William Penn SD fall survey shows modest student gains but flags weak central-office leadership scores

The William Penn School District presented fall 2025 survey results to the education committee showing modest student gains but continuing concerns about central-office leadership and staff sustainability.

The district presenter told the committee the fall survey (shorter than the spring version) had an 85% staff completion rate and a 66% student completion rate; the staff completion rate was consistently high across schools while the high school response was lower. "That means that the results you're going to see are representative of the majority of our staff and students," the presenter said, while cautioning that lower response rates in some schools require care when interpreting disaggregated high-school results.

Highlights included student improvements of 2–5 percentage points across topics compared with last administration and a slight improvement in the staff perception of school leadership. The presenter identified two areas of concern: central-office leadership and responsiveness did not show aggregate progress, and five schools failed to make progress on their student-focused priorities.

The presenter said departments reviewed the data starting Nov. 20, created or adjusted improvement plans, and shared an initial video with staff Dec. 3. The district will share results with the family advisory committee and education committee and launch an extended family survey window in January. Staff survey timing may be adjusted to allow departments time to implement changes.

Committee member Miss Mashinda (who identified herself as Melinda Tax when unmuting) asked for published actionable steps and a collaborative improvement committee of stakeholders; the presenter replied that departments already have strategy lists and follow-ups and that departments with improvements are sharing strategies with other departments, and the district will publish specific adjustments once those plans are crafted.

On methodology, the district clarified that percentage figures are calculated from respondents only: "If there is a low response rate, then it's only out of the kids who responded," the presenter said, and that low response rates reduce confidence in disaggregated inference. When asked about teacher burnout, district staff described two mitigation efforts: an asynchronous common assessment-analysis tool to speed reporting and platforms (Panorama and Schoolytics) including a student-profile screen to help special-education teachers prepare IEP present-level data faster.

The committee thanked staff for the work; staff said they will continue to share progress and next steps as plans are finalized.