2016-17 School Year
Weston School District
Approved by the school board on _______March 20, 2017_______________
PI 9 District Designee
Dale Thoreson, School Counselor/Dean of Students
Paul Sherman, Pupil Nondiscrimination Program Consultant
email@example.com (608) 267-9157
CESA 3 Contact
Lisa Arneson, Director, School Improvement Division
firstname.lastname@example.org (608) 822-2146
The self-evaluation required by PI 9.06 of the Wisconsin Administrative Code is to include the following three elements for the Cycle III evaluation in 2016-17:
“… methods, practices, curriculum, and materials used in … counseling…” (PI 9.06(1)(c), Wis. Admin. Code); and
“trends and patterns in awarding scholarships and other forms of recognition and achievement provided or administered by the school district” (PI 9.06(1)(f), Wis. Admin. Code); and
“participation trends and patterns and school district support of athletic, extracurricular and recreational activities” (PI 9.06(1)(e), Wis. Admin. Code).
Summary of the Self-Evaluation Process
Findings of the Self-Evaluation Team
Recommendations for Improvement
Plan to Achieve Improvements
Assurances submitted to DPI________
Stakeholder Analysis and Recommendations
Participation data was collected for high school male and female athletics and gender neutral extracurricular activities for a three-year period that included 2014-15, 2015-16 and 2016-17; note that data collection occurred mid year in 2016-17 for the purposes of this examination so the rosters of several winter sports and other organizations were not available; in addition, there was missing data from some clubs in other years, as well. Data charts were created to include numbers of participants in each activity, and then it was disaggregated to allow for examination of gender and race. Note that data on students with disabilities (SwD) and economically disadvantaged (EcDis) students were not included in this examination. Participation percentages were calculated for each sport/club and then compared to the like groups of the entire high school. Ideally, one hopes to see proportional participation for most activities, which indicates equal access for all students. This equity audit draws attention to patterns and trends of disproportionality that can be studied and addressed.
In addition, school counselors were surveyed about their resources and practices in serving all students. An online questionnaire was used to gather information along with a follow-up personal interview, if needed. Data was also collected on the district’s scholarships and awards via an online survey in order to again determined equal access for all students.
All data was compiled, organized and presented to the district’s Self-Evaluation Team for analysis and discussion. Their findings and recommendations were noted and are included in this report.
Self-evaluation Team Meeting
The self-evaluation team meeting was held in the elementary principal’s office at 3PM on March 16, 2017. The following people were in attendance:
Emily Miller, Principal/Superintendent
Dale Thoreson, School Counselor/Dean of Students
Kristi Zimmerman, Lead Teacher/Curriculum Director
Lisa Arneson, CESA 3
Findings and Recommendations
HIGH SCHOOL ATHLETIC & EXTRACURRICULAR PARTICIPATION
The evaluation team examined three years of data from 2014-15, 2015-16 and 2016-17. Participation data from students with disabilities and economically disadvantaged students were not included in the report, as this is information the district has not previously collected. Efforts will be made to collect this data moving forward and to examine it annually as part of routine data analysis of student achievement and behavior data. Despite the lack of data, the team spent considerable time discussing possible barriers for students in these groups.
With nearly half of Weston students living below the poverty line, issues such as fees, equipment, and transportation could all be significant barriers to participation for some students. While fees are low, at $20 per sport with an $80 cap per family, there is no waiver or reimbursement policy for students receiving free/reduced lunch except for homeless students receiving services under McKinney-Vento. However, Mr. Thoreson pointed out that fees are not enforced if not collected, and they are not a condition of play at this time. Ms. Miller stated that it is a school board decision to waive fees, and that this topic would be for a committee to explore. In addition, it was suggested by Ms. Arneson that the Booster Club might offer potential scholarships for some equipment items such as shoes and other individual needs for play. Ms. Miller said that there is a fund that the Athletic Director uses to assist students who struggle to pay to participate. In addition, the wrestling club has extra shoes for students who may need them. The conversation turned to potential opportunities with companies like East Bay, who often donate shoes with team orders. This is something to be explored further.
The conversation then turned to the biggest barrier, transportation. While Weston does co-op several sports (track with Ithaca and football with Wonewoc), transportation is only provided to and from those locations for practice. There is no transportation between a student’s home and Weston, which could be problematic for some families. In some cases, student drivers are expected by coaches to transport younger players, which is a concern for many. Mr. Thoreson also indicated that there are a number of students who work--either by choice or by necessity--and they choose working over participation in extracurricular events. Summer weightlifting programs were discussed, and questions arose as to whether or not these could be barriers for some students, as well. While often not “mandatory,” students are expected to attend a certain number of summer sessions.
The group also spent time discussing how grades and the co-curricular code may be a barrier to participation for some students. At this time, numbers of students who are ineligible do not seem to indicate these are problematic; however, Mr. Thoreson pointed out that Weston uses progress report grades to remove kids from eligibility, which is rare. Most districts use quarter and semester grades for this.
The group then discussed other possible funding sources, including grants, that may alleviate some of these issues for Weston students and families.
Dale Thoreson completed the Counseling Review prior to this meeting, where he outlined his training and experience with bias, stereotypes, and supporting marginalized populations. Unfortunately, he does not have time in his schedule to spend time in elementary classrooms for regular guidance lessons, so formalized guidance and character education is not available for elementary students at this time. Ms. Miller indicated her wish to hire another counselor to help in this area, but budget constraints prevent this. Ms. Zimmerman pointed out, however, that much of the curriculum does have a layer of social justice embedded for teachers to address with students. But she also stated that “many kids need another layer” of support. Mr. Thoreson identified several family and parental involvement events run by Ms. Louis and Ms. Hamilton that provide some training and support for parents in this regard.
As Dean of Students, Mr. Thoreson doesn’t see any one demographic group specifically targeted for behavior referrals more than others. He also identified a number of collaborative agreements Weston has with outside therapists to support students and families in need. He also pointed out the relatively new advisory time in the middle and high school is designed for students and teachers to build relationships with one another, as well as spend time on Academic and Career Planning. This mechanism should also provide another layer of support for students who may need additional socioemotional support.
SCHOLARSHIPS AND AWARDS
The 2016-17 Scholarships and Awards Data survey was completed by Dale Thoreson making it clear that there are a number of awards and scholarships available to students in the Weston School District. While the data is not disaggregated, Mr. Thoreson does “keep track of who gets what.” While most scholarships require students to meet a certain criteria, many are now focusing on need rather than GPA. However, the application process itself is an area that may be a barrier for some students without support at home. This has since become part of the Business Ed and English classes, with teachers writing Student Learning Objectives (SLOs) pertaining to assisting students with scholarship applications.
Ms. Zimmerman suggested the notion of work nights specifically designed to help students with scholarships. Several people could be in attendance to conference with students and provide assistance with writing. The team thought this was a good idea.
2016-17 Data Tables
2015-16 Data Tables
2014-15 Data Tables