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Views of Climate and Learning (VOCAL) Survey: Interpretive Guide and Action Planning Resource for SchoolsGuide to analyzing and acting upon VOCAL survey dataOctober 2018

Massachusetts Department of Elementary and Secondary Education75 Pleasant Street, Malden, MA 02148-4906Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370www.doe.mass.edu

This document was prepared by the Massachusetts Department of Elementary and Secondary Education

Jeffrey C. RileyCommissioner

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We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex, gender identity, or sexual orientation.

Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the Human Resources Director, 75 Pleasant St., Malden, MA 02148-4906. Phone: 781-338-6105.

© 2018 Massachusetts Department of Elementary and Secondary EducationPermission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please

credit the “Massachusetts Department of Elementary and Secondary Education.”

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Massachusetts Department of Elementary and Secondary Education75 Pleasant Street, Malden, MA 02148-4906

Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370www.doe.mass.edu

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Table of Contents

1. Background………………………………………………………….……………….……………….………….. 12. Types of data in your school reports…..……...……...……...……...……...……...…….......... 23. How to use interpretive guide and action planning templates.……...…….............. 34. Completed interpretive guide exemplar ……………………………………………………………. 54. Completed action planning exemplar…………………………...……………………...………..... 135. Other school climate resources………………………….……………….……………….………....... 166. Appendix A: Sample report for completed interpretive exemplar…...……………….... 187. Appendix B: Blank interpretive guide template 8. Appendix C: Blank action planning template

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Background

The interpretive guide template and the action planning template are provided to help schools analyze, interpret, and act upon their Views of Climate and Learning (VOCAL) school climate data. The VOCAL survey measures three dimensions of school climate, namely, engagement, safety, and environment. The table below presents a brief description of each topic measured by the VOCAL survey:

Views of Climate and Learning (VOCAL) dimensions and topics1

Engagement Safety Environment

Cultural competenceThe extent students feel the adults/students value diversity, manage dynamics of differences, and avoid stereotypes.

RelationshipsThe extent students feel there is a social connection and respect between staff/teachers and students, and between students and their peers.

ParticipationThe extent students feel engaged intellectually, emotionally, and behaviorally in the classroom, and the extent that students or their parents are engaged in school life.

Emotional safetyThe extent students feel a bond to the school, and the extent adults/students support the emotional needs of students.

Physical safetyThe extent that students feel physically safe within the school environment.

Bullying/Cyber-bullyingThe extent that students report different types of bullying behaviors occurring in the school and the extent that school/staff/students try to counteract bullying.

Instructional environmentThe extent that students feel the instructional environment is collaborative, relevant, challenging and supportive of learning.

Mental health environmentThe extent that students have access to systems support that effectively support their social, emotional and mental health well-being.

Discipline environmentThe extent that discipline is fair, applied consistently and evenly, and a shared responsibility.

1Based on the United States’ Department of Education’s conceptual framework for school climate.

The number of items for each dimension and topic within each grade-level survey are listed here:

VOCAL Number of itemsDimension Indicator Grade 5 Grade 8 Grade 10

EngagementCultural competence 3 4 4Relationships 3 4 4Participation 6 4 4

SafetyEmotional 4 5 5Physical 2 2 2Bullying/cyber-bullying 7 8 8

EnvironmentInstructional 6 6 6Mental health 2 2 2Discipline 3 3 3

Total number of items 36 38 38

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Types of data in your school reports

The school climate reports include two types of data: responses to individual items and aggregate indices that combine item responses. Each can be used for different purposes.

Item-level response data show the percentage of students who responded within each of the four response categories (always true, mostly true, mostly untrue, and never true). Item-level response data allows you to:

Assess the distribution of student responses. You can examine whether students respond relatively evenly across all four response categories (which suggests a variety of views regarding the item content) or respond predominantly in one or two response categories (which suggests a consensus of views).

Rank-order the items from most positive views of your school climate to least positive views (e.g., by combining the two most positive response categories and sorting them from highest to lowest).

The item level response data does not allow you to: Average the responses together. “Always true” is a stronger response than “mostly

true,” and “mostly true” is stronger than “mostly untrue.” But the distance between “always true” and “mostly true” may not be the same as the distance between “mostly true” and “mostly untrue,” so they cannot be averaged together.

Directly compare student responses across dimensions or grades. Similar to academic assessments where items range in difficulty, some items on a school climate survey are easier for students to agree with than others. For example, if only a few students in your school respond “always true” to an item, that could be because your school’s climate is relatively weak on that dimension compared to other schools. But, it could also be the case that almost no students statewide respond “always true” to that item, and therefore your school is no weaker than any other. Statewide comparative response data is available in the data reports.

Directly compare students’ responses from one year to the next. The characteristics of a school’s students may vary from cohort to cohort and from year to year. As a result, students’ responses may change over time even if the school climate itself has not changed.

Index scores address the disadvantages of using individual item responses. An index score is a composite measure that summarizes scores across several content-related items. Using this methodology of linking items across grades, ESE developed four index scores for schools: (1) an overall school climate score; (2) an engagement score; (3) a safety score; and (4) an environment score. In addition, at the district-level, an index score specific to bullying was

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developed. Across the three grades, students’ four index scores range from 1 to 99 with a mean of 50. This type of data allows you to:

Directly compare student index scores across grades and dimensions Directly compare aggregate index scores across the schools within your district Make statements such as, “Grade 5’s students score four points higher on the safety

scale compared to their score on the engagement scale,” and “Grade 8’s four-point gap between the safety and engagement dimensions is twice the size of the two-point gap in grade 5.”

Track school climate scores over time. Results in future years can be placed on the same scale as prior years, which will allow fair comparisons over time.

How to use the interpretive guide and action planning templatesDESE would like to express a sincere thank you to Lexington Public schools for allowing us to adapt their interpretive guide and action planning template for the use by educators state-wide.

Interpretive Guide Template1. Before you look at your school’s data, ESE recommends that you review three supporting

documents first.a. The annotated sample report, which provides an understanding of the layout of the

reports and the data elements within them. The completed interpretive guide uses the data embedded within a sample report to guide educators through the analyses. A copy of the sample report is available in Appendix C.

b. The grade-level school climate profile(s) pertinent to your school. The profiles provide a description of what relatively strong, typical, and weak school climates look like in each grade within Massachusetts.

c. The two-page state summary, which provides a summary of the school climate survey project and high-level results.

2. After reviewing these supporting documents, take a brief look at your school report to get a feel for the data and your gut reaction toward it. As you do this, consider the following questions:a. Do the results make sense to you given the context of your school and district? b. Do any findings jump out at you and surprise you (either positively or negatively)? c. How big are the differences you see on the four indices? Differences of three to four

index points or more are meaningful. d. What appear to be your school’s strengths and weaknesses within each of the

dimensions of school climate? e. Are there any other data sources (e.g., parent or staff survey data, discipline,

absenteeism, etc.) that support or refute your summary conclusions?

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3. Once you have a feel for your data, you can use the interpretive guide to more thoroughly analyze your data by drilling down from the index level data to the item level data. This allows you to identify and focus in on specific strengths and weaknesses within your school. The interpretive guide:a. Uses the sample report data (Appendix A) to take you through a systematic approach

to analyzing and interpreting your data.b. Asks guiding questions for what you may want to knowc. Points you to the data report element that can help answer each specific questiond. Gives you an idea of what to look for when assessing the datae. Provides a column for you to write your observations based on your data analyses (this

column is empty in the template for you to use)

4. Item responses in all school reports are organized from most positive student views to the least positive student views using the state average for rank ordering. a. The state’s “always true” and “mostly true” response categories were combined and

then sorted from highest to lowest for each dimension. b. Please note, your school’s rank ordering from most to least positive item responses

may not mirror the state’s rank ordering.

Action Planning TemplateThe Action Planning template is designed to help those schools that have analyzed their school climate data, identified their strengths and weaknesses, and plan to work to improve certain aspects of their school climate. The template highlights five questions that can be used to guide your planning process.

1. What specific actions or implementation steps are necessary?2. For each action, how will the school monitor implementation?3. How will the school measure effectiveness?4. Who will work on and be responsible for each part of the plan?5. What is the timeline for each part of the plan?

The Office of Planning and Research (OPR) has developed a planning model and has several resources available to support school improvement planning. Educators can visit OPR’s Planning for Success webpage to access these additional resources.

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http://www.doe.mass.edu/research/success/

http://www.doe.mass.edu/research/success/

Completed School Interpretive Guide Template (using North Middle sample school VOCAL data as an example)

Overall School Climate: Index point differences of 3 to 4 points are meaningful

What do we want to know...

See... Look for… School climate observations…

How is the overall school climate?

Overall index score DESE’s VOCAL Grade-level Profile to read a summary description of a weak, typical, and strong school climate. Grade 8 score ranges within each category are:

51 to 99 = relatively strong climate 41 to 50 = typical climate 1 to 40 = relatively weak climate

How does your score compare with the district? Other grades in school? The state?

Overall school climate index score = 46; indicates a typical school climate.

This score is equal to the state average (overall climate = 46)

This score is equal to the district average (46)

How does school climate vary across the three dimensions - engagement, safety and environment?

Index scores for each dimension

Above or below district or state dimension score?

Above or below overall school climate score?

Highest index scores?

Lowest index scores?

Any other data sources (e.g., parent surveys, discipline data) to support your findings?

Engagement (50) and Environment (51) scores are above both district and state dimension scores, respectively; Safety (41) score is below the average for the district (45) and state (46).

Engagement (50) and Environment (51) scores are above overall school climate score (46); Safety (41) is five points below the school’s overall score.

Student engagement and providing a supportive environment to students is a relative strength; providing a safe environment is a relative weakness.

How does the school/district climate vary by subgroup?

Overall index score (by subgroup)

For each subgroup:Highest index scores?Lowest index scores?

Subgroup overall school climate index scores will be available later in the fall with an updated guide.

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School Climate Dimension: Engagement (Index point differences of 3 to 4 points are meaningful)


See... Look for… Engagement observations…

Within the engagement domain, overall how is school climate?

Engagement index score Grade 8 score ranges within each category are:


How does score compare with the district? Other grades within school? The state?

School has a relative strength in the Engagement dimension. Engagement score (50) is 4 points above the school average; 3 points above the district average (47); and four points above the state average (46).

Within the engagement dimension, what items did students feel most positively about?

School % mostly & always true column (all students)

What 3 or 4 items have the highest percent totals?

Are these items higher/lower than the district %?

Are these items higher/lower than the state %?

● Students are open to having friends who come from different backgrounds…. (95% - comparable to district or state average).

● My teachers promote respect among students (86% - slightly lower than district or state average).

● Adults at our school are respectful of student ideas even if the ideas expressed are different from their own (86% - comparable to district and slightly higher than state average).

Within the engagement dimension, what items did students feel most negatively about?


What 3 or 4 items have the lowest percent totals?



● Students respect one another (60% - comparable to district or state average).

● My teachers use my ideas to help my classmates learn (65% - higher than district or state average).

● In my classes, my teacher use students’ interests to plan class activities (65% - slightly higher than district average and higher than state average).

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Within the engagement dimension, what items differed the most from the district average?

Similar analyses can be done using the state average.


What 3 or 4 items differ the most (positively and negatively) from the district average?

● My teachers use my ideas to help my classmates learn (+11 = 11 percentage points higher than district average).

● In my classes, my teachers use students’ interests to plan class activities (+4).

● Teachers are available when I need to talk with them (-12%).● Adults working at this school treat all students respectfully,

regardless of a student’s race… (-7%).● My textbooks or class materials include people and examples

that reflect my race, cultural background and/or identity (-6%).

Are there any patterns in item content given the strengths and weaknesses identified above?

Items identified above, and DESE’s crosswalk and topic definitions.

What topics within the engagement dimension do the items belong to?

Are the items related in content?

Do items with related content within the engagement dimension trend in the same direction (positively or negatively)?

● The two items that are most positive compared to the district average come from the Participation topic and are related by teachers’ use of student input to engage them intellectually in their classroom learning.

● Two of the three items that are most negative compared to the district average come from the cultural competence topic and are related by the extent that adults/teachers value diversity and manage dynamics of differences.

● Respectful relationships is a relative weakness with a most of these related items scoring lower than the district average.

How do areas for improvement vary among subgroups?

School % mostly & always true (by subgroup)

Are items higher/lower than the other subgroups?

Data available late fall 2018

Anything else? Other items that are specifically related to current or potential goal areas/priorities



Any other data sources (e.g., parent surveys) to support your findings?

Any other observations?

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School Climate Dimension: Safety (Index point differences of 3 to 4 points are meaningful)


See... Look for… Safety observations…

Within the safety dimension, overall how is school climate?

Safety index score Grade 8 score ranges are:


How does this compare with the district? Other grades? The state?

School has a relative weakness in Safety dimension. Safety score (41) is 5 point below school average; 4 points below district average (45); and 5 points below state (46) average.

No other grades present

Within the safety domain, what items did students feel most positively about?

% mostly & always true (all students)

Items below the blue line are mostly related to bullying or negative behavior; a lower percentage of students responding “always true” and “true” indicates a safer climate.

Items above blue line (positive behaviors), what 3 or 4 items have the highest percent totals?

Items below blue line (negative behaviors), what 3 or 4 items have the lowest percent totals?

Are the items higher/lower than the district or state %?

● Teachers and adults are interested in my well-being beyond just my class work (80% - comparable to district or state).

● Teachers support (help) students who come to class upset (79% - comparable to district or state).

● I have seen students with weapons at our school (26% - higher than district or state).

● Students have spread rumors or lies about me more than once on social media (34% - higher than district or state).

Within the safety dimension, what items did students feel most negatively about?

% mostly & always true(all students)

Items below the blue line are mostly related to bullying; a higher percentage of students responding “always true” and “true” indicates a less safe climate.

Items above blue line (positive behaviors), what 3 or 4 items have the lowest percent totals?

Items below blue line (negative behaviors), what 3 or 4 items have the highest percent totals?

Are the items higher/lower than the state %?

● Students at school try to stop bullying when they see it happening (66% - slightly higher than district or state).

● I feel comfortable reaching out to teachers/counselors for emotional support if I need it (67% - higher than district or state).

● Because I worry about my grades, it is hard for me to enjoy school (72% - higher than district or state).

● Students at school damage and/or steal other students’ property (58% - higher than district or state).



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School Climate Dimension: Environment (Index point differences of 3 to 4 points are meaningful)


See... Look for… Environment observations…

Within the environment dimension, overall how is school climate?

Environment index score Grade 8 score ranges are:



School has a relative strength in Environment dimension. Environment score (51) is 5 points above school average; 3 points above district average (48); and 5 points above state (46) average.

Within the environment dimension, what items did students feel most positively about?





● My teachers believe that all students can do well in their learning (93% - comparable to district or state).

● My teachers are proud of me when I work hard in school (87% - comparable to district and state).

● My teachers set high expectations for my work (86% - lower than district and state).

Within the environment dimension, what items did students feel most negatively about?





● Students have a voice in deciding school rules (45% - higher than district or state).

● Teachers give students a chance to explain their behavior when they do something wrong (64% - comparable to district; higher than state).

● If I need help with my emotions (feelings), effective help is available at my school (73% - comparable to district or state).

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Within the environment dimension, what items differed the most from the district average?


What 3 or 4 items differ the most (positively or negatively) from the district average?

● Students have a voice in deciding school rules (+9 = 9 percentage points above district average).

● My school work is challenging but not too difficult (+6).

● My teachers set high expectations for my work (-6).● Students help each other learn without having to be asked by

the teacher (-4%).



What topics within the environment dimension do the items belong to?


Do items with related content within the environment dimension trend in the same direction (positively or negatively)?

● Three of the four items highlighted above are from the instructional topic with one from the discipline topic.

● Two items are related to students’ school work

How do areas for improvement vary among subgroups?

% mostly & always true (by subgroup)


Data available late fall 2018




Any other observations?Any other data sources (e.g., parent surveys, discipline) to support your findings?

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See... Look for… Other observations…

Do you observe any patterns across the three dimensions?



Which direction do the items with related content trend (positively or negatively) when compared to the district average?

● Items that relate to student voice/autonomy tend to score comparable to or higher than the district average:○ Engagement: In my classes, my teacher uses students’

interests to plan class activities (+4 = 4 percentage points above the district average).

○ Engagement: My teachers use my ideas to help my classmates learn (+11).

○ Engagement: I have a choice in how I show my learning (e.g., write a paper, prepare a presentation, make a video) (0).

○ Safety: I feel comfortable reaching out to teachers/counselors for emotional support if I need it (+11).

○ Safety: Teachers support (help) students who come to class upset +1).

○ Environment: Teachers give students a chance to explain their behavior when they do something wrong (+1).

○ Environment: Students have a voice in deciding school rules (+9).

Do any other responses that stand out?


What makes it stand out? ● Safety: I feel comfortable reaching out to teachers/counselors for emotional support if I need it (+11).

Although students report adults/teachers are generally less proactive in preventing bullying, students feel comfortable reaching out to teachers and counselors if they need help.

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Completed Action Planning Template (this example is fictional)

Given your analysis, what is your overall impression of the results? List two to four of your most important findings. For each finding, include any other data sources (e.g., parent or staff survey data, discipline, absenteeism, program or practice implementation data, etc.) that support or refute your summary conclusions. Then consider how your findings inform your current practices, goals and/or priorities. Do you need to adopt new goals, make adjustments to your existing goals, or stay the course? While developing next steps, carefully consider the rationale or evidence we have for these decisions.

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Finding(s): The safety index score is low relative to the school, district, and state average. Bullying behaviors are more prevalent and students feel less safe physically when compared to their peers in the district or state. Similarly, adults and teachers are less willing or less likely to intervene to counteract bullying. Discipline data confirmed that bullying is prevalent among students.

Related Goal or Focus Area: Improve safety of students within the schoolWhat specific actions or implementation steps are necessary?

How will we monitor implementation?

How will we measure effectiveness?

Who will work on and be responsible for this part of this plan?

What is our timeline?

Perform focus groups of students for feedback on VOCAL results and recommendations

Assign lead school counselor to organize and keep track of focus groups.

Focus group summary report

Monitor VOCAL safety score trends

Positive Behavior Support team will run and report out on focus groups

Complete focus groups before December break.

Perform focus groups of teachers for feedback on VOCAL results and recommendations






Perform focus groups of support staff for feedback on VOCAL results and recommendations






School-wide professional development on bullying and bullying prevention

Assign lead school counselor to organize teacher professional development (PD)

Survey teachers on effectiveness of PD

Reduced number of bullying/discipline incidents

Retain community resource to provide PD

All teachers receive PD by end of school year

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Finding: Students report lower than desired levels of respectful relationships between adults/teachers and students, and between students and their peers. Parent survey results confirm student perceptions.

Related Goal or Focus Area: Review current core values and student behavioral expectationsWhat specific actions or implementation steps are necessary?





Review school’s core values Set up two guidance department meetings to review core values

Meet with principal to go over findings and adopt recommendations

Monitor VOCAL engagement trends

School counseling team Complete before Thanksgiving break.

Review school’s behavioral expectations

Set up two guidance department meetings to review school-wide behavioral expectations

Meet with principal to go over findings and adopt recommendations


School counseling team Complete before Thanksgiving break.

Meet with teachers to review core values and behavioral expectations

Devote one staff meeting to discuss core values and behavioral expectations and recommendations from counseling team

Staff meeting held Principal Complete before December break.

Promote and model respectful interactions school-wide

Assign counselors and resources officers to monitor student interactions in the hallways.

Teacher/principal classroom observations

Reduced number of bullying/discipline incidents


All teachers and staff On-going throughout the school year

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Other School Climate ResourcesIf your next step is to strengthen or improve your school climate, below is a list of DESE and external resources that you may find useful:Topic Source LinkSafe and Supportive Schools

Department of Elementary and Secondary Education

http://www.doe.mass.edu/sfs/safety/

This web page outlines a number of Department of Elementary and Secondary Education programs and related resources that can help school districts and communities build safe and supportive learning environments for all students.

Bullying Prevention and Intervention Resources


http://www.doe.mass.edu/bullying/

Model Bullying Prevention and Intervention plans A list of bullying prevention and intervention

resources, evidence-based curricula, best practices, and academic-based research.

Safe Schools Program for LGBTQ students


http://www.doe.mass.edu/sfs/lgbtq/

Provides training, technical assistance, and professional development to school administrators and staff on topics related to gender identity, sexual orientation, and school climate.

Massachusetts Guidebook for Inclusive Practice


http://www.doe.mass.edu/edeval/guidebook/

Created by Massachusetts educators, this Guidebook includes tools for districts, schools, and educators that are aligned to the MA Educator Evaluation Framework and promote evidence-based best practices for inclusion following the principles of Universal Design for Learning, Positive Behavior Interventions and Supports, and Social and Emotional Learning. Specific tools that may be useful include Master Schedule Review, Superintendent Self-Assessment, and What to Look For – School Level Administrator

Leading Educational Access Project professional development


http://www.doe.mass.edu/leap/pd.html

Statewide Cadre of Trainers from educational Collaboratives to support school districts in developing sustainable systems and practices

Online LEAP PD Tool intended to provide the user with a fundamental understanding of the impact that poverty can have on student performance and is intended for school and district use with groups or individuals allowing for direct instruction to school personnel

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http://www.doe.mass.edu/leap/pd.html

http://www.doe.mass.edu/edeval/guidebook/

http://www.doe.mass.edu/sfs/lgbtq/

http://www.doe.mass.edu/bullying/

http://www.doe.mass.edu/sfs/safety/

Topic Source LinkMassachusetts School Mental Health Consortium (MASMHC)

The Massachusetts School Mental Health Consortium is comprised of Massachusetts school districts committed to improving the mental health services and supports available to students across the Commonwealth.

www.methuen.k12.ma.us/departments/special-education/guidance/massachusetts-school-mental-health-consortium-masmhc

Through shared learning, collaboration, and consultation, member districts will actively engage in efforts to improve the well-being of students in order to support their future success.

School climate improvement resource package

National Center on Safe Supportive Learning Environments

https://safesupportivelearning.ed.gov/scirp/about

A variety of resources to help schools and districts improve school climate

School climate improvement process information

National School Climate Center

http://www.schoolclimate.org/climate/process.php


School climate tools and resources (including What Works Briefs)

WestEd for the California Department of Education

http://californias3.wested.org/tools/wwb/


School Climate resources

National School Climate Center

https://www.schoolclimate.org/

https://www.schoolclimate.org/about/our-approach/why-is-school-climate-important

Research and resources to help schools and districts understand the importance of school climate

These websites may include content that do not necessarily represent the official views of the Massachusetts Department of Elementary and Secondary Education, and listing them here does not imply endorsement of any kind. The Department assumes no responsibility for, or any obligation to monitor the content, privacy practices, operators, availability, accuracy, quality, advertising, products, services, or other materials of these sites. ESE is working on providing additional resources to support schools and districts that are related to school climate.

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https://www.schoolclimate.org/

http://californias3.wested.org/tools/wwb/

http://www.schoolclimate.org/climate/process.php

https://safesupportivelearning.ed.gov/scirp/about

http://www.methuen.k12.ma.us/departments/special-education/guidance/massachusetts-school-mental-health-consortium-masmhc



Appendix A:

NOTE: The sample report used in the completed interpretive and action planning templates is provided separately in your drop box and is also available on DESE’s 2018 VOCAL webpage.

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Appendix B: Blank School Interpretive Guide Template

Overall School Climate: Index point differences of 3 to 4 points are meaningful


See... Look for… School climate observations…

How is the overall school climate?

Overall index score DESE’s VOCAL Grade-level Profile to read a summary description of a weak, typical, and strong school climate. INSERT grade score ranges within each category here:

= relatively strong climate = typical climate = relatively weak climate

How does your score compare with the district? Other grades in school? The state?

How does school climate vary across the three dimensions - engagement, safety and environment?

Index scores for each dimension

Above or below district or state dimension score?

Above or below overall school climate score?

Highest index scores?

Lowest index scores?


How does the school/district climate vary by subgroup?

Overall index score (by subgroup)

For each subgroup:Highest index scores?Lowest index scores?

Subgroup overall school climate index scores will be available later in the fall with an updated guide.

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School Climate Dimension: Engagement (Index point differences of 3 to 4 points are meaningful)



Within the engagement domain, overall how is school climate?

Engagement index score INSERT grade score ranges within each category here:


How does score compare with the district? Other grades within school? The state?

Within the engagement dimension, what items did students feel most positively about?





Within the engagement dimension, what items did students feel most negatively about?





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Within the engagement dimension, what items differed the most from the district and/or state average?


What 3 or 4 items differ the most (positively and negatively) from the district average?



What topics within the engagement dimension do the items belong to?


Do items with related content within the engagement dimension trend in the same direction (positively or negatively)?

How do areas for improvement vary among subgroups of interest?

School % mostly & always true (by subgroup)


Data available November 2018






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School Climate Dimension: Safety (Index point differences of 3 to 4 points are meaningful)



Within the safety dimension, overall how is school climate?

Safety index score INSERT grade score ranges within each category here:



Within the safety domain, what items did students feel most positively about?


Items below the blue line are mostly related to bullying or negative behavior; a lower percentage of students responding “always true” and “true” indicates a safer climate.

Items above blue line (positive behaviors), what 3 or 4 items have the highest percent totals?

Items below blue line (negative behaviors), what 3 or 4 items have the lowest percent totals?


Within the safety dimension, what items did students feel most negatively about?


Items below the blue line are mostly related to bullying; a higher percentage of students responding “always true” and “true” indicates a less safe climate.

Items above blue line (positive behaviors), what 3 or 4 items have the lowest percent totals?

Items below blue line (negative behaviors), what 3 or 4 items have the highest percent totals?



See... Look for… Safety observations… 4

School Climate Dimension: Environment (Index point differences of 3 to 4 points are meaningful)



Within the environment dimension, overall how is school climate?

Environment index score INSERT grade score ranges within each category here:



Within the environment dimension, what items did students feel most positively about?





Within the environment dimension, what items did students feel most negatively about?





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Within the environment dimension, what items differed the most from the district average?


What 3 or 4 items differ the most (positively or negatively) from the district average?



What topics within the environment dimension do the items belong to?


Do items with related content within the environment dimension trend in the same direction (positively or negatively)?

How do areas for improvement vary among subgroups of interest?

% mostly & always true (by subgroup)


Data available November






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See... Look for… Other observations…

Do you observe any response patterns across the three dimensions?



Which direction do the items with related content trend (positively or negatively) when compared to the district average?

Do any other responses stand out?


What makes it stand out?

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Appendix C: Action Planning Template

Given your analysis, what is your overall impression of the results? List two to four of your most important findings. For each finding, include any other data sources (e.g., parent or staff survey data, discipline, absenteeism, program or practice implementation data, etc.) that support or refute your summary conclusions. Then consider how your findings inform your current practices, goals and/or priorities. Do you need to adopt new goals, make adjustments to your existing goals, or stay the course? While developing next steps, carefully consider the rationale or evidence we have for these decisions.

Finding:

Related Goal or Focus Area: What specific actions or implementation steps are necessary?





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Finding:

Related Goal or Focus Area: What specific actions or implementation steps are necessary?





2

Finding:

Related Goal or Focus Area:What specific actions or implementation steps are necessary?





3

Finding:

Related Goal or Focus Area:What specific actions or implementation steps are necessary?





4

vocal interpretive guide · web viewviews of climate and learning (vocal) survey: interpretive...

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