III. Focus Group Areas of Strength and Growth

S U N P R A I R I E A R E A S C H O O L D I S T R I C T E Q U I T Y E V A L U A T I O N I N T E G R A T E D C O M P R E H E N S I V E S Y S T EM S F O R E Q U I T Y

each focus group session with time to analyze the information collected at that particular session searching for themes “…regularities… patterns, as well as for topics.”3

According to Lincoln and Guba, “[S]teps should be taken to validate each [piece of information] against at least one other source.”4 Steps might include a follow-up email from the participant for clarification and/or a second method (i.e., review of policy and procedures, or demographic data).” As such, we compared the focus group data to the equity audit data and to the District documents that we requested. Participants in the focus group sessions often discussed their views with one another as they responded to focus group questions. Doing so helped participants recall details or if they disagreed with another participant’s perspective, allowed for differing perspectives to surface.

III. Focus Groups Areas of Strength and Growth

A. Sun Prairie Area School District Equity Focus Group by Strengths

Across the focus group and individual interviews, participants identified six strengths of the Sun Prairie Area School District (SPASD): (1) Hope and Optimism for the District, (2) Compassionate Educators, (3) Diversity, Equity, and Inclusion (4) District Equity Policy, (5) Student Choice and Community Schools.

Hope and Optimism for the District

Across the focus groups, participants stated that they were proud of the District for the courage the District has had in embracing the work of equity. More specifically a focus group participant stated, “While we have a lot of work to do, I am proud of the courage we’ve shown.” Others stated, “I’m proud that mitigation efforts were based on science and equal treatment of all students and getting them what they need.” Another participant stated, “We are starting to get this right. Our focus has been on relationships, now we need to continue the work.” A teacher shared their thoughts that, “We have the buy-in and heavy District support for equity, across race and gender, I believe everyone really cares. Our staff is invested. On a very high level.”

Many discussed how the District and community have pulled together during the COVID-19 pandemic. As one focus group member stated, “We have managed to pull together as a community to get through COVID and the pandemic.” Another teacher stated that “The pandemic has helped us to systematize and organize our learning management processes. We’ve had a really good shift in mindset about what students need, because of the pandemic.”

3 Bogdan, R., & Biklen, S. (2003). Qualitative research in education: An introduction to theory and methods (p. 161). Needam, MA: Allyn and Bacon. 4 Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry (p. 283). Beverly Hills, CA: Sage Publications.