Themes
Patterns across every response: themes, what stands out, where groups agree and differ, and draft recommendations.
Theme frequency by group
- Other
Bar length = share of all 2 responses that touched the theme. Groups under 5 responses are combined into “Other”.
Theme 1
AI as a defining identity
2 of 2 responses
Both responses want ACES to lead on artificial intelligence. Ideas include AI guidance for districts, AI tool-building, an AI summit, and AI family nights. The district educator treats AI as both a professional-learning opportunity and a way to engage families.
4 representative quotes
“helping schools use AI well”
Other
“I want them to be known for their innovation with artificial intelligence”
Other
“having an Ai summit”
Other
“family nights for AI”
Other
Theme 2
Communication and visibility
2 of 2 responses
Both responses describe communication gaps, but in different directions. One is about districts not knowing what services exist and divisions sending separate newsletters. The other is about wanting more frequent updates and expectations from ELC.
3 representative quotes
“weaker at telling districts what services exist”
Other
“separate newsletters from each division get in the way”
Other
“It would be great if we hear from ELC more often”
Other
Theme 3
In-person gatherings build connection
2 of 2 responses
Superintendent meetings, convocation, cross-agency collaboration, and an admin retreat were all named as things that make people feel connected. The only logistical barrier raised was parking at the venue.
3 representative quotes
“Superintendent meetings help”
Other
“I like convocation, but we need a space with better parking!”
Other
“Admin retreat was so fun”
Other
Theme 4
Workforce shortages
2 of 2 responses
Staffing came up as both a challenge and a priority. One response focused on paraprofessional pay, retention, and turnover. The other wants a tool to address substitute shortages.
3 representative quotes
“Funding cliffs and staffing shortages for paraprofessionals.”
Other
“lower para turnover”
Other
“subs!”
Other
Theme 5
Systems that help and hinder
2 of 2 responses
Respondents named a few working systems: billing and supervisor tactical meetings. They also named friction points: slow contracting approvals and service requests lost between departments.
3 representative quotes
“One front door for district service requests; requests get lost between departments.”
Other
“Billing works; contracting approvals are slow.”
Other
“i like having tacticals with my supervisor.”
Other
Theme 6
New services and products for districts
2 of 2 responses
Both responses see room to build offerings that districts would use. Ideas include shared back-office services for small districts, plus professional learning, school improvement, and apps.
2 representative quotes
“Shared HR and data services for small districts.”
Other
“creating products/apps for districts”
Other
What stands out
- R01 labels itself a test response and asks to be deleted, and none of its follow-ups were answered. Every finding that relies on R01 should be treated as placeholder content, which leaves one real response.
- The only real respondent (district educator) mixed serious ideas with lighthearted ones. Lunch, the deli, and parking appear among strengths and priorities, so it is hard to tell which answers are meant as priorities.
- Families came up only from the district educator, who sees family conversations and support as ACES's main area to strengthen. The proposed approach was AI-focused family nights.
- "Super intelligence!" was given as the top emerging challenge with no explanation. It may signal concern about AI moving faster than schools can adapt.
- Parking was named both as a barrier to connection and as a strategic priority by the same respondent.
Where groups agree
- Both responses want ACES to be known for AI, whether through guidance, innovation, or tools.
- Both value in-person gatherings, such as superintendent meetings, convocation, and retreats, for building connection.
- Both see opportunity in new services or products built for districts.
- Both raise communication gaps, though they disagree on who is underserved.
Where groups differ
- The two responses disagree on where ACES falls short. R01 (test) says ACES is weak at telling districts about its services. The district educator says district outreach is a strength and family support is the gap.
- R01's priorities focus on district-facing operations: contracting, a single front door, and paraprofessional retention. The district educator's priorities focus on internal staff experience: parking, books, equipment, and enjoying the work.
- R01 proposes measurable success indicators, while the district educator defines success as enjoyment of the work.
Priorities named (question 9)
Candidate success measures (question 10)
- Shorter placement wait lists, tracked quarterly (test response only)
- Lower paraprofessional turnover (test response only)
- Employees report enjoying their work
Gaps
- The sample is far too small to support conclusions: two responses, one of them a test. No families, community members, or district leaders are represented.
- Neither response explained how emerging challenges would affect the agency or the people it serves.
- Neither response said why its strategic priorities matter to ACES's future.
- The vision of success question asked about employees, students, families, districts, and communities. No response described changes for students, families, or communities.
- Strengths were barely addressed. The only real answer named lunch rather than programs or services.
- No one discussed ACES's mission directly beyond outreach and family support.
Draft recommendations
1.Delete the R01 test response and collect substantially more input, especially from families, community members, and district leaders, before drawing conclusions from this round.
Supported by: Communication and visibility
2.Explore an AI strategy that includes guidance and professional learning for districts, and test early formats such as an AI summit or AI family nights.
Supported by: AI as a defining identity; New services and products for districts
3.Review how ACES communicates internally and to districts, including whether division newsletters should be combined and how often ELC shares updates and expectations.
Supported by: Communication and visibility; In-person gatherings build connection
4.Gather more input on workforce shortages, including paraprofessionals and substitutes, to see whether they belong among the agency's strategic priorities.
Supported by: Workforce shortages
5.Test with district partners whether a single front door for service requests and faster contracting approvals would improve responsiveness.
Supported by: Systems that help and hinder