School Climate Survey

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Practice:

Evaluate outcomes to show your program is

making a difference

Key Action:

Identify outcome measures and instruments

1

SAMPLE MATERIAL: School Climate Survey

Purpose:

Teachers\u2019 and school-based professionals\u2019 perceptions
of school climate are an important noncognitive measure
of program impact. This survey asks these professionals
to assess the climate in their schools, including areas
such as academic achievement, school connectedness,
equity, learning supports, and health-related learning
barriers. In general, the survey has good internal
and test/retest reliabilities. Review the survey and
accompanying footnotes to see how the questions were

re\ue000ned to get the most reliable results, and to gather

ideas for your own evaluation.

Source:

Excerpted from WestEd (2007). The California healthy

kids survey (CHKS) \u201cStaff school climate module\u201d San

Francisco, CA: Author.

Questions for Re\ue000ection

Note: When this survey was pilot tested and its reliability analyzed, it became clear that

the wording and placement of questions were important factors in\ue001uencing how people

responded to the survey. Before you re\ue001ect on the following questions, be sure you\u2019ve

read the footnotes at the bottom of the survey pages to get a sense of how the evaluator

and district staff \u201c\ue000ne tuned\u201d questions to make them most effective.

In what way might the word \u201cinviting\u201d (question 6; footnote 1) in\ue001uence how people

1.
answer the question? Is there an alternative that would convey the content more
clearly?

Does your change in wording clarify the intent of the question? Are there other alter-

2.

natives to the words and \u201csupportive\u201d or \u201cinviting\u201d in question 6 that might better \ue000t

your magnet school program?

In footnote 7, which refers to the professional development section of the survey, how

3.

do you understand the difference between teacher \u201cperceptions\u201d and \u201cprogram re-

porting\u201d about professional development? How might teachers\u2019 perceptions in\ue001uence

program improvements? How might such program improvements differ from improve-

ments made based on program reporting? Which is more important in your setting?

Practice:

Evaluate outcomes to show your program is

making a difference

Key Action:

Identify outcome measures and instruments

2

2008-09

This survey is designed to provide schools with data useful for fostering a
positive learning and working environment that promotes academic success
among all students. Several questions have been added this year related to
closing the racial/ethnic achievement gap, staff working conditions, and special
education. Your survey participation is very important to insure accurate and
useful data\ue000

Answer the questions based on your experiences only at the
school that asked you to complete it, not your experiences with
the district overall or another school where you might also work.

\ue000

Questions about staff or adults at the school refer to ALL staff \u2014 administrators, teachers, teaching assistants, counselors, and all other certificated and classified staff.

All responses are anonymous and confidential. A few questions ask for personal
information, such as the work you do at the school, how long you have done it, and your
race/ethnicity. But the survey reports provided your district contain only percentages for
all respondents combined. If there are less than 6 respondents in any group, that data
are not made available.

Practice:

Evaluate outcomes to show your program is

making a difference

Key Action:

Identify outcome measures and instruments

3

1. What is your role(s) at this school? (Mark all that apply.)

A)

Teacher in grade 5 or above

B)

Teacher in grade 4 or below

Administrator

C) Prevention staff

nurse, or health aide

D) Counselor, psychologist

E)

Police, resource officer, or safety personnel

F)

Paraprofessional, teacher assistant, or instructional aide
G) Other certificated staff (e.g., librarian)
H) Other classified staff (e.g., janitor, secretarial or clerical, food service)

2. Do you provide services to the following types of students? (Mark all that apply.)

A)

Migrant education students

B)

Special education

C) English language learners

3. How many years have you worked, in any position, at this school?

A)

Less than one year

B)

1 to 2 years
C) 3 to 5 years
D) 6 to 10 years
E)

Over 10 years

4. How many years have you worked at any school in your current position (e.g.,

teacher, counselor, administrator, food service)?

A)

Less than one year

B)

1 to 2 years
C) 3 to 5 years
D) 6 to 10 years
E) Over 10 years

5. What is your race or ethnicity?

A)

African American (Not Hispanic)

B)

American Indian or Alaska Native
C) Asian or Pacific Islander
D) White, not Hispanic
E)

Hispanic or Latino/a

F)

Other or Multi-ethnic

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