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Consultant presents School Perceptions survey showing high student and parent ratings; staff participation more mixed
Summary
School Perceptions presented parent, staff, and student survey results showing overall positive indicators across the district, strong student connection scores and higher parent agreement on communications; staff participation was lower and showed mixed results, prompting board questions about disaggregation and follow-up.
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Doctor Derek Gottlieb of School Perceptions presented the results of three district surveys—parent/community, staff and students—summarizing participation rates, index scores and suggested next steps.
Gottlieb reported 489 respondents to the parent/community survey (about a 21% participation rate), with several indices scoring above 4 on a 5-point scale and improvements year over year in communications and mental wellness measures. The staff survey had 142 respondents (about a 53% participation rate) and showed more variation: staff-rated indices trended upward overall but some items (process for evaluating initiatives, consistency in discipline) were flagged as areas for further attention. The student survey returned 920 responses (about 70% participation) and recorded very high scores for connection and safety; Gottlieb pointed to issues students raised about distraction, sleep and workload as barriers to learning.
Board members asked about disaggregation by grade and demographic subgroup, whether nonparent community members were included in particular indices, and how staff and student open-ended responses would be shared. Gottlieb said the district has the disaggregated spreadsheets and can provide additional breakdowns on request; staff confirmed the district retains anonymous open-ended comments for planning. Board members agreed the results should feed into strategic-plan implementation and the upcoming financial sustainability and engagement work.
Gottlieb offered follow-up support and agreed to provide spreadsheet disaggregation on items board members requested.
