Feedback from our stakeholders has been an essential part of our planning. We’ve gathered input from community members, parents, students, and staff through various methods including online surveys, town halls, and phone interviews.

The online surveys launched in late May to help us better understand what worked well with digital learning this spring, what needs to improve, and what conditions, practices, and options are most important to you as we consider a safe return to our school buildings. Your feedback has helped us prioritize and refine our options. We have also hosted town halls to gain community feedback on how to become a proactively anti-racist district and presented opportunities for stakeholders to share input via phone interviews. Those interviews will give us more detailed information about the challenges we face and supports needed by students and families in a virtual learning environment. That information will be available mid-July.

Participation Levels in Online Surveys:

  • Parent survey – 74.7%
  • Student survey (grades 5-11) – 32.8%
  • Staff survey – 77.6%

Willingness to Return to a Physical School Building in August

Percent of families indicating they will send their child/children to school buildings in the fall if they are open and the percent of staff (instructional and non-instructional) willing to return to their classroom/office this fall:

Willingness to return chart

75.8% of all respondent families believe they could send their child to a modified school week. 20.7% are unsure and 3.5% cannot.

Parents/families who believe they could send their child to school on a modified week schedule in the fall (students are listed at their expected 2020-2021 grade level):

Chart showing the percent of families indicating they will send their child/children to school buildings in the fall if they are open and the percent of staff (instructional and non-instructional) willing to return to their classroom/office this fall

Learning from Home

Even with a strong push this spring to provide all students with laptop computers and internet access, 4.6% of parents/guardians/families responded that they do not have a reliable tablet, laptop or computer for their student and 5.3% still do not have reliable internet access. In particular, 5.6% of families of Black male students do not have a reliable tablet, laptop or computer for their student and 8.6% do not have reliable internet access.

Parents/families/students estimation of amount of time for participation in virtual learning in the fall (students are listed at their expected 2020-2021 grade level):

Chart showing parents/families/students estimation of amount of time for participation in virtual learning in the fall (students are listed at their expected 2020-2021 grade level)

Student* preferred modes of instruction for fall virtual learning (percent with each mode as first choice):

  • Hard Copies of Materials: 35.4%
  • Canvas: 34.2%
  • Video Calls: 27.1%
  • Other: 3.3%

*NOTE: only includes 2020-2021 school year grades 6-12 students

Lessons from Last Spring’s Virtual Learning

Percent of parents/families who stated each mode of instruction was the most helpful during spring virtual learning (students are listed at their expected 2020-2021 grade level):

Percent of parents/families who stated each mode of instruction was the most helpful during spring virtual learning (students are listed at their expected 2020-2021 grade level):

Common challenges students reported facing when working at home:

  • Lack of motivation/focus/procrastination (time management)
  • Needing to care for siblings
  • Not having convenient access to get answers or clarification from teachers
  • Spending more time at work leaving less time for school
  • Feeling isolated
  • Issues with district-issued computers not allowing programs (e.g., specialized software for courses)
  • Home environment not being conducive to work (noise, distractions, safety)

18.4% of students reported some difficulty in using the provided virtual learning tools.

Common challenges staff reported facing when working at home:

  • Childcare/caring for other family members
  • Need for more training and support with technology tools
  • Lack of a quiet workspace

Commonly requested supports or resources for a virtual environment by instructional staff:

  • Better technology (hardware) and technical support
  • Time and funds to create class-specific kits to send to students
  • Early decision so teachers have as much time as possible to prepare
  • Classroom materials and resources (e.g., whiteboards, scanner, printer)
  • Support on engaging students
  • Training on Teams (video conferencing software) and Canvas (learning management system)
  • Training on pedagogy in a virtual environment
  • Training for students on use of Teams and Canvas so all students have a similar understanding