Supporting Decisions | Inspiring Ideas

Avondale Schools Engagement and Priority Assessment December 2015

MUNICIPAL EMPLOYEES’ RETIREMENT SYSTEM 2015155

© 2015 CobaltCommunityResearch

Background on Cobalt Community Research

 501c3 not for profit research coalition  Mission to provide research and education  Developed to meet the research needs of schools, local governments and nonprofit organizations

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Measuring Where You Are:

Why Research Matters

 Understanding community values and priorities helps you plan and communicate more effectively about District decisions  Perception impacts behaviors you care about  Understanding community perception helps you improve and promote your District  Community engagement improves support for difficult decisions

 Reliable data on community priorities aids in balancing demands of vocal minorities with the reality of limited resources  Bottom line outcome measurement of service and trust: Good administration requires quality measurement and reporting 3

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Study Goals    

Guide decisions on where to place limited resources Establish service delivery baselines Understand drivers of District satisfaction Compare broad, organizational measures with indices of school performance  Compare performance to 2012 parent survey  Better understand school choice  Strengthen outreach and communication

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Bottom Line  Scores improved from the 2012 survey in most areas  The District has solid performance when compared against the state benchmarks  There are several areas where outreach or performance enhancement can have significant impact on overall engagement:    

Curriculum Teachers Services Principals

 Detailed information by specific demographic groups is available to aid in policy review  Detail by: grade, building, years in District, number of children, age, education, marital status, gender and ethnicity 5

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Available Tools  Detailed questions and responses broken by demographic group and “thermal mapped” so lower scores are red and higher scores are blue  Comparison scores with broader Michigan benchmark  Online portal to allow side-by-side comparisons of groups and subgroups (for example, breaking down the core scores of individuals divided by age, gender, etc.)  Online portal allowing download of data into MS Excel

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Methodology  Data collected in October and November 2015  Conducted via email to 2,272 parents over 4 waves  Valid response from 750 people, producing a response rate of 33 percent (very strong)  ACSI margin of error of +/- 1.5 percent, conventional margin of error of +/- 2.9 percent (95% confidence)  2012 = 835 responses, 32 percent response rate, +/- 1.5 and 2.8 percent

 Note: National surveys with a margin of error of +/- 5% require a sample of 384 responses to reflect a population of 300,000,000

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0%

8 0%

CobaltCommunityResearch.org 2012

Page 8 2015

2%

None

20%

Avondale Academy

30%

Avondale High School

12%

Avondale Middle School

14%

Woodland Elementary

5%

R. Grant Graham Elementary

12% 11%

Deerfield Elementary

10%

Auburn Elementary School

Respondent Type by School Building 35%

32% 28%

25% 24%

21%

15%

13% 13%

9%

7% 0% 1%

School Satisfaction Model Family Experiences

Satisfaction=Value

Outcome Behaviors

Curriculum Remain Ancillary Services Speak Favorably

Teachers

CSI

Principals

Volunteer

Facilities

Participate in conferences

Safety and Security

Participate with Orgs

Communication Website

Overall Satisfaction Compared to expectations Compared to ideal

Participate in Planning District Brand Image

Recent Contact

“Parent involvement is a clear driver of a child’s success. Likewise, parent engagement with local schools is a clear driver of a district’s organizational success.” 9

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Where to improve Where to invest next Page 9

Results

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Word Cloud:

Consider all schools you’ve been in contact with, what practice or program should Avondale consider implementing?

Top Themes: 1.

2.

3.

11

Program (quality

programs, enrichment, after school, language, college prep, special needs) Students (strong support system, mentoring, engaged) Teachers (low student to teacher ratio, communicate with parents, integrating technology)

Note: See full list of comments for context CobaltCommunityResearch.org

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Word Cloud: In your opinion, what are Avondale Schools' two best attributes? Top Themes: 1.

Community (involvement, sense of community, smaller district creates family atmosphere)

2.

Teachers (quality of, dedicated,

devoted, friendly)

3.

12

Diversity

(of students, across the district, economic, racial)

Note: See full list of comments for context CobaltCommunityResearch.org

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Word Cloud: In your opinion, what are the two most important improvements needed in Avondale Schools? Top Themes: 1.

2.

3.

13

Students (challenge

students with curriculum, better support for students not reaching potential, improve performance) Teachers (more teachers, improve class sizes, more contact with parents, better accountability for poor performing teachers) Programs (better science and technology, after school, tutoring, more for average students)

Note: See full list of comments for context CobaltCommunityResearch.org

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District ACSI Results In Context 2015 Avondale - Overall

75

2012 Avondale - Overall

71

2015 - Michigan Schools Overall

14

67

2012 - Michigan Schools Overall

65

2015 - Michigan Medium Districts Overall

65

2012 - Michigan Medium Districts Overall

65

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Page 14

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65

75

40

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Keep children in next year

MI Overall

Participate in school planning

2015 Avondale

Participate in parent organizations

Volunteer time for school needs

2012 Avondale

Speak favorably about schools

Participate in conferences

Avondale ACSI Score

Outcome Measurements

High score = 100 MI Medium Districts

100

90

80

70

60

50

Word Cloud:

If you answered below 8 on any of the actions above (speak favorably, volunteer, etc.), please help us understand your reasons for doing so:

Top Themes: 1. 2.

Time constraints Work

3.

PTO

(obligations, no free time) (unable to participate, not interested)

16

Note: See full list of comments for context CobaltCommunityResearch.org

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Integrates economic and ethnic diversity to support harmony in the district

Provides life skills

MI Overall

Prepares students

2015 Avondale

Communicates effectively

Well trained employees

2012 Avondale

Trustworthy administrators

Well managed

Partner in childs education

School System Image

Image Components

High score = 100 MI Medium Districts

85

75

65

55

Performance Categories to Benchmarks 2012 Avondale

2015 Avondale

MI Overall

MI Medium Districts

85

75

65

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Communications

Recent Contact

Website

Safety and Security

Facilities

Principals

Teachers

Services

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Curriculum

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Understanding the Charts:

Perceived Performance

Long-term Drivers High scoring areas that do not High impact areas where the currently have a large impact on organization received high engagement relative to the other scores from parents. They have areas. Action: May show over a high impact on engagement if investment or under improved. Action: Continue communication. investment

Low scoring areas relative to the High impact on engagement other areas with low impact on and a relatively low score. engagement. Action: Limit Action: Prioritize investment to investment unless pressing drive positive changes in safety or regulatory outcomes. consideration.

Impact 19

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Drivers of Satisfaction and Behavior:

Strategic Priorities 85

How are schools performing? (100= Most Positive)

Recent Contact Facilities

Teachers

Safety/Security Principals Website

78

Curriculum

Services Lower Impact, Lower Satisfaction

70

20

Higher Impact, Higher Satisfaction

Communications

0

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0.7 What drives parent engagement if improved? Page 20

1.4

Drivers of Satisfaction and Behavior:

Strategic Priorities Compared to 2012 85

How are schools performing? (100= Most Positive)

Recent Contact Facilities

Teachers

Safety/Security Principals Website

78

Curriculum

Services

Lower Impact, Lower Satisfaction

70

21

Higher Impact, Higher Satisfaction

Communications

0.0

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0.7 What drives parent engagement if improved? Page 21

1.4

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Presented in the way my child learns best

Integration of technology

Critical thinking skill

Foreign language/Intl skill

MI Overall

Social Studies skill

Writing skill development

2015 Avondale

Science skill development

Reading skill development

Problem solving development

2012 Avondale

Music/art skill development

Math skill development

Health/physical education

Computer skill development

Level of challenge

Curriculum

Drivers of Satisfaction and Behavior:

Curriculum MI Medium Districts

80

70

60

50

50

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Responsiveness to diversity

Ease of contacting teachers

MI Overall

Demonstrate care for students

2015 Avondale

Organization and preparation

Responsive to parent concerns

2012 Avondale

Responsive to student needs

Ability to motivate students

Qualification in their subject

Teachers

Drivers of Satisfaction and Behavior:

Teachers MI Medium Districts

90

80

70

60

40

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English language learner support

Athletic programs

MI Overall

Tuition-based pre-school

2015 Avondale

Tutoring/academic support

Support for students with unique needs

2012 Avondale

Before/after school programs

Transportation

Food service

Services

Drivers of Satisfaction and Behavior:

Services MI Medium Districts

80

70

60

50

50

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Responsiveness to diversity

MI Overall

Educational leadership knowledge

2015 Avondale

Availability to parents

Innovation in solving problems

2012 Avondale

Openness to improvement ideas

Responsiveness to concerns

Principals

Drivers of Satisfaction and Behavior:

Principals MI Medium Districts

90

80

70

60

Communications

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How do you prefer to receive information from Avondale Schools? 2012

100% 90%

2015

93% 91%

80% 70% 60% 50% 40%

42%43% 35% 33%

30%

31%

30% 28%

20%

29% 22%

25% 22%

22%23%

10%

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0%

Other

Facebook/social media

Mail

Conversation with staff

Note home

4% 6%

Newsletter

Text message

School website

Phone

Email

9%

0%

Who was this recent contact with? 2012

60%

2015

56%

50% 48%

40%

30% 27%

24%

20%

14%

10%

10%

11%

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1% 1%

2% 1%

Other

Bus driver/garage

Teacher's aide/parapro

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0% 0%

3% 2%

None

3% 2%

Board member

2% 2%

District administrator

Guidance counselor

Principal

Office staff

0%

Teacher

8%

Contact ratings by type of contact 10.0 9.0 8.0

9.0 8.8

8.6 8.4 8.2 8.0 7.9

8.78.8

8.8

8.7

8.78.8

8.7

9.0

8.8

8.7

8.2 7.9

7.7

7.6

7.0

7.9 7.7

7.87.8

7.1

7.5 7.3

Completeness of response to your question

Speed with which your question was handled

7.1

7.5

8.9

8.7

7.8

8.28.2 7.9

8.3

7.5

7.4 7.0

6.8 6.5

6.0 5.0 4.0

3.0 2.0 1.0

Ability to reach the appropriate person

Teacher

29

Accuracy of response to your question

Teacher's aide/parapro

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Principal

District adminstrator

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Office staff

Overall ease of working with the school system

Guidance counselor

Pleasantness of the person you spoke with Bus driver/garage

Planning and Budget

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0%

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6% 6% 6% 6% 5% 8% 5%

Buildings/facilities

9%

Athletics programs

4%

Financial stability

7%

Recommendation from friends/family

2015

Before/after school programs

10%

Special education

9%

Variety of coursework

10%

Arts/music/performing arts

22%

Student diversity

20%

Class size

31%

School reputation

30%

Location

66%

Safety & security

60%

Quality of staff

Academic performance

School Selection Criteria 80%

70% 76%

64%65%

50%

40% 36%

31% 29% 25%

21% 19% 15%

7% 4%

Support for Budget Closing Approaches Disagree = 1, Agree = 10 10.0 9.0 8.0 7.0 6.0

6.8 6.3

5.0 4.6

4.0

4.9 4.5 3.8

3.0

3.7

3.7 3.2

3.1

2.7

2.0

1.0

2.9 2.6 2.2

Expand the number of services with area districts

Expand Reduce Reduce athletic Reduce extra Reduce Increase class Reduce outreach vocational programs curricular services at the size elementary around school education (auto programs high school specials (art, of choice to mechanics, (clubs, theater, academic music, physical draw more drafting, etc.) choir, band, center ed, foreign students to the etc.) (mentoring, language) District tutoring)

2012

32

3.3

3.2

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2015

Word Cloud: Other ideas for consideration regarding budget closing approaches: Top Themes:

33

1.

Increase

2.

Pay to play

3.

Reduce costs

(district marketing efforts, fundraising, taxes/millage) (increase fees) (administrative, ancillary, transportation)

Note: See full list of comments for context CobaltCommunityResearch.org

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0%

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Other

10%

Develop biomedical programming

11%

Strengthen students’ international experience with foreign partner schools

Implement International Baccalaureate programming

10%

Develop a media arts academy

Expand on virtual/online course opportunities

20%

Develop an engineering academy

25%

Develop an entrepreneurship/busines s academy

30%

Develop/expand a foreign language and culture program

Expand on advanced course work and dual enrollment offerings

50%

Expand partnership opportunities with Oakland University

Partner with area colleges to offer an Early College program

Priorities for future educational services and programs 60% 56% 52%

40%

32%

24% 23% 20%

14% 10%

3%

0%

35 CobaltCommunityResearch.org Elementary

24%

15% 17% 19%

11% 14%

Junior high

Page 35 Senior high

11% 15% 11% 12%

All levels

12% 13% 11%

9% 7% 11%

9% 8%

Other

17% 24%

Develop biomedical programming

26%

Strengthen students’ international experience with foreign partner schools

20% 23%

Implement International Baccalaureate programming

10% 28%

Develop a media arts academy

33%

Expand on virtual/online course opportunities

29%

Develop an engineering academy

30%

Develop an entrepreneurship/business academy

41%

Develop/expand a foreign language and culture program

Expand on advanced course work and dual enrollment offerings

50%

Expand partnership opportunities with Oakland University

40%

Partner with area colleges to offer an Early College program

Priorities for future educational services and programs by grade level emphasis 70%

60% 66%

56% 58%

53%

47% 51%

44%

37% 41%

32% 29% 27%

21% 21% 24%

18% 14% 12% 7% 2% 1% 4%

Word Cloud: Other ideas for consideration regarding future development priorities: Top Themes: 1.

Programs

2.

College prep courses Start programs early

3.

(trades, vocational, technology)

(elementary to get kids to enjoy learning)

36

Note: See full list of comments for context CobaltCommunityResearch.org

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Which grade level should have the greatest emphasis? 2012

60%

2015

50% 50% 46% 40%

30%

32%

33%

20%

10%

12%

13%

8% 6% 0%

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Elementary level

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Junior high level

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Senior high level

All levels

0%

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40%

30%

20%

10%

Page 38

69% 69%

Expand on virtual/online course opportunities

50% 70%

Strengthen students’ international experience with foreign partner schools

60% 70%

Develop a media arts academy

71%

Develop an entrepreneurship/busines s academy

74%

Expand partnership opportunities with Oakland University

76%

Develop biomedical programming

70%

Partner with area colleges to offer an Early College program

78%

Develop an engineering academy

Develop/expand a foreign language and culture program

80%

Expand on advanced course work and dual enrollment offerings

Implement International Baccalaureate programming

Willing to pay to develop services and programs selected 80% 78% 74%

Support for recreational millage to help fund after-school programs 2012

70%

60%

2015

64% 60%

50%

40%

30%

30% 28%

20%

10%

10% 8%

0%

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Yes

CobaltCommunityResearch.org

No

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Not sure

Title I Services

40

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Is your child enrolled in Title I? 90%

80%

80% 76%

70% 60% 50% 40% 30% 20%

19% 10% 0%

41

12% 8%

5% Yes

CobaltCommunityResearch.org

2012

No

Page 41

2015

Not sure

The Title I supplementary educational service provided to my child has helped him/her… 50%

43%

40%

35% 30%

31% 25%

24%

20%

19% 13%

10%

0%

4% Reach State and District grade Make significant progress level academic performance toward meeting State and expectations District grade level academic performance expectations 2012

42

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Make some progress toward meeting State and District grade level academic performance expectations 2015

Make minimal or no progress toward meeting State and District grade level academic performance expectations

How often did the Title I supplementary educational program provide… 60% 60%

59%

50% 40%

41% 39% 36%

35%

30%

31% 29%

28%

27%

20%

21%

20% 17%

10% 0%

17%

14% 12% 10%

10%

Consistently

Gener- Occasionally ally

Never

Regular, two-way and meaningful communication that supported your parental involvement in the academic learning of your child?

Regularly

Occasion- Rarely ally

CobaltCommunityResearch.org

9%

Never

Regularly

10%10%

10%10%

Occasion- Rarely ally

Never

Opportunities to be a full partner in your Opportunities to learn about the child’s education through parent instructional content and methods used, conferences, parent information your child’s performance evaluations, meetings, surveys, program evaluation, and home-school connections to support and asking for your recommendations? student learning? 2012

43

11%

Page 43

2015

The Title I supplementary educational program documents Parent Involvement Policy and ParentSchool-Student Compact were… 50%

40%

30%

43%

31%

31% 24%

20%

17%

17%

15% 10% 9% 0%

Provided this school year and promoted both your participation in a variety of parental involvement activities at school as well as the use of activities in your home to support your child’s school success

Provided this school year and Provided this school year and Not provided this school year made you aware of some made you aware of some parental involvement activities. parental involvement activities, You participated in one or two but they were not what you of these activities at the school needed to support your child’s or used them at your home to academic work support your child’s school success 2012

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2015

Implementing Results

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Perception v Reality: Minimize Distortion or Fix Real Performance Issues Perception gap: Respondents rated based on an inaccurate idea or understanding. Address with communication strategy to change that perception. Real performance issue: Address with an improvement plan. When performance improves, it becomes a perception gap to address with a communication strategy.

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Strategy is About Action:

Improve Performance to Improve Outcomes The diagram at the right provides a framework for following up on this survey.  The first step (measurement) is complete. This measurement helps prioritize resources and create a baseline against which progress can be measured.  The second step is to use internal teams to further analyze the results and form ideas about why respondents answered as they did and potential actions in response.  The third step is to validate ideas and potential actions through conversations with parents, residents and staff – do the ideas and actions make sense. Focus groups, short special-topic surveys and benchmarking are helpful.  The fourth step is to provide staff with the skills and tools to effectively implement the actions.  The fifth step is to execute the actions.  The final step is to re-measure to ensure progress was made and track changes in resident needs. 47

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1 Measure

2 Ideas/ Brainstorm

5 Implement

Outcomes

4 Train

3 Validate/ Confirm

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