Data Collection:

Information related to the correlates of effectiveness is collected in two ways:

• through interviews with school officials and leaders; and
• through questionnaires administered to randomly selected groups of parents, teachers, and administrators (all administrators in small districts).

The data obtained are used to establish the degree to which the correlates are perceived by each group to be operating in the Sarasota County Public School District.

The questionnaire uses a scale of 1-4 to evaluate the various elements of an effectiveness correlate:

• 1 indicates an element is perceived to be very strong;
• 2 indicates an element is perceived to strong;
• 3 indicates an element is perceived to be weak; and
• 4 indicates an element is perceived to be very weak.

An average score of 2.0 or lower for an effectiveness correlate indicates that the correlate is perceived to be established in the school district. Correlates that do not achieve a score of 2.0 or lower need attention. Likewise, individual elements within a particular correlate can be improved when behaviors associated with effectiveness correlates and their individual elements are established; that is, they are consistently displayed by school personnel.

The discussion of perception survey results can take many forms. In some cases, auditors may consider variances among responses to individual elements, may comment on the most and least effective elements identified by each group, may identify patterns of agreement and disagreement, or may combine these, and other, approaches. In all cases, the form of the discussion is tailored to the unique variables and patterns within a particular school system.

The following perception survey results were obtained from an analysis of all complete parents, teacher, and administrator perception surveys received in the SchoolMatch offices

A. LEADERSHIP

This factor supports clear efforts to improve school effectiveness and student learning. The district is well organized in support of student priorities when the perceptions meet the value of 2.0. Values less than 2.0 show increasingly positive support, while values over 2.0 indicate declining support for the element within the LEADERSHIP correlate.

An analysis of the perception data for the LEADERSHIP correlate indicates generally strong and positive support from all three stakeholder groups - parents, teachers and administrators. However, teachers as a group are slightly less supportive than parents or administrators. The results:

In reviewing the LEADERSHIP data, it is important to look for patterns in the aggregate group responses. Identification of such patterns offers school system leadership both pathways to improvement and opportunities to communicate the very positive things happening in the district. Certain patterns are identified here. School system leadership is encouraged to review summary data presented on the following page in order to locate other patterns which may be helpful in enhancing LEADERSHIP within the district.

Greatest agreement that the element is in place: Parents as a group (1.573) agree that principals are visible, accessible (Element M). Both teachers (1.744) and administrators (1.167) believe that building administrator attention to professional development activities is in place (Element D). This is an unusual degree of correlation between two groups which don't always see eye-to-eye on commitment to professional development programs.

Greatest concern: Most importantly, all three groups cite Element B as among their two greatest concerns, as determined by identifying the highest mean scores given by each group:

B. Clear and concise communication is practiced; open, functioning channels exist throughout the school system. (P=2.075, T=2.446, A=1.764)

Additionally, both administrator (1.667) and teacher (2.492) groups identify element J as among their highest concerns, suggesting these groups believe the district is less effective in building cohesive teamwork among staff than it should be. Parents (2.053) express concern that the central administration does not involve faculty, parents and students in the decision- making process to the extent they would like to see (Element G).

CONCLUSIONS: Communication structures could be improved and staff team building activities highlighted. Additional efforts might be taken to further involve stakeholder groups in decisions affecting them.

Strongly endorsing the visibility and accessibility of building principals is a parental group priority. Parents are supportive of school district efforts in this area. Strikingly, both teacher and administrative groups appear to be in support of the professional development program. The district should be proud of its efforts in this area.

LEADERSHIP: This factor includes such characteristics as clear efforts being taken to improve school effectiveness and student learning. The district is well organized in support of student priorities.

Mean scores by responding group:

B. EMPHASIS ON LEARNING

This factor indicates that the schools' main priority is the learning of students. Distractions and interruptions of instruction and learning are minimized when this correlate is met at the 2.0 level. Values less than 2.0 show increasingly positive support, while values over 2.0 indicate declining support for the element within the EMPHASIS ON LEARNING correlate.

An analysis of the perception data for the EMPHASIS ON LEARNING correlate indicates generally very strong and positive support from all three stakeholder groups - parents, teachers and administrators. However, teachers as a group are somewhat less supportive than parents or administrators. The results:

In reviewing the EMPHASIS ON LEARNING data, it is important to look for patterns in the aggregate group responses. Identification of such patterns offers school system leadership both pathways to improvement and opportunities to communicate the very positive things happening in the district. Certain patterns are identified here. School system leadership is encouraged to review summary data presented on the following page in order to locate other patterns which may be helpful in enhancing STUDENT LEARNING within the district.

Greatest agreement that the element is in place: There is striking agreement among all three stakeholder groups about district priorities in recognizing student achievement. All three groups are strongest in their endorsement of student recognition programs:

A. Student achievement is continually given formal and informal recognition. (P=1.613, T=1.515, A=1.292)

B. The school has established formal procedures which operate throughout the school year to provide recognition for student achievement. (P=1.610, T=1.520, A=1.264)

Greatest concern: Equally striking is the agreement across all three groups (P=1.913, T=2.396, A=1.829) that the greatest concern is the need to provide computer access at home for those youngsters who do not have such access (Element N). Additionally, both parent (1.951) and teacher (2.250) groups believe allocations for instructional materials should increase in resource priority.

CONCLUSIONS: The district is to be commended for its efforts to recognize student achievement. It is particularly laudable that parents believe recognition of student performance by the district is a high priority, effectively discharged.

Greater attention should be paid to helping youngsters without home computers gain access to them. The district should re-examine its instructional resource allocation levels and policies.

EMPHASIS ON LEARNING: With this factor, it is clear through the allocation of resources, structure of the school, rationale for decisions, etc., that the school's main priority is the learning of students. Distractions and interferences with instruction and learning are minimized.

Mean scores by responding group:

C. SCHOOL CLIMATE

Students and parents should exhibit pride and loyalty to their school. The entire school community should possess a commitment to the school's goals. This quality is manifest in student respect for physical plant, strong parent involvement and positive staff and student morale.

An analysis of the perception data for the SCHOOL CLIMATE correlate indicates generally very strong and positive support from all three stakeholder groups - parents, teachers and administrators. However, teachers as a group are somewhat less supportive than parents or administrators. The results:

In reviewing the SCHOOL CLIMATE data, it is important to look for patterns in the aggregate group responses. Identification of such patterns offers school system leadership both pathways to improvement and opportunities to communicate the very positive things happening in the district. Certain patterns are identified here. School system leadership is encouraged to review summary data presented on the following page in order to locate other patterns which may be helpful in enhancing SCHOOL CLIMATE within the district.

Greatest agreement that the element is in place: Again, there is an unusual amount of consistency between the three groups in citing the effectiveness element most clearly in place. All three groups (P=1.482, T=1.683, A=1.250) perceive the appearance of the campus is orderly and well maintained (Element E). Not only is there consistent agreement, but that agreement is at generally high levels, indicating particularly strong support for presence of this element.

Greatest concern: Similarly, all three groups are united in their perception (P=1.817, T=2.279, A=1.917) that the greatest challenge facing the district in improving SCHOOL CLIMATE is increasing parent participation in school committees and functions (Element H).

CONCLUSIONS: District staff should be commended for attention to creating an orderly and well maintained environment in which learning can occur. Attention should be given to increasing parent and student participation. Given data analysis and site visit team observations cited elsewhere in this report, the administrator group top concern (A=1.958) about teacher and student absence should be given attention (Element J).

SCHOOL CLIMATE: Students and parents should exhibit pride and loyalty to their school. The entire school community should possess a commitment to the school's goals. This quality is manifest in student respect for the physical plant, strong parent involvement and positive staff and student morale.

D. MONITORING STUDENT PROGRESS This factor indicates that systematic procedures exist for measuring student achievement. Such procedures document achievement in specific areas, establish need for instructional improvement and develop priorities for the allocation of resources.

An analysis of the perception data for the MONITORING STUDENT PROGRESS correlate indicates generally strong and positive support from all three stakeholder groups - parents, teachers and administrators. However, parents and teachers as groups are somewhat less supportive than administrators. The results:

In reviewing the MONITORING STUDENT PROGRESS data, it is important to look for patterns in the aggregate group responses. Identification of such patterns offers school system leadership both pathways to improvement and opportunities to communicate the very positive things happening in the district. Certain patterns are identified here. School system leadership is encouraged to review summary data presented on the following page in order to locate other patterns which may be helpful in enhancing the MONITORING OF STUDENT PROGRESS within the district.

Greatest agreement that the element is in place: There is significantly less congruence among the three stakeholder groups in their perceptions about MONITORING. Parents (1.718) are most supportive of the district's attention to attendance data and follow-up contacts (Element D). Administrators (1.222) cite clear curriculum learning objectives perceived as most clearly in place (Element B). Teachers (1.687) are most strongly supportive of the perception that students are provided with individual assistance throughout the day (Element G).

Greatest concern: Of note here, however, is that both parent (1.910) and administrator (1.597) cite the provision of individual assistance to students by teachers as among their top concerns (Element G). A similar dichotomy exists when looking at the sharing of data on student learning (Element H). Both parent (1.906) and teacher (2.204) groups note this concept as their Number One concern, while administrators (1.471) rather strongly endorse the notion that data on student learning are regularly collected and reviewed with all members of the school community.

In addition, both teachers (2.073) and administrators (1.569) cite communication patterns between regular classroom teachers and special program teachers and counselors as needing attention (Element F). Parents (1.860) endorse this need to a somewhat lesser extent.

CONCLUSIONS: School leadership should carefully examine the concept of "individual attention in the classroom" to determine what may account for the divergence of perception in this important area. Additionally, policies regarding the dissemination of student learning data should be re-examined with an eye to improvement.

MONITORING

This factor stipulates that systematic procedures exist for measuring the achievement of students across a wide spectrum of their learning experiences. Such procedures document the change in student achievement in specific areas, curriculum areas in need of improvement, priorities for the allocation of resources, etc.

E. HIGH EXPECTATIONS

This factor stipulates that the school staff is dedicated to having each student reach his/her potential in terms of learning and personal growth. Challenging experiences are conducted to have each student reach this goal.

An analysis of the perception data for the HIGH EXPECTATIONS correlate indicates generally very strong and positive support from all three stakeholder groups - parents, teachers and administrators. Each stakeholder group endorses that EXPECTATIONS effectiveness elements are in place at high levels. The results:

In reviewing the HIGH EXPECTATIONS data, it is important to look for patterns in the aggregate group responses. Identification of such patterns offers school system leadership both pathways to improvement and opportunities to communicate the very positive things happening in the district. Certain patterns are identified here. School system leadership is encouraged to review summary data presented on the following page in order to locate other patterns which may be helpful in enhancing HIGH EXPECTATIONS within the district.

Greatest agreement that the element is in place: Once again, there is a good deal of congruence or consistency in stakeholder group perception. All three groups perceive that rules and expectations regarding classroom attendance (Element B where (P=1.493, T=1.513, A=1.333) and student preparation for class (Element D) where (P=1.500, T=1.500, A=1.342) are in place.

Greatest concern: Echoing concerns about student learning data expressed with the MONITORING correlate, both parent (1.758) and teacher (2.027) groups express their most concern with test scores on standardized tests (Element I). Administrators (1.466) are firmer in their belief that these test scores on standardized tests exceed expected scores for comparable schools.

This element takes on additional dimensions when reviewing the concept presented in Element G which focuses on the rigor of classroom learning activities. All three groups (P=1.749, T=1.832, A=1.653) list this element among their top two concerns:

G. Classroom learning activities and materials are at a demanding cognitive level, e.g., materials require analysis, generalizations and evaluation over memorization and recall.

CONCLUSIONS: Heightened attention should be given to perceptions about the rigor of classroom preparation, particularly given earlier observations (cited in the EMPHASIS ON LEARNING correlate) that instructional materials need a higher priority within the district.

District leadership should also review the reasons why parents and teachers believe students ought to be more competitive on standardized tests.

HIGH EXPECTATIONS: This factor stipulates that the school staff is dedicated to having each student reach his/her potential in terms of learning and personal growth. Challenging experiences are conducted to have each student reach this goal.

Mean scores by responding group:

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