Focus

Group Report
Summary of Participant Perceptions of District Experience, Support
and the B.O.L.D. Proposal

Stillwater Area Public Schools
February 29, 2016

CONTENTS

3

3

3

5

6
7
8


9
9
10
11

12

OVERVIEW

14

APPENDIX A: FOCUS GROUP AGENDA AND PROTOCOL

16

APPENDIX B: ALTERNATIVE IDEAS TO B.O.L.D.

PROCESS
SHARED MESSAGES
THEMES OF PARTICIPANTS EXPERIENCE OF STILLWATER AREA SCHOOL DISTRICT THROUGH A
WHOLE SYSTEM VIEW

WORK ARENA

ORGANIZATION ARENA

CULTURE ARENA

B.O.L.D. PROPOSAL BENEFITS AND RISKS THROUGH A WHOLE SYSTEM VIEW

WORK ARENA

ORGANIZATION ARENA

CULTURE ARENA
ADVICE TO THE BOARD IN MOVING FORWARD WHATEVER THE VOTE

Prepared by
Dr. Julie Goldsmith and Christine Wroblewski
Senior Consultants

TeamWorks International, Inc.
th
7037 20 Avenue South
Centerville, MN 55038
w: 651-429-7340

Presented to
Stillwater Area Public Schools Board and Superintendent Denise Pontrelli

Stillwater Area Public Schools
1875 Greeley Street South
Stillwater, MN 55082

Stillwater Area Schools Focus Group Report Page 2

OVERVIEW
The focus of this report is to summarize the experiences and perceptions of participants in parent and staff focus groups
conducted on Feb. 22 and 23, 2016.
TeamWorks International, Inc. was asked by the leadership of Stillwater Area Public Schools to conduct three
independently facilitated focus groups for the purpose of convening stakeholder voices from across the district. The
participants were asked to share their personal experiences with Stillwater Area Public Schools and perspectives on the
Building Opportunities to Learn and Discover (B.O.L.D.) proposal.
Participants understood at the beginning of the conversation that themes around their experience would be carried
forward from their comments. The blessing and curse of confidentiality and theming is that while every effort has been
made for anonymity, some may feel that their comments (both positive and negative) may seem to have been softened
or marginalized. An individual may feel that his or her voice may have been left out or muted. We pledge that every
effort has been made to honor the perspectives of the participants without any personal identifiers. This confidentiality
is critical to establishing the initial data. We appreciate everyones willingness to discuss openly and respectfully and
would ask that the report is considered by the board as a set of qualitative data to inform their planning moving forward
whether regarding the BOLD proposal or future planning, consultation with stakeholders, and decision making.

PROCESS
The participants time together began with voluntary introductions, overview of the agenda, statement of
confidentiality, and focus group ground rules (see Appendix A). No member of the district administration or board was
in the room with the participants and consultants during discussions. TeamWorks International, Inc. does not have any
record of the participants names or building affiliations.
The 39 participants of all focus groups shared their views respectfully, thoughtfully and to a certain degree with
both courage and trepidation. Great care was taken to create an environment where differing opinions and
perspectives could be shared confidentially, and not judged or debated. These were forums where each persons
experience was offered and received without judgment or doubt.
Participants included parents and staff from across the district who had previous experience in planning at the school or
district level and an understanding of the system view in order to allow for a productive and informed dialogue. While
the groups included diversity in terms of schools, grade levels, geography and opinion, racial diversity was minimal and
the sessions were held only in English. In the future, it may serve the district and consultants well to include the voices
and perspectives of families who represent the growing demographics in the Stillwater Area Public Schools.

SHARED MESSAGES FROM THE GROUPS

Each focus group ended with the sharing of messages about the focus group experience, including what they learned
and how they felt having participated. The messages from all groups were combined and are included below.

We want the same things but are unclear of/not in agreement in how to get there.
We had respectful differences of opinion.
Hope that they (leaders) listen and that we all work together.
Hope that we would mirror the qualities we imbue our children to be to work productively and
respectfully with people we may not be in agreement with.
Stillwater Area Schools Focus Group Report Page 3

Ask everyone to reflect on, What if I dont get what I want what will I do?
We all want to feel pride in the Stillwater School District - we want to heal and feel pride.
It was very respectful. Do more of this.
There is a lot of consensus, we need to come together even with diverse needs and perspectives.
We can work together around the larger goals that we are striving for.
Clear message of concern about teachers and that they are stretched too thin.
We need to tap into teacher strengths.
Be cautious to not over market and under deliver.
Respect our diversity.
We need to rebuild trust in the community and with our district.
I think there is a big divide across schools sense of, My school is better than yours and I dont want my
kids to go to your schools.
We need to build cohesion again.
There is a desire for Pony Pride.
There is passion here, and our kids are learning and thriving and want more.
We are in a good district, even if there is room for improvement.
We need to celebrate learning and not only GPA. (There is such a high expectation for high achievement
that our kids are sometimes stressed by it. We need to let our kids grow and let them grow as people.)
This constant instability has caused a lot of stress, so we need to stabilize and manage expectations.
This type of forum was a good platform and more of this kind of thing, as we move forward, would be good.
But please hold meetings in other languages as well.
Be clear that BOLD will not solve everything not the answer to everything.
We are passionate about our students.
We want whats best for kids, not whats best for schools.
We feel supported and trusted at our building level, but not necessarily at the district level.
I appreciated hearing different perspectives and feel more on the same page with people in this room now
than I did coming in.
I am skeptical about what the district will do with this information.
Stillwater is a great district and our educators are doing great things and we want to make it better.
No one is averse to the idea of having equity across our schools.
Taking another look at our district is a good thing.
Timeframe is short.
How the conversation came out is big. Hope for better, bigger answers.
We need to gain back transparency and trust and operate forward with integrity.
Staff is a bit fried and overwhelmed and at the limit.
Where do we ask the questions that need to be answered?
Repair work will be needed, regardless of what the vote is. Need mental health for students and staff and
families through transitions.

Stillwater Area Schools Focus Group Report Page 4

THEMES OF PARTICIPANTS EXPERIENCE OF STILLWATER AREA SCHOOL DISTRICT THROUGH
A WHOLE SYSTEM VIEW

Within organizations, there isnt just one facet that defines the whole. Rather, it is a combination of the work, issues,
opportunities and challenges that exist within human organizations. The Institute for Cultural Affairs (ICA) created a
model for mapping many of the relevant characteristics present in most organizations as a Social Process development
tool. The Whole System View FrameWork is an adaptation of that models top layer; it shows the interdependency of
the Work, Organization, and Culture arenas of an organization.

Work Arena
The Work arena is the economic portion of the organization and the human, physical and financial resources needed to
provide for that work. It is the tangible aspect of the district, the WHO and WHAT.

Organization Arena
The Organization arena is composed of the internal structures and systems and external networks that provide the
"order" and connections of the organization. It is HOW things are accomplished.

Culture Arena
The Culture arena holds the mission, purpose, story, spirit and relational norms and expectations of an organization. It
defines the meaning and purpose for the existence of the organization and exerts a strong influence over the allocation
of resources for both the Work and Organization arenas. This is most often intangible and dictates WHY we do things as
we do.

In the categorizing of comments and themes in this, there is often overlap between two or even all three of the arenas.
When that is the case, we have chosen only one arena for it to be in.
Stillwater Area Schools Focus Group Report Page 5



WORK ARENA (RESOURCES, PROCESSES, PRODUCTS/SERVICES)

APPRECIATION OF TEACHERS AND SUPPORT STAFF
Participants in every focus group noted the high quality of teaching staff in the Stillwater Area Public Schools and took
pride in the care, commitment and dedication of school staff and specialists in educating the students in the district.
Teachers and school teams were respected and described as close-knit.
The majority of participants also, however, expressed great concern for the lack of resources and support available to
teachers and the added demands placed on teachers that take them away from their core purpose. The teachers and
support staff, several participants stated, are simply spread too thin. Among the consequences of having
overburdened and unsupported teachers as noted by participants:
o
o

Pressure to be the intermediaries of information between unclear district process and questioning families.
Students in schools across the district who are receiving support services only part of the week as staff travel
from building to building. As one participant stated, We shouldnt have to have kids work around a weekly
schedule for support when they are in crisis.
Lack of intervention services for students who need them, such as math intervention, resulting in parents
seeking help outside of school for their children for services they believe should be provided at and by the
school.
Mental Health It was noted that stress levels of many staff and some students is high and has been building
prior to this school year. Forthcoming changes are expected to increase the stress, at least temporarily.

FINANCIAL INSTABILITY
The burden of wondering whether a school will remain open year after year, having to endure annual cuts, and seeing
class sizes filled to bursting has been taking a toll on relationships, communities and families. Whether at the school or
program level, a common theme of the focus groups was the burden created by the districts budget cuts over the past
several years. According to the participants, repeated budget cuts have had direct effects at the school level on both
staff and students. It was noted that whether BOLD is approved or not, the district will continue to encounter financial
challenges and should develop a long-term solution in consultation with staff and community, then stay the course.
Special Education cuts, in particular, are perceived to have reduced the necessary level of service to students, and
parents stated they have seen families chose educational options outside of the Stillwater school district as a result.
DISTRICT AND BUILDING LEADERSHIP TURNOVER
The high turnover of administrators at the district level and of principals at some schools over the last several years was
noted by many as creating challenges such as:
o
o
o

Confusion and changes in direction

Inequities in services across schools
Poor or inconsistent implementation of
initiatives

o
o
o

Myriad decision-making processes

Communication issues, and
Restarts in community and relationship-
building.

While some participants expressed both and anger and disappointment in current leadership, others noted that
inequities and preferential treatment for some schools has existed for several years. Said one participant, I am
frustrated because I think the new Superintendent is being blamed for what were past missteps from past
Superintendents and administrators. Some spoke of sporadic relationship building and a resulting feeling of being
forgotten or less valued. Others expressed worry about whether the school district will be able to attract leaders into
the district in the future given its recent history.

Stillwater Area Schools Focus Group Report Page 6



WORK ARENA CONTINUED (RESOURCES, PROCESSES, PRODUCTS/SERVICES)

PROGRAM DIFFERENCES
For the most part, participants agreed that there is a variety of differences across schools in the district, some of the
differences were viewed favorably and others negatively. Among them:

o The recent and quick implementation of multi-grade classrooms in some schools was viewed from neutral to
disliked. Parents viewed the recent change to multi-grade classes as financially driven and planned with little
support or development for teachers.
o Availability of specialists and services was seen as widely varied, and in great demand.
o Some participants viewed the variety of school sizes, types of programs, and personalities of the schools as
offering more choice to families.

RESOURCE INEQUITIES
Focus group members expressed surprise at the varied levels of resources across schools including computers,
classroom technologies, library materials, support, professional development, and technology. Some expressed a strong
desire for more equitable, but not necessarily the same, resources across the district.

ORGANIZATION ARENA (STRUCTURES, SYSTEMS, NETWORKS, COMMUNICATION AND POLICIES)
DECISION MAKING
The discussion included the pros and cons of decision making and the presumed autonomy in each of the buildings. Pros
included unique personalities and options for families and stability of leadership in a few of the buildings. Cons included
assumptions made about families who have not been engaged or heard from, and decisions that created gaps in services
that may be tied to short term or acute situations and not on sustainability.
The lack of a clear or consistent decision-making process that includes stakeholder input appears to have compounded
the sense of instability, mistrust and confusion felt by many. Some planning processes in the past, participants noted,
included hundreds of people in planning and resulted in hundreds of initiatives. Some participants also noted a pattern
by leaders, over time, to make a decision only to reverse the decision later upon pushback from vocal stakeholders
opposed to it. The results of the changes in process include:
o
o
o

Unclear distinction regarding whether promises are official versus those that may have been political
Differing understandings of who the decision makers are and how and when stakeholders are being engaged
Perceived preferential treatment of the haves

PLANNING AND IMPLEMENTATION

There is a sense that plans and initiatives (successful or unsuccessful) have been short sighted. The initiatives happening
and slated for the next few years are overwhelming. Past non-action and missteps were mentioned by some (nursing,
Rutherford school decision, changes in the registration procedure, and other well-intentioned processes that broke
down). The participants were in violent agreement over the desire to have all students in the district receive high
quality education, services and support, particularly the students with the greatest needs. Among the confusing, or
attempted, planning that was noted:
o
o
o

Busing being provided for enrollment into the northern schools from areas in the center of the district that were
not allowed to be advertised
The lack of busing for GATE students (though requested)
Marketing plans for the northern schools and the district that were not implemented
Stillwater Area Schools Focus Group Report Page 7



CULTURE ARENA (PURPOSE, STORY, AND RIGHT WAYS)
PRIDE AND CONTRASTING SENSE OF COMMUNITY
In all of the focus groups conversations, participants noted a sense of Pony Pride felt across communities and a desire to
retain, or regain, the districts reputation for providing an excellent educational experience. Some noted that they
moved into the district in recent years based on the districts solid reputation, only to learn that their experience was
not as advertised. A few participants who stated they believe the district still provides a great education also noted that,
while they have lived in the district for more than 15 or 20 or even 30 years, they are still considered outsiders because
they werent born here. Among the conflicting perceptions expressed were:
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o

We have a great community

We are all Ponies!
Some groups and communities are excluded or not welcomed
There is polarity growing in our community
My childs school is close-knit and people there care about each other
Sometimes we dont realize we are all in this together
I am an outsider in Stillwater and have lived here for 40 years
Students with engaged parents do well in this district and those who arent, dont do as well
Some groups get preferential treatment
Diversity needs to be handled more proactively
Sometimes people think only of their experience and not the broader experience of the district
We feel for the schools who are recommended for closure
Feel the opposite of empowered
Hopeful for the first time in a long time that something will change to make all of us feel in a better place
Concern for stamina of our staff and struggles of other schools
We can roll up our sleeves and come back together

Based on the responses from the participants, attitudes and satisfaction with Stillwater education and level of support
varies from building to building, and from family to family. There was little discussion of cross-district consistencies
beyond appreciation for teachers and staff and shared awareness that the staff are nearly burned out.

DIVERSITY AND EQUITY
While most members of the focus groups expressed a desire for equity and for directing services and resources to
those who need it most, the picture of what it can and should look like is not a clear. According to the participants,
there appears to be no shared definition for equity in the school district, and the picture of equity and diversity is mixed:

o The district has diversity in types of schools and climate, but not in faculty
o There is diversity of students in a few buildings, there is talk about diversity that is appreciated and welcomed, but
then its not supported
o There is an inconsistent educational experience depending on where students live
o This district and community has slowly reacted to changes in public education and demographics
o The voices not heard from are those who are the most diverse members of the community, and they are excluded






Stillwater Area Schools Focus Group Report Page 8



MISTRUST
Participants expressed varying levels of trust and mistrust, with some stating they are mistrustful of current leadership
due to the BOLD proposal and how it was handled. Other stated that, this year, their school has had more visits from a
Superintendent than in the past several years combined, and they hope the administration continues to be present in
schools and make necessary changes.
As noted previously in this report, a sense of mistrust for some participants dates back to promises of the past
whether they were promises related to the most recent referendum or promises dating back several years. Whether
the Board votes to approve BOLD or not, it was stated, there are some who will perceive the decision (on either side) as
another betrayal of their trust.
STRESS ON STAFF
While stress on staff was mentioned in all three of the groups, its worth noting that participants recognized that the
extra burden staff has carried may be related to leadership turnover. Consequences included:
o
o
o
o

Uncertainty with district mission and vision

Torn whether to keep traditions or move with changes
Staff who see firsthand the kids and families challenges (hunger, caring for siblings, diverse and new students as
the outcasts in the community) and little authority to address it at a district level
Individual, rather than collective, response to needs

B.O.L.D. PROPOSAL BENEFITS AND RISKS THROUGH A WHOLE SYSTEM VIEW

The following section outlines the benefits and risks of the BOLD proposal as expressed by the focus group participants,
should BOLD be approved by the school board. The themes of risk and benefit are categorized through the Whole
System View FrameWork (see page 5) in order to see the interdependency of the parts of the system.

WORK
The Work arena is the economic portion of the organization and the human, physical and financial resources needed to
provide for that work. It is the tangible aspect of the district, the WHO and WHAT.

Benefits
o Services provided in house to students/full-time student advocates and psychologists
o Less itinerant staff traveling between schools
o Increased time with specialists
o Middle school model
o Possible increased enrollments as 1) the district increases capacity in the south and attracts families from
neighboring districts such as Oakdale, Maplewood, Hastings, South Wash) entices those families that already left
to come back
o Expansion of GATE (and busing of GATE and preschool)
o Save and stabilize funding and budgets
o Adult education in a centralized location and fully accessible
o Revenue generated from selling the buildings
o Bigger % of budget focusing on kids instead of buildings
o Stabilized staffing annually and less uncertainty
o Opening up the high school layout so kids can get to their classes
o May attract people to come back to schools in the district long term
o Stability in Special Education
Stillwater Area Schools Focus Group Report Page 9



Risks
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o

Deficiencies in serving kids might not just be due to the itinerant staff issue
Longer busing times and student health and safety (of the young ones) on bus rides
Possible loss of open enrollment in to the district because schools will be filled and subsequent loss of funding
Reduction of support staff
More competition (charter schools/open enrolling out)
More children in each building and creation of need for more special services due to transition causing
difficulties
Giving up the luxury of extra space
That there will not be the expected savings (cost/financial risk assessment)
Money will not be used as intended for new programs (perceived benefits do not have a plan attached)
Loss of walking for students at Oak Park (added busing)
Closing schools is a permanent change (putting a lot of faith in the projections)
Little kids in schools in buildings with older kids
Creating schools similar in size and style cookie cutter
Lawsuits that could take money and energy away from district and transition
Demographics might not be what they think
Suspicion of anything proposed in future (curriculum, programming)
Loss of some staff
Opportunity costs things we could have done instead this took time and energy from leadership
Cutting off the entire north end is a big risk especially losing a building we might need in future
If it doesnt pass, leadership has spent a lot of political capital. How effective can they be if it doesnt pass?
(Some said even if it does pass.)
Risk for Oak Park loss resources for the kids there how to transfer community support that exists there
currently such as after-school help at local churches
Could have teachers in 3 elementary schools trying to find jobs bumping others
That were still in no better situation than we were before. (If goes through, be sure to give support to the
schools that need it so loss is not for nothing.)

ORGANIZATION
The Organization arena is composed of the internal structures and systems and external networks that provide the
"order" and connections of the organization. It is HOW things are accomplished.

Benefits
o Positive step toward correcting and unintentional slide toward inequity
o Special needs is growing and this may provide more support for kids and staff who are together
o Crazy changes will be all done (and over) at the same time boundaries, planning etc
o Stabilizing class sizes
o Provide opportunities to more kids and more personalized learning through fully supported programming
o Opportunities for preschools in buildings
o Benefit for GATE and ASD students to have their needs met
o Need change and BOLD is a step in the right direction
o Opportunity for students to grow and go to a new school and be confident and successful there
o We can redefine ourselves and Stillwaters educational value proposition and become excited about the change
once we adapt to it. This is an opportunity to grow.



Stillwater Area Schools Focus Group Report Page 10



Risks
o A lot of the circumstances, culture and changes have been festering for the last several years and before BOLD
was proposed. Is this enough to fix Stillwater schools?
o Never passing a levy or bond for another generation or at least a long while
o Loss of choice parents come here because they can choose size of school setting and type of school
o Unknown regarding borders not being set and how they will change
o Whether the benefits of BOLD will actually happen its now a philosophy and not a plan
o Amount of change is huge and may cause chaos too many initiatives - operational execution could fail and it
would be a mess
o Difficulty of managing, communicating, implementing so much change at once
o Benefits dont outweigh the risks promises cant be kept and everyone will be watching for broken ones
o Robbing Peter to pay Paul displacement of kids beyond Marine, Withrow and Oak Park in a trickle-down effect
o There will still be challenges regardless when will it stop?
o Too much too soon. Volatile with staff moving and choosing grade levels there is turmoil and fear. Too much
to take.



CULTURE
The Culture arena holds the mission, purpose, story, spirit and relational norms and expectations of an organization. It
defines the meaning and purpose for the existence of the organization and exerts a strong influence over the allocation
of resources for both the Work and

Benefits
o
o
o
o
o
o

We are ALL still Stillwater

Grow and move forward rather than just hang on as a district
Feeling of equity with groups more willing to partner
Opportunities for people and students to build stronger communities and students to make new friends.
To be able to hear each others voices about what it is like in the trenches and across the district get out of the
silos like this session
To cross team/develop to overcome obstacles and collaborate with other schools rather than compete

Risks
o
o
o
o
o
o
o
o
o
o
o

Even if it succeeds, it will be perceived as failing due to positions and filters that exist now
Confidence low, would be we be able to pass another levy or bond? Perceptions
A widening community divide that impedes the integration of northern students and their families
Loss of trust in the district elections, buy in
Losing communities identities (like Marine) where the school is historical there, part of its identity. Small towns
would die
Can displaced kids integrate into other schools?
Divided staff
Mental health for families of how this will work and affect our families? Impacts everything. Is there going to be
support in the schools for the stress from changes?
That the leaders will change their minds because some parents were vocal. (Like Rutherford situation)
Alienating community and existing parents
Leadership will turnover once again perpetuating the cycle

Stillwater Area Schools Focus Group Report Page 11

ADVICE TO THE BOARD IN MOVING FORWARD WHATEVER THE VOTE
WORK
o
o
o
o

o
o
o
o

Conduct a risk assessment (property devalued, cost analysis of how dollars will be used, and costs of closing a
school and losing students, gaining students through the BOLD proposal and program consistencies)
Full financial audit by a third party address shortfalls years after year
Hire more diverse staff
Come out with honest and complete information, provide more raw data and less buzz words and simple
infographics we can handle boring and straight information and analysis. Cost disparities graphic not accurate
or not helpful.
Have a consulting firm (like yours) go in and clean up our admin offices appears to be high costs of
administration compared to others like South Wash
Have strong programming to bring people back
Have a stable and set 5-year plan
Please look at alternative models that are successful elsewhere (mental health options so we dont have crisis
after crisis)

ORGANIZATION
o
o
o
o
o
o
o
o
o
o
o
o

o
o
o

Share publicly the options that were considered before BOLD share the criteria, the rejected options and why
More transparency use parent resources, involve them more. Why is the planning left to the board and Sup?
Need to engage the underrepresented parents
Empower our administration to run the district more parent voice yes, but parents dont run the district
Involve the community in decision-making process
If we agree to do it (BOLD), we must stabilize Stillwater Schools and THEN market the heck out of our district to
bring in open enrollment
Survey families as to why they have left and how we might bring them back. Look at trends first. Look at market
data.
Make a detailed plan for implementation and have community involvement
If it doesnt move forward yet, allow a fair amount of time for alternative plan creation
If small schools are closed, can the kids stay together in their new schools? Move them together, with teachers
if possible. Better transition to go with neighborhoods rather than schools.
Over communicate! Have a clear and consistent message from all
Create a dialogue with each other across schools structurally and deliberately so we collaborate and not
compete. Advise the new Superintendent to create cross-school district advisories (staff and parent) rather than
the school-by-school approach used now and in the past that perpetuates silos
Solidify processes so we dont continue to default to the whims of whomever is in charge (board, district, and
building)
Once decision is made, stick with it and dont give in and have the decision unravel
Maybe gradual roll-out instead of everything all at once

CULTURE
o
o

There have been missteps that have caused people to lose faith and confidence in the district so need to be
more careful in how the message is rolled out
Repair that needs to be done we recognize that there wasnt an understanding of how this would put a huge
rift through the district - Form committees to figure out how to mend the wounds
Stillwater Area Schools Focus Group Report Page 12


o
o
o
o
o
o
o
o
o
o
o
o
o
o

o
o
o
o

Have respect for the schools proposed for closure and dont just dismiss as emotional parents. Respect to all
schools. And all schools need to show respect to each other.
Lots of community involvement as to how this should happen if goes through. Community would want to be
involved in how it happens.
Teachers will need to be supported.
Dont be afraid to be wrong or take a step back.
Have transition and support (mental health too) for the transition for staff, kids and families
Ask parents to direct their energy to the state funding and legislation rather than against each other. Get to the
state and tell them how much funding is needed!
If plan is approved, give the schools one solid, proud last year.
Whats the Stillwater definition of equity? What will that look like from building to building? Will there will
expectations across the board?
Celebrate with each other, across schools.
Voice the challenges and successes in each building.
Staff are professionals and will always have the best interests of students at heart and we can assure parents we
can do that.
Begin the transition for families quickly as soon as this changes with boundary changes as well as BOLD.
Be willing to grow our identity as we welcome new people into our buildings. At the south end, we have kids
shifting from Valley Crossing too. Plan for that.
Parents feel voices are unheard and apart from this process and have pulled away and pretty much felt outside.
All families need to be heard in south and north both. Appreciate that they are doing a survey, but its late in
the game.
Keep going into the buildings and visiting with us I have seen more admin in buildings this year than any other
time in the district.
Listen to parents and teachers more. Ask, How are we doing? Customer service - Trust us.
Please just support us, and slow down for the next two years.
Keep focus groups like this going.

Stillwater Area Schools Focus Group Report Page 13

APPENDIX A
AGENDA
1.
2.
3.

4.

5.

6.

Overview agenda, confidentiality, and group ground rules

Introductions of facilitators and use of the Experience Cube
Personal Experience Focus Question: What is your experience of the education and level of support that the district has
provided to you and/or your family? What do you want?
a. Individual reflection (written) on the Experience Cube
b. Sharing of Experience Cubes
B.O.L.D. Plan input
a. From your perspective, what are the benefits of this plan?
b. From your perspective, what are the risks of this plan?
c. No matter how the board votes (for or against) regarding the B.O.L.D. proposal, what advice would you give the
school board and district administration to move forward after the decision?
Wrapping up
a. What alternative ideas to the B.O.L.D. proposal, if any, would you like submitted to the board?
b. What key messages will the group send out from tonights discussion?
Adjourn

FOCUS GROUP CONFIDENTIALITY

We will be typing notes throughout the focus group. Each participant will be made aware of the confidentiality afforded them at the
beginning of the focus group and be asked to voluntarily abide by the confidentiality and ground rules of the meeting. Direct quotes
may be taken for the purpose of informing the school board of community stakeholder perspectives, but will not be attributed to
any one individual.
The following moral principles from the nationally recognized research guidelines of the Institutional Review Board (IRB) process will
be upheld throughout this process including: (a) Respect for Persons: human participants must be treated as autonomous and able
to make responsible choices. This principle leads to the requirement of informed voluntary consent; (b) Beneficence: participants
must be protected from harm and their wellbeing must be secured. This principle leads to the requirement that the benefits to
participants or to humanity generally must be judged to outweigh the risks to participants; and (c) Justice: the risks and benefits of
research must be distributed fairly without creating differences in treatment for ethnic, racial, religious, sexual or age-defined classes
with special care to not exploit special classes of persons less able to refuse participation in research.
FOCUS GROUP GROUND RULES
1.
2.
3.
4.
5.
6.
7.

The facilitator will manage the meeting with a maximum duration of 90 minutes.
Your participation is a declaration of informed consent. If after the meetings introduction, you do not consent to the
ground rules, you may leave at that time before we begin discussion.
The group will nurture a safe and listening environment that respectfully allows dissenting views without judgment or
debate.
The individual will seek to describe their experience and thoughts in a coherent and timely way.
The participants and facilitators will not use any participant names in sharing topics or key messages outside of the meeting.
The group avoids sidebar conversations during the meeting; our goal is respecting the whole group.
Participants who disrespect their fellow participants will be reminded of the ground rules, if not abiding, the participant may
be asked by the facilitators to excuse themselves from the group.

Stillwater Area Schools Focus Group Report Page 14



INTERVIEW PROTOCOL
During our focus group agenda (agenda item #3 above), we will use an Experience Cube as described by Gervase Bushe. This
method of talking through an issue begins by asking you to describe objectively what you have observed in the environment.
The next step moves to subjective lenses of what do you think or how do you interpret what youve observed. It continues with
asking you about the feelings brought about through your experience. Finally, the last square asks you to consider what you
want moving forward.

OBSERVE

THINK

WANT

FEEL

Fig 1: Bushe, G. (2011). Clear Leadership: Sustaining Real Collaboration and Partnership at Work
Stillwater Area Schools Focus Group Report Page 15

APPENDIX B
Alternative Ideas to B.O.L.D.
o
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Come up with 3 or 4 committees for long-range facilities, marketing the district to get more input, with district leaders,
teachers and community leader combo of people.
Marketing plan to address revenue enhancement.
If BOLD doesnt pass, come up with ways to make better use of buildings.
Keep Withrow or Marine one school in the north. If keep both, have one as a primary and one as an Intermediate school.
Market the schools in the north all of the schools I didnt know there were buses up to those northern schools. Why not
promote that?
Close the lowest capacity schools instead of the schools in the north that are not at capacity articulate why the capacity
#s make sense.
Stop open enrollment.
Re-do boundaries.
Attract people back, get higher capture rate.
More magnet programming.
Get the resources to the people who need it SPED for example, and Lake Elmo.
Close Oak Park only, move central office there
Move boundary all students north of highway 96 go to Withrow and Marine
Hold on to extra-curricular activities eliminate as a tactic in budget cutting

Stillwater Area Schools Focus Group Report Page 16