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The e St Stude dent nt Exp xperie erience nce Pro roject ject: Mounds View High School Report and Recommendations September 18, 2018 2
District Priority Goal Create a District-wide support system to address student mental health. ● Coll llec ect t informa rmation tion Spri ring ng 2018 - ongoing oing from stake keho holde lders rs ● Ident ntif ify y them emes es Spri ring ng 2018 2018 - ongoing oing ● Desig sign action ion plans ns Fall ll 2018 - ongoing ing ● Impl plem ementat entation ion steps ps Fall ll 2018 - ongoing ing 3
Obs bserv rvati ations ns ● The purpose of this project was to describ cribe e the student ent exper erienc ience and how student ents and adul ults contri tribute te to the student ent exper erienc ience. ● Students, parents and staff freely and respectfully shared their observations and perceptions, and we thank them for their participation. ● The current MVHS Student Experience has been shaped over more than a decade of decisions made at the District and School levels, as well as through increased opportunities and changing expectations outside of school. ● While some adjustments to enhance the student experience can be made relatively quickly, others will take years to develop and implement as there is no singular challenge, nor singular solution. 4
Student Experience Project Timeline School-level Data Gathering Mounds View High School May/June 2018 Irondale High School Late September/October 2018 Highview Middle Mid-October 2018 Chippewa Middle Late October/Early November 2018 Edgewood Middle Mid to Late November 2018 Report Development and Delivery • Analysis and report development - December 2018 • School and District Reports to District Leadership - January 2019 5
MVHS HS Pro roce cess ss and d Timeli line ne ● Focused conversations, surveys and interviews conducted between May 25 and June 13, 2018 ● Conducted historical Storywall session with faculty in late May 2018 ● Findings analyzed and report developed in summer 2018 ● Preliminary results shared with District and MVHS principal in late July 2018 ● Summary results shared with MVHS staff in late August 2018 6
MVHS HS Stakeho eholde der r Partici rticipatio pation 1. 1. Six groups ps of stude dent nts representing all grades and a variety of achievement levels, student involvement, and race, ethnicity and gender. More than 90 students participated. 2. 2. Seve ven groups ps of staff representing all grades and a variety of positions within the school. More than 50 staff members participated. 3. Two 3. o paren ent t groups ps , including a total of 21 parents, representing students in all grades and a variety of student achievement and involvement. 4. 17 staff and school leader interviews. 5. Online surveys completed by 879 studen dents ts, 509 parent nts/ s/guardi uardians ans, , and 86 staff f membe bers. rs. 7
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Culture ure Are rena a Themes ● Pride in reputation for college readiness ● Intense academic competition ● Perception of excellence driven by academic outcomes and history rather than the student and staff experience ● Student pride in individual goals ● High level of parent involvement/support ● Sense of being left out,or treated as less than, if not in the majority ● “Academic bullying”/stigma of being “only at grade level” ● Perceived tolerance for academic dishonesty ● Perceived focus on #s 9
Greatest test Source rces s of Stude dent nt Pressure essure: 1. Themselves, 28.3% 2. Everyone around them (school, home, friends and community), 25.4% 3. Parents/family, 20.1% 4. Friends/peers, 7.2% = Greater ater than 80% 1. Teachers, 7% 2. School staff, 4.4% 3. Other, 4.2% 4. Coaches, 1.4% 5. Don’t know, 1.4% 6. Other parents/adults close to my family, 0.4% 10
Work rk Are rena na Themes ● Many academic offerings (AP classes, online, ARCC) and student activities added in last 8-10 years ● Perception of high-quality administration, staff, families and students ● Equity Promise largely understood and referenced, but not apparent or intentionally implemented schoolwide ● Approach and process for support services/mental health services unclear and perceived to be inadequate 11
Student udent Survey ey Resp sponses onses “I feel comfortable discussing my acade demic challe allenges nges with ith teache chers rs and other school staff.” ● Stron rongl gly Agree 28% 28% 69% 69% ● Somewh ewhat t Agree e 41% 41% ● Somewhat Disagree 22% ● Strongly Disagree 7% 12
Student udent Survey ey Resp sponses onses “I feel comfortable discussing my emot otiona ional chall llenge enges s with ith teachers chers and other school staff.” ● Strongly Agree 9% ● Somewhat Agree 20% ● Some mewhat hat Disag sagree ree 33% 33% 65% 65% ● Stron rongl gly Disagre agree e 32% 32% 13
Org rganizati anization n Are rena a Themes ● Open campus feel with some students “absent while on campus” (attributed to online learning, open hours, and a sense that MVHS students are responsible) ● Behavioral/disciplinary consequences perceived as inconsistent ● Students perceived as overscheduled/overwhelmed (AP courses/activities) Overall school approach to learning and development ● unclear ● Many opportunities (in and out of school time) without clear coordination among staff, support services and administration 14
Arena of Whole Syste tem Culture Work Orga ganizati tion View FrameWork rk Key Strength gths Themes ● Strong reputation for academics ● Excellent reputation for academic ● Sense of safe and quiet school and college readiness achievement, preparation of ● General trust that MVHS students ● Strong parent support and students for college, high number are responsible and capable of self- involvement of choices and opportunities for management of time, schedule and ● Motivated and goal-oriented academics and activities choices students ● High quality of staff and students ● Staff who are willing to support students in their academic pursuits ● ● ● Key Challenges ges Culture of academic perfection Limited access and availability for Students taking on too much within and competition for scores and student support services their schedule and days Themes ● ● grades is pervasive, reinforced, Limited classes for students Confusion regarding whether MVHS and limits the ability of all seeking career preparation is an open campus or not, a college- students to be welcomed, be experiences such as trades and like campus or high school valued, and be successful. technical skills ● Inconsistent monitoring of student ● A culture and practice of not ● Inconsistent implementation on attendance during the school day holding a high standard of delivery of Equity Promise, outside ● Inconsistent application of student expectations with regard of offering access to many courses consequences for student discipline to cheating, tardiness, and and opportunities attendance negatively affects the relationships between staff and students, as well as contradicts district goals for student life skills development. 15
Recommen ommendat dations: ions: ● Clarify and communicate whether MVHS is an open or closed campus. ● Clarify structures, systems, roles and expectations regarding student discipline and ensure there is consistent application of consequences. ● Enhance attendance monitoring system for attendance in all classes and for where students are located at all times while on campus. ● Develop a plan for identifying and addressing mental health needs of students while also communicating resources that are already available to students regarding mental health support. 16
Student Experience Project Next Steps School-level Data Gathering Irondale High School Late September/October 2018 Highview Middle Mid-October 2018 Chippewa Middle Late October/Early November 2018 Edgewood Middle Mid to Late November 2018 Report Development and Delivery • Analysis and report development - December 2018 • School and District Reports to District Leadership - January 2019 17
MVHS Resp sponse, onse, Actions ons and Next Steps: s: ● District-wide dean professional development that includes all deans and administrators in order to clarify expectations and processes district-wide. ● Deans will be expected to meet with each student annually (this is a District expectation for all secondary schools). ● Increased information to students around support available to them and how to access it or navigate the system. 18
MVHS Resp sponse, onse, Actions ons and Next Steps: s: ● Created space for our licensed therapist to meet with students privately. ● Mental health speaking series (hosted by deans) for both students and parents. ● Opportunities during REFLECT for students to access mental health support. 19
MVHS Resp sponse, onse, Actions ons and Next Steps: s: ● Visuals around the building with positive student-created messages will prompt adult- guided conversations with students. ● A video series directed at students will address 3-4 key issues of concern and will prompt adult-guided conversations with students. 20
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