Engaging the Community: Key Findings from Lakota's Listening and Learning Sessions

Over the course of 100 listening and learning sessions since she began at Lakota in July, Superintendent Ashley Whitely has engaged various stakeholder groups within the community, gathering insights on the District's strengths, areas for improvement and expectations for the superintendent's role. 

In addition to parents and community members, all Lakota employees were invited to attend listening sessions, which were divided by not only role but building. Whitely held nine student sessions, including all junior and high schools as well as student leaders at Endeavor Elementary, 46 staff sessions, 24 parent sessions and 15 community sessions. She also held six follow-up listening sessions “when I heard a broad theme that we needed to really dig into, to really understand the nuances of that,” explained Whitely. These included English Language Learner teacher sessions - one for K-6 and one for 7-12 teachers, special education - one for intervention specialists and one for aides, and counselors - one for K-6 and one for 7-12.

“I think it’s important to remember that these (results) are based on a focus group’s perception,” said Whitely. “This is how they feel, this is about their experiences and their observations.” She went on to explain that, for this qualitative data presentation, she reviewed the data and extracted the big themes that rose to the top for the summary.

“You will often hear me say, ‘perception is reality,’” said Whitely. “This is what people believe as their truth and what they’ve experienced. It doesn’t mean that there isn’t another side or another version to that story, but this is the majority’s perception that came to the top from all of that rich data.”

In addition to the qualitative data gathered from staff through the listening and learning sessions, Whitely also gathered quantitative data from a workplace culture survey administered in the fall. Approximately 47 percent of staff completed the survey and the results mirrored the qualitative data.

Participants in every session were asked the same three questions: What’s going well in Lakota Local Schools; What are some areas where our district can grow and improve; and What are your expectations of Whitely as the superintendent? A summary of Whitely’s presentation to the School Board at its Feb. 4 work session is below.

Strengths

• Exceptional Staff and Teachers: Across all sessions, the most frequently mentioned strength was the district's dedicated and caring staff. Participants shared that teachers and staff not only excel in the classroom but they genuinely care about students.
• Flexibility and Adaptability: The District's ability to adapt to changing circumstances was highlighted, though it was noted that this flexibility sometimes impacts work-life balance for staff as well as their capacity.
• Student Diversity: The diversity of students, including the variety of languages and cultures of Lakota’s families, was celebrated. Students expressed a desire for more opportunities to learn about and celebrate these differences.
• Small Community Feel: Despite being a large district, many participants felt a strong sense of community and belonging, making Lakota Local Schools feel smaller and more personal. This is in conjunction with also having a sense of pride in being a part of the larger District.
• Opportunities for Students: The District offers numerous opportunities for students to earn college credit and gain real-world experience before graduation. Extracurricular activities were also seen as a significant strength.
• School Safety: The presence of School Resource Officers was consistently mentioned as a positive factor, contributing to both safety and relationship-building within schools.
• Supportive Community: There is a strong sense of pride in the District, with supportive parents and community members contributing to a positive environment.
• Improved Communication: Parents noted improvements in communication, with more focused and positive messaging from the District.
• Fiscal Responsibility: The District's resourcefulness and fiscal responsibility were appreciated, though there were concerns about how budget constraints might impact programming.

When asked what surprised her the most with the District’s strengths, Whitely referred back to being able to make a large district feel small. “This was a recurring nugget,” she said. “To be able to replicate that same kind of neighborhood school is a pride piece. That pride extends to not only your own building, but the District as a whole and what we’re able to offer students (in grades) K-12.”

Areas for Growth

• Class Sizes: Both K-6 teachers and parents expressed concerns about class sizes, feeling they were larger than desired. There is a need for clear communication about the district's philosophy on class sizes and the financial implications.
• Specials and Electives: Participants expressed a desire for a return to yearlong specials instead of quarterly rotations at the elementary level. There were also concerns about the lack of performance opportunities in K-6 and the impact on students' skills in 7-12.
• World Languages and Electives: There was a strong call for more world language options and electives, particularly in grades 7-8, to enhance the district's status as a "destination district."
• Student Behavior: An increase in the severity and quantity of student behavior issues was noted. Staff expressed a need for more training and support in managing these behaviors.
• Special Education: There is a perception of understaffing in special education, particularly among aides. There were also concerns about balancing compliance with customer service and clarity around the merging of special services and pupil services.
• Facilities: Participants highlighted the need for more overall space, dedicated spaces for small group instruction, and improved athletic facilities. There were also concerns about the aesthetics and maintenance of facilities.
• Staffing Model: There is a belief that the staffing model feels lean, particularly among aides, counselors, and support staff. Participants called for clarity of roles and tailored professional development.
• Staff Morale and Culture: Staff expressed feelings of being undervalued and underpaid, with concerns about micromanagement and a disconnect with central office leadership. There is a desire for more support, recognition, and transparency.

School Board President Julie Shaffer asked Whitely if there was consistency among the groups with the responses. Whitely said that having regular specials in grades K-6 was a common theme. In grades 7-8, the request for world languages was more common with parents. Students and staff followed respectively. A request for new electives at the high school came from parents and students, but staff were less vocal.

Regarding behaviors, Whitely explained to the Board that this is not unique to Lakota. Since the COVID-19 pandemic, school districts have seen an increase in discipline issues. She further noted that staff are requesting more training in this area.

Expectations for the Superintendent

• Listening and Action: Stakeholders expect the superintendent to actively listen to their concerns and take meaningful action based on their feedback.
• Stability and Vision: There is a strong desire for stability within the district and a clear, transparent vision for the future. Stakeholders want to understand the rationale behind decisions and see alignment and accountability in organizational structures. 
• Support and Recognition: Staff and community members want to feel supported and recognized for their contributions. Building trust, respect and honesty is crucial for improving morale.
• Proactive Approach: Participants called for a proactive approach to staffing, hiring and budgeting, with a focus on aligning philosophies regarding class sizes and programming.
• Strategic Planning: The development of a new strategic plan, informed by community data and feedback, is seen as essential for the district's growth and success.

Overall, the listening and learning sessions led by Superintendent Ashley Whitely have highlighted the District's dedication to fostering a strong sense of community and addressing the needs of its stakeholders. The feedback gathered from these sessions, along with the workplace culture survey, will play a crucial role in shaping the future of Lakota Local Schools. By prioritizing open communication and proactive engagement, Whitely aims to build on the District's strengths and tackle its challenges, ultimately enhancing the educational experience for students, staff and the broader community.