EDSCLS School Climate Data Analysis Worksheet



WORKSHEETEDSCLS School Climate Data AnalysisIntroductionCongratulations! You just received your U.S. Department of Education (ED) School Climate Surveys (EDSCLS) data. Now you get to dig in to see what your data are telling you. For each respondent group that you surveyed (students, instructional staff, noninstructional staff, and parents), you received an EDSCLS report that you can use to see how your school community perceives the climate at your school. Schools may want to ask themselves a series of questions to help make sense of their school climate survey results. To help you answer those questions, this worksheet lists each question the EDSCLS data can technically answer and provides space after each question for you to write what you found. From here, you can take what you learned to share it with your stakeholders. Note: For the first domain, Engagement, this worksheet directs you to the relevant part of the EDSCLS report, including screenshots, to help you find answers to each question, as well as the section of the School Climate Improvement Resource Package’s Data Interpretation Guide and Data Interpretation Topical Discussion Guides, with technical recommendations on the kinds of comparisons that you should and should not make. You can use these same instructions as you dig into your Safety and Environment domain data, too. As you prepare to present your findings, you may wish to delete the instructions so you have a file with just the questions and your results you have entered.EngagementWithin the Engagement domain, which topic area score is the highest/lowest? Where to find this information in your EDSCLS report:The EDSCLS report shows your school’s scores for each of the topic areas in the Engagement domain (Cultural and Linguistic Competence [CLC], Relationships, and School Participation). An example of a Relationship graph follows.Figure 3. Example of Overall Student Scale Score Chart for Relationships Topic AreaThis example shows that the average student scale score for this school for the Relationship topic area is 323 (on a scale of 100–500). To assess which topic areas are the lowest or highest in the Engagement domain, you should look at the mean scale scores for each of the three topic areas. In the figure above, the Relationship score is 323. If the School Participation score is 314 and the CLC score is 320, the results would show you that students feel most positively about Relationships and least positively about School Participation in this example school.You can go through the same process for your instructional staff and noninstructional staff reports if you surveyed those respondent groups. To learn more about using overall scale scores, see the Data Interpretation Guide. Please use the following space to record your observations from your school’s report. (The box will expand as you enter text.)Enter results here.Which topic area(s) would you like to examine further in the Engagement domain (lowest score, highest score, or a priority area for your school)? Within that/those topic area(s), which subgroups of students, instructional, or noninstructional staff are reporting the highest and lowest scores?Where to find this information in your EDSCLS report:The EDSCLS report shows your school’s scores for each topic area by respondent characteristics in graphs that look like this example from the Relationships topic area:Figure 9. Relationships Scale Scores, Overall and by Gender, Grade, and Race/Ethnicity: Spring 2015Note. This graph provides an example from a student report using the Relationships topic area. Similar graphs can be found in your reports for each topic area and for instructional staff and noninstructional staff, if you surveyed those groups. (Staff characteristics do not include grade.) Using this graph, you can see which of the categories are lowest and highest for each student characteristic (gender, grade, race/ethnicity). For example, in the figure shown, you can see that the relationships score for male students is 319, and the score for female students is 311, meaning that male students reported more positive perceptions in the Relationships topic area than did female students. To learn more about using scale scores by respondent characteristics, see the Data Interpretation Guide and Data Interpretation Topical Discussion Guides for the respective topic areas. Please use the following space to record your observations from your school’s report. (The box will expand as you enter text.)Enter results here.Within the same topic area(s) of interest, which items do your students (or instructional staff or noninstructional staff or parents) feel most positively about? Most negatively?Where to find this information in your EDSCLS report:The EDSCLS report shows your school’s item-level data for each item in each of the topic areas in graphs that look like this example from the Relationships topic area:Note. This graph provides an example from a student report using the Relationships topic area. Similar graphs can be found in your reports for each topic area and for instructional staff, noninstructional staff, and parents, if they were surveyed. Using this graph, you can see which Relationships items are perceived most positively and most negatively by students. For example, about 72 percent of students agree or strongly agree with the statement, “At this school, there is a teacher or some other adult who students can go to if they need help because of sexual assault or dating violence.” In contrast, about 52 percent of students agree or strongly agree with the statement, “If I am absent there is a teacher or some other adult at school that will notice my absence.” To learn more about using item-level data, see the Data Interpretation Guide and Data Interpretation Topical Discussion Guides for the respective topic(s). Please use the following space to record your observations from your school’s report. Enter results here.Safety DomainNow you can use the same three questions and instructions as for Engagement to dig into your reported results for the topic areas in your Safety domain (Emotional Safety, Physical Safety, Bullying/Cyberbullying, Substance Abuse). (Refer to the guidance in the Engagement section, as needed, to recall where you can find your respective data in the EDSCLS report, as well as tips on analyzing your data in the Data Interpretation Guide.)Within the Safety domain, which topic area score is the highest/lowest? Enter results here.Which topic area(s) would you like to examine further in the Safety domain (lowest score, highest score, or a priority area for your school)? Within that/those topic area(s), which subgroups of students, instructional, or noninstructional staff are reporting the highest and lowest scores?Enter results here.Within the same topic area(s) of interest, which items do your students (or instructional staff or noninstructional staff or parents) feel most positively about? Most negatively?Enter results here.Environment DomainNow you can use the same three questions and instructions as for Engagement to dig into your reported results for the topic areas in the Environment domain (Physical Environment, Instructional Environment, Physical Health, Mental Health, Discipline). (Refer to the guidance in the Engagement section, as needed, to recall where you can find your respective data in the EDSCLS report, as well as tips on analyzing your data in the Data Interpretation Guide.)Within the Environment domain, which topic area score is the highest/lowest? Enter results here.Which topic area(s) would you like to examine further in the Environment domain (lowest score, highest score, or a priority area for your school)? Within that/those topic area(s), which subgroups of students, instructional, or noninstructional staff are reporting the highest and lowest scores?Enter results here.Within the same topic area(s) of interest, which items do your students (or instructional staff or noninstructional staff or parents) feel most positively about? Most negatively?Enter results here. ................
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