superintendent listening tour board report-final...superintendent listening tour identify targeted...

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Superintendent Listening Tour

The purpose of the Listening Tour was to facilitate a successful transition with the new

Superintendent in three key areas: developing relationships with all stakeholders, accelerating

the Superintendent’s learning about Tahoma School District, and building on successes while

also making meaningful change.

Listening Tour Process

21 Listening Tour Events from 8‐1‐18 to 10‐29‐18

o Tahoma High School Student Event

o 9 School Events Cedar River Elementary

Glacier Park Elementary

Lake Wilderness Elementary

Rock Creek Elementary

Shadow Lake Elementary

Tahoma Elementary

Maple View Middle School

Summit Trail Middle School

Tahoma High School

o 7 District Department Events Technology

Transportation

Central Services Center

Build Relationships

Learn About the District

Make Meaningful Change

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Nutrition Services

Custodial/Maintenance/Grounds

Safety and Security/School Resource Officers

Educational Leadership Team

o 2 Community Events

o 1 PTA Event

o 1 Tahoma Education Association Event

891 Total Participants (Approximately)

o Multiple Stakeholders o Students o Staff o Parents o Community

3 Questions to Better Understand Our Current reality and Our Desired Reality

1. What’s working well and we need to continue?

2. What still has issues and we definitely need to continue to

tweak/troubleshoot?

3. What’s not working well at all and we might need to consider significant

problem solving or possibly even stopping?

Desired Reality? What’s Our Current

Reality? GAP

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Each Event Included Individual, Small Group, and Whole Group Feedback

At each Listening Tour event, participants worked in small groups to brainstorm ideas to the

three key questions. The small groups then identified their top priorities for each question and

those were recorded during a whole group discussion. Then, every participant had a voice in

developing a final prioritized list for each Listening Tour event (see Appendix) by voting on their

top priority for each of the three questions.

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Listening Tour Results

Top 10 Themes

1. Growth, Overcrowding, and Staffing (320)

2. Climate and Culture (294)

3. Supports for Students (221)

4. Schedule (217)

5. Contract (148)

6. Instructional Practices (129)

7. Communication (98)

8. Care for Students (100)

9. Technology (93)

10. Safety (67)

Working Well

1. Culture and Climate (282)

2. Contract (107)


4. Vision (50)

5. Quality Staff (41)

Culture and Climate

Listening Tour participants indicated that a positive climate and culture was a strength

and firmly in place across the District. Many felt that this was a result of support by

leaders, intentional efforts with initiatives such as PBIS, and expectations. Many

participants also expressed having a sense of pride in the work and its purpose. As a result,

some participants indicated that this has led to a sense of feeling valued.

A strong sense of teamwork and collaboration within and across the team level,

school/department level, and District level was noted. At the heart of this, was a sense of

meaningful relationships between students and staff as well as among staff. In addition,

having regular opportunities through meetings and other structures provided for

opportunities for productive communication and collaboration.

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Contract

Many teachers expressed a sense of gratitude and appreciation for the newly negotiated

contract and indicated that they feel valued as professionals. Some also indicated that

they value the flexibility that self‐directed time for staff on Friday’s in schools or flexibility

in their work as a central based staff member.

Supports for Students

A variety of supports for students were reported as effective and some examples include:

Power Hour (clubs, academic help, student created communities, etc.), student food

choices and options for hot lunch, extra academic support, cell phone policy at middle

level, logistical 5th to 6th grade transition elements and WEB program, credit recovery

(New Visions and Apex).

Vision

Many participants indicated there was a solid understanding and belief in the vision and

goals at the school and district level. Some reported that the vision has encouraged an

openness to think outside the box to look for new ideas or ways to improve.

Quality Staff

Participants indicated that Tahoma School District has a strong foundation of high quality

staff

Needing Improvement

1. Schedule (148)

2. Growth, Overcrowding, Staffing (137)


4. Communication (56)

5. Technology (51)

Schedule

At Tahoma High School, some expressed a desire to have more consistency with

Gold/Blue days (running start). Some areas needing improvement during Power Hour

were also mentioned (hallway supervision, 30‐minute teacher lunch, noise level, clarity

of student and staff expectations).

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At the middle level, effectively utilizing the 100‐minute block with students has been

challenging for some teachers/content areas. In addition, the time of day that STRETCH

occurs was mentioned by some staff.

Many elementary staff reported the master schedule related to academic support and

interventions (MAP, RAP, WIN time) has some unintended impacts on the classroom for

both students receiving support and for students not receiving support. Also, Impacts for

para transition time was also surfaced.

Growth, Overcrowding, Staffing

Some participants reported that growth and overcrowding is a concern especially at

Tahoma Elementary and Lake Wilderness Elementary. A need for additional and/or

equitable staffing was expressed by many (class size, behavior support, counselor

support, building manager support, lunchroom support, and Central Services Support). In

some cases, work expectations are perceived as unrealistic due to staffing needs

(examples include Counselors, Nutrition Services, Central Services Center, Building

Managers, etc.).


A need for additional or improved supports meet a variety of student needs were

reported by participants including:

o Differentiation (MAP/RAP for middle level)

o Staff collaboration time for academic supports or interventions

o Effectiveness of supports for failing students at the high school

o Intervention model structure (push‐in vs. pull‐out)

o Behavior and social and emotional support for students

o Support for IEP students in the classroom (classified staff)

o Life skills

o Additional support for transition from 5th to 6th grade and 8th to 9th grade (students

and parents)

o Overload compensation and process for specialists (special education, physical

education, music, etc.)

Communication

Staff reported a need for improvements in communication (clarity, timeliness,

coordination) with teachers, staff, and supervisors (custodial, grounds, and

maintenance).

Many participants indicated a need for more open communication and flow of

information between transportation drivers and the transportation office.

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Technology

A variety of tech issues needing some improvements were identified by staff at Tahoma

High School (see Appendix).

Improvements needed with the Help Desk process for supporting teachers were reported

by the Technology staff and building based staff. In addition, a need for continuing

collaboration between Teaching and Learning and Technology was expressed.

Not Working

1. Growth, Overcrowding, Staffing (183)

2. Instructional Practices (73)


4. Schedule (66)

5. Care for Students (60)

Growth, Overcrowding, Staffing

Some participants reported that growth and overcrowding is a concern especially at

Tahoma Elementary and Lake Wilderness Elementary. A need for additional and/or

equitable staffing was expressed by many (class size in general and K‐3, behavior support,

counselor support, building manager support, lunchroom and recess support, and Central

Services Support, library, CAPS, programs, special education). In some cases, work

expectations are perceived as unrealistic due to staffing needs (examples include

Counselors, Nutrition Services, Central Services Center, Building Managers, etc.). Lack of

storage was also reported at some buildings.

Instructional Practices

Some participants indicated that the pace of change was too fast and that there was a

desire to have more teacher voice guiding the changes. A need for additional professional

learning was reported for math alignment (high school), special education math (middle

level), attendance strategies, and for specialized programs (SAILS, BIS, Special Ed).

Some participants reported that alignment of standards, report cards and assessments

are needed for elementary (especially in reading). In addition, the impact of workload and

time vs. value‐added for the WA KIDS state readiness assessment was reported by many

kindergarten teachers.

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Many participants reported a high need to problem‐solve the impacts of scheduling and

supports for students (WIN, RAP, MAP, pull‐out, split blocks, special education).

Schedule

Many participants reported a high need to problem‐solve the impacts of scheduling and

supports for students (WIN, RAP, MAP, pull‐out, split blocks, special education).

Additional scheduling issues that surfaced include middle level blue/gold days resulting

in teacher planning every other day, periods too long (block schedules), and student

desire for more flexibility from counselors.

Care for Students

Additional resources and training are needed for mental health support for students.

Next Steps

Debrief Listening Sessions

Conduct debrief sessions with school Principal/Department Leader and directors to review and

clarify feedback.

Initial Debrief Sessions

o Superintendent, Principal/Department Leader, Directors

o To be completed by December 2018

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Identify Targeted Areas

Work with leaders and stakeholders to identify 1‐3 targeted areas at both the

school/department level and the system level for meaningful growth opportunities. Both short

and long‐term opportunities will be considered. The Future Ready Vision, current Board and

District Goals, and the Listening Tour prioritized feedback will be utilized as a guide to identify

targeted growth areas and to ensure organizational alignment.

Engage in Problem Solving

Develop and implement a work plan and timelines for targeted areas.

Communicate with Stakeholders

Develop and implement an ongoing internal and external communication plan. The plan will have

strategies to communicate about the Listening Tour process, celebrate the identified strengths

and successes, and to talk about the opportunities and next steps for growth

2018‐2019 Work Plan Development

o Schools/Department and District level

o To be completed by January 2019

2019‐2020 Work Plan Development

o Schools/Department and District level

o To be completed by August 2019

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2020‐2025 Board Goals

o Listening Tour Feedback, as one of several data sets, provided to the Board for

consideration when developing the new Board Goals

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Appendix

Top Priorities from Each Event

Tahoma High School Students 14 Participants

10‐25‐18 Working Well Needs Improvement Not Working

6 ‐ Pour Hour ‐ In‐service; clubs; academic help; break; involvement 4 ‐ New Visions and Apex ‐ make‐up credits 3 ‐ Student to staff relationships ‐ staff provide a safe place 1 ‐ CTE Program ‐ Prepares students for outside high school 0 ‐ Study tables ‐ help with partition sports; see teachers to get help 0 ‐ Math & Science Labs ‐ every day; help students that are struggling 0 ‐ Hands on experience ‐ Metal Shop and Stage Craft 0 ‐ Student Store ‐ learn about business; good prices

5 ‐ Sense of safety ‐ take them seriously ‐ drills; emphasize safety and preparation with communication 3 ‐ Not very diverse ‐ feeling valued (staff to student) 3 ‐ 8 period day ‐ some choice for less workload 2 ‐ Bus system ‐ Student behavior; drivers not consistent; slow getting home with activities 0 ‐ Power Hour ‐ challenge to focus on homework or make‐up work 0 ‐ Perception that if you are talking with counselor or administrators, you're in trouble ‐ stigma and barrier 0 ‐ MS Homeroom at end of day ‐ do homework during school hours; what's the purpose. 0 ‐ Administration reactive ‐ be proactive (tragic events)

6 ‐ Parking lot small and congested ‐ expand lot and 10th grade parking 3 ‐ Drug education ‐ nicotine addiction 3 ‐ Schedules ‐ more flexibility from counselors 1 ‐ Socially and politically biased school ‐ be more accepting 1 ‐ Non‐gender bathroom across district 0 ‐ Sex education ‐ more thorough with "consent" 0 ‐ Be more inclusive ‐ LGBTQ; add to sex education and history 0 ‐ Teachers assume things about students ‐ New Visions helping

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Cedar River Elementary 34 Participants


29 ‐ CRES is a place of hope with partnerships with all varieties of staff, community and parents open to change and learning. 3 ‐ Shared responsibility: effort is collective to take care/meet needs of students. 1 ‐ District: Rally professionally ‐ sense of community. 0 ‐ Leadership teams support culture and climate. Teams work well and collaborate well. PBIS/ILT/grade levels. 0 ‐ PBIS works well; beneficial to staff and students. 0 ‐ Math: support on time in relation to what students need. Supportive: K‐5. 0 ‐ Crisis situation: thoughtful with privacy.

24 ‐ Finding ways to better serve MAP/RAP/Interventions (scheduling ‐ impacts classroom and better look at intervention models, i.e. pull outs). Clustering. Alignment of interventions to core instruction. Schedule needs driven, not staff driven. 6 ‐ Time to meet in departments (role, grade level, MAP/RAP/ELL/SPED). 3 ‐ Building manager role spread too thin. 1 ‐ Secondary staff ‐ concern not across all levels. Kids need both academic/social/emotional. Crackers, water. 0 ‐ Class size K‐2 (reduce) 0 ‐ PD & teacher resources for new curriculum (ongoing). Science great model. 0 ‐ Scheduling

19 ‐ Enough staff to meet needs of students with IEP/504 as well as recess paras. 6 ‐ Reading Assessment ‐ not updated/consistent/ fidelity of program ‐ not aligned, progress monitoring. (K‐2 DRA, K‐5, 3rd grade ‐ nothing to measure prior). 4 ‐ 5th grade WIN not working. Time to teach all initiatives/competing with interventions. Structure of WIN; prep intensive. 3 ‐ BIS staff/SPED spread too thin. 1 ‐ Lack of flexibility from CSC (change, models, new ways). Always done that way. 1 ‐ Future Ready ‐ grading and evaluate at elementary. Need necessary tools to accurately evaluate. High school and middle school do not evaluate. 0 ‐ District communicates well but how to battle social media? Communities use of social media.

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Glacier Park Elementary 59 Participants


34 ‐ Positive school climate because of all school staff 14 ‐ Principal team support is fantastic! 1 ‐ Collaboration time is supported by principal 1 ‐ Common expectations and language for adults and students 0 ‐ Self‐care tips from Ken 0 ‐ Culture, communication and mission are positive, clear and consistent 0 ‐ Collaboration with custodial staff to problem solve 0 ‐ Feedback on Polar Bear postcards is positive

34 ‐ Increase staffing for behavior support (proactive and reactive support) 11 ‐ Scheduling around pull‐outs 3 ‐ More support in the lunchroom 1 ‐ Clarify to staff and parents around volunteer and visitor rules 1 ‐ Better and clearer procedure for drop‐off and pick‐up (signage) 1 ‐ Guaranteed and viable ELA curriculum ‐ progress monitoring; core; intervention 0 ‐ Communication for student plans 0 ‐ Mental health support (K‐12) ‐ proactive and reactive support 0 ‐ Daily community building/announcements 0 ‐ Training for support staff 0 ‐ Building manager spread too thin 0 ‐ Music, Art, STEM ‐ not enough time 0 ‐ Not enough time for curricular expectations (especially considering developmental readiness of new population)

11 ‐ Need a librarian! And new books to upgrade collection 8 ‐ Waiver ‐ policy and implementation too loose 7 ‐ WIN block is driving schedule and impacting instruction 6 ‐ More staffing for lunch and recess 6 ‐ Building manager being spread too thin 5 ‐ Tahoma needs MTSS 4 ‐ Early intervention 3 ‐ Report cards in November is too early (conferences too) 3 ‐ K and 1st grade recesses separate 2 ‐ Class size too large (K‐12) 2 ‐ Is MAP working? 2 ‐ Over testing/assessing (K‐5) impact on students 0 ‐ On‐site Tech support 0 ‐ Transition time for paras 0 ‐ Amount of time that teachers are pulled out of classroom ‐ impact on students 0 ‐ Transitions needed between specialists

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Lake Wilderness Elementary 67 Participants


13 ‐ Extra academic support (RAP/MAP), Non‐SpEd 12 ‐ 'I Choose Kind' initiative ‐ going well and is easily understood 7 ‐ 4th STEM and art opportunities are valuable 7 ‐ Grade level teaming and collaboration (5th Grade) 6 ‐ High quality staff 6 ‐ Kindergarten likes having extra support first 2 weeks WA‐Kids 4 ‐ Stable Pre‐K staff 3 ‐ Paras feel support by teachers 2 ‐ Open door to Admin (paras) 2 ‐ PBIS is listening to feedback ‐ going well 1 ‐ TEA works well with District office ‐ Communication 0 ‐ RAP works well 0 ‐ Smaller sized assemblies

41 ‐ Need more staffing all over 9 ‐ New school is over crowded 5 ‐ Pre‐K ‐ One person doing work of 3‐4 people (Melissa Horton) 4 ‐ Paras have planning time to prepare for kids 3 ‐ Hard to get behavior support for students who don't qualify for support 3 ‐ Significant problem solving around Tier 2 behavior and academics 1 ‐ Class size equality across system 1 ‐ Equitable distribution across staff for programs (MAP/RAP) 0 ‐ Communication around high demand and high support ‐ create common language 0 ‐ Data shouldn't drive all decisions 0 ‐ Loss of programming ‐ need universal reading screener (Tech) 0 ‐ Communication and support for students in crisis

23 ‐ Inequity district‐wide: class size, RAP support, planning time (elementary vs. secondary) and learning targets

22 ‐ Support system for behavior staffing system‐wide (Wildcat Den)

5 ‐ More adequate support/staffing for Pre‐K and all grades, SpEd

4 ‐ Office staff/library/counselor/building manager ‐ 1 person is doing job of 3‐4 people (equal vs. equitable)

3 ‐ Lunchroom behavior: interactions between adult to student; driven by social media 2 ‐ Consistent student pick‐up system‐wide (office) 2 ‐ Plan time for paras with teachers they work with 1 ‐ Too much curriculum for school time for all grades (across day and SY) 0 ‐ Communication breakdown ‐ changes via email (para's don't have computers); more than one way to communicate 0 ‐ Boundaries or change in transportation ‐ class size inequity 0 ‐ Transitions in/out of lunch 0 ‐ Reteach student behavior expectations 0 ‐ 1st Grade (all grades) ‐ more time to teach social emotional

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Rock Creek Elementary 58 Participants


25 ‐ PBIS ‐ expectations and culture 22 ‐ Self‐Directed Fridays ‐ flexibility to use as we need 3 ‐ Good communication with Reading Specialists an paras 1 ‐ Visibility of admin on campus 1 ‐ Future Ready skills K‐12 1 ‐ Collaboration among building teams 0 ‐ Extra opportunities for kids (zero hour, student council) 0 ‐ Communication between parents, teachers and TSD 0 ‐ RAP & MAP support services 0 ‐ Teaming ‐ grade levels and with SPED

28 ‐ Scheduling ‐ planning, SPED, WIN (and impact on class balance) 10 ‐ Para schedules and transition time 5 ‐ Conferences in November ‐ too soon 4 ‐ PBIS ‐ Tier 2 & 3 interventions at district level and building level 3 ‐ Class placement ‐ Is class creator best? Teacher input validated? 1 ‐ Pick‐up/Drop‐off congestion 1 ‐ Tweak district and building time on Friday and flex as needed 1 ‐ Curriculum training for SPED and SPED training for paras and cultural ed for all staff/students 0 ‐ Allocated time between paras and teachers 0 ‐ SPED and Support Services scheduling 0 ‐ Communication between general and SPED ‐ starting at district level 0 ‐ Communication with MAP teachers and paras (only 1 MAP Director for 6 schools) 0 ‐ ELL materials/curriculum for classroom teachers

25 ‐ Student centered decisions 13 ‐ STOP WIN time ‐ to allow for time for other instruction/flexibility to make own professional decisions

7 ‐ Para pay

5 ‐ Lack of personnel (ex: counselor ratio; 1 building manager for 3 buildings)

4 ‐ SPED teachers need case‐managing time as well as planning time

3 ‐ Year of growth for every student based on more than 1 data point 1 ‐ Improving grounds and interior maintenance (face lift) 0 ‐ T&L provided learning targets and S.C. 0 ‐ Prioritize small group instruction for paras vs. building duties (scheduling and prep times) 0 ‐ Ability to give anonymous feedback 0 ‐ SPED ‐ clarity on guidelines for qualifications 0 ‐ Instruction driven by pacing guide and not student need 0 ‐ District‐wide mixed messages and lack of assignments 0 ‐ PST process ‐ make it more than a hoop

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Shadow Lake Elementary 36 Participants


22 ‐ Positive Staff Culture 4 ‐ Community partnerships with Library, Police, PTA, Zero Hours, etc…open time 3 ‐ Great communication between all staff (between grade levels/classified) 2 ‐ Relationship building with students, staff and other schools (RCES, CRES) 1 ‐ Support of Admin team (principal, dean, coach) 1 ‐ Student First culture 1 ‐ Breakfast Club/French Toast Friday 0 ‐ Team/Grade level common schedules/planning/lunches

17 ‐ Intervention ‐ Push‐In vs. Pull‐Out? Model and schedule. STEP, WIN, MAP, RAP, ELL, OT/PT, Lunch. Missing out on services/SS/other. 6 ‐ More support for students (IEP) in the classroom (classified staff) 6 ‐ Aligned assessments, common core, and report cards 3 ‐ The start of Kinder year (soft start) and a gradual release (soft end) with MAP/RAP/SPED 3 ‐ Update curriculum with new resources that are not outdated (social studies) 1 ‐ Appropriate curriculum and staff understands everyone's role 0 ‐ Understanding office roles to best support school 0 ‐ Higher frequency of PLC time 0 ‐ Updated learning links 0 ‐ Bilingual support for communication to families

11 ‐ Aligning Common Core with report cards 8 ‐ Supports for kids that are in the Gap of MAP/RAP and SPED (between SPED/SAILs) 7 ‐ Time for training for specialized programs (SAILS/BIS/SPED) ‐ differentiated training 4 ‐ Scheduling for Interventions/supports 3 ‐ Visible benefits of Fall WAKids and supports for our Kindergarten teachers 2 ‐ Not enough time to teach everything with limited flexibility of teacher choice (lack of integration) ‐ add something, remove something 1 ‐ Appropriate use of grade level district assessments for SPED kids 0 ‐ No follow through with feedback in Teaching and Learning 0 ‐ Office and classified specific training 0 ‐ Timing of conferences ‐ Fall? Winter? Spring? ‐ not more

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Tahoma Elementary 39 Participants


25 ‐ Strong and positive Principal; positive culture 6 ‐ Valued with self‐directed time 4 ‐ Blended supports (Monica, Nicole, Jerry…) 0 ‐ School as whole being highly collaborative 0 ‐ PBIS: positive student recognition 0 ‐ Larger supportive community as a whole

14 ‐ Scheduling due to limited staff, i.e. 3 WIN times 8 ‐ K‐2 reading curriculum 7 ‐ Overcrowded, not enough space 4 ‐ Outdated Encore K‐5 ‐ social studies 1 ‐ Common language in communicating amongst all staff 1 ‐ After MAP/RAP for years ‐ what else? 0 ‐ Team planning time 0 ‐ Netbook/Tech access (K‐2)

20 ‐ Master scheduling! Pull outs, split blocks 5 ‐ Deeper look at WA KIDS/Kinder 3 ‐ Mental health supports 2 ‐ Collaboration with Paras and SpEd teams 2 ‐ Need for social/emotional curriculum 1 ‐ More building manager time 1 ‐ More Tech support 1 ‐ Need more space at TES! 1 ‐ Large class sizes 1 ‐ Need more library access/staff 1 ‐ Report card not matching/aligning

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Maple View Middle School 62 Participants


18 ‐ Cell phone policy is working well ‐ focus on learning; less drama 16 ‐ Supported by our administration 10 ‐ Staff climate being very intentional 4 ‐ 100 minute periods (for some content areas) 2 ‐ More flexibility to reach student needs for learning 2 ‐ PBIS framework, making it stronger, adding to 2 ‐ Student centered climate 2 ‐ Clubs, activities and sports 1 ‐ T3 and T4 stretch ‐ giving kids choices 0 ‐ Heard by whole school staff and supported. Valued members of our school. 0 ‐ Tahoma Matters is effective with spotlighting school employees 0 ‐ TEA (contract) & Admin collaborative relationship (treated like professionals) 0 ‐ Available & consistent ‐ ER Fridays; self/district directed time

18 ‐ Department time is missing ‐ need more time 10 ‐ Schedule (100 minutes) ‐ too much time/sitting too long; planning issues 9 ‐ 6th Grade support for 5th to 6th transition ‐Logistics of being a 6th grader 8 ‐ STRETCH ‐ it's an extra prep (more plug and play) 3 ‐ WIN time ‐ making it a priority/scheduling 2 ‐ Great support to behavior challenging students in middle school. How can we vertically align that to high school? 2 ‐ Teacher 'input' in STRETCH intervention 2 ‐ Visitors on campus ‐ kids take ownership over whole building; create sense of identity 1 ‐ Flexibility around academic use of cell phones 1 ‐ STRETCH ‐ criteria for PASS/FAIL 0 ‐ Para's support in IEPs, 504s and problem solving teams 0 ‐ Building learning reflection time for students 0 ‐ Student centered environment ‐ being more consistent in all areas

17 ‐ Nov‐February ‐ lose the gym to gymnastics (HS sports) ‐ it impacts courses and learning 15 ‐ 100 minute periods 14 ‐ Not having plan/prep every day 4 ‐ Math/SpringBoard curriculum ‐ SPED 4 ‐ Sports supervision on Friday ER (HWC) ‐ not able to do necessary jobs or meet 3 ‐ Gifted and Talented kids lose support when they get to middle school. Moving L4s up in growth. 2 ‐ Reactive state for counselors ‐ case loads are large 1 ‐ Time of day for STRETCH 1 ‐ Student Tech support. IT getting them set up (trouble shooting). Time to enter students 1 by 1 for online textbooks. 1 ‐ Lack of professional learning communities time to discuss student performance 0 ‐ Time to meet as a department during school day 0 ‐ Lack of support or training for certain positions

19 11‐20‐18


Summit Trail Middle School 52 Participants


30 ‐ Self‐Directed time for staff ‐ Fridays 7 ‐ Current contract (TEA) ‐ generous contract, feels appreciated 4 ‐ Co‐Teach Model ‐ growth/collaboration 2 ‐ STRETCH/WIN Thursdays ‐ small structures working well 1 ‐ Focus on staff relationships with students ‐ Day to day/character strong ‐ Mental health focus 0 ‐ District hires strong/passionate staff 0 ‐ Positive working relationship between schools and District 0 ‐ PBIS ‐ showing positive growth ‐ take it further 0 ‐ Focusing on current goals 0 ‐ Emergency preparation 0 ‐ More cohesive staff 0 ‐ Homework centers 0 ‐ Homework Café

19 ‐ STRETCH location during the day? 9 ‐ 100 minute block ‐ some content areas 8 ‐ Class size due to growth ‐ Imbalance with size and gender 7 ‐ More department time during Fridays 3 ‐ Special Ed elective options 2 ‐ Technology support ‐ timely response? 1 ‐ STRETCH more student buy‐in/Semester 1 0 ‐ STMS Norms ‐ Collaboration with staff; difference of opinion with building/student expectations 0 ‐ Allowing for more flexible in Math/ELA intervention STRETCH classes 0 ‐ Imbalance of how students are placed into Semester 2 STRETCH/elective classes 0 ‐ Homework center ‐ more tutoring/support for students…HS students? 0 ‐ Relationship building with students/families 0 ‐ Formative assessment cycles ‐ timely turn around

36 ‐ Block schedules ‐ too long for age modified HS schedule? 5 ‐ No daily planning 4 ‐ SOC meetings too front loaded 3 ‐ Equitable planning for teachers with more preps and MS vs. HS 2 ‐ Printers/copiers 1 ‐ After school late busses 1 ‐ Caseloads for counselors 0 ‐ 5th period extensions on Fridays 0 ‐ TEA stipend for SpEd based on case load 0 ‐ Lunch schedules ‐ grade level balance, planner check, time, all day and Friday 0 ‐ More electives ‐ Shop, Home Ec

20 11‐20‐18


0 ‐ Curriculum for 100 minute periods 0 ‐ Tweak student recognition ‐ process 0 ‐ Para support with gen ed students 0 ‐ Less blocking for ELA/SS

Tahoma High School 133 Participants

10‐12‐18 and 10‐26‐18 Working Well Needs Improvement Not Working

38 ‐ Relationships and high quality staff ‐ team time, collegiality, improved culture, building community within staff and among students, positive vibe 21 ‐ 8 period day ‐ choices, pathways, planning periods 21 ‐ Power Hour ‐ more effective, student created communities, especially general education, access, 9th required 20 ‐ Early Release Friday ‐ time for the work and collaboration 4 ‐ Future Ready Center ‐ openness, information 3 ‐ High rigor and academic standards ‐ willingness and ability to do accommodations 1 ‐ Future Ready skills and curriculum, plan ‐ versatility courses, want more internships, future advice 0 ‐ Crisis Support ‐ District and community pulling together

37 ‐ Technology ‐ west end wi‐fi, computers, servers, connectivity, shoftware, etc., in‐building just in time support, Tech person relationship and knowledge, urgency, Skyward, training on Active Boards, need printers in classroom, email clean‐up/IEP students/504s, student Print Shop 20 ‐ Inadequate mental health services for students ‐ more counselors needed 15 ‐ Power Hour/Hallways in passing ‐ teacher lunch not 30 minutes, student expectations and accountability, noise, dress code, clarity of staff expectations, teachers pulled in different directions, distribution of administrators 12 ‐ Parent/Teacher conferences and Open House ‐ replace open house with 2nd conferences in spring, date conflicts 8 ‐ Too much demand in certain spaces ‐ moving teachers 7 ‐ Large class sizes

50 ‐ Don't always have to be T&L Trailblazers ‐ don't need to do it just because somebody else is, not enough implementation time/ongoing, top down/need bottom up, teacher voice needed, decisions pre‐made, data is directed to specific outcome 25 ‐ Technology ‐ west end wi‐fi, computers, servers, connectivity, software, etc., in‐building just in time support, Tech person relationship and knowledge, urgency, Skyward, training on Active Boards, need printers in classroom, email clean‐up/IEP students/504s, student Print Shop. 23 ‐ Counseling Case Load 18 ‐ SPED Case Load / ELL Support 4 ‐ First and Last Day ‐ Green Day ‐ Keep blue/gold days consistent 4 ‐ Reclassification needed for classified positions/PSE contract ‐ process needs improvement and vacation timing 3 ‐ Large Class Size

21 11‐20‐18


6 ‐ Chain of command ‐ who deals with what, clarity of roles and responsibilities, messages lost in translation, disjointedness 3 ‐ More interventions for failing students 2 ‐ Information about accommodations ‐ clarity and documentation for 504s, technology access challenging, IHBs 1 ‐ Consistency in hiring ‐ follow complete process 1 ‐ K‐12 Scope and Sequence ‐ T&L disconnect, alignment and continuity

1 ‐ Classified Staff Recognition 1 ‐ Micromanagement from District Level 1 ‐ Building and District communication ‐ chain of command and intentional relationship building 1 ‐ Traveling Teachers 1 ‐ Community Entitlement ‐ afraid what we do will be on social media; impacts classroom and District; pro‐active communication 1 ‐ Power Hour for SPED students ‐ need more skills and support from staff

Technology 14 Participants


5 ‐ Healthy work space 5 ‐ More collaboration 2 ‐ Help desk ‐ password reset 1 ‐ Newer hardware and refresh working better than old 1 ‐ Help desk for office staff (one spot) 0 ‐ Wireless and network system

9 ‐ New Tech work space (sink, restroom, noise, parking) 3 ‐ Help desk process consistency 1 ‐ T&L and Tech collaboration (Walt) 1 ‐ Help desk ‐ teacher support 0 ‐ Standardized classroom station set‐up 0 ‐ Windows System Management ‐ updates

7 ‐ Technology decisions ‐ no tech input( (3D printer at SLES). Clever. Input ‐ more efficient. 3 ‐ Accountability within department for consistency/ transparency 2 ‐ Inventory procedures out of date (Track‐It) 1 ‐ Admin ‐ lock screens (FERPA) 1 ‐ Unbalanced tech positions ‐ more systems engineers 0 ‐ Chrome Book printing is not working ‐ unsupported feature

22 11‐20‐18


Transportation 63 Participants


31 ‐ Lynnette 15 ‐ Police Department 5 ‐ Driver's lunches with students at elementary schools 2 ‐ Radio communication 1 ‐ Monthly meetings (experienced/new) 1 ‐ Communication (Schools/Dean/Drivers) 1 ‐ New driver “ride‐alongs” 0 ‐ Teamwork ‐ Drivers

18 ‐ TV monitor in drivers room ‐ Information 17 ‐ Office communication with drivers 9 ‐ Entry and Transportation ‐ chairs/window 8 ‐ Pre‐K and K supervision 4 ‐ Advertising for new drivers/hiring 3 ‐ Rising Stars (drivers support) 2 ‐ Respectful culture 2 ‐ Tech support

22 ‐ THS p.m. student safety (supervision/protocols) 18 ‐ Stop paddle violations ‐ cameras. Portable ones? 8 ‐ More room at Transportation for private space and phone calls. 7 ‐ Subs are not staying (retention) 3 ‐ THS special needs. Shop/vendors are competing. Transitions ‐ long walks. 2 ‐ Training pay (no compete = same pay) 1 ‐ HR ‐ following policies ‐ not following through

23 11‐20‐18


Central Services Center 39 Participants


16 ‐ District‐wide vision and goals 12 ‐ Team work ‐ support ‐ collaboration 6 ‐ Flexibility ‐ work hours 2 ‐ Tahoma Matters 1 ‐ School safety ‐ access controls 1 ‐ Future Ready 1 ‐ Shared documents 0 ‐ CSC ‐ part of the whole

12 ‐ Unrealistic expectations for all departments ‐ September+ volume and work load 12 ‐ Understand each department/person goals and responsibilities 7 ‐ Community perception 2 ‐ CSC not recognized (dark side) 2 ‐ Remaining current on security 2 ‐ Feed back to help desk 1 ‐ Community support ‐ staff supported/district "pass" 1 ‐ Communication breakdown; clarification of expectations ‐ SPEED 0 ‐ Flowchart ‐ roles and responsibilities

22 ‐ District growth vs. CSC support growth 5 ‐ Consistent organization of district documents (i.e. SharePoint, GoogleDocs, public "D") 4 ‐ Community unrest 2 ‐ On‐line form automation 1 ‐ Parking 0 ‐ Communication ‐ Admn there when we need them there 0 ‐ HVAC 0 ‐ Student attendance awareness 0 ‐ Social media 0 ‐ Front door ‐ automation

24 11‐20‐18


Nutrition Services 37 Participants


19 ‐ Teamwork: School and district‐wide. Collaboration and communication. 11 ‐ Lots of choices ‐ kids like. 3 ‐ Substitutes feel valued. 3 ‐ Relationship with staff (office/teachers) 1 ‐ Organization 0 ‐ Consistent managers 0 ‐ Large groups ‐ efficient/on‐time

11 ‐ Staffing 6 ‐ Student education ‐ compost and recycling (Green Teams) 5 ‐ BBQ's ‐ better but still needs work; streamline; more input 4 ‐ Cross training (high school) 2 ‐ Mentoring ‐ younger students condiments, etc. 2 ‐ Keep meals hot and on time 2 ‐ Focus on popular items on a consistent basis 1 ‐ Allergies in Skyward 1 ‐ Negative perception ‐ better but still lingers 1 ‐ Organization of coolers/freezers 1 ‐ Communication with teachers 0 ‐ Wider window ‐ sneeze guard 0 ‐ Not being heard

17 ‐ Time crunch 5 ‐ BBQ's ‐ huge drain in department 4 ‐ Supervision of students 3 ‐ Good receipters when Skyward is down 3 ‐ Marketing to community 2 ‐ Prep time 1 ‐ Afternoon pick up logistics 1 ‐ Communication ‐ relationship with office staff 0 ‐ Wider window ‐ sneeze guard 0 ‐ Bandwidth ‐ stalling of computers (work order to Tech). Skyward down a lot. 0 ‐ Training/mentoring of students. 0 ‐ Field trips.

25 11‐20‐18


Custodial/Maintenance/Grounds 41 Participants


12 ‐ Pride in work and schools 11 ‐ Teamwork/Collaboration ‐ in and across departments 8 ‐ Meetings/Trainings ‐ all team together for open discussion 5 ‐ Training for Maintenance/Custodial (quality) 1 ‐ Grounds/Custodial equipment working great/fixed well

17 ‐ Facility Use: dedicated person at CSC, lateness and quantity 9 ‐ Communications with teachers/staff and supervisors ‐ more clarity, timeliness and coordination. 6 ‐ Seniority assigned positions ‐ not always the most qualified (skills testing) 3 ‐ Input on Changes ‐ garbage cans, tape on floors 3 ‐ Position Accountability 2 ‐ Documentation and cross training ‐ quick guide to help support stepping in and helping. 1 ‐ Personal items ‐ teachers/staff to take care of

12 ‐ Seniority vs. Skills 10 ‐ Over use of fields (grass recovery) and Student use of back parking lot (middle school) 6 ‐ Acceptance of vandalism and messiness (kids will be kids…) 5 ‐ Limit summer activities in buildings 3 ‐ Creating needed positions and filling with qualified applicants 2 ‐ Staff taking person items home (clutter, items on window sills) 2 ‐ 3rd party access ‐ nondistrict people 0 ‐ Painting gates for entrance ‐ way to do it

26 11‐20‐18


Safety and Security/School Resource Officers 5 Participants


3 ‐ Strong focus on safety 2 ‐ Relationships, resources and communication 0 ‐ Fixing issues

2 ‐ Consistency district‐wide with discipline and procedures/protocols 2 ‐ Training the safety staff and then all staff/students (safety, first aid, search and rescue, etc.) 1 ‐ Equipment for first responders in building. Middle/THS

3 ‐ Reunification procedures, drills and evacuation sites

2 ‐ Emergency and earthquake preparedness: training, supplies and tools awareness and consistency, identifiability (safety staff)

0 ‐ CSC, Transportation, Tech and Maintenance communication, preparedness and training

27 11‐20‐18


Educational Leadership Team 35 Participants

8‐1‐18 and 11‐6‐18 Working Well Needs Improvement Not Working

Elementary

8 ‐ CRES, RCES and TES PBIS year one working well ‐ climate and culture 3 ‐ Instructional coaches ‐ TPEP, professional development 2 ‐ Collaboration ‐ time and support 1 ‐ Data to support intervention program RAP successes growth data 0 ‐ Child centered, whole child 0 ‐ Families had a voice, ownership in boundary process 0 ‐ Reading Specialist role/model 0 ‐ Leadership models 0 ‐ Dean collaboration 0 ‐ Growth mindset 0 ‐ Learning progressions, GS, SA

Elementary

7 ‐ Master schedule impacts 3 ‐ Intervention scheduling for students with multiple needs 2 ‐ PBIS ‐ student interventions for behavior/social emotional challenges ‐ tier 2 1 ‐ PLC time‐structure with student work ‐ differentiated opportunities for PD 1 ‐ WIN time is still impacting students receiving core instruction. What do students miss? 0 ‐ Highly capable differentiation strategies to improve year of growth data L3 and L4 0 ‐ Coaching of the BIS staff 0 ‐ ILT ‐ building focus on goal setting and student self‐assessment and learning progressions 0 ‐ Lunch schedule 0 ‐ Consistent implementation of Future Ready skills by all 0 ‐ MAP challenging to see the impacts this is having 0 ‐ Classified collaboration 0 ‐ Community partnerships

Elementary

7 ‐ Mental health resources 3 ‐ Need time in day for Soc. Em. Learning/updated curriculum 2 ‐ Similar experience but own way ‐ equity of experience matter vs. not as important 1 ‐ T&L collaboration with Principals, Building Coaches and Deans 1 ‐ Supervisor's presence (SPED, classified) 0 ‐ Recess before lunch 0 ‐ Communication on student progress more frequently (CRES) parent survey 0 ‐ Parent/school partnerships 0 ‐ What is different in a child's experience now vs. 3 years ago? 0 ‐ Attendance ‐ effort vs. outcome ‐ Did the policy answer the problem?

28 11‐20‐18


Educational Leadership Team 8‐1‐18 and 11‐6‐18

Working Well Needs Improvement Not Working

Middle School 3 ‐ #1 ‐ STRETCH: Intervention, enrichment, WIN 0 ‐ #2 ‐ Expanded electives: STEM and multi‐age 0 ‐ #3 ‐ PBIS team ‐ tier 1, tier 2, tier 3 (PST/SOC) 0 ‐ Math collaboration ‐ know ALDs exist 0 ‐ SBIRT grant 0 ‐ 100 minute periods schedule (Blue/Gold) Math 0 ‐ Climate and culture ‐ staff 0 ‐ Growth in content areas (some) 0 ‐ New hires will strengthen a middle level environment 0 ‐ Risk indicator 0 ‐ PE ‐ Health/curriculum ‐ all gave input and made revisions to curriculum (6th and 7th grade)

Middle School

3 ‐ #1 ‐ ALDs are being used instruction (Math) 0 ‐ #2 ‐ Giving formative assessments but not using the skill set (pockets) collaboration 0 ‐ #3 ‐ Classroom observation with feedback to teachers (3 week cycles): Inst. Practice ‐ getting back to basics ‐ reinforcing student talk ‐ Math. 0 ‐ Growth measurements ‐ not represented courses/content ‐ Science, electives, SS 0 ‐ Differentiation 0 ‐ FRS! 0 ‐ Discipline model ‐ alt. to suspension 0 ‐ Leadership(s) 6‐12 ‐ forced into class (6th) 0 ‐ ELL intervention and support for growth and progress 0 ‐ 3 lunches on Friday 0 ‐ Clear communication with roles ‐ front office (systematic) 0 ‐ PLC ‐ time, consistency

Middle School

3 ‐ #1 ‐ How parents communicate to school ‐ needs a system 0 ‐ #2 ‐ Challenging our L3/L4 students 0 ‐ #3 ‐ SPED (Math) achievement 0 ‐ Math pacing is behind (last 2‐3 units) 0 ‐ Measurements (ELT/MS Admin) for middle school model 0 ‐ Transportation: long bus rides and waiting on bus to arrive (pm) 0 ‐ SPED problem solving team (behaviors, referrals…) 0 ‐ Tech levy 0 ‐ Tech ‐ school communication ‐ consistent ‐ one location

29 11‐20‐18


Educational Leadership Team 8‐1‐18 and 11‐6‐18

Working Well Needs Improvement Not Working

High School 5‐#1 ‐ Teaching staff (10th Science) 0‐#2 ‐ Block 8 ‐ STEM electives 0‐#3 ‐ Power Hour 0‐Facility 0‐SMT ‐ Collaborative 0‐LAUNCH 0‐Foundations of Fitness 0‐Merging of staff 0‐Safety Plan ‐ Evacuations 0‐ELA SBAC results 0‐AP scores 0‐Curriculum‐focused PD time

High School

5‐#1 ‐ Supports for failing students ‐ are they effective? 0‐#2 ‐ Staff turnover 0‐#3 ‐ 3‐C Follow‐up 0‐Testing location 0‐Attendance Disc. 0‐PBIS Implementation 0‐Failure rates/Block 8 management 0‐9th Grade management/mentoring 0‐Coach model 0‐Grading practices/consistency 0‐Admin coordination 0‐Parent communication for struggling students 0‐AP support to improve scores

High School

5‐#1 ‐ SPED Math alignment 0‐#2 ‐ Attendance workshop

30 11‐20‐18


Tahoma Education Association 41 Participants


16 ‐ Negotiation and the new contract 15 ‐ Working relationship is working well amongst TEA and Admn 5 ‐ Opportunity to collaborate with building principal is going well 1 ‐ Consistency at Executive Board has made it stable and positive 0 ‐ At Labor Management, worked well in discussing issues 0 ‐ High level of participation at some buildings 0 ‐ Superintendent engaging TEA at least once a year

16 ‐ Overload comp. and process for specialists: SPED, PE, music, etc. including gen ed and 504s 16 ‐ T&L needs to be mindful of contract when making decisions and/or implementing 2 ‐ Support for LGBTQ students, graduation robes 2 ‐ Low attendance at some building meetings 2 ‐ Professional development needs more differentiation for non‐classroom teachers 2 ‐ Vertical continuity of reading assessment across grade‐level

13 ‐ Pull‐out schedules are not working for student's learning 13 ‐ Top‐down (high school and T&L listening decision making and ability to voice disagreement safely) 8 ‐ Middle‐level master schedule Blue/Gold days, planning every other day 4 ‐ How do we prioritize meeting the needs of students with multiple issues (academic and social‐emotional) 2 ‐ Building manager stretched too thin 1 ‐ Need to educate all staff on new contract 0 ‐ Lack of knowledge of what TEA does

31 11‐20‐18


PTA 26 Participants


12 ‐ Communication and support of principal (building specific); responsive and personal investment in students 6 ‐ 5th Grade transition was much better ‐ WEB supported transition (more logistics) 5 ‐ Looking for ways to improve and open to new ideas (think outside the box) 1 ‐ Roundtable ‐ working better and allowing problem solving 0 ‐ All staff accessible ‐ culture

10 ‐ Music program not equitable ‐ not consistent across buildings (not as much of a priority) 6 ‐ Disparity between 2 middle schools (economic) ‐ joint PTA 5 ‐ Differentiation ‐ not enough for middle school students (not RAP/MAP 2 ‐ PBIS ‐ not clear communication, not enough information to allow parents and PTA to partner 1 ‐ Facility Use requests simplified; not all on‐line, inconsistencies with different events 1 ‐ Not enough reporting at elementary like Skyward does for secondary

12 ‐ Overcrowding, lack of storage, understaffed, capacity constraints 9 ‐ How do we keep transparency and communication flow going to next levy vote ‐ communicate with non‐parent community; image and healing wounds 2 ‐ Future Ready Day and Career Day ‐ not consistent quality with speakers; not sure careers are good fit for 6th grade ‐ possible other areas (cyber safety) 2 ‐ Part‐time Librarian and part‐time office ‐ only working with volunteers (not working well) 1 ‐ Communication inconsistent within admin team (mixed messages) ‐ building specific

32 11‐20‐18


Community ‐ Group 1 21 Participants


8 ‐ Lead learners (teachers and admn) 3 ‐ K‐5, 9‐12 Leadership and Highly capable opportunity 2 ‐ 9‐12 electives/Alt routes 2 ‐ Communication with district 2 ‐ Elk Run Farm ‐ partnership 1 ‐ Home school ‐ alternative learning 0 ‐ College ready ‐ needs of students 0 ‐ Elementary ‐ Secondary Step

5 ‐ 9‐12 schedule ‐ Gold/Blue days consistency (running start) 5 ‐ Better 6‐8 transition ‐ students and parents 4 ‐ Life skills ‐ 6‐8/9‐12 2 ‐ Standardization of school communication and parent involvement 1 ‐ Future Ready Day ‐ trades/options, open to resources 1 ‐ Expand sustainability 1 ‐ 6‐8 foreign language and Math improvement 0 ‐ Alternate path for students 9‐12 ‐ acceptance (running start) 0 ‐ Emergency updated ‐ not on new site 0 ‐ Future growth ‐ capacity of facilities

6 ‐ 6‐8 lack of culture/parent support and involvement lacking 6 ‐ Capacity ‐ CAPS/school/programs 4 ‐ Mental health training 2 ‐ Curriculum too rigid/teachers can't be creative or model Future Ready 2 ‐ 6‐8 Highly capable ‐ lacking 1 ‐ Friday early release ‐ late start 0 ‐ Start times ‐ flip 0 ‐ 9‐12 lack of support for "fringe" student 0 ‐ Students non‐waiver 0 ‐ Transportation ‐ more walking routes (safety) 0 ‐ Route times (long) 0 ‐ Combining age groups on bus routes

33 11‐20‐18


Community ‐ Group 2 15 Participants


6 ‐ High quality teachers (find/hire) 4 ‐ Communication ‐ email, text, etc. 2 ‐ Therapist ‐ Support 1 ‐ Prepared students (PATHS) 1 ‐ Grade level configuration; block schedules; Power Hour; structures 0 ‐ Communication on students (secondary)

8 ‐ Consistency between schools ‐ schedules, best practices, programs, policies 4 ‐ Growth (work with city and county) 2 ‐ Safety and supervision at THS (Power Hour) 1 ‐ Social vs. Academic skills 0 ‐ Future Ready plan ‐ integration with parents

4 ‐ Two way communication (i.e. conferences (1); school board meeting days and times; principals and admns) 3 ‐ Politics in the classrooms (personal) 3 ‐ Capacity growth plan ‐ class size (K‐3) 2 ‐ Learning levels ‐ interests 1 ‐ "Open" district waivers, out of district ‐ management 0 ‐ Social issues in the classroom

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