sraro16 ‘School Climate Survey School Climate Survey * Required Community 1. I feel safe from physical, emotional, and psychological harm at school. * ‘Mark only one oval. 1 pee Siete) strongly Disagree C) C) C) C) © Stronaly Agree 2. I believe the students are safe from physical, emotional, and psychological harm at school. * Mark only one oval. 1 2 3 4 5 strongly Disagree () C) C) C) ©) Stronaly Agree 3, Students know what behaviors are expected of them. * Mark only one oval. 1 2 3 4 5 strongly Bisagree C) C) C) C) C)_ Strongly Agree 4, Cyber-bullying and internet safety are not issues in our school. * Mark only one oval. Aiea ett Ha HieeCtE stronay Disegree CC) C) CC © Stonaly Agree 5. School policies and procedures regarding all types of abuse are clearly defined and communicated. * ‘Mark only one oval. 1 2 38 4 6 strongly Disagree C) C) C) C) © Strongly agree itpeuldace. google comfaldarlingtor ik 12 uslformskd/1SPDCBBDInK cil1_pbO-k2_dDeZMiqnKPISBVIRzJoledt 16seo Schon! Climate Survey 6. Consequences of all types of abuse are clearly and consistently enforced. * ‘Mark only one oval. 1 sD ieeeeeGtaeeea eee strongly Disagree C) C) C) C) C)_ Strongly Agree Teaching and Learning 7. 1n my departmentiteam level there is clarity and agreement regarding what students must know and be able to do at the end of each course. * ‘Mark only one oval. tot ot ae ie Strongly Disagree (_) (_) (_.) ©) C) _ Strongly Agree 8. In my departmentiteam we have systematic interventions to ensure students receive additional time and support for learning when necessary. * ‘Mark only one oval. 1 2 3 4 6 strongly Diseree () C) C) C) © Stonaly Agree 9. Teachers in my department/team deliberately select or develop instructional activities that incorporate “high-impact” instructional strategies. * Mark only one oval. 1 sD EeeeCeera tee eect) Strongly Disagree (_) (_) (_.) ©) (C)_ Strongly Agree 10. Teachers in my department/team use the College/Career Readiness Standards (CCRS) or Common Core to drive and focus instructional targets * Mark only one oval. 1 Eons eae eee) strongly Discaree () C) C) C) ©) Stronaly Agree ips:oos goog. comalartington ki usormsld2PDCBBDIV-K ll poOOK2_ eMiqukPI9BVIRzJtest 26zeros ‘School Climate Survey 11, In our department/team instruction is focused on skill development over content learning. * Mark only one oval. CJaststeee Hue -asteteee eat} Strongly Disagree C) C) C) C © Stony Agree 12. In my departmentiteam we have developed formative assessment strategies that we use daily to determine if students are meeting short-term learning objectives needed to meet CCRS or Common Core targets. * ‘Mark only one oval. 1 2 Hea HEEL: stiongy Disagree C) C) CO © © stonly agree Interpersonal Relationships 13. | work with individuals that respect m Mark only one oval 7 2 3 4 5 Strongly Disagree () C) C) C) ©) _ Stonaly Agree 14. | demonstrate respect for and understanding of diversity among students, staff members, and administration. * ‘Mark only one oval. Vise aH ee greet Ay strongly Disagree CD) C) C CG © sSiomgly Agree 15. | have a trusting relationship with my collaborative instructional team. * Mark only one oval. 1 BE oi eee eete! Strongly Disagree (_) (_) (1) () ©) Stronaly Agree 46. There is a network of peer relationships for professional support. * ‘Mark only one oval. Wee eset eee Strongly Disagree () C) C) C) ©) Strongly Agree Htpsdoes.oogle.comfaldarlngr 2. usiorms/sMEPOCBEDIt+K. cd poOk2_ 2eaMiqnKPIAVURz Iced 36srer016 Schon Climate Survey 17. There is a network of peer relationships for personal support. * ‘Mark only one ovat. Meee ee OReeta ete. strongly Disagree C) C) C) C) ©) Strongly Agree 18. | feel comfortable asking a peer for assistance and/or advice. * ‘Mark only one oval. 1 Bure arta ute) strongly Disagree C) C) © © © stongly agree 19. | feel comfortable asking my administration for assistance and/or advice. * Mark only one oval 1 39 46 Strongly Disagree C) C) CG) C) © Stromaly agree 20. | feel recognized for good work * Mark only one oval 1 cece Ie ae Hee Strongly Disagree C) C) C) C) CO) Stromaly agree 21. Morale is high among people who work here. * ‘Mark only one oval. 1 eee Sata HEELS) Strongly Disagree (_) (.) (_.) C) ©) _ Strongly Agree Institutional Environment 22. There are adequate resources available. * Mark only one oval. 1 2 3 4 5 strongly Disagree C) C) CQ CO © Stmaly Agree ips:tocs google. coralartinglon 12. wi siformsi/TBPDCBUDIG-K cil 1 poOeK2_ 2MiqukPISBVRz Jetarareane 23. 24, 25. 26. 27. 28. ‘School Climate Survey The building administration promotes school pride and a sense of belonging for all. * Mark only one oval. 1 Zee OH eter! Strongly Disagree (_) C_) C) ©) ©) Strongly Agree ‘School events are well attended by staff. * ‘Mark only one ovat. 1 Peet uueeS. Strongly Disagree C) C) C © © strongly Agree Our school reflects a true "sense" of community. * ‘Mark only one oval. 1 2 3 4 5 strongly Disagree 2) C) C) C) © Strongly Agree Our school encourages all families to be part of school activities. * Mark only one oval. 4 a 3 4 5 Strongly Disagree () C) C) C) ©) _ Strongly Agree Our school encourages students to get involved in extracurricular activities. * Mark only one ova 1 eqanseataa aes strongly Disagree C) C) C) C) C)_ Strongly Agree Staff takes ownership in the physical appearance of the school. * ‘Mark only one oval. 1 Bee S ta tere: Strongly Disagree) CC) C) CO) _ Strongly Agee ips:ldos google comfaldarinfon 12. usformsi/1BPOCBEDIW-K.cldt_phO-k2_dBe2MiquKPIS8VURz Jet 5697016 ‘School Climate Survey 29, The school is generally clean. * Mark only one oval. Ae eotaHrG eae strongly Disagree () C) C) C) © Stronaly agree 30. Technology is available to every student. * ‘Mark only one oval. 1 2 3 4 5 Strongly Disagree C) C) CG © ©) Stonoly Agree Powered by Bi Google Forms bipsstocs google. cor/atartinglo.k12.wi.sformsla/TEPOCBDDIU-K ld1_poO-K2_ceaMliquKPISBVIRzJoledtSchool Climate Survey Report Kelly Rose, Jay Freerking and Matt Davis, ‘According to the National School Climate Center, school climate refers to the quality and character of school life, and is based on students’, parents’, and school personnel's experience with the school. It reflects the norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures within the school setting. For our school, Mythical School, we combined the data from Cuba City, Darlington and Monroe to create our data for “Mythical School’. Our survey was conducted over several weeks and was done electronically by utilizing Google Forms for convenience. In our survey we had thirty questions where we asked teaching staff to evaluate whether they agreed or disagreed with a statement on a one to five scale (1 being strongly disagree, and 5 being strongly agree). We broke down our questions into three sections: School Community, Teaching and Learning, and Interpersonal Relationships. Overall, we had 77 responses to survey during the time that it was administered. We intentionally kept the survey to thirty questions as this would allow teaching staff to quickly and easily take the survey. ‘Our results were generally very good. For almost all of our questions the majority of the staff said that they either agreed or strongly agreed. However, on four particular questions our results were negative, indicating that these areas are in need of improvement. These are areas include: cyber-bullying and internet safety, the enforcement of consequences being clearly defined and consistently enforced, staff feeling recognized for good work, and staff morale. The specific results, as well as our recommendations, are found below. The first area in which we found that we needed improvement was in oyber-bullying and internet safety. The statement we asked staff to evaluate was, “Cyberbullying and internet safety are not issues in our school.” 44 out of the 77 responses disagreed or strongly disagreed that that cyber-bullying and internet safety are not issues in our school. This means that approximately 57% of staff think that there is a problem with cyber-bullying and internet safety. According to stopbullying.gov (a goverment funded website to help stop and prevent any type of bullying), “cyber-bullying is bullying that takes place using electronic technology. Electronic technology includes devices and equipment such as cell phones, computers, and tablets as well as communication tools including social media sites, text messages, chat, and websites.” The problem with cyber-bullying is that if it takes place outside of school, then the school cannot do anything about it. If cyber-bullying takes place outside of school, stopbullying.gov suggests that it be reported to law enforcement so that they can help handle the situation, When cyber-bullying takes place on school grounds or using school issued technology is when our school will step in and handle the situation. The first thing that Mythical School will do in order to help prevent cyber-bullying is to hold an entire student body assembly. This assembly will be used to teach the students the importance of internet safety and the ‘consequences involved with cyber-bullying. Our schoo! will adopt the list provided on the website safekids.com of what the students should do if they are cyber-bullied. This list of actions are: = Don't respond~ Don't retaliate - Save the evidence - Talk toa trusted adult = Block the bully - Be civil - Don't be a bully - Bea friend and not a bystander In addition to the students having a teaching assembly, our schoo! will host at least two night sessions that parents can attend in order to learn what their children have been taught. This will ensure that if something happens outside of school that the parents will be informed. This will also help the parents be understanding and cooperative if something does happen in ‘school. The consequences for cyber-bullying will be written with our PBIS requirements. If activity continues then law enforcement will be involved. The final step that will be taken to prevent cyber-bullying would be to have reinforcement assemblies for students about internet safety. One of those reinforcement assemblies will be “Walk a Mile” presentation from RS Productions. For $3500 the school will be purchasing the Mile 3 presentation. This presentation is a 1 hour assembly for students with a speaker about bullying (including cyber-bullying) and the results that it has one the affected people. The Mile 3 presentation also includes a sit down and separate conferences for staff, student leaders, and parents at night. The final part of this presentation includes a breakout group for academically at risk students. This is beneficial on many levels but more importantly the consequences of cyber-bullying The next statement in which we found a negative response was with “Consequences of all types of abuse are clearly and consistently enforced," Our data showed that of the 77 staff surveyed, 28.6% of staff chose a 1 or a 2, indicating they strongly disagreed with that statement, and 31.2% of our staff chose a 3, indicating that they neither agreed or disagreed. These results indicate that this is an area in which 59.8% of our staff feel there can be improvement. Currently, schools are in a transitional period when it comes to behavioral management and behavioral consequences. The current trend in education has centered around PBIS (Positive Behavioral Interventions and Support), which emphasizes reinforcing and rewarding good behavior, is in contrast to the more traditional method of dealing with negative or unwanted behaviors through consequences. As schools transition and acclimate to PBIS, itis easy to understand how this change in behavioral management has led some educators to think that negative behaviors are either not dealt with, or are not dealt with consistently by staff and administration, ‘Another aspect related to consequences being clearly and consistently enforced is the current movement away from zero-tolerance policies and “one-size fits al” approach to consequences that became popular in post-Columbine school cultures. Policies such as this have been found to be ineffective in many cases due to a lack of consideration of circumstances surrounding the behaviors, as well as increasing the drop-out and expulsion rates of schools that utilize zero-tolerance policies. This is again an instance where schools are in a transition, andcan be a confusing time for both educators and administrators when handling behavioral ‘consequences. ‘Our recommendation, based on these findings and current circumstanees, is the creation of a behavioral consequences matrix to supplement the now-standard PBIS matrix. This. additional matrix must allow for flexibility in making decisions regarding behavioral ‘consequences, take into account all circumstances, and still have a measure of consistency that allows staff to make and understand decisions regarding behavior. An example of this would be to have a clearly defined set of rules, and connected to these rules are different tiers of consequences that a teacher or administrator could assign Creating a new consequences matrix would best be accomplished through the collaboration of both staff and administrators. It is recommended that this be done by a volunteer committee who is committed to wanting both consistency and flexibility. Once a new matrix has been created, informing the staff of why this important, educating them, and getting their buy in is essential to the success of the new matrix. Once this is put in place, the final piece is to inform staff not only about behavior consequence decisions, but the rationale behind why that decision was chosen. Many staff don't know why certain decisions are made, and informing them of these will benefit all involved and improve staff perception of the statement, “Consequences of all types of abuse are clearly and consistently enforced.” The third and fourth statements receiving negative feedback involved staff recognition and school morale. The third statement read, "I feel recognized for good work’. Our data demonstrated that of the 77 staff surveyed, 35.1% of staff chose a one or a two, indicating they disagreed with that statement, and 26% of our staff chose a 3, indicating that they neither agreed or disagreed. These results indicate that this is an area in which 61.1% of our staff feel there can be improvement, The fourth statement read, "Morale is high among people who work here.” Data gathered demonstrated that 41.6% of disagreed with that statement, and 44.2% of our staff neither agreed or disagreed. These results indicate that this is an area in which 85.8% of our staff feel there can be improvement. Itis understandable that staff members feel undervalued and unrecognized for their efforts in education. Recent changes in Wisconsin education require staff members, including administration, to fulfill a variety of roles they may or may not be equipped for. More often than not, staff members are worried about educator effectiveness documentation, PBIS and Rt implementation, statewide high-stakes testing, and other various tasks required within their districts. With so many ongoing pressures, itis extremely important to make the effort to work ‘as a team and boost morale amongst staff members. (ur recommendations for acknowledging staff work and accomplishments are to place monthly treats/notes in their mailboxes, weekly shout-outs during morning/afternoon ‘announcements, and/or end-of-school-year performance pay stipends. There are times when even the simplest of things can make or break our day. Monthly treats with a short message would be a nice reminder that ALL staff members are valued. These treats and messages could be provided through school funds, by administrators, or by a rotating list of grade level teachers. Additionally, hearing your name and accomplishment/acknowledgement over the intercom, though sometimes embarrassing, can make you feel appreciated as a staff member. Not only is the staff member being acknowledged by administration, but everyone has the ability torecognize the staff member's greatness and contributions. Finally, stipend incentives can be an extremely productive way fo show appreciation for staff members. Staff members who go above and beyond their job description are overworked, tired, and often undervalued. ‘Acknowledging these never-say-die staff members with a monetary stipend at the end of the year not only motivates, but also acknowledges. It demonstrates appreciation for extra hours and extra responsibilities completed without complaints. In order to boost morale amongst staff members, our recommendations are to encourage ‘ongoing staff support from administration, initiate a potluck lunch once per month, and organize teacher get-togethers for celebrations. Consistent and infallible administrative support for staff members is an excellent way to increase morale. Staff members feel safe and appreciated when their administrators have trust and confidence in them. Additionally, staff members appreciate administrators “taking one for the team’ or "having their back” when students, parent, andlor community issues arise. Monthly potluck staff luncheons are also an easy, yet productive way to boost staff morale. The school could provide staff luncheons or the staff members could be responsible for supplying food for one another. Preparing lunch for fellow colleagues develops and encourages trust and companionship. One of the best ways to spark staff morale is to have outside-of-school staff get-togethers. These staff get-togethers could include a bowling league night, holiday dress-up party, or annual end-of-school-year staff ranger ride, More frequent get-togethers on a smaller scale may also be beneficial. ‘One weakness that we did find in creating and conducting our survey was in allowing our staff only five choices. What we found was that for many questions, the majority of our respondents chose to answer with a "3", which is neutral and neither agrees or disagrees with the statement. Often times, we found this data to be of little help in analyzing our data. In the future, we would make the number of choices an even number, thereby eliminating the “neutral” position and allowing us to have better data on whether there is support for our questions/statements. Sources. Cyber-bullying/Internet Safety http://www.stopbullying.gov/cyberbullying/what index.htm! hittp//www,safekids. com/tips-to-stop-cyberbullying/ httov/rSoniine.com/home,him Consequences http://www.pbisworld.com /tier-1/clear-consistent-predietable-consequen /www.pbisworld.com/tier-1/logical-consequen Recognition/Morale hitp://teaching.about.com/od /admin/a/Fifty-Ways-For-Administrators- Boost-Teacher-Moralehtm“yuauroaosdury jo paou ur are sare asoup yey} SuNeorput ‘eayeSau azom synsar mo suonsanb sejnon.ed moj wo ‘aaemoy] @ sosuodsar L/ Jo [ejo) e pey aM © “paaide (oa8e AfBuons Buroq $ pue ‘soxSesIp s|SuoNs ZuIOq 1) © AjZuons 10 passe Jaye Kay] yey) pres jes gyeas S 0} T B UO JUaUIA}EIs IeNOVAed ayy Jo Ayrofeur oy suoysanb no jo [fe sowye B YJIM poaiSesip Jo paai8e Koy} rayoyM. 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