Based on the summary results below, it is evident that the superintendent is out of touch with reality and with his staff. Welcome to Pleasantdale, as we like to say.
It is hard to believe that the leader of D107 has no clue of his staffs' needs. The request for professional development was meant to measure deficits and need, not to punish staff as they were most likely led to believe. Nagging suspicions on behalf of some very concerned parents led to an in depth look at whether or not D107 has a formal RtI program in place as required by law. In addition, parent meetings where false information was being disseminated was also a factor in the quest for truth.
For quite a while, Mark Fredisdorf has been singing his accolades that the District that Math Common Core State Standards (CCSS) were implemented in grades K-8 last year and ELA CCSS were in place in grades 5-8 at the start of the 2013-2014 school year.
If you look at the summary results of the survey, most staff members have admitted that they have not had sufficient training in these areas.
Oddly, the majority of those that feel they have received sufficient training to align assessments, implement and teach the Common Core State Standards are administrators; two of whom have readily admitted in December that they have not gone to any real Common Core training over the last three years. It is apparent that an attempt to skew the data has taken place. Shame, shame, shame.
On the bright side, that is starting to change as the district has contracted a few Math and ELA training sessions since this was brought to light.
Pleasantdale School District 107
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| School Climate Staff Insights Survey - 2014 |
Professional Development
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Comments/suggestions:
-- The Regie Routman training has been exceptional. We are hearing the same message. Off site workshops are very hit or miss. The RTI training we did during staff meetings over the past two years was all we needed. Kelly V. was an expert at RTI.-- I am pleased with the staff development activities offered at Pleasantdale. I have gotten everything I need. We are much more fortunate than other districts.
-- In the past, teachers have been denied opportunities for professional development. All teachers within a content area should have equal opportunity for professional development. In addition, professional development should be individualized. The PLC model is a great way for teachers to share their knowledge and expertise with other teachers.
-- Aides do so much more than assist in the class room We are working with students individually and in small groups through out the day. We may not be a certified teacher but we are either pre-teaching lessons or reteaching. Our training is imperative to the district in helping each student in the class not just our IEP students. We rarely have the opportunity to be involved in any professional development. We usually are just "add ons" during institute days to the Reggie Routeman training. This year we did have one institute day with LADSE speakers but we need more of that. Speakers addressing autism, ADHD, behavior disorders, etc.
-- RTI and Common Core are two that we really need more information about.
-- I think that it is extremely important to provide the same, consistent staff development for topics that affect all teachers like Common Core and RTI. I also think that collaboration among staff when developing curriculum and assessments is an absolute necessity. One person cannot and should not be responsible for a grade level curriculum in a subject area. I also believe that after this central training has occurred, teachers be allowed to individually choose other areas that interest them and they find beneficial to their classroom environments.
-- I think we should be able to get CPDU's for many of our district hosted professional development opportunities.
-- The district does not differentiate teacher learning. The district does not differentiate student learning very well either. That is why so many students end up in remedial programs such as Action Math and Reading Lab. The reason the differentiation of teacher learning does not happen at the elementary school is because the principal does not know the strengths and weaknesses of the teachers. The principal does not have the capacity to initiate a plan or course of action for professional development.
-- With CCS's kicking in, we need in-depth strategies, modeling of how to teach to the CC
-- Unfortunately, we are only able to attend one conference per year and when we request to go as a team, especially when pertaining to curriculum, we are told only one of us can go and we can bring info back. This is not the best way to support us. We should be able to go to more conferences and able to be supported.
-- It is a shame to allow for only one conference each year. Some years I may have none, but other years I may find two or three that interest me. I am tired of working on curriculum writing each year. I would really appreciate looking at Best Practices and teaching strategies for the classroom. I feel we have not been adequately trained in Common Core and RTI in a timely fashion.
-- Guidance on all aspects of common core from someone with expertise outside of the district.
-- Although I am currently employed as an Instructional Aide I am a certified teacher.There are several Aides in the building that are also certified teachers. I would like to receive training in Fountas & Pinnell in order to assist the teachers with their assessments. It would also save district money on providing subs for teachers to complete the testing. I feel that although the Routman Seminars are informative, as Aides we only attend some of the seminars and there are gaps in our instruction. I feel receiving Fountas & Pinnell training would be a better use of the Aides time, and also serve our students in a more consistant way.
-- Training should be the same in both buildings! Our students will benefit from spiraling of concepts, skills, etc. between the buildings!
-- I like to enhance my computer skills. I'm a hands on learner. On the job training is the best for me, but going to work shops give us great ideas as well.
-- Next Generation Science standards are very much my focus and know that some of us need extensive training on this. A former district I worked in had a PROGROW day...where there were 5-10 opportunities brought in and we could choose our need.
-- The most important training I feel our district needs is understanding common core. Also what is the best way to teach the core.
-- Being an included school all teacher should have a better understanding/training about children with Autism, physical disabilities, and emotional disabilities.
-- I would like to attend at least 2 conferences per year, like we used to. I would like to use our institute days to bring in professional consultants to train us in important areas, like Common Core Standards and curriculum writing.
-- We were doing RTI before RTI. We changed terms but basically we are doing what we have done before. The data meetings are a great way to plan and implement interventions efficiently.
-- We have an RTI system so to speak, but teachers were not trained nor part of the development process. Is it working? Who knows.
-- I think we are headed in the right direction with opportunities to improve in the areas of RTI, and Common Core. We just haven't had enough time to really get going with all of it.
-- There has been little training in any of the categories listed in section four. I do extensive research and reading outside of the district for my knowledge of how to be a better teacher. So, I feel I teach well to all students (I am still looking to be better). I've read and studied much about Common Core; however the district has made it clear it has little use for my knowledge. It was made clear to us by the district administration that we would not be using an RtI model. I am surprised there were not many lawsuits about this. If you look at the teacher hiring at the elementary school it is obvious that we do not hire from within. Some aides were told they would be considered and probably offered a classroom teaching position. They were not hired as a classroom teacher, but personal friends of the principal were hired. There are several qualified people in the district with Type 75 certificates. The district did not hire any of them when the opportunity was there.
-- I agree with having training in special education students because of classes I have taken on my own.
-- I know there have been teachers interested in other positions when they come up in the district but are rarely looked at for the new position. I have only heard the term of RTI this past year and have received no training about it at all. I would appreciate the opportunity to visit other schools and meet with other teachers in my area from other schools to get new teaching strategies from them.
-- Would love more time working with other teachers in my area of expertise.
-- While I may not necessarily want an open position in the District, it is obvious that the administration continually bring in their "own people" instead of outside applicants. For example, Mark brought in Meg,Catherine, and perhaps teachers from his old district. Matt has hired people from his old district, people he knows from his neighborhood, off-spring of friends of his. They are all wonderful people but it would be nice to have outside perspectives as well.
-- The RtI structures are not in place or not implemented.
-- While we have effective RTI services I am often confused as to how we start the process, how long a student should receive the services, and when/if the next step is taken.
-- We have a very strong RTI model for reading but not for math. Math interventions NEED to take place during the school day.
-- I know because we are a small district, I feel the training and communication regarding RTI should be stronger. I would love to observe my peers and do more train the trainers...If someone went to a conference, couldn' they demonstrate what they learned and offer some observations in their classroom? I feel like we keep being told that we are using TOO MANY SUBS. I guess that comment really bothers me since we rarely get training. There are more subs than ever because we are trying to make sure common core and NGSS are implemented well. We don't want to go back and retrace our steps like we have done so often in the past. Let's get it right the first time.
-- While I marked "disagree" when it came to feeling prepared to implement CCSS I think it's important to keep in mind that no teacher in the state of Illinois should mark "agree" at this point. The standards are too new and it is not only D107 that is in need of training but all teachers everywhere. I am happy that we have started the process, and of course I trust that more training will follow.
-- Matt has been very open and fair with allowing grade level switching. He is approachable and listens intently.
-- It seems when opportunities arise the principal does not ask all of the appropriate people on the team or the people who are qualified.
-- My comments on lack of effective RTI is in regards to the past years and not this current year.
-- Because we are a small district without content area specialists to assist in implementation of new initiatives, it is extremely important that we receive training and feedback on our curriculum changes, assessments, and teaching practices.
-- Until this year RtI was largely ignored. John has done a nice job of getting us up to speed quickly.
-- I'm not really interested in observing my colleagues or having them observe me unless there is something very specific that someone is interested in teaching others. We need help writing curriculum, writing assessments. We are just told "do it." We need to scratch what we have done and start with a clean slate to get our curriculum lined up to common core standards and we need guidance to do that.
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| Certified Staff (Teachers, Social Worker, Speech etc.) or Support Staff (Aide, Custodian/Maintenance, Secretary etc.) |
| Question: I have received sufficient training: (items are sorted by average highest to lowest) | ||||
| Item | Response | Count | % | |
| To meet the needs of remedial students. percentages based on n=71 | Strongly agree | 7 | 9.85 |  |
| Agree | 35 | 49.29 | | |
| Disagree | 19 | 26.76 | | |
| Strongly disagree | 7 | 9.85 | | |
| Don't know/doesn't apply | 3 | 4.22 | | |
| Average Response: 3.23 s= 1.23 | ||||
| To meet the needs of special education students. percentages based on n=71 | Strongly agree | 7 | 9.85 | |
| Agree | 30 | 42.25 | | |
| Disagree | 24 | 33.8 | | |
| Strongly disagree | 7 | 9.85 | | |
| Don't know/doesn't apply | 3 | 4.22 | | |
| Average Response: 3.08 s= 1.25 | ||||
| To meet the needs of gifted students. percentages based on n=70 | Strongly agree | 2 | 2.85 | |
| Agree | 27 | 38.57 | | |
| Disagree | 22 | 31.42 | | |
| Strongly disagree | 8 | 11.42 | | |
| Don't know/doesn't apply | 11 | 15.71 | | |
| Average Response: 2.88 s= 1.13 | ||||
| To integrate instructional technology. percentages based on n=71 | Strongly agree | 2 | 2.81 | |
| Agree | 29 | 40.84 | | |
| Disagree | 24 | 33.8 | | |
| Strongly disagree | 11 | 15.49 | | |
| Don't know/doesn't apply | 5 | 7.04 | | |
| Average Response: 2.8 s= 1.21 | ||||
| To teach Common Core State Standards. percentages based on n=71 | Strongly agree | 0 | 0.0 | |
| Agree | 8 | 11.26 | | |
| Disagree | 24 | 33.8 | | |
| Strongly disagree | 29 | 40.84 | | |
| Don't know/doesn't apply | 10 | 14.08 | | |
| Average Response: 1.78 s= 0.91 | ||||
| To implement the Common Core State Standards. percentages based on n=70 | Strongly agree | 0 | 0.0 | |
| Agree | 6 | 8.57 | | |
| Disagree | 28 | 40.0 | | |
| Strongly disagree | 28 | 40.0 | | |
| Don't know/doesn't apply | 8 | 11.42 | | |
| Average Response: 1.74 s= 0.83 | ||||
| To align assessments with the Common Core State Standards. percentages based on n=71 | Strongly agree | 1 | 1.4 | |
| Agree | 6 | 8.45 | | |
| Disagree | 23 | 32.39 | | |
| Strongly disagree | 31 | 43.66 | | |
| Don't know/doesn't apply | 10 | 14.08 | | |
| Average Response: 1.73 s= 0.92 | ||||
| Question: Please indicate your level of agreement for each item. (items are sorted by average highest to lowest) | ||||
| Item | Response | Count | % | |
| New career opportunities are made available to me when positions open within Pleasantdale School District. percentages based on n=70 | Strongly agree | 6 | 8.57 | |
| Agree | 16 | 22.85 | | |
| Disagree | 11 | 15.71 | | |
| Strongly disagree | 13 | 18.57 | | |
| Don't know/doesn't apply | 24 | 34.28 | | |
| Average Response: 2.8 s= 1.21 | ||||
| I have had sufficient opportunities to observe other teachers’ classrooms for ideas on how to improve my teaching. percentages based on n=71 | Strongly agree | 3 | 4.22 | |
| Agree | 22 | 30.98 | | |
| Disagree | 27 | 38.02 | | |
| Strongly disagree | 14 | 19.71 | | |
| Don't know/doesn't apply | 5 | 7.04 | | |
| Average Response: 2.59 s= 1.23 | ||||
| Pleasantdale has developed an effective Response to Intervention (RtI) plan. percentages based on n=71 | Strongly agree | 3 | 4.22 | |
| Agree | 21 | 29.57 | | |
| Disagree | 23 | 32.39 | | |
| Strongly disagree | 16 | 22.53 | | |
| Don't know/doesn't apply | 8 | 11.26 | | |
| Average Response: 2.55 s= 1.24 | ||||
| I have had sufficient opportunities to observe teachers in other school districts for ideas on how to improve my teaching. percentages based on n=70 | Strongly agree | 1 | 1.42 | |
| Agree | 9 | 12.85 | | |
| Disagree | 23 | 32.85 | | |
| Strongly disagree | 30 | 42.85 | | |
| Don't know/doesn't apply | 7 | 10.0 | | |
| Average Response: 1.85 s= 1.03 | ||||
Administrative/Confidential Staff
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2 comments:
The best part is that none of the administrators had any professional development in Common Core. It is sad, because we have a superintendent that makes 250,000 a year and doesn't care enough about the district to get any training to lead the direction of the curriculum of the district.
I am very sad that this is the state of affairs at Pleasantdale. The teachers deserve so much better than this and so do the students/children. I don't know much about Common Core, however it seems like Pleasantdales teaching staff doesn't either. It is so embarrassing. How could we expect them to lead the children in the right direction if they haven't had training themselves? Does the Board understand the severity of this issue? The teachers don't know how to teach Common Core - what does that mean for the kids? How far behind will this put them if Pleasantdale is not ready? Ultimately who is accountable for this disaster? If it is true that the administratrion has not had training, shame on them! It is like the blind leading the blind. What is RTI? It appears that it wasn't being followed either. Again I ask who is accountable for this? Who is protecting and looking out for the children?
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