We also met with a range of ABRSD stakeholders including staff, students, and parents, to gather their thoughts on the drafted Theory of Action and priority areas language.
Summary of Feedback – Focus Groups
• Standardized solutions and a “one-size-fits-all” model for teaching and support will not meet the diverse needs of students or staff. • Stakeholders want a greater differentiation in instruction, curriculum, and support systems driven by the pillars of the ABRSD Vision of a Graduate. Focus Group Key Themes • Educators reported that while their feedback is collected, it doesn’t lead to change, or increased support especially regarding professional development, workload, staffing, and curriculum needs. • Parents and central office stakeholders expressed the desire for more transparency and action on shared concerns. • Educators, parents, and leaders shared concerns that the district’s goals are not matched by adequate staffing, resources, or infrastructure, highlighting needs in areas like mental health support, instructional technology, collaborative time, and professional development. • Students highlighted the need for greater funding in extracurricular programs such as clubs, electives, and sports to enhance their overall experience. • While equity and inclusion are seen as critical values, stakeholders noted inconsistent understandings, and a lack of clear, actionable steps to ensure every student, including students from all ability levels, not just multilingual and neurodiverse learners, are supported.
Differentiated Approaches to Instruction Grounded in the Vision of a Graduate
1
Increased District Responsiveness
2
Clarity on How Equity and Inclusion Improves Outcomes for Each Student
3
Appropriate Systems, Staffing, and Resources
4
DRAFT
8
Made with FlippingBook Digital Publishing Software