sri_samplereport_nameredacted

Frederick Douglas Academy Charter Elementary School Staff, Parent, & Student Satisfaction Survey Results

JULY 6, 2015

Marie Morelock, Chief Academic Officer ICEF Public Schools Submitted By: Priscilla Wohlstetter, Ph.D. Director, Survey Research Initiative Teachers College, Columbia University Matthew M. Gonzales Graduate Assistant, Survey Research Initiative Teachers College, Columbia University

Amy K. Wang Graduate Assistant, Survey Research Initiative Teachers College, Columbia University For information, contact: [email protected]

Table of Contents Introduction .......................................................................................................... 3

I. Overall School Ratings .................................................................................... 4

Staff .............................................................................................................. 4

Parents ........................................................................................................ 4

Students ...................................................................................................... 5

II. Academic Program ......................................................................................... 6

Staff .............................................................................................................. 6

Parents ........................................................................................................ 7

Students ...................................................................................................... 8

III. School Culture ............................................................................................... 9

Staff .............................................................................................................. 9

Parents ...................................................................................................... 11

IV. School Environment/Working Conditions ............................................ 12

School Environment: Parents .............................................................. 12

School Environment: Students ............................................................ 12

Working Conditions: Staff ................................................................... 14

V. Administration/Teacher Effectiveness ..................................................... 15

Administration Effectiveness: Staff ..................................................... 15

Administration Effectiveness: Parents ............................................... 17

Teacher Effectiveness: Parents ............................................................ 18

Teacher/Administration Effectiveness: Students ............................. 19

VI. Parent-Specific Survey Items .................................................................... 20

How Do Parents Think Students Should Be Evaluated? ............... 20

Support Services ..................................................................................... 21

VII. Open-Ended Responses ........................................................................... 22

Staff ............................................................................................................ 22

Parents ...................................................................................................... 23

Students .................................................................................................... 25

Conclusion .......................................................................................................... 27

Appendix ............................................................................................................ 30

Teachers College | Columbia University | Survey Research Initiative

Frederick Douglas Academy Charter Elementary | Staff, Parent & Student Satisfaction Survey - Results | July 6, 2015

3

Introduction Frederick Douglas Elementary Academy is located in South Los Angeles, California. The school opened in 2008, and is a part of the Inner City Education Foundation (ICEF) Charter Network, which is comprised of eight schools. Frederick Douglas Elementary focuses on preparing students to attend and compete at the top 100 colleges and universities in the nation. This is the first year Frederick Douglas Elementary has collaborated with the Survey Research Initiative at Teachers College, Columbia University,

Design of the Survey In collaboration with ICEF, the Survey Research Initiative created surveys for staff, parents, and students of Frederick Douglas Elementary Academy to gather information on the school’s performance. The surveys also included specific items that ICEF recommended. All the surveys were created online through Qualtrics in English and Spanish. The staff survey contained 63 survey items and three open-ended questions; and the parent survey had 82 survey items and three open-ended questions. There were two separate student surveys, divided by grade level: TK-2, G3-5. All students at Frederick Douglas Elementary took the TK-2 survey, where there were 21 survey items, and two open-ended questions. Students in Grades 3-5 answered 22 additional survey items. The surveys were available online to staff, parents, and students between March 10th and May 27th. A total of 22 staff, 64 parents, and 132 students took the survey.

Organization of the Report We have organized this report into seven different sections. The close-ended responses, along with the open-ended responses from staff, parents, and students are summarized in the first seven sections. Open-ended questions offered participants an opportunity to comment on both Frederick Douglas’s areas of strength, and opportunities for improvement. In the conclusion, we present the overall trends in the results. The appendix presents demographic characteristics of the respondents.



4

1. Overall School Ratings

Among the staff, eight respondents gave Frederick Douglas Elementary an overall rating of C, and seven respondents gave it a B. Three staff members gave it an A, and two staff members gave the school a D.

In contrast to staff responses, a much larger proportion of parents (39% / 24 responses) gave Frederick Douglas Elementary an overall school rating of A, and 40% (25 responses) gave it a B. However, thirteen parents (21%) gave the school a C.

15%

35%

40%

10% 0%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

A B C D F

Staff: Overall School Ra0ng

39% 40%

21%

0% 0% 0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

A B C D F

Parents: Overall Ra0ng



5

Student overall school ratings were more favorable than ratings by staff and parents. Of 3rd – 5th grade students, 60% (78 responses) gave Frederick Douglas Elementary an A, and 29% (37 responses) gave it a B. Fourteen students (11%) rated the school a C or below.

60%

29%

7% 3% 1% 0%

10%

20%

30%

40%

50%

60%

70%

A B C D F

Students: G3-‐5: Overall School Ra0ng



6

II. Academic Program

The majority of staff (14 respondents) rated the academic program at Frederick Douglas very effective. They unanimously agreed (16 respondents) that school administrators are knowledgeable about state standards, curriculum, and assessment; professional development is content specific, and provides opportunities for staff to practice, reflect and dialogue about what they learn. Additionally, sixteen staff members agreed that homework reinforces class topics; report cards are based on more than test scores; and that staff regularly use technology in the classroom. The only areas of concern raised by several staff members had to do with school administrators not visiting their classrooms frequently, and some dissatisfaction with professional development.

56%

56%

81%

69%

56%

38%

56%

81%

75%

63%

81%

63%

56%

31%

38%

44%

13%

25%

44%

50%

31%

19%

19%

38%

19%

38%

38%

56%

6%

6%

6%

13%

6%

6%

6%

13%

6%

48. I regularly use student achievement data to make decisions about teaching.

49. I regularly incorporate technology in my classroom.

50. I regularly provide extra support to students outside of class Jme.

51. I regularly collaborate with other teachers.

52. I have parJcipated in professional development acJviJes specific to and concentraJng on the content of the subject(s) I teach.

53. Overall, I am saJsfied with the amount and quality of the professional development I have received this year.

54. The school administrator(s) frequently visits my classroom to see firsthand the quality of my teaching.

55. Homework is assigned that reinforces what is taught in class.

56. Teachers in the same grade and/or subject use common assessments.

57. The process of professional growth includes opportuniJes to pracJce, reflect and dialogue about what we learn.

58. Student report cards are based on more than test scores.

59. The school administrator(s) is knowledgeable about state standards, curriculum, and assessments.

60. The school is commiXed to closing the achievement gap for all students.

61. Overall, I would rate the Academic Program at my school as very effecJve.

Staff: Academic Program

Strongly Agree Agree Disagree Strongly Disagree Don't Know / Does Not Apply



7

Overall, parents were generally more positive than staff about the academic program at Frederick Douglas Elementary with 90% (55 responses) rating the academic program as very effective. However, there was little consensus among parents. Twelve parents did not feel that the school was stocked with adequate resources, nor did they believe the school kept them informed about grade level standards. Ten parents did not feel the school provided individualized instruction to meet their child’s needs, and seven parents expressed concern with the lack of academic offerings beyond math and language arts.

50%

42%

40%

44%

45%

39%

35%

42%

38%

38%

38%

44%

39%

44%

44%

43%

41%

45%

45%

46%

45%

57%

47%

44%

53%

51%

6%

14%

13%

16%

8%

9%

17%

11%

5%

8%

9%

8%

5%

6%

8%

8%

15. Sets high standards for academic success.

16. Provides rigorous work that challenges my child.

17. Provides me with informaJon about grade-‐level standards that my child is responsible for mastering.

18. Provides individual instrucJon and support that targets my child's needs.

19. Prepares my child academically for his/her next phase of schooling.

20. Updates its academic programs based on student achievement data.

21. Is stocked with adequate resources like instrucJonal materials and school supplies.

22. Provides access to other subjects beyond math and language arts across all grade levels.

23. Incorporates online programming or technology to enhance my child's learning experience.

24. Is commiXed to closing the achievement gap for all students.

25. Has a stronger academic program than other neighborhood schools.

26. Is working toward their academic goals.

27. Overall, I would rate the academic program at my child's school as very effecJve.

Parents: Academic Program




8

All students in grades TK-5 answered three questions regarding their classrooms. In contrast with parent concerns about resources, a majority of student respondents (82% / 205 responses) felt that there were lots of books and other supplies in their classrooms. Seventy-six percent (188 responses) agreed that sometimes students work in groups. Of note were the 51 students (21%) who did not think parents and other grown-ups helped in the classroom.

Students in Grades 3-5 were asked additional questions regarding their classrooms. The responses were generally positive with 86-88% (108-112 responses) agreeing that their work helps them get ready for the next grade, their homework helps them practice what they learned in class, and that their teachers incorporate technology into the classroom. Another 76% (97 responses) felt that their report cards were based on more than tests (similar to staff responses), and that what they learned in school related to the “real world.” Of note, 49% (62 responses) felt tests sometimes asked students questions about things they had not been taught.

82%

76%

62%

12%

18%

17%

6%

6%

21%

8. There are lots of books and other supplies in my classroom.

9. SomeJmes the students in my class work in groups.

10. Parents and other grown-‐ups help in my classroom.

TK-‐5: My Classroom

Agree Neutral Disagree

76%

76%

88%

49%

86%

88%

19%

21%

6%

26%

13%

10%

5%

6%

25%

27. My report card is based on more than how I do on tests.

28. What we learn in school relates to the "real world".

29. My teachers incorporate technology into the classroom.

30. Tests someJmes ask me quesJons about things I haven't been taught.

31. My homework helps me pracJce what I learn in class.

32. I do work that helps me get ready for the next grade.

G3-‐5: My Classroom cont.




9

III. School Culture

55%

64%

23%

64%

68%

41%

5%

27%

45%

27%

36%

14%

23%

18%

59%

64%

36%

41%

55%

14%

32%

23%

32%

36%

27%

59%

27%

41%

55%

50%

36%

45%

36%

59%

55%

36%

36%

32%

45%

45%

52%

14%

14%

36%

5%

59%

36%

14%

5%

27%

14%

50%

14%

27%

5%

14%

9%

14%

5%

14%

18%

5%

5%

5%

5%

5%

5%

5%

5%

14%

5%

14%

6. I am happy with my working relaJonships with staff at my school.

7. I feel moJvated to do good work

8. Morale among the staff at my school is high.

9. A good relaJonship exists between teachers and office staff.

10. I regularly parJcipate in school events and acJviJes

11. The events and acJviJes at the school are culturally relevant and engaging for students.

12. Parents and students are respecdul of school staff.

13. Most of the students follow the behavior system at this school.

14. School staff work together with parents to help students do well in school.

15. I know what the school's mission and vision is.

16. The school's mission and vision is widely embraced by all members of our school community.

17. I feel the school supports my professional growth.

18. The school does a good job of communicaJng organizaJonal policies.

19. I feel valued as an employee.

20. Problems and conflicts are dealt with in a fair and construcJve manner.

21. Students are expected to do good work at this school.

22. I feel confident working with different types of students -‐ special educaJon, limited English-‐speaking, ethnically/racially diverse, low-‐

23. The school addresses the needs of all ELL (English Language Learner) students.

24. The school is making good progress towards its goals.

25. I set goals for my scholars that align with school goals.

26. Overall, I would recommend this school as a good place to work.

Staff: School Culture




10

Overall, staff responses to the statements regarding school culture were quite varied. Staff unanimously agreed that teachers and office staff have positive relationships, that events and activities were culturally relevant, that student goals were consistent with school goals, and that staff felt confident working with different types of students (22 responses). On the other hand, staff responses diverged with regard to student and parent behavior, and work related policies. Three quarters of staff (16 responses) felt that students and parents were disrespectful to staff, and similarly, over half of all staff (12 responses) did not feel students followed the school behavior plan. Seven staff members did not agree that the mission and vision was widely embraced by the school community. Half of staff respondents (11 responses) felt the school did a poor job communicating organizational policies, and nine respondents felt that morale was low among staff. Interestingly, two-thirds of staff (14 responses) said they would recommend Frederick Douglas Elementary as a good place to work.



11

In contrast to staff, the majority of parents who took the survey responded more favorably to statements about school culture. Overall, 91% (56 responses) rated school culture as very positive. Another 98% (62 responses) noted that their child enjoyed going to school, and that the school provided parents opportunities to volunteer and participate. Unlike staff members, most parents (91% / 58 responses) thought Frederick Douglas Elementary celebrated its students’ good behavior and academic performance, and similarly, parents were satisfied with the school administrators’ responsiveness (97% / 61 responses). However, six parents (10%) did not feel that the school mission and vision were communicated to parents; nor did they feel that the school worked hard to fulfill its mission. Additionally, six parents did not feel that their family was part of the school community. Lastly, seven parents (11%) did not feel the school taught them how to help their children be successful.

47%

44%

40%

51%

32%

57%

44%

44%

44%

54%

38%

39%

43%

45%

51%

41%

46%

41%

39%

47%

53%

44%

47%

52%

10%

10%

10%

6%

10%

11%

6%

10%

7%

13%

6%

5%

48. My child's school communicates its mission and vision to parents, students and teachers.

49. My child's school works hard to fulfill its mission and vision according to the school's charter.

50. My child's school creates an environment where children can succeed.

51. My child's school asks parents for input in important school decision-‐making.

52. My child's school has established partnerships with the surrounding community that improve my child's school experiences.

53. My child's school provides opportuniJes for parents to volunteer and parJcipate.

54. My child's school teaches me how to help my child be successful.

55. My child's school celebrates its students' good behavior and academic performance.

56. The school administrators are responsive.

57. My child enjoys going to school.

58. My family is part of a school community.

59. Overall, I would rate the school culture as very posiJve.

Parents: School Culture




12

IV. School Environment/Working Conditions

Overall, 92% of parents (58 responses) rated the school environment at Frederick Douglas Elementary as very positive. All parents (100% / 64 responses) felt welcomed as a volunteer, and most parents felt the school practiced emergency procedures (98% / 63 responses), and took actions to ensure the safety of their children (91% / 60 responses). However, some parents (17% / 11 responses) were dissatisfied with the cleanliness and physical condition of the school.

Students echoed some of the same concerns as the parents, with 17% (41 responses) expressing dissatisfaction with the school’s cleanliness, and 81% (201 responses) praising the school’s safety and emergency procedures (88% / 216 responses). However, it was clear that students also recognized problems with student behavior. Fewer than half the students thought students were well behaved. Overall, 70% (172 responses) of students said they would come to Frederick Douglas Elementary again next year.

24%

33%

50%

70%

38%

59%

61%

48%

30%

54%

17%

6%

8%

10. My child's school is clean and in good physical condiJon

11. My child's school takes acJons to ensure his/her safety.

12. My child's school pracJces emergency procedures (i.e., fire and earthquake drills).

13. I am welcomed in my child's school as a volunteer

14. Overall, I would rate my child's school environment as very posiJve

Parents: School Environment


59%

81%

88%

47%

89%

88%

70%

24%

13%

6%

29%

9%

16%

17%

5%

6%

24%

6%

14%

11. My school is clean.

12. I feel safe at school.

13. My school pracJces emergency procedures.

14. Most of the students are well-‐behaved at my school.

15. My school has a special pledge or school song, and I know what it is.

16. My school teaches me to respect others.

17. I want to come to this school again next year.

TK-‐5: School Environment




13

Regarding the additional questions for Grades 3-5, students responded positively to the after-school activities and sports at Frederick Douglas Elementary (88% / 112 responses). They were also happy with the leadership opportunities provided at school (87% / 110 responses). However, 22% (28 responses) would not recommend this school to someone else, and nineteen percent (24 responses) indicated that they did not like this school better than their last school.

88%

87%

56%

75%

57%

81%

10%

11%

25%

20%

21%

12%

19%

6%

22%

7%

33. There are aher-‐school acJviJes and sports at my school.

34. My school provides leadership opportuniJes such as student council.

35. I like this school beXer than my last school.

36. There are plenty of computers at my school for students to use.

37. I would recommend my school to someone else.

38. The classrooms and/or hallways have posters and student work on the walls.

G3-‐5: My School Environment cont.




14

Staff opinions about working conditions at Frederick Douglas Elementary were generally favorable. Nineteen respondents indicated that they would like to work at Frederick Douglas Elementary next year. Another 21 respondents felt that they had a clear understanding of their job responsibilities, and eighteen felt that they were able to have a good work-life balance. Echoing concerns raised by parents, eight staff members responded unfavorably regarding the provision of resources for teachers. Another six respondents did not feel they had a voice in shaping their school, and a three staff stated that they would not recommend ICEF to their friends.

27%

18%

73%

45%

45%

27%

52%

45%

45%

23%

41%

36%

50%

38%

27%

32%

5%

9%

9%

14%

5%

5%

5%

5%

5%

9%

5%

27. I have a voice in shaping decisions about the school's policies and pracJces

28. The school provides me with adequate resources to do my job well.

29. I have a clear understanding of my job responsibiliJes.

30. The performance evaluaJon process is transparent and fair.

31. Overall, I am able to have a good work-‐life balance.

32. I would recommend ICEF as a place to work to my friends.

33. I want to work here next year. (Please add a comment.)

Staff: Working Condi0ons




15

V. Administration/ Teacher Effectiveness

38%

25%

38%

38%

33%

38%

44%

50%

50%

25%

31%

50%

44%

44%

56%

63%

38%

31%

40%

56%

50%

31%

44%

50%

38%

38%

56%

44%

6%

6%

19%

19%

13%

6%

6%

19%

6%

13%

19%

6%

13%

6%

6%

7%

6%

6%

6%

6%

7%

6%

6%

6%

34. The school administrator(s) provides informaJon about how the school is performing compared to other schools.

35. The school administrator(s) has raised community awareness of the school.

36. The school administrator(s) consistently enforces school rules and policies.

37. The school administrator(s) have an anJ-‐bullying plan in place at your school.

38. The school administrator(s) develop a plan at the school site to decrease the need for suspensions and expulsions.

39. The school administrators are responsive.

40. The school administrator(s) has provided me with helpful feedback about my performance.

41. The school administrator(s) collaborates with staff on decision-‐making when appropriate.

42. The school administrator(s) fosters an atmosphere of trust, dignity, and respect.

43. The school administrator(s) deals with student discipline in a Jmely manner.

44. The administrators are fair when determining consequences for negaJve behavior.

45. I have a producJve working relaJonship with the school administrator(s).

46. The school administrator(s) effecJvely foster a team-‐oriented culture among school staff.

47. Overall, the administrators are inspiring leaders.

Staff: Administra0on (Principals & Vice-‐Principals)




16

All staff members (16 responses) felt the school administration fostered a team-oriented culture. A large majority, (15 responses) agreed that the school administration fostered an atmosphere of trust, dignity, and respect. Administrators also provided helpful feedback to teachers, were responsive to staff concerns, and communicated to staff how the school performed compared to neighborhood schools. Fourteen respondents stated that they had a productive working relationship with their administration and felt they were inspiring leaders. On the other hand, staff felt administrators were unfair when determining consequences for negative behavior; they did not feel school rules were consistently enforced, and four staff raised concern about the lack of an anti-bullying program. Additionally, 13 staff members did not feel the school administration collaborated with staff on important decisions, and another three did not feel there was a plan in place to decrease the need for suspensions and expulsions.



17

Similar to staff, parent responses regarding the administration at Frederick Douglas Elementary were generally favorable, however there were some areas of concern. Ninety-four percent (57 responses) felt that school administrators were respectful and professional. Similarly, 93% (59 responses) stated that school administrators were approachable when parents had concerns. Overall, 88% (54 responses) rated the administration as very effective. Parent responses regarding the administration were slightly less enthusiastic when it came to dealing with negative student behavior and communication. Parents echoed concerns expressed by staff regarding how administrators determined consequences for negative behavior (14% / 9 responses). Parents also voiced their discontent with the lack of an anti-bullying policy at Frederick Douglas. Another thirteen percent (8 responses) felt the school did a poor job communicating resource allocation decisions, and failed to share the school’s performance compared to neighborhood schools. Lastly, five parents felt there was no plan to reduce the need for suspensions and expulsions, a criticism also expressed by staff.

55%

49%

52%

48%

47%

43%

41%

44%

37%

48%

49%

38%

40%

42%

38%

41%

44%

40%

38%

45%

46%

39%

5%

10%

6%

10%

11%

8%

14%

14%

10%

5%

10%

5%

6%

70. Are approachable when I have comments or concerns.

71. Communicate with me about important school policies and events.

72. Are highly visible throughout the school.

73. Help parents understand how resources are allocated.

74. Provide informaJon about how the school is performing compared to other schools.

75. Consistently enforce school rules and policies.

76. Are fair when determining consequences for negaJve behavior.

77. Have an anJ-‐bullying plan in place.

78. Have a plan in place to reduce the need for suspensions and expulsions.

79. Are respecdul and professional.

80. Overall, I would rate the administrators at my child's school as very effecJve.

Parents: Administra0on (Principals & Vice-‐Principals)

Strongly Agree Agree Disagree Strongly Disagree Don't Know/Does Not Apply



18

In contrast to how parents rated the administration, they were consistently positive in their assessment of teacher effectiveness, with over 90% agreement in all but one category. Overall, 95% (60 parents) rated teachers at Frederick Douglas Elementary as very effective. A large majority, (97-98% / 61-62 responses) felt that teachers cared about their child’s academic and social well-being, were approachable, respectful and professional, and were organized and knowledgeable about his/her subject area. Of the few unfavorable responses, some parents expressed concern that teachers did not communicate with them about their child’s academic progress (12% / 7 responses), and four parents (7%) felt teachers were absent too often.

54%

59%

58%

52%

52%

51%

60%

56%

54%

54%

35%

35%

39%

40%

40%

43%

38%

41%

40%

41%

10%

5%

6%

5%

5%

5%

5%

60. Communicate with me about my child's academic progress.

61. Respond to my emails, phone calls or notes in a Jmely manner.

62. Seem organized and knowledgeable about his/her subject area.

63. Plan creaJve and engaging acJviJes.

64. ParJcipate in school events and acJviJes.

65. Understand my child's strengths and weaknesses.

66. Are approachable, respecdul and professional.

67. Care about my child's academic and social well-‐being.

68. Are not ohen absent.

69. Overall, I would rate my child's teachers as very effecJve.

Parents: Teacher Effec0veness




19

Similar to parents, students had very positive responses to questions about their teachers. When it came to administrators, students were more positive than some parents. Between 92%-94% (228 – 238 responses) of students agreed that they learn a lot in class, their teachers cared about them, and expect them to do their best. Additionally, 84% (210 responses) felt teachers were fair to all students, and 89% (223 responses) stated that they knew what they were supposed to learn in class. The only area of concern raised by students was that they did not feel they could talk to their teachers when they had a problem.

Students in grades 3-5 had less favorable responses to additional questions regarding their teachers and members of the administration. Of note, 31% (40 responses) felt that the principal only met with students when they were in trouble. Only 52% (66 responses) noted that teachers wrote comments on work they handed in, and 67% (86 responses) responded that they often saw their principal walking around the school. Similar to parent respondents, ten percent (13 responses) of students did not feel that administrators were fair when determining consequences for negative behavior.

94%

93%

84%

82%

89%

92%

89%

5%

6%

12%

11%

8%

8%

8%

8%

1. My teachers care about me.

2. My teachers expect me to do my best.

3. My teacher is fair to all students.

4. I can talk to my teachers when I have a problem.

5. I know what I am supposed to learn in class.

6. I am learning a lot in class.

7. My principal knows my name.

TK-‐5 My Teachers and the School Administrators


82%

52%

78%

67%

67%

72%

31%

14%

37%

15%

23%

23%

22%

27%

5%

10%

7%

9%

10%

6%

42%

20. I can meet with my teachers for extra help before or aher school.

21. My teachers write comments on the work I hand in.

22. My teachers are not absent very ohen.

23. I ohen see my principal walking around the school.

24. School administrators are fair when determining consequences for negaJve behavior.

25. School administrators are approachable, friendly, and respecdul.

26. The principal only meets with students when they are in trouble.

G3-‐5: My Teachers and School Administrators cont.




20

VI. Parent-Specific Items

Parents were asked how they thought students should be evaluated. Almost all emphasized attributes such as daily attendance rates (95% / 60 responses), student’s motivation to do good work (97% / 61 responses), and student’s demonstration of honesty and integrity (91% / 57 responses). The majority of parents also felt students should be evaluated based whether they were promoted at year’s end. In addition, parents strongly believed that a student’s demonstration of strong interpersonal and communication skills should be considered when evaluating performance (95% / 59 responses). At the same time, 89% of parents (56 responses) thought that standardized tests were still an important factor, in student evaluation.

54%

30%

48%

33%

46%

54%

59%

56%

55%

15%

41%

41%

48%

41%

43%

38%

38%

35%

40%

58%

13%

8%

6%

6%

5%

16%

5%

22%

23%

28. Daily aXendance rates.

29. Student dropout rate.

30. The percentage of students promoted at year's end.

31. High school graduaJon rates.

32. Standardized test scores (Smarter Balanced, CELDT, CST Science).

33. Online programming to access student assignments and grades

34. A student's moJvaJon to do good work.

35. DemonstraJon of honesty and integrity.

36. DemonstraJon of strong interpersonal and communicaJon skills.

37. Other (please specify).

How Do Parents Think Students Should Be Evaluated?




21

In terms of support services, parents were generally pleased, with 95% (53 responses) rating them very effective. However, parents expressed concern regarding extracurricular activities and the parent organization. Of note, parents did not feel the school provided more arts or sports programs than other neighborhood schools. Generally speaking, 17% of parents did not feel their children had meaningful access to extracurricular activities. Additionally, 19% (12 responses) of parents felt the school lacked opportunities outside of class for their children to receive academic support. Lastly, 21% (13 responses) expressed dissatisfaction with the parent organization.

48%

43%

47%

34%

33%

47%

36%

36%

38%

45%

30%

33%

34%

28%

22%

38%

41%

30%

33%

40%

16%

19%

14%

23%

31%

11%

16%

8%

13%

15%

5%

5%

5%

13%

13%

27%

14%

38. There is strong support for struggling students during school hours.

39. My child is provided with opportuniJes outside of class to receive addiJonal academic support.

40. My child has opportuniJes to parJcipate in meaningful extracurricular acJviJes (student council, sports, dance, drama,

cheer, drumline, 3D game design, chess program, yearbook).

41. My child's school provides more Arts programs than other neighborhood schools.

42. My child's school provides more Sports programs than other neighborhood schools.

43. The events and acJviJes at the school are culturally relevant and engaging for my child.

44. The parent organizaJon at my child's school is organized and welcoming.

45. The school is addressing the needs of all ELL (English Language Learner) students.

46. I understand and have access to my child's school's LCAP.

47. Overall, I would rate the support services at my child's school as very effecJve.

Parents: School Support Services




22

VII. Open-Ended Responses – Staff, Parents, and Students

Areas of Strength -‐ Staff Staff responses fell into four broad categories. Representative responses are listed below each category. Collaboration among staff (7 responses) Respect for fellow staff and good working relationships.

The planning time we get when students are doing extras, i.e. art, P.E, Character Building.

I appreciate the relationship that the staff has with each other. It makes everything easier when it comes to enforcing rules and regulation.

Administrative/ Leadership (7 responses) Mr. Lemle does an excellent job leading the school.

Communication and transparency among administrators is great, PDs are very helpful and educational.

My administrator is transparent and is trying to improve the culture of our school.

Students (2 responses) I like that we have the ability to know each scholar personally.

Much of the staff is committed to the kids and community, and is willing to work hard even without the necessary supports (financial, curriculum, family).

Extracurricular Activities/Resources (5 responses) The technology is great.

I like the extracurricular activities like rugby.

All programs that are in addition to general education that help students be well-rounded.

The family atmosphere, the extra curricular activities (oratorical contest, literature on parade which takes the place of Halloween, Thanksgiving Feast, Spelling Bee).

Suggestions for More Effectively Supporting Staff Staff responses fell into six broad categories. Representative responses are listed below each category. Support Services (5 responses) We need mental health care providers for several scholars.

Character counts social program.

Professional Development (2 responses) I need more training specifically for my position.

We need less PD and more time to plan.

School Discipline (9 responses) Improving student discipline and consistent parent participation.

Implementing a stronger discipline plan based on student academic and behavioral data.

Having a better behavior system that is school-wide would be helpful; better enforcement of broken rules.

Provide immediate, effective consequences for negative student behavior and have the director have meetings with parents when students participate in deliberate, disrespectful behavior toward staff and peers.

Administrative Support (4 responses) The administration needs to help teachers understand our collective goal as a team.



23

We need better administrative communication.

Parental support/administration support in dealing with behavioral difficulties.

Resources (2 responses) The school should have some "common" school supplies to support instruction. Teachers should not have to spend their own money to help run the class.

More school supplies.

Areas of Strength -‐ Parents Parent responses fell into five broad categories. Representative responses are listed below each category. Teachers/Staff (23 responses) I value the parent-teacher relationships.

I am happy with the administration and the overall staff; they are very supportive of the parents.

There are some very dedicated teachers that go above and beyond their duties to push our children to succeed and to enjoy learning.

I am most grateful to my son's first grade teacher, Mr. Long.

Academics (11 responses) This school is preparing my son for the next level in life and to stay focused.

I am pleased with the educational structure at this school.

I think the curriculum is very good.

School Culture (8 responses) I like the family environment.

I know my children are safe and are reaching academic goals.

I like the diversity at this school.

Extracurricular Activities (7 responses) The extracurricular activities in the after-school program are great.

I love the music and sports programs.

Educational programs, music, sports and extracurricular programs.

Opportunities for Improvement -‐ Parents Parent responses fell into seven broad categories. Representative responses are listed below each category. Teachers/Staff (9 responses) The school needs to be consistent by keeping the same teachers.

FDA needs more staff to monitor hallways. Also, they need a budget for TA’s in overcrowded classrooms.

I think some of the staff needs improvement in being professional.

Extracurricular Activities (5 responses) This school needs more after school activities.

They need more sports activities for each grade.

Facilities (4 responses) They need their own facility; this school is in a very small environment.



24

They need to keep the restrooms and lunch area clean.

Resources/Materials (3 responses) This school needs more funds for resources.

FD should be providing textbooks that students can take home.

Organization/Leadership (7 responses) They need a stronger administrative team to remove bad kids and disrespectful parents. Someone who can stand up and get the school back on track.

Consistency in all areas: Effective communication, a discipline policy, follow-through in enforcing rules for staff, parents and students will help this school.

The school should improve its organization and communication with parents.

Student Behavior (8 responses) There is no control over kids after school.

Positive and more constructive ways of discipline.

Students should be more respectful to other students, staff, and teachers.

Other (5 responses) Better math and reading programs.

The school is very firm with the dress code.

The lunch menu is not healthy.

How are you involved in View Park Elementary -‐ Parents Parent responses fell into six broad categories. Representative responses are listed below each category. Attending Meetings (43 responses) I attend all PIM meetings. I attend parent meetings.

Volunteer in class/at school (28 responses) I volunteer on field trips, and volunteer to help with many school activities.

I volunteer in the classroom. I do volunteer hours.

Attend Field Trips (21 responses) I attend all field trips.

I go on field trips.

School Activities (19 responses) I take part in all activities at my child’s school.

I participate in family activities with the school.

I attend all school events.

Donations/Fundraisers (9 responses) I donate snacks for the sales.

I donate items to the classroom and/or school.

I provide needed supplies and support for my child’s classroom.



25

Areas of Strength -‐ Students Student responses fell into seven broad categories. Representative responses are listed below each category. Academics (79 responses) I like to learn in class and I also like to do my homework so I can get to play. I like math and reading.

I like learning about Black history.

I love learning math, art, and science.

I would like our school to be more pretty and nice.

Teachers/Staff (43 responses) I love my teacher and her cowgirl hat. In my school I like that the teachers make you feel safe and comfortable.

We have a teacher that cares about us, helps us get good grades, and teaches us to never give up.

I like the staff and teachers.

The principal is great.

Resources/Supplies (14 responses) I like that we use iPads. My favorite thing to do at school is use the computers.

I love to play with playdough.

Peers (23 responses) I have friends at this school I like that everybody likes me.

I have the most awesome teacher ever, and I have lots of friends that are well behaved in class and they respect me.

School Activities (27 responses) We do special things like pizza parties and play with the balls. What I like about my school is that they have a lot of school activities.

We say our pledge; we have sales and special announcements and celebrations. I like drill, drum, and cheer and also after school programs.

I like the Kaboom. We have cool days like pajama day and stuff like that School Culture (10 responses) They teach me to believe in myself.

We have exceptional rules that mostly everyone follows.

Being safe, respectful and responsible.

Recess (36 responses) My favorite part is when we go to recess.

I like to play tetherball.

I like the games at lunch.



26

Opportunities for Improvement -‐ Students Student responses fell into six broad categories. Representative responses are listed below each category. Student Behavior (62 responses) I am tired of bad students that kick chairs and give attitude.

I want kids to be nicer to each other.

To stop the fights in class and on school grounds.

Stop the bullying in class and on the yard.

Food (25 responses) I would like to change the food at school.

I would like better lunch.

No eating hot chips or selling candy without permission, because if you eat too many hot chips, you get a stomachache and you have to ask to be able to sell candy.

Academics (15 responses) I want to change second grade.

We should have more math classes.

I don't like doing work.

Extracurricular Activities (19 responses) I want my school to have better field trips for example, to an amusement park. Also, please don't punish the whole grade for a small group of people.

I want more activities like football, basketball, and more Kaboom.

I would like a different teacher for the after-school program.

Facilities (47 responses) I don’t like all the bugs and the ants in our classrooms.

I think we should change the outside because it’s small.

One thing I would change about my school is to have bigger classrooms. I would like to change the mulch into a big pool, because we are hot in the sun.

Resources/Materials (9 responses) The school needs better computers.

Put Starfall on every computer.

I would like to have more books.



27

Conclusion: Comparing Stakeholder Responses

Overall, stakeholders who took the survey expressed varied views of Frederick Douglas Elementary. Staff had overall positive views of the academic program, but expressed concern with working conditions and school culture. Parents were largely satisfied in nearly all categories surveyed, particularly the academic program, teacher/administrator effectiveness, and the school environment. However, parents expressed some dissatisfaction with the school administration, support services, as well as facilities and resources. Students were generally happy with their academic experiences at Frederick Douglas Elementary, but expressed concern with the school environment, and in particular, the prevalence of bullying and student misbehavior. It is useful, then, to explore the questions and categories in which the school received relatively less enthusiastic responses in order to identify potential areas for growth and improvement.

Academic Program All stakeholders were generally pleased with the academic program at Frederick Douglas Elementary. Staff members praised the collaboration among teachers, and overall thought the curriculum was strong. However, staff expressed some discontent with the lack of administrative presence in their classrooms, and the need for improved professional development. Open-ended responses for professional development included the need for more content specific support, and one call to decrease professional development in favor of common planning time. Parents agreed that the school provided rigorous work that challenged students, set high standards for success, and prepared children academically for the next phase of schooling. There were particularly positive responses to the school’s use of technology during instruction. However, parents expressed concern over the lack of adequate resources, the desire for more individualized instruction, and more communication about grade level standards. Open-ended responses called for TA’s to support overcrowded classrooms, and parent involvement responses indicated a concern with the lack of resources, with a notable amount of parents feeling compelled to donate school and classroom supplies. Similar to staff and parents, students generally had positive things to say about the academics, including math, science, and Black history. Students were happy with the amount of resources at Frederick Douglas Elementary, but expressed a desire for new computers and more books in open-ended responses. Students also reported that they were sometimes tested on material that had not been taught in class.



28

School Culture and Student Behavior The statements about school culture garnered somewhat mixed responses. Staff members praised the positive relationship between teachers and office staff, the cultural relevance of the school mission, school events, and activities. But staff raised serious concerns about the morale of staff members at Frederick Douglas Elementary. In particular, staff were dissatisfied with student behavior, the current disciplinary measures in place, and the lack of respect from parents. In the open-ended section, staff members talked about the need for mental health care providers for students with behavioral problems, a character counts social program, and more parent engagement to improve school discipline. By contrast, the vast majority of parents rated the school culture as very positive. They were happy with the availability of opportunities to participate and volunteer, and parents were pleased with the principal’s responsiveness. Their only concern, though held by a small minority, was the lack of communication with parents about the school’s mission and vision, as well as the limited guidance to help parents support their children. The parent’s open-ended section echoed many of the same issues mentioned by staff. Parents acknowledged bad behavior on the playground, and the need for more positive and constructive means of discipline. Students expressed similar concerns with student behavior, noting excessive fighting and bullying as areas in need of improvement. The concerns regarding student behavior raised by all the stakeholders are cause for action. The administration could consider reimagining the disciplinary measures in place, to address issues of bullying, suspension, and expulsion. Reaching out to involve a group of staff and parents in this process may prove effective. Alternative disciplinary measures may come in the form of developing a school-wide Positive Behavior Support Plan or adopting a Restorative Justice model. Frederick Douglas Elementary could also benefit from implementing a more transparent and consistent communication system to share changes or updates to organizational policies with key stakeholders.

School Environment/Working Conditions Most stakeholders were happy about the school environment at Frederick Douglas Elementary, calling it friendly and welcoming. In the open-ended section, parents mentioned their satisfaction with the structure and organization of the environment. They praised measures the school had taken to ensure the safety of their children, a compliment also mentioned by students. On the other hand, both parents and students were concerned with the cleanliness and upkeep of the physical facilities. Parents requested more space for classrooms, and students expressed concern with the amount of “bugs and ants” in the classrooms.



29

Staff members generally had favorable responses to working conditions. Over three-quarters of the staff felt they had a good work-life balance and that their job responsibilities were clearly stated. An overwhelming majority of staff stated that they would return to their school in the following year. Despite these positive responses, staff identified some areas for improvement: inadequate resources and instructional materials, and the lack of teacher voice in school governance. Open-ended responses echoed these sentiments.

Teachers and Administration Effectiveness Parents were very happy with the teachers at Frederick Douglas Elementary. They said the teachers were “dedicated,” and “care for our students.” Students spoke highly of their teachers as well, these sentiments were also articulated in the open-ended responses. One of the issues that crossed all stakeholders and appeared in open-ended responses, was the administration’s poor response to student misbehavior. Staff and parents believed the administration needed to clearly construct and implement a plan for student discipline that was both fair and effective. One-third of student respondents noted that the principal only met with students when they were in trouble. Staff and parents wanted the administration to better enforce school rules and policies. Staff requested more consistent communication and more involvement in school governance. Finally, staff members noted their productive relationships with one another and with administrators.

Parent Engagement/Support Services

Many parents noted they were involved in the parent organization, and regularly attended Parent Informational Meetings (PIM), school activities, and field trips. Less enthusiastic responses targeted the lack of sports and art programs, and “support for struggling students” at Frederick Douglas. Students also echoed these sentiments; they requested more games at recess and other school activities, like “football, basketball, and Kaboom.”



30

Appendix: Respondent Demographics

Staff

Among staff, seventeen were teachers (81%) and four (19%) were members of the administration.

About two-thirds of staff respondents were certificated staff (62% / 13 responses), and eight (38%) were non-certificated staff.

19%

81%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

School Administrator Teaching Staff

Staff: School Administra0on/Teaching Staff

62%

38%

0%

10%

20%

30%

40%

50%

60%

70%

CerJficated Staff Non-‐CerJficated Staff

Staff: Cer0fica0on Status



31

Most of the teacher respondents were in their first year (64% / 14 responses) at Frederick Douglas Elementary, and five respondents were in their second year. Just three teachers had been at Frederick Douglas for four or more years.

An equal number of staff respondents (3 each) taught kindergarten, 3rd, 4th, and 5th grades. Two 1st and 2nd grade teachers responded to this survey, and none of the TK teachers participated in the survey.

64%

21%

0% 5% 5% 5% 0%

10%

20%

30%

40%

50%

60%

70%

Less than 1 Year 2 Years 3 Years 4 Years 5 Years 6+ Years

Staff: How Long Have you Worked at Frederick Douglass Elementary?

0%

19%

12% 12%

19% 19% 19%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

TK K 1 2 3 4 5

Staff: Grades Taught



32

Parents

The largest grade level represented in the survey was 2nd grade, followed by parents of 1st, 3rd, 4th, and 5th graders. Parents of kindergartners and transitional kindergarteners were least represented among respondents.

About two-thirds of the parents who responded had girls at the school. They accounted for 61% (39 responses) of the total parent respondents, while parents with boys represented 39% (25 responses).

3%

9%

17%

20%

16% 17% 17%

0%

5%

10%

15%

20%

25%

TK K 1 2 3 4 5

Parents: Child's Grade

39%

61%

0%

10%

20%

30%

40%

50%

60%

70%

Male Female

Parents: Child's Gender



33

A large majority of parents identified their child as Black (78% / 53 responses). Seven parents identified their child as “Other”, and five parents (7%) chose Hispanic.

Most parents (68% / 43 responses) who responded to the survey had children who did not have an IEP or 504 plan.

78%

0% 7% 1% 3% 10% 0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Black White, Non-‐Hispanic

Hispanic Asian NaJve American Other

Parents: Child's Race/Ethnicity

11%

68%

21%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Yes No Don't know

Parents: Child has IEP or 504 Plan



34

A little less than half of parent respondents attended some college (42% / 27 responses). Twenty-five percent (16 responses) had a college diploma, and eight parents had a graduate degree or higher.

For a majority of the children (59% / 38 responses) represented in the survey, Frederick Douglas Elementary was their first charter school. Seventeen percent (11 responses) attended a charter school prior to their enrollment.

8% 9%

42%

25%

13%

3% 0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Some high school High school diploma

Some college College diploma Graduate degree or higher

No comment

Parents: Highest Level of Educa0on

17%

59%

23%

0%

10%

20%

30%

40%

50%

60%

70%

Yes No Not Applicable / This is my child's first school.

Parents: Child's Prior Charter School AZendance



35

Fifty-seven students (44%) attended Frederick Douglas Elementary for three to four years, and 38 students (29%) have attended for more than five years. Twenty-two students (17%) attended for one to two years, and only eleven percent (14 responses) attended for less than one year.

Just under half of the parents heard about Frederick Douglas Elementary through friends (46% / 31 responses). Eighteen parents (27%) heard about Frederick Douglas Elementary through “Other” means, and twelve parents (18%) heard about the school through the community.

11%

17%

44%

29%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Less than 1 year 1 -‐ 2 years 3 -‐ 4 years More than 5 years

Parents: Years AZending (Name Redacted) School

1% 1%

46%

18%

6%

27%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Newspaper Radio Friends Community Internet Other

How Parents Heard About Frederick Douglass Elementary



36

Most of the respondent’s families spoke English at home (92% / 60 responses), while a small minority spoke Spanish (5% / 3 respondents). Parents were able to select more than one language.

92%

5% 3% 0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

English Spanish Other

Language Spoken at Home

sri_samplereport_nameredacted

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