Conversations about education in WJCC
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1. Default Section

1. How would you describe your role in WJCC?

How would you describe your role in WJCC? Student

Graduate

Parent

Teacher

Stakeholder

Administration

2. Schools are to providing learning for all. Please rate your experience or that of a student you know on the following areas.

	Always	Often	Some of the time	Occasionally	Seldom/Never
Schools are safe and have a positive climate	*Schools are to providing learning for all. Please rate your experience or that of a student you know on the following areas. Schools are safe and have a positive climate Always	Schools are safe and have a positive climate Often	Schools are safe and have a positive climate Some of the time	Schools are safe and have a positive climate Occasionally	Schools are safe and have a positive climate Seldom/Never
Schools are accepting of differences among students	Schools are accepting of differences among students Always	Schools are accepting of differences among students Often	Schools are accepting of differences among students Some of the time	Schools are accepting of differences among students Occasionally	Schools are accepting of differences among students Seldom/Never
Students have teachers or other adults in school who will assist them	Students have teachers or other adults in school who will assist them Always	Students have teachers or other adults in school who will assist them Often	Students have teachers or other adults in school who will assist them Some of the time	Students have teachers or other adults in school who will assist them Occasionally	Students have teachers or other adults in school who will assist them Seldom/Never
My family is happy with my school success	My family is happy with my school success Always	My family is happy with my school success Often	My family is happy with my school success Some of the time	My family is happy with my school success Occasionally	My family is happy with my school success Seldom/Never
I am happy with my school success	I am happy with my school success Always	I am happy with my school success Often	I am happy with my school success Some of the time	I am happy with my school success Occasionally	I am happy with my school success Seldom/Never
After school I can work independently on my homework	After school I can work independently on my homework Always	After school I can work independently on my homework Often	After school I can work independently on my homework Some of the time	After school I can work independently on my homework Occasionally	After school I can work independently on my homework Seldom/Never
I leave class confused by class work and expectations	I leave class confused by class work and expectations Always	I leave class confused by class work and expectations Often	I leave class confused by class work and expectations Some of the time	I leave class confused by class work and expectations Occasionally	I leave class confused by class work and expectations Seldom/Never
Testing me improves my learning	Testing me improves my learning Always	Testing me improves my learning Often	Testing me improves my learning Some of the time	Testing me improves my learning Occasionally	Testing me improves my learning Seldom/Never

Two things that might improve learning are

3. Answer this from your experience or firsthand observation of interactions among teachers, parents and administration.

	Always	Often	usually	on occasion	Seldom/Never
Parents often speak about teachers and school work in a way that I know their expectations for me	*Answer this from your experience or firsthand observation of interactions among teachers, parents and administration. Parents often speak about teachers and school work in a way that I know their expectations for me Always	Parents often speak about teachers and school work in a way that I know their expectations for me Often	Parents often speak about teachers and school work in a way that I know their expectations for me usually	Parents often speak about teachers and school work in a way that I know their expectations for me on occasion	Parents often speak about teachers and school work in a way that I know their expectations for me Seldom/Never
Parents support my teachers when my work is not earning the grade I expected	Parents support my teachers when my work is not earning the grade I expected Always	Parents support my teachers when my work is not earning the grade I expected Often	Parents support my teachers when my work is not earning the grade I expected usually	Parents support my teachers when my work is not earning the grade I expected on occasion	Parents support my teachers when my work is not earning the grade I expected Seldom/Never
Parents expect me to follow directions for assignments and work independently	Parents expect me to follow directions for assignments and work independently Always	Parents expect me to follow directions for assignments and work independently Often	Parents expect me to follow directions for assignments and work independently usually	Parents expect me to follow directions for assignments and work independently on occasion	Parents expect me to follow directions for assignments and work independently Seldom/Never
Administrators treat all parents in a respectful manner	Administrators treat all parents in a respectful manner Always	Administrators treat all parents in a respectful manner Often	Administrators treat all parents in a respectful manner usually	Administrators treat all parents in a respectful manner on occasion	Administrators treat all parents in a respectful manner Seldom/Never
Teachers want parents to know about my school progress	Teachers want parents to know about my school progress Always	Teachers want parents to know about my school progress Often	Teachers want parents to know about my school progress usually	Teachers want parents to know about my school progress on occasion	Teachers want parents to know about my school progress Seldom/Never
Administrators treat all teachers in a respectful manner	Administrators treat all teachers in a respectful manner Always	Administrators treat all teachers in a respectful manner Often	Administrators treat all teachers in a respectful manner usually	Administrators treat all teachers in a respectful manner on occasion	Administrators treat all teachers in a respectful manner Seldom/Never
Teachers expect administrators to resolve any student,parent teacher issues for them.	Teachers expect administrators to resolve any student,parent teacher issues for them. Always	Teachers expect administrators to resolve any student,parent teacher issues for them. Often	Teachers expect administrators to resolve any student,parent teacher issues for them. usually	Teachers expect administrators to resolve any student,parent teacher issues for them. on occasion	Teachers expect administrators to resolve any student,parent teacher issues for them. Seldom/Never
Teachers often help me avoid hard classes or assignments	Teachers often help me avoid hard classes or assignments Always	Teachers often help me avoid hard classes or assignments Often	Teachers often help me avoid hard classes or assignments usually	Teachers often help me avoid hard classes or assignments on occasion	Teachers often help me avoid hard classes or assignments Seldom/Never
Teachers, administrators and teachers are partners in my success in school	Teachers, administrators and teachers are partners in my success in school Always	Teachers, administrators and teachers are partners in my success in school Often	Teachers, administrators and teachers are partners in my success in school usually	Teachers, administrators and teachers are partners in my success in school on occasion	Teachers, administrators and teachers are partners in my success in school Seldom/Never
My teachers hold me accountable for my best work	My teachers hold me accountable for my best work Always	My teachers hold me accountable for my best work Often	My teachers hold me accountable for my best work usually	My teachers hold me accountable for my best work on occasion	My teachers hold me accountable for my best work Seldom/Never

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4. AS a consequence for infractions of school rules 597 students lost instructional hours. Please rate the days out of school an offense should receive

	0 days out	1-2 days out	2-4 days out	5 days out	5-7 days out	7-10 days out	long term suspended 11 days to 30 weeks	Expelled for 365 days
Skipping classes	*AS a consequence for infractions of school rules 597 students lost instructional hours. Please rate the days out of school an offense should receive Skipping classes 0 days out	Skipping classes 1-2 days out	Skipping classes 2-4 days out	Skipping classes 5 days out	Skipping classes 5-7 days out	Skipping classes 7-10 days out	Skipping classes long term suspended 11 days to 30 weeks	Skipping classes Expelled for 365 days
Playing Hooky/skipping school	Playing Hooky/skipping school 0 days out	Playing Hooky/skipping school 1-2 days out	Playing Hooky/skipping school 2-4 days out	Playing Hooky/skipping school 5 days out	Playing Hooky/skipping school 5-7 days out	Playing Hooky/skipping school 7-10 days out	Playing Hooky/skipping school long term suspended 11 days to 30 weeks	Playing Hooky/skipping school Expelled for 365 days
Refusing to obey classroom rules like no talking, no gum chewing, no food or beverage, late to class.	Refusing to obey classroom rules like no talking, no gum chewing, no food or beverage, late to class. 0 days out	Refusing to obey classroom rules like no talking, no gum chewing, no food or beverage, late to class. 1-2 days out	Refusing to obey classroom rules like no talking, no gum chewing, no food or beverage, late to class. 2-4 days out	Refusing to obey classroom rules like no talking, no gum chewing, no food or beverage, late to class. 5 days out	Refusing to obey classroom rules like no talking, no gum chewing, no food or beverage, late to class. 5-7 days out	Refusing to obey classroom rules like no talking, no gum chewing, no food or beverage, late to class. 7-10 days out	Refusing to obey classroom rules like no talking, no gum chewing, no food or beverage, late to class. long term suspended 11 days to 30 weeks	Refusing to obey classroom rules like no talking, no gum chewing, no food or beverage, late to class. Expelled for 365 days
Bullying another student	Bullying another student 0 days out	Bullying another student 1-2 days out	Bullying another student 2-4 days out	Bullying another student 5 days out	Bullying another student 5-7 days out	Bullying another student 7-10 days out	Bullying another student long term suspended 11 days to 30 weeks	Bullying another student Expelled for 365 days
Fighting	Fighting 0 days out	Fighting 1-2 days out	Fighting 2-4 days out	Fighting 5 days out	Fighting 5-7 days out	Fighting 7-10 days out	Fighting long term suspended 11 days to 30 weeks	Fighting Expelled for 365 days
Answer a teacher back or arguing with a teacher	Answer a teacher back or arguing with a teacher 0 days out	Answer a teacher back or arguing with a teacher 1-2 days out	Answer a teacher back or arguing with a teacher 2-4 days out	Answer a teacher back or arguing with a teacher 5 days out	Answer a teacher back or arguing with a teacher 5-7 days out	Answer a teacher back or arguing with a teacher 7-10 days out	Answer a teacher back or arguing with a teacher long term suspended 11 days to 30 weeks	Answer a teacher back or arguing with a teacher Expelled for 365 days
Refusal to compile with a directions	Refusal to compile with a directions 0 days out	Refusal to compile with a directions 1-2 days out	Refusal to compile with a directions 2-4 days out	Refusal to compile with a directions 5 days out	Refusal to compile with a directions 5-7 days out	Refusal to compile with a directions 7-10 days out	Refusal to compile with a directions long term suspended 11 days to 30 weeks	Refusal to compile with a directions Expelled for 365 days
Harassing a student or teacher	Harassing a student or teacher 0 days out	Harassing a student or teacher 1-2 days out	Harassing a student or teacher 2-4 days out	Harassing a student or teacher 5 days out	Harassing a student or teacher 5-7 days out	Harassing a student or teacher 7-10 days out	Harassing a student or teacher long term suspended 11 days to 30 weeks	Harassing a student or teacher Expelled for 365 days
Using a cell phone or blackberry during class	Using a cell phone or blackberry during class 0 days out	Using a cell phone or blackberry during class 1-2 days out	Using a cell phone or blackberry during class 2-4 days out	Using a cell phone or blackberry during class 5 days out	Using a cell phone or blackberry during class 5-7 days out	Using a cell phone or blackberry during class 7-10 days out	Using a cell phone or blackberry during class long term suspended 11 days to 30 weeks	Using a cell phone or blackberry during class Expelled for 365 days
Failure to turn in homework/project	Failure to turn in homework/project 0 days out	Failure to turn in homework/project 1-2 days out	Failure to turn in homework/project 2-4 days out	Failure to turn in homework/project 5 days out	Failure to turn in homework/project 5-7 days out	Failure to turn in homework/project 7-10 days out	Failure to turn in homework/project long term suspended 11 days to 30 weeks	Failure to turn in homework/project Expelled for 365 days
Stealing school materials	Stealing school materials 0 days out	Stealing school materials 1-2 days out	Stealing school materials 2-4 days out	Stealing school materials 5 days out	Stealing school materials 5-7 days out	Stealing school materials 7-10 days out	Stealing school materials long term suspended 11 days to 30 weeks	Stealing school materials Expelled for 365 days
Destroying school property	Destroying school property 0 days out	Destroying school property 1-2 days out	Destroying school property 2-4 days out	Destroying school property 5 days out	Destroying school property 5-7 days out	Destroying school property 7-10 days out	Destroying school property long term suspended 11 days to 30 weeks	Destroying school property Expelled for 365 days
Threatening student or staff	Threatening student or staff 0 days out	Threatening student or staff 1-2 days out	Threatening student or staff 2-4 days out	Threatening student or staff 5 days out	Threatening student or staff 5-7 days out	Threatening student or staff 7-10 days out	Threatening student or staff long term suspended 11 days to 30 weeks	Threatening student or staff Expelled for 365 days
Distributing drugs or alcohol at school	Distributing drugs or alcohol at school 0 days out	Distributing drugs or alcohol at school 1-2 days out	Distributing drugs or alcohol at school 2-4 days out	Distributing drugs or alcohol at school 5 days out	Distributing drugs or alcohol at school 5-7 days out	Distributing drugs or alcohol at school 7-10 days out	Distributing drugs or alcohol at school long term suspended 11 days to 30 weeks	Distributing drugs or alcohol at school Expelled for 365 days
Being drunk or high at school	Being drunk or high at school 0 days out	Being drunk or high at school 1-2 days out	Being drunk or high at school 2-4 days out	Being drunk or high at school 5 days out	Being drunk or high at school 5-7 days out	Being drunk or high at school 7-10 days out	Being drunk or high at school long term suspended 11 days to 30 weeks	Being drunk or high at school Expelled for 365 days
Telling jokes or cutting up in class	Telling jokes or cutting up in class 0 days out	Telling jokes or cutting up in class 1-2 days out	Telling jokes or cutting up in class 2-4 days out	Telling jokes or cutting up in class 5 days out	Telling jokes or cutting up in class 5-7 days out	Telling jokes or cutting up in class 7-10 days out	Telling jokes or cutting up in class long term suspended 11 days to 30 weeks	Telling jokes or cutting up in class Expelled for 365 days

5. During the 2008/2009 school year in WJCC 20% of white girls, 48 % of white boys, 49% of girls of color and 68% of boys of color had a discipline infraction. 91% of the offenses were for skipping class, class room disruption or insubordination. What is your opinion of this information?

During the 2008/2009 school year in WJCC 20% of white girls, 48 % of white boys, 49% of girls of color and 68% of boys of color had a discipline infraction. 91% of the offenses were for skipping class, class room disruption or insubordination. What is your opinion of this information? Higher than I expect

About what I would expect

Lower than I would expect

Need more information

OTHER THOUGHTS

6. Since 1998, Virgina has required the testing the the Standards of Learning in public schools.Since 2001, the No Child Left Behind Act required public schools to test students and report that results in 29 categories. By 2014, all sub-groups must have 100% pass rate to make Annual Yearly progress. How would you rate the following practices to meet the requirements of law created?

	Very improved	Improved	No change	Not as good	Worse
Quarterly authentic assessment k-12	*Since 1998, Virgina has required the testing the the Standards of Learning in public schools.Since 2001, the No Child Left Behind Act required public schools to test students and report that results in 29 categories. By 2014, all sub-groups must have 100% pass rate to make Annual Yearly progress. How would you rate the following practices to meet the requirements of law created? Quarterly authentic assessment k-12 Very improved	Quarterly authentic assessment k-12 Improved	Quarterly authentic assessment k-12 No change	Quarterly authentic assessment k-12 Not as good	Quarterly authentic assessment k-12 Worse
Curriculum pacing	Curriculum pacing Very improved	Curriculum pacing Improved	Curriculum pacing No change	Curriculum pacing Not as good	Curriculum pacing Worse
Increased use of standardized testing for assessment	Increased use of standardized testing for assessment Very improved	Increased use of standardized testing for assessment Improved	Increased use of standardized testing for assessment No change	Increased use of standardized testing for assessment Not as good	Increased use of standardized testing for assessment Worse
Report cards on school performance sent home each year	Report cards on school performance sent home each year Very improved	Report cards on school performance sent home each year Improved	Report cards on school performance sent home each year No change	Report cards on school performance sent home each year Not as good	Report cards on school performance sent home each year Worse
Increased tutoring	Increased tutoring Very improved	Increased tutoring Improved	Increased tutoring No change	Increased tutoring Not as good	Increased tutoring Worse
More instruction on English and math	More instruction on English and math Very improved	More instruction on English and math Improved	More instruction on English and math No change	More instruction on English and math Not as good	More instruction on English and math Worse
Use of focused best practice models for instruction	Use of focused best practice models for instruction Very improved	Use of focused best practice models for instruction Improved	Use of focused best practice models for instruction No change	Use of focused best practice models for instruction Not as good	Use of focused best practice models for instruction Worse
Teachers are more innovative to meet individual student needs	Teachers are more innovative to meet individual student needs Very improved	Teachers are more innovative to meet individual student needs Improved	Teachers are more innovative to meet individual student needs No change	Teachers are more innovative to meet individual student needs Not as good	Teachers are more innovative to meet individual student needs Worse
Material in curriculum is age appropriate	Material in curriculum is age appropriate Very improved	Material in curriculum is age appropriate Improved	Material in curriculum is age appropriate No change	Material in curriculum is age appropriate Not as good	Material in curriculum is age appropriate Worse
Children are more engaged in their learning	Children are more engaged in their learning Very improved	Children are more engaged in their learning Improved	Children are more engaged in their learning No change	Children are more engaged in their learning Not as good	Children are more engaged in their learning Worse
The community can better evaluate the schools	The community can better evaluate the schools Very improved	The community can better evaluate the schools Improved	The community can better evaluate the schools No change	The community can better evaluate the schools Not as good	The community can better evaluate the schools Worse
The community supports the administration and teachers more because they understand the pressure to help all succeed.	The community supports the administration and teachers more because they understand the pressure to help all succeed. Very improved	The community supports the administration and teachers more because they understand the pressure to help all succeed. Improved	The community supports the administration and teachers more because they understand the pressure to help all succeed. No change	The community supports the administration and teachers more because they understand the pressure to help all succeed. Not as good	The community supports the administration and teachers more because they understand the pressure to help all succeed. Worse

Other (please specify)

7. On December 5, 2009 at 2 pm at the Williamsburg Community Building, a citizens group held the first of community conversation on public education in WJCC since 1994. The first topic was on student literacy and drop out prevention. Please rate the following topics for future conversations about WJCC, priorities for our students and your interest in assisting in making the change possible.

	Very important	Important	slightly important	Not important	Neither	N/A
High quality early care and learning	*On December 5, 2009 at 2 pm at the Williamsburg Community Building, a citizens group held the first of community conversation on public education in WJCC since 1994. The first topic was on student literacy and drop out prevention. Please rate the following topics for future conversations about WJCC, priorities for our students and your interest in assisting in making the change possible. High quality early care and learning Very important	High quality early care and learning Important	High quality early care and learning slightly important	High quality early care and learning Not important	High quality early care and learning Neither	High quality early care and learning N/A
Literacy activities for families of preschoolers	Literacy activities for families of preschoolers Very important	Literacy activities for families of preschoolers Important	Literacy activities for families of preschoolers slightly important	Literacy activities for families of preschoolers Not important	Literacy activities for families of preschoolers Neither	Literacy activities for families of preschoolers N/A
Early reading and school success	Early reading and school success Very important	Early reading and school success Important	Early reading and school success slightly important	Early reading and school success Not important	Early reading and school success Neither	Early reading and school success N/A
Gifted Education and its services	Gifted Education and its services Very important	Gifted Education and its services Important	Gifted Education and its services slightly important	Gifted Education and its services Not important	Gifted Education and its services Neither	Gifted Education and its services N/A
Advance Regular diploma for special education students	Advance Regular diploma for special education students Very important	Advance Regular diploma for special education students Important	Advance Regular diploma for special education students slightly important	Advance Regular diploma for special education students Not important	Advance Regular diploma for special education students Neither	Advance Regular diploma for special education students N/A
AP classes on line	AP classes on line Very important	AP classes on line Important	AP classes on line slightly important	AP classes on line Not important	AP classes on line Neither	AP classes on line N/A
Dual enrollment at TNCC	Dual enrollment at TNCC Very important	Dual enrollment at TNCC Important	Dual enrollment at TNCC slightly important	Dual enrollment at TNCC Not important	Dual enrollment at TNCC Neither	Dual enrollment at TNCC N/A
Drop out prevention	Drop out prevention Very important	Drop out prevention Important	Drop out prevention slightly important	Drop out prevention Not important	Drop out prevention Neither	Drop out prevention N/A
Community services for children with challenging behaviors	Community services for children with challenging behaviors Very important	Community services for children with challenging behaviors Important	Community services for children with challenging behaviors slightly important	Community services for children with challenging behaviors Not important	Community services for children with challenging behaviors Neither	Community services for children with challenging behaviors N/A
Career and Technical education	Career and Technical education Very important	Career and Technical education Important	Career and Technical education slightly important	Career and Technical education Not important	Career and Technical education Neither	Career and Technical education N/A

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8. With WJCC facing a 20% or more reduction from current funding what are your two suggestions as priorities in the coming budget?

With WJCC facing a 20% or more reduction from current funding what are your two suggestions as priorities in the coming budget?

9. Below are a list of possible reductions that might be considered by the WJCC School Board. Please rate the reductions from acceptable to unacceptable

	Acceptable	Mildly acceptable	Neither	Difficult to accept	Unacceptable
Increase class size to state standard of quality	*Below are a list of possible reductions that might be considered by the WJCC School Board. Please rate the reductions from acceptable to unacceptable Increase class size to state standard of quality Acceptable	Increase class size to state standard of quality Mildly acceptable	Increase class size to state standard of quality Neither	Increase class size to state standard of quality Difficult to accept	Increase class size to state standard of quality Unacceptable
Eliminate support staff and other programs that lack sufficient state funds.( ex instructional assistants, media specialists, custodians,bus drivers and aides)	Eliminate support staff and other programs that lack sufficient state funds.( ex instructional assistants, media specialists, custodians,bus drivers and aides) Acceptable	Eliminate support staff and other programs that lack sufficient state funds.( ex instructional assistants, media specialists, custodians,bus drivers and aides) Mildly acceptable	Eliminate support staff and other programs that lack sufficient state funds.( ex instructional assistants, media specialists, custodians,bus drivers and aides) Neither	Eliminate support staff and other programs that lack sufficient state funds.( ex instructional assistants, media specialists, custodians,bus drivers and aides) Difficult to accept	Eliminate support staff and other programs that lack sufficient state funds.( ex instructional assistants, media specialists, custodians,bus drivers and aides) Unacceptable
Eliminate middle school sports	Eliminate middle school sports Acceptable	Eliminate middle school sports Mildly acceptable	Eliminate middle school sports Neither	Eliminate middle school sports Difficult to accept	Eliminate middle school sports Unacceptable
Eliminate after school bus runs	Eliminate after school bus runs Acceptable	Eliminate after school bus runs Mildly acceptable	Eliminate after school bus runs Neither	Eliminate after school bus runs Difficult to accept	Eliminate after school bus runs Unacceptable
Eliminate after school tutoring	Eliminate after school tutoring Acceptable	Eliminate after school tutoring Mildly acceptable	Eliminate after school tutoring Neither	Eliminate after school tutoring Difficult to accept	Eliminate after school tutoring Unacceptable
Reduce course selections at the middle and high schools	Reduce course selections at the middle and high schools Acceptable	Reduce course selections at the middle and high schools Mildly acceptable	Reduce course selections at the middle and high schools Neither	Reduce course selections at the middle and high schools Difficult to accept	Reduce course selections at the middle and high schools Unacceptable
Reduce graduation requirements from 32 to 24.	Reduce graduation requirements from 32 to 24. Acceptable	Reduce graduation requirements from 32 to 24. Mildly acceptable	Reduce graduation requirements from 32 to 24. Neither	Reduce graduation requirements from 32 to 24. Difficult to accept	Reduce graduation requirements from 32 to 24. Unacceptable
Charge books and material fees at all grade levels	Charge books and material fees at all grade levels Acceptable	Charge books and material fees at all grade levels Mildly acceptable	Charge books and material fees at all grade levels Neither	Charge books and material fees at all grade levels Difficult to accept	Charge books and material fees at all grade levels Unacceptable
Return assistant principals to 10 month contracts	Return assistant principals to 10 month contracts Acceptable	Return assistant principals to 10 month contracts Mildly acceptable	Return assistant principals to 10 month contracts Neither	Return assistant principals to 10 month contracts Difficult to accept	Return assistant principals to 10 month contracts Unacceptable
No summer school	No summer school Acceptable	No summer school Mildly acceptable	No summer school Neither	No summer school Difficult to accept	No summer school Unacceptable
Eliminate Bright Beginnings only provide mandated special education services before age 6	Eliminate Bright Beginnings only provide mandated special education services before age 6 Acceptable	Eliminate Bright Beginnings only provide mandated special education services before age 6 Mildly acceptable	Eliminate Bright Beginnings only provide mandated special education services before age 6 Neither	Eliminate Bright Beginnings only provide mandated special education services before age 6 Difficult to accept	Eliminate Bright Beginnings only provide mandated special education services before age 6 Unacceptable
Eliminate Middle School interscholastic sports	Eliminate Middle School interscholastic sports Acceptable	Eliminate Middle School interscholastic sports Mildly acceptable	Eliminate Middle School interscholastic sports Neither	Eliminate Middle School interscholastic sports Difficult to accept	Eliminate Middle School interscholastic sports Unacceptable
Offer Center schedules on a rotating basis for elementary school	Offer Center schedules on a rotating basis for elementary school Acceptable	Offer Center schedules on a rotating basis for elementary school Mildly acceptable	Offer Center schedules on a rotating basis for elementary school Neither	Offer Center schedules on a rotating basis for elementary school Difficult to accept	Offer Center schedules on a rotating basis for elementary school Unacceptable
Delay opening two new schools	Delay opening two new schools Acceptable	Delay opening two new schools Mildly acceptable	Delay opening two new schools Neither	Delay opening two new schools Difficult to accept	Delay opening two new schools Unacceptable
Delay renovation of James Blair	Delay renovation of James Blair Acceptable	Delay renovation of James Blair Mildly acceptable	Delay renovation of James Blair Neither	Delay renovation of James Blair Difficult to accept	Delay renovation of James Blair Unacceptable

10. Every organization has strengths, weaknesses, challenges and opportunities.

Every organization has strengths, weaknesses, challenges and opportunities. What are the three strengths of WJCC?
What are three weaknesses?
What are the challenges?
What are the opportunities?

Conversations about education in WJCCExit this survey