Happy February! It's hard to believe that the school year is more than halfway over. Time flies when you're having fun, right? At this time of year, we like to take a breath, step back and ask our partners for feedback on how things are going within our partnerships. The UE Mid-Year Survey is conducted through the month of January and gives us a good read on how things are going. This feedback highlights our successes and areas for improvement, helping us to focus our intentions through the end of the year.
This year, our surveys yielded some exciting feedback about our partnerships so far. The first highlight we saw in the data spoke to the development of both our practices over time and how we have embedded ourselves in the schools we are partnered with. We saw an increase in the number of schools that participated in the survey from 69% in 2019 to 97% this year with over 500 individual respondents! #Together
The Mid-Year Partnership Survey asks our partners how we are doing with components of the UE Model related to Culture and Climate, Direct Services and Progress Reporting. For students receiving direct services at our school sites we asked our partners two questions:
This year, our surveys yielded some exciting feedback about our partnerships so far. The first highlight we saw in the data spoke to the development of both our practices over time and how we have embedded ourselves in the schools we are partnered with. We saw an increase in the number of schools that participated in the survey from 69% in 2019 to 97% this year with over 500 individual respondents! #Together
The Mid-Year Partnership Survey asks our partners how we are doing with components of the UE Model related to Culture and Climate, Direct Services and Progress Reporting. For students receiving direct services at our school sites we asked our partners two questions:
- If they found the provider(s) of these interventions to be professional and collaborative
- If the providers were knowledgeable and skillful in helping them to implement classroom interventions to support students receiving this service
As one of the three main program goals for the 2019-2020 school year, data collection and progress reporting has been on everyone's minds this year. A lot of time, effort and attention has been given this year across our Academic, Behavioral and Clinical teams to develop and implement effective, meaningful practices within their partnership sites. At this mid-year point, we were curious if progress and outcome reports were shared and used for collaboration during meetings with service providers and found that 73% of respondents agreed that they were! While the goal for the year is at least 80% agreement, we celebrate that this is up from 68% this time last year and embrace this forward momentum headed into the second half of the year. #Datatellsastory
All these numbers, while exciting and informative, don't tell the whole story. We also ask our partners for specific feedback and suggestions on how we collaborate and support the growth of our partnerships. This year, aside from being overwhelmingly positive, we noticed a very interesting shift in the qualitative feedback we received. There was a very clear trend this year of school staff expressing a desire for continued collaboration and progress sharing so that they are more able to support the growth of their students. We love seeing this constructive feedback, as it exemplifies the mindset that we are trying to build at partnerships schools, that all students are the responsibility of all staff. #Twofer
| “It would be helpful as a classroom teacher to know more about individual goals and contracts (and outcomes) for specific students so that I can observe for specific behavior and accomplishments and give praise to students as they achieve those targets.” “I think our service providers are juggling quite a bit of work and still learning systems to track progress across all goal areas effectively right now. We have not been able to track progress against goals in a way that is able to directly inform instruction as well as we would like just yet. |
We are looking forward to hearing from all our partners again during our End-of-Year Partnership Survey. Without feedback and collaboration from our partners, we couldn't do what we set out to do. While we wait, here are some more partnership highlights from the year so far #Together:
| “[Seneca] members are ALWAYS able to collaborate and have helped me tremendously in bettering my practice to work with students that have IEP and 504 plans and I appreciate it. I often ask for help in being inclusive and they always do. I appreciate them and the differentiating and the planning and hard work that they do. Their hard work and dedication never go unnoticed.” “The social skills group that my students participated in were incredibly empowering for change. The reports on the services were immediate and clear, which maximized the positive benefits offered from this intervention.” “Seneca counselors have been amazing with communicating student needs to teachers. They have responded to all urgent student concerns and have very strong relationships with students in their caseload. They have also helped me to have more positive relationships with students in my classroom.” “The Seneca partnership has provided crucial behavioral support and intervention for one of my students since the beginning of this school year. Thanks to the Seneca team, the student is able to work appropriately with the class much of the time. With Seneca's help, the student is able to feel more successful, classmates feel safe, and teaching/learning can take place.” “Our unconditional education coach has been key to establishing the positive climate we experience throughout our school. The support she provides is not only effective, but caring and compassionate. All our students have benefited from our partnership with Seneca. |
Blog Post Written By: Jordan Ullman, Assistant Director of Assessment and Evaluation
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