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1 FY15‐FY19 STRATEGIC PLAN Adopted: June 2, 2015 Amended: October 6, 2015
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FY15‐FY19 STRATEGIC PLAN
Adopted: June 2, 2015
Amended: October 6, 2015
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PROCESS OVERVIEW
The FY15/16‐19 planning process was initiated in the fall of 2014, in response to a shared desire among the Fairbanks
North Star Borough Board of Education and Executive Leadership to develop a comprehensive Strategic Plan and
Directional Roadmap to guide the District over the next 5+ years. Additional outcomes of the planning process included
linking to the budget to ensure resources are more closely aligned to priorities and initiating an organizational
conversation about values and culture. The process was guided by the Board and inclusive of the management team,
principals, staff and community through various forms of input. Below is a summary of the four‐phase development of
the strategic plan.
Phase 1: Determine Position Dec‐March 2015
Collect Stakeholder Perspective
Phase 2: Develop Strategy Feb‐March 2015
Envision Our Future and Set
District Priorities
Phase 3: Build the Plan April‐June 2015
Build the District Plan
Phase 4: Execute the Plan May‐Aug 2015
Build Action Plans, Rollout the Plan
Outcome Synthesized Stakeholder Perspective
District’s Strategic Position
Established Mission, Vision and Values
Strategic Priorities
District Goals
District Objectives, Roadmap and Metrics
Aligned Department and Site‐Level Actions
Execution management system and process
Communicate the plan to all stakeholders
Process Stakeholder Input:
Executive Team & Board Input: 1:1 Interviews
Management Team & Principal Input: Online Qualitative Survey
Staff Input: Online Employee Survey
Community Input: Online Community‐wide Survey
Research Reports:
Develop Survey Reports
Develop SWOT
Board Planning Session, Feb 7
Define Mission, Vision and Values
Establish Long‐Term Strategic Priorities
Create District‐Level Goals
Management Team & Principal Input Session, April 17
Management Team feedback to the Board
Inform District Objective Setting Process
Board Planning Session, April 18
Confirm Strategic Foundation
Establish District‐Level Objectives
Develop 3‐Year Roadmap
Develop a Scorecard
Action Planning: Develop aligned Department & Site‐Level Action Plans
Execution: Develop Implementation management process.
Communicate the Plan: Develop Communication Document/Flier
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PLAN STRUCTURE
Below is a diagram outlining the components of the Fairbanks North Star Borough School District Strategic Plan including
who is accountable for each component and the timeframe for each.
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MISSION STATEMENT – WHAT IS OUR PURPOSE?
Our mission is to provide an excellent, equitable education in a safe, supportive environment so all students will succeed
and contribute to a diverse and changing society.
CORE VALUES – HOW WILL WE BEHAVE?
Student‐Centered: Center everything we do on the student and student learning.
Respect: Embody respect for the diversity and dignity of all.
Safe Environment: Strive to provide a safe learning environment.
High Expectations: Maintain high expectations and educational opportunities to inspire high achievement.
Collaborative: Actively collaborate with students, family, and community to support student success.
Innovative: Aim to be innovative and adaptive to student needs.
VISION STATEMENT – WHAT DOES SUCCESS LOOK LIKE?
We envision learning without boundaries, where every student achieves his/her path to academic and career success.
Learning will be driven by student need, through flexible and adaptive options. Supporting the district’s educational
system are highly engaged families; proven technology infrastructure; staff that are continually raising the bar in their
profession; and a community that is committed to growing our future.
Success looks like…
Improved achievement for all students, closing the achievement gaps, and accelerating learning.
Low class size that is conducive to learning.
Programs that address the needs of under‐served students.
Parents that trust the school district and are engaged in their student’s learning.
Fully implemented effective educator evaluations, AK State Standards & student assessments.
Technology is used effectively to amplify and personalize learning.
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SWOT – WHERE ARE WE NOW?
The current FNSBSD operating environment is shifting as state resources for education are declining due to a fall in oil
prices; declining enrollment due to population shifts; and an increase in educational standards in the form of teacher
evaluations, student assessments and the Alaska State Standards. The educational innovations are shifting to focus on
meeting student needs through a variety of innovating delivery options that have proven to increase student outcomes
and manage through resource constraints. Below the SWOT details the key strengths, weaknesses, opportunities and
threats used to build the 5‐year plan. (Bolded items are those identified to have the biggest impact on the next five
years.)
Strengths
Strong leadership
Class size
Strongly committed to excellence
Solid reputation
Strong community base
Professional development offerings
Caring environment for students
Solid, caring Board
Quality employees
Programs for advanced students
Parent/family involvement – untapped potential
Integration of current technology
Supportive environment for staff
Supplies/Materials ‐ Resources for staff
Opportunities
Personalizing the system (more options)
Virtual blending model
Community engagement & community groups
New Teacher Evaluation Framework
Creating more efficient systems
Expand/evolve technology
Full‐day kindergarten
Distance education
School‐business partnerships
AVSEP
Education Tax Credit
Quality and relevant PD and development in technology
Attract & retain quality teachers
Alternative model to RTI approach
Tapping into additional $ /being proactive
Board engagement
Improved PR and community relations
Financial support for preschool programs
Equity student outcomes
Collaborating with other districts in Alaska
Student career pathways & CTE via community connections
New AK measures of progress (AMP)
Support for at‐risk students
Extended E‐8 (K‐8)
Parent involvement plan
Dual credit, challenging high school credit
Increase graduation and increase attendance
Weaknesses/Challenges
Aversion to change
Inconsistent parent engagement
Prioritization
Bullying/district climate
Losing students
Shared direction/clear Roadmap
Variety of secondary options
Tenure turnover/leadership transition
Budget shortfall
Union communication/understanding
Internal communication
Maintaining class size in light of declining budget
Threats
Declining oil prices
State funding
The economic impact of the state budget cuts
Unanticipated crisis
Declining student enrollment
Changes in military
Ketchikan lawsuit (shift in formula)
AMO’s
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STRATEGIC GOALS – HOW WILL WE SUCCEED?
1. Personalized Learning: Provide students with options to meet their needs and achieve academic success.
Personalized Learning includes the following concepts: Flexible, anytime, everywhere learning; expanding
options to receive credit or demonstrate mastery; project‐based, authentic learning; student‐driven learning
path; and mastery/competency‐based progression/pace (meeting competency vs. based on grade level).
2. Effective Communication: Establish transparent and consistent communication to increase student, parent, staff
and community connectedness with the District.
3. Parent & Community Engagement: Engage parents and community groups with schools to facilitate a stronger
learning environment for students.
4. Organizational Support: Create an environment that supports the needs of staff to enable a school and
organizational climate where students thrive.
5. Technology Integration: Expand student access to technology to amplify learning.
DISTRICT SCORECARD – HOW WILL WE MEASURE SUCCESS?
Measure 2014‐15 (Baseline)
2015‐16 Target
Attendance Rate
Graduation Rate
Student Enrollment (Total) 13,765
Elementary (K‐6) ‐ 7,887
Junior High (7‐8) ‐ 1,979
Senior High ‐ (9‐12) 3,899
Student Performance/AK State Standards
Teacher Retention
Teacher Evaluations
Staff Turnover/Retention Rate
Employee Engagement (Employee Survey/NPS Score – All)
Administrative: + 13.8%
Instructional: ‐13.8%
Support: ‐14.7%
‐10.5%
Balanced Budget (Revenue vs. Expenditures)
Supplemental Funding/Grants (% Increase)
Community Recommendation/NPS
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ROADMAP – HOW WILL WE ACHIEVE OUR VISION? FY15/16 – FY16/17 FY17/18 and Beyond
PERSONALIZED LEARNING
Class Size: Ensure class size that is conducive to learning.
Independent Learning Center: Design and establish the ILC to open as a new entity by fall 16.
District Correspondence Program: Expand the BEST Program. (Approved 10‐6‐15)
High School Options: Expand the number of credit and schedule options for high school students by fall 16.
CTE: Expand CTE pathways to ensure equitable options and access to all high school students.
Dual Credit: Expand dual credit options.
K‐8 Magnet: Investigate and determine viability of a K‐8 Magnet School by end of 2015.
Full‐Day Kindergarten: Investigate/pursue fee‐based full‐day kindergarten.
Class Size: Ensure class size that is conducive to learning.
Independent Learning Center: Expanded enrollment to accommodate students resulting in the program being self‐sufficient.
District Correspondence Program: Expand the BEST Program. (Approved 10‐6‐15)
High School Options: Expand graduation options for high school students.
CTE: Continue to expand CTE pathways at high schools.
Dual Credit: Offer a full spectrum of dual credit options to include an Associate’s Degree by graduation.
K‐8 Magnet: If determined viable, open K‐8 Magnet School.
Full‐Day Kindergarten: If determined viable, implement fee‐based full‐day Kindergarten.
EFFECTIVE COMMUNICATION
Parents: Ensure all parents are informed through systematic, multi‐channel delivery of relevant information.
Staff: Ensure frequent and streamlined internal communication to keep all FNSBSD staff feeling connected.
Community: Proactively communicate and invite two‐way dialogue between the community and District.
Board Visits: Further connect sites and District through annual Board visits to every school.
Parents: Continue to implement communication initiatives and assess effectiveness through parent/community survey.
Staff: Assess effectiveness of staff communication initiatives through employee engagement survey.
Community: Assess communication effectiveness through parent/community engagement survey.
Board Visits: Continue to connect sites and District through annual Board visits to every school.
PARENT/FAMILY ENGAGEMENT
Parent Engagement Committee: Form a standing Parent Engagement Committee to create a more robust parent engagement approach.
Site‐Level Parent Organization: Ensure every school has a parent‐led organization to promote parent engagement.
Business Partnerships & Community Groups: Expand partnerships with businesses and community groups.
Parent Engagement Committee: Develop and implement parent engagement strategies based on committee recommendations.
Site‐Level Parent Organization: Ensure every school has a parent‐led organization to promote parent engagement.
Business Partnerships & Community Groups: Continue to explore opportunities.
ORG SUPPORT
Admin Support: Re‐envision District‐wide administrative support to facilitate student learning.
Curriculum System: Redesign our curriculum system to be agile and adaptive to change, keeping materials and resources relevant.
Quality Teaching: Implement New Educator Evaluation Framework.
Teacher Collaboration: Improve the effectiveness of PLC’s.
School Buildings: Develop a facility plan to address changing delivery needs and declining enrollment by Dec 2015.
Culture: Strengthen employee relations to support the mission and instill a culture of continuous improvement.
Curriculum System: Continuously improving the curriculum system at the speed of change.
Quality Teaching: Fully operationalize/realize the benefits of the new Educator Evaluation Framework.
Teacher Collaboration: Continue to evolve the effectiveness of PLC’s.
School Buildings: Implement the facility plan to address changing delivery needs and declining enrollment.
Culture: Design and pilot a mentoring program, starting with Master Teachers, to reinforce a culture of continuous improvement.
TECHNOLOGY INTEGRATION
Site Tech Support: Restructure site‐level technology support.
Virtual Learning: Expand student access to online courses including hardware and fees.
Technology in the Classroom: Build a plan to move into the digital future starting with digital content and technology for teachers, followed by 1:1.
IT Infrastructure: Continue the IT infrastructure upgrade.
Virtual Learning: Continue to add courses and expand student access including hardware and fees.
Technology in the Classroom: Rollout 1:1 technology District‐wide.
IT Infrastructure: Continue the IT infrastructure upgrade.
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STRATEGIC GOALS & FY15/16‐FY16/17 DISTRICT OBJECTIVES –
WHAT IS IMPORTANT RIGHT NOW?
1. PERSONALIZED LEARNING: Provide students with options to meet their needs and achieve academic success.
Class Size: Ensure class size that is conducive to learning.
Independent Learning Center (ILC): Design and establish the ILC to open as a new entity by fall 16.
District Correspondence Program: Expand the BEST Program. (Approved 10‐6‐15)
High School Options: Expand the number of credit and schedule options for high school students by fall 16.
CTE: Expand CTE pathways to ensure equitable options and access to all high school students.
K‐8 Magnet: Investigate and determine viability of a K‐8 Magnet School by end of 2015.
Full‐Day Kindergarten: Investigate/pursue fee‐based full‐day kindergarten.
2. EFFECTIVE COMMUNICATION: Transparent and consistent communication to increase student, parent, staff and community connectedness with the District.
Parents: Enssure all parents are informed through systematic, multi‐channel delivery of relevant information.
Staff: Ensure frequent and streamlined internal communication to keep all FNSBSD staff feeling connected.
Community: Proactively communicate and invite two‐way dialogue between the community and District.
Board Visits: Further connect sites and District through Board visits annually to every school.
3. PARENT & COMMUNITY ENGAGEMENT: Increase the level of involvement of parents and community groups with schools to facilitate a stronger learning environment for students.
Parent Engagement Committee: Establish a standing Parent Engagement Committee to create a more robust parent engagement approach.
Update the existing Parent Involvement Policy.
Create a means of honoring parent engagement throughout the year.
Site‐Level Parent Organization: Ensure every school has a parent‐led organization to promote parent engagement.
Business Partnerships & Community Groups: Expand partnerships with businesses and community groups.
4. ORGANIZATIONAL SUPPORT: Create an environment that supports the needs of staff to enable a school and organizational climate where students thrive.
Admin Support: Re‐envision District‐wide administrative support to facilitate student learning.
Curriculum System: Redesign our curriculum system to be agile and adaptive to change, keeping materials and resources relevant.
Quality Teaching: Implement New Educator Evaluation Framework.
Teacher Collaboration: Improve the effectiveness of Professional Learning Communities (PLCs).
School Buildings: Develop facility plan to address changing delivery needs & declining enrollment by end of 2015.
Culture: Strengthen employee relations to support the mission and instill a culture of continuous improvement.
5. TECHNOLOGY INTEGRATION: Expand student access to technology to amplify learning.
Site Tech Support: Restructure site‐level technology support.
Virtual Learning: Expand student access to online courses including both hardware and fees.
Technology in the Classroom: Build a plan to move into the digital future starting with digital content and technology for teachers, followed by 1:1.
IT Infrastructure: Continue the IT infrastructure upgrade.
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APPENDICES
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EMPLOYEE SURVEY: EXECUTIVE SUMMARY REPORT
Survey Launched: January 14, 2015
Survey Closed: January 21, 2015
Number of Respondents: 461
Administrative: 65 Instructional: 267 Support: 122 Undeclared: 7
Objective: The objective of this survey was to gain a clear understanding of Fairbanks North Star Borough School District’s
current state, from the staff’s perspective. Information obtained in this survey will be used to set priorities and inform
the development of the strategic plan. Survey questions were developed by OnStrategy in conjunction with the Board of
Education and Executive Leadership.
Distribution: All FNSBSD employees were invited to participate in the survey which was distributed via email to complete
online.
Statistical Confidence: Out of a total base of 1974 employees invited to participate, there were 461 survey responses.
The responses are representative of the employee base with 95% confidence level and a 3.2% +/‐ confidence interval. In
other words, we are 95% confident that the recorded response is 3.2% +/‐ of the “true answer” as if we had survey
responses from all 1974 participants.
Segment # Respondents/Total Statistical Confidence
Respondents Overall: 461 out of 1974 95% confidence level ; 3.2% +/‐ interval
Administrative: 65 out of 127 95% confidence level; 6.1% +/‐ interval
Instructional: 267 out of 950 95% confidence level; 3.6% +/‐ interval
Support: 122 out of 900 95% confidence level; 5.9% +/‐ interval
Demographics: The majority, or 74%, of survey respondents have worked in the district for 5+ years and are
Instructional or Instructional Support personnel. 20 of the 65 respondents identified as Administrative Staff were
Principals or Directors (representative of 4% of all respondents).
Qualitative Analysis: Qualitative questions were analyzed through a process of pulling out common themes according to
how the respondent answered the Loyalty/Engagement question (#28) on page 25. Each thematic section is titled
“Engaged”, “Moderately Engaged”, or “Disengaged” based on the score the respondent provided on question #28. The
number of valid responses is the sum of the respondents, within the category, that provided an answer of common
theme. Note: Whenever an agreement percentage is stated, it equals the sum of those responding – agree and strongly
agree.
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Summary of Finding
Adjustment to Change: Most respondents (44% overall) are neutral in their confidence level related to recent changes
in the district. Of the remaining respondents, 29.1% are not confident in the changes and 26.7% are confident.
Respondents made the following suggestions to help decrease disruption that comes from change: Better
communication, transparency, clarity, and staff input. The table below is a summary of confidence level by segment.
1. The FNSBSD has gone through a lot of transition in leadership, administration, and processes over the past year. Please rank your level of confidence in those changes.
Confidence Level Admin Instructional Support/Ops Confident 39.1% 22.3% 28.9%
Neutral 39.0% 43.8% 47.0%
Not Confident 21.9% 34.0% 24.0%
Mission and Leadership: Less than half of the organization (39%) agrees that they understand the mission of the
district. Over half (52%) agree that they can freely speak to their supervisor. A third (31%) agrees that they receive the
right information and work in an environment that is conducive to their work. Even fewer agree there is good
collaboration across departments, their opinion is valued, and they are praised for the work they do.
Being Student Centered: In terms of being student centered, the survey results tell us that about half of the
organization (56%) agree that the district strives to provide quality service and education, and they can freely make
decisions to help students. However, only 27% agree that district or staff decisions are truly student centered.
Educational Programs: Majority of the organization believes that focus on decreasing class sizes is necessary. A
secondary need/direction has fairly similar weighting between full‐day kindergarten and focus schools. Themes from
those that selected ‘other’ include programming, methodology, operations, and staffing needs.
Measurement and Analysis: Majority of the organization understands how to measure their own performance, use it to
make positive changes for themselves, and believe they provide top quality service to the parents and families of
FNSBSD.
Workforce Focus: Almost everyone (96%) who responded to the survey is committed to their school or department’s
success. However, only 32% agree that they are valued as an employee of FNSBSD. About 60% agree there is good
internal collaboration, they are encouraged toward professional development, and encouraged to think independently
within their work guidelines. Forty‐two percent agree compensation and benefits are enough to motivate them to
continue working in the District.
Process Management: In terms of process management, the survey results tell us that about half 49% agree they have
solid process for doing their work and are well prepared to handle an emergency, but only 37% agree they have
everything they need to be effective in their position.
Results: Findings in this section show that about 60% of employees agree they are proud to be a part of a school district
that provides excellent educational programs and 39% agree the organization has the right people and skills to do the
required work. Only 29% agree that high standards and ethics are practices.
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Staff Contribution: Based on relevance, this section was directed at instructional staff only. The intent was to gauge
impact of recent changes implemented to increase the level of staff contribution to district decision making. Responses
reveal that only 18% of respondents agree that they are able to contribute to district decision making and only 16%
agree that they see a difference when they are able to provide input towards content, evaluation, work group, teacher
advisory council, and etc.
District Strengths: Themes from the open‐ended question revealing top strengths of the district include: Hiring and
retention of good employees; caring environment for students; communication with parents and the community;
integration of technology; opportunity for professional development; and supportive environment for staff.
District Priorities: The top three district priorities most commonly mentioned by respondents include: 1) smaller class
size, 2) full day kindergarten and 3) college preparedness. Other mentions included CTE Classes; community
involvement; access to better technology; attendance policy; individualized learning options; and focus on student
success beyond test scores.
Principal/Director Input: The final section of the report contains an additional set of open‐ended questions directed at
Principals and Directors. When asked what success looks like 5 years down the road for FNSBSD, top responses
included: student success, quality staff, and stability in leadership. The most important issue or topic we should be
talking about during the strategic planning process is budget efficiency, leadership development, and long‐term
planning. We can work more effectively and efficiently as a team if we communicate and prioritize. The #1 challenge
facing the district is stability in funding. Opportunities that the FNSBSD should take advantage of over the next several
years include technology development, business partnerships, staff development and full‐day kindergarten. Additional
priorities of focus should include more options and alternative learning opportunities to ensure student success, hiring
and retention of quality staff, professional development and stable funding.
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SUMMARY OF QUESTION RESPONSES BY SEGMENTS
FNSBSD EMPLOYEE SURVEY %
AGREE MEAN %
AGREE MEAN %
AGREE MEAN
LEADERSHIP Administrative
N = 65 Instructional
N = 267
Instructional Support / Ops
N = 122 3. I understand the District’s mission (what we are trying to accomplish).
55.4% 5.12 34.1% 4.46 40.2% 4.69
4. The District’s leadership creates a work environment that helps me do my job.
49.2% 5.02 28.4% 4.00 28.7% 4.16
5. I receive all of the pertinent information I need to do my work.
43.0% 4.80 27.8% 4.11 30.3% 4.34
6. My opinion is valued. 37.5% 4.73 18.2% 3.63 23.1% 3.89
7. I can speak freely to my supervisor(s). 64.6% 5.46 48.3% 4.72 52.4% 4.99
8. I believe District staff work together well across departments whenever needed.
36.0% 4.70 19.4% 3.79 16.5% 3.99
9. The District or my school/department administrative team is very good at providing praise for a job well done.
43.0% 4.92 31.1% 4.18 37.7% 4.51
BEING STUDENT CENTERED
10. The District consistently strives to provide quality education and service to FNSBSD students.
64.6% 5.52 51.7% 5.02 59.9% 5.27
11. I am allowed to make decisions in order to solve problems for FNSBSD students within my job duties or responsibilities.
56.2% 5.31 38.2% 4.66 45.1% 4.89
12. To what degree do you feel staff/District prioritizing and decision making is student centered (based on the needs of the students first?)
38.1% 4.83 21.7% 3.88 32.0% 4.40
MEASUREMENT AND ANALYSIS 14. I know how to measure and assess the quality of my work.
73.9% 5.71 76.8% 5.93 71.3% 5.65
15. I can use this information to make changes that will enhance my job performance.
67.2% 5.61 76.8% 5.92 67.2% 5.58
16. I believe my department provides top quality service to the parents/families of FNSBSD.
73.5% 5.97 67.8% 5.69 64.8% 5.55
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WORKFORCE FOCUS
17. The people I work with cooperate and work as a team. 67.7% 5.66 58.1% 5.40 61.4% 5.46
18. My supervisor encourages me to develop my job skills so I can advance in my career.
60.0% 5.25 57.7% 5.21 53.7% 4.92
19. The FNSBSD values me as an employee. 50.7% 5.20 38.4% 4.09 31.2% 4.39
20. I am committed to my school or department’s excellence.
95.4% 6.58 97.0% 6.61 92.6% 6.53
21. I am encouraged to think independently within the guidelines of my work.
73.8% 5.88 61.3% 5.23 62.3% 5.48
22. My compensation and benefits package motivates me to stay with the FNSBSD.
47.7% 5.20 41.2% 4.71 40.7% 4.65
PROCESS MANAGEMENT
23. My department has a very solid process for doing our work.
62.6% 5.52 45.3% 5.01 48.4% 5.10
24. My department is well prepared to handle an emergency.
67.7% 5.65 53.5% 5.18 54.9% 5.15
25. I have everything that is needed to be effective in my position.
52.3% 5.20 29.9% 4.40 42.6% 4.74
RESULTS 26. Our organization definitely has the right people/skills to do the required work.
44.6% 5.14 37.2% 4.70 39.4% 4.90
27. Throughout all branches of the FNSBSD, high standards and ethics are practiced.
38.5% 4.86 39.9% 4.35 23.9% 4.26
ADDITIONAL INPUT
29. I am proud that I am part of a school district that provides excellent educational programs.
72.4% 5.82 55.6% 5.31 59.9% 5.55
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EMPLOYEE LOYALTY & ENGAGEMENT
28. If there was a position available, how likely are you to recommend working at FNSBSD to good friends or relatives?
NPS Groups All Administrative Instructional Support Gallup United States
2013*
Engaged 28.8% 36.9% 28.1% 27.1% Engaged 30%
Moderately Engaged 31.9% 40.0% 30.0% 31.1% Not engaged 52%
Disengaged 39.3% 23.1% 41.9% 41.8% Actively
Disengaged 18%
Loyalty/recommend ‐10.5% 13.8% ‐13.8% ‐14.7% Engagement 12%
Summary: The overall sentiment of the employees of the district is represented by the loyalty or engagement score of
question #28. This utilizes the net promoter score concept. The overall score is a negative 10.5% which suggests that
there are fewer personnel engaged in their daily work activities than those who are passively involved or “fence‐sitters”
and those not loyal or actively not engaged.
For sake of comparisons, NPS and Gallup* categories are aligned via the following similarities:
Engaged employees are loyal to FNSBSD and are essentially a positive extended word‐of‐mouth marketing force for the organization.
Engaged employees work with passion and feel a profound connection to the organization. They move the organization forward.
Passive/Moderately Engaged employees are satisfied but unenthusiastic who can be easily wooed by other organizations for employment and might be at risk of becoming a disengaged.
Not Engaged employees are essentially “checked out.” They are putting time into their work but lack energy or passion.
Disengaged are unhappy and would not put FNSBSD in a positive light to their close colleagues and network. They may be staying onboard only to collect a paycheck.
Actively Disengaged employees aren’t just unhappy at work; they act out their unhappiness. Daily, these workers undermine what other engaged coworkers accomplish.
“…latest findings indicate that 70% of American workers are ‘not engaged’ or ‘actively disengaged’ and are emotionally
disconnected from their workplaces and less likely to be productive…actively disengaged employees cost the U.S.
between $450 billion to $550 billion each year in lost productivity.”
‐“State of the American Workplace‐2013: Employee Engagement Insights for U.S. Business Leaders.”
Gallup, Inc.
23% 40% 37%42% 30% 28%42% 31% 27%
Disengaged Passively Satisfied Engaged
Admin Instructional Support
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What is driving employee loyalty at Fairbanks North Star Borough School District?
Through the quantitative analysis process of multiple regression analysis, the most significant aspects of employee
engagement can be determined. This is a “cause and effect” relationship where the “effect” is employee loyalty which is
measured by the question – how likely are you to recommend working at FNSBSD to good friends or relatives? The
“causes” are represented by the other 26 questions in the survey that state what an employee values in the relationship
with his/her employer, FNSBSD.
Due to the limited number of responses, a reliable analysis is somewhat constrained for the Administrative branch when
all questions are considered in the regression model at once. This is not an issue for the Instructional or Instructional
Support/Operational branches. Yet a solid consensus of what employees value in their working relationship with the
school district can be determined.
The “adjusted R2” of the multiple regression analysis represents how much of the relationship is explained, and in social
science research, an “adjusted R2” of 60%+ is very solid. The adjusted R2 for each of the analyses:
Administrative branch = 51.3%
Instructional branch = 57.7%
Instructional Support/Operational branch = 65.3%
In addition the statistical significance = .000.
The top two “causes” as determined quantitatively provide insight into what is important to each of the branches:
Administrative
The FNSBSD values me as an employee. (50.7% agreement)
I am committed to my school or department’s excellence. (95.4% agreement)
Instructional
The FNSBSD values me as an employee. (38.4% agreement)
The District or school/department administrative team is very good at providing praise for a job well
done. (31.1% agreement)
Instructional Support/Operational
I can speak freely to my supervisor(s). (52.4% agreement)
The District’s leadership creates a work environment that helps me do my job. (28.7% agreement)
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DISTRICT STRENGTHS & PRIORITIES
30. STRENGTHS: What are the Top three things that the Fairbanks North Star Borough School District does best?
STRENGTH #1 STRENGTH #2 STRENGTH #3
Hires, retains good employees.
(x18)
Caring environment provided for the students. (x15)
Communicate with parents and the community. (x12)
Focus on educating students. (x11)
Working and communicating with community. (x7)
Good teacher quality. (x7)
Compensation / benefits provided to staff. (x6)
Staying current on technology. (x4)
Providing Music and Art programs.
(x4)
Welcoming, respecting families. (x3)
Integrating current technology. (x14)
Provide excellent professional development. (x12)
Providing support/resources to staff. (x10)
Valuing, supporting teachers. (x7)
Communicate with parents. (x7)
Community involvement and communication. (x6)
Providing Music and Art education. (x5)
Providing support for parents. (x5)
Provide varied alternatives to students. (x4)
Communication of information. (x4)
Good, maintained facilities. (x4)
Keeping schools safe. (x3)
Supportive environment for staff. (x6)
Provide plenty of supplies and materials to staff. (x9)
Opportunities for professional development provided. (x10)
Keeping open communication with parents. (x8)
Provide support on new curriculum. (x3)
Community involvement. (x3)
Reaching out and connecting with families. (x2)
Supporting students. (x14)
Keeping current on technology (x4)
Enhance student learning (x3)
Provide Music and Art education. (x3)
31. PRIORITIES: From your perspective, what are the top 2 most important priorities for the district over the next 3
years? Please be specific such as (ex: college preparedness, increased CTE classes, full day kindergarten)
PRIORITY #1 PRIORITY #2
Smaller class sizes. (x63)
Full‐day kindergarten. (x35)
College preparedness. (x15)
CTE classes. (x6)
Community involvement/input. (x5)
More pre‐school options. (x5)
Keeping up‐to‐date on technology in the classrooms (x4)
Develop/ implement solid attendance policy.(x4)
More technology available. (x4)
Smaller class sizes. (x30)
Full‐day kindergarten. (x17)
College preparedness. (x11)
Access to better technology. (x7)
Paying staff fair wages. (x5)
Retain quality teachers. (x5)
Individualized learning options. (x4)
More focus on students instead of test scores. (x3)
More technology available. (x3)
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COMMUNITY SURVEY: EXECUTIVE SUMMARY
Survey Launched: March 9, 2015 Survey Closed: April 1, 2015 Number of Respondents: 967
Parents of Student/s Enrolled at FNSBSD: 792
Parents (Elementary): 364
Parents (Secondary): 229
Parents (Both): 198
Unidentified: 1
Students: 28
Community: 68
Other Parents (Pre‐K or Graduates of FNSBSD): 79 Research Objective: The primary purpose of this research was to obtain input from parents and community members to inform the development of the Fairbanks North Star Borough School District’s 5‐Year Strategic Plan. Students were also included in the distribution to add unique and valuable perspective. Data obtained in this survey will be used to set priorities and goals for the District. Input will also help craft the District’s execution around communication and engagement. Survey questions were designed by OnStrategy in conjunction with the Board of Education and Executive Leadership. Distribution: A link to the online survey was distributed through multiple channels to reach as many parents and general community members as possible. A modified set of questions were distributed to FNSBSD students. Distribution methods included:
Email distribution to all parents and staff
Post on District website
Mobile app announcements and push notifications
Shared through Social Media channels
Promoted by the Chamber of Commerce Education Committee through special submission in the local newspaper
Mention on the Superintendent Radio Show
Shared with PTA Council
Student communication via Principals/Teachers at the school level Statistical Confidence: As the distribution of the survey was not managed through a controlled population, only an overall confidence level of the representativeness of the sample can be determined – representativeness of individual segments such as single parent families, traditional families, or ethnic considerations cannot be stated. The primary purpose of the research project was to obtain input from parents with students attending a District school, and the number of respondents for this aspect is 792.
95% confidence level
3.4% +/‐ confidence interval
Potential district parent population of 20,000
Demographics: The majority of survey respondents (82%) were parents of students enrolled at FNSBSD. Additional demographics are highlighted below:
Female at 79% with Male at 21%
Children under 18 years old in the residence: 11% with no children; 65% with 1 or 2 children and 24% with 3 or more
Seventy‐seven percent (77%) have lived in the Fairbanks area for more than 10 years
See the chart below for a breakdown of demographic segments and number of responses per group
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Demographic Segment Frequency Percent
Parent with Student/s Enrolled 792 81.9%
Parents (Elementary): 364 364 45.9%
Parents (Secondary): 229 229 28.9%
Parents (Both): 198 198 25%
Unidentified: 1 1 .01%
Other Parents (Pre‐K child or Graduate of FNSBSD) 79 7.2%
Parent of Pre‐K child that will eventually enroll at a school in the District. 29 3.0%
Parent of an FNSBSD graduate. 50 5.2%
Community Segment 68 7.0%
Community member with no children currently associated with the District. 68 7.0%
Student Segment 28 2.9%
FNSBSD Student (or Home School Student within the District). 28 2.9%
Total 967 100.0
Qualitative Analysis: Qualitative questions were analyzed through a process of pulling out common themes according
to how the respondent answered the Recommend question (#2) on page 9. The thematic groupings are Promoters,
Passively Satisfied or Detractor based on the score the respondent provided to question #9. The groupings assist in
providing additional perspective to interpretation of the results.
Summary of Findings:
PERCEPTION & SATISFACTION
The #1 internal factor to evaluate quality of education is definitely – class size. This piece of evidence received 35% more #1 and #2 ranking votes than – number of programs available to meet student needs. The #3 factor based upon first and second place votes is – graduation rates. The #1 external factor to evaluate the quality of education in the School District is unquestionably – active parent involvement. This received 40% more #1 and #2 ranking responses than – community involvement. The overall sentiment of stakeholders in the education of the Fairbanks area is mediocre at 2.3% (see question #2). Basically there are many individuals that perceive a great education (Promoters) and would recommend others participate in it as those that would not recommend the education being delivered through the District (Detractors). However one factor that could contribute to the low perception of this low value is that more than 50% of respondents did not believe they were adequately informed about happenings in the District – they were not receiving sufficient relevant information (see question #8). Therefore many individuals do not know or are unaware of the positive nature of educational transactions in the District; thus they would not be in a position to recommend or suggest others become involved in FNSBSD. STUDENT SKILLS & KNOWLEDGE: Communication skills ranked as the #1 most important supplemental skill/knowledge important for students to acquire outside of core academic areas. Critical thinking ranked as #2 and organizational skills as #3. Art and music education was a key theme for respondents who selected the ‘Other’ category. STRATEGIC DIRECTION: Based on the Personalized Learning Approach, Magnet Schools ranked as the #1 most important concept to further meet student needs, followed by increased access to Career/Technical Education. Art and music education was a key theme for respondents who selected the ‘Other’ category. When asked about additional priorities the District should focus on to ensure quality education, respondents across segments clearly ranked low class size as #1 priority of focus. Current, relevant materials/resources ranked as the # 2 priority of focus. Consistently, art and music education was the top/most frequently mentioned theme across segments in the ‘Other’ category. PARENT/COMMUNITY ENGAGEMENT: Career/Technical Education in collaboration with business leaders followed by youth service projects ranked as the Top 2 best ways to strengthen partnerships and further engage the community. Parent engagement was the most common theme for respondents who selected ‘Other’.
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EFFECTIVE COMMUNICATION: In all instances, less than 50% of the stakeholders in the education of Fairbanks perceive they are receiving sufficient amount of relevant information from the District. Refer to the detailed report for additional interpretation. Email, Website and the Mobile App ranked as communication methods that are effective and working well. Areas for improvement included suggestions for more effective emails and more (or improved) communication in general. Email and phone calls consistently ranked as the Top 2 preferred methods of communication from both the District and the school. IMPROVING QUALITY OF EDUCATION: On the closing qualitative question, the #1 suggestion for improving the quality of education at Fairbanks North Star Borough School District was small class size. Second place differed, but number one class size garnered at least twice as many mentions across all groups. STUDENT PERSPECTIVE: Over 60% of student respondents agree that personalized learning would be meaningful and enhance their education. Over 80% agree that small class size positively impacts the quality of their learning experience. Art and music was the most common theme mentioned by students throughout the survey related to interests and additional programming. Other mentions related to programming and interests included media classes, real world info classes, intellectual extracurricular programs, more AP classes, competitive cheerleading, foreign language opportunities, Lacrosse, programs to enrich study habits, and a construction academy. Student ideas related to improving the quality of education included commentary around additional Life Skills and cultural learning, incorporation of art forms in the classroom and integration of an individual, more personalized approach to learning. SEGMENTED PARENT PERSPECTIVE: Generally speaking, the perspective of elementary (K‐6) parents vs. secondary (7‐
12) did not differ significantly. Some difference in opinion was evident in questions related to strategic
direction/priorities. While Magnet Schools clearly ranked as the #1 priority to provide students with more options
across both parent segments; parents of secondary students ranked access to Career/Technical Education and
virtual/blended learning with higher level of importance than those of elementary/K‐6 parents. Both parent groups were
consistent in ranking small class size and current, relevant materials/resources as top priorities for the District. However,
parents of primary students ranked full‐day kindergarten amongst a top priority while secondary parents did not.
