Surveys, Surveys, Surveys....

Last night I completed a survey for the SMS Tech Club.   This got me thinking of how technology has changed the way we capture data.  The time it takes to create an on-line survey is minimal.  The data is accessible instantly.  The greatest challenge I've found is the logistics associated with providing computer access to students, staff, or parents.  (Oh, if only every child had their own computer.)

During the first few weeks of the school year, we conducted a number of surveys in the district.  We've asked for information and input regarding our playground needs, bullying, school calendar, technology and Standards Based Grading.

I've learned a few things about on-line surveys along the way....

1. Think It Through - Just as with any other document, ask yourself, "Does this REALLY communicate what I want it to?  Am I asking the right questions?  Are the questions worded the right way?"  Just because it is quicker to develop doesn't mean it has to get out any faster. 
2. Communicate the Purpose - As with any other input, it is important for the audience to understand why you are asking.  Will the survey results lead to a decision, or is it merely input?
3. Establish an Equal Opportunity Process - If I'm surveying students, shouldn't ALL students have access and be provided with the opportunity to share their opinions?  Initially I provided a link on my webpage for parents to comment on our school climate, now I e-mail them the survey.  There is a big difference between "go find it" and "here it is" - both in terms of access and invitation. 
4. Establish an End Time/Date - The data will be live, and ever changing, the second the first response comes in.  While a greater sample size is best, there has to be that time when you cut it off, and say "Thank you  - I've got what I needed." 
5. Communicate It - Share the data - be it good news or bad.  Transparency will lead to better participation and more honest feedback in future surveys. 
6. Do Something With It - If the data doesn't drive what we do in some way, it is useless.

My point in sharing the above is not to suggest I have all the answers - I certainly don't.  Obviously there are other things to consider beyond the six items I have briefly addressed.  However, I do want to emphasize numbers five and six.  In past years I've conducted a School Climate Survey and, I thought, appropriately communicated the results to staff and parents, and referenced some data with students.  At some point, in doing so, I would always get a "That's interesting, but so what?" expression, or a "Yeah, we take this every year, but it doesn't do any good" comment.

This fall, as part of our administrative evaluation process, I participated in a 360 Feedback Survey.  Below is and explanation of the process, a sample of the data, and most importantly, my reflections and plan of action.  Originally in a Pages document, this information was shared with staff and parents.

Mike Herdliska

360 Feedback Summary - October, 2012

Purpose
The purpose of the 360 feedback process was to give stakeholders an opportunity to provide feedback on the performance of district administrators.  In addition to providing Superintendent Miller with data to complete my annual evaluation, the survey will give me valuable feedback as I reflect upon my performance and establish my professional goals for the future.

Process
In October all middle school parents and staff members, including teachers, associates, cooks and custodians, were given an anonymous survey in order to provide feedback on my performance as building principal.  Superintendent Sam Miller received feedback from 122 parents, 21 teachers, and 15 classified staff members.  After providing me with the data, and time for reflection, the two of us met to discuss the findings, acknowledge the positives and establish goals for areas that did not receive positive feedback.  All three building principals agreed that it was important to share our findings and reflections with both staff and families.

Highlights (Staff)
Areas of strength identified by staff members include:




Highlights (Parents)
Areas of strength identified by parents include:



Area of Focus (Staff)
Areas identified by staff as needing improvement include:




Area of Focus (Parents)
Areas identified by parents as needing improvement include:



Reflections
I always value the information collected from surveys such as this.  We’ve surveyed staff, students and parents for a number of years regarding our school climate.  I’ve learned something every time, made changes based on what I’ve learned, and reinforced the positive findings with others.  I expect that the 360 feedback process will be no different.

The results of the survey indicated strengths in the areas of respect and culture, which I am proud of because they are things I value greatly and the cornerstone of the experience we hope to provide middle schoolers.  I am committed to maintaining these as areas of emphasis and strength. 

The results also identified areas needing improvement as being centered around the decision making process.  I look forward to working with Mr. Miller and my colleagues at Solon Middle School to establish better skills, strategies and habits to best meet the needs of myself and others in the decision making process.  I expect to see improvements in this area when the next 360 survey is conducted, but also in our spring school climate survey and general, undocumented feedback from others. 

This survey also gave me an opportunity to check my progress on my Iowa Individual Administrator Professional Development Plan, which is a part of my annual review.  The results indicate successes in my goal areas of instructional leadership and student achievement, but not in accountability.  

To those who were among the 158 individuals who completed the survey, I want to express my sincere appreciation.  I greatly value such feedback and am committed to using it to make positive changes for myself, our staff, students, and parents at Solon Middle School.  For those of you who chose not to complete the survey, I hope you feel welcome to communicate any comments or concerns to me in other ways.  I am available at 624-3401 ext. 1303 or miherdliska@solon.k12.ia.us. 

Respectfully,

Mike

 

Month of the Young Adolescent

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Middle School Parents:

Next week staff and students at Solon Middle School will participate in “Middle School Pride Week” as part of our celebration of the Month of the Young Adolescent.  The Association of Middle Level Education, the primary advocate for middle level education and the middle school philosophy, endorses a variety of activities and resources aimed at promoting the importance of an education experience designed specifically with the needs of early adolescent youth in mind.

Middle school students recommended theme days, similar to the high school’s Homecoming activities, which included a Twin Day, Dress Up Day, and of course a Spartan Spirit Day.  The week will conclude with our 5^th and 6^th grade lock-in, and a week later our 7^th and 8^th grade school dance.  At Solon Middle School, our vision and daily efforts sincerely attempt to address the unique transitional needs of middle level children while we continue to build a safe, caring and respectful community.  We believe that activities such as these help us meet these goals as well as provide students with positive memories of their middle school years. 

Among the messages that the AMLE attempts to convey through the “Month of the Young Adolescent” are the importance of knowledgeable and involved parents, the fact that healthy bodies are as important as healthy minds, and the importance of young adolescents having the opportunity to pursue his or her dreams.  It is clear that the needs of middle level students are unique and pose a great challenge for those who attempt to assist in the transition from childhood to early adulthood.  It definitely requires a team effort of school, community, parents and children to make a successful transition possible. 

I encourage you to continue to be involved in your child’s life and share in the joy of the young adolescent.  Now is the time to grasp the opportunities to build a stronger relationship with your child, continue to attend parent/teacher conferences and school functions, to become involved with the PTO, network with other parents, and to actively assist your child with his or her homework.  Now is not the time to step back, but rather step forward and become more involved in your child’s learning, his or her individual needs, goals and aspirations.  Now is the time to begin conversations about post secondary and career planning, but it is also important to seek a better understanding of the mind and body of the young adolescent’s unique needs and interests.    

Please join the middle school staff as we attempt to meet the social, emotional, academic and behavioral needs of our children.  By working together we can make the middle school years a memorable and meaningful experience and prepare your child for a successful future.   

Sincerely,

Mike Herdliska

Middle School Principal

Middle School Resources:

Association of Middle Level Education – www.amle.org

SBG Update for SMS Parents

Solon Middle School

Standards Based Grading Update

The topic of Standards Based Grading is a huge one.  It is much larger than we can tackle in a single newsletter, document or parent meeting.  My intention is to provide you with brief updates throughout the year to help you better understand SBG, our professional development activities, and our progress towards full implementation. 

To begin with, let’s take a step backwards and look at the traditional grading system to see how it compares with Standards Based Grading in philosophy:

Traditional Grading System

Standards-Based Grading System

1.     Based on assessment methods (quizzes, tests, homework, projects, etc.).  One grade/entry is given per assessment. 2.     Assessments are based on a percentage system.  Criteria for success may be unclear. 3.     Use an uncertain mix of assessment, achievement, effort and behavior to determine the final grade.  May use late penalties and extra credit. 4.     Everything goes in the grade book - regardless of purpose. 5.     Include every score, regardless of when it was collected.  Assessments record the average - not the best - work.

1.Based on learning goals and performance standards.  One grade/entry is given per learning goal. 2.Standards are criterion or proficiency-based.  Criteria and targets are made available to students ahead of time. 3.Measures achievement only OR separates achievement from effort/behavior.  No penalties or extra credit given. 4.Selected assessments (tests, quizzes, projects, etc.) are used for grading purposes. 5.Emphasize the most recent evidence of learning when grading.

Adapted from O’Connor K (2002).  How to Grade for Learning: Linking grades to standards (2nd ed.).  Thousand Oaks, CA: Corwin Press.

As we began our studies, we found that the philosophy of SBG matched nicely with our belief in a system that focused on student learning and appropriately reporting that learning. 

Earlier in the year I shared the five grading guidelines, which teachers would begin implementing this fall. 

1. Entries in the grade book that count towards the final grade will be limited to course or grade level standards.
2. Extra credit will not be given at any time.
3. Students will be allowed multiple opportunities to demonstrate their understanding of classroom standards in various ways.  Retakes and revisions will be allowed.  
4. Teachers will determine grade book entries by considering multiple points of data emphasizing the most recent data and provide evidence to support their determination.
5. Students will be provided multiple opportunities to practice standards independently through homework or other class work.  Practice assignments and activities will be consistent with classroom standards for the purpose of providing feedback.  Practice assignments, including homework, will not be included as part of the final grade.

Throughout this school year, professional development will be provided for staff to insure that these guidelines are understood and implemented.  By the 4^th quarter, teachers will have fully implemented SBG, according to the five guidelines, in at least one of their classes.  While full implementation of Standards Based Grading is not expected until the 2013-14 school year, many of our teachers began using SBG in all of their classes from the start of the school year.

An important step in our transition is to have the majority of staff fully implementing the SBG guidelines.  While I’ve been impressed with the number of staff that jumped in with both feet, there is still much learning ahead for all of us.  We are still working on more clearly defining the guidelines - to determine what fits and what does not .  We are still working on developing consistent classroom practices, not only across the building or grade level, but also within an individual classroom. 

Of the many challenges we face with our transition, perhaps the greatest is how to best report student learning to you, the parents, as well as the students themselves.  You’ll notice most teachers using a 4 point scale in a rubric format.  This works well for a students’ understanding of his or her progress on a given learning target, or standard.  This is an adjustment for parents, however, who are more familiar with traditional grading and homework/classwork grading.

We certainly welcome any questions you may have regarding Standards Based Grading.  In addition to your child’s classroom teacher, please feel free to contact Matt Townsley, Director of Instruction, or myself, with any questions you may have.  Again, we are committed to providing you timely updates throughout the year as we continue on our journey. 

Please look for additional information coming soon, including an invitation to join Nathan Wear, High School Principal, and high school staff for parent information meetings regarding Standards Based Grading.   There will also soon be a link available on the district website that provides information and resources on SBG.

Thank you.  I look forward to learning and growing with you.

Mike