2013-2014 Katy ISD Community Survey Results and Analysis Katy - - PowerPoint PPT Presentation

Results and Analysis

2013-2014 Katy ISD Community Survey

Katy Independent School District March 18-31, 2014

Executive Summary

Katy ISD successfully engaged 5,236 community members. Participants included:

• Parent of current Katy ISD student (91%)
• Parent of former Katy ISD student (19%)
• Parent of children who are not yet school age (8%)
• Community member without children attending a Katy ISD school (3%)
• Employee of Katy ISD (12%)

District Mission and Goals Katy ISD sought to gather community feedback about the district mission and goals.

• More than half of all participants (59%) indicated they were familiar with the Katy ISD mission.
• A majority of community participants (65%) felt the Katy ISD mission statement is clear.
• Survey participants were less familiar with the Truth North Goals; only 23% indicated they were

familiar with those goals.

• Although many were not familiar with the goals, a majority of participants believe the district is

currently attaining the goals once they had the opportunity to review the goals.

• Katy ISD should consider alternative methods for communicating its goals. Survey findings align with

the findings from the January Community Conversations. A majority of stakeholders are not aware of the district’s goals and would like to see a strategic plan with measurable goals and key performance indicators.

2

Executive Summary (Continued)

District Budget and Priorities District administration also wanted to engage community members in a dialogue about the district’s budget and priorities.

• 61% of survey participants indicated they understand the different components of the school

district’s budget.

• When asked about how the district should prioritize needs, 90% feel recruiting and retaining

high quality teachers is of high importance.

• In addition, 83% feel the district should place high importance on campus safety.
• Almost 24% of survey participants indicated the district should put low or no importance on

reducing costs and lowering taxes.

• In addition, 33% of survey participants feel the district should place low or no importance
• n building new program facilities.
• 87% of survey participants believe the district should place moderate or high importance on

building new schools.

• District administrators and the Board of Trustees should use survey feedback as a component of

budget decision-making.

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Executive Summary (Continued)

Long-Range Facilities Plan As Katy ISD’s student population continues to grow, district administrators and the Board of Trustees are exploring different methods for addressing that growth.

• Survey participants were asked to indicate their level of support for the options identified by district

leadership.

• Survey participants indicated opposition to blended feeder patterns and strong support for pure

feeder patterns.

• A majority of participants (88%) believe the district should modify some attendance boundaries;

however, 76% of participants indicated they would support a district-wide attendance boundary modification. Katy ISD Programs and Educational Quality Survey participants were also asked to provide feedback about the district’s program offerings and educational quality.

• 93% of respondents indicated that they would recommend Katy ISD to a friend or family member with

school aged children.

• 88% of respondents indicated that their child/grandchild is either Engaged or Highly Engaged at his/her

school.

• Participants indicated college preparedness should be the most important type of programming.
• Overall, community members indicated Katy ISD programs are either Excellent or Good.
• When asked about the qualities that make Katy ISD a good school district, 54% chose academic rigor,

while 49% identified quality of teachers.

4

Executive Summary (Continued)

Continued Communication

• 89% of survey participants rated district-level communications effort as excellent or good.
• 86% of survey participants rated campus-level communications efforts as excellent or good.
• Survey participants indicated Campus eNews/Email (73%) and District eNews/Email (38%) are

their preferred methods of communication with Katy ISD.

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Participant Information

Residence in Katy ISD

A majority of survey participants indicated they have lived within Katy ISD boundaries six or more years. How long have you lived within Katy ISD boundaries?

Note: Data labels for percentages 5% or less are not shown.

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(N=5,235)

22% 17% 25% 26% 7% More than 15 years 11-15 years 6-10 years 1-5 years Less than 1 year I do not live within Katy ISD boundaries

Role

Participants included parents of current and former Katy ISD students, parents of children who are not yet school age, community members without children and Katy ISD employees. A majority (91%) identified as a parent of a current Katy ISD student. To help us better understand your perspective, please select all that apply. I am a(n) . . . (N=5,153) Role Count (N) Percentage (%) Parent of a current Katy ISD student 4,703 91% Parent of a former Katy ISD student 987 19% Parent of children who are not yet school age 421 8% Community member without children in the District 135 3% Employee of Katy ISD 610 12%

Note: The sum of percentages may exceed 100% because participants could select more than one response option.

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District Mission and Goals

District Mission and Goals

Katy Independent School District, the leader in educational excellence, together with family and community, provides unparalleled learning experiences designed to prepare and inspire each student to live an honorable, fulfilling life - to create the future. A majority of survey participants were familiar with the Katy ISD mission. Were you familiar with the Katy ISD Mission?

10

(N=5,122)

59% 41% Yes No

District Mission and Goals (Continued)

Katy Independent School District, the leader in educational excellence, together with family and community, provides unparalleled learning experiences designed to prepare and inspire each student to live an honorable, fulfilling life - to create the future. 3 out of 4 participants felt the Mission Statement is clear. Please rate the clarity of the Mission Statement. 16% 59% 20% 5% 0% 20% 40% 60% 80% 100% N=4,989 Extremely Clear Clear Somewhat Clear Not at All Clear

Note: Data labels for percentages 5% or less are not shown.

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True North Goals

On February 25, 2013, the Katy ISD Board of Trustees approved the following Five-Year True North Goals.

• I. Student Growth and Success

Each student will be provided engaging, relevant, and meaningful learning experiences, which foster the acquisition of the KISD Instructional Cornerstone Skills (collaboration, communication, creative thinking, critical thinking, information literacy, problem solving and social contribution) that lead to student success.

• II. Safe and Orderly Learning and Working Environment

A safe, orderly, positive and quality learning and working environment will be provided for students and staff.

• III. Community Engagement

Parents and community members are provided a variety of opportunities for active, collaborative involvement, which support student success.

• IV. Effective and Efficient Operations

Resources are allocated in an efficient manner to facilitate quality learning experiences and a positive and effective work environment.

• V. Organizational Improvement

Strategic data points and shared agreements are utilized to make decisions regarding planning, evaluation, and performance needs.

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True North Goals

Although a majority of participants were familiar with the district’s mission statement, few were aware

• f the district’s True North Goals.

Were you familiar with the True North Goals prior to reading them here?

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(N=5,050)

23% 77% Yes No

Clarity of True North Goals

However, once survey participants were presented with the True North Goals, a majority found them to be clear. Please rate the clarity of the True North Goals. 13% 60% 24% 0% 20% 40% 60% 80% 100% N=4,968 Extremely Clear Clear Somewhat Clear Not at All Clear

Note: Data labels for percentages 5% or less are not shown.

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Measuring True North Goals

In addition, survey participants indicated they believe the district is achieving its goals. Katy ISD . . . 29% 41% 38% 24% 23% 52% 48% 49% 46% 45% 10% 6% 14% 9% 6%10% 17% 0% 20% 40% 60% 80% 100%

Ensures all students can succeed and fosters academic

• growth. (N=5,033)

Provides a safe and orderly learning and working

• environment. (N=5,023)

Provides a variety of opportunities for active, collaborative community and parent involvement. (N=5,018) Allocates resources efficiently to facilitate quality learning experiences and a positive and effective work

• environment. (N=5,024)

Utilizes data to make decisions regarding planning, evaluation and performance needs. (N=5,017)

Strongly Agree Agree Disagree Strongly Disagree Unsure

Note: Data labels for percentages 5% or less are not shown.

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District Budget and Priorities

District Finance

Katy ISD's budget is divided into three funds: A General Operating Fund, a Capital Projects Fund and a Debt Service Fund. The General Operating Fund pays for the day-to-day expenses of running the District, including salaries and benefits, instructional supplies, day-to-day transportation-associated expenses and utilities. The vast majority (86%) of the General Operating Fund budget is tied directly to salaries and benefits. The Capital Projects Fund, which includes proceeds from bond sales authorized by voters, pays for the design and construction of new schools, the renovation of existing schools, school buses and technology improvements. These funds cannot be used to pay the salaries and benefits of teachers or other District employees for normal

• perations.

For example, in 2010, voters authorized a $459M Bond Authorization for Katy ISD. Major projects constructed with these funds included Shafer Elementary, Wilson Elementary, Wolfe Elementary (rebuild), Wolman Elementary, Davidson Elementary, Randolph Elementary, Seven Lakes Jr. High, and the Tompkins High School Campus and Agriculture Barn. In addition, this Bond Authorization funded renovations of Katy High School West Campus, Taylor High School, West Memorial Jr. High and Mayde Creek Jr. High, as well as retrofits of all high school performing arts

• centers. Technology upgrades throughout the District were also completed with this funding, along with the

purchase of school buses. The Debt Service Fund* is used to pay the principal and interest due each year on the District's outstanding debt. This and related expenses are the only allowable use of these funds. Katy ISD's tax rate is made up of two parts — the Maintenance & Operations Tax Rate and the Interest & Sinking Tax Rate. The Maintenance & Operations Tax Rate (M&O) is the primary resource for the General Operating Fund. The M&O Tax Rate is currently $1.1266 per $100 in value and has been at this rate for the past seven years. *The Interest & Sinking Tax Rate (I&S) is the primary source for the Debt Service Fund. The I&S Tax Rate is currently $0.40 per $100 in value and has also remained at this rate for the past seven years.

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District Finance (Continued)

A majority (61%) of participants fully understood the information about the district’s budget. Please indicate your level of understanding around this information.

Note: Data labels for percentages 5% or less are not shown.

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(N=5,098)

61% 37% Fully Understand Somewhat Understand Do Not Understand at All

District Finance (Continued)

A majority of survey participants also fully understood the information about the district’s funding sources. Revenue for Katy ISD's General Operating Fund Budget comes from local, state and federal sources. Please indicate your level of understanding about the District's sources of funding.

Note: Data labels for percentages 5% or less are not shown.

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(N=4,988)

79% 21% Fully Understand Somewhat Understand Do Not Understand at All

Potential Challenges

When asked about how Katy ISD should prioritize current challenges, participants identified (a) recruiting and retaining high quality teachers, (b) improving student academic performance and (c) ensuring campus safety as the most important areas of focus. Please indicate the level of importance you feel Katy ISD should place on each of the following potential challenges. Potential Challenge Count (N) Percentage (%) High Importance or Moderate Importance Recruiting and retaining high quality teachers 5,066 99% Improving student academic performance 4,950 98% Ensuring campus safety 5,001 98% Addressing student behavior issues 4,815 94% Advocating for more state funding for public education 4,499 88% Providing quality customer service 4,466 88% Building new schools 4,444 87%

Answer Options: High Importance, Moderate Importance, Low Importance or No Importance

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Potential Challenges (Continued)

Please indicate the level of importance you feel Katy ISD should place on each of the following potential challenges. Potential Challenge Count (N) Percentage (%) High Importance or Moderate Importance Reducing class size 4,411 86% Providing students with access to digital devices 3,893 76% Reducing costs and lowering taxes 3,891 76% Providing opportunities for students to engage in community service 3,869 76% Meeting the needs of a diverse student population 3,782 74% Recruiting and retaining high quality teachers who represent the diversity of our District 3,693 72% Building new program facilities for extracurricular or co-curricular activities, such as an agriculture center

• r student athletics and fine arts center (agriculture,

fine arts, athletics, etc.) 3,420 67%

Answer Options: High Importance, Moderate Importance, Low Importance or No Importance

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Long-Range Facilities Planning

Long-Range Facilities Planning

Are you aware that the District has a Long-Range Facilities Plan? Are you aware that generally after the first 15 years

• f a school facility being constructed, various levels
• f renovation may be required?

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(N=5,101) (N=5,113)

64% 36% Yes No 80% 20% Yes No

Long-Range Facilities Planning (Continued)

Are you aware that the District is establishing a Bond Committee comprised of community members to review and determine facility needs for a potential bond referendum for this November?

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(N=5,119)

67% 33% Yes No

Attendance Boundaries

33% 32% 32% 10% 55% 44% 56% 49% 10% 18% 9% 28% 6% 12% 0% 20% 40% 60% 80% 100%

Modify some attendance boundaries - Change the area

• f a select group of schools so that they are assigned a

number of students appropriate for school building

• capacity. (N=5,089)

Modify existing attendance boundaries across Katy ISD - Change the area of all schools so that they are assigned a number of students appropriate for school building

• capacity. (N=5,058)

New construction - Build new schools. (N=5,074) Temporary facilities - Use portable classrooms at existing school sites that are over enrolled. (N=5,048)

Strongly Support Support Oppose Strongly Oppose

Note: Data labels for percentages 5% or less are not shown.

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A majority of community members strongly support or support some form of attendance boundary modification.

Attendance Boundaries (Continued)

Note: Data labels for percentages 5% or less are not shown.

39% 8% 45% 30% 14% 43% 19% 0% 20% 40% 60% 80% 100% Pure feeder patterns - To the extent possible, all students from an elementary school move to the same junior high school; all students from a junior high school go to the same high school. (N=5,080) Blended feeder patterns - Student assignment to junior high or high school is not determined by where students went to elementary or junior high school. (N=5,058) Strongly Support Support Oppose Strongly Oppose

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Attendance Boundaries (Continued)

26% 49% 16% 9% 0% 20% 40% 60% 80% 100% Strongly Support Support Oppose Strongly Oppose Build new program facilities - As student enrollment grows and new schools are built, there is an increased demand for program facility

• use. For example, Katy ISD has recently identified

the need for a new agriculture facility and stadium to accommodate schedules and events for seven high schools. Rhodes Stadium (our current stadium) opened in 1981, when the District had only two high schools. By 2023, the District is planning to have opened an additional two high schools for a total of nine. (N=5,097)

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Katy ISD Program Quality

Student Engagement

A majority of participants who have children or grandchildren in the district feel their student is engaged at school. How would you rate the level of your child or grandchild's engagement at his/her school?

Note: Data labels for percentages 5% or less are not shown.

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(N=5,051)

6% 40% 48% I do not have a child or grandchild in Katy ISD Very Engaged Engaged Disengaged Very Disengaged

Importance of Programs

An overwhelming majority of participants (99%) believe the district should place high importance on programs focused on college preparedness. Katy ISD offers numerous academic and extracurricular programs for students. Please indicate the level of importance you feel Katy ISD should place on each of the following programs. Program Count (N) Percentage (%) High Importance or Moderate Importance College preparedness (N=5,110) 5,056 99% Advanced academic programs (Advanced Placement, Dual-Credit enrollment, IB) (N=5,115) 4,888 96% Career and technical education (N=5,117) 4,847 95% Digital learning (N=5,108) 4,613 90% Physical fitness and wellness programs (N=5,096) 4,475 88% Fine arts programs (N=5,110) 4,445 87%

Answer Options: High Importance, Moderate Importance, Low Importance or No Importance

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Importance of Programs(Continued)

Katy ISD offers numerous academic and extracurricular programs for students. Please indicate the level of importance you feel Katy ISD should place on each of the following programs. Program Count (N) Percentage (%) High Importance or Moderate Importance Student activities ( National Honor Society, Future Farmers of America, French Club) (N=5,093) 4,325 85% Opportunities for family involvement (N=5,103) 4,295 84% Athletic programs (N=5,118) 4,183 82% Opportunities for community involvement (N=5,111) 4,085 80% Service clubs and service organizations (N=5,088) 3,807 75% Second language acquisition (Foreign Language Programs and English as a Second Language) (N=5,107) 3,777 74%

Answer Options: High Importance, Moderate Importance, Low Importance or No Importance

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Quality of Katy ISD Programs

Survey findings suggest that Katy ISD has an excellent reputation for its Fine Arts program. 67% of participants rated the program as Excellent or Good. How would you rate the overall quality of the following programs? 28% 15% 14% 18% 6% 6% 7% 13% 39% 44% 35% 45% 25% 28% 25% 42% 13% 22% 16% 22% 17% 21% 14% 20% 9% 18% 14% 30% 9% 47% 36% 50% 20% 0% 20% 40% 60% 80% 100%

Fine Arts (N=5,048) Wellness and Physical Education Programs (N=5,056) Gifted and Talented Services (N=5,051) Community and Parent Involvement (N=5,052) 21st Century Workforce (N=5,026) Second Language Acquisition (N=5,048) Dropout Prevention (N=5,050) Digital Learning Environment (N=5,050)

Excellent Good Fair Poor Unsure

Note: Data labels for percentages 5% or less are not shown.

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Measuring Educational Excellence

Recommend Katy ISD

An overwhelming majority (93%) would recommend Katy ISD to a friend or family member. Would you recommend Katy ISD to a friend or family member with school-aged children considering a move?

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(N=4,892)

93% 7% Yes No

Measures of Educational Quality

When asked about the types of ratings to measure the quality of Katy ISD as a school district, many (79%) feel it is important to report high school graduation rates, SAT scores and success on AP exams. Schools receive various ratings of quality from local, state and federal governments. In your opinion, what should be included when measuring our educational quality? (N=5,084) Measure Count (N) Percentage (%) How well students perform in high school (graduation rate, SAT, AP, etc.) 4,024 79% Recruitment and retention of high quality instructional staff 3,888 76% Number of students graduating and enrolling in post-secondary education 3,808 75% School safety and security with school buildings and school environment 3,470 68% Access to innovative technology and opportunities 3,311 65% Comparison to other school districts’ achievement results (local, state, national and international comparisons) 3,112 61% Number and quality of special programs to meet all student needs (Special Education, Gifted and Talented, etc.) 2,924 58%

Note: The sum of percentages may exceed 100% because participants could select more than one response option.

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Measures of Educational Quality (Continued)

Schools receive various ratings of quality from local, state and federal governments. In your opinion, what should be included when measuring our educational quality? (N=5,084) Measure Count (N) Percentage (%) Student participation and performance in rigorous, advanced courses such as AP and Dual-Credit courses 2,905 57% Student performance on state tests 2,580 51% Student performance on District learning assessments 2,370 47% Number of discipline problems/issues 2,340 46% Parent involvement in school 2,231 44% Condition of the school buildings 2,209 43% Community involvement in school 2,124 42% Number of extracurricular activities offered, such as clubs and sports 2,077 41% Student perception of school 2,037 40%

Note: The sum of percentages may exceed 100% because participants could select more than one response option.

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Measures of Educational Quality (Continued)

Schools receive various ratings of quality from local, state and federal governments. In your opinion, what should be included when measuring our educational quality? (N=5,084) Measure Count (N) Percentage (%) Amount of money allocated for the education of each student (cost per student) 1,957 38% Staff perception of school 1,743 34% Parent perception of school 1,481 29% Community perception of school 1,409 28% Other 272 5%

Note: The sum of percentages may exceed 100% because participants could select more than one response option.

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What Makes Katy ISD a Good Choice?

What qualities or characteristics do you feel make Katy ISD a good choice? (N=4,461) (Respondents who said they would recommend Katy ISD to a friend or family member were asked to pick their TOP two items from the list.) Characteristic Count (N) Percentage (%) Academic rigor 2,425 54% Quality of teachers 2,173 49% Student performance on standardized tests 730 16% Neighborhood schools 720 16% Resources, such as technology, available to students 638 14% Variety of academic programs 529 12% Condition of school facilities 504 11% Community support for the District 449 10% Parent involvement 354 8% Success of extracurricular programs 267 6% Other 139 3%

Note: The sum of percentages may exceed 100% because participants could select more than one response option.

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Areas for Improvement

In which of these areas do you feel Katy ISD most needs to improve? (N=354) (Respondents who said they would NOT recommend Katy ISD to a friend or family member were asked to pick their TOP two items from the list.) Characteristic Count (N) Percentage (%) Other 206 58% Quality of teachers 155 44% Academic rigor 107 30% Variety of academic programs 67 19% Parent involvement 40 11% Resources, such as technology, available to students 35 10% Community support for the District 25 7% Neighborhood schools 21 6% Condition of school facilities 20 6% Student performance on standardized tests 19 5% Success of extracurricular programs 13 4%

Note: The sum of percentages may exceed 100% because participants could select more than one response option.

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Continued Communication

Communication (Continued)

Please rate the quality of Katy ISD's current District-level communication efforts (i.e., Katy Update, emergency e-news notifications, Superintendent messages, notifications impacting entire district, etc.)

Note: Data labels for percentages 5% or less are not shown.

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(N=5,047)

46% 43% 6% I don’t receive District-level communications Excellent Good Fair Poor

Communication (Continued)

Please rate the quality of Katy ISD's current campus-level communication efforts (communication specific to issues that affect your child's campus).

Note: Data labels for percentages 5% or less are not shown.

42

(N=5,049)

6% 49% 37% 6% I do not have a child in Katy ISD schools Excellent Good Fair Poor

Communication

What is your preferred method of communication with the District? (N=5,125) Form of Communication Count (N) Percentage (%) Campus eNews/Email 3,764 73% District eNews/Email 1,971 38% Katy Update (Electronic newsletter) 797 16% District website 602 12% Direct mail 568 11% Text messages 579 11% Phone 372 7% Facebook 151 3% Twitter 27 1%

Note: The sum of percentages may exceed 100% because participants could select more than one response option.

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Executive Summary

Katy ISD successfully engaged 5,236 community members. Participants included:

• Parent of current Katy ISD student (91%)
• Parent of former Katy ISD student (19%)
• Parent of children who are not yet school age (8%)
• Community member without children attending a Katy ISD school (3%)
• Employee of Katy ISD (12%)

District Mission and Goals Katy ISD sought to gather community feedback about the district mission and goals.

• More than half of all participants (59%) indicated they were familiar with the Katy ISD mission.
• A majority of community participants (65%) felt the Katy ISD mission statement is clear.
• Survey participants were less familiar with the Truth North Goals; only 23% indicated they were

familiar with those goals.

• Although many were not familiar with the goals, a majority of participants believe the district is

currently attaining the goals once they had the opportunity to review the goals.

• Katy ISD should consider alternative methods for communicating its goals. Survey findings align with

the findings from the January Community Conversations. A majority of stakeholders are not aware of the district’s goals and would like to see a strategic plan with measurable goals and key performance indicators.

44

Executive Summary (Continued)

District Budget and Priorities District administration also wanted to engage community members in a dialogue about the district’s budget and priorities.

• 61% of survey participants indicated they understand the different components of the school

district’s budget.

• When asked about how the district should prioritize needs, 90% feel recruiting and retaining

high quality teachers is of high importance.

• In addition, 83% feel the district should place high importance on campus safety.
• Almost 24% of survey participants indicated the district should put low or no importance on

reducing costs and lowering taxes.

• In addition, 33% of survey participants feel the district should place low or no importance
• n building new program facilities.
• 87% of survey participants believe the district should place moderate or high importance on

building new schools.

• District administrators and the Board of Trustees should use survey feedback as a component of

budget decision-making.

45

Executive Summary (Continued)

Long-Range Facilities Plan As Katy ISD’s student population continues to grow, district administrators and the Board of Trustees are exploring different methods for addressing that growth.

• Survey participants were asked to indicate their level of support for the options identified by

district leadership.

• Survey participants indicated opposition to blended feeder patterns and strong support for

pure feeder patterns.

• A majority of participants (88%) believe the district should modify some attendance

boundaries; however, 76% of participants indicated they would support a district-wide attendance boundary modification. Katy ISD Programs and Educational Quality Survey participants were also asked to provide feedback about the district’s program offerings and educational quality.

• Participants indicated college preparedness should be the most important type of programming.
• Overall, community members indicated Katy ISD programs are either Excellent or Good.
• When asked about the qualities that make Katy ISD a good school district, 54% chose academic

rigor, while 49% identified quality of teachers.

46

Executive Summary (Continued)

Continued Communication

• 89% of survey participants rated district-level communications effort as excellent or good.
• 86% of survey participants rated campus-level communications efforts as excellent or good.
• Survey participants indicated Campus eNews/Email (73%) and District eNews/Email (38%) are

their preferred methods of communication with Katy ISD.

47

Additional Slides

Technical Notes

Survey Development

• In order to increase content validity, survey questions were jointly developed in collaboration with

district staff and informed by the results of the January 2014 Community Conversations.

• Most questions were voluntary; however, individuals were required to identify their length of residence

within Katy ISD boundaries, their association with the district, and their child’s school if appropriate. The required information was necessary for data analysis.

• Most items used 3-point or 4-point Likert scales.

Survey Deployment

• Pre-survey communications included a press release and emails to individuals on the Katy ISD listserv.
• The survey was administered via emails containing unique links and a public URL on the district

website.

• Out of 65,623 emails, 61,533 were successfully delivered. Incorrect and bounced email addresses were

given to school district staff in order to update internal records. Data Analysis and Reporting

• The findings for each item in the report exclude participants who did not answer the item.
• Data labels of 5% or less are not shown.

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Area

Area Count (N) Area 1 1,626 Area 2 2,086 Area 3 3,976 Total 7,688

Note: The sum of counts exceeds the total number of participants because participants could select more than one school as a response option.

Other Positive Qualities

139 participants had indicated there were other positive qualities. Of the 139 responses, K12 Insight randomly selected 100 responses for qualitative theme

• analysis. Open code theme analysis revealed:
• Program availability —Fine Arts, Athletics and Special Education
• Reputation of district — Katy ISD is a better choice than other area school

districts The themes should be interpreted with caution. A small number of survey participants provided feedback; therefore, the themes do not represent the perspectives of all survey respondents.

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Other Areas for Improvement

There were 206 participants who selected Other when asked about areas in which the district needs to improve. Of the 206 responses, K12 Insight randomly selected 100 responses for qualitative theme analysis. Open code theme analysis revealed the following four themes:

• Participant frustration with state standards and testing — Too much

emphasis on testing

• A need for more responsive and approachable school leadership —

Frustrations with individual school leaders

• A need to improve special education services and resources — Not

enough resources for individualized instruction

• A need to improve safety and behavior at individual campuses —

Concerns about alcohol and drug use and overall student discipline The themes should be interpreted with caution. A small number of survey participants provided feedback; therefore, the themes do not represent the perspectives of all survey respondents.

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Communication (Continued)

Would you attend a community meeting to learn more about facility needs? Would you be willing to participate in a focus group to better inform the District about the community's reaction to a possible bond proposal?

53

58% 42% Yes No 39% 61% Yes No

(N=5,007) (N=4,990)

Communication (Continued)

Do you currently serve on a Homeowners Association or similar Board? Would you be willing to host Katy ISD administrators at an HOA meeting to facilitate a Community Conversation (informational forum)?

Note: Data labels for percentages 5% or less are not shown.

54

(N=5,006) (N=115)

98% Yes No 58% 42% Yes No

Note: Only participants who indicated they serve on a Homeowners Association or similar Board were given the

• pportunity to answer this question.