FLHS School Climate Report 2013

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The Comprehensive School Climate InventoryMeasuring the Climate for LearningPrepared for Fairfield Ludlowe High School, December 2012

The CSCI has been developed by the National School Climate Center (NSCC) schoolclimate.org

Adapt this school climate report to meet your needs:If you need to see a simple overview of your survey results: Reviewtheresponse ratesfor yourschoolonpages 8-9. Also lookatthedemographic graphs on pages 137 - 145 . Identifyanyunder-represented populationsordemographicgroups, andkeepthisinmindasyouread. Besureyouunderstandthe dimensions of school climate, as measuredbytheCSCI.Seepage 5 foranexplanation. Lookatthesummary graphs on pages 12-19toseehoweachgroup perceivesthedimensionsofclimatein yourschool. Lookattherelative rankingsforeach schoolgrouponpages 18-19, and seehowtheycompareacrossgroups. Lookforareas rated negatively byoneormoregroups,aswellas dimensions that are ranked very differentlybydifferentgroups. Thesecouldsignalareasthatneed attention.Reviewtheguidelines for improvement on pages - to begin workingtowardschoolclimate change.

If you need an in-depth look at your survey results:Reviewtheoverviewinformationinthe left-handcolumn. Togetafullerpictureoftherange of perceptionswithineachschoolgroup abouteachdimension,lookatthe scoredistributionsinGroup Rating and Rankings on pages 11-13. On pages 24-45,youcanseegraphs foreachgrouporganized by school climate dimension. On pages 47-55, the same graphs are organized by school group (all studentgraphstogether,etc.). Examinehowdifferentsub-groups withineachschoolgroupviewed thevariousdimensionsbeginning on page 56.Thisshowsdifferent perceptionsbasedongender,grade, race/ethnicity,and(forschool personnel)yearsofexperience.

If you need a detailed examination of your survey results: Reviewtheoverviewinformationin theleft-handcolumn,andthein-depth informationinthecentercolumn. Readcarefullythroughtheentire reportthere are additional graphs thatarenotidentifiedintheothertwo columns.Detailedexplanationsand guidingquestionsareincludednextto each graph. Onpages 105- 136, youllfinda detailed breakdownofhoweach grouprespondedtoeach individual survey item.Thesearegroupedby schoolclimatedimension,soyou canseeexactlywhichsurveyitems madeupeachdimension.Thefull text of the itemisincluded,aswell asachartshowingthepercentage ofrespondentsfromthatgroup whogaveeachofthefivepotential responses,ordidnotrespondatall.

Note:thisdatawillonlybeshown whentherearesufficientnumbersto guaranteeanonymityforrespondents.

Note:Thesurveywasdeveloped to be most reliableatthelevelof climatedimensions,ratherthanitemby-item.Therefore,NSCCdoesnot recommendmakingdecisionsbased on this data alone.CSCI Report - | schoolclimate.org

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Report ContentsI. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4TheDimensionsofSchoolClimate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 C. Sub-groupRatings Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 SchoolPersonnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

II. School Climate Overview . . . . . . . . . . . . . . . . . . . .7SchoolVoice:ResponseRates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 GroupRatingsandRankings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

IV. Recommended Guidelines and Resources. . . . . . . .81ProcessRecommendations: HowtoDoItandWheretoStart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

III. In-Depth Profiles . . . . . . . . . . . . . . . . . . . . . . . . .21A. SchoolClimateDimensions SafetyRulesandNorms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 SenseofPhysicalSecurity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 SenseofSocial-EmotionalSecurity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 SupportforLearning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 SocialandCivicLearning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 RespectforDiversity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 SocialSupportAdults. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 SocialSupportStudents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 SchoolConnectedness/Engagement. . . . . . . . . . . . . . . . . . . . . . . . . . 40 PhysicalSurroundings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Leadership(SchoolPersonnel) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 ProfessionalRelationships(SchoolPersonnel) . . . . . . . . . . . . . . . . . 45 B. ComparativeRatingPatternsAcrossDimensions Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 SchoolPersonnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Parents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

V. Action Charts . . . . . . . . . . . . . . . . . . . . . . . . . . .85PhysicalSafety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Social-EmotionalSafety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 SupportforLearning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 SocialandCivicLearning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 RespectforDiversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 SocialSupportAdults&Students. . . . . . . . . . . . . . . . . . . . . . . . . . . 96 98 SchoolConnectedness/Engagement............ PhysicalSurroundings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 LeadershipandProfessionalRelationships. . . . . . . . . . . . . . . . . . . . 102

VI. Detailed Findings . . . . . . . . . . . . . . . . . . . . . . .ScaleScoresbyGroup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 SurveyResponses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 DemographicProfiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Appendix A: FurtherDetailsontheCSCIMeasure . . . . . . . .147

The Comprehensive School Climate Inventory (CSCI). Copyright 2006 by the National School Climate Center (NSCC).

schoolclimate.org | Fairfield Ludlowe High School CSCI Report - December 2012

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I. IntroductionWhat is school climate? Schoolclimatereferstothequalityofschoollifeasitrelatestonormsandvalues,interpersonalrelationsandsocial interactions,andorganizationalprocessesandstructures. Theschoolclimatesetsthetoneforallthelearningandteachingdoneintheschoolenvironment,andispredictiveof studentsabilitytolearnanddevelopinhealthyways. Allschools,likeallpeople,havearangeofstrengthsandweaknesses,aswellasadistinctivevisionforthekindof school they aspire to be.

Measuring school climate: the CSCI TheCSCI(ComprehensiveSchoolClimateInventory)isascientificallydevelopedsurveybasedonresearchandtheory definingwhatcontributestopositiveclimatesforlearning. TheCSCImeasuresthesharedperceptionsoftheschoolcommunityandrevealshowthepopulationswhose perceptionsweremeasured(e.g.students,schoolpersonnel,andparents)feelabouttheschoolenvironment.

Who developed the CSCI? TheCSCIwasdevelopedbytheNationalSchoolClimateCenter(NSCC),anon-profitorganizationdedicatedto measuringandimprovingtheclimateforlearninginschools.NSCCsmissionistohelpschoolsintegratecrucial social,emotional,andethicallearningwithacademicinstructiontoenhancestudentperformance,preventdropouts, reduceviolence,anddevelophealthyandpositivelyengagedadults.

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CSCI Report - | schoolclimate.org

I. IntroductionThe 12 Dimensions of School Climate Measured by the CSCIDimensions Safety1 Rules and Norms 2 Sense of Physical Security 3 Sense of Social-Emotional Security

Major IndicatorsClearly communicated rules about physical violence; clearly communicated rules about verbal abuse, harassment, and teasing; clear and consistent enforcement and norms for adult intervention. Sense that students and adults feel safe from physical harm in the school. Sense that students feel safe from verbal abuse, teasing, and exclusion.

Teaching and Learning4 Support for Learning 5 Social and Civic LearningUse of supportive teaching practices, such as: encouragement and constructive feedback; varied opportunities to demonstrate knowledge and skills; support for risk-taking and independent thinking; atmosphere conducive to dialog and questioning; academic challenge; and individual attention. Support for the development of social and civic knowledge, skills, and dispositions including: effective listening, conflict resolution, self-reflection and emotional regulation, empathy, personal responsibility, and ethical decision making.

Interpersonal Relationships6 Respect for Diversity 7 Social SupportAdults 8 Social SupportStudentsMutual respect for individual differences (e.g. gender, race, culture, etc.) at all levels of the schoolstudent-student; adult-student; adult-adult and overall norms for tolerance. Pattern of supportive and caring adult relationships for students, including high expectations for students success, willingness to listen to students and to get to know them as individuals, and personal concern for students problems. Pattern of supportive peer relationships for students, including: friendships for socializing, for problems, for academic help, and for new students.

Institutional Environment9 School Connectedness/Engagement 10 Physical SurroundingsPositive identification with the school and norms for broad participation in school life for students, staff, and families. Cleanliness, order, and appeal of facilities and adequate resources and materials.

Staff Only11 Leadership 12 Professional RelationshipsAdministration that creates and communicates a clear vision, and is accessible to and supportive of school staff and staff development. Positive attitudes and relationships among school staff that support effectively working and learning together.

schoolclimate.org | Fairfield Ludlowe High School CSCI Report - December 2012

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I. IntroductionGoals for this ReportThe report will show you: Howsurveyedmembersofyourschoolcommunitystudents, school personnel and parentsrate each dimension ofschoolclimate. Whichdimensionsofschoolclimateareperceivedbyeachgroupasgenerallypositive, negative, or neutral. Whichdimensionsareratedhighest and lowestforeachgroupasawhole. Thedistribution of rating patternsforindividualswithineachgroupforeverydimensionsothatyoucanseethe range of responsesfromnegativetopositive. Where perceptions are consistentacrossthethreeschoolgroupsstudents,schoolpersonnelandparentsand where they diverge.

In reading through this report: 1. Youwillseethatsimilar information is presented in a variety of ways. Ifonegraphorchartdoesnotseemto capturetheinformationyoufeelismostimportant,adifferentpartofthereportmayprovidewhatyouneed. 2. Lookingatresultsisoftenaquestionofpeelingbacklayersofinformation.Itisimportanttoprogress from overall summary to more detailed resultsinordertogetafullpicture.Lookingatresultsatonlyonelevelmaybe misleading. 3. Itisimportanttounderstandthattherealvalueinthedataisthedegreetowhichtheinformationbecomesa catalystfordiscussion,deeperinquiry,andaction.Thereportwillpresentthefindingsforyourschoolandtrytohelp youunderstandhowtoexamineandinterpretthemtoaid the process of inquiry and discussion.

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CSCI Report - | schoolclimate.org

II. School Climate OverviewThis overview sectionwillgiveyouasnapshotofwho responded to the survey,aswellasfeedbackonthe wayeachschoolgroupperceivesyourschoolclimatein the broadest termsbased on median scale scores for each dimension of school climate.Itwillalsogiveyouan overviewoftheamountofvariationwithineachgroups perceptionsofthesetendimensions. To help you interpret this feedback, results are presented: 1. as scores that can be considered positive, negative and neutral 2. in rank orderfromthehighesttolowestrated dimensions 3. as comparative profilestohelpyouunderstandhow each groupperceivestherangeofdimensionsand howeach dimensionisperceivedacrossthedifferent groups

schoolclimate.org | Fairfield Ludlowe High School CSCI Report - December 2012

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II. School Climate OverviewSchool Voice: Response RatesWhy is this important? Oneofthemostimportantattributesofthissurveyisitsabilitytoreflecttheperceptionsofthedistinctpopulations whoweresurveyed----students,schoolpersonnelandparents.Therefore,itisimportanttoknowhowmany membersofeachgroupresponded.

How to look at this data: Itisnot unusual to see the lowest response rates for parents,astheyarefurtherremovedfromschoollifethan studentsorschoolpersonnel. Thesurveyresultsaremostvaluablewhentheycapturetheperceptionsofallschoolcommunitymembers,andlow response rates should be addressed. IntheDetailedResultssection,thereisademographic profileofrespondentsinallthreegroups.Inadditionto consideringtheoverallresponserate,itisrecommendedthatyoulookattheprofileofrespondentscompared to yourschoolprofile.Totheextentthatrespondentsforeachgroupdonotmirrortheschoolscomposition, the voice you are hearing may be skewed.Youshouldkeepthisinmindandmakeanefforttoreachouttogroupsthat appeartohavebeenunder-represented. Thisisespeciallyimportantifthesurveyresultsindicatethatdifferentsub-groupsexperiencetheschoolinvery differentways,whichyoucanseeinSectionIII.

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CSCI Report - | schoolclimate.org

II. School Climate OverviewSchool Voice: Response Rates

GroupStudents School Personnel Parents

Population Size1562* 213* 1290*

# Respondents1418 164 545

% of Population Represented90.78% 77.00% 42.25%

*Figures received from school to represent potential number of respondents.

schoolclimate.org | Fairfield Ludlowe High School CSCI Report - December 2012

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II. School Climate OverviewGroup Ratings and RankingsWhy is this important? Thesechartsallowyoutoseehoweachgroupratesthedimensionsofschoolclimate,aswellasthevariabilityof opinionwithineachgroup.

How to look at this data: Inthecentercolumn,youllseethemedianscalescoreforeachoftherelevantdimensionsthatcontributetooverall school climate. Themedian score is the midpointofthedistributionofscalescoresfortheindividualsinthisgroup.Itshouldgive youanunderstandingofhowthegroupas a whole perceives each dimension. Youllalsoseethateachbariscolorcodedintothreesectionsfromdarkesttolightest.Inlookin...

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