# data[].attributes.headline
trying to tackle too many great ideas at once instead of doing a few really well

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trying to tackle too many great ideas at once instead of doing a few really well

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Buildings are aging and not ideal for modern learning.

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It feels like we latch on to new ideas at times, adopt them, then they wither and die and a new undeveloped one comes along.

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Given that we have a reputation for success, it is hard to convince the collective that we need to change

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Given that we have a reputation for success, it is hard to convince the collective that we need to change

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Too much of a focus on testing (OST, AP, MAP, etc.). While these all serve a purpose, focusing too much on these narrow outcomes narrows our focus as a district.

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Having additional staff for small group testing and one-on-one testing. Being able to manage numbers with classroom sizes. 

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Having additional staff for small group testing and one-on-one testing. Being able to manage numbers with classroom sizes. 

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Assumed responsibility from one school level to the next that is not directly addressed creates long term, unresolved resentments and lack of communication and collaboration between buildings.

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Days are busy but lack of communication

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Parents can feel certain ways about topics/students/procedures and with their power, can force the hand to go in their way, even if it does not favor what is best for the general population.

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Community does not have a unified vision of success

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Community does not have a unified vision of success

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There is a gap between what each stakeholders believes measures success

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There is a gap between what each stakeholders believes measures success

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We look for the next best thing, which is good, but sometimes curricular choices take away the teacher voice, creativity, wisdom, connection with learners

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For a small district, we don't have true collaboration with the high school or elementary school that could be possible.

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Administrative turnover (more recent phenomenon) 

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Administrative turnover (more recent phenomenon) 

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Not enough space for all teachers to have classrooms or additional spaces to work/meet in.

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Having enough staff members to adequately meet student's real needs (small group instruction, additional time, mental health needs) in an effective way.

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ideas/practices that may not align with current focus of BOE, administration or community want are difficult to implement or try out.

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ideas/practices that may not align with current focus of BOE, administration or community want are difficult to implement or try out.

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Vertical alignment is amazing at the middle school, but not so much from the elementary

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Addressing the needs of a few students (squeaking wheels) and not the needs of the collective.

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Addressing the needs of a few students (squeaking wheels) and not the needs of the collective.

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We often adopt initiatives and while we learn about them, we then do not talk about them again, yet are held accountable for them.

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Communication -the "Bexley Buzz" can interfere with the facts.

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Parents have a lot of "wants" with little follow through when it comes time to show up. They will throw money when needed to look good as a district but not follow through

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Lack of ownership- it often feels like everyone can find a problem but few will own the process to solving the problem so we spend a lot of time talking and "problem-solving" in circles.

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Lack of ownership- it often feels like everyone can find a problem but few will own the process to solving the problem so we spend a lot of time talking and "problem-solving" in circles.

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# continue to increase and is not ideal for student learning or well being

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Finding time to collaborate and share resources. 

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Finding time to collaborate and share resources. 

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If we're trying something new that makes a student uncomfortable, we are doing something wrong and are isolated

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MS specific has terrible options for elective courses- need more options

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There is a conversation not just in Bexley but nationwide about what schools should be doing/teaching and the conflicts that creates with families who believe that role is now too broad and influential.

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We don't have enough representative staff in any school or administrators that represent all of our student population.

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While there has been an influx of new positions at the administrative level (and other levels of the district), the MS has struggled with large class sizes and teachers split between grades (and buildings) for years.

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Parents demand so much of teachers and it often times feels like they don't view us as people. They have expectations that are unrealistic and put constant pressure on the staff to meet these expectations.

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We have a ton of opportunities to grow but many don’t seem to connect to building goals and or district goals.

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We are running out of room in the building to mantain good working/learning environments. We have very outdated facilities which prohibit us to grow bigger athletic/extracurricular programs where more students can be involved and experience growth outside of a classroom.

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There doesn't seem to be a commitment to smaller class size. This used to be a priority in the past but this idea has changed over the years (as if size doesn't really matter).

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Trying to do everything for the community

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Trying to do everything for the community

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We are expected to be the school, the therapist, the doctor, the social service agency, the rec center, etc.

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HS students have to much freedom during lunch to roam a building. If in the building should eat in the cafe like most HS buildings.

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Even with all of the ways of communication being used, students and parents expect unrealistic expectations at times. We give them multiple forms of communication to check missing assignments and grades, but even then they are quick to anger even when they have not used those things.

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Teachers need more planning time.

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majority mindset- given this community is not super diverse, many marginalized groups represent small numbers and when we try to address differing needs, people struggle to buy-in because it is not the majority

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majority mindset- given this community is not super diverse, many marginalized groups represent small numbers and when we try to address differing needs, people struggle to buy-in because it is not the majority

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Students who are overserved because their parents are able to higher advocates/lawyers vs. students who might not be served or be underserved because their parents do not have the financial resources or knowledge to advocate for their children.

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Students who are overserved because their parents are able to higher advocates/lawyers vs. students who might not be served or be underserved because their parents do not have the financial resources or knowledge to advocate for their children.

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We have a long school year compared to other districts with LONG student days.

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We are messaged that mental health is a priority, but then we ask for additional time during our personal time or sanctioned professional time to do other tasks. We would more than likely want to do them, but being asked while also being given autonomy to manage our time for other necessary tasks is mixed messaging.

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Sometimes we struggle to move forward because of pushback from teachers

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Upper grades and parents placing blame on lower grades for student gaps and lack of preparation. Disconnect and lack of understanding or willingness to be flexible to adapt and ease transitions-schools and community can be quick to place blame.

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Students are not always disciplined in ways that teachers agree with.

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Meetings -seem to have more of these than planning time

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Meetings -seem to have more of these than planning time

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Students have a very long school day and compared to other districts a much longer school year

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Students have a very long school day and compared to other districts a much longer school year

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We do things oftentimes out of "tradition" and the community is not always open to what is evolving and what is best for students today.

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Historically over the years staff members are confused of this role. I feel Bexley has the position because it "looks good" but would like to see more of what the person is doing

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More support in classrooms is necessary but we do not have them to place in positions.

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There are more things to try and focus on than a fixed amount of time allows. We don't have a consistent protocol that allows us to try all out good ideas, collect data, and reflect to a specific end.

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Not clear on how experiential learning is supporting students K-12

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Parents bypass the teachers and go straight to administration where situations are one-sided and often clouded. While administration always passes these along, parents won't reach out first to clarify and gather more information.

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It is clear that many class populations are determined by resources available to support students with IEP’s and 504’s. This becomes particularly challenging when students with high needs are not given support in Allied Arts classes. They are even pulled out of class several times a week!

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I don't know that we adequately respond to or attempt to understand the relationship between students and technology. 

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I don't know that we adequately respond to or attempt to understand the relationship between students and technology. 

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It's unclear what world we are preparing students for. I think we sometimes buckle at their resistance to critical thinking. 

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It's unclear what world we are preparing students for. I think we sometimes buckle at their resistance to critical thinking. 

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Our lack of dress code is detrimental to the learning environment.