Pathways to Graduation Plan

Stakeholder Conversations

Executive Summary
Bloomington Public Schools
December 3, 2014

Stakeholder Conversations Executive Summary

December 3, 2014

Background

This Executive Summary highlights significant perceptions from stakeholder groups

about Bloomington Public Schools Pathways to Graduation plan, including the
development of personalized growth plans for all learners. Over 150 students and
adults participated in 11 stakeholder conversations representing the following groups:

Special Education Community Advisory (SECAC)

Community Services Advisory (CSAC)
Education Foundation of Bloomington (EFB)
Latino/Spanish Parents
Youth Leadership (middle and high school students)
Parents of African American, Native American and bi-racial students
PTSA Council and PTA leaders
Somali Parent Network
Early Childhood Advisory (ECAC)
Bloomington Chamber of Commerce
Community Collaboration Council (CCC)

Comments provided in this summary are not verbatim nor do they capture all of the
feedback or questions posed, rather the comments reflect the primary themes from the
entire population of stakeholders who participated in the conversations.

Methodology

A series of facilitated conversations held in October and November with stakeholders

students, staff, parents, and business and community leaders elicited insights on the
districts Pathways to Graduation plan, and specifically the development of Personalized
Growth Plans for all learners. Pathways to Graduation is a comprehensive framework
that identifies milestones students need to meet in order to be prepared for the next
level of study, graduate on time and enter college or a career with the necessary skills to
thrive and be successful.

Similar to focus groups, stakeholder conversations collective responses are not

considered scientific research, but are an effective method for identifying current
perception and attitude. In general, these conversations are used to engage with
stakeholders to determine a full range of issues and for measuring the intensity and
emotion surrounding those issues or specific topic.

The collective responses reported here are intended to assist the School Board, district
leadership and various advisory committees in identifying opportunities to develop
new and/or improve current programs and services. Results are not projectable, cannot
be statistically applied to the community and should not be used as a substitute for
quantitative studies, if the issues raised warrant further research.

Stakeholder Conversations Executive Summary

December 3, 2014

Primary Themes
Significant perceptions identified in the conversations by question and stakeholder
group are as follows:
Question: What about the Pathways to Graduation (Personalized Growth Plans) resonate
with you? Confuses or concerns you?
Students

Strong support for pathways options (personalized growth plans) shared at an

earlier age, not just for high school students.
Pathways should not be tied solely to classroom work, but extra-curricular,
community service and non-classroom participation.
High school students seek more competitive classes, more rigor, higher
expectations from teachers, more classes that engage students, and less sit and
get.

Parents

Provides a framework for student goals and demonstrates relevance for

coursework.
Prepares students to consider a career, especially for those where college isnt an
option or suited for them.
Pathways acknowledges there is more than one way to be successful.
Concern whether the initiative can be supported in a world of limited budget.
Students need more direction in high school; a lack of guidance counseling is
currently evident.
Perception is the (PGP) will be like an IEP, very prescriptive.
Pre-school is too early to start a personalized growth plan for students; support
for letting pre-school and early learning years be more fun. There is a significant
difference between one child and another.

Business/Government Leaders, Community Residents

Match students curiosity with their options; introduce career examples in the
classroom at an earlier age.
Personal plan is achievable, but it must be a shared responsibility between
student, parents and potential employers.
Cant visualize how the plan will work; seems overwhelming to create
personalized plans for thousands of students.
Concern for where the resources will come from to develop the plans, and ongoing
support for them.
Support for re-thinking current guidance counseling investments for career
counseling or career navigators.

Stakeholder Conversations Executive Summary

December 3, 2014

Question: What are your hopes and dreams for you (students); your children (parents)?
Students

To be the best I can be; go to college

To grow each year; make progress in school and studies
To know deep down I accomplished something and it will help my future
To figure out a problem, solve it and know what to do with that later in life;
thinking ahead what I want to do

Parents

To graduate no matter their cultural background.

To make college possible, especially for students with learning disabilities; better
support systems for students with learning disabilities.
To successfully reach his/her full potential after graduating from a university.
To live in a world that adheres to equal opportunities for all, to live the American
dream.
To succeed and enjoy learning; being a part of the Bloomington community.

Question: What should students know and be able to do, to be successful in school, life?
Students
Recognize we (students) dont understand everything
Good study and note-taking skills, collaboration skills, and sleeping habits
Good working relationship with teachers
Self motivation and how to self advocate
Ability to work with others even if you dont like or feel comfortable around them
How not to procrastinate; meet deadlines; be accountable
Set goals, take the initiative, face down obstacles; be a role model for others
Respect for one another and differing opinions

Parents

How to handle emotion and failure; be able to rebound from failure

Business and life skills (e.g. personal finance, working with others, time
management, personal responsibility, etc.)
Non-academic or soft skills (e.g. communication, social, networking; problem-
solving, how to work and live independently, etc.)
Civic responsibility and community service
School norms and practices to help new to the country students fit in and be
accepted by other students and teachers
Achieving at grade level
Challenge students to take more advanced coursework

Stakeholder Conversations Executive Summary

December 3, 2014

Business/Government Leaders, Community Residents

Students should know how to set their own vision, understand options and pursue
what makes them happy; be more self-aware of who they are, their strengths and
weaknesses.
Develop personal and social responsibility, think critically, and communicate
effectively.
Empower students and parents to own the responsibility for education; to help
students become leaders.
Career training skills

Question: Beyond standardized tests, what other indicators should be included to

measure where a student is on their pathway to graduation?
Students
Tests weighted too much; homework and projects should be weighted more
because it is more applicable to life and career.
Tests should guide what teachers need to teach better, more in depth feedback
than just letter grades.
Allow students with multiple ways to show what they understand (e.g. writing,
presentations, etc.)

Parents

Flexibility to include extra projects, learning outside of schools (e.g. internship,

camp counselor, etc.)
Parental input in assessments, measurements
Consider different learning styles, EQ/aptitudes
Certificates or awards to recognize emerging learners, hard work, behavior, etc.
Interpersonal skills
Unique abilities and/or skills (e.g. what children enjoy doing during free time);
this may suggest an appropriate career path
Leadership test to discover childs potential
Business and life (social) skills (as noted in Question #3)
Personal growth (e.g. portfolio of work)

Business/Government Leaders, Community Residents

Community services; real-life experiences

Business and life (social) skills (as noted in Question #3)
Student self reflection, assess benchmarks or milestones on pathway to graduation
(e.g. how am I responsible? what do I want to achieve? what is my work plan?)
Character and other soft skills

Stakeholder Conversations Executive Summary

December 3, 2014

Question: What is your vision of what a Personalized Growth Plan includes?

Students
Improved counseling assistance; need to get to know students better, take more
interest in their academic strengths.
Expectation for teachers to become more engaged in learning about students
personal lives, future interests, etc.
PGP must build on individual student strengths, weaknesses to help students
improve academically and career path

Parents

Business/Government Leaders, Community Residents

Life coach or career mentor to follow students throughout their education;

consider enlisting professionals from a variety of careers.
Internship opportunities; allows students to see different careers which could help
them make best decision based on interest, enjoyment of work, etc.
Immediate feedback positive and negative to parents and students; currently
teachers, principals wait until its too late to correct.
Culturally sensitive; examples provided included bi-lingual teachers and aides to
bridge the gap between parents and students, and parents and schools.
Focus on core strengths
Transferable skills that can adapt to a changing economy.
Goals, objectives and ways to track progress.

Academics plus social skills; peer review to help evaluate where students are on
their pathway.
Works well with others
Start at pre-school talking to students and parents about success.