Surveys and Focus Groups Indicate that Stakeholders are at Odds About How to Move Forward

In the past few weeks the district conducted focus groups and sent out surveys to assess community views on the hybrid learning model in the Scarsdale Schools. In depth results of this research is available online. At the November 2 meeting of the Board of Education, Assistant Superintendent Edgar McIntosh reviewed the top line results from the surveys while Superintendent Thomas Hagerman gave topline conclusions from the focus groups. The results mirrored comments the Board has heard from parents at recent meetings.

Here’s a summary of the primary findings from the surveys. Click on the links for an indepth analysis.

Elementary school surveys revealed the following:

-73.5% of fourth and fifth grade students felt that they could learn well in the am/pm cohort model.

-A large majority of fourth and fifth graders said they could independently log on, find materials and stay organized.

-11% of fourth and fifth graders reported having difficulty staying focused during independent time.

-About 64% of parents of K-1 students reported that the children were having trouble signing on and working independently.

Elementary School Teachers
81.9% reported that teaching smaller groups allowed them to monitor student progress. They feel that daily contact and small cohorts are benefits of the current elementary school model. However, teachers cited the challenge of limited time with students and are missing the opportunity to do hands on, collaborative and group work. They found planning time on Wednesdays to be valuable and that planning time with colleagues was essential and had a positive impact on teaching. Last, 55% of teachers believe their input has had little impact on district decision-making.

Elementary School Parents
The highest number asked for more instructional time, in person. Second, they expressed their appreciation for the teachers and noted communications challenges.

Middle School surveys surveys showed:

-The majority of students find that work load was just right

-Few students are using faculty office hours. Instead they seek clarification through email.

-Parents feel comfortable with safety measures

-Movement of teachers leads to a loss of instructional time, due to the technology set up that is required.

-The majority of parents and students believe that students benefit more from synchronous rather than asynchronous activities. Students can have their questions answered in real time and feel more connected.

High School surveys surveys revealed the following:

-Students said they are doing the same or more work on the mornings they are home rather than in school. However, 62% of parents disagree.

-Students are using the tutorial time on Wednesdays, and doing the same or more work on Wednesdays. However only 54% of parents agree that the same amount of work is being done.

-2/3 of students say they are as busy at home as they are in school, and believe they are busier this year than in a typical year.

-Only ¼ agree that students feel connected to their teachers and colleagues.

-Half of the students agree that they know how their grades will be determined.

-Only 5% of students and 7% of the faculty believe that synchronous at home learning should replace asynchronous work, while 34% of the parents are in favor of cross cohort live-streaming.

McIntosh said that district will fully analyze the data to see what steps they can take.

Dr. Hagerman reviewed the outcome of 39 focus groups conducted by the Tri State Consortium. He reported that 400 participants including parents, teachers, students, board of ed members and administrators had participated.

He said that questions focused on communications, what practices have been effective and how can they be improved and teaching and learning in the hybrid model.

Hagerman provided a summary of 12 broad points of feedback:

-Most support the safety protocols and feel that they are working well.

-Participants expressed an appreciation for how the district is adapting.

-Everyone believes in person instruction is going well under the current conditions.

-People want more in person instruction, some within the hybrid model and some calling for a full instructional model.

-Parents have less confidence about what is happening when children are not in school

-Concerns were expressed about the quality of asynchronous learning experiences.

-Special education and virtual only families feel marginalized by the district’s plans

-Parents believe that district communications have been overwhelming in volume and length.

-Parents distrust district communications because they don’t explain the how and why decisions are being made.

-While the majority of parents are advocating for more in person instruction, the preponderance of teachers are concerned about bringing more children back for longer periods of time in school for health and safety reasons.

-Teachers believe district communication has been top down in nature and does not include feedback from teachers. They perceive that decisions are made in a reactive nature, often in response to parent pressure.

-The Wednesday schedule has produced widely different perspectives. Parents feel that Wednesdays are a waste of time and students find the schedule to be confusing, while teachers need the time for planning and preparation.

-The decision to experiment with cross cohort streaming lacked meaningful teacher participation. Communication about it was unclear and the technology was not in place to deliver a high quality experience.

-Participants called for improved emphasis on social and emotional health for all stakeholders. Stressors includes students’ need for more social interaction, parents fears about their children falling behind and teachers feeling the pressure of totally overhauling their curriculum without adequate time and training.

In conclusion, Dr. Hagerman said,“ teachers, parents and students appear to be at odds about how to move forward.”

Watch the meeting here: