Workforce Satisfaction/Engagement
Survey
Launched Date:
03/22/2010
Closed Date:
04/13/2010
1.
Position
Response
Total
Response
Percent
Classified
–
Instructional
117
22%
Classified
–
Non-instructional
124
23%
Teacher/Certified Support
266
49%
Administrator/Supervisor
33
6%
Volunteer
0
0%
Total Respondents
540
2.
Job area
Response
Total
Response
Percent
Elementary School
271
50%
Middle School
110
20%
High School
111
21%
Central Office
28
5%
Service Center
19
4%
Total Respondents
539
(skipped this question)
1
3.
Bldg Assignment
Response
Total
Response
Percent
Administration Building
24
5%
Alternative HS
12
2%
Campus HS
91
18%
Freeman Elem
27
5%
Haysville Middle School
61
12%
Haysville West Middle School
47
9%
Nelson Elem
52
10%
Oatville Elem
50
10%
Prairie Elem
39
8%
Rex Elem
32
6%
Ruth Clark Elem
40
8%
Service Center
17
3%
Tri-City
15
3%
TLC-PAT-LBD-Food Service
12
2%
Total Respondents
519
(skipped this question)
21
4.
Years in District
Response
Total
Response
Percent
1-5
220
41%
6-10
101
19%
11-20
150
28%
21-30
51
10%
30+
14
3%
Total Respondents
536
(skipped this question)
4
Baldrige Seven Performance Excellence Categories: RED
Haysville Workforce Expectations and Requirements: BLUE
5.
I ’
ission (what it is trying to accomplish).
Leadership
Constancy of purpose; consistent direction
Response
Total
Response
Percent
Strongly Agree
217
41%
Agree
288
54%
Undecided
24
5%
Disagree
4
1%
Strongly Disagree
0
0%
Total Respondents
533
(skipped this question)
7
6.
The district leaders share information about the district.
Leadership
Constancy of purpose; consistent direction
Response
Total
Response
Percent
Strongly Agree
136
26%
Agree
309
58%
Undecided
54
10%
Disagree
32
6%
Strongly Disagree
1
0%
Total Respondents
532
(skipped this question)
8
7.
I
’
y .
Strategic Planning
Constancy of purpose; consistent direction
Response
Total
Response
Percent
Strongly Agree
114
21%
Agree
287
54%
Undecided
85
16%
Disagree
42
8%
Strongly Disagree
3
1%
Total Respondents
531
(skipped this question)
9
8.
The people I work with cooperate and work as a team.
Workforce Focus
Being part of a team
Response
Total
Response
Percent
Strongly Agree
249
47%
Agree
218
41%
Undecided
32
6%
Disagree
28
5%
Strongly Disagree
4
1%
Total Respondents
531
(skipped this question)
9
9.
I am provided with resources to do my job well.
Process Management
Support from building administrator; Professional development
Response
Total
Response
Percent
Strongly Agree
166
31%
Agree
272
51%
Undecided
49
9%
Disagree
41
8%
Strongly Disagree
2
0%
Total Respondents
530
(skipped this question)
10
10.
I’ y .
Leadership
Constancy of purpose; consistent direction
Response
Total
Response
Percent
Strongly Agree
142
27%
Agree
305
58%
Undecided
64
12%
Disagree
18
3%
Strongly Disagree
0
0%
Total Respondents
529
(skipped this question)
11
11.
I know who my most important customers are.
Customer Focus
Constancy of purpose; consistent direction
Response
Total
Response
Percent
Strongly Agree
365
69%
Agree
159
30%
Undecided
1
0%
Disagree
1
0%
Strongly Disagree
1
0%
Total Respondents
527
(skipped this question)
13
12.
I get all the important information I need to do my work.
Measurement, Analysis & Knowledge Management
Performing meaningful work
Response
Total
Response
Percent
Strongly Agree
122
23%
Agree
315
60%
Undecided
53
10%
Disagree
35
7%
Strongly Disagree
1
0%
Total Respondents
526
(skipped this question)
14
13.
My fellow employees are committed to producing quality results.
Results
Collaboration around student engagement; Being part of a team
Response
Total
Response
Percent
Strongly Agree
220
42%
Agree
242
46%
Undecided
44
8%
Disagree
16
3%
Strongly Disagree
4
1%
Total Respondents
526
(skipped this question)
14
14.
The district practices high standards and ethics.
Results
Performing meaningful work
Response
Total
Response
Percent
Strongly Agree
154
29%
Agree
264
50%
Undecided
68
13%
Disagree
36
7%
Strongly Disagree
4
1%
Total Respondents
526
(skipped this question)
14
15.
I know how the district is doing financially.
Results
Constancy of purpose; consistent direction
Response
Total
Response
Percent
Strongly Agree
105
20%
Agree
287
55%
Undecided
92
18%
Disagree
34
6%
Strongly Disagree
7
1%
Total Respondents
525
(skipped this question)
15
16.
As it plans for the future, the district asks for my ideas.
Strategic Planning
Recognition of worth/input
Response
Total
Response
Percent
Strongly Agree
44
8%
Agree
197
38%
Undecided
142
27%
Disagree
119
23%
Strongly Disagree
23
4%
Total Respondents
525
(skipped this question)
15
17.
I
y’ .
Strategic Plan
Being part of a team
Response
Total
Response
Percent
Strongly Agree
62
12%
Agree
246
47%
Undecided
144
27%
Disagree
69
13%
Strongly Disagree
4
1%
Total Respondents
525
(skipped this question)
15
18.
I partner with parents/guardians to help students.
Customer Focus
Performing meaningful work
Response
Total
Response
Percent
Strongly Agree
192
37%
Agree
233
44%
Undecided
59
11%
Disagree
36
7%
Strongly Disagree
5
1%
Total Respondents
525
(skipped this question)
15
19.
My
’ .
Strategic Planning
Performing meaningful work
Response
Total
Response
Percent
Strongly Agree
317
60%
Agree
180
34%
Undecided
27
5%
Disagree
0
0%
Strongly Disagree
0
0%
Total Respondents
524
(skipped this question)
16
20.
I regularly ask students what they need and want.
Customer Focus
Meaningful relationships
Response
Total
Response
Percent
Strongly Agree
195
37%
Agree
243
46%
Undecided
56
11%
Disagree
29
6%
Strongly Disagree
1
0%
Total Respondents
524
(skipped this question)
16
21.
I Iy
’ .
Measurement, Analysis & Knowledge Management
Performing meaningful work
Response
Total
Response
Percent
Strongly Agree
139
27%
Agree
291
56%
Undecided
79
15%
Disagree
15
3%
Strongly Disagree
0
0%
Total Respondents
524
(skipped this question)
16
22.
I
’ .
Results
Constancy of purpose; consistent direction
Response
Total
Response
Percent
Strongly Agree
378
72%
Agree
142
27%
Undecided
2
0%
Disagree
2
0%
Strongly Disagree
0
0%
Total Respondents
524
(skipped this question)
16
23.
The district removes things that get in the way of progress.
Results
Support from building administrator
Response
Total
Response
Percent
Strongly Agree
45
9%
Agree
171
33%
Undecided
208
40%
Disagree
90
17%
Strongly Disagree
10
2%
Total Respondents
524
(skipped this question)
16
24.
My central office leaders use our district values to guide us.
Leadership
Constancy of purpose; consistent direction
Response
Total
Response
Percent
Strongly Agree
101
19%
Agree
274
52%
Undecided
122
23%
Disagree
24
5%
Strongly Disagree
3
1%
Total Respondents
524
(skipped this question)
16
25.
The district encourages totally new ideas (innovation).
Strategic Planning
Autonomy/Creativity
Response
Total
Response
Percent
Strongly Agree
103
20%
Agree
264
50%
Undecided
121
23%
Disagree
34
6%
Strongly Disagree
2
0%
Total Respondents
524
(skipped this question)
16
26.
I ask students if they are satisfied or dissatisfied with my work.
Customer Focus
Collaboration around student engagement
Response
Total
Response
Percent
Strongly Agree
49
9%
Agree
218
42%
Undecided
158
30%
Disagree
93
18%
Strongly Disagree
6
1%
Total Respondents
524
(skipped this question)
16
27.
I know how the district as a whole is doing.
Measurement, Analysis & Knowledge Management
Being Part of a Team
Response
Total
Response
Percent
Strongly Agree
58
11%
Agree
269
51%
Undecided
131
25%
Disagree
59
11%
Strongly Disagree
6
1%
Total Respondents
523
(skipped this question)
17
28.
My supervisor communicates with me frequently about my job performance.
Measurement, Analysis & Knowledge Management
Support from building administrator; Constancy of purpose; consistent direction
Response
Total
Response
Percent
Strongly Agree
179
34%
Agree
234
45%
Undecided
44
8%
Disagree
49
9%
Strongly Disagree
15
3%
Total Respondents
521
(skipped this question)
19
29.
My bosses and the district care about me.
Workforce Focus
Support from building administrator; Meaningful relationships
Response
Total
Response
Percent
Strongly Agree
142
27%
Agree
268
52%
Undecided
70
13%
Disagree
29
6%
Strongly Disagree
10
2%
Total Respondents
519
(skipped this question)
21
30.
Each day, I have the opportunity to do my best job.
Workforce Focus
Autonomy/Creativity; Performing meaningful work
Response
Total
Response
Percent
Strongly Agree
295
57%
Agree
203
39%
Undecided
13
3%
Disagree
6
1%
Strongly Disagree
0
0%
Total Respondents
517
(skipped this question)
23
31.
We have good processes for doing our work.
Process Management
Performing meaningful work
Response
Total
Response
Percent
Strongly Agree
147
28%
Agree
297
58%
Undecided
52
10%
Disagree
19
4%
Strongly Disagree
1
0%
Total Respondents
516
(skipped this question)
24
32.
We are prepared to handle an emergency.
Process Management
Safe and orderly school climate
Response
Total
Response
Percent
Strongly Agree
166
32%
Agree
277
54%
Undecided
41
8%
Disagree
23
4%
Strongly Disagree
6
1%
Total Respondents
513
(skipped this question)
27
33.
I have meaningful relationships at work.
Workforce Focus
Meaningful relationships
Response
Total
Response
Percent
Strongly Agree
232
45%
Agree
230
45%
Undecided
31
6%
Disagree
15
3%
Strongly Disagree
4
1%
Total Respondents
512
(skipped this question)
28
34.
I have control over the duties I perform.
Process Management
Autonomy/Creativity
Response
Total
Response
Percent
Strongly Agree
180
35%
Agree
282
55%
Undecided
30
6%
Disagree
18
4%
Strongly Disagree
2
0%
Total Respondents
512
(skipped this question)
28
35.
The district helps me help my community.
Results
Performing meaningful work
Response
Total
Response
Percent
Strongly Agree
94
18%
Agree
245
48%
Undecided
141
28%
Disagree
31
6%
Strongly Disagree
1
0%
Total Respondents
512
(skipped this question)
28
36.
The district has the right people and skills to do its work.
Results
Professional development
Response
Total
Response
Percent
Strongly Agree
95
19%
Agree
286
56%
Undecided
93
18%
Disagree
34
7%
Strongly Disagree
2
0%
Total Respondents
510
(skipped this question)
30
37.
My central office leaders create a work environment that helps me do my job.
Leadership
Safe and Orderly School Climate; Support from building administrator
Response
Total
Response
Percent
Strongly Agree
94
18%
Agree
273
54%
Undecided
105
21%
Disagree
32
6%
Strongly Disagree
6
1%
Total Respondents
510
(skipped this question)
30
38.
The district is flexible and can make changes quickly when needed.
Strategic Planning
Autonomy/Creativity
Response
Total
Response
Percent
Strongly Agree
54
11%
Agree
249
49%
Undecided
153
30%
Disagree
47
9%
Strongly Disagree
4
1%
Total Respondents
507
(skipped this question)
33
39.
My bosses encourage me to develop my job skills so I can advance in my career.
Workforce Focus
Support from building administrator; Professional development
Response
Total
Response
Percent
Strongly Agree
157
31%
Agree
231
46%
Undecided
69
14%
Disagree
41
8%
Strongly Disagree
7
1%
Total Respondents
505
(skipped this question)
35
40.
I am recognized for my work.
Workforce Focus
Recognition of worth/input
Response
Total
Response
Percent
Strongly Agree
105
21%
Agree
255
51%
Undecided
78
16%
Disagree
54
11%
Strongly Disagree
11
2%
Total Respondents
503
(skipped this question)
37
41.
I have a safe workplace.
Workforce Focus
Safe and orderly school climate
Response
Total
Response
Percent
Strongly Agree
236
47%
Agree
231
46%
Undecided
21
4%
Disagree
10
2%
Strongly Disagree
5
1%
Total Respondents
503
(skipped this question)
37
42.
The district obeys laws and regulations.
Results
Constancy of purpose; consistent direction
Response
Total
Response
Percent
Strongly Agree
206
41%
Agree
240
48%
Undecided
46
9%
Disagree
11
2%
Strongly Disagree
0
0%
Total Respondents
503
(skipped this question)
37
43.
I am allowed to make decisions and solve problems.
Customer Focus
Autonomy/Creativity
Response
Total
Response
Percent
Strongly Agree
170
34%
Agree
271
54%
Undecided
37
7%
Disagree
19
4%
Strongly Disagree
6
1%
Total Respondents
503
(skipped this question)
37
44.
I know how to measure the quality of my work.
Measurement, Analysis & Knowledge Management
Professional development
Response
Total
Response
Percent
Strongly Agree
185
37%
Agree
283
56%
Undecided
30
6%
Disagree
4
1%
Strongly Disagree
0
0%
Total Respondents
502
(skipped this question)
38
45.
I use data to make changes that will improve my work.
Measurement, Analysis & Knowledge Management
Autonomy/Creativity; Professional development
Response
Total
Response
Percent
Strongly Agree
162
32%
Agree
263
52%
Undecided
61
12%
Disagree
14
3%
Strongly Disagree
1
0%
Total Respondents
501
(skipped this question)
39
46.
The district asks what I think.
Leadership
Recognition of worth/input; Being part of a team
Response
Total
Response
Percent
Strongly Agree
59
12%
Agree
213
43%
Undecided
120
24%
Disagree
85
17%
Strongly Disagree
23
5%
Total Respondents
500
(skipped this question)
40
47.
The district is a good place to work.
Results
Safe and orderly school climate; Meaningful relationships
Response
Total
Response
Percent
Strongly Agree
241
48%
Agree
231
46%
Undecided
21
4%
Disagree
5
1%
Strongly Disagree
1
0%
Total Respondents
499
(skipped this question)
41
48.
Please use the space below to provide us with additional information/clarification regarding any of the statements
above.
Total Respondents
112
(skipped this question)
428
49.
Continuous improvement is an ongoing journey. What will help USD 261 be successful in this journey?
Total Respondents
123
(skipped this question)
417
Please use the space below to provide us with additional information/clarification regarding any of the
statements above.
1.
On question 41 and question 32 here at campus. we have not done all we can do to create a safe environment and
I do not believe if a catastrophic accident would happen I doubt that campus would be ready.
2.
none
3.
I think we have an excellent leadership team in Haysville right now and I feel that, in spite of the current budget
dilemma, the vast majority of staff have a very positive attitude.
4.
There seems to be some ambivalence from certain central-office adminsitrators toward the folks in building-level
positions. This attitude is evidenced by a lack of dialogue and a wealth of accusatory questions and unadvised
directives. Further, the spectrum of our initiatives diverts us from our mission that contains the phrase "relentless
pursuit of excellence." You can't ever get excellent at anything without consistent focus, purposeful reflection, and
open dialogue about antecedents and measures of success.
5.
I sometimes feel that the behavior of some of our students can lead to an unsafe environment at times. There
have been a lot of fights in our building and as they are being appropriately dealt with, I do not feel there are
enough preventative measures being taken.
6.
Our building has challenges with basic supplies such as construction paper, staples, markers, paper clips. This
would be my only concern and would love for that to be addressed as it often hurts teacher moral (not having
adequate supplies to do their job). Thank you!
7.
The district does ask what I think, however, I do not always feel that my opinion is regarded when making an
important decision for the district.
8.
I believe USD 261 is a great place to work. Are there areas where we could improve? Sure. However, compared to
other districts in the area, this is a pretty damn good spot to be.
9.
As with any school district, I feel there are some teachers that should be held accountable for their actions.
Although I feel they do most of the job to high standards, there are certain requirements of their position that are
not being completed and they should have consequences for their decision to not complete that part of their
responsibility. However, overall, Haysville has committed and knowledgeable teachers that are willing to go above
and beyond to help all students succeed.
10.
I don't feel my administration communicates effectively with me as a staff member or to us as a staff. We are
often given little or no notice of activities taking place during our classes, which impacts our teaching. We also
spend teaching time to have assemblies for fundraisers, etc. instead of working with our students. We have no
school-wide encouragement for state assessments.
11.
I feel that we hang on to some things due to the cost incurred even when they are not effective.
12.
I work for the greatest district. I am very satisfied where I am at, and I believe our building focuses on what is
best for students. We are data driven and strive to continually improve. I don't always know where we are as a
district, I know we are trying to unify instructional practices, but I don't know that this is actually occurring (based
on talking to others in different buildings)I do know it takes time and there are no simple solutions or "quick fixes"
but leadership is definitely the key and I am thankful for Dr. Hollenbeck's leadership.
13.
The board of education needs to be more helpful. Many times it seems the BOE is holding us back.
Why do we have a homeschool parent on our school board?
A really good school board would act like it appreciated the many accomplishments of staff members.
14.
#37 - Our district needs stronger criteria for letting in out-of-district students. The problems created by some of
these kids far out weigh the benefits. It seems to me the district's top priority is MONEY! How are we supposed to
raise scores with more students and problems that go with them? Make up your mind. What do you want to raise
test scores or raise money?
15.
I really love my job, and it's because of the the department that I am in, and because of the students I work with.
I don't think the administrators have any idea what exactly I do in the classroom. They don't ask. They seem to
distracted focusing on other issues, but when you ask a teacher, what do I do in the classroom, how do I fit in?
They would realize that I know more about the students and their abilities/disabilities than the the teacher
sometimes. I break down the barrier between student/teacher.
16.
I feel I have all resources needed to do my job well.
17.
I work part time at both HWMS and HMS so I tried to answer the questions as a composite of both schools. I enjoy
my job very much but as a whole I do not feel that the Health Rooms are valued enough for the important
contributions they make in the lives of the students. Most people are shocked when they discover that the Health
Rooms average approx. 70 student visits a day and deal with the parents, staff and large amounts of required
paperwork. I feel that the nurses should be included more as an important part of the team approach to meeting
the student's needs.
18.
We have too many things to focus on when creating a lesson, and no time to actually work on them. Why is it I am
expected to do all of these things on my own time?
19.
I'm not sure the district really wanted to hear from the staff since it decided to not include many of the questions
that were sent in. I believe they told us what they believed we wanted to hear or what they wanted to share.
20.
With the budget cuts upcoming I suppose I will be answering many of these questions quite different next year.
21.
This district has issues when it comes to problems within the workplace. Chain of command is something that is
ignored. People are not approached about a problems pertaining to them until it is brought to admin. If chain of
command was followed issues would not have to go to admin as much as they do.
22.
This is a really good district. I just think some people who work hard and work well tend to get lost in the crowd. I
don't think my opinion is considered or even asked for most of the time. These aren't huge problems, but a
perception.
23.
As an umbrella school we get little respect from the high school even though in many cases we are doing more
and better work with pupils they have cast out. We seem to get all of the bad news right away but seldom any
good news in a timely fashion. It is like we are children of the dust, there but not in any meaningful way
24.
I feel that the district does not always take the opinions given to them.
25.
I have worked in other schools and districts. I have never worked with a staff that is as dedicated to students and
their families as I have experienced at Prairie. I believe everyone is working toward a common goal and willing to
go above and beyond.
26.
Question 8 - I have 3 groups of people I work with. Some groups work better than other groups. We have one
newer teacher in one district group that has created a real division.
27.
As far as the district is concerned, I know that they cant divulge all information to us. However, I feel like where
they can, they do.
28.
As a service center employee I do not work directly with any parents or students.
29.
With the installation of Tier II classes and all that comes along with it, I do not feel that the district or the school
was up front with the faculty here from the beginning. It seems that we are finding out about them on a "need to
know" basis and that is causing a great deal of frustration and angst.
30.
Our building could improve in the area of staff trust and cohesion.
31.
As far as work place, I do believe that the central office of CHS does all that they can for the improvement of the
work tasks and work force, for the benifit of our students, the the working staff. The biggest problem in this
district - in my opinion - is:
#1: Too many inservices - this borders on being ridiculous because:
#2: During many in-services way too much material is presented without benefit
of absorbing that which has been presented before we are thrown into another
classroom. By the end of the day very few of us have actually absorbed what
was presented and are, therefore, unable to take that information back to
the classroom. In the meantime we (a great many of us) feel that our
day has been wasted and that we simply survived another unnecessary
inservice. Many things / topics presented are essential and/or interesting,
and probably useful - but these items are pushed out of short term memory
before we can take this information and incorporate it into our classrooms.
Thus we feel that the time use was frequently squandered. Which brings us
to my third point.
#3) Why are we just beginning to get time to work in our classroom and / or
departments? For the time allotted to us recently I thank you, as I am sure
a great many other teachers do! Department work-time is essential though,
if we are to truly raise our standards and keep abreast of what the other
teachers in the department are doing in their classrooms. These moments
are the moments that somehow seem to affect our classrooms and
curriculums the most, and these are the least frecuent moments during
in service. It just seems to many of us that are working our behinds off,
that this is the very thing that the district should be striving for.
Raising our standards and constantly upgrading our techniques and
methodologies and exchanging ideas for mixing up what and how we teach our
students. The benefit of our classroom/students should be our
greatest push - not the last thing on the agenda!!!
32.
I love my job. The only frustration I have is sometimes we do not have clear communication. Events pop up
without warning or timely notice and we scramble to make sure everything runs smoothly.
33.
#8-I get along really well with the people that I work directly with, but my building as a whole has had problems
in the past with unity. I, personally, get along with all of my co-workers.
34.
I appreciate the support we have received from Dr. Burke regarding discipline issues. I appreciate Dr. Burke and
Dr. McCabe's forthright conversation with the staff about budget issues their leadership and foresight has
benefited our district. The district office has allowed buildings to meet large goals (such as PBIS) according to each
building's needs and perspective - Thank you! Leaders should continue to seek out forthright feedback and allow
for differences of opinion. Differing opinions can lead to the best decisions. Together we struggle through our
differences to maximize our resources and find the best way to increase student achievement.
35.
I don't believe correct testing practices are being followed at some of the elementary buildings with regards to
state testing. Students are to be tested in small groups only if that is the regular practice used on tests throughout
the year. If that is being done, it is to be documented and those documents are to be passed on to the next level
of education. No documentation exists. This is hurting testing at all levels above elementary.
36.
I am proud to work in the Haysville School District.
37.
I am very pleased to be working for USD 216 :)!
38.
N/A
39.
I believe that at a Building Level I am valued and my opinions are valued. At the District Level though, I feel that I
am not given the opportunity to become involved with decisions that affect me and me co-workers. It seems that
decisions are decided at the top, and these slowly move town to the teacher level. These directives are not
normally well explained by Central Office and building level administration are often left to determine what they
think a CO directive meant, which leaves me frustrated.
40.
ok
41.
The district has made alot of progress in the last few years, more focused and determined to improvements.
The district crisis team has been instrumental in beginning the planning for emergencies. The team has plans to do
more drills (both table top and actual drills) and involving more people in the planning for emergencies.
42.
#26- It's very hard to ask a 5 year old if they think you are doing a good job. I gauge my success by my kids'
success and love of learning.
43.
There are certain members of the district administrative staff that do not appear to adequately do the jobs that
they should be doing....and thus do not provide a good working environment. In addition there are some building
administrators who choose to manage their staff with techniques that are not considered good management
practices which in turn again tends to promote negative under currents and personnel issues. NOT TEAMWORK! I
am so thankful that these issues are not present in my building with my principal.
44.
I often feel that we are not allowed to work on the things we really need to work on to imporve instruction ie.
collaboration. Much of our inservices take time away from preparing for students to walk into our classrooms.
45.
I feel very privileged to be able to work for the District. My main concern is for the students and their well being.
Mr. MItchener is a wonderful person as well as an administrator. I just want to Thank you for letting me be a part
of a District that cares about their employees and the students. Cathy Blaha Nelson/Para
46.
When new ideas are asked to be implemented, please allow teachers time to do them.
47.
-At times we make hires based first on what they can coach and secondly the quality of the teacher.
48.
Rex Elementary is a wonderful school to be at. We have a top-notch boss that supports us and encourages both
employees and students to do their best each and every day.
49.
Rex Elementary has an awesome work climate!
50.
With the daily schedule I have (tests, assisting students daily) I am limited in
improving myself. To miss a day to take a class is very difficult as I feel I am not doing for the students as I am
supposed to. I wish classes at the Learning Center would be offered to paras on days when we are not in class and
also it would be nice to be able to get college credit for taking a class like teachers do. How else are we to better
ourselves if we don't get the credit?
51.
We have weaknesses that are taking away from our district. If teachers need instructional coaching, they might
not be "cut out" to be teachers.
52.
The district needs more clear, concise communication between the central office and the individual buildings. The
building administrators need to be consistent also.
53.
The only thing I think is wrong is punishing people who stay longer than they need to at retirement time. If you
have someone who is exceptionally talented in working with students, I would think you would want to KEEP them
instead of encouraging them to retire because of money. That seems contradictory to your mission!!
54.
Sometimes I feel as if we have too many chiefs at Admin building with my students ages and difficulties it is
diffcult to seek their opinion on teaching, but I know alot of teacher s use it and others do not
55.
While I believe my work/effort is valued in my building, I believe I am unknown to the majority of 261 employees.
56.
I would like to see more changes with our curriculum and more specifics of what the district's expectations are
parents and students within our district.
57.
In my building anyway, I feel like employees are working hard and doing their best for kids. I hope we have high
quality teachers and staff at every school. I have been impressed in recent years with how we do not tenure each
and every teacher, as I feel we used to. We have let some people go who are not displaying high quality teaching,
ethics or such. Through the years I have seen some low quality staff continue teaching for many years because
they were tenured and nobody felt we could do much about it. With us being on a plan of improvement, it is more
necessary than ever that we only retain hard workers who know their stuff.
58.
I feel that much of the time, the district tells me what direction we will be taking. I feel like we get a new
"program" every year (PLC, PBIS, for example). But I'm very pleased to work in this district it's small enough that
we know each other, and big enough that we can get a lot of ideas going.
59.
I am based at Nelson but I travel to other schools, when answering questions in this survey "disagree," I am not
referring to Nelson.
60.
I am more aware of what our building administrators support than what the "District" supports. Part of that is my
problem, but part is that "District" personnel sometimes project that money is more important than students and
that some programs or employees are more important than others. This is probably not intentional, but it is
evident.
61.
Sometimes is seems like we DON'T have all we need to do our jobs well as far as supplies at Nelson, and I'm
afraid to ask because I don't want to get "chastised" by the secretaries for needing supplies to do my job!
I love working for Haysville schools! I'm always so proud to share with teacher friends in other districts what we
are doing and the positive work climate. I know without a doubt that all central office staff are committed to doing
all they can to support the teachers to reach our common goal.
62.
I understand that the district wants teachers to incorporate technology and other things into their daily practice
and pushes teachers to do do, but I have found that teachers are not really given resources in which to do this on
a daily basis. I have found that in some of the walk through evaluations from administrators that I have received
that it was notes that I did not use technology. May be I am misunderstanding what is meant by technology, but I
doubt that. In addition, the technology that is made available is not distributed evenly. I know that there is a
teacher here at the school where I teach that has a set of laptop computers for use solely in his classroom. Gee, I
think every teacher in the district would like that opportunity, but it has only been given to a few.
63.
We have definitely made improvements in data collection and evaluationit helps with accountalbility and general
information to help us do a better job of reaching all the students.
64.
In my school I am provided with every thing I need to do my job well. They encurage me and include me in every
endever . Other schools are not the same. I have worked at 3 schools in this district and have found that many
district heads tend to look down on suport staff. my job is as important to me as Dr. Burks is to him. I strive as
hard in my endevers as anyone else no mater what position.
65.
I am unsure what is meant by the phrase "central office leaders" I am not sure who this refers too? Do you mean
the people over at the ADMIN building? if so for the most part I have little contact with these people on a day to
day basis and I couldn't tell you exactly how they impact my position daily?
66.
Regarding furthering our careers and bettering our teaching I feel the district should reimburse our teachers for
not all but part of our tuition. And I feel that we should be able to move over on the pay scale no matter what.
67.
I have the opportunity to work in most of the buildings and notice decreased moral in one of the elementary
schools and do question some decisions made (big screen TV in lunch area)and the ability to inclusively serve
higher level special education students in an individualized manner-current tendency is the students need to fit the
program rather than having the program fits the student to ensure best learning opportunities for thes student.
Staff appear to be expected to participate in many committees and activities that may be taking away from
concentrating on strategies so all students can learn.
68.
Haysville USD261 is a very progressive district with the kids in mind first and
foremost. It has excellent leadership at the BOE and Supt. level as well as in financial matters.
69.
I feel that in some instances, the best interest of the students and staff are not highly regarded. I believe that
every workplace/school should be inviting and warm and conducive to learning. A professionals personal agenda
should not be demonstrated on a school platform. There are behaviors that are being tolerated in our district that
will eventually place a black mark on our district as a whole.
70.
I have had direct problems with the classroom teacher I'm working with. The problem was brought to
administration. Due to the personal relationship the teacher and administration have, the problem was mentioned
but not dealt with correctly. The issue was not resolved and remains so. I have additional teachers who have
witnessed this problem and have volunteered to come to administration to speak up about the situation. The
administrators know these additional staff are wanting to testify about the problem, yet these additional teachers
have yet to be spoken to.
71.
Technology has not been fairly distributed among the schools. The elementary schools have received the lion's
share of technology in the recent past, and the high school has been left behind.
Teachers need to be allowed more of a voice in decision making.
Teachers need more support from administration especially regarding student absences and tardies, especially at
the high school. Students are not being held accountable for their decisions, and it is being left entirely to the
teacher to make sure that students are provided with assignments (even when it is for a suspension)when they
are gone. Unfortunately, no one is holding the students accountable for completing the work in a timely manner.
72.
I feel that the district has too many barriors in place to have a child placed in an appropriate classroom.
73.
It has been fabulous working with the administrators at HWMS. They really care about us as people.
74.
I think there needs to be more involvement with classified staff.
There also needs to be some way to get healthier lunches for the students.
Make the buildings (older ones) more inviting inside and out.
My principal, Brian Howard, is fantastic. His door is always open for everyone.
The staff at Rex is remarkable and we work as a team.
The district has been very good to me and I wouldn's want to work anywhere else.
I have and I didn't like it! :)
75.
Need more time with students and less days in inservice.
76.
Some of the central office adminstration completely ignore any suggestions or recomendations made by high
school teachers. Listening to the counseling office is not the same as listening to the teachers. The on going
curriculum project where we have had to give up our collaboration days is the primary example. We have to put
information we already have into some different format, in my years at Campus I have done that 3 times already.
77.
I am so thankful to be a part of the Haysville School District. The district works hard to keep us informed and
working on ways to improve student learning. At times though, I feel that we jump on the bandwagon and try too
many new ideas and we are having a hard time implementing ALL of the new strategies, programs etc.
78.
More individualized instruction for special education students. More differentiated curriculum so that those who are
so behind at Prairie will be taught at their level.
79.
Working in a freezing office makes it difficult for me to do my job as effectively as I'd like.
80.
to many cheifs.....
81.
There were a number of question that were asked about information at the dist. level. I have very little if any
contact or corispondence wit this level. Also, there is a lack of consistence the building level which make it difficult
to answer some question.
82.
Do not know the performance of all staff in district to answer fairly on their behalf.
83.
I like to work here because it is a flexable job to have as a mom. I don't believe the district really cares about my
opinion because I'm not a teacher.
84.
I would like to see more grants written with local businesses to help with our financial crunch
85.
A curriculum map or a pacing guide that is easy to read and follow.
86.
Although I think our district leaders try very hard to do what they feel is right, I have my doubts. I hear things and
see things that are not ethically/morally/legally right and there are not consequences for those actions. Why aren't
there?
87.
The one thing that would be helpful is if you would purchase the same tools that you could repair with.
88.
Not sure what our strategic plan is/where to find it.
What tools/resources can help a teacher know with certainity he/she is aligned with the district outcomes other
than formative and summative assessments?
The adage Silence is golden is acceptable to me if there are no concerns about my job duties, therefore even
though I marked disagree about supervisors communication about my job performance, I do not require the
recognition to continue to do my best work.
89.
I am not sure the district really wants to know what we think since several comments were left off of the slide
presentation the Friday before Spring Break. I know several staff members did not submit any questions as our
names were attached to any emails that would have been sent.
90.
The relationships I have at work concern me only because I feel like sometimes all I hear from so many other
teachers is complaints about other students and staff. I try to stay neutral and positive. Also, I mostly feel like I
can do my "bets job" most days, however, the fact that so many students "talk back" and refuse to complete tasks
makes it difficult some days. I don't understand how this has become accepted behavior. Behavior management
forms and ODR's don't even discourage negative behavior. Hawk Bucks don't seem to encourage positive behavior
in those students that act this way either.
91.
The central office appeared to be unconcerned about the treatment of certified staff at my building last year and
never gave exit interviews to staff when they were not renewed. I lost respect for the integrity of this district when
I experienced this myself and observed this treatment of others. Why are policies not followed?
92.
I appreciate the opportunity to provide input via this survey regarding workforce satisfaction.
93.
Idont think it is right that a night custodian can be a bowling coach and get paid for being a custodian at the same
time.
94.
Idont think it is right that a night custodian can be a bowling coach and get paid for being a custodian at the same
time.
95.
WE NEED BETTER AIDS THAT SHOW UP
96.
this district is a greatplace to work but as a driver my business is saftey first. . not what students think of the rules
.
iam very concerned with their well being but there is next to nothing we can do to enforce the safety rules as man
power has been so drastically reduced
97.
Why doesn't central office listen to our concerns about leadership? Morale at Prairie is really bad.
98.
Students need to be in school Monday through Friday every week of the school year except for designated holiday
breaks. We are advocating a mentality of the 4 day work week by not training our youth that school is a 5 day
institution. In an 18 week semester we have only had nine 5 day school weeks. (11 if you disregard the inclement
weather days). Considering a large number of days are dedicated to various testing which also takes from the
opportunity to teach, hence learn, students simply need to have more desk time. Inservices can come at the
beginning of the year, semester breaks and the end of the year.
99.
none
100.
There have been problems with the ethics of state assessment testing.
101.
I feel that if we have teacher's who are cheating on state assessments, something should be done. Especially
when it isn't the first time it has happened.
102.
We are not involved in decision making.
103.
Some of the items I have marked undecided as I have not had that much experience with the district yet in those
areas.
104.
Classifed Instructional staff does not recieve the same quality of inservice to new stragities, ideas, etc... as
Certifed staff yet we are the ones in the classroom on the front lines tring to reteach concepts to students who
struggle many times without the proper training outside of just a overview. We are not given the same access to
techology to do our jobs as Certified Staff.
The District should try to provide better access to technology for secondary para eduactors. Lack of computer
access to help students with their work, monitor grades and even be able to access our school email is a major
problem.
Most training or inserivce meetings are geared towards elementray/preschool and does not apply to the secondary
setting. If some of those suggestions were used by paras in the High school would insult our students in inculsion
settings making some of them feel more inadquate, pointed out, etc....
PLCs, and Leadership Academys, are only open to Certified staff. The District as a whole does not encourage para
educators to develop and become leaders, or improve our job skills by providing Collaboration Days/TIme with
other Paras or our Teachers and training that applies to the educational level you work at.
Mixed messages are given to Classifed about what our duties are. What decsions we are allowed to make and are
not for ourselves. We can be told that disipline is not our job, do not communiate with parents, let the inclusion
teacher handle things. THen we are told we should have wrote up a student or talk to parents, or reported
problems for the classroom teacher. The next time you could be told you are overstepping your bounds.
105.
Question 29: I have no doubt that my building principal cares deeply for each of his employees and the students. I
don't know that I can confidently say the same about the District as a whole.
Question 36: I know that in my particular building at Rex, we DO have the exact people in place needed to reach
our building goals as well as the goals of the district! I cannot say that I have knowledge about other buildings as
to whether they have the 'right people and skills' to get the job done.
Question 46: The district does ask its employees what they think about certain things, however, it seems that no
matter what the majority of employees have communicated, the district will, in the end, not consider what we
have said.
106.
Only a few, and usually the same few, are involved in making decisions for our school and our district.
107.
[No Answer Entered]
108.
I felt like we had flexiblity till you decided to put in time clocks.
109.
I stongly disagree that this is a safe work place. Administrator is a bully and she doesn't know how to
communicate with staff or students. I feel bad for the students I hear her communicate because she is harsh,
uncaring and rude. She is not supportive of the staff and expects us to pick up the slack because she is gone so
much. The only time she communicates with some of the staff is when they do something wrong. Positives are
rarely heard. I think that USD261 is a great place to work overall, but this building is a nightmare to work in.
Something needs to be done or staff will start leaving.
110.
We need to continue to communicate the vision and the expectations as we implement the strategic plan. We all
need to understand how we bring the plan to life.
111.
For some questions, "sometimes" would be a better response than "undecided".
112.
safe place. High School level you hear talk about drugs, kids leaving school before school starts and the school
can't do anything about it because they didnt get out and go into the schools Kids kissing and making out in the
hallways teacher and adm staff look on. Same sex also. There needs to be stronger willed adm staff to speak up
and not allow
49.
Continuous improvement is an ongoing journey. What will help USD 261 be successful in this
journey?
1.
none
2.
Continue to communicate openly and honestly with staff.
3.
Principals are expected to non-renew teachers that don't have the potential to become great, and I agree that we should not
tenure teachers that are marginal. However, I don't feel that we have the same expectations when it comes to
administration. We strip responsibility from underperforming people in high places and allow administrators to pass
responsibility off to teacher leaders because no one has the guts to let them go. We need strong leadership as well as strong
teachers.
4.
Keeping everyone informed and recognizing the help from the classified staff also. We put in alot of hours at teaching kids,
working with them and building relationships with them..We may not have degree's or be teachers but we TEACH and help
our schools out tremendously, I feel sometimes para's are overlooked for all their hardwork and what they contribute to the
district also. I am very happy working for the district, I have the best job..I just think everyone enjoys a little bit of
recognition..it makes for a more happier work enviroment if everybody knows that they COUNT! Thank you
5.
Up to date math and reading textbooks in elementary.
6.
getting our priorities right with limited fundsmaking sure that the maximum amount of dollars are being spent at the
classroom levelnot at the administrative level-worry more about what we are actually doing rather than making the
appearance of doing
7.
Narrowing the focus to student learning and the effective assessment of stated learning. Rid ourselves of the complexities
created by those who don't have extensive backgrounds in the classroom or building-level administration and get back to the
simplicity of teaching, assessing, coaching, reassessing, and moving kids confidently toward becoming successful students
and successful adults.
We need to strongly examine our data structures and how to get meaningful information into the hands of teachers as
quickly as possible. We also need to ensure that teachers have time to collaborate rather than reformat state standards so
we can have a curriculum guide that is eerily similar to state standards, narrowly focused on making AYP. Our objective is
much broader than AYP and these minimal measure tests should not be our focus.
We really need to hire district-level administrators who have either excelled at the building-level or are at least willing to
come out, sit down with us, and ask questions about how things really work, what issues we have, and how they can best
help us.
8.
9.
Keeping staff that really care about children and education.
10.
Continue to hire the right people for the right positions. Also, school funding will be an issue for a while to come. The better
we handle these challanges the more successful we will be.
11.
Getting parents and the community involved in the education of our students is vital for success.
12.
Communication and willingness to support one another.
13.
Increased collaboration on a regular (at least bi-weekly basis).
14.
consistency in administrative decisions...i would like to see more equality between buildings, especially elementary...i
sometimes feel we are all swimming in seperate oceans...some of us sink because we don't have the clear help from others
who have proven their successes
15.
We all are in this together and to be successful, we all must continue to work together and to have open communication. I
appreciate the opportunity to give my opinion during this survey. It shows that USD 261 cares about their employees.
16.
Use data to guide instruction and decisions instead of cursory evaluations.
17.
I feel like teachers need to communicate better with parents and/or have better instruction on how to effectively
communicate with parents, especially at the middle school and high school level. I feel like parents are encouraged to
participate in the education of their children at elementary school and younger but as the children get older parents feel less
welcome at the schools. The continued parental support and working together with teachers can only strengthen the
education of our children.
18.
We need to focus on what works and let go of things that are not working even if that means we have to eat a little crow.
19.
The district needs to believe the students are capable and can succeed.
20.
Offer classes during times teachers can actually attend. With budget cuts, getting a sub to attend a workshop is thing of the
past. It seems that the Learning Center has become a money-making intity whose main focus is to serve out-of-district
teachers. It's sad that we've lost our focus.
21.
Help the paraeducators be more successful in the classroom. Give us laptops to use to help keep track of the students. We
could help students with missing assignments, late work, study quides, and notes if we had the propor tools. That way
teachers could focus on teaching.
22.
Alignment with all decisions...aligned with mission/vision.
23.
Continuing to put the emphasis on the classroom teacher and the support staff that directly aid (instructional coaches) in
bettering classroom instruction.
24.
Better communication with all staff. Don't always rely on the administrators to share information with staff...only a portion of
what they are told passes our ears!
25.
Better use of in-service time. Actually train teachers well in the use of technology in their classroom give them time to create
ppts. Teach how to make effective powerpoints. The list goes on...
26.
Not cutting jobs that directly affect students,not cutting jobs where someone has direct contact with the students. I see
many places that could be managed more efficiently due to the current budget crisis.
27.
Teacher's and Para's are the people in our district that we cannot afford to loose. Without them, the children are the ones
who are being affected and in the long run loose.
28.
More personalized awareness and recognition of individual or small group efforts would go a long way toward maintaining
morale as we continue to face budget cuts and uncertainty. Not the blanket "thank you for all you do" at the end of an e-
mail. Those tend to be a bit insulting after awhile. Especially if it is from someone who wouldn't know who I was if they saw
me in the hall. Just little things to recognize the individual. Note of appreciation, comments, etc
29.
Gathering input from those who are being successful with our customer base and modifying what we do to reflect constant
changes... children are dynamic not static what worked ten years ago may not be in touch with today.
30.
It would be great to have more Central Office personnel in the buildings and attend building level events to interact with
students and parents. Teresa does a very good job of this. A clearer picture of the building could be painted by adding these
visits.
31.
Pay ALL teachers for teaching during their plan periods...not just some at certain schools. Teachers who teach during both
plans at HAHS only get paid for one plan period....they are teaching some of the most difficult kids in the district, they keep
our graduation rate high for AYP, and they only get paid for teaching 1 plan period, even though they teach 2 (some of them
don't have any plan time at all.....zero), and they aren't reinbursed financially for their sacrifice.
32.
Additional training on Common Assessments and how to utilize PLC's to improve instruction and student learning.
Training for all staff on Data Driven Dialogue
Additional training on transitioning students from one program to another.
33.
To continue to be open and honest with the employees. Value their opinions and make use of them where appropriate. The
district will not be successful without loyal employees, and loyal employees are not that way unless they feel valued and
included on key issues. Keep the lines of communication open between central office and employees.
34.
Always looking ahead at future needs and planning ahead to provide for essential
items that need to be in place for effective operations at the service center.
35.
Have District Leaders meet with staff individually to see how ideas at one location might work at another location.
36.
The district needs to think carefully about how cuts to programs will effect it's students. Some children will be deprived of
developing the talents and intelligences they posess by cutting certain programs.
37.
A lot of time is wasted at collaboration days. We would probably get more out of it if we could actually collaborate. There is
also lack of support or backing when you want to try something unconventional to help with programs...of course that could
just be personally directed to me.
38.
Reread answer to Number 48 and incorporate some of these ideas into the next inservices. Lift the morality of the teaching
staff by offering us time to learn from each other and absorb that which is presented!
39.
Continue to hire good people and nonrenew weak teachers. Don't be afraid to fire weak administrators either.
40.
[No Answer Entered]
41.
Continue open communication, and honesty about the future.
42.
Does each building's improvement plan support the strategic plans? I believe these plans (building improvement plans and
strategic plan) should be fairly synonymous with the district plan of improvement. We could monitor our progress towards
building/AYP goals at district meetings. The district should consider doing NCA as a district. Teachers need PLC time to
develop common assessments, discuss effective instruction, and further their content knowledge. Staff development plans
should be developed cooperatively based on qualitative and quantitative district data. Consider having content curriculum
leaders again (i.e. science curriculum leader, social studies, etc.) We need resources (materials and assessment pieces, staff
training) to implement MTSS starting the end of this school year.
43.
Correct testing procedures followed throughtout the district.
44.
Consistency. Staying with programs for the long haul rather than changing for the 'latest thing' so that the true results of
those programs can be seen.
45.
Continue to try new behavior management strategies, evidence-based teaching strategies.
46.
Providing the best leadership possible. Recognizing each and everyone of us as a person with wants and needs, not just a
name to be moved around without consideration.
47.
Admin, Board, and staff need to hold parents more accountable for the children they chose to be responsible for and the
community more responsible for making resources available for the district to educate the children of USD 261.
48.
To keep the Communities In Schools program because they help meet our students' basic needs first so they can stay in
school and learn. The program also provides us with school supplies, clothing, food, and community service projects.
49.
If Central Office is going mandate a process or a program, then everyone at CO needs to agree on what will be told to/asked
of the rest of the district BEFORE the first meeting is held with building level administration and building level staff. If can be
frustrating to be asked to complete a task in August and then have to redo the task in November or January because a CO
person or group of people have decided they don't like how the task came out in August.
50.
Continue to hire capable, experienced people with good work histories.
51.
Strong administration leaders in all buildings. Cohesiveness as a staff, which trickels down from admin. Get ride of teachers
who are not doing their job and just don't care or are so focused on just their year that they teach to a test and not to the
whole child. A report from each middle school to individual elementary schools to let them know what the kids coming up are
missing. I don't understand how we have schools in the district that Exceed all assessments, yet the students are not
succeeding in middle school?? If they are truly learning what the state assessments say they are, then it should be reflected
in the middle and high school. Huge concern I have!!
52.
Continue to listen to staff about school improvement ideas and to gain ideas from other districts who are making gains in
achievement scores/school improvement initiatives.
53.
Everyone working together and full communication throughout the district.
54.
Set and follow through with the tougher higher expectations and repercussions of inappropriate behavior and attendance.
55.
A push for a positive attitude.....Plus a couple of changes!!! (eliminations) in top administration...middle administration...and
there are some instructional positions that are not as positive based as they could be, would help a lot too.
56.
Allow us to collaborate on the things that will make a difference for students. We are adults and don't need to be given
"homework" to keep up busy. We know what we need to do. Let us do it.
57.
With the current budget crisis, I am very worried about the future of our class sizes. Large class sizes will not help our
district to continually improve...it will have a negative impact on our students and will cause our district to take steps
backwards in our progress. We need to do ALL that we can to keep class sizes manageable.
58.
Make sure to put the students best interest first! Don't take away the people that help them every single day (teachers,
paras, one-on-one help)and provide them with services to become a better student.
59.
USD 261 needs to give resources based on the needs of the students - not just give the SAME resources to all of the
buildings. We need more open communication between teachers and the ones making the decisions - without fear of their
being a consequence of our honesty - for the success of our students' sake.
60.
Tighten discipline in the classroom
61.
More focus once again as a district on PBIS
More support and training from the district level as we implement MTSS which includes professional development and
resources for all three tiers
62.
Reaching out to parents more and continued partnerships with Community in Schools and resources that will help our
parents with all of the their difficulties that overflow to the classroom.
63.
Permit more building level in-services/training/interventions so that specific needs can be addressed. I believe that if we
have a highly successful program, intervention, etc. that we should be more generous with our "sharing" so that we can all
truly be excellent schools.
64.
Clarity and communication.
65.
Providing more positive feedback to the schools. So many times rumors are released into the community and some of the
schools get the negative feedback instead of the positive.
66.
As I said above, retaining only high quality teachers and making sure that's in place before people are tenured. Teachers
whose students have high scores on tests and assessments should be showing the rest of us some strategies they use. All
schools have good ideas to share - and should be willing to share. We have run into some resistance at points with schools
wanting to share how they do things, which I find odd. Let's not all re-invent the wheel but share ideas that work.
67.
Continued communication about budget, also, I think it would be helpful to re-evalute all "programs" implemented at the
elem. level and see which are worth keeping, and which distract from instructional time.
68.
Overall, USD 261 is a great educational venue. The one thing I have noticed is that posting standards, word walls, and other
notices seems to be a priority. Instead of worrying whether every room has all these things, focus should be on whether or
not the classrooms have appropriate postings to encourage and enchance what is being taught. A student is not going to
remember what standard was taught (number and phrasing is not important), but they will remember concepts the teachers
have taught. Important concepts and ideas, along with students' work, should be what is the emphasis in the classrooms.
69.
In order to improve, shared leadership is essential. This has proven to improve communication between buildings and the
district.
70.
By allowing feedback from all persons involved. This survey is one example, especially since you have questions like this one.
71.
to reconize each indivedual as that , an indivedual with skills, hopes, and feelings.
72.
To implement a successful plan requires lots of revisiting the origional idea/concept. I feel that as a whole the district does
this very well.
73.
Further education for staff in tapping into what works for various types of learners-not all students learn the same. Making
sure we retain the best quality staff. Merit based pay of some sort to ensure best quality staff. Personally I have had to pay
for all continued learning opportunities out of my own pocket for the past several years as my service is very specialized. It
would be nice to have support or compensation in some fashion. Individuals tend to seek learning opportunities when it is
supported in some fashion.
74.
Continue to support and provide necessary resources to meet the needs of all students.
75.
Continue to focus on what is best for kids, and provide staff the necessary support and resources to provide excellence in
education.
76.
Have more frequent evaluation and observation of classified staff. There are many things which occur and those staff
members could be eliminated and effectively repalced.
77.
The meals the district provided were fun when we had inservice days. They seem like a great team building activity!
78.
Find more money
79.
Ask teachers what they think (we do have some really good ideas), and actually implement some of our suggestions rather
than ignoring them!
80.
less crap from the top down, less superficial training, less coaching, less monitoring (which is a waste of time for the
administators,and keeps them from their jobs) less forms to fill out, less of everything from the top down. We got into
teaching because we wanted to teach, not fill out forms, etc.
81.
talk to all the people and get to know there strengths so we can use them.
82.
The staff needs to feel that someone really cares about them, not just their contribution to the district.
83.
Connect standards more closely with the curriculum maps and create common assessments that will be similar to state
assessments.
84.
Comunication is the key. Don't forget the "little people" who do so much to keep the wheels oiled and rolling.
85.
Have more contact days with students and less inservice.
86.
Use our inservice days in a flexible manner so that teachers/departments can best use their time to make improvements. We
differeniate instruction for students, but is one size fits all for faculty. If we know we could use those days get what we need
to improve in the classroom that would give us time to line up online workshops or instruction, podcasts,or collaboration with
other professionals (industry and business).
87.
Open, clear communication. Opportunities for honest input by all.
88.
Ways to cut the bubget without taking education away from the students.
89.
Continue to provide quality special education to children who need it in an environment which meets their needs.
90.
Asking for honest feedback for everything that is going on in the district. As classified staff, I usually find out everything after
the fact. Lines of communication would also be something to work on.
91.
putting people who are qualified in charge.
92.
To continue to provide the best education as possible for each student.
93.
Instead of doing curriculum mapping (or whatever we are calling in now) we should have time as a grade level to look at
state assessment scores discuss and analyze them and have time to share ideas. Since we are a district on a plan of action
we should all be carrying the load. We are wrapped up in our own schools and how well our school does. I want to know what
the other schools are doing to insure the success of our students, not where I should be in a book on such and such date.
This information can also be used to aid in the vertical alignment of our schools. Getting together to breakdown the
indicators we do poorly on as a district and share and find ways to improve them, will only help our situation as a district.
94.
Elementary teachers need more time to evaluate data and adjust instruction to the results.
95.
Hopefully a new math curriculum that can improve state assessment test scores. I would like to see math instruction
developed around improving test scores. I'm not sure we are covering everthing completely per grade level in math
instruction.
96.
I feel as though all staff's knowledge about assessment scores, as we must face not meeting AYP, needs to be considered.
It's important for us to work together for our students to succeed throughout their education, not just at the elementary
level. Why are succeeding at the elementaries, but failing in the middle school? How do we track our student's scores to
reach out and help them? Just because they are no longer in our school doesn't mean we don't care and don't want to help,
as a district I believe we need to become more united in this effort. Let's really look at the data, see our faliures and work
toward success as a whole.
97.
Teaching teachers how to teach (kids with a wide variety of needs/levels) instead of "using" the curriculum only. Apparently
the "cookbook" teaching method is not working.
98.
To continue to value its teachers and classified staff.
99.
Program/programs in place to help middle school students deal with emotional and social issues critical to their success in life
and school.
100.
We need adequate funding from the Kansas Legislature.
101.
Improving communication and colloboration along district channels needs improvement. I believe at the building level, we
are strong, but would like to have more opportunities with other buildings and preceding and succeeding grade levels to buils
cohensive in instruction.
102.
I feel the collaboration days the teachers have could be more productive. It seems like the tasks that we are asked to do can
only be worked on by a few people and the rest just end up sitting around which is a waste of time.
103.
I really think that the district is making a mistake by not cutting some jobs. I know that is terrible, but there are definitely
some central office jobs that could be combined. The district seems to be finding ways to cut from the bottom up unstead of
the other way around. It seems that the teachers are going to be asked to give up several benefits that we have worked hard
for and it will be so that staff at the ad bldg can keep their jobs. That doesn't seems like very good business sense.
104.
Put a definite plan of consquences into action for bullies and students who refuse to perform.
105.
To continue to get feed back from all on inportant issues.
106.
If there need to be staffing cuts, it should affect the central office as well. Please don't tell us that school staff must be cut
but not central office positions. That sends a message to all of us that central office staff jobs are more important than those
working directly with children. Remember it is all of us!
107.
Keeping a positive attitude, high expectations, and believing in and utilizing the strengths in our co-workers.
108.
continue to do your best as you already are continue to keep us informed politically.i am a registered voter & i vote on a
regular basis
109.
Help our administrator do a better job of listening and not so quick to react when things don't go her way. Have committees
help make decisions instead of it always being her way or one of her favorites.
110.
Move back to 45/55 minute blocks every day. Young people are to "involved" to carry information from Monday to
Wednesday and be successful at thier task. This will aid in consistance of a lesson and continuity. How very difficult it is for a
young person to recall what was taught on Thursday when it is followed by a 4 day break due to inservice and then another
day (the odd block off), hence returning to the same lesson after a 5 day absence of instruction on that topic! Too often, high
school teachers spend too much time "recovering" the lost work from the day/s inbetween. This is particularly true with 9th
and 10th grade students. They are simply not mature enough for a college level approach to scheduling.
111.
Open communication with employees about what is happening in the district (even across schools)
Obtaining the opinions and ideas of employees at all levels (classified, certified, regular education, special education,
electives, etc.) - It is important to get a true sense of what the "people in the schools" are thinking and to gain support
across the board from district personnel.
112.
Unsure at this time.
113.
To keep providing updated technology for the students and teachers.
114.
Better communication and looking at ALL areas as beneficial to the education of the students. Mental, psychosocial, physical
these are all elements of the student as a whole and as such should be addressed equally. I feel like there is bickering and
nit-picking between groups with each one trying to put it's own agenda first. If we all are going to excel in the education/care
of students, then there needs to be better communication between all parties. My attitude is this: "It is MY job to not only
take care of the students in my care, but to also do a job so well that it makes my co-workers look good and makes their
jobs easier. It is my hope in so doing that the moral of the area I work in stays high and that each person holds others
higher than themselves."
115.
There are building principals who do a better job providing information, training, crisis plans, inviting classifed to staff
meetings and such to the classifed staff in their buildings than others ones.
Many times it is the individual staff members do encourage classifed to develop our skills, help us become better in our jobs
and make the difference that keeps us here doing what we like to do not our District Admin or Board members.
THe District Office needs to realize the need to provide Inservice/Collaboration time to the classifed para educators so we are
better prepared to help the District reach the educational goals and targets it is required by the State and Federal goverment
to meet. If we are not trained and feel prepared we can not do the job we need in helping with these goals.
The District should provide the same opportunites for PLCs and Leadership Academys to Classifed. Without us (all classifed)
our customers (the students) would not get to school, have food to eat, clean classrooms and restrooms, comfortable climate
controlled schools....
The District should also make sure that Board meeting minutes are posted on the website in a timely fashion. Febuary
minutes were not posted until after the March meeting. Many times it takes 3 weeks before they are posted for the public to
view.
116.
If all the schools work together instead of against each other. Materials/resources/ideas that work to improve student
success should be shared.
117.
As children advance from our elementary schools on to middle school(s)and high school, communication between teachers
and parents needs to improve.
118.
To not disregard new graduating up coming teachers.
119.
In my opinion, getting a new administrator at Prairie would help the district and the staff at Prairie. Between the principal,
Mrs. Rice and Mr. Reimer, this work environment is somewhat hostile. Those 3 basically run our school on their own, and
what they say goes for the rest of the staff and the staff has no input. Mrs. Rice tells us what we need to teach in our class,
tells us our short comings and wants to implement new stratagies to try for the rest of the year on top of everything else. It's
sad that noone really knows what goes on around here daily. Half the time our administrator is gone and Mrs. Rice is in
charge. Staff feels like there are so many things going on behind their backs and that noone can be trusted. Something
needs to be done!
120.
Need to have a Job Fair day in which local employers can come in and visit the students and show displays about their jobs.
121.
We need to be proactive in implementing the components of the strategic plan and to communicate the plan fully to
everyone in the district. We also need to support each other and work through the difficult issues.
122.
Communications for newer employees: Define acronyms the first time they are used in a communication add the day of the
week to dates (i.e., not "April 16", but "Fri April 16".
123.
knowing teachers working in other school districts we are lucky to have people at the adm building keeping and eye on
budgets and seaching for grants or other ways to keep our school district up to date so they can get a good education.