Student, Employee, Family and Community Surveys - Hays CISD€¦ · Hays CISD regularly asks...

© 2016

Results and Summary of Key Findings

Student, Employee, Family and Community Surveys

Hays Consolidated Independent School District

May 17, 2016

© 2016

Overview of Surveys and Board Report

Hays CISD regularly asks students, families, employees and community members for feedback to help understand their perceptions and opinions about important topics relevant to the district’s mission, goals and core beliefs.

During the 2015-2016 school year, the following surveys were administered:

Student Engagement Survey (Grades 6-12)

Family and Community Survey

Employee Survey

For the past three years, K12 Insight has partnered with Hays CISD to design and administer surveys, report results, and share key findings. Every voice and perspective is very important; therefore K12 Insight conducts census surveys.

This report contains the selected highlights from the above-mentioned three surveys with year and school-level comparisons.

Survey results do not reflect random sampling; they should not be generalized to the entire survey population. Rather, results reflect only the perceptions and opinions of participants who took the survey.

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Student Engagement Survey

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Details of the HCISD Student Engagement SurveyThe survey was conducted from Feb. 23—Mar. 8, 2016.

Students in grades 6-12 accessed the survey using their ID numbers. They were informed about the survey via email, and a link was posted on the student portal.

Survey results do not reflect random sampling; therefore, they should not be generalized to the entire student population. Rather, results reflect only the perceptions and opinions of participating students.

4

Campus Number of Participants Number of Students Participation Rate

Barton Middle School 563 1029 55%

Chapa Middle School 366 739 50%

Dahlstrom Middle School 312 963 32%

Hays High School 561 2581 22%

JJAEP 0 3 0%

Lehman High School 190 2396 8%

Live Oak Academy 102 166 61%

Simon Middle School 296 628 47%

Wallace Middle School 287 962 30%

2016 Total Responses 2,677 9,467 28%

2015 Total Responses 2,656 8,947 30%

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Measuring Student Engagement

The survey measures cognitive engagement through 16 questions on four topics. It measures social and emotional engagement through 42 questions on eight topics.

Taken together, the 58 questions measure overall student engagement.

5

Cognitive Engagement Social and Emotional Engagement

# of Questions # of Questions # of Questions

Self-Awareness Social Awareness

Class Experience 5 Involvement 5 Acceptance 8

Student Experience 3 Persistence 5 Relationship Management 4

Relevance 4 Self-Management 5 Relationships with Peers 6

Academic Support 4 Future Aspirations 6 Relationships with Adults 3

Cognitive Engagement: 16 Questions Social & Emotional Engagement: 42 Questions

Overall Engagement: 58 Questions

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Overall Engagement

6

Always

Often

Sometimes

Never

2.95 2.93

2.552.66 2.67 2.65

2.84 2.89

1

1.5

2

2.5

3

3.5

4

Overall Engagement

Grades 6-8 Grades 9-10 Grades 11-12 District Score

Note: Lighter bars show 2015 data.

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Cognitive, Social & Emotional Engagement

7

Sometimes

Never

Often

Always

2.79

3.01

2.76

3.00

2.26

2.67

2.38

2.78

2.43

2.77

2.39

2.752.64

2.912.70

2.96

1

1.5

2

2.5

3

3.5

4

Cognitive Engagement Social and Emotional Engagement


Note: Lighter bars show 2015 data.

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Student Engagement by Demographic Groups

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Overall

Engagement

Cognitive

Engagement

Social & Emotional

Engagement

Overall 2.84 2.64 2.91

Gender

Male (N=1,339) 2.82 2.66 2.88

Female (N=1,338) 2.86 2.63 2.95

Race/Ethnicity

American Indian/Alaskan Native (N=4) 2.50 2.44 2.52

Asian (N=31) 2.89 2.71 2.96

Black or African American (N=76) 2.88 2.64 2.97

Hispanic/Latino (N=1,539) 2.84 2.69 2.90

Two or more races (N=50) 2.66 2.43 2.75

White (N=976) 2.83 2.58 2.93

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Student Engagement by Instructional Program

9

Overall

Engagement

Cognitive

Engagement

Social & Emotional

Engagement

Overall 2.84 2.64 2.91

Special Education

No (N=2,503) 2.83 2.62 2.91

Yes (N=174) 3.00 2.94 3.03

Extracurricular Activities

No (N=810) 2.68 2.58 2.73

Yes (N=1,867) 2.90 2.67 3.00

Enrollment in Gifted, AP, or Dual Degree Course

No (N=1,374) 2.80 2.64 2.87

Yes (N=1,303) 2.87 2.65 2.96

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Dimensions of Cognitive Engagement

10

Sometimes

Never

Often

Always

2.99

2.792.65

2.72

2.44

2.20 2.27

2.07

2.75

2.32 2.38

2.17

2.86

2.622.54 2.53

1

1.5

2

2.5

3

3.5

4

Academic Support Student Experience Class Experience Relevance


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Dimensions of Self-Awareness

11

Sometimes

Never

Often

Always

3.433.29

3.01 2.973.15 3.16

2.842.72

3.20 3.17

2.81 2.86

3.353.25

2.95 2.91

1

1.5

2

2.5

3

3.5

4

Future Aspirations Self-Management Involvement Persistence


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Dimensions of Social Awareness

12

Sometimes

Never

Often

Always

2.852.93

2.80 2.812.66

2.312.50

2.16

2.65 2.65 2.59

2.33

2.78 2.78 2.722.62

1

1.5

2

2.5

3

3.5

4

RelationshipManagement

Relationship withAdults

Relationship withPeers

Acceptance


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Technology

How strongly do you agree or disagree with the following statements?

13

30%

23%

29%

53%

52%

43%

10%

15%

16%

5%

8%

8%

0% 20% 40% 60% 80% 100%

I get to use technology to learn.(N=2,607)

My school has taught me how to use technologyfor learning purposes.(N=2,607)

Using technology in school is preparing me touse technology in the world in a safe

manner.(N=2,572)

Strongly Agree Agree Disagree Strongly Disagree

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Themes from Student Engagement Survey Let’s Talk! Dialogues

Between February 23 and March 8, 170 students submitted a dialogue into the Student Survey Let’s Talk! topic area. Most of the Let’s Talk! dialogues received from students were related to school climate issues. For example:

• Similar to last year, students shared frustration with school rules such as the dress code and other behavioral/discipline policies. However this year, students express concerned about technology use restrictions, and several students wrote their dissatisfaction with the school mascot and/or school song.

• Some wrote about how students are treated by adults at their school, feeling that students are not treated with the same respect that they are expected to show adults. Similarly, some wrote about students’ treatment of one another and observing a lack of respect and/or understanding for differences – such as cultural, gender, and race.

• Several students are pleased with the advanced course offerings, but there is concern with the amount of work and number of tests. Some stated that there is too much emphasis on grades over learning.

• Again, similar to last year, students described the quality of their teachers. Some were very happy with specific teachers, mentioning them by name, and others were less satisfied with either a teachers’ instructional style or their treatment of students.

• Students expressed their happiness with their school, teachers and courses and shared words of encouragement.

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Key Insights from Student Engagement Study

About the same number of students took the survey this year as in 2015, which accounts for almost 30% of students in grades 6through 12.

Engagement scores were relatively unchanged from 2015, except among students in grades 9-10, where engagement scores were more than a tenth of a point lower in both cognitive and social and emotional engagement.

Engagement scores were higher among students who receive special education services, those who participate in extracurricularactivities, and those enrolled in gifted, AP or dual degree courses.

Students scored questions related to Future Aspirations and Self-Management the highest, such as:

I believe that I will continue my education after high school.

I believe that I will complete my education after high school.

I believe that I will be successful in a career that interests me.

I believe that I will have a career that interests me.

I am nice to my teacher(s).

Students scored questions related to Relevance, Class Experience, and Student Experience the lowest. These issues included:

I see how what I’m learning in school relates to the "real" world.

My classes are fun.

My classes allow me to be creative.

School helps me discover my strongest skills.15

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Family and Community Survey

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Details of the Family and Community SurveyParticipants received communication about the Family and Community Survey through email, letters to parents, and the district's website. The survey was open March 22 – April 8. K12 Insight emailed individual invitations with links to the survey. Reminders were sent March 28 and April 5 and 8.

Parents and community members also could participate via a public link on the district’s website. Paper surveys were available on request. The survey was translated into Spanish.

Results do not reflect random sampling; therefore, they should not be generalized to all Hays CISD parents and community members. Rather, results reflect only the perceptions and opinions of survey participants.

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YearNumber of Invitations

DeliveredNumber of

Responses (N) Total Responses

Unique URL Public URL Paper Survey

2016 16,656 845 1,473 211 2,529

2015 12,410 948 1,150 257 2,355

2014 12,910 637 1,328 191 2,156

Note: 96% of responses were from parents or guardians of a student enrolled in a Hays CISD school. 11% of responses were submitted in Spanish.

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Hays CISD Core Beliefs — Comparison by Year

Answer Options: Strongly Agree, Agree, Disagree, Strongly Disagree, Don’t Know

All six core belief items were used to calculate an overall agreement percentage by year.

76%

74%

81%

0% 20% 40% 60% 80% 100%

2016 (N=2,459)

2015 (N=2,309)

2014 (N=1,929)

Percentage Strongly Agree or Agree

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Overall Quality of Hays CISD – Comparison by Year

19

What grade would you give the overall quality of Hays CISD?

35%

34%

39%

38%

20%

22%

0% 20% 40% 60% 80% 100%

2015 (N=2,355)

2016 (N=2,529)

A B C D F

Note: Only community members answered this question in the 2014 Family and Community Survey.

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Overall School Quality – Comparisons by Year and School LevelWhat grade would you give the overall quality of your child’s school?

20

Note: Only parents or guardians of a student enrolled in a Hays CISD school answered this question.

41%

44%

45%

33%

33%

32%

18%

15%

16%

5%

5%

5%

0% 20% 40% 60% 80% 100%

2014

2015

2016

A B C D F

83%

76%

55%

83%

78%

60%

82%

80%

54%

0% 50% 100%

ElementarySchool

Middle School

High School

Percentage A or B

2016 (N=2,334)

2015 (N=2,275)

2014 (N=2,156)

© 2016

Educational Quality – Comparison by School Level

21

Notes: • Only parents or guardians of a student enrolled in a Hays CISD school answered this question.• Answer Options: Strongly Agree, Agree, Disagree, Strongly Disagree, Don't Know

81%

69%

59%

82%

73%

61%

82%

75%

68%

0% 20% 40% 60% 80% 100%

Elementary School

Middle School

High School


2016 (N=2,386) 2015 (N=2,241) 2014 (N=1,898)

All educational quality items were used to calculate an overall agreement percentage by school level.

© 2016

School Management – Comparison by School Level

22

Answer Options: Strongly Agree, Agree, Disagree, Strongly Disagree, Don't KnowNote: Only parents or guardians of a student enrolled in a Hays CISD school answered this question.

84%

76%

73%

83%

76%

74%

80%

75%

68%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Elementary School

Middle School

High School


2016 (N=2,397) 2015 (N=2,240) 2014 (N=1,903)

All school management items were used to calculate an overall agreement percentage by school level.

© 2016

Customer Service – Comparison by School Level

23

Answer Options: Strongly Agree, Agree, Disagree, Strongly Disagree, Don’t Know

79%

73%

73%

78%

75%

71%

75%

70%

66%

0% 20% 40% 60% 80% 100%

Elementary School

Middle School

High School


2016 (N=2,397) 2015 (N=2,240) 2014 (N=1,903)

All customer service items were used to calculate an overall agreement percentage by school level.

© 2016

Community Relations and School Operations


24

Note: Only community members who are not parents of Hays CISD students answered this question.

39%

44%

62%

54%

48%

36%

29%

39%

6%

7%

6%

9%

0% 20% 40% 60% 80% 100%

I am welcome to attend school activities. (N=94)

Property values are impacted by the reputation of ourschools. (N=94)

It’s important to provide adequate funding to our schools to ensure our students receive a high quality education.

(N=94)

A school district with high performing schools is importantto me. (N=93)

Strongly Agree Agree Disagree Strongly Disagree Don’t Know

© 2016

Community Relations and School Operations (Continued)


25

Note: Only community members who are not parents of Hays CISD students answered this question.

30%

35%

33%

22%

53%

53%

52%

52%

6%

5%

16%

7%

5%

5%

5%

0% 20% 40% 60% 80% 100%

The time that the school day begins and ends is appropriatefor this community. (N=94)

The scheduled school holidays are appropriate for thiscommunity. (N=92)

The school year start and end dates are appropriate for thiscommunity. (N=93)

I can obtain information about services and activitiesavailable at a school near my home. (N=94)

Strongly Agree Agree Disagree Strongly Disagree Don’t Know

© 2016

Key Insights from Family and Community Survey

More than 2,500 family and community members participated in the 2016 Family and Community Survey – 373 responses (17%) more than the 2014 survey.

Three out of 4 participants responded favorably to the six Hays CISD Core Beliefs.

77 percent of parents/guardians of Hays CISD students gave their child’s school an A or B. Overall, 72% of graded the quality of Hays CISD with an A or B.

32 percent of parents and guardians do not agree that teachers give them useful information about how to help their child do well in school.

Overall, parents and guardians rated the quality of education for elementary schools more favorably than middle and high school – 81% favorable for elementary schools, 69% for middle schools and 59% for high schools

93 percent of parent and guardian participants are very interested in learning more about their child’s academic progress in school and graduation.

Overall, positive perceptions about school management and customer service have improved since 2014.

26

© 2016

Employee Survey of Satisfaction, Climate, and Engagement

© 2016

Details of the Employee Survey of Satisfaction, Climate, and Engagement

The Employee Survey was open March 21 to April 8. K12 Insight emailed individual invitations with survey links to employees. The number of responses by school building was monitored to promote participation. In addition, K12 Insight sent five separate reminders on March 28 and 30 and April 4, 7, and 8 to those who had not yet taken the survey.

Results do not reflect random sampling; therefore, they should not be generalized to all employees at Hays CISD. Rather, results reflect only the perceptions and opinions of survey participants.

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Year Responding GroupNumber of Responses

(N)

Max Possible Responses

(Nmax)

ResponseRate (%)

2016 Employees 1,405 2,477 57%

2015 Employees 1,323 2,208 60%

2014 Employees 1,360 2,386 57%

© 2016

Employee Engagement

© 2016

Components of Employee Engagement

30

3.24

2.61

3.15

3.16

3.26

2.93

3.01

3.25

2.37

3.21

3.23

3.32

2.96

2.81

3.24

2.41

3.20

3.17

3.28

2.95

2.78

1.00 2.00 3.00 4.00

Working Environment

Compensation

Shared Values

Faculty Relations

School Leadership

Communication

Instructional Support

2016 (N=1,262) 2015 (N=1,111) 2014 (N=1,165)

Strongly Disagree Strongly Agree

The component weighted score is calculated based on how participants responded to each question, with Strongly Agree receiving 4 points, Agree receiving 3 points, Disagree using 2 points, and Strongly Disagree receiving 1 point.

© 2016

Working Environment


31

46%

49%

50%

43%

33%

36%

41%

41%

40%

39%

41%

42%

9%

7%

7%

11%

17%

16%

5%

6%

6%

0% 20% 40% 60% 80% 100%

My principal or direct supervisor creates a professional workenvironment. (N= 1,389)

My principal or direct supervisor allows me to make decisions abouthow to do my work. (N= 1,388)

My principal or direct supervisor encourages collaboration withinand across teams in my school or department. (N= 1,386)

My principal or direct supervisor implements policies fairly in myschool or department. (N= 1,383)

I believe work is distributed fairly in my school or department. (N=1,388)

I work in an atmosphere where there is mutual respect among allstaff. (N= 1,386)

Strongly Agree Agree Disagree Strongly Disagree Don't Know

© 2016

Compensation


32

20%

13%

10%

59%

70%

65%

37%

30%

36%

7%

8%

13%

30%

43%

40%

5%

19%

17%

18%

11%

6%

7%

9%

6%

0% 20% 40% 60% 80% 100%

Human Resources Benefits staff members are knowledgeable andhelpful when I have questions about my benefits. (N=1,399)

Hays CISD offers information and education opportunities about mybenefits. (N=1,394)

Hays CISD offers voluntary benefits elections that meet my needs(i.e., dental, vision, life, etc.). (N=1,397)

The TRS health plan meets my needs. (N=1,391)

The district's total salary and benefits package is fair and competitivewith other districts. (N=1,398)

The district's total salary and benefits package meets my needs.(N=1,396)


© 2016

Shared Values


33

21%

26%

16%

50%

43%

59%

64%

55%

42%

37%

15%

6%

15%

6%

12% 6%

10%

0% 20% 40% 60% 80% 100%

Meeting the needs of students is one of the district's toppriorities. (N= 1,389)

District employees are professional and courteous whenworking with parents, students and colleagues. (N= 1,385)

The district office expects all employees to share ideas toimprove overall performance. (N= 1,385)

My principal or direct supervisor encourages me to alwaysdo my best. (N= 1,390)

I feel comfortable sharing ideas and opinions with myprincipal or direct supervisor. (N= 1,383)


© 2016

Faculty Relations and Support ─ Teachers and Instructional Aides


34Note: Only Teachers and Instructional Aides answered this question.

43%

17%

19%

43%

42%

45%

51%

54%

59%

39%

49%

43%

20%

16%

12%

7%

8%

9%

6%

0% 20% 40% 60% 80% 100%

Collaboration is encouraged among teachers and staff at this school.(N= 872)

The professional development sessions I attended have helped meto better meet the learning needs of my students. (N= 873)

Support is available to help me incorporate technology into myinstructional practices. (N= 872)

I feel respected and supported by the principal and otheradministrators at this school. (N= 872)

I feel respected and supported by other teachers at this school. (N=875)

I enjoy working at this school. (N= 871)


© 2016

School Leadership ─ Teachers and Instructional Aides, Paraprofessionals and Non-instructional School ProfessionalsHow strongly do you agree or disagree with the following statements?

35

Note: Only Teachers, Paraprofessionals, Instructional Aides, and Non-Instructional Campus Professionals answered this question.

38%

48%

37%

46%

41%

42%

39%

41%

43%

42%

12%

13%

7%

10%

5%

5%

5%

0% 20% 40% 60% 80% 100%

My principal provides useful feedback about how I perform my job.(N=1,129)

My principal has confidence in my ability. (N=1,125)

My principal and assistant principal(s) encourage employees to beinvolved in making decisions for the school. (N=1,128)

I know what my principal expects of me as an employee at thisschool. (N=1,128)

My principal makes decisions that are in the best interests of thestudents. (N=1,131)


© 2016

Instructional Support ─ Teachers and Instructional Aides, Paraprofessionals and Non-Instructional School Professionals


36

Note: Only Teachers, Paraprofessionals, Instructional Aides, and Non-Instructional Campus Professionals answered this question.

25%

18%

17%

19%

68%

53%

55%

65%

20%

19%

9%

6%

6%

5%

0% 20% 40% 60% 80% 100%

Students have access to the Internet at school for learning purposes.(N=1,168)

Students have access to reliable computers at school for learningpurposes. (N=1,168)

I have the materials I need, such as textbooks, computers and visualaids, to effectively teach my classes. (N=1,164)

My instructional materials are in good condition. (N=1,165)


© 2016

Organizational Decision-Making


37

10%

9%

10%

12%

45%

42%

44%

61%

21%

31%

30%

19%

7%

8%

7%

17%

9%

9%

0% 20% 40% 60% 80% 100%

The district office actively seeks input from a diverse group ofemployees about decisions that affect staff. (N=1,394)

The district office clearly explains the reasons behind decisions onkey issues. (N=1,392)

The district office clearly explains how key decisions are made.(N=1,397)

The district office provides clear direction and expectations toemployees. (N=1,398)


© 2016

Organizational Decision-Making - Continued


38

17%

27%

40%

34%

38%

61%

45%

45%

48%

48%

15%

17%

9%

12%

9%

6%

0% 20% 40% 60% 80% 100%

I know where to go in the district to get information that I need.(N=1,398)

I believe I can influence decisions at my school or department.(N=1,401)

My principal or direct supervisor is willing to listen to new ideas.(N=1,398)

My principal or direct supervisor effectively communicatesimportant issues that affect me. (N=1,399)

My principal or direct supervisor clearly communicates his or herexpectations of my job performance. (N=1,397)


© 2016

Components of School Climate

40

Note: These are the weighted scores for each dimension listed. The count of responses is an average of responses for all items within each school climate component.

Strongly Agree

3.19

3.34

3.13

3.06

3.20

3.34

3.19

3.20

3.22

3.34

3.13

3.13

1.00 2.00 3.00 4.00

Quality of Education

Student Support

Safety and Behavior

School Operations

2016 (N=1,058) 2015 (N=1,016) 2014 (N=1,056)

Strongly Disagree

© 2016

Quality of Education by School Level ─ Instructional Staff

41

3.32

3.20

2.88

1.00 2.00 3.00 4.00

Elementary School (N=579)

Middle School (N=230)

High School (N=170)

Strongly AgreeStrongly Disagree

All quality of education items were used to calculate an overall weighted score by school level.

© 2016

Educational Programs and Services (HB 5)

42

2016(N=885)

2015(N=1,298)

2014(N=896)

Percentage Point

Difference

Percentage Excellent or Good

Art and Music Education Programs (HB 5) 86% 86% 87% -1

Health Services (School Nurse) (HB 5) 86% 84% 86% 0

Physical Education Program/Gym Class (HB 5) 82% 82% 80% +2

Co-curricular/Extracurricular Activities (Sports, Academic Clubs, Student Performances, etc.)

81% 82% 80% +1

Career and Technical Education (HB 5) 78% 78% 73% +5

Advanced Academic Programs (Honors, AP, or Dual Enrollment)

74% 71% 73% +1

English Language Development for English Learners (Programs designed specifically for limited-English speaking students)

73% 68% 67% +6

Guidance Counseling Services (HB 5) 73% 71% 68% +5

Special Education Services 73% 73% 75% -2

Answer Options: Excellent, Good, Fair, Poor, Not ApplicableNote: Not Applicable responses have been excluded from calculations.

© 2016

Educational Programs and Services (HB 5) (Continued)

43

2016(N=885)

2015(N=1,298)

2014(N=896)

Percentage Point

Difference

Percentage Excellent or Good

Student Engagement (HB 5) 73% 72% 72% +1

Second Language Programs (HB 5) 71% 68% 69% +2

Digital Learning Environment (HB 5) 71% 61% 59% +12

College and Career Readiness (HB 5) 70% 71% 69% +1

Adult Education Programs (Help adults learn new skills or complete a Graduate Equivalency Diploma)

64% 62% 61% +3

Dropout Prevention Strategies (HB 5) 63% 63% 62% +1

Parent and Community Involvement (HB 5) 58% 59% 60% -2

Gifted and Talented Program (HB 5) 54% 50% 67% -13

Answer Options: Excellent, Good, Fair, Poor, Not ApplicableNote: Not Applicable responses have been excluded from calculations.

© 2016

Student Support by School Level

44

Note: Only Teachers, Paraprofessionals, Instructional Aides, Non-Instructional Campus Professionals, and Campus Administrators answered this question.

3.35

3.40

3.23

1.00 2.00 3.00 4.00



High School (N=200)


All student support items were used to calculate an overall weighted score by school level.

© 2016

Safety and Behavior by School Level

45

3.30

2.97

2.76

1.00 2.00 3.00 4.00



High School (N=198)

Strongly AgreeStrongly Disagree

All safety and behavior items were used to calculate an overall weighted score by school level.


© 2016

School Operations by School Level

46

3.04

3.12

3.03

1.00 2.00 3.00 4.00



High School (N=200)


All school operations items were used to calculate an overall weighted score by school level.


© 2015© 2015

Hays CISD Core Beliefs

After an intensive outreach effort that included the voices of more than 200 community members, Hays CISD developed six core beliefs. As part of our ongoing implementation of our strategic plan, we ask that you please read the statements below and rate our success in meeting these core beliefs. How strongly do you agree or disagree with the following statements?

48


3.02

3.04

2.96

3.03

2.90

3.05

3.08

3.08

3.00

3.07

2.95

3.08

3.15

3.17

3.08

3.14

3.04

3.15

1.00 2.00 3.00 4.00

We make decisions based on what is best for students.

We honor relationships and treat all people with dignityand respect.

We seek balance to promote well-being in all areas of life.

We are responsible stewards of our resources.

We do not compromise excellence.

We do not give up on any student.

2016 (N=1,395) 2015 (N=1,312) 2014 (N=1,349)

© 2015© 2015

Overall Satisfaction

Overall, how do you feel as an employee in a public school system?

49

21%

31%

21%

58%

55%

61%

17%

13%

16%

0% 20% 40% 60% 80% 100%

2016 (N=1,282)

2015 (N=1,268)

2014 (N=1,342)

I always feel good about my job in public education.

I often feel good, although some days are difficult.

I sometimes feel good about my job in public education.

I seldom feel good about my job in public education.

I never feel good about my job in public education.

© 2016

Satisfaction with District Offices


Note: N counts reflect responses for the 2016 survey.50

3.33

3.15

3.25

3.50

3.26

3.24

3.34

3.32

3.03

3.21

3.52

3.23

3.30

3.44

3.13

3.31

3.43

3.23

3.34

1.00 2.00 3.00 4.00

Superintendent's Office (N=94)

Human Resources (N=805)

Business Office (N=235)

Communications and Community Relations Office(N=110)

Curriculum and Instruction (N=411)

Technology (N=637)

Office of School Leadership (N=109)

2016 2015 2014

© 2016

Key Insights from Employee Survey

More than 1,400 employees participated in the 2016 survey – 45 (3%) more participants than the 2014 survey.

The majority of components that influence employee engagement remained stable since 2014 with the exception of Instructional Support and Compensation – both of which increased significantly. Items related to benefits and support about benefits have very favorable responses.

School leadership statements had strong positive responses ranging from 78 to 89 percent.

Perceptions related district decisions and reasons behind decisions were less favorable than those at the school level.

Employee perceptions of the quality of education at the high school level is less favorable than that for elementary and middle school levels.

41 percent of employee survey participants believe students threaten and bully each other at their school.

Overall, employee satisfaction with all district offices is favorable and remains relatively stable since 2014. The Human Resource Office had the largest increase over last year’s results. The Communication and Community Relations Office had the highest level of satisfaction in the 2016 survey.

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© 2016

Recommendations

Incorporate targeted action plans to increase cognitive engagement for grades 9 and 10. Take a closer look at the transition between grades 6-8 and grades 9-10 to diagnose the drop in students’ cognitive engagement. Continue to study student engagement in 2016-2017 to compare trends and eventually benchmarking data. To increase participation, consider giving students an opportunity to take the survey during the school day.

It is recommended that the employee survey be divided into two distinct surveys – school climate and employee engagement. The current employee satisfaction survey could focus solely on employee engagement, and the current family and community satisfaction survey could focus solely on district-level issues.

Consider administering a school climate study to students, parents and school-based staff in 2016-2017 to triangulate perceptions and identify gaps.

Discuss how the district and school leaders can offer more opportunities for employees to share ideas with one another and be more involved in shared decision-making at the school or department in order to increase employee engagement.

Further investigate the strong relationships between employees and their principal or direct supervisor in order to understand what the best leaders are doing well and how to replicate their successes across all schools and departments.

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Student, Employee, Family and Community Surveys - Hays CISD€¦ · Hays CISD regularly asks...

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