Strat Strategic Planning gic Planning Re Research F Findings - - PowerPoint PPT Presentation
Montgomer Montgomery T y Township School District wnship School District Strat Strategic Planning gic Planning Re Research F Findings Februar bruary 22, 20 22, 2017 Gina Siemieniec, Ph.D. Gina Siemieniec, Ph.D. Executive Vice
Februar bruary 22, 20 22, 2017
Gina Siemieniec, Ph.D. Gina Siemieniec, Ph.D. Executive Vice President
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PHASE I: Engage PHASE II: Focus PHASE III: Execute
The Strategic Planning Process
Conduct School Board and Superintendent interviews (10). Conduct focus groups with key stakeholder populations (203 participants). Review archival data and reports provided by the District. Administer surveys of key stakeholder populations (3,614 respondents). Perform rigorous analysis of student achievement data. Over 3,800 stakeholders provided input. Develop a draft strategic plan to serve as a broad framework to guide the future direction of the District. The strategic plan contains:
Principles
to review research findings and finalize the strategic plan.
meetings to guide implementation.
implementation matrix, which contains the following:
monitor progress toward goals.
Engage stakeholders to document the current state
future position of the school district. Create a focused and actionable strategic plan aligned to stakeholder priorities. Develop specific action plans to accomplish the goals and objectives identified in the strategic plan.
Indicates Completion
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The Strategic Planning Process
Parent Views Employee Views Community Views Educational Trends Student Views External Comparisons Current Situation Communication Vehicle Decision Framework Strategic Plan Document
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Monitoring Plan
Structure of the Strategic Plan
representation of the strategic planning process.
extend from the Mission, Vision, and Guiding Principles through Strategic Goals and Objectives.
articulating and documenting the District’s reason for being (Mission), its aspirations (Vision), core beliefs and philosophies (Guiding Principles), and strategic goals.
Administration to develop strategies for “how” the goals will be accomplished.
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and implementation of new initiatives.
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Portrait of a Graduate
The skills and characteristics frequently mentioned include: College and career readiness Strong academics Good communication skills Good social and emotional skills Self-awareness Confidence and compassion Resiliency Innovativeness Analytical, critical thinking and problem solving skills Ability to work collaboratively and respect different viewpoints Community service and civic engagement
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Stakeholder Priorities
Top Five Areas Selected as Highest Priority Most Frequently
ALL Parents Students Employees Community Providing a safe environment for students and employees. 58% 60% 47% 66% 60% Hiring and retaining quality teachers. 53% 60% 42% 61% 49% Preparing students to be socially responsible citizens. 48% 51% 35% 58% 49% Preparing students to be college and career ready. 47% 50% 41% 48% 47% Ensuring a well-rounded educational experience for all students. 46% 49% 37% 55% 44%
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The Overall Quality of Education in the District
Parent, Student, Employee, and Community Responses, Percentage Good/Excellent
87% 86% 97% 89% 90% 74% Parents Students Employees Community ALL ECRA Industry Benchmark
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Ratings of the Quality of Curricular Areas and Programs
Parent, Student, and Employee Responses, Percentage Good/Excellent
ALL Parents Students Employees The quality of the English/Language Arts program. 83% 81% 77% 91% The quality of the math program. 82% 80% 76% 91% The quality of the visual and performing arts program (e.g., music, art). 82% 82% 73% 92% The quality of the social studies program. 78% 79% 76% 79% The quality of the related arts programs (e.g., specials). 77% 77% 67% 88% The quality of programs for advanced learners (e.g., Honors, Advanced Placement). 77% 71% 72% 88% The quality of the PE/Health program. 74% 77% 61% 85% The quality of special education services. 73% 70% 66% 84% The quality of student support services (e.g., guidance, counseling, social work). 69% 62% 64% 82% The quality of the world languages program. 69% 65% 61% 81% The quality of programs for English Language Learners (ELLs). 65% 70% 61% 64% The quality of the science program. 64% 68% 45% 79%
Positive rating (≥ 75%) Mixed rating (50%-74%) Lower rating (≤ 49%) Key
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Montgomery Township School District Students Rating Program Quality as Good/Excellent by Department and Grade
7th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade Science 57% 77% 38% 33% 31% 30% Math 86% 80% 78% 68% 70% 71% English/Language Arts 82% 78% 79% 65% 79% 83% World Languages 75% 57% 59% 54% 60% 59% Performing Arts 79% 76% 75% 69% 69% 75% Social Studies 79% 76% 75% 69% 69% 75%
Percent Rating Quality as Good or Excellent
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Montgomery High School Student Ratings of the Science Program Quality by Courses Taken
36% 39% 42% 28% 27% 29% 37% 34% 29% 0 AP/Honors Courses 1-2 AP/Honors Courses 3 or more AP/Honors Courses
Unsatisfactory/Poor Average Good/Excellent
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Montgomery Township School District 2015 Advanced Placement Science Mean Scores
Biology Chemistry Environmental Science Physics C: Electricity & Magnetism Physics C: Mechanics MTSD 3.97 3.55 3.76 3.70 4.27 State 3.19 2.99 2.84 3.53 3.71 U.S. 2.90 2.62 2.58 3.35 3.50 Global 2.91 2.66 2.59 3.44 3.56 1.00 2.00 3.00 4.00 5.00
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Montgomery Township School District 2015 Statewide Science Assessments Percent Passing
NJASK 4 NJASK 8 NJBCT MTSD 97.3 94.7 81.4 DFG J 97.9 94.1 87.9 State 90.6 77.0 57.8 20 40 60 80 100
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Parent
Relationship Between Ratings of the Overall Quality
* All correlations are significant (p < .01). ** Percentage of parents who rated the survey item good/excellent or agree/strongly agree
Positive rating (≥ 75%) Mixed rating (50%-74%) Lower rating (≤ 49%) Key
Small Correlation Coefficient 0.10 – 0.29 Moderate Correlation Coefficient 0.30 – 0.49 Large Correlation Coefficient 0.50 – 1.00
Parents Correlation Coefficient* Favorable Ratings** The quality of the English/Language Arts program. 0.72 81% I am happy with my child(ren)’s school(s). 0.70 75% My child(ren)’s school(s) is preparing my child(ren) to be successful in life. 0.69 71% The quality of the math program. 0.67 80% Teachers provide quality instruction to students. 0.66 73%
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Student
Relationship Between Ratings of the Overall Quality
* All correlations are significant (p < .01). ** Percentage of students who rated the survey item good/excellent or agree/strongly agree
Students Correlation Coefficient* Favorable Ratings** Teachers provide quality instruction to students. 0.54 66% The quality of the English/Language Arts program. 0.50 77% The quality of the math program. 0.50 76% I am happy with my school. 0.49 65% The quality of programs for advanced learners (e.g., Honors, Advanced Placement). 0.49 72%
Positive rating (≥ 75%) Mixed rating (50%-74%) Lower rating (≤ 49%) Key
Small Correlation Coefficient 0.10 – 0.29 Moderate Correlation Coefficient 0.30 – 0.49 Large Correlation Coefficient 0.50 – 1.00
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Employee
Relationship Between Ratings of the Overall Quality
* All correlations are significant (p < .01). ** Percentage of employees who rated the survey item good/excellent or agree/strongly agree
Employees Correlation Coefficient* Favorable Ratings** The quality of the world language program. 0.50 81% The quality of the PE/Health program. 0.49 85% The quality of the science program. 0.47 79% The quality of the social studies program. 0.46 79% The quality of the related arts programs (e.g., specials). 0.46 88%
Positive rating (≥ 75%) Mixed rating (50%-74%) Lower rating (≤ 49%) Key
Small Correlation Coefficient 0.10 – 0.29 Moderate Correlation Coefficient 0.30 – 0.49 Large Correlation Coefficient 0.50 – 1.00
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Community Members
Relationship Between Ratings of the Overall Quality
* All correlations are significant (p < .01). ** Percentage of community members who rated the survey item good/excellent or agree/strongly agree
Community Members Correlation Coefficient* Favorable Ratings** Teachers provide quality instruction to students. 0.74 73% The District has reasonable expectations for students’ academic performance. 0.65 67% The District provides a well-rounded educational experience for all students. 0.64 70% Students graduate well prepared for college and careers. 0.61 67% The District makes decisions in the best interest of students. 0.55 57%
Positive rating (≥ 75%) Mixed rating (50%-74%) Lower rating (≤ 49%) Key
Small Correlation Coefficient 0.10 – 0.29 Moderate Correlation Coefficient 0.30 – 0.49 Large Correlation Coefficient 0.50 – 1.00
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Ratings of the Quality of Programs for Special Education and ELLs Parent and Employee Responses, Percentage Good/Excellent
66% 86% 70% 70% 84% 64% 77% 67%
The quality of special education services. The quality of programs for English Language Learners (ELLs).
Parents of Students with Direct Experience All Parents Employees ALL
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Montgomery Township School District PARCC English/Language Arts and Mathematics Achievement Status and Percentile
Percentile Compared to All Districts in the State of New Jersey
MTSD 2015 PARCC Percentage Meets/Exceeds MTSD 2016 PARCC Percentage Meets/Exceeds 2016 PARCC Percentile ELA 74.6% 76.0% 90.1% MATHEMATICS 66.5% 69.8% 92.0%
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Montgomery Township School District PARCC ELA Subclaims by Year*
72.3% 72.3% 71.7% 72.6% 77.5% 73.7% 74.5% 69.3% 75.6% 75.8% 48.4% 46.3% 44.6% 56.9% 57.4% Literary Text Informational Text Vocabulary Writing Expression Knowledge and Use of Language Conventions
Percentage Meeting/Exceeding Standards
2015 Montgomery 2016 Montgomery 2016 State
*ELA11 was excluded from both 2015 and 2016 results due to the ability of students taking AP tests to opt out testing in 2016 only.
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Montgomery Township School District PARCC Mathematics Subclaims by Year
68.0% 66.3% 65.4% 66.5% 68.9% 67.1% 67.8% 64.6% 39.0% 39.2% 39.3% 40.3% Modeling Content Additional & Supporting Evidence Mathematical Reasoning Modeling & Application
Percentage Meeting/Exceeding Standards
2015 Montgomery 2016 Montgomery 2016 State
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Montgomery Township School District 2015-2016 PARCC English/Language Arts Percentage Meeting or Exceeding Standard by Test
48 54 53 52 52 55 49 44 40 78 83 84 79 79 80 76 63 49 68 74 84 69 78 75 83 85 64 ELA03 ELA04 ELA05 ELA06 ELA07 ELA08 ELA09 ELA10 ELA11 Percentage Meeting/Exceeding Standards
State Average Peer Average MTSD
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Montgomery Township School District 2015-2016 PARCC Mathematics Percentage Meeting or Exceeding Standards by Test
52 47 47 43 39 26 41 27 25 83 77 76 75 68 26 74 65 55 80 75 78 66 54 26 77 75 79 MAT03 MAT04 MAT05 MAT06 MAT07 MAT08 ALG01 GEO01 ALG02 Percentage Meeting/Exceeding Standards
State Average Peer Average MTSD
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Montgomery Township School District Local Percentile Compared to National Percentile by Grade 2016-2017 Fall NWEA MAP Reading
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Montgomery Township School District Local Percentile Compared to National Percentile by Grade 2016-2017 Fall NWEA MAP Mathematics
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Montgomery Township School District 2012-2013 through 2015-2016 AP Test Participation by Year
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Montgomery Township School District 2012-2013 through 2015-2016 AP Test Participation by Subject
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2014-2015 Montgomery High School Comparison Percent Scoring 3 or Higher on AP or 4 or Higher on IB
94.0% 84.5% 87.0% 89.7% 90.0% 90.3% 91.3% 92.5% 93.8% 94.5% 94.7% 97.0% Percent 3+ on AP or 4+ on IB Average of Comparison Group
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2014-2015 Montgomery High School Percent Scoring above 1550 on SAT Composite
82.3% 66.5% 68.2% 71.5% 72.3% 74.4% 74.8% 77.5% 78.6% 79.6% 80.4% 82.6% Percent above 1550 Average of Comparison Group
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Montgomery Township School District Average SAT Scores by Year and Subject
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2015-2016 School Year Growth of Montgomery Township School District Students by Subject and Grade
** Assessments were not administered in these grades and subjects. Unsatisfactory Growth is ≤ -0.60 Lower than Expected Growth is
Expected Growth is
Higher than Expected Growth is ≥ 0.30
Grade Sample Size Math Reading Writing 1 270 +0.02 **
2 246 +0.01 ** +0.05 3 256 +0.05
4 281
+0.01
5 351
0.00 +0.03 6 336
0.00
7 374 +0.01
+0.01 8 368 +0.01 +0.01
9 353
+0.01 10 224 +0.02 +0.03
11 291
+0.13 +0.03
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Achievement Gaps 2015-2016 Subgroup-Level Math Growth Summary
Unsatisfactory Growth is ≤ -0.60 Lower than Expected Growth is
Expected Growth is
Higher than Expected Growth is ≥ 0.30
Subgroup Sample Size Percentage of Students Who Met Standards Math Growth Metric Asian 1,418 91% +0.12 Black 85 37%
Hispanic 167 42%
Other 36 68%
White 1,644 64%
Female 1,644 74%
Male 1,706 73% +0.03 IEP 441 27%
No IEP 2,909 81% +0.03 Low Income 128 43%
Not Low Income 3,222 75% +0.01 LEP 29 38% +0.43 Not LEP 3,321 74%
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Achievement Gaps 2015-2016 Subgroup-Level Reading Growth Summary
Unsatisfactory Growth is ≤ -0.60 Lower than Expected Growth is
Expected Growth is
Higher than Expected Growth is ≥ 0.30
Subgroup Sample Size Percentage of Students Who Met Standards Reading Growth Metric Asian 1,328 88% +0.05 Black 87 67% +0.10 Hispanic 138 55%
Other 16 72%
White 1,530 71%
Female 1,511 80% +0.04 Male 1,588 75%
IEP 394 33%
No IEP 2,705 84% +0.04 Low Income 116 52% +0.09 Not Low Income 2,983 79% +0.01 LEP 12 8%
Not LEP 3,087 78% +0.02
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Achievement Gaps 2015-2016 Subgroup-Level Writing Growth Summary
Unsatisfactory Growth is ≤ -0.60 Lower than Expected Growth is
Expected Growth is
Higher than Expected Growth is ≥ 0.30
Subgroup Sample Size Percentage of Students Who Met Standards Writing Growth Metric Asian 1,500 89% +0.06 Black 86 64%
Hispanic 159 64%
Other 35 80%
White 1,632 74%
Female 1,678 85% +0.18 Male 1,734 74%
IEP 407 45%
No IEP 3,005 84% +0.04 Low Income 117 67%
Not Low Income 3,295 80% 0.00 LEP 29 43%
Not LEP 3,383 80%
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Agreement with College and Career Readiness Related Questions
Parent, Student, Employee, and Community Responses, Percentage Agree/Strongly Agree
65% 76% 70% 70% 67% 76% 88% 87% 85% 58% 48% 66% 71% 73% 68% 60% My child(ren)'s school(s) is preparing my child(ren) to be successful in life.* Students graduate well prepared for college and careers. Students are well prepared for standardized testing.* Each student is encouraged to meet his or her highest potential.*
Parents Students Employees Community ALL
*Students were asked to rate the survey questions: “I am encouraged to meet my highest potential”, “I feel prepared for standardized testing” and “School is preparing me to be successful in life.”
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Agreement with Classroom Environment Related Questions
Parent, Student, and Employee Responses, Percentage Agree/Strongly Agree
64% 49% 80% 62% 46% 80% 71% 80% 89% 54% 55% 60% 83% 62% Homework has a positive impact on my learning.* Teachers personalize instructional strategies to address individual learning needs. Teachers use technology in class to support learning. Class sizes are conducive to learning.*
Parents Students Employees ALL
*Students were asked to rate the survey question: “The number of students in my classes are appropriate for learning.” Parents were asked to rate the survey question: “My child is assigned homework that reinforces learning.”
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Agreement with Teachers Provide Personalized Opportunities Related Questions
Student Responses, Percentage Agree/Strongly Agree
50% 35%
My teacher provides personalized opportunities when I struggle with a concept. My teacher provides personalized opportunities when I have already mastered a concept.
Students Only
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The Social and Emotional Needs of Students Are Being Addressed
Parent, Student, and Employee Responses, Percentage Agree/Strongly Agree
60% 47% 72% 60% 60% Parents Students Employees ALL ECRA Industry Benchmark
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Student Ratings of Social and Emotional Needs are Being Addressed at School by Grade
Percentage Strongly Disagree/Disagree, Neutral, and Agree/Strongly Agree
23% 23% 21% 30% 27% 26% 23% 31% 26% 34% 29% 27% 54% 45% 53% 36% 44% 47% 7th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade
Strongly Disagree/Disagree Neutral Agree/Strongly Agree
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Student Ratings of Social and Emotional Needs are Being Addressed at School by Courses Taken
Percentage Strongly Disagree/Disagree, Neutral, and Agree/Strongly Agree
25% 24% 28% 29% 30% 26% 45% 47% 46% 0 AP/Honors Courses 1-2 AP/Honors Courses 3 or more AP/Honors Courses
Strongly Disagree/Disagree Neutral Agree/Strongly Agree
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Agreement with Student Behavior Related Questions
Parent, Student, and Employee Responses, Percentage Agree/Strongly Agree
79% 75% 75% 60% 86% 68% 80% 68% There are high standards and expectations for positive student behavior. School discipline policies are fair and equitable.
Parents Students Employees ALL
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Agreement with Student Services Related Questions
Parent, Student, and Employee Responses, Percentage Agree/Strongly Agree
62% 59% 53% 57% 83% 77% 66% 64% Student services (e.g., guidance counselors, special education) provide support for students’ social-emotional needs. Student services (e.g., guidance counselors, special education) provide support for students as they transition to their next level
Parents Students Employees ALL
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Agreement with Social-Emotional Wellness Related Questions
Student Responses, Percentage Agree/Strongly Agree
56% 62% 65% 65% 73% 78% I know an adult at school that I can talk with if I need help. I feel comfortable asking questions in class. I am happy with my school. I feel capable of accomplishing what is expected in school. I have positive relationships with my teachers. I have positive relationships with my classmates. Students Only
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Additional Agreement with Social-Emotional Wellness Related Questions
Parent, Student, Employee, and Community Responses, Percentage Agree/Strongly Agree
78% 69% 59% 64% 74% 68% 67% 70% 67%
Students are respectful of individual differences (e.g., gender, race, culture). The District has reasonable expectations for students' academic performance.
Parents Students Employees Community ALL
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Montgomery Township School District Is A Great Place to Work
Employee Responses by Position, Percentage Agree/Strongly Agree
84% 82% 77% 81% 79% Administrators Certified Staff Support Staff ALL ECRA Industry Benchmark
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The District Provides A Well-Rounded Educational Experience for All Students
Parent, Employee, and Community Responses, Percentage Agree/Strongly Agree
74% 80% 70% 75% Parents Employees Community ALL
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Agreement with Curriculum and Instruction Related Questions
Parent, Student, Employee, and Community Responses, Percentage Agree/Strongly Agree
80% 59% 71% 73% 65% 78% 68% 56% 66% 57% 73% Classroom time devoted to preparing and administering assessments is appropriate. Educators use assessment data to improve instruction. The curriculum is aligned across grades. Teachers provide quality instruction to students.
Parents Students Employees Community ALL ECRA Industry Benchmark
*If a stakeholder group is not reported, they were not asked the survey question.
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I Am Satisfied With the Current School Start and Dismissal Times
Parent, Student, and Employee Responses, Percentage Strongly Disagree/Disagree, Neutral, and Agree/Strongly Agree
29% 20% 38% 28% 18% 14% 20% 19% 54% 66% 42% 54% ALL Employees Students Parents
Strongly Disagree/Disagree Neutral Agree/Strongly Agree
*Percentages may not add up to 100 percent due to rounding.
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As a Student, I Am Satisfied With the Current School Start and Dismissal Times
Student Responses by Grade Level, Percentage Agree/Strongly Agree
52% 49% 41% 33% 39% 36% 7th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade
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I Have Adequate Opportunities for Relevant Professional Development
Employee Responses by Position, Percentage Agree/Strongly Agree
81% 69% 52% 65% 58% Administrators Certified Staff Support Staff ALL ECRA Industry Benchmark
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Agreement with Professional Development Related Questions
Employee Responses, Percentage Agree/Strongly Agree
75% 74% My supervisor provides constructive feedback to improve my job performance. The resources, materials, and supplies I need to do my job are available to me. Employees Only
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Agreement with Planning and Implementation Related Questions*
Employee Responses, Percentage Strongly Disagree/Disagree, Neutral, and Agree/Strongly Agree
28% 17% 27% 10% 32% 29% 22% 18% 40% 54% 51% 72% When new initiatives are introduced, I have sufficient training and support to implement them successfully. Teachers and staff participate in planning and implementation of school/District initiatives. I have adequate planning time. I have opportunities to collaborate with my colleagues to enhance student learning. Strongly Disagree/Disagree Neutral Agree/Strongly Agree
*Percentages may not add up to 100 percent due to rounding.
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Agreement with Decision Making Related Questions
Employee Responses, Percentage Agree/Strongly Agree
57% 48% 50% 69% 50% 56%
The District makes research-based decisions. I am appropriately involved in decisions that affect my work. I understand the logic behind decisions that affect my work. I have appropriate autonomy to perform my job.
Employees ECRA Industry Benchmark
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The District Makes Decisions in the Best Interest of Students*
Parent, Student, Employee, and Community Respondents, Percentage Agree/Strongly Agree
64% 52% 63% 57% 59% Parents Students Employees Community ALL
*Students were asked to rate the survey question: “School leaders make decisions in the best interest of students.”
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Agreement with Collaboration to Improve Student Learning
Parent, Employee, and Community Responses, Percentage Agree/Strongly Agree
58% 61% 52% 57% Parents Employees Community ALL
Families and Community Members Volunteer Their Time and Talent to Support Student Learning
Parent, Student, Employee, and Community Responses, Percentage Agree/Strongly Agree
76% 53% 65% 69% 66% Parents Students Employees Community ALL
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There is Transparent Communication from the District*
Parent, Student, Employee, and Community Responses, Percentage Agree/Strongly Agree
70% 62% 47% 50% 57% 49% Parents Students Employees Community ALL ECRA Industry Benchmark
*Students were asked to rate the survey question: “My school communicates important events.”
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Employee Ratings of There is Transparent Communication from the District by Work Location
Employee Responses, Percentage Strongly Disagree/Disagree, Neutral, and Agree/Strongly Agree
16% 19% 20% 22% 28% 15% 33% 31% 38% 31% 26% 19% 51% 50% 42% 47% 45% 67% Orchard Hill Elementary School Village Elementary School Montgomery Lower Middle School Montgomery Upper Middle School Montgomery High School Central Office
Strongly Disagree/Disagree Neutral Agree/Strongly Agree
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Agreement with Teacher Communication Related Questions
Parent and Student Responses, Percentage Agree/Strongly Agree
55% 54%
Teachers provide feedback/communicate on my child(ren)'s progress effectively. Teachers communicate my progress effectively.
Parents Students
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The District Uses Multiple Strategies and Vehicles to Regularly Communicate Information about District Goals and Initiatives
Parent, Employee, and Community Responses, Percentage Strongly Disagree/Disagree, Neutral, and Agree/Strongly Agree
*Percentages may not add up to 100 percent due to rounding.
10% 16% 8% 7% 19% 19% 20% 17% 71% 65% 72% 76% ALL Community Employees Parents Strongly Disagree/Disagree Neutral Agree/Strongly Agree
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What Are Your TWO Most Important Sources of Information about the District?*
Parent, Employee, and Community Responses, Percentage Selected
36% 31% 28% 36% 5% 0% 12% 33% 33% 32% 29% 34% 0% 5% 28% School website District website School communications E-blast District employees Township newsletter
Parents Employees Community
65% 0% 0%
*Respondents were allowed to select up to two options and students were not asked this survey question.
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The School Board Represents My Needs and Expectations
Parent and Community Responses, Percentage Agree/Strongly Agree
The School Board Provides a Clear Direction for the Future
Parent and Employee Responses, Percentage Agree/Strongly Agree
52% 44% 48% Parents Employees ALL 53% 43% 48% 44% Parents Community ALL ECRA Industry Benchmark
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The District is Fiscally Responsible
Parent, Student, Employee, and Community Responses, Percentage Agree/Strongly Agree
68% 48% 66% 65% 62% 60% Parents Students Employees Community ALL ECRA Industry Benchmark
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Facilities are Well Maintained
Parent, Student, Employee, and Community Responses, Percentage Agree/Strongly Agree
83% 77% 70% 83% 78% 72% Parents Students Employees Community ALL ECRA Industry Benchmark
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District Schools are Safe
Parent, Student, Employee, and Community Responses, Percentage Agree/Strongly Agree
91% 86% 89% 91% 89% 82% Parents Students Employees Community ALL ECRA Industry Benchmark
The Physical School Environment is Secure (e.g., School Entrances are Monitored, School Doors are Locked).
Parent, Student, and Employee Responses, Percentage Agree/Strongly Agree
89% 84% 87% 87% Parents Students Employees ALL
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Parent Survey Results
Most Favorable and Least Favorable
Top 5 Rated Survey Items Percent Good/Excellent or Agree/Strongly Agree District schools are safe. 91% I am an active participant in my child(ren)’s education. 90% The physical school environment is secure (e.g., school entrances are monitored, school doors are locked). 89% The overall quality of education in Montgomery Township School District. 87% Facilities are well maintained. 84% Bottom 5 Rated Survey Items Percent Good/Excellent or Agree/Strongly Agree Teachers personalize instructional strategies to address individual learning needs. 49% The School Board provides clear direction for the future. 52% The School Board represents my needs and expectations. 53% As a parent, I am satisfied with the current school start and dismissal times. 54% Teachers provide feedback/communicate on my child(ren)’s progress effectively. 55%
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Student Survey Results
Most Favorable and Least Favorable
Top 5 Rated Survey Items Percent Good/Excellent or Agree/Strongly Agree The overall quality of education in Montgomery Township School District. 86% My school is safe. 86% The physical school environment is secure (e.g., school entrances are monitored, school doors are locked). 84% Teachers use technology in class to support my learning (e.g., Chromebook, Brightlinks, BYOD). 80% I can choose from a variety of extracurricular activities. 78% Bottom 5 Rated Survey Items Percent Good/Excellent or Agree/Strongly Agree My teacher provides personalized opportunities when I have already mastered a concept. 35% As a student, I am satisfied with the current school start and dismissal times. 42% The quality of the science program. 45% Homework has a positive impact on my learning. 46% My social and emotional needs are being addressed at school. 47%
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Employee Survey Results
Most Favorable and Least Favorable
Top 5 Rated Survey Items Percent Good/Excellent or Agree/Strongly Agree The overall quality of education in Montgomery Township School District. 97% The quality of the visual and performing arts program (e.g., music, art). 91% The quality of the English/Language Arts program. 91% The quality of the math program. 91% Students graduate well prepared for college and careers. 89% Bottom 5 Rated Survey Items Percent Good/Excellent or Agree/Strongly Agree When new initiatives are introduced, I have sufficient training and support to implement them successfully. 40% The School Board provides a clear direction for the future. 44% I am appropriately involved in decisions that affect my work. 47% There is transparent communication from the District. 47% I understand the logic behind decisions that affect my work. 50%
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Community Survey Results
Most Favorable and Least Favorable
Top 5 Rated Survey Items Percent Good/Excellent or Agree/Strongly Agree District schools are safe. 91% The overall quality of education in Montgomery Township School District. 89% Facilities are well maintained. 83% Students are well prepared for standardized testing. 76% Teachers provide quality instruction to students. 72% Bottom 5 Rated Survey Items Percent Good/Excellent or Agree/Strongly Agree The School Board represents my needs and expectations. 42% There is transparent communication from the District. 50% The District collaborates with the community to improve student learning. 52% The District makes decisions in the best interest of students. 56% The District is fiscally responsible. 65%
knowledge and understanding of the District?
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