1 The e St Stude dent nt Exp xperie erience nce Pro roject - - PowerPoint PPT Presentation

1

The e St Stude dent nt Exp xperie erience nce Pro roject ject:

Mounds View High School Report and Recommendations

September 18, 2018

2

Create a District-wide support system to address student mental health.

• Coll

llec ect t informa rmation tion Spri ring ng 2018 - ongoing

• ing

from stake keho holde lders rs

• Ident

ntif ify y them emes es Spri ring ng 2018 2018 - ongoing

• ing
• Desig

sign action ion plans ns Fall ll 2018 - ongoing ing

• Impl

plem ementat entation ion steps ps Fall ll 2018 - ongoing ing

3

District Priority Goal

Obs bserv rvati ations ns

• The purpose of this project was to describ

cribe e the student ent exper erienc ience and how student ents and adul ults contri tribute te to the student ent exper erienc ience.

• Students, parents and staff freely and respectfully shared their
• bservations and perceptions, and we thank them for their

participation.

• The current MVHS Student Experience has been shaped over more

than a decade of decisions made at the District and School levels, as well as through increased opportunities and changing expectations

• utside of school.
• While some adjustments to enhance the student experience can be

made relatively quickly, others will take years to develop and implement as there is no singular challenge, nor singular solution.

4

School-level Data Gathering Mounds View High School May/June 2018 Irondale High School Late September/October 2018 Highview Middle Mid-October 2018 Chippewa Middle Late October/Early November 2018 Edgewood Middle Mid to Late November 2018 Report Development and Delivery

• Analysis and report development - December 2018
• School and District Reports to District Leadership - January 2019

Student Experience Project Timeline

5

MVHS HS Pro roce cess ss and d Timeli line ne

• Focused conversations, surveys and interviews conducted

between May 25 and June 13, 2018

• Conducted historical Storywall session with faculty in late

May 2018

• Findings analyzed and report developed in summer 2018
• Preliminary results shared with District and MVHS principal in

late July 2018

• Summary results shared with MVHS staff in late August 2018

6

MVHS HS Stakeho eholde der r Partici rticipatio pation

1.

• 1. Six groups

ps of stude dent nts representing all grades and a variety of achievement levels, student involvement, and race, ethnicity and

• gender. More than 90 students participated.

2.

• 2. Seve

ven groups ps of staff representing all grades and a variety of positions within the school. More than 50 staff members participated. 3.

• 3. Two
• paren

ent t groups ps, including a total of 21 parents, representing students in all grades and a variety of student achievement and involvement.

• 4. 17 staff and school leader interviews.
• 5. Online surveys completed by 879 studen

dents ts, 509 parent nts/ s/guardi uardians ans, , and 86 staff f membe bers. rs.

7

8

Culture ure Are rena a Themes

• Pride in reputation for college readiness
• Intense academic competition
• Perception of excellence driven by academic outcomes and

history rather than the student and staff experience

• Student pride in individual goals
• High level of parent involvement/support
• Sense of being left out,or treated as less than, if not in the

majority

• “Academic bullying”/stigma of being “only at grade level”
• Perceived tolerance for academic dishonesty
• Perceived focus on #s

9

10

Greatest test Source rces s of Stude dent nt Pressure essure:

1. Themselves, 28.3% 2. Everyone around them (school, home, friends and community), 25.4% 3. Parents/family, 20.1% 4. Friends/peers, 7.2% = Greater ater than 80% 1. Teachers, 7% 2. School staff, 4.4% 3. Other, 4.2% 4. Coaches, 1.4% 5. Don’t know, 1.4% 6. Other parents/adults close to my family, 0.4%

Work rk Are rena na Themes

• Many academic offerings (AP classes, online, ARCC) and

student activities added in last 8-10 years

• Perception of high-quality administration, staff, families

and students

• Equity Promise largely understood and referenced, but not

apparent or intentionally implemented schoolwide

• Approach and process for support services/mental health

services unclear and perceived to be inadequate

11

12

Student udent Survey ey Resp sponses

• nses

“I feel comfortable discussing my acade demic challe allenges nges with ith teache chers rs and other school staff.”

• Stron

rongl gly Agree 28% 28%

• Somewh

ewhat t Agree e 41% 41%

• Somewhat Disagree

22%

• Strongly Disagree

7% 69% 69%

13

Student udent Survey ey Resp sponses

• nses

“I feel comfortable discussing my emot

• tiona

ional chall llenge enges s with ith teachers chers and other school staff.”

• Strongly Agree

9%

• Somewhat Agree

20%

• Some

mewhat hat Disag sagree ree 33% 33%

• Stron

rongl gly Disagre agree e 32% 32% 65% 65%

Org rganizati anization n Are rena a Themes

• Open campus feel with some students “absent while on

campus” (attributed to online learning, open hours, and a sense that MVHS students are responsible)

• Behavioral/disciplinary consequences perceived as

inconsistent

• Students perceived as overscheduled/overwhelmed (AP

courses/activities)

• Overall school approach to learning and development

unclear

• Many opportunities (in and out of school time) without

clear coordination among staff, support services and administration

14

15

Arena of Whole Syste tem View FrameWork rk Culture Work Orga ganizati tion Key Strength gths Themes

• Strong reputation for academics

and college readiness

• Strong parent support and

involvement

• Motivated and goal-oriented

students

• Staff who are willing to support

students in their academic pursuits

• Excellent reputation for academic

achievement, preparation of students for college, high number

• f choices and opportunities for

academics and activities

• High quality of staff and students
• Sense of safe and quiet school
• General trust that MVHS students

are responsible and capable of self- management of time, schedule and choices

Key Challenges ges Themes

• Culture of academic perfection

and competition for scores and grades is pervasive, reinforced, and limits the ability of all students to be welcomed, be valued, and be successful.

• A culture and practice of not

holding a high standard of student expectations with regard to cheating, tardiness, and attendance negatively affects the relationships between staff and students, as well as contradicts district goals for student life skills development.

• Limited access and availability for

student support services

• Limited classes for students

seeking career preparation experiences such as trades and technical skills

• Inconsistent implementation on

delivery of Equity Promise, outside

• f offering access to many courses

and opportunities

• Students taking on too much within

their schedule and days

• Confusion regarding whether MVHS

is an open campus or not, a college- like campus or high school

• Inconsistent monitoring of student

attendance during the school day

• Inconsistent application of

consequences for student discipline

Recommen

• mmendat

dations: ions:

• Clarify and communicate whether MVHS is an open or closed

campus.

• Clarify structures, systems, roles and expectations regarding

student discipline and ensure there is consistent application of consequences.

• Enhance attendance monitoring system for attendance in all

classes and for where students are located at all times while on campus.

• Develop a plan for identifying and addressing mental health

needs of students while also communicating resources that are already available to students regarding mental health support.

16

School-level Data Gathering Irondale High School Late September/October 2018 Highview Middle Mid-October 2018 Chippewa Middle Late October/Early November 2018 Edgewood Middle Mid to Late November 2018 Report Development and Delivery

• Analysis and report development - December 2018
• School and District Reports to District Leadership - January 2019

Student Experience Project Next Steps

17

MVHS Resp sponse,

• nse, Actions
• ns and Next Steps:

s:

• District-wide dean professional development that includes all

deans and administrators in order to clarify expectations and processes district-wide.

• Deans will be expected to meet with each student annually (this is

a District expectation for all secondary schools).

• Increased information to students around support available to

them and how to access it or navigate the system.

18

MVHS Resp sponse,

• nse, Actions
• ns and Next Steps:

s:

• Created space for our licensed therapist to meet with students

privately.

• Mental health speaking series (hosted by deans) for both students

and parents.

• Opportunities during REFLECT for students to access mental

health support.

19

MVHS Resp sponse,

• nse, Actions
• ns and Next Steps:

s:

• Visuals around the building with

positive student-created messages will prompt adult- guided conversations with students.

• A video series directed at

students will address 3-4 key issues of concern and will prompt adult-guided conversations with students.

20

Distric trict t Resp sponse,

• nse, Actions
• ns and Next Steps:

s:

• Work with Mounds View High School to implement the

recommendations for their site.

• Continue to collect information from other sites across the district.

○ Irondale High School - In progress ○ Middle Schools - October/November

• As information is collected:

○ Provide Reports; Create Plans; Implement Recommendations

• Identify and Secure Additional Support across all sites.

○ Additional Positions and Professional Development

21

Nation

• nal

al video eo project ct

22

To view the video, click here.

Qu Ques estions/D tions/Discus iscussion sion

23

24