SOLON — Continuous Quality Improvement (CQI) or Total Quality Management (TQM) are a set of practices employed throughout a variety of businesses and industries designed to improve services or processes with the goal of better results over time through incremental changes. School districts have their own form of CQI known as a School Improvement Advisory Committee (SIAC), designed to improve services delivered with the goal of providing well-educated students who will be productive members of society to their customers – the taxpayers.
“This is something the State of Iowa requires and its to be made up of your community, and who represents your community,” Superintendent Davis Eidahl explained. Solon’s SIAC consists of two high school students, district staff members, but is mostly comprised of community members who have been invited as a broad representation of the community including parents and business owners from a variety of professions. “We really try to make it a microcosm of our community,” he said.
SIAC meets three times each year with the first meeting (fall) designed to be informative as the district’s Strategic Plan and goals are reviewed and feedback is solicited on those goals and measures being taken by the district. “We come back together in February, and that’s something we’ve done for seven or eight years where we get a good microcosm of our student body. We invite students, seventh grade through seniors, who have aspirations of a regent school (University of Iowa, Iowa State University, and University of Northern Iowa), beyond going to a four-year college, we have students that are more interested in CTE (Career and Technical Education), we have students that maybe have an IEP (Individualized Education Plan), students in our gifted program, students that are in all of our fine arts, athletics, a combination; so, we try to get a wide variety of students that we invite.”
The meeting is centered the students’ feedback, explained Eidahl. “We asked them four questions (see results below) and we put three-to-five students at a table and then fill-in that table with adults (SIAC members), and they have a conversation based upon those questions.” The responses are documented and analyzed and used to shape ongoing school improvement. One of the best examples, said Eidahl, was a complaint (for two-to-three years) from high school students having trouble meeting with a counselor to schedule classes, find out what classes they needed, or to learn about scholarship or academy opportunities were available. “We kept hearing there’s just one counselor, and there’s always a line (of students waiting), or I can’t get in.” In response the district reached out to Kirkwood Community College with the result being a shared position for a fulltime college and career transition counselor who is at the high school four days per week. This counselor, Katie Anderson, works directly with juniors and seniors, and their parents on a host of topics from scheduling to Kirkwood programs available to Solon students, to questions about financial aid. In addition she helps with the transition to the first year of college, career tech school, or entering the work force. “That was something the students brought to our attention as a deficit, and we went out and met that need for them.”
Years ago, he said, the district lost its industrial tech programs, but based on feedback has hired a fulltime industrial tech teacher (with classes starting this fall). Also, some family and consumer science (home economics) classes return after an eight year absence, again based on student feedback and request.
Feedback from students has also led to the development of a new career exploration curriculum.
“Our high school has put a big emphasis on academic and career planning, they do a lot of activities with the kids, they expose them to a lot of career fields, and it’s been a really strong focus.” Based upon SIAC input, Eidahl said, middle school students will have more exposure to potential future careers. The goal, he said, isn’t to encourage them to make a firm career decision, but rather to broaden their exposure to the wide array of options available to them. “We want to give kids that broad perspective, which could mean following in a parent’s footsteps or finding their own path. “There’s a lot of other things out there that you can explore and learn about.” The district is going to infuse career and academic planning activities, and conversations and learning, into the middle school (6th, 7th, and 8th grades). “Every middle school student will have, through their exploratory rotation, opportunities to get started in that process.”
The district is working with a team from the Grant Wood AEA and Kirkwood to develop the curriculum, which is being designed to give the students a relevant experience that will articulate up to what is being done at the high school.
Not all of the feedback has to do with making changes. Students also provided a list of things going well, and what they like about the Solon schools. “They were very positive,” said Eidahl. “They (high school) love the opportunity to take college classes and do job shadowing. They mentioned that with the way we grade and evaluate, they can retake exams. They love that. They complement our teacher availability outside the classroom in the mornings and afternoons. They love seeing teachers at their events, whether it’s a basketball game or a music concert. It demonstrated the importance that students place on relationships, both peer-to-peer and even staff to student. It just means so much.”
The SIAC will meet again in late May to wrap up the school year by looking at data related to the goals outlined in the strategic plan (Academic, Wellness, and Future Readiness). “We then have a discussion as far as do you still feel, as a community, that these are still the right strategic plan goals and they give us feedback.” One pillar, “Wellness,” was added in response to such feedback, he noted. “The community was talking about mental health and they said we as a school district need to make sure that we’re prioritizing wellness in our kids and staff. That’s when we partnered with Tanager Place (in Cedar Rapids) to provide more intense services that we don’t have here in Solon and we’ve outsourced some other things, and added some other things based on SIAC feedback.”
In August the school board is presented with the strategic plan and SIAC feedback, and any changes that were made based upon the data gathered from the May meeting.
“It’s a year in-review with how we’ve done, where we excelled, and where we didn’t excel. Here’s the data and here’s what we’re going to do about it.”
2023-2024 SIAC members
Dr. Davis Eidahl Administration
Dr. Josh Lyons Administration
Melissa Holtz Administration
Cassie Rochholz School Board member
Monika Bevans Teacher
Ivy Nielsen Teacher
Kate Gordon Teacher
Mike Thompson School Counselor
Randy Walter Parent/Business Owner
Bill Zenk Parent
Jillian O’Rourke Parent
Matt Kidwell Parent
Adam Hahn Parent
Heidi Emsen Parent
Jake Humphreys Parent
Cheryl Maloney Parent/Business Owner
Kristy Black Higher Education
Daniel Tearse Student
Olivia Bonnema Student
Solon Community School District Strategic Plan 2023-2024
Academic – All students will be proficient in reading, writing, math, and science.
Priority area – Student centered classrooms. Quality professional development and support.
Wellness – All students will have access to tiered supports and interventions to improve overall wellness.
Priority area – Access to Tier I skills-based curriculum. Access to supports that address individual needs.
Future Readiness – All students will have opportunities for skill development and future planning.
Priority area – Explore enrollment, employment, and enlistment opportunities. Develop students’ Portrait of a Graduate skills.
SIAC Member Initial Summary of Learning
• Improve Character Strong Delivery
*Possibly more training and development
• A strong student to teacher connection
* There is a belief in students with strong relationships with support between home and school.
• Career Planning
* Middle School has a good introduction with opportunities to increase between Middle School and High School
* High School is taking this seriously
• Course Planning
*Provide more opportunities earlier in Middle School
• Band & Choir students do not have the same access to Zero Block
* Students cannot take Academy classes
* It’s challenging to be in the fine arts
• Learning is a Process provides flexibility toward their path and pace of learning in order to apply what they learn in context (i.e.: hands-on learning, digital learning tools)
* Expanding this philosophy across all areas
* High School math team strategies were a highlight
• More recognition and support for students who are in the average range of achievement
* Students in the high range are provided more excelling opportunities
* Students on the lower end of the continuum are provided a great deal of support
• Kids want classroom management – appreciate firmness and structure along with accountability
• More study rooms for the high school
• Appreciation for learning study skills (i.e.: Social Studies class)
• Students want more of this
• Students want more paper/pencil opportunities over digital/online
* They liked the option of both
* Appreciate Google Classroom
* Like digital learning apps and online instruction
• Provide parents an overview of the tools and resources (i.e.: homework document)
SIAC February meeting student feedback questions and answers
What learning opportunities are preparing you for your future?
ICAP (Individual College and Academic Plan) – college visits and college fair, Career Interest Surveys; Taking college classes; Job Shadows/Workplace Learning Connections (WLC); Different teaching styles; SBG (Standards-Based Grading) -reassessing helps; Variety of electives-using Xello (an online program for college and career readiness); Teachers availability outside of the classroom; Value in ICAP and understanding the various career pathways; Remote and virtual learning options; Public speaking, listening, and writing; Counselors-awareness of opportunities (job shadows, career fair, etc.); Study habits, changed in coursework (videos, examples to develop habits); Start HS scheduling discussions sooner and course planning; ICAP, WLC, FBLA (Future Business Leaders of America), Peer Leaders, Silver Cord, Yearbook, and Student Newspaper; Interest inventory with job possibilities, career planning through ICAP; Classes through Kirkwood (more specific credits); Sports-skills, plus mental challenge, teamwork, and socialization; Good learning environment (especially when you get choice in classes); Gateway classes; Mr. Thompson (HS Counselor) helping with HS transition; Social Studies-skills unit could be longer; How college works course; Career Inspire.
What classes do you like and why? What do teachers do different in those classes?
Focus on students’ learning preferences; One on one relationships; Fun lessons; Visuals and videos-presented many different ways; Breaks; Memorization techniques; Engaging teaching-interactive, passion, and commitment; Gateway-drones and robots, learned how to make different apps the teacher gave you freedom in learning, showing your learning; Physics-incorporating math and science through application; Teacher-supportive, hands-on and group work (not just lecture); Choice in what you learn and how to learn it; Positivity-there to help and answer questions; Art-creative freedom; History-structure, engaging; Notes/study habits; Uses different techniques; Passionate and engaging teachers-understanding their students; Mixing subjects to show how you may solve a problem; Seeks out feedback from students; Helpful when teachers involve hands-on learning; Math-not overcomplicated; Art/construction-classes that provide lots of freedom; Social Studies-good classroom management; Group work and hands-on learning preference; Paper homework preferred over computer/online; Lecture/teacher led, group-based, individualized; How learning is assessed varies by class and teacher; More project based learning and individualized projects.
What do your teachers do to support your learning and success in school? In what ways do teachers provide you feedback about your learning and achievement?
Having built-in breaks; Being able to do homework in class; Google Classroom has helpful information outside of class; Teachers providing support academically and personally; After completing a unit, reflecting on what you learned and how it is useful; Written comments are helpful; Timely grading is helpful; Parent teacher conferences; Success Lab; Outside of class help and teacher-initiated help; Classroom management and clear expectations and consequences; Feedback is typically only provided when improvement is needed or after a test; Prefer sooner to improve a test, if at all; Teachers are willing to provide 1:1 opportunities; Middle School: feedback in math is terrific, other subjects can improve; Peer leaders that check-in at seminar is helpful in High School, can this be implemented in Middle School?; Zero Block, prep block, seminar, after school; Holding students accountable; Success Lab; Quiz and study (extra materials); Reteaching concepts to small group when still not understanding; Teachers knowing when you need more support based on work (then help); Encourage you to ask questions to make sure you understand- builds skills for future; It is easy to ask questions when your teacher is welcoming and respectful; They reteach concepts 1:1 based on your tests; Being available through email for questions (even in the evening); They post assignments on Google Classroom to keep caught up; Teachers use different strategies to make learning fun, and we can read to learn but also move around; Help you catch up if behind, not overloading; Give it to you straight-“if doing bad, they tell you”; Getting to know students and engage accordingly; Rewarding hard work; Good relationships and bond.
What can the school do to make your experience even better?
Every student needs an adult at the school they can go to; Bullying is still present; Earlier exposure to careers and interests, and deeper dives through High School; Grade mixing helps with socialization, confidence, and communication (should be doing this in middle school); Add more community involvement and field trips (especially focused on future career opportunities), study rooms for high school (quiet spaces), more talks and visitors to hear about different perspectives; Keep: reassessment opportunities, Kirkwood opportunities and academies, assemblies, career exploration, HS dances ,“Free Day,” and lock-ins, Zero Block teacher availability; Character Strong-seminar, started too late; Curriculum-not engaging in front of peers; Bringing in speakers; Band and choir kids don’t get Zero Block-no morning academic classes; Seminar-don’t require it; Course planning at the Middle School-counselors, core classes, deeper dive, help with creating class schedule, electives visit day and core classes, start earlier; Middle School curriculum could be improved-clarity, foresight into upcoming units, more structure to prepare for future units; Longer recess or split it; Spartan Time-more options; Better recess equipment-more sports options (swimming, bowling, tennis); Allow other class work if finished with current; Four-Block schedule for Middle School; More monitoring; Spartan Time and study hall; Increase frequency of guidance lessons; Fun Fridays optional-don’t have to do it; Different learning techniques by all teachers; Year-round school year; Study hall Friday.
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