Community Engagement

WSD will increase the quantity by 10% of community event attendance and survey responses. The Wentzville School District will increase by 5% the positive responses of The Family Engagement strand of the Measurable Results Assessment (MRA).

Rationale

• MSIP 6 Requirements for Communication, Collaborative Partnerships, and Climate and Culture.
• Students’ caregivers are satisfied with the school’s efforts to involve them in their child’s learning through inclusive opportunities, communication, and support for learning at home (MRA).
• Poor attendance at Community Engagement Events.
  • Round Tables (4 in 2023-2024 / from 2-10 participants each).
  • CSIP Engagement (4 events in Fall 2023 / from 40-60 participants each).
  • General Community Engagement (Spring 2023 / ~60 participants).
• Survey Participation low response rate.
  • Current School Year (2023-2024)
    • Family Culture and Climate Survey (Fall 2023 - 697 responses).
    • CSIP Priority Survey (Fall 2023 - 728 responses).
    • Safety and Security Survey (Fall 2023 - 419 responses).
    • Communications Mini-Survey (Spring 2024 - 225 responses).
• Past School Years
  • Parent Satisfaction (Spring 2022 - 3972 responses).
  • Communication Survey (Spring 2023 - 1512 responses).

Strategies for Implementation

• Establish an expectation and baseline standard for the measurement of community engagement.
• Implement a systematic approach to increase stakeholder reach as well as improve and streamline communication efforts.
• Create meaningful opportunities for engagement with the community, seek feedback, and transparently communicate results.
• Establish and maintain partnerships that support students, families, and the community.

Relationships

WSD will strengthen relationships by creating supportive environments for students (by 5%) and staff (by 5%) by the end of the 2028-29 school year, as measured by the student and staff culture and climate questions on the MRA surveys (students-belonging and trusted relationships and staff-voice).

Rationale

• MSIP 6 Requirements for Inter/Intra- Personal Relationships, Communication, Collaborative Partnerships, and Climate and Culture.
• Staff members find their work meaningful and feel valued, respected, and supported with opportunities to use their strengths, to connect with their passions, and to grow in their role (MRA).
• Students feel cared about and understood by people in their school (MRA).
• Students have a high trust relationship with at least one teacher they feel comfortable with and can connect to (MRA).
• Current survey data for 2022-2023 Culture and Belonging Survey.

Strategies for Implementation

• Establish an expectation and baseline standard for the measurement of community engagement.
• Support and maintain multiple and various opportunities for student, staff, and parent involvement.
• Increase and communicate scaffolded support in order to connect staff and students to the greater school community and establish positive relationships.
• Recognize students and staff.

Student and Staff Well-Being

WSD will improve the well-being of students and staff (each by 5%) by the end of the 2028-29 school year as measured by the MRA (students - student positive well-being and staff - staff leadership personal effectiveness).

Rationale

• MSIP 6 Requirements for Safe, Orderly and Caring Environment; Communication; Collaborative Partnerships; Climate and Culture; Equity of Educational Experiences; and Multi-tiered System of Support.
• Student Positive Well-Being (79.33%).
• Staff Leadership Personal Effectiveness (73.94%).

Strategies for Implementation

• Alignment and Baseline: Establish an expectation and baseline standard for the measurement of student and staff well-being.
• Focus on the Whole Person: Promote and support healthy lifestyles and balance.
• Proactive Programming: Implement programming and form partnerships that support the needs of the whole-student and whole-staff in order to ensure they have the supportive structures in place for success.

Collaborative Climate and Culture

WSD will increase the sense of belonging for students (by 5%) and staff (by 5%) by the end of the 2028-29 (for questions regarding feeling welcomed, valued, trusted, respected, and understood).

Rationale

• MSIP 6 Requirements for Safe, Orderly and Caring Environment; Communication; Collaborative Partnerships; Climate and Culture; Culture of High Academic and Behavioral Expectations; Equity of Educational Experiences; Comprehensive School Counseling Program; Parent/Guardian Involvement; and Multi-tiered System of Support.
• The incorporation of practices that engage all learners leads to enhanced academic outcomes, including motivation, engagement, effort, and grades.
• District Data
  • Belonging Survey
    • Weaknesses as Identified by Students: 
      • I am included in lots of activities in my school - 3.01/5 I can really be myself at school - 3.12/5
    • Weakness as Identified by Staff:
      • My professional growth is important to the school - 3.74/5
    • Weakness as Identified by Parents: People in my school take my opinions seriously - 3.3/5
• MAP Student Group Data
• Discipline Data
  • Per DESE (Oct. 2022) - Potential Discipline Disproportionality or Discrepancy in the
    following areas:
    • Risk Ratio exceeded for All Special Education Students (Discrepancy).
    • Risk Ratio exceeded for Black Special Education Students (Discrepancy and Disproportionality).
  • Per DESE (Jan. 2023) - Potential Discipline Discrepancy in the following area:
    • Risk Ratio exceeded for Multi-racial Special Education Students.
• Special Education Identification
  • Disproportionate representation is defined as two consecutive years of risk ratios greater than 2.5.
    • 23-24 Risk Ratio for Disproportionate Representation - Intellectual Disability (Black Students) 2.99.
• Total Student Population Gifted Identification - 3.16%.

Strategies for Implementation

• Establish an expectation and baseline standard for the measurement of school culture.
• Decrease disparities in special education identification, specialized programming identification, discipline disproportionality, and student group achievement as outlined by DESE standards.
• Establish and implement opportunities with various stakeholder groups in order to seek feedback and plan for future learning and improvements.
• Audit facilities, curriculum, programming, and opportunities to ensure positive connections and access for all students and staff.