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Alamo Heights ISD presents February feedback survey: high staff satisfaction, mixed signals on belonging and device use
Summary
The district presented results from its February feedback surveys—about 1,800 parents, 3,200 students and 500 staff—and led committee discussions on findings, including high staff satisfaction, mixed student belonging at the secondary level and device-use patterns.
Alamo Heights ISD staff presented findings from the district's February feedback surveys and led small-group discussions on results. The presenter said roughly 1,800 parents, 3,200 students and 500 staff responded.
District highlights included increased parent confidence that grades accurately reflect mastery (up about four percentage points), student improvement on clarity of how to report bullying (up about six points), and a 98% positive response from staff on job satisfaction. High school grading changes implemented last year were cited as a driver for improved parent responses on grading accuracy.
New questions on the high school cell-phone policy asked teachers how well the policy is followed and how it affected student focus. Most teachers reported that "almost all students follow the rule" or that "most students follow the rule," while 17% said many students break the rule despite reinforcement. Teachers reported that focus and engagement have "significantly" or "somewhat" improved since the policy began.
The district presented student responses to a question about why they use devices for nonclass activities; the most common selections were boredom, checking notifications, thinking it does not affect learning, habit, and "other." The presenter noted more than 5,000 open-ended responses and identified a frequent comment: "I finished my work and so now I'm on my device," which the district flagged as a point of intervention to change classroom routines.
The presenter said parents reported less clarity this year about how technology is used in instruction (a drop from 80% to 73% positive response) and that many parents answered "I don't know" when asked how much time their child spends on devices in class. The presenter identified a communication gap: families need clearer information on how instructional technology is being used so they can judge appropriateness.
Other findings included a decline in some teacher-staff climate measures during the period of budget discussions (collaboration dropped from 88% to 81% and "positive attitudes of colleagues" from 70% to 57%), while perceptions of teacher knowledge remained very high (94% positive). The presenter urged committee members to keep the full survey reports in context and asked them not to post individual items publicly out of context.
Small groups reviewed pillars of the full 56-page report (student well-being and safety; engaged and well-rounded students; engaged community; high-performing faculty) and reported back. Groups generally rated district performance as "on track" while flagging targeted areas for follow-up, including high-school sense of belonging, parent awareness of teacher instructional style, and communication about instructional technology.
The presenter said campus principals and trustees have seen the reports and that the district will continue to analyze correlations between survey factors and student growth to guide campus-level planning.
