1. PTA PARENT AND TEACHER SURVEYS Results September 11, 2019

2. SUMMARY OF RESPONSES 63 total responses
Parent
SUMMARY OF RESPONSES
63 total responses
48 PTA members vs. 15 non-members
Stated reasons for not joining (“child care coverage,” “time,” etc.) suggest many believe you must be able to attend meetings to join
80% of responses from people who never (35) or rarely (15) attend meetings
Different times/not always same day of the week and conference calls most cited suggestions for increasing attendance
Suggestion that meetings be taped for those who cannot attend
Lack of clarity about purpose of meetings/belief that information won’t be engaging also a factor
40 volunteers vs. 20 non-volunteers
Breaking opportunities into smaller pieces with clear expectations and lots of notice the consensus on how to improve participation
Central source for all PTA volunteer requests (and other announcements) and electronic signup

3. EMAIL OVERWHELMINGLY COMMUNICATION PREFERENCE
Parent
OVERWHELMINGLY COMMUNICATION PREFERENCE

4. EVENTS Suggestions for new events/improvements to existing events:
Parent
EVENTS
Suggestions for new events/improvements to existing events:
Provide event transportation for students outside Spring Glen/Whitneyville neighborhoods
Host cultural fair (many, many mentions)
Hold simple, community-fostering events (e.g. kickball game)
Grade-oriented events (similar to kindergarten playdates)
STEAM night
Too many fundraising events/being asked for money too often a regular theme

5. Parent
PROGRAMS/SERVICES
Art Night (50), After-School Enrichment (48), Field Day (44), School Assemblies (43) and School Play (36) widely identified as among most important programs/services
One School One Book (23), Year Book (9) less popular
Suggestions for new programs/services:
Community service
Clean Up Day
Nature’s Classroom/gardening
Cooking/sewing/other life skills/use of tools
Parent workshops
After-school sports
Other suggestions on programs/services:
Send after-school information sooner (e.g., information for fall programs distributed now)
More information about assemblies
Better coordination with Special Education PTA

6. SUPPORT FOR SCHOOL-LED CLASSES/PROGRAMS
Parent
SUPPORT FOR SCHOOL-LED CLASSES/PROGRAMS
Several responses deferred to the teachers on this question
Existing classes/programs cited for more support:
Art (many, many mentions)
Talented and Gifted
Science (and specifically, traveling science resource)
Music (many, many mentions)
PE (including more playground supplies such as “loose parts”)
New classes/programs requested:
Foreign languages (many, many mentions)
School leadership opportunities for 5th and 6th grade
Better poor weather recess options
Better training/hiring for recess and lunch aides
School-day yoga
Character education/social emotional learning

7. Parent
FUNDRAISING
Broad support for direct appeals (48) and parent-led events (42)
Less support for professional fundraising (17)
Extremely strong opposition to professional fundraising in a few responses
Multiple responses allude to feeling of “constantly being asked for money”

8. DIVERSITY AND INCLUSION
Parent
DIVERSITY AND INCLUSION
Very broad support for school-wide cultural fair
Support for diversity and implicit bias training for teachers and staff and for diversity and inclusion programs for students
On the teacher and staff training front, PTA’s potential role more to communicate what is being done vs. organizing directly
Support for parent workshops on diversity and inclusion topics
Support for greater coordination between ABAR and PTA and between PTA and SEPTA

9. SUMMARY OF RESPONSES 10 total responses
Teachers
SUMMARY OF RESPONSES
10 total responses
Good mix of teachers relatively new to Spring Glen and those who have been here longer
60% of responses from teachers who are minimally involved with the PTA (5) or not involved at all (1)
Demands of job/family cited as major obstacles for more involvement
Suggestion of more communication about PTA activities (perhaps including quarterly attendance at staff meetings)

10. PRIORITY AREAS FOR TEACHERS
Areas for additional support:
More technology (digital boards/projectors specifically cited by multiple teachers)
Better shelving for in-classroom books and more of such books
“Supply closet” of common consumables
Areas for potential parent/volunteer engagement:
Workshops for parents on their role in the education of their children
“Room parents”
Material prep – copying, cutting, laminating
Literacy support
More support for working with students:
With special education needs
Dealing with trauma/mental health issues
From diverse backgrounds