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Report: Iowa Safe and Supportive Schools Index for Keokuk High School IS3 Index Year Three 2013 4/1/2013

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Report: Iowa Safe and Supportive Schools Index for Keokuk High School

Contents Goals for this Report ...................................................................................................................................................3

What are conditions for learning? ..............................................................................................................................4

What is “Iowa Safe and Supportive Schools”? ...........................................................................................................5

What are the goals of IS3? ..........................................................................................................................................5

Goal 1:.........................................................................................................................................................................5

IS3 Goal 2:....................................................................................................................................................................7

What is the IS3 Index? .................................................................................................................................................7

IS3 Goal 3:....................................................................................................................................................................7

Table 2. IS3 Index Range and Description ...........................................................................................................8

Your School’s IS3 Index ...............................................................................................................................................8

Figure 1. IS3 Index ...............................................................................................................................................8

Figure 2. IS3 Index Trend Data ............................................................................................................................9

What is the IS3 Index comprised of? ........................................................................................................................ 10

Figure 3. IS3 Index, Domains and Constructs. .................................................................................................. 10

Table 3. Broad Definition of Data Elements ................................................................................................... 11

Table 4. IS3 Data Element Thresholds .............................................................................................................. 13

Table 5: Index Breakdown by Domain and Data Element .................................................................................. 13

Table 6a. Survey response Rate for Keokuk High School ................................................................................. 14

Table 6b. Who completed the survey? ............................................................................................................ 14

Table 6c. Additional School Personnel Demographics. ................................................................................... 15

Index Results ............................................................................................................................................................ 16

Index Overview by Survey Construct ....................................................................................................................... 16

Index Overview by School Incident Data Element .............................................................................................. 19

Index School Incident Trend Data ....................................................................................................................... 20

Overview of Index Survey Constructs by Student Demographic Population .......................................................... 22

Entire Population ................................................................................................................................................. 22

By Grade .............................................................................................................................................................. 22

By Gender ............................................................................................................................................................ 22

By Ethnicity .......................................................................................................................................................... 23

By IEP Status ........................................................................................................................................................ 23

Overview of Survey Constructs by School Personnel Demographic Population ..................................................... 26

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By Ethnicity .......................................................................................................................................................... 26

By Position ........................................................................................................................................................... 26

By Years at Position ............................................................................................................................................. 26

Overview of Survey Constructs by Parent Demographic Population ...................................................................... 28

Comparing Survey Construct Scores across Students, School Personnel, and Parents ...................................... 29

Mean Scale Scores – Rank Order ......................................................................................................................... 30

Overview of Additional Survey Constructs by Student Demographic Population .................................................. 36

By Grade .............................................................................................................................................................. 36

By Gender ............................................................................................................................................................ 36

By Ethnicity .......................................................................................................................................................... 37

By IEP Status ........................................................................................................................................................ 37

Overview of Additional Index Survey Constructs by School Personnel Demographic Population ......................... 40

By Ethnicity .......................................................................................................................................................... 40

By Position ........................................................................................................................................................... 40

By Years at Position ............................................................................................................................................. 40

Overview of Additional Survey Constructs by Parent Demographic Population .................................................... 42

Comparing Additional Survey Construct Scores across Populations ................................................................... 43

Comparing Additional Survey Construct Scores across Populations ................................................................... 44

Mean Scale Scores – Rank Order ......................................................................................................................... 44

Appendix A: Student item by item analyses ........................................................................................................ 45

Appendix B: School personnel item by item analyses ......................................................................................... 53

Appendix C: Parent item by item analyses .......................................................................................................... 61

Appendix D: Definition List .................................................................................................................................. 68

Appendix E: Learning Supports Framework ........................................................................................................ 71

Appendix F: Student, School Personnel, and Parent Demographic Profiles ....................................................... 72

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Goals for this Report

This report will show you:

How surveyed members of your school community—students, school personnel and parents—rate the

overall Safety, Engagement, and Environment in your school.

Your school’s IS3 Index, which is a reflection of the health of your school’s optimal conditions for

learning.

Where perceptions are consistent across the three populations—students, school personnel and

parents—and where they diverge.

Which constructs are rated highest and lowest for each group as a whole.

Additional survey constructs that, while not included in your IS3 Index, will add to your understanding of

the conditions for learning at your school.

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What are conditions for learning?

Conditions for learning refer to all aspects of the learning environment, including: o School safety; o The quality of relationships (e.g. the level of engagement and connectedness) among students,

parents, and school personnel; o The established and practiced norms and values; o The processes and procedures used; and o The overall physical environment within which all school activities and interactions occur.

Why are conditions for learning important?

Research regarding risk and protective factors for children and youth shows that ignoring conditions for learning leads to deficits in learning supports systems (Osher, et al., 2008).

Healthy conditions for learning contribute to students’ academic achievement and overall healthy development (Osher & Kendziora, 2010; Cohen, McCabe, Michelli, & Pickeral, 2009).

A national study showed that improving skills such as solving problems, working out conflicts and working with other people in a group has led to double-digit increases on achievement test scores, improved classroom behavior and improved attitudes (Durlak, Weissberg, & Pachan, 2010).

Why are conditions for learning important to Iowa?

Even with significant investments in curriculum and instruction, Iowa’s trend lines for reading and math are essentially flat, and achievement gaps for poor, minority, students with disabilities, and English language learners are not closing (Iowa Department of Education, 2011).

Therefore, it is essential to identify measures that provide critical data on indicators of conditions for learning. These data can be used to either promote conditions for learning or remediate barriers to learning.

Citations

Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, teacher education and practice. Teachers College Record, 111(1), 180-213.

Durlak, J., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45, 294-309.

Iowa Department of Education (2011). The Annual Condition of Education Report. (Available at http://educateiowa.gov/index.php?option=com_content&view=article&id=2565:2011-annual-condition-of-education-report-is-available&catid=666:highlights).

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Osher, D. & Kendziora, K. (2010). Building conditions for learning and healthy adolescent development: Strategic approaches. In B. Doll, W. Pfohl, & J. Yoon (Eds.) Handbook of Youth Prevention Science. New York: Routledge.

Osher, D., Sprague, J., Weissberg, R. P., Axelrod, J., Keenan, S., Kendziora, K., & Zins, J. E. (2008). A comprehensive approach to promoting social, emotional, and academic growth in contemporary schools. In A. Thomas & J. Grimes (Eds.) Best practices in school psychology V, Vol. 4 (pp. 1263–1278). Bethesda, MD: National Association of School Psychologists.

What is “Iowa Safe and Supportive Schools”?

Iowa Safe and Supportive Schools (IS3) is a federal grant that takes the first step in understanding optimal conditions for learning and provides financial support for select schools to leverage resources toward maximum benefit for students, their families and the school personnel who support them.

What are the goals of IS3?

Goal 1:

Establish a valid and reliable measure of school safety, engagement, and environment (conditions for learning) for high school students (grades 9-12), parents/ guardians, and all school personnel.

What is the name of this measure?

Iowa Youth Survey: Conditions for Learning

What is a survey construct?

A construct is an idea that cannot be directly counted. Therefore, it must be measured in some way that can be counted.

o For example, we cannot directly count “safety.” o However, we can count the number of students who feel unsafe, the number of fights at school,

and the number of items stolen on school property (these are examples of the survey items found in this report).

o All of these numbers can then be used to tell us about “safety” at school.

In this report, survey items (found in Appendices A, B, and C for students, school personnel, and parents, respectively) are used to measure the survey constructs listed in Table 1.

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Table 1. Iowa Youth Survey: Conditions for Learning

IYS: Conditions for Learning Survey Constructs Population(s) that answer

this construct

Construct Definition

Stu

den

t

Par

ent

Sch

oo

l

SAFETY

*Physical Safety the extent to which students are safe from physical harm in the school

X X X

*Emotional Safety the extent to which a student feels safe from verbal abuse, teasing, and exclusion

X X X

Suicide Risk the extent to which students are safe from personal harm

X

Perceived Peer Emotional Safety

the extent to which it is perceived that all students are safe from verbal abuse, teasing, and exclusion

X X X

Values the beliefs of students about physical, emotional, and personal safety

X

ENGAGEMENT S P SC

*Diversity the extent to which students and adults demonstrate respect for each other’s differences (i.e. appearance, culture, gender, race, learning differences, sexual orientation, etc.)

X X X

*Adult-Student Relationships

the extent to which adults demonstrate care for students, respect for students, and acknowledgement of students’ work

X X X

*Student-Student Relationships

the extent to which students demonstrate care for, respect for, and collaboration with one another

X X X

Commitment to School/Learning

the extent to which students value and put forth effort toward school

X

Supports for Learning the extent to which supportive teaching practices are used

X X X

Social and Civic Learning the extent to which there is support for the development of social and civic knowledge, skills, and dispositions

X X X

ENVIRONMENT S P SC

*Expectations/Boundaries the extent to which clear rules are delineated and enforced

X X X

*Physical Environment the extent to which the school facilities are adequate, clean, and up to date

X X X

Adult Support the extent to which adults intervene when bullying occurs

X X X

Parent-School Connection the extent to which parents feel safe, welcome, and involved in their child’s education in the school

X

Leadership

the extent to which administration creates and communicates a clear vision, and is accessible to and supportive of school personnel and school personnel development.

X

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

X

* Indicates constructs used in Index calculations.

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IS3 Goal 2:

Establish an index that differentiates between schools that have optimal conditions for learning, and those that do not.

What is the IS3 Index?

The IS3 Index is an indicator (or reflection) of the health of a school’s optimal conditions for learning in the areas of safety, engagement and environment.

The IS3 Index was used to determine which schools would receive IS3 grant funding to improve the overall health of their school’s conditions for learning.

o In Table 2, high scores indicate more optimal conditions for learning and less need for targeted or intensive interventions.

o Schools with scores 0 to 22 (red and orange) received IS3 grant funding.

The Index will be continually monitored and utilized to support schools in directing improvements in their conditions for learning, and to inform the selection and evaluation of programmatic interventions.

What data are included in the Index?

Student survey data and school incident data are included in the Index.

School personnel and parent results are shown in this report and can be used to give you a more complete picture of the conditions for learning at your school.

o However, data from these populations are not included in the Index.

IS3 Goal 3:

Implement targeted, programmatic interventions in order to help schools improve conditions for learning.

o Using the IS3 Index and the data in this report, schools will make data-based decisions to implement interventions in order to improve the conditions for learning.

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Table 2. IS3 Index Range and Description

Index Range Description

30-36 Schools with an IS3 Index in this range are creating healthy school climates with optimal conditions for learning in the areas of safety, engagement, and environment. There

still may be room for improvement.

23-29 Schools with an IS3 Index in this range need some targeted support to improve the health of

the school climate and to create favorable conditions for learning in the areas of safety, engagement and environment.

17-22 Schools with an IS3 Index in this range need intensive to targeted support to improve the

health of the school climate and to create favorable conditions for learning in the areas of safety, engagement and environment.

0-16 Schools with an IS3 Index in this range need intensive support to improve the health of the

school climate and to create favorable conditions for learning in the areas of safety, engagement and environment.

Your School’s IS3 Index Figure 1 details your school’s Index for this year in relation to the range of total points possible.

o The graph is color-coded to align with the ranges noted in Table 2, and reflects your school’s overall condition for learning.

Figure 2 details your school’s Index trend data since 2012. o The color of each dot in the graph aligns with the Index ranges described in Table 2.

Figure 1. IS3 Index

0 5 10 15 20 25 30 35

Keokuk IS3 Index Score = 22

At/Below 16 17 through 22 23 through 29 At/Above 30

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Figure 2. IS3 Index Trend Data

14

22

12

16

20

24

28

32

36

2012 2013 2014

IS3 Index Trend Data

17-22

30 or above

23-29

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What is the IS3 Index comprised of? The IS3 Index is comprised of three domains, each of which measures part of a school’s overall conditions for

learning: Safety, Engagement and Environment. Within each domain, there are data elements. For example, the Safety Domain includes three data elements: Physical Safety, Emotional Safety and Suspensions/Expulsions for Fighting or Violent Behavior without Physical Injury. Each data element is assigned points from zero (0) to three (3), where zero indicates intensive need and three indicates optimal conditions for learning. The sum of the points for the data elements provides the total points for each domain; the sum across domains provides the total points for the IS3 Index. Figure 3 illustrates the IS3 Index, comprised of the 3 domains and 12 data elements.

IS3 INDEX An Indicator (or reflection) of the health of a

school’s optimal conditions for learning in the areas of safety, engagement and environment.

Total Points Possible: 36

SAFETY Physical and social-emotional safety of the students in the

educational system. Total Points Possible: 9

ENGAGEMENT Relationships, respect for

diversity and school participation across the

educational system. Total Points Possible: 18

ENVIRONMENT Physical structure, resources

available and discipline environment in the educational system.

Total Points Possible: 9

Physical Safety Diversity Expectations

Emotional Safety Student-Student Physical Environment

Adult-Student

Graduation

S/E Violence or Fighting Dropout Suspension/Exp Total

Attendance

Figure 3. IS3 Index, Domains and Constructs.

Domains

Definitions

Survey Construct

Data Elements

School Incident

Data Elements

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Index Data Element Definitions

Table 3 below outlines the broad definition of the data elements across the three domains of Safety, Engagement, and Environment.

Table 3. Broad Definition of Data Elements1

Data Element Broad Definition

Safety Domain

Surv

ey

Co

nst

ruct

s Physical Safety The extent to which students are safe from physical harm while on school property.

Emotional Safety The extent to which students feel safe from verbal abuse, teasing, and exclusion.

Sch

oo

l

Inci

den

t Suspensions & Expulsions without Physical Injury

The percentage of 9-12th grade students who received at least one suspension or expulsion for fighting or violent behavior without injury during a given school year.

Engagement Domain

Surv

ey

Co

nst

ruct

s Diversity Engagement The extent to which students and adults demonstrate respect for each other’s differences (i.e. appearance, culture, gender, race, learning differences, sexual orientation, etc.).

Adult-Student Engagement The extent to which adults demonstrate care for students, respect for students, and acknowledgement of students’ work

Student-Student Engagement

The extent to which students demonstrate care for, respect for, and collaboration with one another.

Sch

oo

l

Inci

de

nt

Graduation Rate The percentage of 12th grade students who graduate during a given school year.

Dropout Rate The percentage of 9-12th grade students who drop out of school during a given school year.

Attendance Rate— Grades 9 to 12

The percentage of school days that 9-12th grade students are present at school during a given school year.

Environment Domain

Surv

ey

Co

nst

ruct

s Expectations/Boundaries Environment

The extent to which clear rules are delineated and enforced.

Physical Environment The extent to which the school facilities are adequate, clean, and up to date.

Sch

oo

l

Inci

den

t Suspensions & Expulsions The percentage of 9-12th grade students who received at least one suspension or expulsion during a given school year.

NOTE: The survey constructs are part of the IYS: Conditions for Learning Survey, and therefore also appear in Table 1.

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How are IS3 Index points allocated?

Point allocations per data element are awarded to schools based on set thresholds, which are outlined in the Learning Supports Framework (Appendix E). The Learning Supports Framework is a research based framework that delineates the necessary supports required for all children to be successful. Below is a graphic and summary of the various levels of supports needed in order for all children to be successful. You will see these levels (and percentages) reflected in the established Index thresholds in Table 4.

Using this Learning Supports Framework, Index points for each data element are awarded as follows:

3 = data indicates a healthy school

2 = data indicates some targeted support needed

1 = data indicates intensive to targeted support needed

0 = data indicates intensive support is needed

EXAMPLE. In the construct suspensions/expulsions, no more than 5% of a school population should be suspended or expelled throughout the year (see Appendix D: Definition List for calculation of suspension/expulsion). If a school is suspending and/or expelling 20% or more of the school population, the primary behavior management plan for that school is to suspend and/or expel students rather than to provide targeted supports for students. Therefore thresholds were set at:

Percent suspension/expulsion of less than 5% = 3

Percent suspension/expulsion of 5%-12.49% = 2

Percent suspension/expulsion of 12.5%-19.99% = 1

Percent suspension/expulsion at 20% or more = 0

Each construct and threshold criteria included in the index is provided in Table 4. IS3 Data Element Thresholds.

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Data Element Thresholds and IS3 Index Point Allocations

Table 4. IS3 Data Element Thresholds

Index Point(s)

Survey Constructs (Weighted Mean)

Attendance & Graduation

Dropout*

S/E Violent-Fighting & S/E Total

3 =3.25 =95% =1.25% <5%

2 3.0 – 3.24 87.5 – 94.99% 1.26 – 1.5% 5 – 12.49%

1 2.75 – 2.99 80 – 87.49% 1.51 – 1.75% 12.5 – 19.99%

0 <2.75 <80% >1.75% =20%

*Dropout is determined using an annual calculation; multiplying the dropout annual percentage by 4 provides a 4-year reflection of dropout rate (e.g., 1.25 x 4 = 5%) which is inversely related to Iowa’s 4-year cohort graduation rate.

A Breakdown of Your School’s Index Table 5 gives you a breakdown of your school’s IS3 Index points by domain and data element.

In grey, you will see the number of index points your school received for each domain out of the number of points possible for that domain. This is also represented as a percentage to allow you to easily compare across domains.

Table 5: Index Breakdown by Domain and Data Element

Safety Domain

Type of Data Data Element Score Index Points Survey Construct

Physical Safety 3.78 3/3

Emotional Safety 3.58 3/3

School Incident Suspensions/Expulsions for Fighting or Violent Behavior without Physical Injury

1.81% (12) 3/3

Safety Total Index Points: 9/9 (100%)

Engagement Domain


Diversity 3.10 2/3

Adult-Student Relationships 2.80 1/3

Student-Student Relationships 2.97 1/3

School Incident Graduation 80.84% (135) 1/3

Dropout 3.92% (26) 0/3

Attendance 91.9% (748) 2/3

Engagement Total Index Points: 7/18 (38.9%)

Environment Domain


Expectations/Boundaries 3.08 2/3

Physical Environment 3.05 2/3

School Incident Suspensions/Expulsions Total 10.69% (71) 2/3

Environment Total Index Points: 6/9 (66.7%)

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Response Rate and Demographics

In this section, you will find a snapshot of who responded to the survey across all populations.

Table 6a. Survey response Rate for Keokuk High School

Group Population Size # Respondents % of Population Represented

Students 664 562 84.6

School Personnel 60 57 95

Parents 628 28 4.5

Table 6b. Who completed the survey?

Student N = 562* School Personnel N = 56*

Parent N = 28*

Gender

Male 270 (48%) 17 (30%)

Female 285 (51%) 39 (70%)

Missing 7 (1%) 0 (0%)

Grade (Please note: Staff numbers may exceed 100% due to roles that support multiple grades.)

9th 152 (27%) 38 (68%) 15 (54%)

10th 147 (26%) 40 (71%) 5 (18%)

11th 142 (25%) 40 (71%) 5 (18%)

12th 117 (21%) 37 (66%) 11 (39%)

Ethnicity

American Indian/Alaskan Native 11 (2%) 0 (0%) 0 (0%)

Asian/Pacific Islander 11 (2%) 0 (0%) 0 (0%)

Black/African American 32 (6%) 0 (0%) 0 (0%)

Latino/Latina/Hispanic 15 (3%) 1 (2%) 0 (0%)

White/Caucasian 461 (82%) 55 (98%) 27 (96%)

Multiracial 24 (4%) 0 (0%) 0 (0%)

Not Listed Above 8 (1%) 0 (0%) 1 (4%)

Missing 0 (0%) 0 (0%) 0 (0%)

English as first language for Student

Yes 551 (98%) 28 (100%)

No 10 (2%) 0 (0%)

Missing 1 (0%) 0 (0%)

Child Qualifies for Free/Reduced Lunch

Yes 3 (11%)

No 25 (89%)

Missing 0 (0%)

Child Has an IEP

Yes 72 (13%) 4 (14%)

No 445 (79%) 24 (86%)

Missing 45 (8%) 0 (0%)

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Table 6c. Additional School Personnel Demographics.

School Personnel by Position

Teacher 36 (64%)

Administrator 2 (4%)

Other Professional School personnel 10 (18%)

Paraprofessional 6 (11%)

Non-certified Support School personnel 2 (4%)

Missing 0 (0%)

School Personnel By Department

English/Language Arts 6 (11%)

Mathematics 3 (5%)

Science 4 (7%)

Social Studies 3 (5%)

Foreign Language 2 (4%)

Music/Arts/Theatre 2 (4%)

Physical Education 2 (4%)

Special Education 15 (27%)

Other 8 (14%)

Not Applicable 10 (18%)

Missing 1 (2%)

How many years have you been working in this position?

1st year 3 (5%)

2-5 years 8 (14%)

6-10 years 15 (27%)

11-20 years 16 (29%)

20+ years 14 (25%)

Missing 0 (0%)

How many years have you been working at this school in this position?

1st year 9 (16%)

2-5 years 21 (38%)

6-10 years 15 (27%)

11-20 years 5 (9%)

20+ years 6 (11%)

Missing 0 (0%)

*This number represents those respondents who completed at least 70% of the survey items and those

responses deemed valid for this report.

Please note: Graphical representation of data is shown in Appendix F: Student, School Personnel, and Parent

Demographic Profiles.

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Index Results

We have organized the rest of this document in a way that allows you to first deconstruct the Index to determine the areas that require the most focus in order to improve your school’s overall conditions for learning. The latter part of this report will examine all additional constructs that are part of the IYS: Conditions for Learning survey, but are not included in Index calculations. The true benefit of the data within this report is the degree to which the information becomes a catalyst for discussion, deeper inquiry, and action.

Index Overview by Survey Construct

The following graphs depict your survey construct Index data, as rated by the student population (the only population included in Index calculations).

The first graph shows this year’s data. The number on top of the bar is the weighted mean your school received on that construct.

o Your weighted mean on each survey construct is an overall mean of the items within each construct.

o Remember, a score of 4 is optimal.

The color of the bar indicates the number of Index points your school received (green = 3 Index points, yellow = 2 Index points, orange = 1 Index point, and red = 0 Index points).

o This color also gives you a general indication of the health of your school on this construct, green being the healthiest or optimal, and red being the unhealthiest or furthest from optimal.

The second (third and fourth) graphs show you the percentage of students whose ratings fell into each of the index ranges: red (0 index points), orange (1 index point), yellow (2 index points), and green (3 index points).

The last graph in this section depicts your survey construct Index data over time, as rated by the student population.

o All student items can be found in Appendix A.

3.78 3.58

3.1

2.8 2.97 3.08 3.05

1

2

3

4

Physical Emotional Diversity Adult-Student Student-Student Expectations Physical

Safety Engagement Environment

STUDENT Index Results: Survey Constructs

At/Below 2.74 Btwn 2.75 and 2.99 Btwn 3.00 and 3.24 At/Above 3.25

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9

3

4

1

5

2

82

94

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

3.58

3.78

Emo

tio

nal

Safe

tyP

hys

ical

Safe

ty

Safe

tyStudent Responses (%)


30

44

21

15

13

10

27

23

28

27

20

41

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2.97

2.8

3.1

Stu

den

t-St

ud

ent

Ad

ult

-St

ud

ent

Div

ersi

ty

Enga

gem

ent

Student Responses (%)


24

25

12

10

32

26

33

38

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

3.05

3.08

Ph

ysic

alEx

pec

tati

on

s

Envi

ron

men

t

Student Responses (%)


PAGE | 18


3.75 3.78 3.55 3.58

2.94 3.1 2.89 3.08 2.64 2.8

2.17

3.05 2.86 2.97

1

2

3

4

2012 2013 2012 2013 2012 2013 2012 2013 2012 2013 2012 2013 2012 2013

Physical Emotional Diversity Adult-Stu Stu-Stu Boundaries Physical

STUDENT Results: : IS3 Index Survey Constructs Trend Data

At/Below 2.74 2.75 through 2.99 3.0 through 3.24 At/Above 3.25

PAGE | 19


Index Overview by School Incident Data Element

The following graphs depict your data on each of the school incident data elements.

Your school’s actual percentage is written above the arrow on the graph.

The location of the arrow on the color-coded graph indicates the number of Index points your school received on each school incident data element (green = 3 Index points, yellow = 2 Index points, orange = 1 Index point, and red = 0 Index points).

o This color also gives you a general indication of the health of your school on this element, green being the healthiest or optimal, and red being the unhealthiest or furthest from optimal.

0%5%10%15%20%25%30%

Envi

ron

.

S

afet

y

S/E Violence or Fighting & S/E Total

Below 5% 5.1 - 12.49% 12.5 - 19.99% At/Above 20%

1.81%

10.69%

70% 75% 80% 85% 90% 95% 100%

Attendance Rate

Graduation Rate

Enga

gem

ent

School Indicator: Attendance and Graduation Rate

Below 80% Btwn 80% - 87.49% Btwn 87.5%-94.99% At/Above 95%

80.84%

91.9%

0%1%2%3%4%5%6%7%8%9%10%

Dropout Rate

Enga

gem

ent

Dropout Rate

At/Below 1.25% 1.26 - 1.5% 1.51 - 1.75% Above 1.75%

3.92%

S/E Violence

or Fighting

S/E Total

PAGE | 20


Index School Incident Trend Data The following graphs depict your school incident data over time.

The key on the right side of each graph tells you the shape/line that corresponds with each school incident data element.

The color of the shape aligns with the number of Index points your school received on each school incident data element (green = 3 Index points, yellow = 2 Index points, orange = 1 Index point, and red = 0 Index points).

0

5

10

15

20

25

30

35

Year 1 (2011) Year 2 (2012) Year 3 (2013) Year 4 (2014)

IS3 School Incident Trend: Suspensions/Expulsions S/E Violent-Fight

S/E Total

Below 5.0%

12.5 - 20%

5 - 12.49%

70

75

80

85

90

95

100


IS3 School Incident Trend: Graduation & Attendance Graduation Rate

Attendance Rate

80 - 87.49%

At/Above 95%

87.5 - 94.99%

PAGE | 21


0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

5.5

6


IS3 School Incident Trend: Dropout Dropout

At/Below 1.25%

Above 1.75% 1.26 - 1.50%

PAGE | 22


Overview of Index Survey Constructs by Student Demographic Population

The following tables depict your school’s weighted mean on each survey construct by demographic population, to allow you to see which particular populations might need the most supports. (Remember, a score of 4 is optimal). The color of the box indicates the general health of this population on each construct, green being the healthiest or optimal, and red being the unhealthiest or furthest from optimal.

The first table shows you the data for the entire population, as a baseline for comparison. The number in the column titled “N” is the number of participants represented in each the demographic population.

Important to note: Some sub-group charts may be missing – this is not an error. To ensure anonymity, any sub-groups with fewer than 10 people in a particular category will not be reflected in this section of the report.


Entire Population N Physical

Safety Emotional

Safety Diversity Adult-

Student Student- Student

Expect-ations

Physical Envir.

All Students 562 3.78 3.58 3.10 2.80 2.97 3.08 3.05

By Grade N Physical

Safety Emotional



Expect-ations

Physical Envir.

9th Grade 152 3.77 3.52 3.08 2.81 2.94 3.09 3.1

10th Grade 147 3.76 3.52 3.14 2.83 2.98 3.16 3.1

11th Grade 142 3.77 3.64 3.07 2.77 2.94 3.02 2.99

12th Grade 117 3.82 3.68 3.1 2.79 3.01 3 2.99

By Gender N Physical

Safety Emotional



Expect-ations

Physical Envir.

Male 270 3.72 3.66 3.1 2.87 3.03 3.11 3.09

Female 285 3.83 3.51 3.1 2.75 2.91 3.04 3.02

PAGE | 23



By Ethnicity N Physical

Safety Emotional



Expect-ations

Physical Envir.

American Indian/

Alaskan Native 11 3.47 3.33 2.58 2.36 2.77 2.86 2.47

Asian/Pacific Islander

11 3.78 3.49 2.89 2.65 2.89 2.92 2.98

Black/African American

32 3.81 3.65 3.19 3.01 3.14 3.07 3.09

Latino/Latina/Hispanic

15 3.63 3.53 3.09 2.84 3.07 2.93 3.13

White/ Caucasian

461 3.79 3.6 3.12 2.82 2.96 3.08 3.06

Multiracial 24 3.67 3.36 2.9 2.67 2.95 3.17 3.16

By IEP Status N Physical

Safety Emotional



Expect-ations

Physical Envir.

IEP Yes 72 3.71 3.4 3.09 3.04 3.03 3.07 2.89

IEP No 445 3.8 3.63 3.11 2.77 2.96 3.07 3.08

*Please note: No chart with fewer than 10 cases was produced as this can lead to potential identification of the sub-population.

PAGE | 24


School Personnel Overview: Survey Constructs

The following graphs depict your survey construct data for school personnel. o Only those constructs that align with the Index are shown at this time, although they are not

included in Index calculations. o Additional survey constructs will be examined later in this report.




The color of the bar indicates the number of Index points your school received (green = 3 Index points, yellow = 2 Index points, orange = 1 Index point, and red = 0 Index points).

o This color also gives you a general indication of the health of your school on this construct, green being the healthiest or optimal, and red being the unhealthiest or furthest from optimal.

The second graph depicts your survey construct data over time, as rated by school personnel. o All school personnel items can be found in Appendix B.

3.13 3.22 3 3.02 2.92 3.01 3.04

1

2

3

4

Physical Emotional Diversity Adult-Student Student-Student Expectations Physical


SCHOOL PERSONNEL Results: Survey Constructs


PAGE | 25


2.51 3.13 2.9

3.22 2.92 3

2.7 3.01 2.93 3.02

2.08

3.04 2.78 2.92

1

2

3

4

2012 2013 2012 2013 2012 2013 2012 2013 2012 2013 2012 2013 2012 2013

Physical Emotional Diversity Adult-Stu Stu-Stu Expectations Physical


SCHOOL PERSONNEL Results: Survey Constructs Trend Data


PAGE | 26


Overview of Survey Constructs by School Personnel Demographic Population





By Ethnicity N Physical

Safety Emotional



Expect-ations

Physical Envir.

White/ Caucasian

55 3.13 3.21 2.99 3 2.9 2.99 3.03

By Position N Physical

Safety Emotional



Expect-ations

Physical Envir.

Teacher 36 3.29 3.31 3.01 3.06 2.92 2.99 3.05

Other professional

staff 10 2.83 2.99 3.13 2.95 2.97 3.12 2.97

By Years at Position N Physical

Safety Emotional



Expect-ations

Physical Envir.

6 to 10 years 15 3.26 3.14 3.1 2.96 3 2.99 3.1

11 to 20 years 16 2.92 3.19 2.95 3.09 2.91 3.11 3.08

20+ years 14 3.29 3.46 3.07 3.13 2.95 3.08 3.03


PAGE | 27


Parent Overview: Survey Constructs

The parent means could not be generated for this section due to the low overall response rate . The item by

item analysis of the parent population has been produced in Appendix C; however, as the population

represented is substantially below the ideal response rate, please interpret the findings with caution. Further,

please do not use the parent findings in this report for analyses as they may reflect voices not representative of

the population as a whole.

PAGE | 28


Overview of Survey Constructs by Parent Demographic Population






PAGE | 29


Comparing Survey Construct Scores across Students, School Personnel, and Parents The following graphs show a one page snapshot of the survey construct weighted means for each

population. Only Index survey constructs (students) and those survey constructs that align with the Index

(school personnel and parents) are shown at this time.


3.05

3.08

2.97

2.8

3.1

3.58

3.78

1 2 3 4

Physical Env.

Expectations

Student-Student

Adult-Student

Diversity

Emotional

Physical Safety

STUDENT

3.04

3.01

2.92

3.02

3

3.22

3.13

1 2 3 4

Physical Env.

Expectations

Student-Student

Adult-Student

Diversity

Emotional

Physical Safety

SCHOOL PERSONNEL

PAGE | 30


Comparing Survey Construct Scores across Students, School Personnel, and Parents

The following graphs show the rank order of the Index survey constructs for each population.

In other words, for each population, the graphs show the Index survey construct weighted mean scores from highest/most optimal (top) to lowest/furthest from optimal (bottom).

Mean Scale Scores – Rank Order


2.8

2.97

3.05

3.08

3.1

3.58

3.78

1 2 3 4

STUDENT

Adult Student

Student- Student

Physical Env.

Expectations

Diversity

Emotional

Physical Safety

2.92

3

3.01

3.02

3.04

3.13

3.22

1 2 3 4

SCHOOL PERSONNEL

Student- Student

Diversity

Expectations

Adult Student

Physical Env.

Physical Safety

Emotional

PAGE | 31


School Leadership and Professional Relationships

In the school environment, the relationships among adults set the tone and model for students to follow. When these relationships are trusting, caring, and collaborative, students are more likely to also build relationships with such characteristics.

The following bar graph gives you a general indication of the health of your school on the Leadership and Professional Relationships survey constructs this year, green being the healthiest or optimal, and red being the unhealthiest or furthest from optimal.




The second graph depicts your data over time. o Note: Only school personnel responded to these items (school personnel items can be found in

Appendix B).

2.72

3.04

1

2

3

4

Leadership Professional Relationship

Leadership and Professional Relationship


PAGE | 32


2.72 2.89 3.04 2.48

1

2

3

4

2012 2013 2012 2013

Leadership Professional Relationships

SCHOOL PERSONNEL Results: Leadership and Professional Relationships Trend Data


PAGE | 33


Parent-School Connection






PAGE | 34


Overview of Additional Student Survey Constructs

The IYS: Conditions for Learning Survey asks questions about additional survey constructs that are not included in the IS3 Index.The following bar graphs give you a general indication of the health of your school on these addition survey constructs, as rated by students, green being the healthiest or optimal, and red being the unhealthiest or furthest from optimal.




The second graph depicts your data over time.

Note: Student items can be found in Appendix A.

2.41

2.82

2.53

2.21

3.3 3.31

1

2

3

4

Perceived Peer Emo.Safety

Support for Learning Social & CivicLearning

Adult Support Values Commitment toSchool

STUDENT Results: Additional Survey Constructs


PAGE | 35


2.2 2.41 2.65 2.82 2.4 2.53

3.23 3.31

2.24 2.21

3.25 3.3

1

2

3

4

2012 2013 2012 2013 2012 2013 2012 2013 2012 2013 2012 2013

Perceived PeerEmo. Safety

Support forLearning

Social & CivicLearning

Adult Support Values Commitment toSchool

STUDENT Results: Additional Survey Constructs Trend Data


PAGE | 36


Overview of Additional Survey Constructs by Student Demographic Population





By Grade N Perceived

Peer Emo. Safety

Supports for Learning

Social & Civic

Learning

Adult Support

Values Commit-ment to School

9th Grade 152 2.39 2.82 2.55 2.09 3.28 3.26

10th Grade 147 2.41 2.88 2.54 2.25 3.3 3.34

11th Grade 142 2.31 2.81 2.51 2.25 3.29 3.3

12th Grade 117 2.52 2.75 2.5 2.29 3.35 3.34

By Gender N Perceived

Peer Emo. Safety


Social & Civic

Learning

Adult Support


Male 270 2.53 2.91 2.65 2.25 3.22 3.24

Female 285 2.29 2.74 2.41 2.19 3.38 3.37

PAGE | 37



By Ethnicity N Perceived

Peer Emo. Safety


Social & Civic

Learning

Adult Support


American Indian/

Alaskan Native 11 2.3 2.42 2.45 1.88 2.88 2.7

Asian/Pacific Islander

11 2.5 2.62 2.48 2.24 3.22 3.23

Black/African American

32 2.51 3 2.78 1.92 3.27 3.3

Latino/Latina/Hispanic

15 2.63 2.73 2.5 2.07 3.21 3.3

White/ Caucasian

461 2.4 2.83 2.52 2.25 3.34 3.34

Multiracial 24 2.31 2.76 2.48 2.15 3.05 3.07

By IEP Status N Perceived

Peer Emo. Safety


Social & Civic

Learning

Adult Support


IEP Yes 72 2.57 3.02 2.83 2.06 3.22 3.23

IEP No 445 2.37 2.79 2.48 2.24 3.33 3.34


PAGE | 38


Overview of Additional School Personnel Survey Constructs

The following bar graphs give you a general indication of the health of your school on the addition survey constructs, as rated by school personnel, green being the healthiest or optimal, and red being the unhealthiest or furthest from optimal.




The second graph depicts your data over time.

Note: School personnel items can be found in Appendix B.

2.55

2.88 2.77

3.21

1

2

3

4

Perceived Peer Emo. Safety Support for Learning Social & Civic Learning Adult Support

SCHOOL PERSONNEL Results: Additional Survey Constructs


PAGE | 39


2.29 2.55 2.83 2.88 2.7 2.77 3.34 3.21

1

2

3

4

2012 2013 2012 2013 2012 2013 2012 2013

Perceived Peer Emo.Safety

Support for Learning Social & Civic Learning Adult Support

SCHOOL PERSONNEL Results: Additional Survey Constructs Trend Data


PAGE | 40


Overview of Additional Index Survey Constructs by School Personnel

Demographic Population





By Ethnicity N Perceived

Peer Emo. Safety


Social & Civic

Learning

Adult Support


White/ Caucasian

55 2.53 2.86 2.76 3.21 2.7 3.03

By Position N Perceived

Peer Emo. Safety


Social & Civic

Learning

Adult Support


Teacher 36 2.64 2.93 2.75 3.16 2.67 3.08

Other professional

staff 10 2.42 2.8 2.9 3.6 2.69 2.88

By Years at Position N Perceived

Peer Emo. Safety


Social & Civic

Learning

Adult Support


6 to 10 years 15 2.65 2.88 2.87 3.13 2.62 2.93

11 to 20 years 16 2.52 2.87 2.8 3.19 2.83 2.98

20+ years 14 2.71 2.98 2.85 3.48 2.69 3.21


PAGE | 41


Overview of Additional Parent Survey Constructs






PAGE | 42


Overview of Additional Survey Constructs by Parent Demographic Population






PAGE | 43


Comparing Additional Survey Construct Scores across Populations Four of the additional constructs are consistent across students, school personnel, and parents.

The following graphs show a one page snapshot of these constructs and the weighted means for each population.


2.21

2.53

2.82

2.41

1 2 3 4

Adult Support


Support forLearning


STUDENT

3.21

2.77

2.88

2.55

1 2 3 4

Adult Support


Support forLearning


SCHOOL PERSONNEL

PAGE | 44


Comparing Additional Survey Construct Scores across Populations

The following graphs show the rank order of the additional survey constructs for each population.

In other words, for each population, the graphs show the additional survey construct weighted means from highest/most optimal (top) to lowest/furthest from optimal (bottom).

Mean Scale Scores – Rank Order


2.21

2.41

2.53

2.82

1 2 3 4

STUDENT

Supports for

Learning

Social & Civic Learning

Perceived Peer Emotionality

Adult Support 2.55

2.77

2.88

3.21

1 2 3 4

SCHOOL PERSONNEL

Adult Support


Social & Civic Learning

Perceived Peer Emotionality

PAGE | 45


Appendix A: Student item by item analyses

The following tables provide information on all of the items that students responded to. They are grouped by survey construct. Listed first are the seven Index survey constructs, followed by the additional student survey constructs.

In the tables you will find: (1) the particular questions that comprise each of the constructs, (2) the mean score for each item, (3) the percent of the population that responded to each scale option, and finally (4) the number of respondents who answered the item and chose each response option.

Physical Safety Ratings Response Given (%) Student Survey Item Stem: In the past 12 months, how often have you…

Mean (N)

None (n)

1-2 Times

(n)

3-5 Times

(n)

6 or More Times

(n)

Carried a gun, knife, club, or other weapon to school.

3.83 (562)

92.0 (517)

3.4 (19)

0.7 (4)

3.9 (22)

Had your things (clothing, books, bike, car) stolen or deliberately damaged on school property.

3.62 (561)

68.8 (386)

26.0 (146)

3.9 (22)

1.2 (7)

Been disciplined at school for fighting, theft, or damaging property.

3.83 (562)

86.1 (484)

11.6 (65)

1.1 (6)

1.2 (7)

Been threatened or injured by someone with a weapon (like a gun, knife, or club) on school property.

3.86 (560)

90.2 (505)

7.3 (41)

1.3 (7)

1.3 (7)

Damaged property just for fun (like breaking windows, scratching a car, etc.).

3.85 (562)

90.0 (506)

6.8 (38)

1.2 (7)

2.0 (11)

Beaten up on or fought someone because they made you angry.

3.76 (562)

84.2 (473)

10.9 (61)

1.6 (9)

3.4 (19)

Used a weapon, force, or threats to get money or things from someone.

3.94 (561)

96.8 (543)

1.6 (9)

0.7 (4)

0.9 (5)

Verbally threatened to physically harm someone.

3.62 (561)

76.5 (429)

14.3 (80)

3.9 (22)

5.3 (30)

Stolen something. 3.83 (562)

89.1 (501)

6.9 (39)

2.0 (11)

2.0 (11)

Mean (N)

0 days

1-2 days

3-5 days

6-9 days 10-19 days

20-29 days

30 days

In the past 30 days, on how many days have you had at least one drink of alcohol (glass bottle or can of beer; glass of wine, liquor or mixed drink)

3.63 (519)

70.5 (366)

11.2 (58)

6.4 (33)

4.0 (21)

4.4 (23)

0.8 (4)

2.7 (14)

PAGE | 46


Emotional Safety Ratings Response Given (%) Student Survey Item Stem: In the last 30 days, how many times have you been bullied at school in the ways listed below:

Mean (N)

0 Times (n)

1 Time (n)

2 Times

(n)

3-5 Times

(n)

6-10 Times

(n)

11+ Times

(n)

I was called names, made fun of, or teased in a hurtful way.

3.46 (560)

70.5 (395)

9.1 (51)

5.2 (29)

7.0 (39)

2.1 (12)

6.1 (34)

Other students left me out of things on purpose, excluded me from their group of friends, or completely ignored me.

3.59 (560)

75.9 (425)

9.1 (51)

4.3 (24)

5.2 (29)

2.1 (12)

3.4 (19)

I was hit, kicked, pushed, shoved around, or locked indoors.

3.81 (559)

88.9 (497)

3.8 (21)

3.9 (22)

0.9 (5)

0.4 (2)

2.1 (12)

Other students told lies, spread false rumors about me, and tried to make others dislike me.

3.42 (559)

66.5 (372)

11.6 (65)

7.9 (44)

5.5 (31)

2.5 (14)

5.9 (33)

I was made fun of because of my race or color.

3.79 (558)

90.0 (502)

2.5 (14)

1.8 (10)

0.9 (5)

0.5 (3)

4.3 (24)

I was made fun of because of my religion. 3.84 (558)

91.2 (509)

2.7 (15)

1.8 (10)

1.6 (9)

0.5 (3)

2.2 (12)

Other students made sexual jokes, comments or gestures that hurt my feelings.

3.68 (560)

83.0 (465)

5.2 (29)

3.0 (17)

3.4 (19)

1.4 (8)

3.9 (22)

I have received a threatening or hurtful message from another student in an e-mail, on a website, on a cell phone, from pager text messaging, in an internal chat room or in instant messaging.

3.75 (559)

85.9 (480)

5.0 (28)

2.9 (16)

2.7 (15)

0.9 (5)

2.7 (15)

Mean (N)

Strongly Disagree

(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

I feel safe at school. 2.93 (560)

8.2 (46)

15.7 (88)

50.5 (283)

25.5 (143)

PAGE | 47


Diversity Engagement Ratings Response Given (%) Student Survey Item Mean

(N) Strongly Disagree

(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

I am accepting of those different than myself (racially, culturally, socio-economically).

3.46 (561)

2.1 (12)

4.8 (27)

37.6 (211)

55.4 (311)

It is wrong to discriminate against someone because of her/his race, appearance, culture, religion, etc.

3.56 (560)

1.6 (9)

5.0 (28)

28.9 (162)

64.5 (361)

Students in this school respect each other's differences (for example, gender, race, culture, etc.).

2.61 (562)

11.4 (64)

29.4 (165)

46.3 (260)

13.0 (73)

Students in this school respect differences in adults (for example, gender, race, culture, etc.).

2.76 (562)

11.0 (62)

23.1 (130)

44.8 (252)

21.0 (118)

Adults in this school respect differences in students (for example, gender, race, culture, etc.).

3.07 (558)

6.5 (36)

11.8 (66)

50.2 (280)

31.5 (176)

Adults in this school respect each other's differences (for example gender, race, culture, etc.).

3.13 (561)

5.5 (31)

10.0 (56)

50.8 (285)

33.7 (189)

Adult-Student Relationships Engagement Ratings Response Given (%) Student Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

My teachers care about me. 2.76 (558)

10.6 (59)

20.3 (113)

52.0 (290)

17.2 (96)

My teachers are available to talk with students one-on-one. 2.95 (558)

3.9 (22)

17.0 (95)

59.0 (329)

20.1 (112)

My teachers notice when I am doing a good job and let me know about it.

2.66 (558)

10.4 (58)

30.6 (171)

41.4 (231)

17.6 (98)

My school lets a parent/guardian know if I am doing a good job.

2.41 (558)

19.2 (107)

37.5 (209)

27.1 (151)

16.3 (91)

There is at least one adult at school that I could go to for help with a problem.

3.29 (559)

3.4 (19)

9.5 (53)

42.2 (236)

44.9 (251)

Adults who work in my school treat students with respect. 2.77 (562)

9.6 (54)

22.4 (126)

49.6 (279)

18.3 (103)

*Students treat adults who work in this school with respect. 2.47 (559)

17.9 (100)

31.8 (178)

36.0 (201)

14.3 (80)

*This item was added to the 2012 survey based on focus group feedback. It is not included in the Index, but is represented in this table because it ascertains additional information about adult-student relationships.

PAGE | 48


Student-Student Relationships Engagement Ratings Response Given (%) Student Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

Students in my school treat each other with respect. 2.43 (561)

17.3 (97)

35.3 (198)

34.2 (192)

13.2 (74)

Students have friends at school they can turn to if they have questions about homework.

3.31 (560)

1.3 (7)

5.4 (30)

54.5 (305)

38.9 (218)

Students have friends at school they can trust and talk to if they have problems.

3.18 (562)

3.2 (18)

7.8 (44)

56.8 (319)

32.2 (181)

Students generally work well with each other even if they're not in the same group of friends.

2.71 (557)

7.7 (43)

28.5 (159)

48.8 (272)

14.9 (83)

Students have friends at school to eat lunch with. 3.21 (560)

2.7 (15)

7.0 (39)

57.5 (322)

32.9 (184)

Students try to make new students feel welcome in the school.

2.98 (562)

5.9 (33)

16.5 (93)

50.9 (286)

26.7 (150)

Expectations/Boundaries Environment Ratings Response Given (%) Student Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

There are clear rules about what students can and cannot do. 2.95 (562)

4.8 (27)

22.6 (127)

45.6 (256)

27.0 (152)

The school principal and teachers consistently enforce school rules.

2.73 (562)

9.3 (52)

26.9 (151)

45.0 (253)

18.9 (106)

If I skipped school at least one of my parents/guardians would be notified.

3.28 (562)

4.3 (24)

9.1 (51)

41.3 (232)

45.4 (255)

Students caught drinking, smoking, or using an illegal drug are not allowed to participate in any extracurricular activity for some time period.

3.15 (561)

5.9 (33)

13.2 (74)

40.6 (228)

40.3 (226)

If I got in trouble at school for breaking a rule, at least one of my parents/guardians would support the school’s disciplinary action.

3.07 (561)

4.8 (27)

14.6 (82)

49.6 (278)

31.0 (174)

My school lets a parent/guardian know if I’ve done something wrong.

3.27 (562)

3.2 (18)

8.4 (47)

46.6 (262)

41.8 (235)

Physical Environment Ratings Response Given (%) Student Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

My school building is kept clean. 2.87 (557)

6.5 (36)

19.6 (109)

54.8 (305)

19.2 (107)

My school has up-to-date computers and other electronic equipment available to students.

3.10 (560)

5.7 (32)

12.9 (72)

47.1 (264)

34.3 (192)

My school is physically attractive (well designed, nicely decorated, etc.).

3.11 (558)

5.2 (29)

11.5 (64)

50.2 (280)

33.2 (185)

We have space and facilities for extra-curricular activities at my school.

3.19 (558)

3.4 (19)

10.8 (60)

48.9 (273)

36.9 (206)

My school building is kept in good condition. 2.99 (559)

3.2 (18)

17.2 (96)

57.2 (320)

22.4 (125)

PAGE | 49


Additional Survey Constructs-Item by Item Analyses

Perceived Peer Emotional Safety Ratings Response Given (%) Student Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

Students in my school act in a way that is sensitive to the feelings of other students.

2.41 (556)

18.2 (101)

37.2 (207)

29.7 (165)

14.9 (83)

Students at my school will try to stop students from insulting or making fun of other students.

2.52 (560)

14.6 (82)

35.0 (196)

33.8 (189)

16.6 (93)

Very few students insult or make fun of other students. 2.20 (561)

27.6 (155)

35.3 (198)

26.2 (147)

10.9 (61)

Students in my school try to treat other students the way they'd want to be treated.

2.48 (561)

15.9 (89)

34.2 (192)

35.7 (200)

14.3 (80)

Values Ratings Response Given (%) Student Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

Even if it is dangerous, I like to do exciting thing. 3.07 (561)

4.8 (27)

19.4 (109)

39.8 (223)

36.0 (202)

It is important to help other people. 3.53 (562)

2.1 (12)

3.6 (20)

33.5 (188)

60.9 (342)

I care about other people’s feelings. 3.29 (558)

3.6 (20)

7.0 (39)

45.9 (256)

43.5 (243)

I feel sorry for people who have things stolen or damaged.

3.24 (558)

3.9 (22)

11.8 (66)

40.9 (228)

43.4 (242)

Violence is the worst way to solve problems. 2.96 (556)

7.2 (40)

22.5 (125)

37.6 (209)

32.7 (182)

It is important to tell the truth. 3.41 (561)

3.7 (21)

4.1 (23)

39.6 (222)

52.6 (295)

I can say “no” when someone wants me to do things I know are wrong or dangerous.

3.41 (562)

3.4 (19)

5.7 (32)

37.0 (208)

53.9 (303)

I believe working hard now will make my life successful in the future.

3.52 (558)

2.2 (12)

4.8 (27)

32.3 (180)

60.8 (339)

PAGE | 50


Supports for Learning Ratings Response Given (%) Student Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

My teachers encourage me to try out new ideas (think independently)

2.81 (558)

7.0 (39)

25.6 (143)

46.4 (259)

21.0 (117)

If I am feeling confused about something in class, I feel comfortable saying so.

3.04 (560)

4.8 (27)

20.2 (113)

41.3 (231)

33.8 (189)

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).

3.01 (562)

4.6 (26)

15.3 (86)

54.4 (306)

25.6 (144)

In school, I feel challenged to do more than I thought I could. 2.76 (558)

7.5 (42)

28.0 (156)

45.5 (254)

19.0 (106)

My teachers give me useful feedback on my work. 2.85 (560)

4.5 (25)

23.0 (129)

55.5 (311)

17.0 (95)

My teachers encourage us to see mistakes as a natural part of the learning process.

2.84 (559)

7.2 (40)

22.2 (124)

49.9 (279)

20.8 (116)

My teachers show me how to learn from my mistakes. 2.75 (559)

8.2 (46)

27.4 (153)

45.6 (255)

18.8 (105)

My teachers help me figure out how I learn best. 2.70 (558)

7.0 (39)

33.2 (185)

42.7 (238)

17.2 (96)

My teachers give me individual attention on schoolwork. 2.61 (561)

11.1 (62)

31.9 (179)

42.2 (237)

14.8 (83)

Social & Civic Learning 2.86 (10761)

Student Survey Item Mean (N)

Strongly Disagree

(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

In my school, we talk about ways to help us control our emotions 2.21 (562)

22.8 (128)

44.8 (252)

20.6 (116)

11.7 (66)

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

2.43 (559)

16.1 (90)

36.9 (206)

34.5 (193)

12.5 (70)

In my school, we talk about the way our actions will affect others. 2.45 (556)

13.5 (75)

40.8 (227)

32.7 (182)

12.9 (72)

In my school, we discuss issues that help me think about how to be a good person.

2.57 (560)

11.6 (65)

33.6 (188)

40.7 (228)

14.1 (79)

In my school, we discuss issues that help me think about what is right and wrong.

2.60 (559)

10.4 (58)

32.7 (183)

43.1 (241)

13.8 (77)

In my school, we have learned skills that help us plan our time so that we can get our work done and still do other things we enjoy.

2.82 (562)

7.7 (43)

23.5 (132)

48.0 (270)

20.8 (117)

In my school, we talk about the importance of understanding our feelings and the feelings of others.

2.27 (561)

21.9 (123)

40.6 (228)

25.7 (144)

11.8 (66)

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

2.58 (562)

12.6 (71)

31.3 (176)

41.6 (234)

14.4 (81)

I feel that I am better at working with other people because of what I learned in my school.

2.83 (562)

8.4 (47)

22.2 (125)

47.5 (267)

21.9 (123)

PAGE | 51


Commitment to School/Learning Ratings Response Given (%) Student Survey Item Mean


(n) Disagree

(n) Agree

(n) Strongly Agree

(n)

I care about my school. 2.93 (560)

9.1 (51)

15.7 (88)

47.9 (268)

27.3 (153)

I try to do my best in school. 3.29 (560)

2.1 (12)

9.8 (55)

44.6 (250)

43.4 (243)

I plan to finish high school. 3.84 (562)

0.9 (5)

1.8 (10)

9.6 (54)

87.7 (493)

I do the homework that is assigned. 3.18 (553)

3.6 (20)

10.5 (58)

50.5 (279)

35.4 (196)

Adult Support Ratings Response Given (%) Student Survey Item Mean

(N) Almost never

(n)

Once in a while

(n)

Sometimes (n)

Often (n)

Almost always

(n)

When students physically hurt each other (for example, pushing, slapping, or punching), how often do the teachers or other adults at school put a stop to it?

2.36 (561)

17.3 (97)

25.1 (141)

20.1 (113)

21.2 (119)

16.2 (91)

When students insult, tease, harass, or otherwise verbally abuse other students, how often do the teachers or other adults at school put a stop to it?

2.09 (561)

23.2 (130)

29.1 (163)

23.5 (132)

15.9 (89)

8.4 (47)

When a student is being bullied at school, how often do the teachers or other adults at school try to put a stop to it?

2.19 (561)

23.4 (131)

25.3 (142)

21.4 (120)

18.0 (101)

11.9 (67)

*Bullying/Harassment Report Forms Ratings Response Given (%) Student Survey Items Weighted

Mean (N)

0 Times

(n)

1 Time (n)

2 Times

(n)

3-5 Times

(n)

6-10 Times

(n)

11+ Times

(n)

In the current school year, how many times have you filled out and turned in a Bullying/Harassment Report Form to the school?

3.76 (551)

83.3 (459)

9.1 (50)

3.8 (21)

2.4 (13)

0.2 (1)

1.3 (7)

When you turned in a Bullying/Harassment Report Form to the school, how many times did you receive a communication back from the school letting you know that the report was received and followed up on?

3.43 (92)

64.1 (59)

14.1 (13)

12.0 (11)

4.3 (4)

0.0 (0)

5.4 (5)

*As these items do not form a survey construct, they are represented individually in this report. Please Note: the

second Bullying/Harassment item represent respondents from the first item that answered 1 time or more.

PAGE | 52


Individual Survey Questions for Students

Students completed five additional survey items represented in the table below. Although these items do not form a construct, they contribute to the overall conditions for

learning, and are therefore important to examine.

Additional Student Items Ratings Response Given Student Survey Item No

% (n) Yes % (n)

During the past 12 months, did you ever feel so sad or hopeless almost every day for 2 weeks or more in a row that you stopped doing some usual activities?

74.4 (418)

25.6 (144)

During the past 12 months, did you ever seriously consider attempting suicide?

87.2 (490)

12.8 (72)

During the past 12 months, did you make a plan about how you would attempt suicide?

89.3 (501)

10.7 (60)

0 Times

% (n) 1 Time % (n)

2 or 3 Times % (n)

4 or 5 Times % (n)

6 or More Times % (n)

During the past 12 months, how many times did you actually attempt suicide?

92.7 (520)

4.6 (26)

1.4 (8)

0.4 (2)

0.9 (5)

I did not attempt

Suicide % (n)

No % (n)

Yes % (n)

If you attempted suicide during the past 12 months, did any attempt result in an injury, poisoning, or overdose that had to be treated by a doctor or nurse?

82.1 (453)

13.6 (75)

4.3 (24)

PAGE | 53


Appendix B: School personnel item by item analyses

The following tables provide information on all of the items that school personnel responded to. They are grouped by survey construct. Listed first are the seven constructs that align with the Index survey constructs, followed by the additional school personnel survey constructs.


Physical Safety Ratings Response Given (%) School Personnel Survey Item Stem: In the past 12 months, how often have you seen or heard that students…

Mean (N)

None (n)

1-2 Times

(n)

3-5 Times

(n)

6 or More Times

(n)

Carried a gun, knife, club, or other weapon to school. 3.75 (56)

75.0 (42)

25.0 (14)

0.0 (0)

0.0 (0)

Damaged personal or school property grounds (for example, breaking windows, scratching a car, etc.).

2.57 (56)

21.4 (12)

32.1 (18)

28.6 (16)

17.9 (10)

Beat up or fought someone. 2.80 (56)

23.2 (13)

42.9 (24)

25.0 (14)

8.9 (5)

Used a weapon, force, or threats to get money or things from other at school.

3.86 (56)

87.5 (49)

10.7 (6)

1.8 (1)

0.0 (0)

Verbally threatened to physically harm others at school. 2.89 (56)

26.8 (15)

39.3 (22)

30.4 (17)

3.6 (2)

Stole personal or school property on school grounds (for example, books, clothing, cars).

2.91 (55)

30.9 (17)

41.8 (23)

14.5 (8)

12.7 (7)

PAGE | 54


Emotional Safety Ratings Response Given (%) School Personnel Survey Item Stem: In the last 30 days, how many times have you seen or heard of students being bullied at school in the ways listed below:

Mean (N)

0 Times (n)

1 Time (n)

2 Times

(n)

3-5 Times (n)

6-10 Times

(n)

11+ Times

(n)

Called names, made fun of, or teased in a hurtful way.

2.59 (56)

23.2 (13)

10.7 (6)

17.9 (10)

35.7 (20)

10.7 (6)

1.8 (1)

Left out of things on purpose, excluded from groups of friends, or completely ignored by other students.

3.06 (56)

42.9 (24)

17.9 (10)

16.1 (9)

16.1 (9)

3.6 (2)

3.6 (2)

Hit, kicked, pushed, shoved around, or locked indoors.

3.41 (56)

62.5 (35)

8.9 (5)

17.9 (10)

8.9 (5)

0.0 (0)

1.8 (1)

Told lies, spread false rumors, and tried to make others dislike particular students .

2.91 (55)

36.4 (20)

18.2 (10)

9.1 (5)

29.1 (16)

5.5 (3)

1.8 (1)

Made fun of because of their race or color. 3.58 (56)

67.9 (38)

19.6 (11)

5.4 (3)

7.1 (4)

0.0 (0)

0.0 (0)

Made fun of because of their religion. 3.94 (56)

94.6 (53)

3.6 (2)

1.8 (1)

0.0 (0)

0.0 (0)

0.0 (0)

Made sexual jokes, comments, or gestures that hurt other students’ feelings.

3.21 (56)

50.0 (28)

19.6 (11)

8.9 (5)

17.9 (10)

1.8 (1)

1.8 (1)

Received threatening or hurtful messages from other student(s) in an email, on a website, on a cell phone, from pager text messaging, instant messaging or in any electronic manner.

3.14 (55)

49.1 (27)

10.9 (6)

18.2 (10)

16.4 (9)

1.8 (1)

3.6 (2)

Mean (N)

Strongly Disagree

(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

Students feel safe at school. 3.13 (56)

0.0 (0)

3.6 (2)

80.4 (45)

16.1 (9)

PAGE | 55


Diversity Engagement Ratings Response Given (%) School Personnel Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

Students in this school respect each other’s differences (for example, gender, race, culture, etc.).

2.80 (56)

1.8 (1)

25.0 (14)

64.3 (36)

8.9 (5)

Students in this school respect differences in adults (for example, gender, race, culture, etc.).

2.80 (55)

1.8 (1)

27.3 (15)

60.0 (33)

10.9 (6)

Adults in this school respect differences in students (for example, gender, race, culture, etc.).

3.18 (56)

0.0 (0)

8.9 (5)

64.3 (36)

26.8 (15)

Adults in this school respect each other's differences (for example, gender, race, culture, etc.).

3.23 (56)

0.0 (0)

5.4 (3)

66.1 (37)

28.6 (16)

Adult-Student Relationships Engagement Ratings Response Given (%) School Personnel Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

Adults who work in this school treat students with respect. 3.09 (56)

0.0 (0)

5.4 (3)

80.4 (45)

14.3 (8)

Adults in this school are interested in getting to know students.

2.98 (56)

1.8 (1)

16.1 (9)

64.3 (36)

17.9 (10)

Adults in this school are willing to listen to what students have to say.

3.05 (56)

0.0 (0)

16.1 (9)

62.5 (35)

21.4 (12)

Teachers let students know when they do a good job. 3.05 (56)

0.0 (0)

16.1 (9)

62.5 (35)

21.4 (12)

This school lets parents know when their child does a good job.

2.58 (55)

1.8 (1)

43.6 (24)

49.1 (27)

5.5 (3)

There are adults in this school that students would trust enough to talk to if they had a problem.

3.34 (56)

0.0 (0)

1.8 (1)

62.5 (35)

35.7 (20)

*Students treat adults who work in this school with respect.

2.50 (54)

3.7 (2)

48.1 (26)

42.6 (23)

5.6 (3)

Student-Student Relationships Engagement Ratings Response Given (%) School Personnel Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)


3.11 (55)

0.0 (0)

3.6 (2)

81.8 (45)

14.5 (8)


3.09 (56)

0.0 (0)

8.9 (5)

73.2 (41)

17.9 (10)

Students in this school seem to work well with one another even if they're not in the same group of friends.

2.64 (56)

1.8 (1)

39.3 (22)

51.8 (29)

7.1 (4)


0.0 (0)

8.9 (5)

73.2 (41)

17.9 (10)

Students try to make new students feel welcome in the school. 2.95 (55)

0.0 (0)

14.5 (8)

76.4 (42)

9.1 (5)

Students in this school treat each other with respect. 2.64 (55)

0.0 (0)

40.0 (22)

56.4 (31)

3.6 (2)


PAGE | 56


Expectations/Boundaries Environment Ratings Response Given (%) School Personnel Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

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

3.14 (56)

0.0 (0)

12.5 (7)

60.7 (34)

26.8 (15)

In this school, there are clear rules against insults, teasing, harassment, and other verbal abuse.

2.95 (56)

3.6 (2)

26.8 (15)

41.1 (23)

28.6 (16)

Adults in the school fairly enforce rules regarding physical violence. 3.04 (56)

1.8 (1)

10.7 (6)

69.6 (39)

17.9 (10)

Adults in the school fairly enforce rules against insults, teasing, harassment, or other verbal abuse.

2.85 (55)

1.8 (1)

25.5 (14)

58.2 (32)

14.5 (8)

If a student is absent from school without prior approval, the school notifies the parents.

3.43 (56)

0.0 (0)

3.6 (2)

50.0 (28)

46.4 (26)


3.17 (54)

3.7 (2)

7.4 (4)

57.4 (31)

31.5 (17)

When students get in trouble at school for breaking a rule, parents are supportive of the school’s disciplinary actions.

2.33 (55)

7.3 (4)

56.4 (31)

32.7 (18)

3.6 (2)

This school contacts parents if a student has done something wrong. 3.16 (55)

0.0 (0)

9.1 (5)

65.5 (36)

25.5 (14)

Physical Environment Ratings Response Given (%) School Personnel Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

This school building is kept clean. 3.04 (56)

3.6 (2)

12.5 (7)

60.7 (34)

23.2 (13)

This school has up-to-date computers and other electronic equipment available to students.

1.98 (56)

33.9 (19)

35.7 (20)

28.6 (16)

1.8 (1)

This school is physically attractive (well designed, nicely decorated, etc.).

3.45 (55)

0.0 (0)

1.8 (1)

50.9 (28)

47.3 (26)

We have space and facilities for extra-curricular activities at this school.

3.52 (56)

3.6 (2)

1.8 (1)

33.9 (19)

60.7 (34)

This school building is kept in good condition. 3.23 (56)

3.6 (2)

8.9 (5)

48.2 (27)

39.3 (22)

PAGE | 57



Perceived Peer Emotional Safety Ratings Response Given (%) School Personnel Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

Students in this school act in a way that is sensitive to the feelings of other students.

2.46 (56)

1.8 (1)

53.6 (30)

41.1 (23)

3.6 (2)

Students at this school will try to stop students from insulting or making fun of others.

2.42 (55)

1.8 (1)

56.4 (31)

40.0 (22)

1.8 (1)

Very few students at this school insult or make fun of other students.

2.63 (56)

1.8 (1)

37.5 (21)

57.1 (32)

3.6 (2)

Students in this school try to treat other students the way they'd want to be treated.

2.67 (55)

0.0 (0)

38.2 (21)

56.4 (31)

5.5 (3)

Supports for Learning Ratings Response Given (%) School Personnel Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

Teachers encourage students to think independently. 2.98 (56)

0.0 (0)

14.3 (8)

73.2 (41)

12.5 (7)

Students feel comfortable letting their teachers know when they are confused.

2.69 (54)

1.9 (1)

37.0 (20)

51.9 (28)

9.3 (5)

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

3.05 (56)

0.0 (0)

10.7 (6)

73.2 (41)

16.1 (9)

Teachers challenge students to exceed their expectations. 2.77 (56)

5.4 (3)

26.8 (15)

53.6 (30)

14.3 (8)

Teachers give their students useful feedback on their work. 2.82 (55)

1.8 (1)

21.8 (12)

69.1 (38)

7.3 (4)

Teachers encourage their students to see mistakes as a natural part of the learning process.

2.95 (55)

0.0 (0)

18.2 (10)

69.1 (38)

12.7 (7)

Teachers show their students how to learn from their own mistakes.

2.84 (56)

1.8 (1)

21.4 (12)

67.9 (38)

8.9 (5)

Teachers help their students figure out how they learn best. 2.79 (56)

0.0 (0)

30.4 (17)

60.7 (34)

8.9 (5)

Teachers give their students individual attention on schoolwork. 3.00 (56)

0.0 (0)

14.3 (8)

71.4 (40)

14.3 (8)

PAGE | 58


Social & Civic Learning Ratings Response Given (%) School Personnel Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

Adults in this school talk with students about strategies for understanding and controlling their emotions.

2.75 (55)

1.8 (1)

34.5 (19)

50.9 (28)

12.7 (7)

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

2.59 (56)

8.9 (5)

37.5 (21)

39.3 (22)

14.3 (8)

Adults in this school help students think about how their actions will affect others.

2.84 (56)

1.8 (1)

25.0 (14)

60.7 (34)

12.5 (7)

Adults in this school discuss issues that help students think about how to be a good person.

2.91 (56)

0.0 (0)

19.6 (11)

69.6 (39)

10.7 (6)

In this school, we discuss issues that help students think about what is right and wrong.

2.77 (56)

0.0 (0)

32.1 (18)

58.9 (33)

8.9 (5)

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.

2.64 (56)

1.8 (1)

41.1 (23)

48.2 (27)

8.9 (5)

Adults in this school encourage students to understand the importance of their feelings and those of others.

2.79 (56)

1.8 (1)

30.4 (17)

55.4 (31)

12.5 (7)

Adults in this school help students listen to others so that they really understand what they are trying to say.

2.89 (55)

0.0 (0)

20.0 (11)

70.9 (39)

9.1 (5)

Adult Support Ratings Response Given (%) School Personnel Survey Item Mean

(N) Almost never

(n)

Once in a while

(n)

Sometimes (n)

Often (n)

Almost always

(n)


3.41 (56)

3.6 (2)

5.4 (3)

5.4 (3)

26.8 (15)

58.9 (33)


3.04 (56)

1.8 (1)

1.8 (1)

23.2 (13)

41.1 (23)

32.1 (18)


3.20 (56)

1.8 (1)

3.6 (2)

16.1 (9)

35.7 (20)

42.9 (24)

PAGE | 59


Leadership Ratings Response Given (%) School Personnel Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

The administration at this school involves staff in decisions about instruction.

2.77 (56)

5.4 (3)

26.8 (15)

53.6 (30)

14.3 (8)

The administration at this school is accessible to teachers and staff.

2.96 (56)

8.9 (5)

14.3 (8)

48.2 (27)

28.6 (16)

The administration at this school involves staff in decisions about the school discipline policy.

2.38 (55)

12.7 (7)

45.5 (25)

32.7 (18)

9.1 (5)

The administration at this school places a high priority on developing staff expertise.

2.80 (56)

1.8 (1)

26.8 (15)

60.7 (34)

10.7 (6)

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

2.60 (55)

7.3 (4)

34.5 (19)

49.1 (27)

9.1 (5)

The administration at this school is fair in the way they allocate resources.

2.71 (56)

5.4 (3)

23.2 (13)

66.1 (37)

5.4 (3)

The administration at this school provides teachers with opportunities to work together collaboratively.

3.07 (56)

0.0 (0)

14.3 (8)

64.3 (36)

21.4 (12)

Most teachers at this school feel comfortable asking for help from the administration.

2.62 (55)

3.6 (2)

38.2 (21)

50.9 (28)

7.3 (4)

The administration at this school places a high priority on curriculum and instructional issues.

3.02 (56)

0.0 (0)

17.9 (10)

62.5 (35)

19.6 (11)

The administration involves teachers in planning professional development activities.

2.36 (56)

12.5 (7)

46.4 (26)

33.9 (19)

7.1 (4)

The work I do at this school is appreciated by the administration.

2.73 (56)

8.9 (5)

21.4 (12)

57.1 (32)

12.5 (7)

The administration at this school communicates openly with teachers and staff.

2.54 (56)

12.5 (7)

32.1 (18)

44.6 (25)

10.7 (6)

The administration at this school is supportive of teachers and staff members.

2.73 (56)

7.1 (4)

23.2 (13)

58.9 (33)

10.7 (6)

Professional Relationships Ratings Response Given (%) School Personnel Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

Most staff in this school are good at the work they do. 3.09 (55)

0.0 (0)

5.5 (3)

80.0 (44)

14.5 (8)

Most staff in this school are generous about helping others with instructional issues.

3.18 (56)

0.0 (0)

7.1 (4)

67.9 (38)

25.0 (14)

Most staff seem comfortable asking for help from their colleagues.

3.02 (56)

0.0 (0)

8.9 (5)

80.4 (45)

10.7 (6)

Staff in the school seem comfortable sharing ideas at staff/faculty meetings.

2.95 (56)

5.4 (3)

12.5 (7)

64.3 (36)

17.9 (10)

Staff in this school try to learn from one another. 2.98 (56)

1.8 (1)

8.9 (5)

78.6 (44)

10.7 (6)

PAGE | 60


*Bullying/Harassment Report Forms Ratings Response Given (%) School Personnel Survey Items Weighted

Mean (N)

0 Times

(n)

1 Time (n)

2 Times

(n)

3-5 Times

(n)

6-10 Times

(n)

11+ Times

(n)


3.66 (55)

72.7 (40)

16.4 (9)

9.1 (5)

1.8 (1)

0.0 (0)

0.0 (0)


3.27 (15)

40.0 (6)

40.0 (6)

13.3 (2)

6.7 (1)

0.0 (0)

0.0 (0)



Individual Survey Questions for School Personnel

School personnel completed five additional survey items. Although these items do not form a construct, they contribute to the overall conditions for

learning, and are therefore important to examine. These additional items are presented in the table below.

Again, please note that these data reflect school personnel responses only.

Additional School Personnel Items Ratings Response Given School Personnel Survey Item Mean


% (n)

Disagree % (n)

Agree % (n)

Strongly Agree % (n)

I have seen staff insult, tease, harass or otherwise verbally abuse other staff in this school.

3.02 (56)

32.1 (18)

46.4 (26)

12.5 (7)

8.9 (5)

Staff members are recognized for their accomplishments. 2.50 (56)

8.9 (5)

39.3 (22)

44.6 (25)

7.1 (4)

Advanced students are given appropriately challenging work. 2.89 (55)

3.6 (2)

18.2 (10)

63.6 (35)

14.5 (8)

Teachers use activities and assignments designed to help determine which teaching methods work best for each student.

2.68 (56)

1.8 (1)

39.3 (22)

48.2 (27)

10.7 (6)

Students can get extra help if they need it. 3.27 (56)

0.0 (0)

5.4 (3)

62.5 (35)

32.1 (18)

PAGE | 61


Appendix C: Parent item by item analyses

The following tables provide information on all of the items that parents responded to. They are grouped by survey construct. Listed first are the seven constructs that align with the Index survey constructs, followed by the additional parent survey constructs.


Please interpret the findings in Appendix C with caution. Due to the low parent response rate, they may not be representative of the population, and individual voices may have a greater influence over the results. It is also important to note that no major decisions should be made from item-level analysis.

Physical Safety Ratings Response Given (%) Parent Survey Item Mean

(N) None

(n) 1-2

Times (n)

3-5 Times

(n)

6 or More Times

(n)

In the past 12 months, how often have you seen or heard that students carried a gun, knife, club, or other weapon to school.

3.89 (28)

89.3 (25)

10.7 (3)

0.0 (0)

0.0 (0)

In the past 12 months, how often has your child had personal property (clothing, books, bike, car) stolen or deliberately damaged on school property.

3.79 (28)

82.1 (23)

14.3 (4)

3.6 (1)

0.0 (0)

In the past 12 months, how often has your child been disciplined at school for fighting, theft, or damaging property.

3.96 (28)

96.4 (27)

3.6 (1)

0.0 (0)

0.0 (0)

In the past 12 months, how often has your child been threatened or injured by someone with a weapon (like a gun, knife, or club) on school property.

3.89 (28)

96.4 (27)

0.0 (0)

0.0 (0)

3.6 (1)

In the past 12 months, how often have you seen or heard that students damaged personal or school property grounds (for example, breaking windows, scratching a car, etc.).

3.70 (27)

74.1 (20)

22.2 (6)

3.7 (1)

0.0 (0)

In the past 12 months, how often have you seen or heard that students beat up or fought someone.

3.50 (28)

64.3 (18)

21.4 (6)

14.3 (4)

0.0 (0)

In the past 12 months, how often have you seen or heard that students used a weapon, force, or threats to get money or things from other at school.

3.96 (28)

96.4 (27)

3.6 (1)

0.0 (0)

0.0 (0)

In the past 12 months, how often have you seen or heard that students verbally threatened to physically harm others at school.

3.57 (28)

75.0 (21)

10.7 (3)

10.7 (3)

3.6 (1)

In the past 12 months, how often have you seen or heard that students stolen personal or school property on school grounds (for example, books, clothing, cars).

3.50 (28)

71.4 (20)

10.7 (3)

14.3 (4)

3.6 (1)

PAGE | 62


Emotional Safety Ratings Response Given (%) Parent Survey Item Stem: In the last 30 days, how many times has your child been bullied at school in the ways listed below:

Mean (N)

0 Times (n)

1 Time (n)

2 Times

(n)

3-5 Times

(n)

6-10 Times

(n)

11+ Times

(n)

My child was called names, made fun of, or teased in a hurtful way.

3.70 (28)

78.6 (22)

14.3 (4)

0.0 (0)

3.6 (1)

3.6 (1)

0.0 (0)

Other students left my child out of things on purpose, excluded him/her from groups of friends, or completely ignored him/her.

3.68 (28)

78.6 (22)

10.7 (3)

3.6 (1)

3.6 (1)

3.6 (1)

0.0 (0)

My child was hit, kicked, pushed, shoved around, or locked indoors.

3.91 (28)

92.9 (26)

3.6 (1)

3.6 (1)

0.0 (0)

0.0 (0)

0.0 (0)

Other students told lies, spread false rumors and tried to make others dislike my child.

3.68 (28)

78.6 (22)

14.3 (4)

0.0 (0)

3.6 (1)

0.0 (0)

3.6 (1)

My child was made fun of because of his/her race or color.

4.00 (28)

100.0 (28)

0.0 (0)

0.0 (0)

0.0 (0)

0.0 (0)

0.0 (0)

My child was made fun of because of his/her religion.

3.93 (28)

96.4 (27)

0.0 (0)

0.0 (0)

3.6 (1)

0.0 (0)

0.0 (0)

Other students made sexual jokes, comments or gestures that hurt my child’s feelings.

3.86 (28)

92.9 (26)

3.6 (1)

0.0 (0)

0.0 (0)

0.0 (0)

3.6 (1)

My child have received threatening or hurtful message from another student in an e-mail, on a website, on a cell phone, from pager text messaging, in an internal chat room or in instant messaging.

3.79 (28)

89.3 (25)

3.6 (1)

0.0 (0)

3.6 (1)

0.0 (0)

3.6 (1)

Mean (N)

Strongly Disagree

(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

My child feels safe at school. 3.04 (28)

3.6 (1)

3.6 (1)

78.6 (22)

14.3 (4)

PAGE | 63


Diversity Engagement Ratings Response Given (%) Parent Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

Students in my child’s school respect each other's differences (for example, gender, race, culture, etc.).

3.04 (28)

0.0 (0)

10.7 (3)

75.0 (21)

14.3 (4)

Students in my child’s school respect differences in adults (for example, gender, race, culture, etc.).

2.82 (28)

0.0 (0)

17.9 (5)

82.1 (23)

0.0 (0)

Adults in my child’s school respect differences in students (for example, gender, race, culture, etc.).

2.89 (28)

7.1 (2)

7.1 (2)

75.0 (21)

10.7 (3)

Adults in my child’s school respect each other's differences (for example gender, race, culture, etc.).

2.96 (28)

0.0 (0)

7.1 (2)

89.3 (25)

3.6 (1)

My child is accepting of those different than him/herself (racially, culturally, socio-economically).

3.32 (28)

0.0 (0)

3.6 (1)

60.7 (17)

35.7 (10)

Adult-Student Relationships Engagement Ratings Response Given (%) Parent Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

Adults who work in my child’s school treat students with respect.

2.86 (28)

0.0 (0)

28.6 (8)

57.1 (16)

14.3 (4)

Adults in my child’s school are interested in getting to know my child.

2.82 (28)

3.6 (1)

25.0 (7)

57.1 (16)

14.3 (4)

Adults who work in my child's school are willing to listen to what students have to say.

2.68 (28)

7.1 (2)

25.0 (7)

60.7 (17)

7.1 (2)

My child's teachers let him/her know when he/she does a good job.

2.89 (27)

3.7 (1)

14.8 (4)

70.4 (19)

11.1 (3)

My child's school lets me know when he/she does a good job 2.71 (28)

7.1 (2)

25.0 (7)

57.1 (16)

10.7 (3)

If my child needs to talk to an adult in school about a problem, there is someone he/she trusts who he/she could talk to.

3.15 (26)

0.0 (0)

11.5 (3)

61.5 (16)

26.9 (7)

*Students treat adults who work in my child’s school with respect.

2.82 (28)

3.6 (1)

14.3 (4)

78.6 (22)

3.6 (1)

Student-Student Relationships Engagement Ratings Response Given (%) Parent Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)


3.25 (28)

0.0 (0)

3.6 (1)

67.9 (19)

28.6 (8)


3.30 (27)

0.0 (0)

7.4 (2)

55.6 (15)

37.0 (10)

Students generally work well with one another even if they're not in the same group of friends.

2.89 (28)

3.6 (1)

10.7 (3)

78.6 (22)

7.1 (2)


0.0 (0)

3.6 (1)

60.7 (17)

35.7 (10)

Students try to make new students feel welcome in the school. 2.93 (28)

0.0 (0)

14.3 (4)

78.6 (22)

7.1 (2)

Students at my child’s school treat each other with respect. 2.75 (28)

3.6 (1)

25.0 (7)

64.3 (18)

7.1 (2)


PAGE | 64


Expectations/Boundaries Environment Ratings Response Given (%) Parent Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

In my child’s school, there are clear rules against physically hurting other people (for example, hitting, pushing or tripping).

3.04 (28)

3.6 (1)

0.0 (0)

85.7 (24)

10.7 (3)

In my child’s school, there are clear rules against insults, teasing, harassment and other verbal abuse.

2.93 (28)

3.6 (1)

3.6 (1)

89.3 (25)

3.6 (1)

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

2.71 (28)

7.1 (2)

14.3 (4)

78.6 (22)

0.0 (0)

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

2.68 (28)

7.1 (2)

17.9 (5)

75.0 (21)

0.0 (0)

If my child skipped school, the school would notify me. 3.21 (28)

0.0 (0)

7.1 (2)

64.3 (18)

28.6 (8)

Students caught drinking, smoking, or using an illegal drug are not allowed to participate in any extracurricular school activity for some time period.

2.85 (27)

7.4 (2)

18.5 (5)

55.6 (15)

18.5 (5)

If my child got in trouble at school for breaking a rule, I would support the school’s disciplinary action.

3.11 (27)

3.7 (1)

0.0 (0)

77.8 (21)

18.5 (5)

My child’s school contacts me if my child has done something wrong.

2.86 (28)

3.6 (1)

14.3 (4)

75.0 (21)

7.1 (2)

Physical Environment Ratings Response Given (%) Parent Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

My child’s school building is kept clean. 3.14 (28)

3.6 (1)

7.1 (2)

60.7 (17)

28.6 (8)

My child’s school has up-to-date computers and other electronic equipment available to students.

3.19 (27)

0.0 (0)

3.7 (1)

74.1 (20)

22.2 (6)

My child’s school is physically attractive (well designed, nicely decorated, etc.).

3.44 (27)

0.0 (0)

0.0 (0)

55.6 (15)

44.4 (12)

My child’s school has space and facilities for extra-curricular activities at this school.

3.18 (28)

0.0 (0)

7.1 (2)

67.9 (19)

25.0 (7)

My child’s school building is kept in good condition. 3.22 (27)

0.0 (0)

7.4 (2)

63.0 (17)

29.6 (8)

PAGE | 65



Perceived Peer Emotional Safety Ratings Response Given (%) Parent Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

Students in my child's school act in a way that is sensitive to the feelings of other students.

2.68 (28)

3.6 (1)

28.6 (8)

64.3 (18)

3.6 (1)

Students at my child's school will try to stop students from insulting or making fun of other students.

2.79 (28)

3.6 (1)

25.0 (7)

60.7 (17)

10.7 (3)

Very few students at my child’s school insult or make fun of other students.

2.39 (28)

7.1 (2)

46.4 (13)

46.4 (13)

0.0 (0)

Students in my child's school try to treat other students the way they'd want to be treated.

2.75 (28)

3.6 (1)

25.0 (7)

64.3 (18)

7.1 (2)

Supports for Learning Ratings Response Given (%) Parent Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

My child's teachers encourage him/her to try out new ideas (think independently).

2.96 (28)

3.6 (1)

10.7 (3)

71.4 (20)

14.3 (4)

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

3.00 (28)

3.6 (1)

14.3 (4)

60.7 (17)

21.4 (6)

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).

2.89 (28)

7.1 (2)

3.6 (1)

82.1 (23)

7.1 (2)

My child is challenged to do more than he/she thought he/she could in school.

2.93 (28)

3.6 (1)

10.7 (3)

75.0 (21)

10.7 (3)

My child's teachers give him/her useful feedback on school work. 2.93 (27)

0.0 (0)

18.5 (5)

70.4 (19)

11.1 (3)

My child's teachers encourage him/her to see mistakes as a natural part of the learning process.

3.00 (28)

3.6 (1)

0.0 (0)

89.3 (25)

7.1 (2)

My child's teachers show him/her how to learn from his/her mistakes.

2.93 (28)

3.6 (1)

10.7 (3)

75.0 (21)

10.7 (3)

My child's teachers help him/her figure out how he/she learns best.

2.82 (28)

3.6 (1)

21.4 (6)

64.3 (18)

10.7 (3)

My child's teachers give him/her individual attention on schoolwork.

2.82 (28)

3.6 (1)

25.0 (7)

57.1 (16)

14.3 (4)

PAGE | 66


Social & Civic Learning Ratings Response Given (%) Parent Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

In my child's school, he/she talks about ways to help control his/her emotions.

2.82 (28)

0.0 (0)

17.9 (5)

82.1 (23)

0.0 (0)

In my child's school, students have learned ways to resolve disagreements so that everyone can be satisfied with the outcome.

2.68 (28)

3.6 (1)

25.0 (7)

71.4 (20)

0.0 (0)

In my child's school, he/she talks about the way his/her actions affect others.

2.93 (28)

3.6 (1)

3.6 (1)

89.3 (25)

3.6 (1)

In my child’s school, he/she discusses issues that help her/him think about how to be a good person.

2.93 (28)

3.6 (1)

7.1 (2)

82.1 (23)

7.1 (2)

In my child's school, he/she discusses issues that help him/her think about what is right and wrong.

2.93 (28)

3.6 (1)

3.6 (1)

89.3 (25)

3.6 (1)

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

2.86 (28)

0.0 (0)

28.6 (8)

57.1 (16)

14.3 (4)

In my child's school, he/she talks about the importance of understanding his/her feelings and the feelings of others.

2.89 (28)

0.0 (0)

10.7 (3)

89.3 (25)

0.0 (0)

In my child's school, he/she works on listening to others so that he/she really understands what they are trying to say.

2.93 (28)

3.6 (1)

7.1 (2)

82.1 (23)

7.1 (2)

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

2.86 (28)

3.6 (1)

7.1 (2)

89.3 (25)

0.0 (0)

Adult Support Ratings Response Given (%) Parent Survey Item Mean

(N) Almost never

(n)

Once in a while

(n)

Sometimes (n)

Often (n)

Almost always

(n)


2.71 (28)

10.7 (3)

17.9 (5)

17.9 (5)

25.0 (7)

28.6 (8)


2.54 (28)

14.3 (4)

21.4 (6)

21.4 (6)

17.9 (5)

25.0 (7)


2.57 (28)

14.3 (4)

14.3 (4)

28.6 (8)

14.3 (4)

28.6 (8)

PAGE | 67


Parent-School Connection Ratings Response Given (%) Parent Survey Item Mean


(n)

Disagree (n)

Agree (n)

Strongly Agree

(n)

The school gives parents the help they need to play an active role in their child’s education

2.96 (28)

7.1 (2)

3.6 (1)

75.0 (21)

14.3 (4)

The school explains what options parents have if they disagree with a decision of the school

2.71 (28)

7.1 (2)

21.4 (6)

64.3 (18)

7.1 (2)

I have been asked for my opinion about how well education services are meeting my child’s needs.

2.82 (28)

3.6 (1)

21.4 (6)

64.3 (18)

10.7 (3)

The school has a person on staff who is available to answer parents’ questions.

3.00 (28)

3.6 (1)

3.6 (1)

82.1 (23)

10.7 (3)

Teachers are available to speak to me. 2.96 (28)

3.6 (1)

10.7 (3)

71.4 (20)

14.3 (4)

School personnel consider and listen to all of my concerns and recommendations for my child.

2.75 (28)

3.6 (1)

17.9 (5)

78.6 (22)

0.0 (0)

As a parent, I feel comfortable talking to my child’s teachers. 2.82 (28)

3.6 (1)

17.9 (5)

71.4 (20)

7.1 (2)

I think parents/guardians feel welcome at my child’s school. 3.07 (28)

7.1 (2)

7.1 (2)

57.1 (16)

28.6 (8)

My child’s school tries to get all families to be part of school activities.

2.64 (28)

7.1 (2)

25.0 (7)

64.3 (18)

3.6 (1)

I am satisfied with my child’s education at this school. 2.93 (28)

3.6 (1)

3.6 (1)

89.3 (25)

3.6 (1)

*Bullying/Harassment Report Forms Ratings Response Given (%) Parent Survey Items Weighted

Mean (N)

0 Times

(n)

1 Time (n)

2 Times

(n)

3-5 Times

(n)

6-10 Times

(n)

11+ Times

(n)


3.79 (28)

78.6 (22)

21.4 (6)

0.0 (0)

0.0 (0)

0.0 (0)

0.0 (0)


3.20 (5)

20.0 (1)

80.0 (4)

0.0 (0)

0.0 (0)

0.0 (0)

0.0 (0)



PAGE | 68


Appendix D: Definition List Definition List

Adult-Student Relationships Engagement is defined as the extent to which adults demonstrate care for

students, respect for students, and acknowledgement of students’ work. This was measured by the

students’ responses to the following items:

My teachers care about me.

My teachers are available to talk with students one-on-one.

My teachers notice when I am doing a good job and let me know about it.

My school lets a parent/guardian know if I am doing a good job.

There is at least one adult at school that I could go to for help with a problem.

Adults who work in my school treat students with respect.

Attendance is defined as the percentage of school days that 9-12th grade students are present at school

during a given school year. The calculation is the total number of days present for all 9-12th grade students

in a school building during a school year divided by the total number of possible school days attended for all

9-12th grade students in that school building during the same school year. (This report utilizes 2010-11

school year data.)

Boundaries and Expectations of the Environment are defined as the extent to which clear rules are

delineated and enforced. This was measured by the students’ responses to the following items:

There are clear rules about what students can and cannot do.

The school principal and teachers consistently enforce school rules.

If I skipped school, at least one of my parents/guardians would be notified.


If I got in trouble at school for breaking a rule, at least one of my parents/guardians would support the school’s disciplinary action.

My school lets a parent/guardian know if I’ve done something wrong.

Diversity Engagement is defined as the extent to which students and adults demonstrate respect for each

other’s differences (i.e. appearance, culture, gender, race, learning differences, sexual orientation, etc.).

This was measured by the students’ responses to the following items:

Students in this school respect each other’s differences (for example, gender, race, culture, learning differences, sexual orientation, etc.).

Students in this school respect differences in adults (for example, gender, race, culture, learning differences, sexual orientation, etc.).

Adults in this school respect differences in students (for example, gender, race, culture, learning differences, sexual orientation, etc.).

Adults in this school respect each other’s differences (for example, gender, race, culture, learning differences, sexual orientation, etc.).

I am accepting of those different than myself (racially, culturally, and socio-economically).

It is wrong to discriminate against someone because of her/his race, appearance, culture, religion, etc.

PAGE | 69


Dropout is defined as the percentage of 9-12th grade students who drop out of school during a given school

year. The calculation is the number of 9-12th grade students in a school building who drop out of school

during a school year divided by the total number of 9-12th grade students in that school building during the

same school year. (This report utilized 2010-11 school year data.)

Emotional Safety is defined as the extent to which students are safe from verbal abuse, teasing, and

exclusion. This was measured by the students’ responses to the following items:

Stem: In the last 30 days, how many times have you been bullied at school in the ways listed below::

I was called names, made fun of, or teased in a hurtful way.

Other students left me out of things on purpose, excluded me from their group of friends, or completely ignored.

I was hit, kicked, pushed, shoved around, or locked indoors.

Other students told lies, spread false rumors about me, and tried to make others dislike me.

I was made fun of because of my race or color.

I was made fun of because of my religion.

Other students made sexual jokes, comments, or gestures that hurt my feelings.

I have received a threatening or hurtful message from another student in an email, on a website, on a cell phone, from pager text messaging, in an internal chat room, or in instant messaging.

I feel safe at school (no stem).

Graduation is defined as the percentage of 12th grade students who graduate during a given school year.

The calculation is the number of 12th grade students in a building who graduate during a school year divided

by the total number of 9th grade students who began attending school in that school building four years

prior. (This report utilized 2010-11 school year data.)

Iowa Safe and Supportive Schools Index (IS3) is an indicator (or reflection) of the health of a school’s

optimal conditions for learning in the areas of safety, engagement and environment. The lower the score,

the greater the opportunity for improvement; the higher the score, the healthier the school is at creating

those conditions under which students can learn to their maximum potential.

Learning Supports are the wide range of strategies, programs, services, and practices that are implemented

to create conditions that enhance student learning. The six content areas of Learning Supports form the

structure for organizing, understanding, and selecting research-based interventions across universal,

targeted and intensive tiers. The content areas provide a broad unifying framework within which a school -

family - community continuum of learning support programs and practices can be organized. See Appendix E

for content areas.

Partner Schools are defined as all schools who voluntarily took part in the administration of surveys in

Spring 2011. Sixty schools were randomly selected to participate in IS3; from this, 47 schools agreed to

participate. These partner schools implemented the Iowa Youth Survey across all 9-12th grade students, as

well as the Comprehensive School Climate Inventory across all 9-12th grade students, their parents, and all

school personnel.

PAGE | 70


Physical Safety is defined as the extent to which students are safe from physical harm while on school

property. This was measured by the students’ responses to the following items:

In the past 30 days, on how many days have you had at least one drink of alcohol (glass bottle or can of beer; glass of wine, liquor or mixed drink).

Stem: In the past 12 months, how often have you…

Carried a gun, knife, club, or other weapon to school.

Had your things (clothing, books, bike, car) stolen or deliberately damaged on school property.

Been disciplined at school for fighting, theft, or damaging property.

Been threatened or injured by someone with a weapon (like a gun, knife, or club) on school property.

Damaged property just for fun (like breaking windows, scratching a car, etc.).

Beaten up on or fought someone because they made you angry.

Used a weapon, force, or threats to get money or things from someone.

Verbally threatened to physically harm someone.

Stolen something.

Student-Student Relationships Engagement is defined as the extent to which students demonstrate care

for, respect for, and collaboration with one another. This was measured by the students’ responses to the

following items:



Students generally work well with each other even if they’re not in the same group of friends.

Students have friends at school to eat lunch with.

Students try to make new students feel welcome in the school.

Students in my school treat each other with respect.

Physical Environment is defined as the extent to which the school facilities are adequate, clean, and up to

date. This was measured by the students’ responses to the following items:

My school building is kept clean.

My school has up to date computers and other electronic equipment available students.

My school is physically attractive (well designed, nicely decorated, etc.).

We have space and facilities for extracurricular activities at my school.

My school building is kept in good condition.

Suspensions/Expulsions is defined as the percentage of 9-12th grade students who received at least one

suspension or expulsion during a given school year. The calculation is the number of 9-12th grade students

in a school building who received at least one suspension or expulsion during a school year divided by the

fall enrollment for 9-12th grade students in that building during the same school year. (This report utilizes

2010-11 school year data.)

Suspensions/Expulsions for fighting or violent behavior without injury is defined as the percentage of 9-

12th grade students who received at least one suspension or expulsion for fighting or violent behavior

without injury during a given school year. The calculation is the number of 9-12th grade students in a school

building who received at least one suspension or expulsion for fighting or violent behavior without injury

PAGE | 71


during a school year divided by the fall enrollment for 9-12th grade students in that building during the same

school year. (This report utilizes 2010-11 school year data.)

Appendix E: Learning Supports Framework Learning Supports Framework

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Appendix F: Student, School Personnel, and Parent Demographic Profiles Student

27%

26%

25%

21%

1%

Grade

9th 10th 11th 12th Missing

51% 48%

1%

Gender

Female Male Missing

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98%

2%

English as First Language

Yes No Missing

13%

79%

8%

Do you have an IEP?

Yes No Missing

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*Please note: There may be slight differences between percentages in Table 6b and the pie charts due to rounding that

ensures 100% representation within pie graphs.

2% 2% 6% 3%

82%

4%

1%

Ethnicity

American Indian/Alaskan Native Asian/Pacific Islander Black/African American

Latino/Latina/Hispanic White/Caucasian Multiracial

Other Missing

PAGE | 75


School personnel

30%

70%

School Personnel Gender

Male Female Missing

63% 4%

18%

11% 4%

School Personnel Position at School

Teacher

Administrator

Other Professional SchoolPersonnel

Paraprofessional

Non-certified SupportPersonnel

Missing

PAGE | 76


16%

38% 27%

9%

11%

How many years have you been working at this school in this position?

1st year

2-5 years

6-10 years

11-20 years

20+ years

Missing

5% 14%

27%

29%

25%

How many years have you been working in this position?

1st year

2-5 years

6-10 years

11-20 years

20+ years

Missing

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*Please note: There may be slight differences between percentages in Table 6b & 6c and the pie charts due to rounding that


2%

98%

School Personnel Ethnicity



Other Missing

PAGE | 78


Parents

100%

Is English your child's first language?

Yes

No

Missing

11%

89%

Does your child qualify for free/reduced lunch?

Yes

No

Missing

PAGE | 79


14%

86%

Does your child have an IEP?

Yes

No

Missing

PAGE | 80


*Please note: There may be slight differences between percentages in Table 6b and the pie charts due to rounding that


96%

4%

Parent Ethnicity



Other Missing

PAGE | 81


Appendix G: Frequently Asked Questions

How was the IYS: Condition s for Learning survey established?

The statewide measurement of conditions for learning in the areas of safety, engagement and environment was established by adapting the Iowa Youth Survey (IYS).

In the fall of 2010, 60 schools were randomly selected and invited to implement the Iowa Youth Survey, as well as implement the Comprehensive School Climate Inventory (CSCI).

o Developed by the National School Climate Center (NSCC), the CSCI is a nationally recognized, valid and reliable measure of school climate across safety, engagement, and environment.

o The CSCI was utilized in conjunction with the IYS because it is designed for parents/guardians and school personnel, as well as students.

Forty-seven schools chose to participate and implement the surveys in the spring of 2011. o Data were obtained, cleaned, and analyzed to determine final survey items and constructs

across students, parents/guardians, and school personnel. o Survey constructs for each population can be found on the following page.

How was the IS3 Index established?

The Index was established using o Student survey data collected from 47 schools across Iowa in Spring 2011, and o School incident data collected by the state annually.

Data were collected, cleaned, and analyzed to determine the Index.

The Learning Supports Framework (Appendix D) was utilized to set thresholds and Index point allocations.

Where does IS3 funding come from?

IS3 is supported by the U.S. Department of Education at nearly $14 million over four years (2011-12 through 2014-15).

What are the goals of IS3?

1. Support statewide measurement of conditions for learning through valid and reliable measures of school safety, engagement and environment across high school students (9-12th grade), school personnel, and parents/ guardians;

2. Establish an index or score that defines threshold criteria to identify schools that have/lack optimal conditions for learning; and

3. Implement targeted programmatic interventions in order to help schools improve conditions for learning.

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How are survey responses weighted and calculated?

The chart below shows all of the response options for survey items, and the weight these responses are assigned when calculating the IS3 Index.

The weighted mean for each survey construct is an overall mean of the items within that construct, using the weights shown in dark blue on the graph below.

For each Index survey construct, a list of items and response options can be found in Appendix A.

Table 4: Survey Response Weights

Weights

1 1.5 2 2.5 3 3.5 4

Construct(s) Using This Scale

Res

po

nse

Op

tio

ns

6 or More Times

3-5 Times 1-2 Times None Physical Safety

30 Days 20-29 Days

10-19 Days 6-9 Days 3-5 Days 1-2 Days

0 Days Physical Safety

11 or More Times

6-10 Times

3-5 Times 2 Times 1 Time 0 Times Emotional Safety

Strongly Disagree

Disagree Agree Strongly Agree

All except Physical Safety

Almost Never

Once in a While /

Sometimes

Often Almost Always

Adult Support

Note: Likert results that indicated negative responses were recoded to reflect a higher score as positive or preferable, and a lower score as negative or non-preferred.

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