flhs school climate report 2013

The Comprehensive School Climate Inventory

Measuring the Climate for Learning

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

Prepared for Fairfield Ludlowe High School, December 2012

2 CSCI Report - | schoolclimate.org

• Reviewtheoverviewinformationintheleft-handcolumn.

• Togetafullerpictureoftherange of perceptionswithineachschoolgroupabouteachdimension,lookatthescoredistributionsinGroup Rating and Rankings on pages 11-13.

• On pages 24-45,youcanseegraphsforeachgrouporganized by school climate dimension.

• On pages 47-55, the same graphs are organized by school group (all studentgraphstogether,etc.).

• Examinehowdifferentsub-groups withineachschoolgroupviewedthevariousdimensionsbeginningon page .Thisshowsdifferent perceptionsbasedongender,grade,race/ethnicity,and(forschoolpersonnel)yearsofexperience.

Note:thisdatawillonlybeshownwhentherearesufficientnumberstoguaranteeanonymityforrespondents.

• Reviewtheresponse ratesforyourschoolonpages 8-9. Also lookatthedemographic graphs on pages - .

• Identifyanyunder-representedpopulationsordemographicgroups,andkeepthisinmindasyouread.

• Besureyouunderstandthedimensions of school climate, as measuredbytheCSCI.Seepage 5 foranexplanation.

• Lookatthesummary graphs on pages 12-19toseehoweachgroupperceivesthedimensionsofclimateinyourschool.

• Lookattherelative rankingsforeachschoolgrouponpages 18-19, and seehowtheycompareacrossgroups.

• Lookforareas rated negatively byoneormoregroups,aswellasdimensions that are ranked very differentlybydifferentgroups.Thesecouldsignalareasthatneedattention.Reviewtheguidelines for improvement on pages - to begin workingtowardschoolclimatechange.

• Reviewtheoverviewinformationintheleft-handcolumn,andthein-depthinformationinthecentercolumn.

• Readcarefullythroughtheentirereport—there are additional graphs thatarenotidentifiedintheothertwocolumns.Detailedexplanationsandguidingquestionsareincludednexttoeach graph.

• Onpages - , you’llfindadetailed breakdownofhoweachgrouprespondedtoeach individual survey item.Thesearegroupedbyschoolclimatedimension,soyoucanseeexactlywhichsurveyitemsmadeupeachdimension.Thefull text of the itemisincluded,aswellasachartshowingthepercentage ofrespondentsfromthatgroupwhogaveeachofthefivepotentialresponses,ordidnotrespondatall.

Note:Thesurveywasdevelopedto be most reliableatthelevelofclimatedimensions,ratherthanitem-by-item.Therefore,NSCCdoesnotrecommendmakingdecisionsbasedon this data alone.

If you need an in-depth look at your survey results:

If you need to see a simple overview of your survey results:

If you need a detailed examination of your survey results:

Adapt this school climate report to meet your needs:

145137

56

105 136

3schoolclimate.org | Fairfield Ludlowe High School CSCI Report - December 2012

Report Contents

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

I. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4TheDimensionsofSchoolClimate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

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

III. In-Depth Profiles . . . . . . . . . . . . . . . . . . . . . . . . .21

A. SchoolClimateDimensionsSafety—RulesandNorms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24SenseofPhysicalSecurity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26SenseofSocial-EmotionalSecurity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28SupportforLearning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30SocialandCivicLearning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32RespectforDiversity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34SocialSupport—Adults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36SocialSupport—Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38SchoolConnectedness/Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . 40PhysicalSurroundings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Leadership(SchoolPersonnel) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44ProfessionalRelationships(SchoolPersonnel) . . . . . . . . . . . . . . . . . 45

B. ComparativeRatingPatternsAcrossDimensionsStudents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47SchoolPersonnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Parents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

C. Sub-groupRatingsStudents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SchoolPersonnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

V. Action Charts . . . . . . . . . . . . . . . . . . . . . . . . . . .PhysicalSafety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Social-EmotionalSafety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SupportforLearning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SocialandCivicLearning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .RespectforDiversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SocialSupport—Adults&Students. . . . . . . . . . . . . . . . . . . . . . . . . . .SchoolConnectedness/Engagement............PhysicalSurroundings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .LeadershipandProfessionalRelationships. . . . . . . . . . . . . . . . . . . .

VI. Detailed Findings . . . . . . . . . . . . . . . . . . . . . . .ScaleScoresbyGroup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SurveyResponses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DemographicProfiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

6657

76

81

82

8586889092949698

100102

104105137

147


What is school climate?

• Schoolclimatereferstothequalityofschoollifeasitrelatestonormsandvalues,interpersonalrelationsandsocialinteractions,andorganizationalprocessesandstructures.

• Theschoolclimatesetsthetoneforallthelearningandteachingdoneintheschoolenvironment,andispredictiveofstudents’abilitytolearnanddevelopinhealthyways.

• Allschools,likeallpeople,havearangeofstrengthsandweaknesses,aswellasadistinctivevisionforthekindofschool they aspire to be.

Measuring school climate: the CSCI

• TheCSCI(ComprehensiveSchoolClimateInventory)isascientificallydevelopedsurveybasedonresearchandtheorydefiningwhatcontributestopositiveclimatesforlearning.

• TheCSCImeasuresthesharedperceptionsoftheschoolcommunityandrevealshowthepopulationswhoseperceptionsweremeasured(e.g.students,schoolpersonnel,andparents)feelabouttheschoolenvironment.

Who developed the CSCI?

• TheCSCIwasdevelopedbytheNationalSchoolClimateCenter(NSCC),anon-profitorganizationdedicatedtomeasuringandimprovingtheclimateforlearninginschools.NSCC’smissionistohelpschoolsintegratecrucialsocial,emotional,andethicallearningwithacademicinstructiontoenhancestudentperformance,preventdropouts,reduceviolence,anddevelophealthyandpositivelyengagedadults.

I. Introduction


The 12 Dimensions of School Climate Measured by the CSCI

I. Introduction

Staff Only

Dimensions Major IndicatorsSafety

1 Rules and NormsClearly communicated rules about physical violence; clearly communicated rules about verbal abuse, harassment, and teasing; clear and consistent enforcement and norms for adult intervention.

2 Sense of Physical Security Sense that students and adults feel safe from physical harm in the school.

Teaching and Learning

4 Support for 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.

5 Social and Civic Learning 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 Relationships

6 Respect for Diversity Mutual respect for individual differences (e.g. gender, race, culture, etc.) at all levels of the school—student-student; adult-student; adult-adult and overall norms for tolerance.

7 Social Support—AdultsPattern 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.

8 Social Support—StudentsPattern of supportive peer relationships for students, including: friendships for socializing, for problems, for academic help, and for new students.

Institutional Environment

9 School Connectedness/Engagement Positive identification with the school and norms for broad participation in school life for students, staff, and families.

3 Sense of Social-Emotional Security Sense that students feel safe from verbal abuse, teasing, and exclusion.

10 Physical Surroundings Cleanliness, order, and appeal of facilities and adequate resources and materials.

11 LeadershipAdministration that creates and communicates a clear vision, and is accessible to and supportive of school staff and staff development.

12 Professional Relationships Positive attitudes and relationships among school staff that support effectively working and learning together.


Goals for this Report

The report will show you:

• Howsurveyedmembersofyourschoolcommunity—students, school personnel and parents—rate each dimension ofschoolclimate.

• Whichdimensionsofschoolclimateareperceivedbyeachgroupasgenerallypositive, negative, or neutral.

• Whichdimensionsareratedhighest and lowestforeachgroupasawhole.

• Thedistribution of rating patternsforindividualswithineachgroupforeverydimensionsothatyoucanseetherange of responsesfromnegativetopositive.

• Where perceptions are consistentacrossthethreeschoolgroups—students,schoolpersonnelandparents—andwhere they diverge.

In reading through this report:

1. Youwillseethatsimilar information is presented in a variety of ways. Ifonegraphorchartdoesnotseemtocapturetheinformationyoufeelismostimportant,adifferentpartofthereportmayprovidewhatyouneed.

2. Lookingatresultsisoftenaquestionofpeelingbacklayersofinformation.Itisimportanttoprogress from overall summary to more detailed resultsinordertogetafullpicture.Lookingatresultsatonlyonelevelmaybemisleading.

3. Itisimportanttounderstandthattherealvalueinthedataisthedegreetowhichtheinformationbecomesacatalystfordiscussion,deeperinquiry,andaction.Thereportwillpresentthefindingsforyourschoolandtrytohelpyouunderstandhowtoexamineandinterpretthemtoaid the process of inquiry and discussion.

I. Introduction


This overview sectionwillgiveyouasnapshotofwho responded to the survey,aswellasfeedbackonthewayeachschoolgroupperceivesyourschoolclimateinthe broadest terms—based on median scale scores for each dimension of school climate.Itwillalsogiveyouanoverviewoftheamountofvariationwithineachgroup’sperceptionsofthesetendimensions.

To help you interpret this feedback, results are presented:

1. as scores that can be considered positive, negative and neutral

2. in rank orderfromthehighesttolowestrateddimensions

3. as comparative profilestohelpyouunderstandhoweach groupperceivestherangeofdimensionsandhoweach dimensionisperceivedacrossthedifferentgroups

II. School Climate Overview


School Voice: Response Rates

Why is this important?

• Oneofthemostimportantattributesofthissurveyisitsabilitytoreflecttheperceptionsofthedistinctpopulationswhoweresurveyed----students,schoolpersonnelandparents.Therefore,itisimportanttoknowhowmanymembersofeachgroupresponded.

How to look at this data:

• Itisnot unusual to see the lowest response rates for parents,astheyarefurtherremovedfromschoollifethanstudentsorschoolpersonnel.

• Thesurveyresultsaremostvaluablewhentheycapturetheperceptionsofallschoolcommunitymembers,andlow response rates should be addressed.

• IntheDetailedResultssection,thereisademographic profileofrespondentsinallthreegroups.Inadditiontoconsideringtheoverallresponserate,itisrecommendedthatyoulookattheprofileofrespondentscompared to yourschoolprofile.Totheextentthatrespondentsforeachgroupdonotmirrortheschool’scomposition, the voice you are hearing may be skewed.Youshouldkeepthisinmindandmakeanefforttoreachouttogroupsthatappeartohavebeenunder-represented.

• Thisisespeciallyimportantifthesurveyresultsindicatethatdifferentsub-groupsexperiencetheschoolinverydifferentways,whichyoucanseeinSectionIII.



School Voice: Response Rates


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

Group Population Size # Respondents % of Population RepresentedStudents 1562* 1418 90.78%

School Personnel 213* 164 77.00%

Parents 1290* 545 42.25%



• Thesechartsallowyoutoseehoweachgroupratesthedimensionsofschoolclimate,aswellasthevariabilityofopinionwithineachgroup.


• Inthecentercolumn,you’llseethemedianscalescoreforeachoftherelevantdimensionsthatcontributetooverallschool climate.

• Themedian score is the midpointofthedistributionofscalescoresfortheindividualsinthisgroup.Itshouldgiveyouanunderstandingofhowthegroupas a whole perceives each dimension.

• You’llalsoseethateachbariscolorcodedintothreesectionsfromdarkesttolightest.Inlookingattheresults,itisimportanttounderstandnotjusthowthegroupasawholeperceivesthisdimension,butalsotherangeanddistributionofopinionwithineachgroup.

• Thecolorcodingrepresentsthepercentageofindividualsineachgroupwhosescalescoresfallintothreeranges:negative(<2.5),positive(>3.5)andneutral(2.5-3.5).

Note:

How were these dimension scores obtained from the survey responses, and how were “negative,” “neutral,” and “positive” scores identified?

Asyoumayrememberfromthesurveyitself,possibleresponsesrangedfrom1(themostnegative)to5(themostpositive).Eachofthesurveyitemsislinkedtooneparticulardimensionofschoolclimate.Foreachdimension,wegiveeachindividualrespondenta“scalescore”basedonanaverageofhisorherresponsestothoseparticularitems.Inordertoobtainanoverallsenseofthegroup’sperceptionofaparticulardimension,wefoundthemedianofalltheindividualscalescores.The median is a midpoint—there are equal numbers of scores below and above the median. Tohelpyouinterpretthescores,we’vegroupedthemaccordingtothe5-pointscalefromtheoriginalsurvey.Anyindividualdimensionscoresbelow2.5wereconsiderednegative,anyscoresabove3.5wereconsideredpositive,andanyscoresbetween2.5and3.5wereconsideredneutral.

Group Ratings and Rankings





Median Scores and Rating Patterns — StudentsDimension Median Score DistributionSafety 33.3% 33.3% 33.3%

Rules and Norms 3.83 5% 32% 63%

Physical Security 4.00 3% 21% 77%

Social - Emotional Security 3.00 25% 53% 22%


Support for Learning 3.50 8% 47% 45%

Social and Civic Learning 2.89 26% 57% 17%


Respect for Diversity 3.75 4% 36% 60%

Social Support - Adults 3.63 5% 38% 58%

Social Support - Students 3.80 5% 28% 67%

Institutional Environment School Connectedness Engagement

3.50 5% 45% 50%

Physical Surroundings 3.67 6% 39% 55%

= % of individual ratings in the negative range (scores lower than 2.5 on a 5 - point scale)

= % of individual ratings in the neutral range (scores between 2.5 and 3.5 on a 5 - point scale)

= % of individual ratings in the positive range (scores above 3.5 on a 5 - point scale)




Median Scores and Rating Patterns — School PersonnelDimension Median Score DistributionSafety 33.3% 33.3% 33.3%


Physical Security 4.40 8% 92%



Support for Learning 4.15 4% 97%



Respect for Diversity 4.00 10% 90%

Social Support - Adults 4.33 3% 97%

Social Support - Students 4.00 15% 85%


4.13 15% 85%

Physical Surroundings 4.00 22% 78%

Working Environment

Leadership 3.77 8% 30% 63%

Professional Relationships 4.10 11% 89%







Median Scores and Rating Patterns — ParentsDimension Median Score DistributionSafety 33.3% 33.3% 33.3%


Physical Security 4.20 2% 8% 89%



Support for Learning 3.50 9% 41% 50%



Respect for Diversity 3.75 2% 38% 60%

Social Support - Adults 3.75 4% 36% 60%

Social Support - Students 3.80 4% 28% 68%


3.75 7% 29% 65%

Physical Surroundings 3.83 3% 25% 72%






• Thischartallowsyoutolookatacomparativeprofileoftheoverall(median)ratingstohelpyouunderstandtwoimportantrelationships:1.howratingsfordifferentdimensionscompareforthesameschoolgroup;and2.howratingsforsimilardimensionscompareacrossschoolgroups.


• Thebarsarecolor-codedtohelpyouseeataglancethedimensionsthateachgroupratesaspositive(higherthan3.5),negative(lowerthan2.5),orneutral(between2.5and3.5).

• Lookforeachgroup’srelativeperceptionsaboutthevariousaspectsofschoolclimatebylookingacrossthechart.

• Lookattheconvergenceofopinionacrossgroupsbylookingatthecolumnsthatcorrespondtoeachdimension.

Important Note:

Whenyoucompareresultsacrossgroups,rememberthatwhilethesurveysaredesignedtomeasuresimilardimensions,theydosoinslightlydifferentwaysandwithdifferentpopulations.Therefore,somelevelofdifferenceistobeexpected,simplybecauseofthedifferencesinherentinthegroupsthemselves.(Forexample,adultsmaybelesslikelytogiveextremeanswersthanstudentsasaresultofage.)Werecommendthatyouconcentratemostonmajordifferences,andpayspecialattentiontotherelativerankingsofthedimensionsbyeachgroup.Forexample,iftheschoolpersonnelratedtheenvironmenthigherthananyotherdimension(regardlessoftheactualnumericalscore),whilethestudentsrateditnearthebottom,thatwouldbeworthexploring.

For more detailed informationabouteachgroup’sperceptions,besuretolookatthedetailedresponsepatterns(inSectionIIIofthisreport).Themedianisonlyamidpoint—thereareasmanyscoresbelowthatnumberasabove.



School Climate Ratings --- Positives, Negatives and Neutrals


= median rating in the negative range (scores lower than 2.5 on a 5-point scale)

= median rating in the positive range (scores above 3.5 on a 5-point scale)


Comparative Ratings—Another View


• Asacompaniontothepreviouschart,thischartpresentsthepositive,negativeandneutralratingsinslightlydifferentform.


• Youwillseeeachschoolclimatedimensionlistedintheleftcolumn,withthesurveyedschoolgroupsacrossthetop.Foreachgroupthechartindicateswhetherthemedianscalescorewaspositive,negativeorneutralasshowninthecolor-codedkey.

• Werecommendthatyoukeepinmindtheconsiderationsdiscussedearlieraboutgroupdifferences,althoughmajordiscrepanciesbetweenschoolgroupsshouldcertainlybeexploredfurther.

• Dimensionsthatareratednegatively,especiallyifthenegativeratingsareconsistentacrossgroups,indicateareasthatshouldbeaddressed.Becausesafety is such a foundational dimension,specialattentionshouldbepaidtolowratings in this area.

• Weencourageyoutoexamine these findings in the contextofthemoredetailedprofilesthatfollow.Inallcases,itisimportanttoconsideranddiscussnotjustwhetherdimensionsareratedpositivelyornegatively,butalsotouse the results to think about why—whatyouasaschoolmayhavedonetopromotedimensionsthatarestrong,andhowweakerdimensionsmayhavebeenneglectedoreveninadvertentlyundermined.

• NSCCalsorecommendsthattheanswerstothesequestionsleadyoutoconsider more questions and ideas for data-gatheringinyourschool,eithernoworinthefuture.


Comparative Ratings—Another View


Comparative Ratings — Another ViewStudents School Personnel Parents

Safety Rules & Norms

Sense of Physical Security

Sense of Social-Emotional Security

Support for Learning

Social and Civic Learning

Respect for Diversity

Social Support / Adults

Social Support / Students

School Connectedness / Engagement

Physical Surroundings

Leadership --- N/A --- --- N/A ---

Professional Relationships --- N/A --- --- N/A ---

= median rating in the negative range (scores lower than 2.5 on a 5 - point scale)

= median rating in the neutral range (scores between 2.5 and 3.5 on a 5 - point scale)

= median rating in the positive range (scores above 3.5 on a 5 - point scale)


Relative Strengths and Weaknesses



• Thischartallowsyoutolookatscale scores in relative termsforeachschoolgroup.Italsoallowsyoutolookattheorderinwhicheachgroupratesthedimensionsincomparisonwiththeothertwogroups.Thisshouldgiveyouasenseofthewaythoseindifferentgroupsperceivetheschool’srelativestrengthsandweaknesses.


• Thischartshowsyouagraphicrepresentationofeach school group’s median dimension ratings, in rank order fromhighest-ratedtolowest-rated.Youcanusethischarttocompare the relative perceptionsofthedifferentgroups—forexample,aparticulardimensionmayberatedatthetopforonegroup,butnearthebottomforanother.Thisshouldgiveyouasenseofhowthedifferentgroupsperceivetheschool’srelativestrengthsandweaknesses.

• Resultsarepresentedasaseriesofside-by-sidegraphs,oneforeachschoolgroup.Thelengthofthebarindicatesthevalueofthemedianrating(whichisalsoshownnumericallyattheendofthebaritself ).

• Thedimensions are color-coded, soyoucaneasilylookacrossgroupstoseehowthedifferentgroupsperceivedaparticulardimensionofschoolclimate.

• NSCCencouragesyoutofocus on relative rankings rather than numerical ratings.Inotherwords,ifstudentsrateEnvironmenthigherthananyothercategory,whileteachersrateitoneofthelowest,youmightobtaina better understandingofthedifferenceinperceptionsthanifyousimplycomparethemedianratingforeachgrouponthatdimension.Somakeuseofthisgraphtoexaminetherelativerankings,andhowtheperceptionsofthedifferentgroupscomparetooneanother.

The chart on the following pageisacompaniontothisandpresentstherelativerankingsforeachgroupinanumeric (ratherthangraphic)format.


Group Differences


Comparative Rankings for Shared School Climate Dimensions

School Climate Dimensions Students School Personnel Parents

Sense of Physical Security 1 1 1

Safety Rules & Norms 2 2 2

Social Support / Students 3 6 4

Respect for Diversity 4 6 5

Physical Surroundings 5 6 2

Social Support / Adults 6 2 5

Support for Learning 7 4 8

School Connectedness / Engagement 7 5 5

Sense of Social-Emotional Security 9 10 9

Social and Civic Learning 10 9 9

Note: If two or more dimensions have the same median score, they are given the same (higher) rank. For example, if two dimensions score a 4.0 and that is the highest score, they will both be ranked "1" and the next highest score will be ranked "3."


III. In-Depth Profiles

ThisIn-DepthProfilesectionwillprovideyouwithadeeper and more focused pictureofperceptionsaboutsafety,teachingandlearning,relationships,andtheinstitutionalenvironmentforeachoftheschoolgroupsandforselected sub-groupsofstudents,schoolpersonnelandparents.

TheSchoolClimateDimensionsandComparativeRatingPatternssectionswillprovideinformation on the rating patterns of each group for each dimension,lookingatconsistencyofresponsefor each school group across school dimensions and also comparing the patterns across the surveyed school groups.

IntheOverviewsectionatthebeginningofthisreport,theemphasiswasonoverall group response, based on median,ormid-pointscores,whichisagoodindicatorofoverallopinion.However,one overall measure can never fully capture everything thatyouwanttoknow.Thissectionofthereportwillhelpyoudig deepertounderstandthedistributionofresponsesandactaccordingly.

TheSub-GroupProfilessectionfocusesoncomparative ratings for key sub-groups. This includes students (e.g. grade,gender,race/ethnicity,languagestatus);school personnel(e.g.gradeandexperience);andparents (e.g. grade,race/ethnicity).Thisshouldhelpyouseewhetherthereareidentifiablegroupsthatperceiveschoolclimatedimensionsinconsistentlydifferentwaysandwhichdimensionsmightbemostsensitivetodifferentpopulationcharacteristics.

• Introduction

• School Climate Dimensions:– Safety—Rules & Norms– Sense of Physical Security-- Sense of Social-Emotional Security– Support for Learning– Social & Civic Learning– Respect for Diversity– Social Support—Adults– Social Support—Students– School Connectedness/Engagement-- Physical Surroundings-- Leadership– Professional Relationships

• Comparative Rating Patterns Across Dimensions:– Students– School Personnel– Parents

• Sub-Group Profiles:– Students– School Personnel– Parents


III. In-Depth ProfilesIntroduction

• ThefindingsintheSchoolClimateDimensionssectionareorganizedaroundthetwelve(SchoolPersonnel)orten(StudentsandParents)measureddimensionsofschoolclimateorganizedunderthefourmajorareasthatcontributetoschoolclimate:safety,teachingandlearning,relationshipsandtheenvironment.

• Becausethereareasmanyscoresbelowthemedianasabove,itisimportant to look not just at the median ratings, but also to understand the distribution of responses by digging more deeply.Forexampleamedianratingof3.0onthe5pointscalemightmeanthatalmostallofthoserespondinghadscoresbetween2.5and3.5,oritcouldmeanthathalfhadhighlynegativescores(closeto1)andhalfhadhighlypositivescores(closeto5).Howyouinterpretandactonthisinformationwouldbeverydifferentinthesetwoinstances.

• Thegraphsinthissectionillustratethepattern of responses for each school group,showingthepercentageofstudents,schoolpersonnelandparentswhosescalescoresforeachdimensionfallintoeachrangefromverynegativetoverypositive.Inlookingatanddiscussingtheresponsepatternsforeachdimension,youshouldthinkaboutthedegreetowhichrespondentsclusteraroundcertainjudgmentsorvaryacrossthespectrum.Ifthepatternindicatesmultipleclusters,thismaysuggestthattherearesub-groupsthatcouldbeexperiencingthisdimensionofschoolclimateverydifferently.

• Sub-group ratings can be further exploredintheSub-GroupProfilessection,whichreportsresultsforsomeofthesub-groupsthatmightbeexpectedtoexperiencevariousaspectsofschoolclimatedifferently.Yourschoolshouldidentifywhetherthereareadditionalsub-groupsthatmightbeimportantforfutureanalysis.

• Forfulldetailsonhowthesurveyedgroupsrespondedtoeachindividualsurveyitemthatcompriseseachschooldimensionscale,youcanrefertotheDetailedResultssectionattheendofthisReport.


• Thesechartswillallowyoutoseeingreaterdetailthedistributionofscalescoresforindividualswithineachgroup.Thisenablesyoutounderstand how much individuals’ perceptions within each group converge around the group median score andthepercentagewhosescalescoresfallintodifferentrangesfromhighlynegativetohighlypositive.

• Thefirstsetofgraphsisorganized around the ten dimensions of school climate, whichallowsyoutoseetherangeofperceptionsforthethreesurveyedpopulationsinrelationtoeachdimension.Thesecondsetisorganized by survey group(e.gallstudentgraphstogether,allparentgraphstogether,etc).Thisallowsyoutoseeeachgroup’sresponsesacrossalldimensions,andidentifyanypatterns.


III. In-Depth ProfilesIntroduction (continued)


• Thesechartsshowthepercentageofindividualswithineachofthethreegroupswhosescoresfallintodifferentrangesfromverynegative(1.0to1.5)toverypositive(4.5-5.0)onthefive-pointscale.The scores are grouped in increments of 0.5 to provide you with more detailaboutthedistributionofscoreswithineachschoolgroup.

• Ashasbeenshowninpreviouscharts,thereisanotationgivingthepercentageofrespondentswhosescorescanbeconsiderednegative(lessthan2.5),positive(greaterthan3.5)andneutral(between2.5and3.5).Themedianscore is also noted on each chart.

• You should start by looking at the response patterns for each group and consider:

- Thepercentageofeachpopulationsurveyed(e.gstudents,schoolpersonnel,andparents)whoperceiveeachdimensioninapositive,negativeorneutrallightinyourschool,aswellashowconsistentthepatternsofopinionappeartobewithineachgroup.

- Whetherthereareotherindicatorsinyourschoolthatdovetailwiththesepatterns,andanytheoriesyouhavethatmayaccountforsomeofthevariation.

• Inthenextsectionyoucanexplorethesetheoriesbylookingatoverallratingpatternsforspecificsub-groupsthatmayexperienceschooldifferently.Forexample,dogirlsreportadifferentsenseofphysicalsecurityvs.boys?Doschoolpersonnelwithmoreexperienceseesupportforlearningdifferentlyfromnewerstaff?

• You should also look at these patterns in comparative terms:

- Isthereanyonegroupwhoseopinionsappearmoreconsistent?Forexample,istheremoreconvergenceofopinionamongschoolstaffthanamongstudentsorparents?Forwhichdimensionsdoyouseethismostclearly?Howmuchdothepatternsvary?

- Whataretheshiftingpatternsbetweennegative,positiveandneutral?

- Ifonegroupratesrespectfordiversityhigherthananother,isthisprimarilybecausemoreindividualsseeitinaverypositiveway,orfewerseeitinaverynegativelight?Whatmightbeaffectingtheseratings?

- Whatdoesitmeanforyourschoolifmostopinionsconvergetowardthecentervs.arangeofopinionsthatarebothverypositiveandverynegative?Whatdifferencemightitmakeinwhatactionsyouconsiderappropriateforimprovement?


III. In-Depth ProfilesSchool Climate Dimensions: Safety—Rules & Norms

SAFETY

Safetyisabasicneed.Feelingunsafenaturallyundermineslearningandhealthydevelopment.Safeschoolspromotestudentachievementandschoolsuccess.Historically,schoolshaveconcentratedonphysicalsafety,showinglesssensitivitytoemotionalsafety.Inrecentyears,schoolshavebecomemoreattunedtohowsocialsafetyandtheproblemofsocialbullyingshapeslearninganddevelopment.Thissurveylooksatthreeaspectsofsafety:rulesandnorms(institutionalsafety)andactualsenseofsecurity-bothphysicalandsocial-emotional.

Safety: Rules and Norms

Thisscalefocusesontheclarityoftheschool’srulesformaintainingsafety,bothphysicalsafetyandsocial-emotionalsafety,andtheconsistencyandfairnesswithwhichrulesareenforced.Forexample,isitclearthattherearerulesaboutphysicalandsocialbullying?Aretheyfairlyenforcedbyadultsintheschool?

Forcompletedetailsontheitemsthatcompriseallofthesescales,pleaserefertopp. - .

Asaresultofrounding,percentagesmaydifferslightlyfromthoseonpages11-13.

104 136


III. In-Depth ProfilesSchool Climate Dimensions: Safety—Rules & Norms



Safety: Sense of Physical Security

Thisscalefocusesonthedegreetowhichpeoplefeelphysicallysafeintheschoolbuildingandintheareasurroundingtheschool.Forexample,haveindividualsthemselvesexperiencedphysicalabuseandtowhatextenthavetheyseenothersbeingsubjectedtophysicalharmsuchaspushing,slappingorpunching?

104 136Forcompletedetailsontheitemsthatcompriseallofthesescales,pleaserefertopp. - .



III. In-Depth ProfilesSchool Climate Dimensions: Sense of Physical Security




III. In-Depth ProfilesSchool Climate Dimensions: Sense of Social-Emotional Security

Safety: Sense of Social-Emotional Security

Thisscalefocusesonthedegreetowhichpeoplefeelsafeinsocial-emotionalterms.Questionsonthisscaleprobeexperienceandwitnessingofverbalabuse,harassment,andexclusion.

104 136


III. In-Depth ProfilesSchool Climate Dimensions: Sense of Social-Emotional Security


III. In-Depth ProfilesSchool Climate Dimensions: Support for Learning

TEACHING AND LEARNING

Thegoalofschoolingistofosterlearninganddevelopment.Educationalresearchhasidentifiedfactorsthatinfluenceschoolsuccess,includingtheuseofvariedandcustomizedinstructionalstrategiesandthepromotionofstudents’reflective,self-monitoring,anddecision-makingskills.Studentsarealsomoreablelearnerswhentheyaremadecomfortabletakingrisks,whentheyfeelsafe“notknowing”,andcangenuinelyaskforhelpinunderstanding.Adults’expectationsforstudents—andtheabilitytocommunicatethis—alsopowerfullyshapelearningandschoolengagement.Teachingandlearningisalwayssocial,emotionalandethicalaswellascognitiveinnature.Activeandpurposefulsocial,emotional,andethicalteachingandmodelingalsosupportsstudents’academicachievementandschoolsuccess,aswellastheirdevelopmentintoresponsibleandproductivecitizens.

Teaching and Learning: Support for Learning

Thisscalehighlightsadults’andstudents’interactionsinthelearningprocess.Forexample,dostudentsfeelthatteachersletthemknowwhentheydoagoodjobandofferthemconstructivefeedback?Isschoolworkchallenging?Istheresupportforlearningfrommistakes?Isthereanopportunitytodemonstrateknowledgeandskillsinavarietyofways?



104 136


III. In-Depth ProfilesSchool Climate Dimensions: Support for Learning


III. In-Depth ProfilesSchool Climate Dimensions: Social and Civic Learning

Teaching and Learning: Social and Civic Learning

Thisscaledescribestheextenttowhichsocialandcivicknowledgeandskillsareactivelyincorporatedintoschoollearningandhowethicaldispositionsarerecognizedandvalued.Forexample,dostudentslearntolistenandcooperatewithothers?Aretheyencouragedtothinkabout“right”and“wrong”?Aretheysupportedinthedevelopmentofskillsforreflectionandself-control?Dotheylearnhowtoresolveconflictseffectivelyandamicably?



104 136


III. In-Depth ProfilesSchool Climate Dimensions: Social and Civic Learning


School Climate Dimensions: Respect for Diversity

INTERPERSONAL RELATIONSHIPS

Schoolexperiencesarebasedonrelationships.Theextenttowhichadultsandstudentslistento,respectandtrustoneanothershapestheschoolcommunity.Howdostudentstreatoneanotheranddotheyhaveanetworkoffriendstheycancountonforsupport?Whatisthequalityofsupporttheyfeeltheycanexpectfromadultsintheschool?Dotheyfeelthereareadultswhocareaboutthemasindividualsandtowhomtheycanturnforhelp?Finally,howwelldoadultscommunicateandcollaboratewithoneanotherandwhattonedoesthatsetforstudents?Howallofthisisperceivedbystudentsprofoundlyaffectstheirexpectationsforappropriatebehaviorandthequalityoftheirschoolexperience.

Interpersonal Relationships: Respect for Diversity

Thisscalefocusesontheextenttowhichadultsandstudentsintheschoolrespecteachothers’differenceswithregardtosuchfactorsasgender,race/ethnicity,orphysicaldifferences.Itfocusesonpeerrelationshipsamongstudentsandamongadultsandontherelationshipsbetweenadultsandstudents.



104 136


III. In-Depth ProfilesSchool Climate Dimensions: Respect for Diversity


III. In-Depth ProfilesSchool Climate Dimensions: Social Support—Adults

Interpersonal Relationships: Social Support—Adults

Thisscaledealswithqualityofsocialrelationshipsamongadultsandstudents.Istheremutualtrustandsupport?Doadultsappeartoworkwellwiththeirpeers?Dostudentsfeelthatadultsintheschoolshowaninterestinthemandlistentowhattheyhavetosay?



104 136


III. In-Depth ProfilesSchool Climate Dimensions: Social Support—Adults


III. In-Depth ProfilesSchool Climate Dimensions: Social Support—Students

Interpersonal Relationships: Social Support—Students

Thisscaledealswithqualityofsocialsupportamongstudents.Dostudentshaveanetworkoffriendsthatsustainthemacademicallyandsocially?



104 136


III. In-Depth ProfilesSchool Climate Dimensions: Social Support—Students



INSTITUTIONAL ENVIRONMENT

Theinstitutionalenvironmentintheschoolisdefinedinbothphysicalandsocialterms.Socially,thisentailsstudents’positivesenseofconnectednesstoandengagementinthelifeoftheschoolasaninstitution.Dotheyidentifypositivelywiththeschoolandhaveasensethatboththeyandtheirfamiliesbelongthereandarewelcome.Thisisanimportantaspectofastudent’sschoolexperienceandcontributessubstantiallytoschoolsuccess.Thephysicalenvironment-facilitiesandresources-isalsoimportant.Naturally,howclean,caredfor,orderlyandattractivetheschoolisaffectsteaching,learning,school engagement and overall morale.

Institutional Environment: School Connectedness/Engagement

Thisscalefocusesonhowpositivelystudentsfeelabouttheirschoolandthedegreetowhichtheyandtheirfamiliesareencouragedtoparticipateinschoollife.Dostudentsfeelgoodabouttheirschoolandwhattheyaccomplishthere?Dotheyfeelthattheyareencouragedtobecomeinvolvedinschoollifebeyondacademics?Doestheschoolreachouttofamilies,bykeepingtheminformedandmakingthemfeelcomfortablespeakingwithteachersorattendingschoolevents?



104 136


III. In-Depth ProfilesSchool Climate Dimensions: School Connectedness/Engagement


III. In-Depth ProfilesSchool Climate Dimensions: Physical Surroundings

Institutional Environment: Physical Surroundings

Thisscalefocusesontheschool’sphysicalplant.Thisincludestherangeofschoolfacilities,theirattractiveness,cleanlinessandcondition,andtheadequacyofthespaceandresourcesforpositiveschoollife.



104


III. In-Depth ProfilesSchool Climate Dimensions: Physical Surroundings


III. In-Depth ProfilesSchool Climate Dimensions: Leadership (School Personnel Only)

Staff Only: Leadership

Thisscalefocusesontheleadershipcharacteristicsanddecisionmakingstyleoftheschool’sadministration.Doschoolleadersestablishandcommunicateaclearvision?Aretheyaccessibleandopen?Aretheysupportiveandappreciativeofschoolstaff?Dotheyinvolvestaffinkeydecisions?



104 136


III. In-Depth ProfilesSchool Climate Dimensions: Professional Relationships (School Personnel Only)

Staff Only: Professional Relationships

Thisscalefocusesonthequalityofworkingrelationshipsamongschoolstaff.Dostaffworkwelltogetherandlearnfromoneanother?Istheremutualtrustandconstructivecollaboration?Arestaffsupportiveofoneanotherandgenerouswiththeirhelp?


III. In-Depth ProfilesComparative Rating Patterns Across Dimensions


• Lookingatallthegraphsforeachschoolgroupshouldhelpyouunderstandhowconsistentlythegroupperceivestheelementsthatcontributetoschoolclimate.

How you should look at this data:

• Lookatthedistributionofscoresacrossalldimensions:

- Doesthegrouptendtowardsimilardistributionpatternsforall?

- Isthepatternoneofgreaterconsistencyorawiderangeofopinion?

- Doesthepatternskewtowardtheextremesmoreonthepositiveornegativeside?

- Arethedistributionpatternsverydifferentfromonedimensiontothenext?Arethereanythatstandoutasbeingparticularlydivergentfromthenorm?

Howdopatternscomparefordimensionsthatyoumightwanttoconsidertogether?Forexample,istheremoreagreementaboutphysicalsafetythanaboutsocial-emotionalsafety?Ifonehasahighermedianscore,isthatprimarilybecausemoreindividualsseethatoneasverypositiveorbecausenotasmanyseeitasverynegative?



104 136


Comparative Rating Patterns Across Dimensions: Students


III. In-Depth ProfilesComparative Rating Patterns Across Dimensions: Students


Comparative Rating Patterns Across Dimensions: School Personnel



III. In-Depth ProfilesComparative Rating Patterns Across Dimensions: School Personnel


Comparative Rating Patterns Across Dimensions: Parents



III. In-Depth ProfilesSub-Group Ratings


• Thischartallowsyoutoseehowsub-groups of the surveyed populationsexperienceeachdimensionofschoolclimate.


• Thesechartscanfacilitatesomeinterestingcomparisons.Takenoteof:

- Howscoresforasingle dimensioncomparefordifferent sub-groups (vertically).

- Howscoresacross dimensionscompareformembersofthesame sub-group(horizontally).

• Consider the following kinds of questions,whenlookingatthesecomparisons:

- Domembersofonesub-grouptendtoproducescaleratingsthatareconsistentlyhigher,orlower,thantheothers?

- Mightsomeofthesepatternshelpexplainclustersofopinionthatwereonthehigh,orlow,endoftheresponsedistributionsforadimensioninthepriorsection?

- Towhatextentmightdifferentpatternsbeattributabletodevelopmentaldifferencesand/orpatternsofadjustment?

- Towhatextentmightdifferentpatternsbeattributabletoschoolpoliciesthataffectthesegroupsindifferentways?

IMPORTANT NOTE: Anysub-groupsthataretoosmalltoguaranteeprivacytotherespondentswillnotbeincluded.Therefore, some of the charts in this section may be missing.Thisisnotanerror—itmeansthatfewerthan10peoplefromthatparticularsub-group(forexample,males)inthatpopulation(forexample,schoolpersonnel)respondedtotheCSCIsurvey.



Detailsonsub-groupsizescanbeseenintheDemographicProfilesstartingon page 137. on page


= median rating in the neutral range (scores between 2.5 and 3.5 on a 5-point scale)



Sub-Group Ratings: Students


Detailsonsub-groupsizescanbeseenintheDemographicProfilesstartingon page 137.







Detailsonsub-groupsizescanbeseenintheDemographicProfilesstartingonpage63.










Sub-Group Ratings: School Personnel


III. In-Depth ProfilesSub-Group Ratings: School Personnel






III. In-Depth ProfilesSub-Group Ratings: Parents






Sub-Group Ratings: Parents









Detailsonsub-groupsizescanbeseenintheDemographicProfilesstartingonpage80.





ThisRecommendedGuidelinesandResourcessectionshouldhelpyouunderstandhowtoapproachtheprocessofchangeandwheretostartbasedonthefeedbackinthisreport.Therearetworecommendations sections in this report.

Startingonthenextpage,you’llfindtheProcess Recommendations, whichwillprovideyouwithafewideasonbeginningtheprocessoftranslatingtheCSCIresultsintousefulactiontoimproveyourschoolclimate.You’llalsofindthe Action Charts. Thereisonechartforeachoftheschoolclimatedimensions.Eachoneoutlinesaprocessformovingfromexaminingyourschool’ssurveyresultstounderstandingthereasonsforanyperceivedproblems,andfromtheretodevelopingspecificsolutions.

ForMoreInformation,Visitourwebsite[www.schoolclimate.org]. AtNSCC’swebsiteyou’llfindmorecomprehensiveinformationandextensiveresources,includingalistofprofessionaldevelopmentworkshopsandotherservicesthatcanhelpyouinyourschoolclimateimprovementwork.

WeencourageyouandyourschooltousetheCSCIfindingspresentedheretobringtheschoolcommunitytogether.Therecommendationsectionsinthisreportsuggestaseriesofspecificstepsandstrategiestosupporttheprocess.Asyoudecidewhichschoolclimate-relatedspheresyouwanttofocuson,wehopeyouwilldrawonNSCC’sresourcestosupportprogrammaticplanningand implementation.

• Process Recommendations: How To Do It and Where to Start

• Action Charts

IV. Recommended Guidelines and Resources


IV. Recommended Guidelines and ResourcesProcess Recommendations: How To Do It and Where to Start

Allschoolslookforspecificprogrammaticrecommendationswhenplanningimprovementstotheirschoolclimate.However,how we go about facilitating school improvementisasimportant,ifnotmoreimportant,thanthespecificcurriculum,techniquesorinterventionsthatweuseinagivenphaseofschoolimprovement.Weallknow,forexample,thatanexcellentacademiccurriculumwillbeuselessiftheenvironmentdoesnotsupportit.Theteachermustunderstandhowtouseitandbeinvestedinitssuccess;thestudentsmustbepreparedforthematerial,andsoon.Inordertoseeresults,youmustcreate a school environment that supports any initiatives you introduce.Otherwise,theyarelikelytobeundermined.

Belowaretenprocessguidelinesthatcurrentliteratureandpracticehaveshowntobeeffectiveinsupportingschoolclimateimprovementefforts.MoredetailedinformationcanbefoundonNSCC’sWebsite,www.schoolclimate.org,includingtools,templatesandcasehistoriesthatillustratepotentialbarriers.

1) Form a representative and inclusive leadership team. Ifithasnotbeendonealready,itisstronglyrecommendedthatyouformarepresentativeandinclusiveleadershipteamtoshepherdyourschoolclimateimprovementinitiative.Whenallmembersoftheschoolcommunityarerepresented,schoolimprovementplanshaveagreaterlikelihoodofsuccess.Thereareavarietyofwaysthatleadershipteamscanconveneforumswherestudents,staff,administrators,teachers,communitymembersandparentshaveanopportunitytosharetheirperceptions,prioritizegoals,anddevelopandimplement action plans.

2) Designate a coordinator for the school climate improvement process.Sustainedschoolclimateimprovementeffortsdependonawell-developedplananda skilled coordinator who is visible to the school community.Ideally,theschoolprincipalisinvolvedintheinitiative,butmostoftheday-to-dayworkishandledbythecoordinator.Thisfreesuptheprincipaltocontinuehisorhertasks,andalsoensuresthattheprocessisoverseenbysomeonewhocandevote the necessary time and attention. The skills you look for in a coordinator will depend on your school climate improvement plan.Forexample,aplanthatisfocusedaroundintegratingtheteachingofsocialandemotionalskillsintoregularclassroominstructionmayrequireadifferentcoordinatorthanaplanthatbeginswithafocusonstudentsafetyinterventions.It’salsoimportantnottooverlooksocialandemotionalskilldevelopmentinadultswhendevelopingaplanand hiring a coordinator.

3) Educators, students, parents, and mental health professionals must work together.Substantiveschoolreformeffortsmustinvolveongoingandvitalpartnershipsbetweenmembersoftheschoolcommunity.Howcanyoupromoteparentaswellasstudentparticipation?Howcaneducatorsandmentalhealthprofessionalsworktogethertoanticipatebarrierstolearningandhealthydevelopment?


Process Recommendations: How To Do It and Where to Start

4) Adult Learning: How teachers and parents act is often more important than what they say.EffectiveK-12social,emotional,ethicalandacademiclearningnecessitatesthatadults be involved with social, emotional and ethical learning themselves.Howwillyoumakethisprocessmeaningfulforadultsinyourschoolcommunity?

5) Promoting authentic learning communities. Thisisagoalforvirtuallyallschoolreformefforts.Alloftheseprocessrecommendationswillpromotelearningcommunities.Howcanyoumakethisanexplicitgoal?Whatarethespecificwaysthateducatorsrevealthattheyare“learners”?

6) Time frame: Substantive school improvement is, at a minimum, a three to five year process. School improvement effortsthataredesignedto“bearfruit”withinayearortwotendtofail.Often,thereispressuretoincreasereadingandmathscoresthisyear.Howcanyourcommunitydevelopthreetofiveyearplansthathavethepotentialtoresultinsubstantiveschoolclimateimprovementandalso“staythecourse”?

7) Be sure your school climate improvement plan is well-designed and realistic.Itiseasytobeoverlyenthusiasticandattempttodotoomuchtoosoon.Itcanalsobetemptingtodevelopaplanquicklyandfinalizeitwithoutmuchseriousdiscussionaboutwhetheritwillbeeffective.Theplanmustbeintegratedintoschoollife,anditmustbesupportedbyeverymemberoftheschoolcommunity.Ifyouhavenotdevelopedtheseaspectsofyourplan,itislikelythatyoureffortswillnotbesuccessful.

8) Research and use evidence-based curricula to support change in your school.Naturally,itisimportantthattheprocessofschoolimprovementbuildoninstructionalandprogrammaticeffortsthatwork.Asyourschoolbeginstodefinegoals,whatevidence-basedcurriculummightbestservelearnersandteachers?

9) Continuous evaluation is an essential part of effective school improvement efforts.Howcanyourcommunitydevelopmethodsofevaluationaboutwhatisandisnotworking?Howcanevaluationbecomethebasisforauthenticlearningratherthananotheradministrativeburden?Whenyoudevelopactionplans,trytobuildinspecificmeasuresofyourcurrentstatusandsetbenchmarksforhowyou’dliketoseethosemeasuresimproveovertimesothatyoucanmonitoryourprogressasyougo.

10) Setting Goals: Focus on areas of strength and weakness.Schoolclimateimprovementefforts—naturally—tendtofocusonareasofrelativeneedorweakness.However,itisoftenbesttobegingoalsettingaroundareasofrelativestrength. When the school community focuses on change projects that yield results, it becomes significantly easier


IV. Recommended Guidelines and ResourcesProcess Recommendations: How To Do It and Where to Start

to address major areas of challenge in ways that result in systemic change. Thisstrategyof“small wins” can be very effective.Changeisdifficult.Wesuggestthatyourinitialimplementationeffortsbuild on spheres of strength and/or represent areas where you—realistically—believe you will be able to make an impact in the first year. Whenschoolselecttoaddresstheirmostchallengingareasfirst,therecanbelittleornochangeinthefirstyearand,thiscanbedemoralizingtotheschoolcommunity.Ifyourschooldoesdecidetodothis,youshouldtakecaretosetuprealisticexpectations.

Onelastpointongoalsettingistostressthefundamentalimportanceoffeelingsafeinschools.To the extent that members of the school community do not feel safe in your school, we suggest that this become a focus for initial action.


Onthepagesthatfollow,youwillfindachartforeachdimensionofschoolclimate.Ifyoursurveydatasuggestthatoneormoreschoolgroupsperceivechallengeswithagivendimension,thechartsaredesignedtohelpyoudevelopaplantomakeimprovements.Thedimensionsdooverlapwithoneanother,andyouwillseesimilaritiesinsomecharts,especiallyforclosely-relateddimensionssuchasphysicalandsocial-emotionalsafety.

The first columnmakessuggestionsaboutdigging deeper into the problem.Youcan’tdesignaneffectiveplanuntilyouunderstandmoreabouttheproblemandthenegativeperceptions—wheretheyare,whattheyconsistof,andhowtheyrelatetootherperceptions.

The second columnidentifiessomeoftheunderlyingfactorsthatcanleadtolowscoresineachofthethreeschoolpopulations.Thisisnotintendedasareplacementforyourownresearch,butasastartingpointtohelpyouthinkaboutpotentialareasonwhichtofocus.Your interventions must be based on your own investigations.

The third columnincludessomespecific stepsyoucantaketoaddressproblemswiththisdimension,aswellasprogramsorpoliciesthathavebeensuccessfulinotherschools.AdditionalprogrammaticideasandawidevarietyofresourcesareavailableatyourschoolportalandonNSCC’swebsite(www.schoolclimate.org),includingbooks,articles,organizations,andprofessionaldevelopmentofferings.

Bothhereandonthewebwe’veidentifiedapproachesandprogramsthathavebeensuccessfulinthepast,butweencourageyoutoconduct your own evaluationsanddeterminewhichprogramswillbemosteffectiveinyourschool.Alsoconsiderwhere your efforts will have the greatest impact—someearlysuccesseswillhelpbuildgreatersupportforlong-termchange.

What can I do about problem areas in my school?

• Physical Safety

• Social-Emotional Safety

• Support for Learning

• Social & Civic Learning

• Respect for Diversity

• Social Support—Adults & Students

• School Connectedness/Engagement

• Physical Surroundings

• Leadership and Professional Relationships


V. Action ChartsPhysical Safety

Physical Safety: When Physical Safety is perceived as a problem in your school, here are some steps you can take:School Group

Developing a Deeper Understanding of the Problem Identifying Some Common Sources of the Problem

Approaches/Programs that Schools and Research Have Found to Be Successful

Students Look at the two scales—Rules & Norms for Safety and Sense of Physical Security. Are there issues with school policy (Rules & Norms) or with peoples’ experi-ence of safety (Sense of Physical Security) or both?

How do student responses to these dimensions com-pare to other information about safetythatyoucollectinyourschool,suchasIncidentReportsorstudentcomplaints?

Are there sub-groups of students who feel particularly unsafe? •LookatSectionIIICtoseeiftherearedifferencesby

gender,gradeorrace/ethnicity.

Are there particular aspects of safety that students perceive to be a problem?•LookatSectionVfordetailsonhowstudentsrespondedtoeachitemthatmakesupthescalesforSafety-Rules&NormsandSenseofPhysicalSecurity.

Can you dig deeperthroughfocusgroups,follow-upsurveys,ormoreinformalforumsforconversationswithspecificgroupsaboutparticularissues?•Forexample,iftheyoungeststudentsintheschool

arefeelingparticularlythreatened,canyoufindoutmoreabouthowandwhy,viaadditionalresearchand/orbydiscussionswithschoolcounselorsand/orteachers?

Rules, Systems and Norms:•Notclearlydefined•Notfairlyorstrongly

enforced;difficulttoenforce•Notwell-alignedwithconse-

quences•Notinformedbytheexpe-

riencesofstudentsandschool personnel

Supervision:•Insufficientadultpresence•Adultsinsufficientlytrained

in crisis management and/orinsocially&emotionallyinformeddiscipline

Review your student code of conduct. Make sure that it is devel-opmentally appropriate and aligns with your school’s core values. Involve staff in the process and students as appropriate by age.

Map problems by area and time. Have students and staff mark school diagrams indicating where they experience or witness prob-lem behaviors and when. If possible, institute a computerized pro-gram that will track physical incidents in school.Thiswillallowyoutousecurrentdatatoidentifyproblemlocationsinthebuilding(moresupervisioncanbeprovided)aswellasanalyzedatabytypeofinfrac-tion,date,frequency,andconsequencesimposed.

Make it easy and safe to report safety concerns. Alladultsshouldbepreparedtoreceivereports(writtenororal)fromstudentsinasensi-tive manner and to convey them to the appropriate person. It may also helptoprovideboxeswherestudentscanreportproblemsanonymous-ly.Trytoprovideeachstudentwithanadultinwhomtheycanconfide.

Be sure your school has a crisis planandthatstudents,schoolpersonnel,andparentsallfeelconfidentaboutwhattodo.Considerspeakingtoyourlocalpoliceorfiredepartmentifyouneedguidanceindevelopinganeffectiveplan.

Increase visibility and availability of adults in unstructured or “prob-lem” areas oftheschool.Thiswillhelpstudentsfeelsaferandleadtomorestudent-adultconversations,increasingtheprobabilitythatadultswillhearaboutstudentconcerns.

Educate all or key school personnel—including School Safety Agents—in how to deal effectively with children in crisis.Manyoftheseprogramsprovideexcellenttrainingfordevelopingsocial-emotion-alskillsandethicaldispositionsinschoolpersonnel,aswellasaware-nessofthewaysinwhichconflictscanescalateunnecessarilyandhowtodefusethem.

Address the issue of bullying.Establishandcommunicatetheschool’santi-bullyingcommitment.Createacommonlanguageandestablishpoliciesandproceduresforaddressingbullyingincidentswhenandwheretheyoccur.

Continued on next page


Physical Safety

Physical Safety: When Physical Safety is perceived as a problem in your school, here are some steps you can take:School Group



School Personnel

How do school personnel responses to this dimen-sion comparetootherinformationrelatedtothewayschoolpersonnelperceivestudentsafety?Theirownsafety?

Are there sub-groups of school personnel who per-ceive the school to be particularly unsafe?•LookatSectionIIICtoseeiftherearedifferences

bygrade,roleorexperience.•Howdoesthiscomparetootherinformation&

teacherreports?•Howdoesthiscomparetostudentpatternsby

grade?

Are there particular aspects of safety that school personnel perceive to be a problem?•LookatSectionVfordetails.

Can you dig deeperthroughstaffmeetingsormoreformalmeanssuchasfollow-upsurveysorfocusgroups?

Individual Competencies:•Students’lackofdevelop-

mentinsocial&emotionalskills,suchasself-regulation,communication,andconflictresolution

•Roomforadultstoimprovecapacityforself-reflectionand ability to model positive behaviors

Peer/School Culture:•Unhealthynormsforbehav-

ioramongstudentsand/orschool personnel

•Insufficientmodelingofsup-portivebehavior,includingup-standernorms

•Lowlevelsofgroupsupport&trust

School-wide efforts to teachcopingwithstress,problem-solving,commu-nication,conflictresolution,andotherimportantsocial-emotionalskills.

Coordinate health-promotion and risk-prevention efforts. Train school personneltorecognizestudentbehaviorthatmayindicateproblems.Providetargetedservicestostudentswhoneedthem.Thisrequirescol-laborationwithmentalhealthprofessionals.

Promote students’ development of civic skills and behaviors in academ-ic classes. Ratherthanrelyingprimarilyonexternalcontrolsandcompli-ance,providestudentswithopportunitiestointernalizevaluesandlearnandpracticestrategiesthatpromoteindividualandgroupresponsibility.

Find evidence-based programs that will be effective in your school. Lookforprogramsthathavebeenstudiedandshowntobesuccessful.It’shelpfulifthedevelopersareavailabletosupportyouandanswerques-tions,andbesureyouunderstandtheprogram’sgoals,targetpopulation,expectedoutcomes,andessentialelementsofeffectiveimplementation.Spendsometimefindingaprogramyouhavefaithin—theextraeffortwillpayoff.Hereareafewexcellentsitesthatprovideinformationonpro-gramsrelatedtosafetythathavebeenrigorouslytestedforeffectiveness:

Blueprints for Violence Preventionhttp://www.colorado.edu/cspv/blueprints/index.html

SAMHSA Model Programshttp://nrepp.samhsa.gov/index.asp

Promising Practices Network—Programs That Workhttp://www.promisingpractices.net/programs.asp

NSCC can help—SeetheResourcesectionofyourSchoolPortal.AlsovisitNSCC’swebsite(www.schoolclimate.org)foragrowingbodyofprofes-sionaldevelopmentandtraininginareasrelatedtophysicalsafety,includ-ing“BreakingtheBully-Victim-BystanderCycle”and“ConflictResolution”.

Parents How do parent responses to this dimension com-paretopriorparentfeedbackaboutsafety?

Are parent respondents representative of your school body as a whole?Ifnot,canyoureachoutmoretounder-representedgroups?

Are there sub-groups of parents who feel that their children may be unsafe in and around school?•LookatSectionIIICtoseeiftherearedifferences

bygrade,genderorrace/ethnicity.•Howdoesthiscomparetootherinformationfrom

parents,suchascallsandcomments?•Howdoesthiscomparetothestudentpatternsby

grade,genderorrace/ethnicity?

Are there particular aspects of safety that parents perceive to be a problem?•LookatSectionVfordetails.


V. Action ChartsSocial-Emotional Safety

Social-Emotional Safety: When Social-Emotional Safety is perceived as a problem in your school, here are some steps you can take:School Group



Students Are there issues with school policy (Rules & Norms) or with the experience of safety (Sense of Social-Emotional Security), or both?

How do student responses to these dimensions com-pare to other indicators of social-emotional safety in yourschool?Howdoesthisrelatetotheexperienceofphysicalsafety?

Are there sub-groups of students who feel particularly vulnerable to social-emotional threats? LookatSectionIIICtoseeiftherearedifferencesbygender,gradeorrace/ethnicity.•Howdoesthiscomparetoreportsfromguidance

counselor/teachers,parentconcerns?•Arepatternssimilartophysicalsafety,ordodifferent

groupsfeelmoreat-riskfromonevs.theother?

Are there particular aspects of social-emotional safety that students perceive to be a problem?•LookatSectionVfordetailsonhowstudents

respondedtoeachitemthatmakesuptheSenseofSocial-EmotionalSecurityscaleaswellasthescaleforSafety-Rules&Norms.

•HowdoesthisrelatetoRespectforDiversity?

Can you dig deeperthroughfocusgroups,follow-upsurveys,ormoreinformal,butstructuredconversationswithspecificgroupsaboutparticularissues?•Forexample,ifnamecallingisaparticularproblem,

canyoufindoutmoreaboutwhenthisoccurs?Arethereissuesrelatedtoonlinemedia?

•Canyouprobemoretoidentifywhetherthreaten-ingbehavioristiedtocertaingroups,orwhetherthreateningbehavioristiedtointoleranceforcertaingroups?

Note:physicalandsocial-emo-tionalsafetyarecloselylinked.Therefore,youwillseesimi-laritiesinthe“commonsources”and“successfulapproaches”col-umnsforthesetwodimensions.

Rules, Systems & Norms (espe-cially those related to social bullying,teasing,andrespectfulbehavior):•Notclearlydefined•Notfairlyenforced•Notstronglyenforced•Notwellalignedwithconse-

quences

Supervision:•Insufficientadultpresence•Adultsinsufficientlytrainedin

socially&emotionallyinformeddiscipline

•Moredifficulttomonitorvs.infractionsforphysicalsafety

•Adultsdon’trealizetheseprob-lemsrequireintervention

Review your student code of conduct with an eye toward social-emotional safety as well as physical safety. Howwelldoesitsupportsocial-emotionaleducationandsharedvaluesandcommunicatethiscommitment?Involvestaffintheprocessandstudentsasappropriateby age.

Map problem areas and times for social safety in line with the pro-cess outlined earlier for physical safety.

Make it easy and safe to report problems.Alladultsshouldbepre-paredtoreceivereports(writtenororal)fromstudentsinasensitivemanner and convey them to the appropriate person. It may also help to providewaysforstudentstoreportanonymously.

Increase visibility and availability of adults in unstructured or “prob-lem” areas of the school. Thiswillhelpstudentsfeelsaferandalsoleadtomorestudent-adultconversations,increasingtheprobabilitythatadultswillhearaboutstudentconcernsandunderstandwhereprob-lemsarecomingfrom.

Educate school personnel in dealing effectively with children in trau-ma and in strategies to help prevent problems from escalating into school-wide crises.

Address the issue of bullying.Establishandcommunicatetheschool’santi-bullyingcommitment.Createacommonlanguageandestablishpoliciesandproceduresforaddressingbullyingincidentswhenandwheretheyoccur.

Foster respect for diversity through programs that teach tolerance and appreciation for differences.



V. Action ChartsSocial-Emotional Safety

Social-Emotional Safety: When Social-Emotional Safety is perceived as a problem in your school, here are some steps you can take:School Group

Developing a Deeper Understanding of the Problem

Identifying Some Common Sources of the Problem


School Personnel

How do school personnel responses to this dimen-sion comparetootherinformationaboutsocial-emotionalsafetyasitisperceivedbyand/oraffectsteachers?

Are there sub-groups of school personnel who per-ceive the problem to be particularly serious?•LookatSectionIIICtoseeiftherearedifferences

bygrade,roleorexperience.•HowdoesthisrelatetoRespectforDiversity?

Are there particular aspects of social-emotional safety that school personnel perceive to be a problem?•LookatSectionVfordetails.•Areproblemscenteredoncertainkindsofbehav-

iors?

Can you dig deeperinstaffmeetingsorthroughmoreformalmeanssuchasfollow-upsurveysorfocusgroups?

Individual Competencies:•Students’under-developed

social&emotionalknowldegeskills,anddispositions(self-awareness,self-regulation,flexibleproblemsolving,responsibility,andcooperativecapacities)

•Needforadultstoenhancetheirownsocial-emotionalcapacities and their ability to promote and model these behaviors

Peer/School Culture:•Unhealthynormsforbehavior

(socialbullyingandotherprob-lems are common)

•Inconsistentmodelingofsup-portivebehavior,includingup-stander norms

•Lowlevelsofgroupsupport&trust

•Aculturethatisinsufficientlytolerantofdifferences.Oftensocialbullyingisassociatedwithlackofrespectforothersbasedoncharacteristicssuchasgender,race/ethnicityorsexualorientation.

Initiate or reinforce school-wide efforts to integrate direct instruction and practice of social-emotional skills,includingrecognizingandregulatingemotions,problem-solving,effectivecommunication,andconflictresolution.

Coordinate health-promotion and risk-prevention efforts.Educateschoolpersonneltorecognizestudentbehaviorthatmayindicateproblems.Providetargetedservicestostudentswhoneedthem.Thisrequirescol-laborationwithmentalhealthprofessionals.

Promote students’ development of civic skills and behaviors in academic classes. Ratherthanrelyingprimarilyonexternalcontrolsandcompliance,providestudentswithopportunitiestointernalizevaluesandlearnandprac-ticestrategiesthatpromoteindividualandgroupresponsibility. Find evidence-based programs that will be effective in your school.Lookforprogramsthathavebeenstudiedandshowntobesuccessful.It’shelp-fulifthedevelopersareavailabletosupportyouandanswerquestions.Besureyouunderstandtheprogram’sgoals,targetpopulation,expectedoutcomes,andessentialelementsofeffectiveimplementation.Spendsometimefindingaprogramyouhavefaithin—theextraeffortwillpayoff.Belowaresitesthatprovidesinformationonprogramsrelatedtosocialandemo-tionalsafetythathavebeenrigorouslytestedforeffectivenessinaddressingawiderangeofissues:


Blueprints for Violence Preventionhttp://www.colorado.edu/cspv/blueprints/index.html

CASEL - Meta-analysis of SEL Programshttp://www.casel.org/sel/meta.php

SAMHSA Model Programshttp://nrepp.samhsa.gov/index.asp

NSCC can help—SeetheResourcesectionofyourSchoolPortal.AlsovisitNSCC’swebsite(www.schoolclimate.org)foragrowingbodyofprofessionaldevelopmentandtraininginareasrelatedtosocial-emotionalsafety,includ-ing‘BreakingtheBully-Victim-BystanderCycle”,“ConflictResolution”and“InfusingSELintotheCurriculum”.

Parents How does this comparetopriorfeedbackfrompar-entsingeneralaboutsocial-emotionalsafety?

Are there sub-groups of parents who feel that their children may be unsafe in and around school?•LookatSectionIIICtoseeiftherearedifferences



grade,genderorrace/ethnicity?•Howdoesthiscomparetopatternsforphysical

safety?

Are there particular aspects of social-emotional safety that parents perceive to be a problem?•LookatSectionVfordetails.

Can you dig deeperthroughparentoutreach?


V. Action ChartsSupport for Learning

Support for Learning: When Support for Learning is perceived as a problem in your school, here are some steps you can take:School Group



Students How do student responses to this dimension compare toinformationonstudents’academicperformanceandtoperceptionsofstaffaboutthisdimension?

Are there sub-groups of students who feel particularly unsupported in their academic work?•LookatSectionIIICtoseeiftherearedifferencesby

gender,gradeorrace/ethnicity.•Howdoesthiscomparetoacademicmeasuresfor

thesesamegroups?

Are there particular aspects of support for learning that students perceive to be a problem?•LookatSectionVfordetailsonhowstudents

respondedtoeachitemthatmakesuptheSupportforLearningscale.

•HowdoesthisrelatetoSchoolPersonnelpercep-tions?

Can you dig deeperthroughfocusgroups,follow-upsurveys,ormoreinformal,butstructuredconversationswithspecificgroupsaboutspecificissues?•Forexample,iftheseissuesareparticularlyacute

forspecificgrades,doyouhaveanytheoriesaboutaspectsofteachingandlearningthatmaybecontrib-utingtotheseissues,e.g.curriculum,scheduling,ortesting,inthosegrades?

•Canyoutestoutthesetheorieswithfurtherresearch?

Challenges in Curriculum:•Limitationsofcurriculuminrelationto

studentneedsandinterests•Learningisdisconnectedfromthereal

world;studentsdonotseeitsvalue•Learningdoesnotbuildonstudents’

personalorlifeexperience

Challenges in Instructional Practices:•Needforadditionalprofessional

developmenttosupportinstructionalpracticessuchasdifferentiatedinstruc-tion,formativeassessment,authenticassessments,inquiry-basedinstruction,etc.

Challenges in Classroom Management:•Schoolpersonnelhaveinsufficientpro-

fessionaldevelopmentinhowtofostercaringandproductiveclassroomcom-munities.

•Schoolpoliciesandguidanceareinsuf-ficienttomitigatechronicmisbehaviorin the classroom.

Develop opportunities for teachers to review and revise the curricu-lum.Ifteachershaveconsiderableconcernsaboutthecurriculumorthewaystudentsinteractwithit,thoseconcernsshouldbeexplored.

Support teachers in continuing their education through professional development and other opportunities.Makeeveryefforttoincludeteachersindecisionsaboutprofessionaldevelopment,andbesurearangeoftechniquesareused(mentoring,peerobservation,collabora-tiveworkgroups).

Ensure that extra help is easily available to all students. Itshouldbeeasyforstudentstotakeadvantageoftheextrahelp—transporta-tionshouldbeavailable,ifbeforeorafterschool.Dependinguponyourschool,youmaybeabletoprovideextrahelpinavarietyofways—teachers,parents,communitygroups,peertutoring,ormatchingyoungerandolderstudents.

Classroom Management is often identified by teachers, especially newer teachers, as the most frustrating part of their jobs in the classroom.Workingwithteachers,researchsomeprogramsthathavebeensuccessfulinhelpingteacherslearnanduseeffectiveclassroommanagementtechniques.Thishelpsteachersfeelmorecompetentandlessstressed,andgoodclassroommanagementenablesthemtospendmoretimeandenergyoninstruction.

Help teachers show students how the work they do in school is connected to their lives and the world around them. Encouragefieldtrips,service-learningclassesorprojects,interdisciplinaryunits,andlinkswiththecommunity.Considermakingexplicitlypracticalclassesavailabletostudents(moneymanagement,relationshipskills,resume-writing,etc).



V. Action ChartsSupport for Learning

Support for Learning: When Support for Learning is perceived as a problem in your school, here are some steps you can take:School Group



School Personnel

How do the school personnel responses to this dimension comparetootherinformationaboutteach-ers’feelingsofsuccessintheclassroom?

Are there sub-groups of school personnel who rate this dimension less positively than others?•LookatSectionIIICtoseeiftherearedifferences

bygrade,roleorexperience.

Are there particular aspects of quality of instruc-tion that school personnel rate poorly?•LookatSectionVfordetails.•Areproblemsalignedwithstudentperceptions?


Structural Barriers/Resource Constraints:•Problematicstudent/teacherratios•Pacingofcurriculum•Schedulingconstraints•Lengthofschoolday/schoolyear•Testingpressure

Behavioral/Attitudinal Barriers:•Behavioralpatternsandattitudes

thatimpedeabilityofstudentstoconstructivelyaskfororreceivehelp

•Behavioralpatternsorattitudesthatimpedeabilityofteacherstocon-structivelygivehelptoallstudents

Consider how adult attitudes related to learning impact the school experi-ence for students. Beclearabouttheschoolenvironmentyou’dliketosee.Taketimetodefineyourgoalsasspecificallyaspossible,andthinkaboutwhatkindofexperienceandqualitiesstaffwouldneedtohavetorealizethisvision.Forexample,doschoolpersonnelmakeitclearthatrisk-takingandmistakesarepartofthelearningprocess?Dotheysupportindependentstudentinqui-ry?Bespecificaboutthisinrecruitingpotentialnewstaffmembers,aswellaswithcurrentstaff.

All schools deal with structural barriers, including budget, physical space, and state or federal education/testing requirements. Oftenaschoolleaderhasminimalpowertochangethosecircumstances.Evaluateyourownstruc-turalbarriersandhowtheyinfluenceyourschoolcommunity.Thismightincludestudent/teacherratios,classroomspace,requiredcurriculum,man-datedtesting,andprofessionalcontracts.Considerhowstudents,parents,andschoolpersonnelareaffectedbytheseaspectsofschoollife.Thinkaboutwhatlatitudeyoumayhavetochangesomeofthesefactorsand/orwhatactionyoucantaketomitigatetheirimpactwithinexistingconstraints.

There is a wide array of resources for the development of supportive envi-ronments for learning.Belowarejustafewwebsitesthatcanconnectyoutorelevantresearchandhelpidentifyevidence-basedprogramstoaddressarangeofissuesrelatedtosupportforlearning.

ERIC - Education Resources Information Centerhttp://www.eric.ed.gov

Center for Comprehensive School Reform & Improvement—Database http://www.centerforcsri.org/research/improvement.cgi

What Works Clearinghouse—Institute of Education Scienceshttp://ies.ed.gov/ncee/wwc/


NSCC can help—SeetheResourcesectionofyourSchoolPortal.AlsovisitNSCC’swebsite(www.schoolclimate.org)foragrowingbodyofprofessionaldevelopmentandtraininginareasrelatedtoinstructionalsupport,including“EffectiveClassroomManagement”.

Parents How do the parent responses to this dimension comparetoongoingfeedbackfromparentsaboutteachingandinstruction?

Are there sub-groups of parents who feel that their children are less well-supported academically?•LookatSectionIIICtoseeiftherearedifferences




Are there particular aspects of quality of instruc-tion that parents perceive to be a problem?•LookatSectionVfordetails.

Can you dig deeperthroughparentoutreach?Mightthisbeasubjectforfurtherdiscussionand/orresearchonCurriculumorTeacher-ConferenceNights?


V. Action ChartsSocial and Civic Learning

Social and Civic Learning: When Social and Civic Learning is perceived as a problem in your school, here are some steps you can take:School Group



Students How do student responses to this dimension compare tootherinformationaboutwhetherstudentsarelearn-ingusefulsocialandcivicskillsinschool?Howdoesitcomparetostaffperceptions?

Do social-emotional and civic education appear to be lacking for all students,orforparticularsub-groupsofstudents?Conversely,doesitappeartobeparticularlystrongforcertaingroupsofstudents?•LookatSectionIIICtoseeiftherearedifferences,

particularlybygrade.

Are there particular aspects of social-emotional & civic education that are missing?•LookatSectionVfordetailsonhowstudents

respondedtoeachitemthatmakesuptheSocial&CivicLearningscale

•Howdoesthisrelatetoperceptionsofschoolperson-nel?

Can you dig deeperthroughfocusgroups,follow-upsurveys,ormoreinformal,butstructuredconversationswithspecificgroupsaboutspecificissues?

Structural:•Pressuresrelatedtotimeand

testing•Inadequatepersonneltosupport

theseefforts•Piecemealanddisjointedinter-

ventionsthatarenotsufficentlyintegrated into behavioral norms fortheschool

Instructional:•Nodedicatedcurriculumcovering

social-emotionallearning,ethicaldispositions and civic competen-cies

•Noembeddedinstructiononthesesubjectswithinacademiclessons

•Unevenimplementationwithinand across classrooms

•Socialandcivicinstructionthatstaffthinkofasembeddedorimplicitmaynotbepickedupbystudents

Review what your school is already doing to teach social and emo-tionalskillstostudentsandcivicdispositions,andconsiderhowitmaybestandardized,adaptedorexpandedinordertobemoreeffective.Remember,wearealwaysmodellingwaysofhandlingsocial,emotionalandethicalchallenges,whetherconsciously,helpfully,ornot.Social-emotionalandciviceducationcoversabroadarrayofimportantskillsthatcanbesuccessfullylearnedinavarietyofways.Schoolprogramscanencompassstand-aloneclasses,e.g.mediationorethicsandschool-wideservicelearningprojects.

Appoint a Social-Emotional/Civic Education Coordinator to be respon-siblefororganizingandimplementingtheseinitiatives,aswellassup-portingschoolpersonnelintheirefforts.Also,develop a committee or task forcemadeupofadministratorsandteachersfromallgradelevelstoreviewmaterialsandcurricula.Theycanberesponsibleforoverseeingtheimplementationofsocialandemotional,and/orcivicandcharactereducationintheschool.Researchsomesuccessfulprogramsandchooseonethatseemstobeagoodfitforyourschool.Therearemanyexcellentcurriculaavailablethatprovideguidelinesandlessonplansforteachingsocial-emotionalskillsandethicaldispositions.Determinewhatoutcomesyou’relookingforandfindawaytoevaluatethesuccessoftheprogramaftersometimehaspassed.

Observe your own behavior, andconsiderthewaysinwhichyoucouldbecomemoresociallyandemotionallyskilledandamorepositiverolemodel.Findopportunitiesforpersonalandcollegialreflection.

Work to educate students, parents and school personnel on the value of social and emotional skills, ethical dispositions and civic behaviors.Thereareanumberofresearchstudiessupportingtheimportanceoftheseskillswhichmaybehelpfultoyouinmakingyourcaseforchange.Reinforcethevalueoftheseskills.Askpeopletodescribeapersontheyadmire.Mostlikely,thequalitiestheynamewillbesocial,emotionalandethicalstrengths.

Institute a student peer mediation program. This can help resolve studentconflictswhilealsoteachingimportantskillsindealingwithdis-agreements.



V. Action ChartsSocial and Civic Learning

Social and Civic Learning: When Social and Civic Learning is perceived as a problem in your school, here are some steps you can take:School Group



School Personnel

How do the responses to this dimension compare tootherindicatorsfromstaff?Howdoesitcomparetostudentperceptions?

Are there sub-groups of school personnel who rate this dimension less positively than others?•LookatSectionIIICtoseeiftherearedifferences

bygradeorexperience.

Are there particular aspects of social, emotional, ethical, and civic learning that school personnel identify as lacking, or others that appear to be especially well supported?•LookatSectionVfordetails.•Arethesealignedwithstudentperceptions?

Can you dig deeperthroughstaffmeetingstounder-standpatternsandpotentialbarriers?

Professional Development:•Insufficientopportunities

tolearnhowtodeliverstand-alonesocialandciviccurriculumand/orinfusetheseprinciplesinto classroom practice or academic content

Cultural/Attitudinal:•Schoolleadersandstaff

donotovertlycommuni-catethevalueofsocial-emotional,ethicalandcivic learning

•Adults’actionsmaybeunintentiallyatoddswithespousedbeliefsandvaluesaspromotedinprograms,symbolsandsigns

•Parentsmaynotsignalto their children or to the school that it is importantforschoolstopromote social and civic knowledge,skillsanddis-positions

Encourage service learning projects and other activitiesthathelpstudentsapplytheirknowledgeinnewways.Aservicelearningprojectcanhelpstudentsbecomemorecommittedmembersoftheirowncommunity,andalsohelpthemtranslatetheirknowl-edgeintoreal-worldchallenges.Thesecanbeschool-wideprojects,classroom-basedorconnectedtoafter-schoolclubs.Schoolsshouldalsostronglyencouragestudentstotakepartextracurricularactivitiesthatcandevelopstudents’social-emotionalskills,suchassports,studentgovernment,artsandclubs.

Provide professional development, mentoring and other opportunitiesforschoolper-sonneltodeveloptheirownsocialandemotionalskillsaswellastheirabilitytoinfusetheseprinciplesintotheirclassroompractice.Theseskillscanbetaughtseparatelyfromacademicsubjectsorincorporatedintoacademics,forexample,throughaclass-roomdiscussionabouttheemotionalmotivationsofaparticularfictionalcharacter,ortheethicalchoicesoftenraisedinscience.

Find research to support the value of social and civic learning and investigate evi-dence-based programs that will be effective in your school.Lookforprogramsthathavebeenstudiedandshowntobesuccessful.Asimportantly,thinkabouthowyouwillintegrateanyprogramsintoyourcurrentschoolpracticeandencouragestudentstoapplytheskillstheyarelearningintheclassroom.Belowaresitesthatprovideresearchinformationandevidence-basedprograms:

ERIC - Education Resources Information Centerhttp://www.eric.ed.gov

Center for Comprehensive School Reform & Improvement-Databasehttp://www.centerforcsri.org/research/improvement.cgi

What Works Clearinghouse - Institute of Education Scienceshttp://ies.ed.gov/ncee/wwc/


CASEL - Meta-analysis of SEL Programshttp://www.casel.org/sel/meta.php

NSCC can help—SeetheResourcesectionofyourSchoolPortal.AlsovisitNSCC’swebsite(www.schoolclimate.org)foragrowingbodyofprofessionaldevelopmentandtraininginareasrelatedtosocialandciviceducation,including“InfusingSELintotheCurriculum”and“ConflictResolution”.

Parents How do the parent responses to this dimension comparetoongoingfeedbackfromparentsaboutsocial,emotional,ethical,andciviclearning?Areparentsinyourschooltypicallyawareofand/orcon-cernedaboutthisissue?

Are there sub-groups of parents who feel that their children are less well-supported by this kind of instruction?•LookatSectionIIICtoseeiftherearedifferences




Are there particular aspects of social, emotional,, ethical and civic learning that parents perceive to be present or missing?•LookatSectionVfordetails.

Can you dig deeperthroughparentoutreach?Mightthisbeasubjectforfurtherdiscussionand/orresearchonCurriculumorTeacher-ConferenceNights?


V. Action ChartsRespect for Diversity

Respect for Diversity: When Respect for Diversity is perceived as a problem in your school, here are some steps you can take:School Group



Students How do the student responses to this dimension com-paretootherinformationaboutrespectfordiversitythatyoumaymonitorinyourschool?Howdoesthisrelatetoissuesofsafety?

Are there sub-groups of students who feel particularly sensitive about the level of tolerance and support for diversity in the school?•LookatSectionIIICtoseeiftherearedifferencesby

gender,gradeorrace/ethnicity.•Howdoesthiscomparetoreportsfromguidance

counselors,teachersandparents?•Arepatternssimilartothoseforsafety?

Are there particular aspects of respect for diversity that are perceived to be a problem?•LookatSectionVfordetailsonhowstudents

respondedtoeachitemthatcontributetoRespectforDiversity.

•Isthereanysuggestionthatproblemsrelatemoretopeerinteractionamongstudentsoradult/adultoradult/studentrelations?

Can you dig deeperthroughfocusgroups,follow-upsurveys,ormoreinformal,butstructuredconversationswithspecificgroupsaboutspecificissues?•Canyouprobemoretoidentifywhethertherearespe-

cificissuesrelatedtodiversitythatareespeciallyprob-lematic?Gender?Race/ethnicity?Forolderstudents,sexualorientation?

Peer/School Culture:•Insufficientexposureto

diversity•Weakorineffectivenorms

formutualrespectandtol-erance

•Schoolculturethatsonar-rowlydefinessuccessthatit inhibits the appreciation ofdiversityandthepoten-tialcontributionofallcom-munitymembers

•Insufficientmodelingofsupportiveattitudesandbehavior

•Lowlevelsoftrustfordis-cussionofdifferences

•Diversityissuesnotregard-ed as a problem

•Overtsignsofrespectfordiversity(posters,missionstatements)atoddswithschoolexperience

Develop a school-wide vision for Respect for Diversity. WhatdoesRespectforDiversitymeantomembersoftheschoolcommunityandhowwouldtheyliketoseeitembodiedinschoollife?

You can help develop this shared vision by facilitating discussions with students and staff about what Respect for Diversity means to them.Whattypesofdiversitydotheywanttopromote?Whatarethecurrentchallenges?

Provide structured opportunities (e.g. Challenge Day, School Retreats, Service Learning) for students and staff to develop an awareness of personal and group biasesthatinhibitcommunitybuild-ingandtodevelopanappreciationofcommongroundandintercon-nectedness.

Bring in community groups that deal with issues of discrimination and rights related to race, gender, sexual orientation, and other differences.Identifylocalgroupswhohelpsupporttheseeffortsinschools.Therearealsosomewell-respectednationalorganizationswhichmayhavelocalchaptersinyourareaorcanhelpconnectyoutolocalorganizationsthataddresssimilarissues.Considercontacting:theAnti-DefamationLeague,NationalOrganizationforWomen,theNAACP,theGayandLesbianAssociationAgainstDefamation,theCongressonRacialEquality,andothers.

Make it easy and safe for both students and school personnel to report incidents of mistreatment that target specific groups.

Provide easy and safe opportunities for community members to offer suggestions for promoting increased respect for diversity in the school.

Provide training in mediation or conflict resolutiontohelpheadoffpotential incidents.



V. Action ChartsRespect for Diversity

Respect for Diversity: When Respect for Diversity is perceived as a problem in your school, here are some steps you can take:School Group



School Personnel

How do the school personnel responses to this dimension compare to otherinformationaboutrespectfordiversityasitisperceivedbyand/oraffectsteachers?

Are there sub-groups of school personnel who perceive the problem to be particularly severe?•LookatSectionIIICtoseeiftherearedifferencesbygrade,roleorexpe-

rience.•Howdoesthisrelatetoperceptionsofsafety?

Are there particular aspects of respect for diversity that school per-sonnel perceive to be a problem?•LookatSectionVfordetails.•Areproblemscenteredonspecificrelationships—students,adults,

adult-studentinteractions?

Can you dig deeperinstaffmeetingsorthroughmoreformalmeanssuchasfollow-upsurveysorfocusgroups?

Individual Attitudes/Dispositions:•Students’needfor

developmentinsocial&emotionalskillsandethi-caldispositionssuchasempathy&fairness

•Roomforadultstoimproveself-reflectivecapacity and ability to model positive behaviors

Professional Development:•Schoolstaffmayneed

additional learning oppor-tunitiestofeelcomfort-able intervening in these situations

•Schoolstaffmayneedtodevelopgreateraware-nessofhowlackofrespect may be negatively affectingtheirstudents

Use any incidents as learning opportunities.Ratherthancondemn-ingtheperpetrators,attempttocreateanopendialogueaboutthesourceoftheproblemanddifferentperspectivesontheincident.Harshlycondemningthebehaviorwithoutmediationcansquelchdialogueandgivestudentstheideathattheseissuesshouldnotbediscussed.

Provide training to school personnel on diversity-related issues. (Alsoattendthesetrainingsyourself—thissetsapositivetonefortheschool.)Besureschoolpersonnelunderstandhowproblemscanaffectfeelingsofsafetyintheschoolaswellasthestudents’abilitytolearn.Encourageteacherstoraisetheseissuesintheirclass-rooms.

Provide learning opportunities for students to become more com-fortable with all groups within your school community. Rememberthatadultsmusttaketheleadonthisissue—studentswillbepayingattentiontotheadultattitudesandtheexamplethatisset.Well-designedinterventionscanmakeadifferenceinyourschool,aswellasauthenticcelebrationsofholidaysorotheroccasionsdesignedtohonorindividualgroupsofpeople.

Encourage any interested students to form a club focused on bias awareness and respect for diversity. Letthemtaketheleadontheirchosenactivities.Studentsmightalsotakeonthetaskofresearchingaschoolclimateproblemontheirown—choosingthetopic,gatheringinformationandproposingsolutions.

Following are just some of the organizations that focus on this work:Anti-DefamationLeague—http://www.adl.orgTeaching Tolerance—http://www.teachingtolerance.orgFacingHistoryandOurselves—http://www.facinghistory.org/

NSCC can help—SeetheResourcesectionofyourSchoolPortal.AlsovisitNSCC’swebsite(www.schoolclimate.org)foragrowingbodyofprofessionaldevelopmentandtraininginareasrelatedtoinstruc-tionalsupport,including“DiversityTraining”and“ConflictResolution”.

Parents How do the parent responses to this dimension comparetopriorfeed-backfromparentsingeneralaboutrespectfordiversity?Howdoesthisrelatetoparents’perceptionsaboutSchoolCommunity&Collaboration?

Are the views of all parents represented in the data(seeResponseRatesatthebeginningofthereport)?

Are there sub-groups of parents who perceive this to be a particularly severe problem?•LookatSectionIIICtoseeiftherearedifferencesbygrade,genderor

race/ethnicity.•Howdoesthiscomparetootherinformationfromparents,suchascalls

andcomments?•Howdoesthiscomparetothestudentpatternsbygrade,genderor

race/ethnicity?•Howdoesthiscomparetopatternsforsafety?

Are there particular aspects of respect for diversity that parents per-ceive to be a problem?•LookatSectionVfordetails.•Areproblemscenteredonspecificrelationships—students,adults,adult-

studentinteractions?

Can you dig deeperthroughparentoutreach?


V. Action ChartsSocial Support—Adults and Students

Social Support: When Social Support from adults or students is perceived as a problem in your school, here are some steps you can take:School Group



Students How does this compare to other information, in gen-eral, about the quality of relationships and social sup-port in your school?

Are there sub-groups of students who do not feel that they have sustaining friendships with peers or the social support of the adults in the school?•LookatSectionIIICtoseeiftherearedifferencesbygender,gradeorrace/ethnicity.•Howdoesthiscomparetoreportsfromguidance

counselors/teachers,parentconcerns?•Arepatternssimilartothoseformorale?Arethey

relatedtorespectfordiversity?

Are there particular aspects of Social Support that are stronger than ohters?•LookatSectionVfordetailsonhowstudentsrespondedtoeachitemthatcontributetothesetwoscales—SocialSupport—AdultsandSocialSupport—Students

Can you dig deeper through focus groups, follow-up surveys, or more informal, but structured conversa-tions with specific groups about specific issues?•Canyouprobemoretoidentifywhethertherearespe-

cificgroupsthatmayfeelespeciallydisaffected?

School Culture and Norms:•Schoolenvironmentinsufficientlysup-

portiveorinclusive•Impedimentstoschoolpersonneldevel-

opingstrongrelationshipswithoneanother

•Impedimentstoschoolpersonnelbuild-ing strong relationships or connecting withstudentsindividually;couldberelatedtoschedulingand/ortoclasssize

•Studentshaveinsufficientopportunitytointeractwithawideanddiversegroupofpeersbecauseofstructure,schedulingorsocialnorms.

Encourage supportive relationships between school personnel and students by instituting an advisory period and/or class meetings, duringwhichstudentswouldmeetinsmallgroupswithanadult.Thishasbeenshowntoimprovethequalityofindividualrelationshipsbetweenadultsandstudents,whichhasasalutaryeffectonstudents’healthandtheirsuccessinschool.Thiscanencourageanexchangeofideasnotonlybetweenadultsandstudents,butalsopromoteconnec-tionsandfriendshipsamongstudents.

Provide opportunities for professional learningaboutconnectingwithandengagingstudentsthroughworkshops,conferences,reciprocalclassroomobservationsandprofessionallearningcommunities.

Develop a school-wide service learning program or project.Iftheentireschoolisworkingtowardacommongoal,andtryingtomakeadifferenceinthecommunity,studentsmaybegintofeelmorecloselyconnectedtothosearoundthem-bothpeersandadults.

Encourage students to become involved in extra-curricular activities wheretheycandevelopadditionalfriendshipsandpositiverelationshipswithadultadvisors.

Encourage adults to become advisors for extra-curricular activities sothattheycanconnectwithstudentsoutsideoftheclassroomandgettoknowstudents’non-academicinterestsandtalents.

Consider developing other non-academic opportunities for team-build-ing and socializing for studentssuchasclasstrips,outdooreducationorstudentretreats.

Investigate the benefits of peer counseling programs and student mentor programsforoldertoyoungerstudents.



V. Action ChartsSocial Support—Adults and Students

Social Support: When Social Support from adults or students is perceived as a problem in your school, here are some steps you can take:School Group



School Personnel

How do the school personnel responses to this dimension comparetoongoingfeedbackaboutrelationshipsintheschoolfromschoolstaff?Howdoesthiscomparetoindicatorssuchasstaffturnover?

Are there sub-groups of school personnel who perceive the problem most?•LookatSectionIIICtoseeiftherearedifferencesbygrade,

roleorexperience.

Are there particular aspects of social support that are prob-lematic?•LookatSectionVfordetails.•Dostaffpercieveproblemsinpeersupportamongstudents?

Dotheirperceptionsalignwithstudentperceptions?Aresub-groupsofstaffmoresensitivetoissuesthanothers?

•Dostaffpercieveproblemsinthesupportthatstudentsrecievefromadultsintheschool?Dotheirperceptionsalignwithstudentperceptions?Aresub-groupsofstaffmoresensi-tivetotheseissues?


Find research to support the value of relationships and mutual trust in schools and investigate evidence-based programs that may effectively support the development of higher quality rela-tionships in your school.Belowaresitesthatprovideresearchinformationandevidence-basedprograms:

ERIC—Education Resources Information Centerhttp://www.eric.ed.gov

Center for Comprehensive School Reform & Improvement—Database http://www.centerforcsri.org/research/improvement.cgi

What Works Clearinghouse—Institute of Education Scienceshttp://ies.ed.gov/ncee/wwc/


For Adult/Adult Professional Relationships as perceived by school staff, see Action Charts for Leadership and Professional Relationships

NSCC can help—SeetheResourcesectionofyourSchoolPortal.AlsovisitNSCC'swebsite(www.schoolclimate.org)foragrowingbodyofprofessionaldevelopmentandtraininginareasrelatedtothequalityofrelationships.Thisincludesresourcesfromarangeoforganizations,includingNSCC(whichofferstrainingsin‘TeamBuilding’and‘DevelopingaMiddleSchoolAdvisoryProgram,’amongothers).

Parents How do parent responses to this dimension compare to prior parentfeedbackaboutthesocialadjustmentoftheirchildren?Doparentsfeelthatthereareadultsintheschoolthattheirchildcanturnto?

Are there sub-groups of parents who feel that their children may not be socially supported in the school?•LookatSectionIIICtoseeiftherearedifferencesbygrade,

gender or race/ethnicity.•Howdoesthiscomparetootherinformationfromparents,

suchascallsandcomments?•Howdoesthiscomparetothestudentpatternsbygrade,

genderorrace/ethnicity?

Are there particular aspects that parents perceive to be a problem?•LookatSectionVIfordetails.


V. Action ChartsSchool Connectedness/Engagement

School Connectedness/Engagement: When School Connectedness/Engagement is perceived as a problem in your school, here are some steps you can take:School Group



Students How do the student responses to this dimension comparetootherinformationaboutstudentconnected-ness/engagement?Whichotherscalesseemtobealignedwiththesepatterns?Dotheyrelatemoretoqualityofrelationships,teaching&learning,orsafetyandsecurity?

Are there sub-groups of students who appear to be particularly disengaged?•LookatSectionIIICtoseeiftherearedifferencesby

gender,gradeorrace/ethnicity.•Howdoesthiscomparetoreportsfromguidance

counselors,teachers,andparents?

Are there particular aspects of this dimension that are perceived as particularly inadequate?•LookatSectionVfordetails.

Can you dig deeper through focus groups, follow-up surveys, or more informal, but structured conversa-tions with specific groups about specific issues?•Canyouprobemoretoidentifywhethertherearespe-

cificgroupsthatmayfeelespeciallydisconnected?

According to research, there are several factors that are associated with weak school ties:•perceivingthatteachersareunsupportive

anduncaring•ostracismfrompeersandteachers•beingdisengagedincurrentandfuture

academic programs•believingthatdisciplineisunfairandinef-

fective•notparticipatinginextracurricularactivi-

ties

Address other issues that students have identified as problems. Asyoucansee,thefactorsinthesecondcolumnarerelatedtoseveralotherdimensionsofschoolclimatemeasuredbytheCSCIsurvey.Closelyexamineyoursurveyresultsandtakenoteofthedimensionsthatarerankedlow-estoftheten(oreight)bythethreedifferentgroups.Thinkaboutwaysinwhichissuesintheseotherareasmightbeunderminingschoolconnectednessandpositiveengagement.Alsothinkaboutthewaysinwhichhigherrateddimensionsmightpresentopportunitiesthatcanbeleveragedtosupportstronger connectedness/engagement.

Develop a new school tradition designed to build cohesion in the school community.Includestudentsintheplanningofthisnewtradition,andensureitissomethingtheentireschoolcommunitycangetexcitedabout.

Consider instituting a suggestion box for activities that intereststudentsandpartnerwithcommunitygroupsthatcansupportprogramsextra-curricularactivitiesandenrich-ment programs.

Offer incentives for involvement in extracurricular activi-ties. This may be as simple as removing barriers to involve-mentintheseactivities.Besuretransportationisavailable,andconsiderprovidingfoodinthecafeteriaafterschoolhours,orkeepingtheschoollibrarystaffedandopenafterschool.Encouragestaffaswellasstudentstoparticipateandconsiderwaystosupporttheirinvolvement.Publiclyrec-ognizethehardworkandaccomplishmentsofextracurriculargroups/activities.



V. Action ChartsSchool Connectedness/Engagement

School Connectedness/Engagement: When School Connectedness/Engagement is perceived as a problem in your school, here are some steps you can take:School Group

Developing a Deeper Understanding of the Problem

Identifying Some Common Sources of the Problem


School Personnel

How do the school personnel responses to this dimension comparetootherinforma-tionaboutthemoraleofschoolpersonnel?Whatotherscalesseemtobealignedwithlowratingsforconnectedness/engagementofteachers,administrators,andotherschoolpersonnel?Howdoesthiscomparetoindica-torssuchasretention/turnoverorabsentee-ism?

Are there sub-groups of school personnel who appear to be particularly disengaged?•LookatSectionIIICtoseeiftherearedif-

ferencesbygrade,role,orexperience.

Barriers to Parental Involvement:•Insufficientoutreachandpositivecom-

municationormiscommunications,unintendedmessages

•Miscommunicationsandunintendedmessagesthatmaymakecertaingroupsfeelunwelcome

•Schoolpoliciesanddecision-makingstyle

•Logisticalbarriers—scheduling,access•Languageandculture•Physicallayoutoftheschoolandintimi-

datingorcumbersomesign-inproce-dures

Improve communication, which is often a major factor influencing par-ent perceptions of school climate.•Qualityofschooolcommunicationtoparents/familiesand•Responsivenessoftheschoolandtheteacherstocommunicationsfrom

theparents/familyBothcanaffecthowparentsperceivetheschoolandtheirlevelofoverallsatisfaction

Institute a weekly or monthly school newsletter.Awebsite,e-maillistorblogmayalsobeeffective.

Invite parents into the school regularly.Encourageteachersandotherschoolpersonneltofindwaysofincludingparentsintheiractivities.Maketheschooleasilyaccessibleforparents.

Find out what would support parents in becoming more involved with the school.Throughparentsurveysorothermeans,discoverwhatpar-entssayarethemajorobstaclestoparticipationinparents’nightandotherschoolevents.Someschoolshavecreatedcommunitycenterstofillimportantneedsforparents(childcare,food,medicalcare,educationalofferings,communityevents)whilealsodrawingthemintotheschoolenvi-ronment.

Make sure the school is a welcoming environment for all families and thatitissensitivetothelanguageandcultureofthefamiliesofallstu-dents in the school.

Find ways to connect school personnel to the community, e.g.takethemonatouroftheneighborhood,guidedbyparents.Considermakingthisaregularevent.

Thefollowingaresourcesofresearchandprogramsonschoolconnect-edness/engagement:ERIC - Education Resources Information Centerhttp://www.eric.ed.gov

What Works Clearinghouse - Institute of Education Scienceshttp://ies.ed.gov/ncee/wwc/

NSCC can help—SeetheResourcesectionofyourSchoolPortal.AlsovisitNSCC'swebsite(www.schoolclimate.org)foragrowingbodyofpro-fessionaldevelopmentandtraininginareasrelatedtoschoolconnected-ness.

Parents How do the parent responses to this dimen-sion comparetootherindicatorsofparentsatisfaction?

Are there sub-groups of parents who appear to be less positive about the school?•LookatSectionIIICtoseeiftherearedif-

ferencesbygrade,gender,race/ethnicity.•Howdoesthiscomparetopatternsofpar-

entcommentsorcomplaints?•Howdoesthiscomparetothestudentpat-

ternsbygrade,gender,race/ethnicity?


V. Action ChartsPhysical Surroundings

Physical Surroundings: When Physical Surroundings is perceived as a problem in your school, here are some steps you can take:School Group



Students How do the student responses to this dimension com-pare tootherindicatorsthattheschoolhasaboutthephysicalenvironment?Isthisperceivedconsistentlybyallmembersoftheschoolcommunity?

Are there sub-groups of students who perceive the environment to be particularly problematic?•LookatSectionIIICtoseeiftherearedifferencesby

gender,gradeorrace/ethnicity.•Arefacilities/suppliesdifferentforanygroupsofstu-

dents(forexample,bygrade)?

Are there particular aspects of the environment per-ceived as particularly inadequate?•LookatSectionVfordetails.•Areproblemscenteredonfacilities,maintenanceor

supplies?

Inadequate facilities:•Olderschoolswithstructuralproblems•Inadequatespaceforthesizeofthe

studentbody•Poormaintenance•Lackingadequatelunchrooms,gyms,

libraries,labs

Structural limitations:•Supplies•Insufficientoroutdatedtechnology

Once you’ve done the follow-up work to find out what aspects of the school environment are most troubling, solicit ideas on what can be done about the problem(s).

Consider a community meeting to discuss solutions for the problem. Examineallideasthatcomefromthecommunity,eveniftheyseemimplausibleatfirst.•Here’s one way to structure such a meetingthathasbeeneffective

forothers:first,askeveryonepresenttobrainstormalltheproblemstheywouldliketobefixed.Writedowneverysingleone.Beginatthetopofthelist,andstartadiscussiononwhichofthefirsttwoitemsismoreimportant.Whenyou’vedecidedonone,comparethatitemtothenextitemonthelistanddiscusswhichofthetwoismostimportant,andsoon.Thistechniqueismosteffectivewithaskilledand impartial moderator.

Find a way to upgrade the school environment yourself.•Perhapsalargegroupofparents,schoolpersonnel,andstudents

can work together one dayonatasksuchaspaintingtheschool,repairingtheplayground,orcleaninguptrash.

•You can also look for community memberswithspecificskillsintheseareasthattheymightbewillingtocontribute.

•Physical improvements of this kind can also improve school morale andshowtheschoolcommunitythatchangesarebeingmade.Evensmall,visiblechangescanhelpbuildexcitementandcommitmenttotheschoolclimateimprovementprocess.Aimforsome“smalltri-umphs”thatwillhavethiseffect.

•Involving students in these effortscanhelpthemtounderstandtheworkinvolved,andencouragethemtotakebettercareoftheschool.Itcanalsobuildcommunityandcommonpurpose.

• Work from the “broken windows” philosophy popularized by the NYPD.Takingcareofevensmallenvironmentalissuescanhelpimproveotheraspectsofschoolclimate.



V. Action ChartsPhysical Surroundings

Physical Surroundings: When Physical Surroundings is perceived as a problem in your school, here are some steps you can take:School Group



School Personnel

How do the school personnel responses to this dimension compare to other indicators that the schoolhasaboutthephysicalenvironment?Isthisperceivedconsistentlybyallmembersoftheschoolcommunity?

Are there sub-groups of school personnel who per-ceive the environment to be particularly problem-atic?•LookatSectionIIICtoseeiftherearedifferences

byrole,experience,grade.•Arefacilities/suppliesdifferentforanygroupsof

schoolpersonnel—byrole,subjectarea,grade?

Are there aspects of the environment that are per-ceived as particularly inadequate?•LookatSectionVfordetails.•Areproblemscenteredonfacilities,supplies,time?

Develop fund-raising ideas to support changes and updates in the school. Thereareseveralresourcesavailabletoassistwithfund-raisingideas,andliterallythousandsofcreativeideascanbefoundinbooksandonwebsites.•Besuretoassign responsibility for this tasktoapersonorgroup

ofpeople.Fund-raisingcanbeanexcellentjobforaparentorparent-teachergrouptotakeon.Olderstudentsoftentakeanactiveroleaswell.

•The people benefiting from or requesting the changes may be willing to contribute tothiseffortinsomeway.Thiscouldmeanfinancialcon-tributionsoracommitmentoflaborortime.

• There are many funding sources now online, includingwebsitesthatallowschoolpersonneltopostitemsorfundstheyneedforspecificpurposes(afieldtrip,newbooks,amicroscope).Individualdonorscanviewtherequestsandchoosetofundoneormore.

•Don’t forget the usual financial channelswhenseekingfundsforschoolimprovements.Evenbudgetrequeststhathavebeenpreviouslydeniedmightbereconsiderediftheschoolcommunityiswillingtocontributeaspecificamountoftime,money,orlabortogettheworkdone.

If nothing can immediately be doneaboutaproblemintheschoolenvi-ronment(forexample,overcrowdingoradesignflawinthebuilding),youcanstilllookforwaystomaketheissueeasiertodealwith.Solicitideasfromtheschoolcommunity.

NSCC can help—SeetheResourcesectionofyourSchoolPortal.AlsovisitNSCC'swebsite(www.schoolclimate.org)foragrowingbodyofpro-fessionaldevelopmentandtraininginrelatedareas.

Parents How do the parent responses to this dimension compare to other indicators that the school has aboutthephysicalenvironment?Isthisperceivedcon-sistentlybyallmembersoftheschoolcommunity?

Are there sub-groups of parents who perceive the environment to be particularly problematic?•LookatSectionIIICtoseeiftherearedifferences

bygender,race/ethnicity,grade.

Are there aspects of the environment that are per-ceived as particularly inadequate?•LookatSectionVfordetails.•Areproblemscenteredonfacilities,supplies,time?


V. Action ChartsProfessional Development and Leadership

Dimensions Related to Working Conditions for School Personnel: If one or both of these are perceived to be problems in your school, here are some steps you can take:



School Personnel: Leadership

How does this compare to other scales and indica-torsrelatedtotheexperienceofschoolpersonnel?Howdoesthiscomparetoothermeasuresofprofes-sionalsatisfactionandretention?

Are there sub-groups of school personnel who per-ceive school leadership to be weaker and less sup-portive?•LookatSectionIIICtoseeiftherearedifferences

bygrade,role,orexperience.

Are there particular aspects of leadership that are perceived as inadequate?•LookatSectionVfordetails.•Areproblemsperceivedtocenteronvision,acces-

sibilityandsupport?

Can you dig deeper through focus groups, follow-up surveys, or more informal, but structured conversa-tions with specific groups about specific issues?

Vision:•Lackofclarity•Lackofconsistency•Lackofcommunicationregard-

ingtheschool’svisionandmis-sion

Support:•Insuffficientaccesstoschool

leaders•Insufficientorineffectivecom-

municationfromschoolleaders•Schoolpersonneldoesnot

feelsupported/appreciatedbyadministration

Decision Making Style:•Limitedinvolvementofstaffin

decisionsaffectinginstruction,professionallearningand/ordiscipline

Workplace structure & norms:•Insufficientopportunitiesforcol-

laborationwithcolleagues(e.g.betweenteachers)

•Insufficientcommunicationandcooperationacrossdifferentgroups(e.g.,teachers,supportstaff,andadministration)

•Ineffectivenormsthatdonotpromotemutualtrustandsup-port

•Nostructuresorencourage-mentforsharingprofessionalpracticeandlearningfromoneanother

•Schedulingpressuresthatpro-hibit collaboration

Learn more about your leadership and decision-making styles and your approach to conflict resolution. Self-assessmentinventories,personalandcollegialreflectioncanbehelpful.Usethisknowledgetoinformyourworkingrelationshipsatschool.

Think about your vision for the school. Has it been developed as a sharedvisionacrosstheschoolcommunity.Isitrevisitedovertimetoreflectnewvoices,goalsandchallenges.

Consider ways in which you could improve communication with teach-ers and staff.Askfortheirinputinguidingyourefforts.Developmorecollaborativedecisionmakingstylesandnormsfordistrib-utedleadership.

Make a special effort to involve teachers in decisions about profes-sional development and provide teachers with opportunities related to social-emotional issues,e.g.socially&emotionallyinformedclassroommanagement,self-reflectionanddiversity.

NSCC can help—SeetheResourcesectionofyourSchoolPortal.AlsovisitNSCC'swebsite(www.schoolclimate.org)forsupportsandresources.

Structure opportunities for staff to work togetherwithinandacrosspositions,disciplinesandgradelevels.

Develop Professional Learning Communitiesforexaminingandsharinginstructionalpractice.

Develop norms for observing classrooms, sharing feedback, and devel-oping principles for best practice.

Ask teachers to present successful techniques or programs at staff meetings.Thiscanbeahelpfulwayofpassingonknowledgeaswellasrecognizingtheaccomplishmentsofteachersandstaffmembers.

Consider implementing a mentoring program or group discussionsforteachersaboutclassroomexperiences.

Adopt team-building activities.Thereareavarietyoftheseavailable,andtheycanhelpbuildafoundationforbettercommunicationandimprovedrelationships.

School Personnel: Professional Relationships

How does the response to this dimension compare tootherscalesandindicatorsrelatedtothequalityofteachingandlearning?Howdoesthiscomparetoretentionorothermeasuresofsatisfaction?

Are there sub-groups of school personnel who appear perceive less support in the way of profes-sional development?•LookatSectionIIICtoseeiftherearedifferences

bygrade,role,orexperience.

Are there particular aspects of professional develop-ment that are perceived as inadequate?•LookatSectionVfordetails.•Areproblemsperceivedtocenteroncontent,meth-

ods,degreeofinput?•Examinetheresponsetoquestionsaboutspecific

PDexperienceinDetailedResultssection.Haveteachershadthistraining?

Canyoudigdeeperthroughfollowupconversations?


Thisfinalsectionprovidesvery specific information on how each group responded to the individual CSCI survey items.Itispresentedbysurveyedpopulation(e.g.students,schoolpersonnel,andparents)foreach dimension.

You’llalsofinddemographic profiles of respondents for each group.Demographicinformationwasenteredbyeachrespondent,onthelastpageofthesurvey.Thesedemographicgroupscorrespondtothesub-groupgraphsintheIn-DepthProfilesectionofthereport.Ifthisdemographicinformationdoesnotmatchcloselywithyourschoolpopulationasawhole,somegroupsmayhavebeenunder-representedinthesurveyedpopulation.

Formorespecificinformationonunderstanding the CSCI Measureandthewayresultsarepresented,seeAppendixA.

Note: Thesurveywasdesignedtobeinterpretedattheleveloftheschoolclimatedimensions,andthereforeNSCCdoesnotrecommendmakingdecisionsbasedontheitem-by-itemdataalone.

• Scale scores by Group

• Item-by-Item Survey Responses (Students, School Personnel & Parents)

• Demographic Profiles (Students, School Personnel & Parents)

VI. Detailed Findings


VI. Detailed FindingsScale Scores by Group

Comparative Ratings for Shared School Climate DimensionsStudents School Personnel Parents

School Climate Dimension Med. Min. Max. Med. Min. Max. Med. Min. Max.

Safety Rules & Norms 3.83 1.00 5.00 4.33 2.17 5.00 3.83 1.00 5.00

Sense of Physical Security 4.00 1.00 5.00 4.40 2.60 5.00 4.20 1.00 5.00

Sense of Social-Emotional Security 3.00 1.00 5.00 3.67 1.78 5.00 3.33 1.11 5.00

Support for Learning 3.50 1.00 5.00 4.15 3.00 5.00 3.50 1.00 5.00

Social and Civic Learning 2.89 1.00 5.00 3.90 2.30 5.00 3.33 1.00 5.00

Respect for Diversity 3.75 1.00 5.00 4.00 2.50 5.00 3.75 1.00 5.00

Social Support/ Adults 3.63 1.00 5.00 4.33 3.00 5.00 3.75 1.00 5.00

Social Support/ Students 3.80 1.00 5.00 4.00 2.80 5.00 3.80 1.00 5.00

Connectedness/ Engagement 3.50 1.00 5.00 4.13 2.88 5.00 3.75 1.00 5.00

Physical Surroundings 3.67 1.00 5.00 4.00 2.50 5.00 3.83 1.50 5.00

Leadership N/A N/A N/A 3.77 1.31 5.00 N/A N/A N/A

Professional Relationships N/A N/A N/A 4.10 2.70 5.00 N/A N/A N/A


VI. Detailed FindingsItem-by-Item Survey Responses: Students

Safety Rules & Norms Rating ResponseGiven

Rating ResponseNot Given

Survey Item MedianRating Min/Max Strongly

Disagree Disagree Neutral Agree StronglyAgree

Don'tKnow N/A Missing

Response

In my school, there are clear rules against hurting other people (for example, hitting, pushing or tripping). 4.00 1 / 5 0.02

(32)0.07(98)

0.15(212)

0.50(713)

0.25(360)

0.00(0)

0.00(0)

0.00(0)

Adults in the school are fair about making sure that all students follow the rules against physically hurting other people. 4.00 1 / 5 0.03

(37)0.06(90)

0.22(315)

0.53(743)

0.16(229)

0.00(0)

0.00(0)

0.00(0)

Adults in the school will stop students if they see them physically hurting each other (for example, pushing, slapping or punching). 4.00 1 / 5 0.02

(31)0.05(65)

0.14(199)

0.46(650)

0.33(470)

0.00(0)

0.00(0)

0.00(0)

In my school, there are clear rules against insults, teasing, harassment and other verbal abuse. 4.00 1 / 5 0.03

(46)0.10

(146)0.22

(309)0.49

(689)0.16

(226)0.00

(0)0.00

(0)0.00

(0)

Adults in this school are fair about making sure that all students follow the rules against insults, teasing, harassment or other verbal abuse. 4.00 1 / 5 0.04

(54)0.12

(173)0.29

(406)0.46

(656)0.09

(124)0.00

(0)0.00

(0)0.00

(0)

Adults in the school stop students if they see them insulting, teasing, harassing or otherwise verbally abusing other students. 4.00 1 / 5 0.04

(50)0.11

(152)0.27

(377)0.45

(631)0.14

(201)0.00

(0)0.00

(0)0.00

(0)

Copyright © 2006 by the National School Climate Center (NSCC).



* For this item, a higher score indicates a negative perception rather than a positive one. This has been taken into account in analyzing survey results and creating scale scores for other parts of the report.

Sense of Physical Security Rating ResponseGiven





Response

I have seen students being hurt at school more than once by other students (for example, pushed, slapped, punched, or beaten up).* 3.00 1 / 5 0.16

(228)0.31

(444)0.21

(302)0.24

(341)0.07

(100)0.00

(0)0.00

(0)0.00

(0)

I feel safe in the schoolyard or area right around the school. 4.00 1 / 5 0.02(33)

0.02(31)

0.13(178)

0.53(750)

0.30(423)

0.00(0)

0.00(0)

0.00(0)

I have been physically hurt at school more than once by other students (for example, pushed, slapped, punched or beaten up).* 1.00 1 / 5 0.56

(792)0.27

(378)0.10

(141)0.05(68)

0.02(34)

0.00(0)

0.00(0)

0.00(0)

I feel physically safe in all areas of the school building. 4.00 1 / 5 0.02(32)

0.04(58)

0.13(182)

0.50(709)

0.31(434)

0.00(0)

0.00(0)

0.00(0)

There are places in my school where I do not feel physically safe.* 2.00 1 / 5 0.37(528)

0.40(565)

0.13(183)

0.07(96)

0.03(43)

0.00(0)

0.00(0)

0.00(0)





Sense of Social-Emotional Security Rating ResponseGiven





Response

Many students at my school go out of their way to treat other students badly.* 3.00 1 / 5 0.09(122)

0.40(564)

0.37(520)

0.11(161)

0.03(46)

0.00(0)

0.00(0)

0.00(0)

I have been insulted, teased, harassed or otherwise verbally abused more than once in this school.* 2.00 1 / 5 0.23

(328)0.30

(429)0.19

(272)0.20

(287)0.07(97)

0.00(0)

0.00(0)

0.00(0)

There are many students in my school who seem to be made fun of a lot by other students.* 3.00 1 / 5 0.05

(65)0.22

(312)0.30

(420)0.33

(471)0.10

(148)0.00

(0)0.00

(0)0.00

(0)

Most students in my school act in a way that is sensitive to the feelings of other students. 3.00 1 / 5 0.06

(86)0.21

(293)0.44

(620)0.28

(390)0.02(25)

0.00(0)

0.00(0)

0.00(0)

Students at my school will try to stop students from insulting or making fun of other students. 3.00 1 / 5 0.10

(148)0.29

(405)0.35

(502)0.22

(317)0.03(43)

0.00(0)

0.00(0)

0.00(0)

Very few students insult or make fun of other students. 3.00 1 / 5 0.17(235)

0.28(390)

0.30(430)

0.20(283)

0.05(76)

0.00(0)

0.00(0)

0.00(0)

There are groups of students in the school who exclude others and make them feel bad for not being a part of the group.* 4.00 1 / 5 0.04

(61)0.15

(219)0.30

(423)0.35

(500)0.15

(210)0.00

(0)0.00

(0)0.00

(0)

I have seen other students insulted, teased, harassed or otherwise verbally abused more than once by other students in this school.* 3.00 1 / 5 0.07

(100)0.21

(296)0.24

(338)0.36

(514)0.12

(165)0.00

(0)0.00

(0)0.00

(0)

Most students in my school try to treat other students the way theyd want to be treated. 3.00 1 / 5 0.08

(110)0.18

(253)0.35

(490)0.35

(495)0.05(64)

0.00(0)

0.00(0)

0.00(0)




Support for Learning Rating ResponseGiven





Response

My teachers encourage me to try out new ideas (think independently). 4.00 1 / 5 0.03(42)

0.09(133)

0.22(310)

0.54(760)

0.12(164)

0.00(0)

0.00(0)

0.00(0)

My teachers let me know when I do a good job. 4.00 1 / 5 0.03(46)

0.11(157)

0.23(319)

0.50(713)

0.13(180)

0.00(0)

0.00(0)

0.00(0)

If I am feeling confused about something in class, I feel comfortable saying so. 3.00 1 / 5 0.06(84)

0.20(278)

0.25(352)

0.41(576)

0.09(126)

0.00(0)

0.00(0)

0.00(0)

Teachers give me an opportunity to show them what I know and can do in a variety of ways (for example, papers, presentations, projects, tests). 4.00 1 / 5 0.04

(61)0.07

(102)0.21

(293)0.50

(702)0.18

(256)0.00

(0)0.00

(0)0.00

(0)

In school, I feel challenged to do more than I thought I could. 4.00 1 / 5 0.04(56)

0.10(143)

0.27(380)

0.44(623)

0.15(210)

0.00(0)

0.00(0)

0.00(0)

My teachers give me useful feedback on my work. 4.00 1 / 5 0.04(59)

0.12(171)

0.27(384)

0.48(686)

0.08(116)

0.00(0)

0.00(0)

0.00(0)

My teachers encourage us to see mistakes as a natural part of the learning process. 4.00 1 / 5 0.07

(104)0.17

(240)0.25

(350)0.43

(610)0.08

(109)0.00

(0)0.00

(0)0.00

(0)

My teachers show me how to learn from my mistakes. 4.00 1 / 5 0.05(66)

0.14(193)

0.30(420)

0.45(643)

0.07(93)

0.00(0)

0.00(0)

0.00(0)

My teachers help me figure out how I learn best. 3.00 1 / 5 0.09(126)

0.23(322)

0.33(466)

0.31(438)

0.04(62)

0.00(0)

0.00(0)

0.00(0)

My teachers give me individual attention on schoolwork. 3.00 1 / 5 0.07(103)

0.19(270)

0.33(464)

0.36(507)

0.05(67)

0.00(0)

0.00(0)

0.00(0)




Social and Civic Learning Rating ResponseGiven





Response

In my school, we talk about ways to help us control our emotions. 2.00 1 / 5 0.15(210)

0.42(588)

0.33(472)

0.09(126)

0.01(14)

0.00(0)

0.00(0)

0.00(0)

In my school, we have learned ways to resolve disagreements so that everyone can be satisfied with the outcome. 3.00 1 / 5 0.07

(95)0.29

(404)0.42

(599)0.21

(291)0.02(24)

0.00(0)

0.00(0)

0.00(0)

In my school, we talk about the way our actions will affect others. 3.00 1 / 5 0.07(94)

0.29(404)

0.36(504)

0.26(373)

0.03(38)

0.00(0)

0.00(0)

0.00(0)

In my school, we discuss issues that help me think about how to be a good person. 3.00 1 / 5 0.05(73)

0.26(367)

0.37(523)

0.30(422)

0.02(31)

0.00(0)

0.00(0)

0.00(0)

In my school, we discuss issues that help me think about what is right and wrong. 3.00 1 / 5 0.06(79)

0.23(328)

0.39(546)

0.30(421)

0.03(42)

0.00(0)

0.00(0)

0.00(0)

In my school, we have learned how to work quickly and quietly so we can get our work done and still do other things we enjoy. 3.00 1 / 5 0.08

(113)0.19

(275)0.33

(468)0.35

(492)0.05(67)

0.00(0)

0.00(0)

0.00(0)

In my school, we talk about the importance of understanding our feelings and the feelings of others. 3.00 1 / 5 0.11

(153)0.34

(475)0.37

(525)0.16

(232)0.02(29)

0.00(0)

0.00(0)

0.00(0)

In my school, we work on listening to others so that we really understand what they are trying to say. 3.00 1 / 5 0.06

(88)0.21

(294)0.38

(535)0.31

(443)0.04(56)

0.00(0)

0.00(0)

0.00(0)

I feel that I am better at working with other people because of what I learn in my school. 3.00 1 / 5 0.06

(86)0.15

(213)0.37

(525)0.36

(505)0.06(86)

0.00(0)

0.00(0)

0.00(0)




Respect for Diversity Rating ResponseGiven





Response

Students in this school respect differences in other students (for example, gender, race, culture, etc.). 4.00 1 / 5 0.05

(67)0.12

(172)0.25

(355)0.48

(673)0.10

(144)0.00

(0)0.00

(0)0.00

(0)

Students in this school respect differences in adults (for example, gender, race, culture, etc.). 4.00 1 / 5 0.04

(53)0.09

(121)0.25

(357)0.51

(719)0.12

(166)0.00

(0)0.00

(0)0.00

(0)

Adults in this school respect differences in students (for example, gender, race, culture, etc.). 4.00 1 / 5 0.03

(36)0.05(71)

0.16(229)

0.53(743)

0.24(335)

0.00(0)

0.00(0)

0.00(0)

Adults in this school respect each others differences (for example gender, race, culture, etc.). 4.00 1 / 5 0.02

(28)0.03(47)

0.21(302)

0.56(796)

0.17(242)

0.00(0)

0.00(0)

0.00(0)




Social Support / Adults Rating ResponseGiven





Response

Adults who work in my school treat students with respect. 4.00 1 / 5 0.03(38)

0.11(150)

0.24(334)

0.52(738)

0.11(153)

0.00(0)

0.00(0)

0.00(0)

Adults in my school seem to work well with one another. 4.00 1 / 5 0.02(25)

0.04(62)

0.26(365)

0.58(816)

0.10(142)

0.00(0)

0.00(0)

0.00(0)

Adults in this school have high expectations for students success. 4.00 1 / 5 0.02(27)

0.05(66)

0.18(258)

0.47(659)

0.29(406)

0.00(0)

0.00(0)

0.00(0)

Adults who work in my school treat one another with respect. 4.00 1 / 5 0.02(32)

0.04(62)

0.22(312)

0.59(839)

0.12(171)

0.00(0)

0.00(0)

0.00(0)

Adults in my school seem to trust one another. 4.00 1 / 5 0.02(31)

0.06(81)

0.30(427)

0.51(727)

0.11(149)

0.00(0)

0.00(0)

0.00(0)

If students need to talk to an adult in school about a problem, there is someone they trust who they could talk to. 4.00 1 / 5 0.04

(59)0.09

(134)0.23

(321)0.50

(709)0.14

(192)0.00

(0)0.00

(0)0.00

(0)

Adults in my school are willing to listen to what students have to say. 4.00 1 / 5 0.06(90)

0.13(187)

0.29(413)

0.43(614)

0.08(111)

0.00(0)

0.00(0)

0.00(0)

Adults in my school are interested in getting to know students. 3.00 1 / 5 0.06(78)

0.15(209)

0.35(495)

0.39(552)

0.06(81)

0.00(0)

0.00(0)

0.00(0)




Social Support / Students Rating ResponseGiven





Response

Students have friends at school they can turn to if they have questions about homework. 4.00 1 / 5 0.02

(31)0.03(41)

0.11(151)

0.50(703)

0.34(485)

0.00(0)

0.00(0)

0.00(0)

Students have friends at school they can trust and talk to if they have problems. 4.00 1 / 5 0.02(29)

0.04(56)

0.16(221)

0.55(783)

0.23(325)

0.00(0)

0.00(0)

0.00(0)

Students work well with other students in class even if they are not in the same group of friends. 4.00 1 / 5 0.06

(86)0.16

(225)0.26

(368)0.45

(637)0.07(99)

0.00(0)

0.00(0)

0.00(0)

Students have friends at school to eat lunch with. 4.00 1 / 5 0.05(74)

0.09(129)

0.26(362)

0.48(682)

0.12(166)

0.00(0)

0.00(0)

0.00(0)

Students try to make new students feel welcome in the school. 4.00 1 / 5 0.05(74)

0.09(130)

0.31(436)

0.44(622)

0.11(151)

0.00(0)

0.00(0)

0.00(0)




School Connectedness / Engagement Rating ResponseGiven





Response

My school tries to get students to join in after school activities. 4.00 1 / 5 0.02(24)

0.09(121)

0.23(329)

0.54(761)

0.13(178)

0.00(0)

0.00(0)

0.00(0)

My school tries to get all families to be part of school activities. 3.00 1 / 5 0.08(113)

0.36(508)

0.35(499)

0.18(258)

0.02(35)

0.00(0)

0.00(0)

0.00(0)

I feel like I belong at my school. 4.00 1 / 5 0.06(87)

0.08(112)

0.27(375)

0.43(614)

0.16(226)

0.00(0)

0.00(0)

0.00(0)

I like my school. 4.00 1 / 5 0.09(124)

0.10(136)

0.24(345)

0.42(590)

0.16(221)

0.00(0)

0.00(0)

0.00(0)

My school tries to let my family know about whats going on in school. 4.00 1 / 5 0.05(64)

0.13(182)

0.25(359)

0.47(663)

0.10(147)

0.00(0)

0.00(0)

0.00(0)

I feel good about what I do in school. 4.00 1 / 5 0.04(58)

0.11(152)

0.27(389)

0.47(663)

0.11(154)

0.00(0)

0.00(0)

0.00(0)

My parents and family members feel comfortable talking to my teachers. 4.00 1 / 5 0.03(44)

0.04(60)

0.23(321)

0.52(732)

0.18(257)

0.00(0)

0.00(0)

0.00(0)

I think my parents/guardians feel welcome at my school. 4.00 1 / 5 0.02(35)

0.04(60)

0.22(312)

0.57(811)

0.14(197)

0.00(0)

0.00(0)

0.00(0)



Item-by-Item Survey Responses: Students


Physical Surroundings Rating ResponseGiven





Response

My school building is kept clean. 4.00 1 / 5 0.05(64)

0.10(138)

0.23(325)

0.47(670)

0.15(219)

0.00(0)

0.00(0)

0.00(0)

My school has up-to-date computers and other electronic equipment available to students. 4.00 1 / 5 0.06

(79)0.09

(134)0.16

(224)0.45

(640)0.24

(338)0.00

(0)0.00

(0)0.00

(0)

My school is physically attractive (well designed, nicely decorated, etc.). 4.00 1 / 5 0.09(123)

0.13(190)

0.25(352)

0.42(588)

0.11(160)

0.00(0)

0.00(0)

0.00(0)

We have space and facilities for extra-curricular activities at my school. 4.00 1 / 5 0.04(50)

0.06(90)

0.16(233)

0.54(768)

0.19(273)

0.00(0)

0.00(0)

0.00(0)

We need more basic supplies in school (for example, books, paper and chalk). * 3.00 1 / 5 0.13(186)

0.35(492)

0.27(379)

0.17(238)

0.08(120)

0.00(0)

0.00(0)

0.00(0)

My school building is kept in good condition. 4.00 1 / 5 0.04(56)

0.07(94)

0.22(312)

0.52(739)

0.15(215)

0.00(0)

0.00(0)

0.00(0)



Item-by-Item Survey Responses: School Personnel






Response

In this school, there are clear rules against physically hurting other people (for example, hitting, pushing or tripping). 4.00 1 / 5 0.01

(1)0.04

(7)0.05

(8)0.44(71)

0.46(75)

0.00(0)

0.01(1)

0.00(0)

Adults in the school fairly enforce rules regarding physical violence. 5.00 1 / 5 0.01(2)

0.02(4)

0.05(8)

0.38(62)

0.50(81)

0.00(0)

0.04(6)

0.00(0)

Adults in this school will stop students if they see them physically hurting each other (for example, pushing, slapping or punching). 5.00 1 / 5 0.01

(1)0.03

(5)0.03

(5)0.36(59)

0.55(90)

0.00(0)

0.02(3)

0.00(0)

In this school, there are clear rules against insults, teasing, harassment and other verbal abuse. 4.00 2 / 5 0.00

(0)0.07(12)

0.09(15)

0.48(78)

0.34(55)

0.00(0)

0.02(3)

0.00(0)

Adults in the school fairly enforce rules against insults, teasing, harassment, or other verbal abuse. 4.00 1 / 5 0.01

(1)0.06

(9)0.13(21)

0.56(91)

0.24(39)

0.00(0)

0.01(2)

0.00(0)

Adults in the school stop students if they see them insulting, teasing, harassing or otherwise verbally abusing other students. 4.00 2 / 5 0.00

(0)0.04

(6)0.09(14)

0.52(84)

0.34(56)

0.00(0)

0.02(3)

0.00(0)

VI. Detailed Findings



VI. Detailed FindingsItem-by-Item Survey Responses: School Personnel







Response

There are areas of this school where adults do not feel physically safe.* 1.00 1 / 5 0.64(104)

0.29(47)

0.02(4)

0.02(3)

0.02(4)

0.00(0)

0.01(1)

0.00(0)

I have seen students push, slap, punch or beat up other students more than once in this school.* 2.00 1 / 5 0.47

(77)0.32(52)

0.05(8)

0.12(20)

0.01(1)

0.00(0)

0.03(5)

0.00(0)

Most students feel physically safe in the schoolyard or area right around the school. 4.00 3 / 5 0.00(0)

0.00(0)

0.07(12)

0.53(87)

0.37(60)

0.00(0)

0.02(4)

0.00(0)

Most students feel physically safe in all areas of the school building. 4.00 3 / 5 0.00(0)

0.00(0)

0.07(12)

0.46(75)

0.45(73)

0.00(0)

0.02(3)

0.00(0)

There are areas of this school where students do not feel physically safe.* 2.00 1 / 5 0.36(59)

0.40(65)

0.13(21)

0.06(9)

0.02(3)

0.00(0)

0.04(6)

0.00(0)










Response

Many students at this school go out of their way to treat other students badly.* 2.00 1 / 5 0.26(43)

0.56(91)

0.12(19)

0.03(5)

0.01(1)

0.00(0)

0.02(4)

0.00(0)

Its common for students to tease and insult one another.* 2.00 1 / 5 0.15(24)

0.44(71)

0.21(34)

0.18(30)

0.01(1)

0.00(0)

0.02(3)

0.00(0)

There are many students in this school who seem to be made fun of a lot by other students.* 2.00 1 / 5 0.13

(22)0.52(84)

0.23(37)

0.09(15)

0.01(2)

0.00(0)

0.02(3)

0.00(0)

Most students in this school act in a way that is sensitive to the feelings of other students. 4.00 1 / 5 0.01

(1)0.04

(6)0.16(26)

0.64(105)

0.13(21)

0.00(0)

0.02(4)

0.00(0)

Students at this school will try to stop students from insulting or making fun of others. 3.00 1 / 5 0.01

(1)0.15(25)

0.39(64)

0.33(54)

0.10(16)

0.00(0)

0.02(4)

0.00(0)

Very few students make fun of other students. 4.00 2 / 5 0.00(0)

0.13(22)

0.34(55)

0.42(69)

0.09(15)

0.00(0)

0.02(3)

0.00(0)


(10)0.22(36)

0.39(64)

0.25(41)

0.02(3)

0.00(0)

0.06(9)

0.00(0)

I have seen students insult, tease, harass or otherwise verbally abuse other students more than once in this school.* 2.00 1 / 5 0.19

(31)0.39(63)

0.14(23)

0.22(36)

0.02(3)

0.00(0)

0.04(7)

0.00(0)

Most students in this school try to treat other students the way theyd want to be treated. 4.00 1 / 5 0.01

(1)0.04

(6)0.09(15)

0.72(117)

0.12(20)

0.00(0)

0.02(3)

0.00(0)









Response

Teachers encourage students to think independently. 4.00 2 / 5 0.00(0)

0.01(1)

0.05(8)

0.48(78)

0.41(67)

0.00(0)

0.06(9)

0.00(0)

Teachers let students know when they do a good job. 4.00 3 / 5 0.00(0)

0.00(0)

0.04(7)

0.48(77)

0.45(73)

0.00(0)

0.03(5)

0.00(0)

Students feel comfortable letting their teachers know when they are confused. 4.00 1 / 5 0.01(1)

0.05(8)

0.14(23)

0.56(91)

0.18(29)

0.00(0)

0.07(11)

0.00(0)

Students can get extra help if they need it. 5.00 3 / 5 0.00(0)

0.00(0)

0.04(7)

0.42(69)

0.49(80)

0.00(0)

0.04(7)

0.00(0)

Teachers give their students opportunities to show what they know and can do in a variety of ways (for example, papers, presentations, projects, tests). 4.00 2 / 5 0.00

(0)0.01

(1)0.06

(9)0.46(75)

0.38(62)

0.00(0)

0.09(15)

0.00(0)

Teachers use activities and assignments designed to help determine which teaching methods work best for each student. 4.00 2 / 5 0.00

(0)0.06

(9)0.15(24)

0.47(77)

0.22(36)

0.00(0)

0.10(17)

0.00(0)

Teachers challenge students to exceed their expectations. 4.00 2 / 5 0.00(0)

0.01(2)

0.06(10)

0.54(88)

0.31(51)

0.00(0)

0.07(12)

0.00(0)

Teachers give their students useful feedback on their work. 4.00 2 / 5 0.00(0)

0.01(2)

0.10(17)

0.51(84)

0.29(47)

0.00(0)

0.09(14)

0.00(0)

Advanced students are given appropriately challenging work. 4.00 1 / 5 0.01(1)

0.04(7)

0.12(19)

0.41(67)

0.34(55)

0.00(0)

0.09(14)

0.00(0)

Teachers encourage their students to see mistakes as a natural part of the learning process. 4.00 2 / 5 0.00

(0)0.03

(5)0.13(22)

0.50(82)

0.24(39)

0.00(0)

0.09(15)

0.00(0)

Teachers show their students how to learn from their own mistakes. 4.00 2 / 5 0.00(0)

0.01(1)

0.12(19)

0.56(92)

0.22(36)

0.00(0)

0.09(15)

0.00(0)

Teachers help their students figure out how they learn best. 4.00 2 / 5 0.00(0)

0.01(2)

0.14(22)

0.56(90)

0.21(34)

0.00(0)

0.09(14)

0.00(0)

Teachers give their students individual attention on schoolwork. 4.00 2 / 5 0.00(0)

0.01(1)

0.10(16)

0.56(92)

0.23(38)

0.00(0)

0.10(16)

0.00(0)









Response

Adults in this school talk with students about strategies for understanding and controlling their emotions. 4.00 2 / 5 0.00

(0)0.03

(5)0.10(17)

0.56(91)

0.28(46)

0.00(0)

0.02(3)

0.00(0)

In this school, we teach ways to resolve disagreements so that everyone can be satisfied with the outcome. 4.00 1 / 5 0.01

(1)0.18(29)

0.29(47)

0.37(60)

0.09(15)

0.00(0)

0.07(11)

0.00(0)

Adults in this school help students think about how their actions will affect others. 4.00 1 / 5 0.01(1)

0.02(3)

0.11(18)

0.66(107)

0.19(31)

0.00(0)

0.02(3)

0.00(0)

Adults in this school discuss issues that help students think about how to be a good person. 4.00 2 / 5 0.00

(0)0.07(11)

0.19(31)

0.58(94)

0.14(23)

0.00(0)

0.02(4)

0.00(0)

Adults in this school help students think about how they would handle difficult situations. 4.00 2 / 5 0.00

(0)0.04

(6)0.21(34)

0.61(100)

0.13(21)

0.00(0)

0.01(2)

0.00(0)

In this school, we discuss issues that help students think about what is right and wrong. 4.00 1 / 5 0.01

(1)0.08(13)

0.13(21)

0.53(87)

0.20(32)

0.00(0)

0.06(9)

0.00(0)

In this school, we teach skills that help students plan their time so they can get their work done and still do other things they enjoy. 4.00 1 / 5 0.04

(6)0.17(27)

0.19(31)

0.42(68)

0.11(18)

0.00(0)

0.07(12)

0.00(0)

Adults in this school encourage students to understand the importance of their feelings and those of others. 4.00 2 / 5 0.00

(0)0.05

(8)0.17(27)

0.56(91)

0.20(33)

0.00(0)

0.02(4)

0.00(0)

Adults in this school help students listen to others so that they really understand what they are trying to say. 4.00 2 / 5 0.00

(0)0.01

(2)0.21(34)

0.55(90)

0.19(31)

0.00(0)

0.04(7)

0.00(0)

In this school, we encourage students to learn how to work well with other students. 4.00 2 / 5 0.00(0)

0.01(1)

0.07(11)

0.67(108)

0.22(35)

0.00(0)

0.04(7)

0.00(0)









Response

Students in this school respect each others differences (for example, gender, race, culture, etc.). 4.00 2 / 5 0.00

(0)0.06

(9)0.15(25)

0.63(103)

0.14(23)

0.00(0)

0.02(3)

0.00(0)

Students in this school respect differences in adults (for example, gender, race, culture, etc.). 4.00 1 / 5 0.01

(1)0.02

(4)0.07(11)

0.64(104)

0.25(41)

0.00(0)

0.01(1)

0.00(0)

Adults in this school respect differences in students (for example, gender, race, culture, etc.). 4.00 2 / 5 0.00

(0)0.01

(1)0.02

(3)0.50(82)

0.46(75)

0.00(0)

0.01(2)

0.00(0)

Adults in this school respect each others differences (for example gender, race, culture, etc.). 4.00 1 / 5 0.01

(2)0.01

(2)0.04

(6)0.55(91)

0.38(63)

0.00(0)

0.00(0)

0.00(0)









Response

Adults who work in this school treat students with respect. 5.00 2 / 5 0.00(0)

0.01(2)

0.02(4)

0.38(62)

0.58(95)

0.00(0)

0.00(0)

0.00(0)

Adults in this school have high expectations for students success. 4.00 2 / 5 0.00(0)

0.01(2)

0.06(10)

0.44(72)

0.45(74)

0.00(0)

0.03(5)

0.00(0)

Adults in this school generally act with students best interests in mind. 5.00 1 / 5 0.01(1)

0.02(4)

0.03(5)

0.43(70)

0.50(82)

0.00(0)

0.01(1)

0.00(0)

There are adults in this school that students would trust enough to talk to if they had a problem. 4.00 3 / 5 0.00

(0)0.00

(0)0.04

(6)0.53(86)

0.42(68)

0.00(0)

0.02(3)

0.00(0)

Adults in this school are willing to listen to what students have to say. 4.00 3 / 5 0.00(0)

0.00(0)

0.02(3)

0.60(97)

0.37(60)

0.00(0)

0.01(2)

0.00(0)

Adults in this school are interested in getting to know students. 4.00 3 / 5 0.00(0)

0.00(0)

0.06(10)

0.59(96)

0.32(52)

0.00(0)

0.02(4)

0.00(0)









Response


(0)0.01

(1)0.10(16)

0.63(103)

0.20(33)

0.00(0)

0.06(10)

0.00(0)


0.00(0)

0.15(25)

0.65(106)

0.16(26)

0.00(0)

0.04(6)

0.00(0)

Students in this school seem to work well with one another even if theyre not in the same group of friends. 4.00 1 / 5 0.01

(1)0.04

(6)0.15(25)

0.60(97)

0.18(30)

0.00(0)

0.02(4)

0.00(0)


0.02(4)

0.20(32)

0.62(101)

0.11(18)

0.00(0)

0.05(8)

0.00(0)


0.06(9)

0.20(33)

0.53(86)

0.17(28)

0.00(0)

0.04(7)

0.00(0)









Response

This school encourages students to get involved in extra-curricular activities. 5.00 2 / 5 0.00(0)

0.01(2)

0.05(8)

0.35(56)

0.58(94)

0.00(0)

0.01(2)

0.00(0)

This school encourages staff to get involved in extra-curricular activities. 4.00 1 / 5 0.01(2)

0.07(11)

0.19(31)

0.51(82)

0.19(30)

0.00(0)

0.04(6)

0.00(0)

This school encourages all families to be part of school activities. 4.00 1 / 5 0.01(1)

0.07(11)

0.18(29)

0.50(81)

0.20(32)

0.00(0)

0.06(9)

0.00(0)

This school feels like a positive community. 4.00 1 / 5 0.01(2)

0.04(7)

0.12(19)

0.52(84)

0.31(51)

0.00(0)

0.00(0)

0.00(0)

People are proud to be part of this school community. 4.00 2 / 5 0.00(0)

0.02(4)

0.08(13)

0.59(96)

0.30(48)

0.00(0)

0.01(1)

0.00(0)

This school makes an effort to keep families informed about whats going on in school. 4.00 2 / 5 0.00

(0)0.02

(3)0.09(14)

0.53(87)

0.33(54)

0.00(0)

0.03(5)

0.00(0)

Parents and family members are made to feel comfortable talking to teachers. 4.00 2 / 5 0.00(0)

0.01(1)

0.12(19)

0.58(95)

0.24(39)

0.00(0)

0.06(9)

0.00(0)

Parents/guardians are made to feel welcome at this school. 4.00 3 / 5 0.00(0)

0.00(0)

0.07(12)

0.53(87)

0.37(61)

0.00(0)

0.02(3)

0.00(0)










Response

This school building is kept clean. 5.00 1 / 5 0.01(1)

0.02(3)

0.03(5)

0.40(65)

0.55(89)

0.00(0)

0.00(0)

0.00(0)

This school has up-to-date computers and other electronic equipment available to students. 4.00 1 / 5 0.05

(8)0.09(14)

0.04(7)

0.52(84)

0.29(48)

0.00(0)

0.01(2)

0.00(0)

This school is physically attractive (well designed, nicely decorated, etc.). 4.00 1 / 5 0.01(2)

0.11(18)

0.12(20)

0.51(83)

0.23(38)

0.00(0)

0.01(2)

0.00(0)

We have space and facilities for extra-curricular activities at this school. 4.00 1 / 5 0.02(4)

0.08(13)

0.11(18)

0.47(77)

0.28(45)

0.00(0)

0.04(6)

0.00(0)

We need more basic supplies in school (for example, books, paper and chalk).* 2.00 1 / 5 0.18(29)

0.39(64)

0.23(38)

0.11(18)

0.07(11)

0.00(0)

0.02(3)

0.00(0)

This school building is kept in good condition. 4.00 1 / 5 0.01(1)

0.01(2)

0.04(6)

0.52(85)

0.42(69)

0.00(0)

0.01(1)

0.00(0)



Item-by-Item Survey Responses: School Personnel

Leadership Rating ResponseGiven





Response

The administration at this school is fair in the way they allocate resources. 4.00 1 / 5 0.01(2)

0.12(19)

0.18(30)

0.46(75)

0.22(36)

0.00(0)

0.01(1)

0.00(0)

The administration at this school provides teachers with opportunities to work together collaboratively. 4.00 1 / 5 0.06

(9)0.21(35)

0.17(27)

0.34(56)

0.15(25)

0.00(0)

0.07(11)

0.00(0)

Most teachers at this school feel comfortable asking for help from the administration. 4.00 1 / 5 0.01

(2)0.17(27)

0.20(32)

0.37(61)

0.20(32)

0.00(0)

0.06(9)

0.00(0)

The administration at this school places a high priority on curriculum and instructional issues. 4.00 1 / 5 0.01

(1)0.04

(6)0.10(17)

0.40(65)

0.42(69)

0.00(0)

0.03(5)

0.00(0)

The administration involves teachers in planning professional development activities. 3.00 1 / 5 0.13

(21)0.20(32)

0.20(32)

0.31(51)

0.07(11)

0.00(0)

0.09(15)

0.00(0)

The work I do at this school is appreciated by the administration. 4.00 1 / 5 0.07(11)

0.06(10)

0.21(34)

0.48(77)

0.19(30)

0.00(0)

0.00(0)

0.00(0)

The administration at this school communicates openly with teachers and staff. 4.00 1 / 5 0.02(4)

0.14(23)

0.12(20)

0.53(87)

0.17(28)

0.00(0)

0.01(1)

0.00(0)

The administration at this school is supportive of teachers and staff members. 4.00 1 / 5 0.02(4)

0.07(11)

0.14(23)

0.48(79)

0.27(44)

0.00(0)

0.01(2)

0.00(0)

The administration at this school involves staff in decisions about instruction. 4.00 1 / 5 0.04(6)

0.15(25)

0.30(49)

0.35(57)

0.09(14)

0.00(0)

0.07(12)

0.00(0)

The administration at this school effectively communicates a strong and compelling vision for what they want the school to be. 4.00 1 / 5 0.01

(2)0.07(12)

0.17(28)

0.54(88)

0.19(31)

0.00(0)

0.01(2)

0.00(0)

The administration at this school is accessible to teachers and staff. 4.00 1 / 5 0.01(2)

0.06(9)

0.06(9)

0.56(91)

0.30(48)

0.00(0)

0.02(3)

0.00(0)

The administration at this school involves staff in decisions about the school discipline policy. 4.00 1 / 5 0.03

(5)0.20(32)

0.27(44)

0.35(57)

0.08(13)

0.00(0)

0.07(12)

0.00(0)

The administration at this school places a high priority on developing staff expertise. 4.00 1 / 5 0.04

(6)0.09(14)

0.28(45)

0.46(74)

0.13(21)

0.00(0)

0.01(2)

0.00(0)




Professional Relationships Rating ResponseGiven





Response

Staff in this school typically work well with one another. 4.00 1 / 5 0.01(2)

0.02(4)

0.04(6)

0.55(90)

0.36(59)

0.00(0)

0.01(2)

0.00(0)

Most staff in this school are generous about helping others with instructional issues. 4.00 2 / 5 0.00(0)

0.02(3)

0.07(12)

0.42(69)

0.43(70)

0.00(0)

0.06(9)

0.00(0)

Staff in this school try to learn from one another. 4.00 2 / 5 0.00(0)

0.06(9)

0.08(13)

0.58(95)

0.26(43)

0.00(0)

0.02(3)

0.00(0)

Staff members typically treat one another with professional respect. 4.00 1 / 5 0.01(1)

0.02(4)

0.05(8)

0.55(89)

0.37(61)

0.00(0)

0.00(0)

0.00(0)

Most staff seem comfortable asking for help from their colleagues. 4.00 2 / 5 0.00(0)

0.02(3)

0.05(8)

0.56(92)

0.36(58)

0.00(0)

0.01(2)

0.00(0)

Staff in the school seem comfortable sharing ideas at staff/faculty meetings. 4.00 1 / 5 0.01(2)

0.10(16)

0.13(22)

0.51(84)

0.20(33)

0.00(0)

0.04(7)

0.00(0)

I feel good about what I accomplish as a staff member at this school. 4.00 1 / 5 0.01(1)

0.02(4)

0.03(5)

0.50(82)

0.43(71)

0.00(0)

0.01(1)

0.00(0)

Working relationships among staff in this school make it easier to try new things. 4.00 1 / 5 0.01(2)

0.06(10)

0.12(19)

0.50(82)

0.27(44)

0.00(0)

0.04(7)

0.00(0)

Staff in this school generally trust one another. 4.00 2 / 5 0.00(0)

0.04(6)

0.21(35)

0.53(87)

0.21(34)

0.00(0)

0.01(1)

0.00(0)

Most staff in this school are good at the work they do. 4.00 2 / 5 0.00(0)

0.01(1)

0.05(8)

0.49(80)

0.44(71)

0.00(0)

0.02(3)

0.00(0)



VI. Detailed FindingsItem-by-Item Survey Responses: Parents






Response

In my childs school, there are clear rules against physically hurting other people (for example, hitting, pushing or tripping). 4.00 1 / 5 0.01

(7)0.02(11)

0.10(55)

0.60(325)

0.26(143)

0.00(0)

0.00(0)

0.00(0)

Adults in the school are fair about making sure that all students follow the rules against physically hurting other people. 4.00 1 / 5 0.02

(10)0.04(21)

0.26(141)

0.52(279)

0.16(87)

0.00(0)

0.00(0)

0.00(0)

Adults in the school will stop students if they see them physically hurting each other (for example, pushing, slapping, or punching). 4.00 1 / 5 0.01

(4)0.01

(7)0.30

(164)0.47

(252)0.21

(111)0.00

(0)0.00

(0)0.00

(0)

In my childs school, there are clear rules against insults, teasing, harassment, and other verbal abuse. 4.00 1 / 5 0.01

(6)0.05(25)

0.15(81)

0.59(319)

0.20(106)

0.00(0)

0.00(0)

0.00(0)

Adults in the school are fair about making sure that all students follow the rules against insults, teasing, harassment, or other verbal abuse. 4.00 1 / 5 0.03

(15)0.06(31)

0.36(196)

0.46(250)

0.09(46)

0.00(0)

0.00(0)

0.00(0)

Adults in the school stop students if they see them insulting, teasing, harassing, or otherwise verbally abusing other students. 4.00 1 / 5 0.01

(7)0.03(17)

0.41(222)

0.43(230)

0.11(59)

0.00(0)

0.00(0)

0.00(0)










Response

I have seen students at my childs school being physically hurt by other students more than once (for example, pushed, slapped, punched, or beaten up).* 2.00 1 / 5 0.41

(220)0.40

(217)0.16(85)

0.02(12)

0.01(6)

0.00(0)

0.00(0)

0.00(0)

My child feels physically safe in the schoolyard or area right around the school. 4.00 1 / 5 0.01(6)

0.02(12)

0.11(58)

0.63(342)

0.23(122)

0.00(0)

0.00(0)

0.00(0)

My child has been physically hurt at school more than once by other students (for example, pushed, slapped, punched, or beaten up).* 1.00 1 / 5 0.53

(287)0.37

(201)0.06(32)

0.02(11)

0.01(8)

0.00(0)

0.00(0)

0.00(0)

My child feels physically safe in all areas of the school building. 4.00 1 / 5 0.01(4)

0.03(16)

0.12(62)

0.64(344)

0.21(113)

0.00(0)

0.00(0)

0.00(0)

There are areas of my childs school where he/she does not feel physically safe.* 2.00 1 / 5 0.27(142)

0.53(285)

0.14(76)

0.05(27)

0.01(4)

0.00(0)

0.00(0)

0.00(0)










Response

Many students at my childs school go out of their way to treat other students badly.* 2.00 1 / 5 0.08(44)

0.43(234)

0.34(181)

0.12(64)

0.03(16)

0.00(0)

0.00(0)

0.00(0)

My child has been insulted, teased, harassed or otherwise verbally abused more than once at this school.* 2.00 1 / 5 0.26

(141)0.39

(210)0.14(73)

0.15(83)

0.06(32)

0.00(0)

0.00(0)

0.00(0)

There are many students in my childs school who seem to be made fun of a lot by other students.* 3.00 1 / 5 0.06

(33)0.28

(153)0.46

(248)0.15(82)

0.04(22)

0.00(0)

0.00(0)

0.00(0)

Most students in my childs school act in a way that is sensitive to the feelings of other students. 3.00 1 / 5 0.02

(12)0.11(59)

0.37(201)

0.45(245)

0.04(23)

0.00(0)

0.00(0)

0.00(0)

Students at my childs school will try to stop students from insulting or making fun of other students. 3.00 1 / 5 0.04

(24)0.12(62)

0.51(276)

0.28(152)

0.04(24)

0.00(0)

0.00(0)

0.00(0)

Very few students make fun of other students. 3.00 1 / 5 0.08(41)

0.19(102)

0.49(261)

0.22(117)

0.03(15)

0.00(0)

0.00(0)

0.00(0)


(17)0.12(64)

0.44(235)

0.28(150)

0.13(67)

0.00(0)

0.00(0)

0.00(0)

It is common to see students in my childs school insulted, teased, harassed or otherwise verbally abused by other students.* 2.00 1 / 5 0.18

(98)0.39

(206)0.32

(172)0.09(46)

0.02(12)

0.00(0)

0.00(0)

0.00(0)

Most students in my childs school try to treat other students the way theyd want to be treated. 4.00 1 / 5 0.02

(9)0.10(52)

0.29(157)

0.53(285)

0.06(30)

0.00(0)

0.00(0)

0.00(0)









Response

My childs teachers encourage him/her to try out new ideas (think independently). 4.00 1 / 5 0.02(11)

0.08(42)

0.24(129)

0.53(288)

0.13(70)

0.00(0)

0.00(0)

0.00(0)

My childs teachers let him/her know when he/she does a good job. 4.00 1 / 5 0.01(6)

0.07(40)

0.25(133)

0.55(296)

0.12(64)

0.00(0)

0.00(0)

0.00(0)

If my child is feeling confused about something in class, he/she feels comfortable saying so. 4.00 1 / 5 0.05

(25)0.24

(131)0.20

(109)0.44

(240)0.06(35)

0.00(0)

0.00(0)

0.00(0)

Teachers give my child an opportunity to show what he/she knows and can do in a variety of ways (for example, papers, presentations, projects, tests). 4.00 1 / 5 0.03

(14)0.08(41)

0.14(77)

0.59(316)

0.17(92)

0.00(0)

0.00(0)

0.00(0)

My child is challenged to do more than he/she thought he/she could in school. 4.00 1 / 5 0.03(18)

0.11(62)

0.26(141)

0.46(249)

0.13(70)

0.00(0)

0.00(0)

0.00(0)

My childs teachers give him/her useful feedback on school work. 4.00 1 / 5 0.03(14)

0.15(79)

0.21(114)

0.54(289)

0.08(43)

0.00(0)

0.00(0)

0.00(0)

My childs teachers encourage him/her to see mistakes as a natural part of the learning process. 3.00 1 / 5 0.03

(18)0.13(67)

0.35(189)

0.43(231)

0.05(29)

0.00(0)

0.00(0)

0.00(0)

My childs teachers show him/her how to learn from his/her mistakes. 3.00 1 / 5 0.03(16)

0.13(70)

0.38(202)

0.42(224)

0.04(24)

0.00(0)

0.00(0)

0.00(0)

My childs teachers help him/her figure out how he/she learns best. 3.00 1 / 5 0.06(34)

0.21(111)

0.38(203)

0.30(161)

0.04(23)

0.00(0)

0.00(0)

0.00(0)

My childs teachers give him/her individual attention on schoolwork. 4.00 1 / 5 0.05(27)

0.14(76)

0.24(131)

0.49(260)

0.08(42)

0.00(0)

0.00(0)

0.00(0)









Response

In my childs school, he/she talks about ways to help control his/her emotions. 3.00 1 / 5 0.03(16)

0.16(84)

0.60(322)

0.19(100)

0.03(14)

0.00(0)

0.00(0)

0.00(0)

In my childs school, students have learned ways to resolve disagreements so that everyone can be satisfied with the outcome. 3.00 1 / 5 0.02

(9)0.12(67)

0.50(271)

0.33(178)

0.02(13)

0.00(0)

0.00(0)

0.00(0)

In my childs school, he/she talks about the way his/her actions will affect others. 3.00 1 / 5 0.01(4)

0.14(74)

0.45(243)

0.36(192)

0.05(25)

0.00(0)

0.00(0)

0.00(0)

In my childs school, he/she discusses issues that help him/her think about how to be a good person. 3.00 1 / 5 0.01

(4)0.12(65)

0.38(206)

0.45(242)

0.04(23)

0.00(0)

0.00(0)

0.00(0)

In my childs school, he/she discusses issues that help him/her think about what is right and wrong. 3.00 1 / 5 0.01

(4)0.08(45)

0.41(221)

0.44(240)

0.06(30)

0.00(0)

0.00(0)

0.00(0)

My child has learned skills that help him/her plan time effectively to get work done and still do other things he/she enjoys. 4.00 1 / 5 0.05

(29)0.19

(103)0.20

(106)0.46

(251)0.09(51)

0.00(0)

0.00(0)

0.00(0)

In my childs school, he/she talks about the importance of understanding his/her feelings and the feelings of others. 3.00 1 / 5 0.01

(8)0.12(64)

0.48(260)

0.33(179)

0.05(27)

0.00(0)

0.00(0)

0.00(0)

In my childs school, he/she works on listening to others so that he/she really understands what they are trying to say. 4.00 1 / 5 0.01

(3)0.04(19)

0.33(177)

0.56(298)

0.07(37)

0.00(0)

0.00(0)

0.00(0)

My child feels that he/she is better at working with other people because of what he/she has learned in school. 3.00 1 / 5 0.01

(5)0.11(59)

0.46(244)

0.39(207)

0.03(18)

0.00(0)

0.00(0)

0.00(0)









Response

Students in my childs school respect each others differences (for example, gender, race, culture, etc.). 4.00 1 / 5 0.02

(11)0.09(50)

0.25(134)

0.56(300)

0.08(45)

0.00(0)

0.00(0)

0.00(0)

Students in my childs school respect differences in adults (for example, gender, race, culture, etc.). 4.00 1 / 5 0.01

(4)0.04(22)

0.30(161)

0.57(305)

0.08(45)

0.00(0)

0.00(0)

0.00(0)

Adults in my childs school respect differences in students (for example, gender, race, culture, etc.). 4.00 1 / 5 0.01

(3)0.04(23)

0.24(130)

0.57(309)

0.14(73)

0.00(0)

0.00(0)

0.00(0)

Adults in my childs school respect each others differences (for example gender, race, culture, etc.). 4.00 1 / 5 0.01

(4)0.03(14)

0.36(193)

0.49(265)

0.11(61)

0.00(0)

0.00(0)

0.00(0)









Response

Adults who work in my childs school treat students with respect. 4.00 1 / 5 0.00(2)

0.07(39)

0.18(96)

0.59(318)

0.16(86)

0.00(0)

0.00(0)

0.00(0)

Adults in my childs school seem to work well with one another. 4.00 1 / 5 0.01(8)

0.08(42)

0.30(160)

0.54(290)

0.07(39)

0.00(0)

0.00(0)

0.00(0)

Adults in my childs school have high expectations for students success. 4.00 1 / 5 0.01(8)

0.04(20)

0.18(99)

0.57(306)

0.20(107)

0.00(0)

0.00(0)

0.00(0)

Adults who work in my childs school treat one another with respect. 4.00 1 / 5 0.01(6)

0.05(25)

0.32(171)

0.53(283)

0.10(54)

0.00(0)

0.00(0)

0.00(0)

Adults in my childs school seem to trust one another. 4.00 1 / 5 0.01(7)

0.05(26)

0.39(210)

0.49(260)

0.06(33)

0.00(0)

0.00(0)

0.00(0)

If students need to talk to an adult in school about a problem, there is someone they trust who they could talk to. 4.00 1 / 5 0.03

(17)0.10(54)

0.21(110)

0.55(295)

0.11(60)

0.00(0)

0.00(0)

0.00(0)

Adults in my childs school are willing to listen to what students have to say. 4.00 1 / 5 0.02(9)

0.08(41)

0.30(159)

0.53(286)

0.07(40)

0.00(0)

0.00(0)

0.00(0)

Adults in my childs school are interested in getting to know students. 4.00 1 / 5 0.01(6)

0.09(50)

0.34(183)

0.48(256)

0.07(40)

0.00(0)

0.00(0)

0.00(0)









Response


(5)0.04(24)

0.11(61)

0.60(324)

0.23(126)

0.00(0)

0.00(0)

0.00(0)


0.05(28)

0.16(89)

0.62(337)

0.15(81)

0.00(0)

0.00(0)

0.00(0)

Students in my childs school work well with each other even if theyre not in the same group of friends. 4.00 1 / 5 0.03

(16)0.12(63)

0.32(172)

0.47(256)

0.06(32)

0.00(0)

0.00(0)

0.00(0)


0.05(29)

0.18(95)

0.63(332)

0.11(60)

0.00(0)

0.00(0)

0.00(0)


0.06(34)

0.46(245)

0.39(205)

0.06(30)

0.00(0)

0.00(0)

0.00(0)









Response

My childs school tries to get students to join in after school activities. 4.00 1 / 5 0.03(15)

0.14(78)

0.29(157)

0.42(227)

0.12(64)

0.00(0)

0.00(0)

0.00(0)

My childs school tries to get all families to be part of school activities. 4.00 1 / 5 0.03(15)

0.19(104)

0.26(140)

0.42(226)

0.10(56)

0.00(0)

0.00(0)

0.00(0)

My child feels like he/she belongs at this school. 4.00 1 / 5 0.04(19)

0.09(48)

0.16(85)

0.51(275)

0.21(114)

0.00(0)

0.00(0)

0.00(0)

My child likes his/her school. 4.00 1 / 5 0.04(21)

0.08(42)

0.13(68)

0.54(293)

0.21(116)

0.00(0)

0.00(0)

0.00(0)

My childs school makes an effort to keep me and my family informed about whats going on in school. 4.00 1 / 5 0.03

(18)0.11(60)

0.14(78)

0.52(278)

0.19(105)

0.00(0)

0.00(0)

0.00(0)

My child feels good about what he/she accomplishes in school. 4.00 1 / 5 0.01(5)

0.10(54)

0.15(79)

0.61(328)

0.14(73)

0.00(0)

0.00(0)

0.00(0)

Parents and family members feel comfortable talking to teachers. 4.00 1 / 5 0.04(19)

0.09(46)

0.15(81)

0.60(320)

0.13(69)

0.00(0)

0.00(0)

0.00(0)

I think parents/guardians feel welcome at my childs school. 4.00 1 / 5 0.02(13)

0.07(37)

0.16(85)

0.60(324)

0.15(79)

0.00(0)

0.00(0)

0.00(0)










Response

My childs school building is kept clean. 4.00 1 / 5 0.00(2)

0.03(18)

0.12(63)

0.66(357)

0.19(100)

0.00(0)

0.00(0)

0.00(0)

My childs school has up-to-date computers and other electronic equipment available to students. 4.00 1 / 5 0.03

(17)0.06(35)

0.16(87)

0.55(300)

0.19(102)

0.00(0)

0.00(0)

0.00(0)

My childs school is physically attractive (well designed, nicely decorated, etc.). 4.00 1 / 5 0.02(12)

0.09(46)

0.20(107)

0.55(299)

0.14(77)

0.00(0)

0.00(0)

0.00(0)

My childs school has space and facilities for extra-curricular activities. 4.00 1 / 5 0.02(11)

0.07(37)

0.10(53)

0.61(331)

0.20(107)

0.00(0)

0.00(0)

0.00(0)

We need more basic supplies in my childs school (for example, books, paper and chalk).* 3.00 1 / 5 0.15

(79)0.35

(189)0.41

(222)0.07(40)

0.01(8)

0.00(0)

0.00(0)

0.00(0)

My childs school building is kept in good condition. 4.00 1 / 5 0.01(6)

0.04(22)

0.11(59)

0.67(359)

0.17(91)

0.00(0)

0.00(0)

0.00(0)



VI. Detailed FindingsDemographic Profiles


TheCSCIasameasureisintendedtoprovideinformationaboutschoolclimateasspecificallymeasuredbytenscalescorrespondingtotenimportantdimensionsofschoolclimate—Safety-Rules&Norms,SenseofPhysicalSecurity,SenseofSocial-EmotionalSecurity,SupportforLearning,Social&CivicLearning,RespectforDiversity,SocialSupport—Adults,SocialSupport—Students,SchoolConnectedness/Engagement,andPhysicalSurroundings.Forschoolpersonneltherearetwoadditionalscalesthatarerelevanttoschoolclimate—LeadershipandProfessionalRelationships.Eachofthesescalesconsistsofaparticularsubsetofindividualsurveyitems.

Althoughthelastsectionofthereportprovidesfulldetailsonhoweachgrouprespondedtotheindividualsurveyitems,thesurveywasdevelopedtobemostreliableatthescalelevel.Thescalescoresdependonanindividual’sresponsetoanumberofitemsthattogetherrevealtheperceptionsofagivenaspectofschoolclimate.

Informationontheindividualsurveyitemsisincludedinordertoshowyouwhatkindsofindicatorsareusedtomeasureeachdimension.However,responsetoanindividualitemislessreliable,andNSCCdoesnotrecommendmakingpolicydecisionsbasedonthesenumbersalone.Therefore,thefindingsarediscussedonthescalelevelthroughoutthereport,anditisrecommendedthatyouconcentrateonthescalescoresfordiscussionandplanning.

Thescaleordimensionscoresforeachrespondentarecalculatedastheaveragescoreacrosstheseitems.Averagesratherthantotalscoresareusedtopromoteunderstandingandusability.Withaveragescores,allscalescoresarecomparabletooneanotherregardlessofthenumberofitemsthatcontributetothatscore.Scoresrangefrom1to5asdotheratingsforindividualitems.However,sincethescalescoresarecalculatedasaverageratingsacrossallofthesurveyitemsthatarepartofthatscale,individualrespondents’scalescoreswillnolongerbeinthefiveoriginalneatcategoriescorrespondingtotheresponsecategoriesfrom1to5,butwillvaryfrom1to5infractionalterms;forexampleifanindividualrespondentrated5itemsona10-itemscaleas“3”or“neutral”and5as“4”orpositive,thescalescorefortherespondentwouldbe3.5.)Thisalsohelpsintheinterpretabilityofthescalescores.Indevelopingthescalescores,anyrespondentswhodidnotrespondtoallitemsinthescalewerenotgivenascalescore.Thisensuresthatthescalescoreswerebasedonthesameitemsforeachperson.

Tounderstandthemeaningofscalescores,scorescanbeconsidered as highly negative to highly positive according towheretheyfallonthecontinuumfrom1to5,withscoresbelow2.5indicatingarelativelynegativerating,scores above 3.5 relatively positive and those in the middle neutral—thelowerthescoreinthenegativerange,thestrongerthenegativejudgment;converselythehigherthescoreinthepositiverange,thestrongerthepositivejudgment.

APPENDIX A Further Details on the CSCI Measure


APPENDIX A

Forschoolgroups,theoverallmeasurethatisreportedisthemedianscore,whichisthemidpointoftherangeofscoresacrossallindividualrespondentsinthegroup.Forexample,amedianscoreof3.0forstudentsonSupportforLearningwouldindicatethattheoverallratingisfairlyneutral,asmeasuredbythemidpointofrespondentswhereanequalnumberrateSupportforLearningaslowerand higher.

Whilethisisslightlydifferentthanameanoraverage,itisoneofthecommonlyusedindicatorsofcentraltendencyoroverallgroupperformance.Medianvaluesaretypicallyequivalenttomeanvalues,exceptwherethereareasmallnumberofextremeratingswhichwouldskewthemeanmore than the median.

Foraquestionnairethatusesafivepointratingscale,whileitisclearthatmostrespondentsinterprettheorderofthescalethesameway,i.e.5ishigherthan4,andsooninthewaythattheyrespond,itisnotclearthattheintervalsbetweenratingsmeanthesamethingstoallrespondents.

Forthisreason,usingmedianvaluesacrossrespondentswhichtakesintoaccountrankingbutnotactualratings,isconsideredamoreappropriatemeasure.Inadditiontothemedianscores,thereportcontainsresponsedistributionsforeachschoolclimatedimensions,whichshowthepercentageofrespondentsineachschoolgroupwhosescoresfallintoeachcategoryorrange.

Theseshouldhelpyouunderstandtheconsistencyand/orvariabilityofperceptionsandthestrengthofopinionwithinschoolgroups.Forexample,iftheoverallormedianscoreforSupportforLearningforstudentsisneutral,isthatbecausemostrespondentsareneutralorisitbecausethereareanevennumberwithpositiveandnegativeviews;ifthelatter,arepositiveandnegativeopinionssymmetricalorarethepositivesconcentratedaroundhighlypositive,whilenegativesarejustmildlyso,orviceversa.

Eachofthesepatternsprovidesvaluableinsightintotheperceptionsheldbystudents,staffandparents,anddifferentpatternswillsuggestdifferentcoursesofaction.

1841Broadway,Suite1212,NewYork,NY10023|212.707.8799|www.schoolclimate.org

flhs school climate report 2013

Documents