMMUNITY building

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WE ASKED PARENTS…

“WHAT MATTERS MOST TO IN RELATION TO THE PTO AND WHAT THE ROLE OF THE PTO SHOULD BE?”

…HERE IS WHAT WE HEARD

VIA A SURVEY LINK.

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“Inclusion.

Support for all students.”

“Ways to explore different ways of learning outside classrooms, artistic expression, etc. …without the pressure of knowing what they want to be when they grow up”

“That they have FUN learning”

“That teachers are supported and students have a safe and welcoming environment”

“Understanding what the fundraising funds are applied to and weighing in if possible”

“Curriculum that reflects best teaching practices / research and prepares them for the future”

“Good education with respectful teachers”

“Doing great things for the kids and staff”

Positive peer relationships between houses, strong academic choices and support from teachers.

Communication

“Having input on curriculum; knowing what is being taught”

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“Creating opportunities for all kids to belong.”

Showing appreciation to teachers, but further celebrating staff that go the extra mile”

“Communication, transparency, a well-functioning platform for grades and timely communication parents and students”

“Field trips & experiences”

“Having input on what is taught in class. It is difficult to know without the use of textbooks."

“Giving back to our school”

“Bullying and class disruption need to be addressed”

“Enrichment beyond academics and field trips”

Communication and transparency with staff and parents; communication between teachers

”…protecting minority/vulnerable students even if there are people that are loudly opposing progress for an inclusive environment”

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We also asked similar

questions during two in-person

listening session forums.

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LISTENING SESSION #1

Parents want ways to be involved in ways that align with the needs and wants of both staff

and students at this particular stage.

They miss the programing provided by the Parent Resource Network (PRN).
Attendees like the idea of “Funraising”—bringing the community together for fun with purpose.
They would like to see academic-focused events to bring parents into the school more often

and connect with students around their learning.

Parents would like to support both staff and parents by leveraging PTO as a bridge of

communication, including “dispelling rumors and correcting misinformation”.

There is a desire to shift from the “house only” approach to some opportunities for

“grade level” interaction.

They view the PTO as an organization that can support teachers and parents.

Key Takeaways…

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LISTENING SESSION #2

They want to feel invited in and engaged and want the same for their child.

Parents expressed that they do not feel a connection to their child’s educational experience once they enter the middle school.

They want to support their child during middle school years but feel disconnected and uncertain how to engage.

Touchpoints are very limited and they want a PTO that creates opportunities for engagement that is appropriate for their student’s phase of independence.

They are seeking community for their children as well as themselves (other parent connections).

They want to feel and express pride in their school.

They want to be helpful and involved.

Parents sense that multiple learning environments have created division and social challenges.

Key Takeaways…

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In summary, parents highlighted common areas of concern and areas for improvement that they feel the PTO can help with:

Parents feel blocked out of the school and classrooms and want to better understand what their kids are learning as well as being a part of their middle school experience.
At the same time, they acknowledge that the developmental stage of their child changes the dynamic from what they experienced in elementary schools. They are looking to the PTO to help find the right outreach and balance, given those realities.
They also want to see the PTO supporting their students and the entire middle school community via grants and activities.
Parents want their child to have a sense of belonging and to be part of a community that is inclusive for all kids.
Parents expect a middle school experience without bullying, where everyone feels welcome and has a sense of belonging. While this may not a direct objective for the PTO, they are expressing this to us and we need to consider if and when the PTO has a link to that solution.
They want FUN for their kids.
As we have experienced with requests for help from the SAC, parents are eager to support staff, particularly when those efforts indirectly support their student.

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WE ASKED PARENTS,

“WHAT MATTERS MOST TO YOUR STUDENT?”

…HERE’S WHAT WE HEARD

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“Testing”

“Opportunities to grow academically in an authentic way”

“Having problems with opportunities pertaining to coding and girls trips”

“She loves holiday giving”

“Proper learning and a feeling of teamwork”

“To have a safe, structured learning environment. Student has been bullied and would just like to go to school and have a day where that doesn’t happen.”

“Safe and welcoming environment. Protection from repeated bullying. Freedom to adjust learning environment to accommodate sensory issues/etc. Less rushed schedule (more time between classes to go to locker, check in with friends/get outside/etc.)”

“Dances, lock-ins and building friendships with sixth grade girls in her house”

“Ways to hang out with friends without having the pressure of a school dance”

“Helping others and having supplies in the classroom.”

“Having fun learning”

“Dances and extra things in classrooms/field trips”

Opportunities to connect with her peers (field trips, dances, etc.)

A better functioning platform for Create for grades and assignments�

“Creating opportunities for all kids to belong."

“The ability to ask for help, and allowing for input on partners for group projects”

“More social and community activities”

“Getting a good education and spending time with friends”

“…rumor that Create will be going away…rest of the kids supposedly hold a stereotype of Create kids”

“Honest friendships”

“They love fun events being held.”

“Classroom enrichment opportunities”

Positive peer relationships between houses”

“The physically abusive kids getting away with what they do to other kids.”

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When surveying students directly, we asked for more specific input regarding what is important to them as student. This was asked in terms of their “wish list”, such as extracurricular activities that they would like to see at their school. ��Participating students submitted their first, second and third suggestions.

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STUDENT INPUT

The table below examines the “first wish” category only, as we

received over 900 wishes (many of which overlapped).

Basic Play Equipment	Supplemental Academic Opportunities	Indoor Facility Enhancements	Outdoor Property Enhancements	Extracurriculars & Special Interest Clubs	Special Events & Social Opportunities
Basketball hoops Basketballs Footballs Volleyballs Soccer balls Field Goal posts (football) Volleyball net Gaga Pit	Variety of specific books Baking & Cooking classes More Laser time More book fairs Jazz band Best Buddies Chess boards (human size) Games for game cabinets Student led days Field trips	More gym equipment ”Bring kitchen back” (?) SPLAT tables More furniture Vending machines Safer shop tools with automatic shutoffs Swimming pool Froyo machine Weight room Feminine hygiene supplies	Trees & flowers Track Football field with goals Bigger Orchestra & Band rooms New soccer nets/goals Picnic tables to eat at Mountain biking course Hockey rink	Bowling club Tennis Club Fishing Club Drama Club GSA Wrestling team Harry Potter Club Debate Club Soccer Team Golf Team	More dances Themed dances Old School Day Powder Puff House Lock In Dodgeball at lunch Charity events Pizza parties Color run Kickball against teachers Game Day Holiday celebrations Camping on football field

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WHERE IS THE COMMON GROUND?

TEACHERS	STUDENTS	PARENTS
Building trust in the community Acting as a positive advocates/ambassadors in the community Reducing stigma between houses Supporting all students in their educational journey Creating opportunities for fun and community building	Seeking belonging Requesting simple sources of mental reprieve during the school day such as being outside or playing a quick game of ball Want better facilities, particularly outside of the building Interested in new learning experiences and social opportunities Some indication of challenges with multiple learning environments (wanting to do things as a class or house)	Seeking invitation, engagement, connection They are seeking community and connection for their children as well as themselves Motivated by pride in their school Want to serve Seeking for solutions to division created by House structure and resulting social challenges Value programming that is both fun and academic View PTO as a vehicle to bridge gaps between school and home, teachers and parents Seek to actively support teachers and parents

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ARTICULATING

VISION & MISSION

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OUR MISSION

(WHAT WE DO)

Mobilize parents, staff, and the community in order to positively impact and support our students throughout their middle school journey.

OUR VISION

(WHY WE EXIST)

Exceptional students that are academically and socially prepared for the next step in life.

OUR “HOW’S” (HOW WE DO IT)

PTO funding, volunteers, and leadership are focused on four key areas:

CONNECT

Build bridges between stakeholders, communicate, collaborate with other PTOs and the community, help families bridge from 5^th grade, etc.

SOCIALIZE

Create social opportunities for students, families and teachers that are inviting to all while providing diverse experiences.

ENLIGHTEN

Bring academics to life and enhance social and life skills by supporting in-class and out-of-class experiences that engage and inspire students.

OPERATE

Provide financial support to operational efforts that enhance the school environment.

Fund additional classroom supplies and provide volunteer connections that support teachers and students.

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