Board hears student and community feedback on goals and guardrails after 16 student listening sessions and 336 survey responses

The Washington Elementary School District Governing Board received an update May 22 on community and student feedback gathered through listening sessions and an online survey as the board develops district goals and superintendent guardrails.

Administration reported seven campus listening sessions for adults, an online survey that received 336 responses, and student listening sessions led by trustee Miss Costa Chapa, who said she conducted about 16 sessions reaching “well over 300” students in classrooms. The survey was made available in English and Spanish and was shared through district e-news and social media.

Survey responses showed mixed preferences on proposed academic goals. For example, one proposed English language arts target (increase third-grade proficiency from 26% to 41%) drew split responses, and other options attracted varying levels of support. For English language learner goals and math goals, respondents also split across offered choices and “other,” and the district compiled the full list of community suggestions in a document accompanying the agenda.

Trustee Costa Chapa summarized themes from student sessions and quoted students directly, saying one student told her: “Educate me so it will benefit my future, so I do not have to worry about the mistakes you made in the past.” Costa Chapa described students’ concerns about food options for students who observe dietary restrictions, requests for adults to create space for mistakes rather than expecting perfection, and a strong call for connection and adults who believe in students.

Administration and trustees noted a key limitation: some community members lacked the background information needed to make informed choices on technical academic goals. Several trustees said the board’s study process (and a board coach engaged in the work) may not have provided sufficient contextual data for community respondents to decide among technical options. Trustee Lindsey Peterson and others said they value community and student voice but expressed concern about the board setting technical academic targets without fuller data and expert input.

Board members discussed next steps: presenting more data to the community, scheduling additional listening sessions, and holding a study session so the board can review technical information before finalizing goals and guardrails. No action was taken; the item was listed as informational and for discussion.