Documents › Board of Education, 2026-01-22

map survey 40 pages

The Pulse of Our Schools Assessing Wellness School Climate Survey Fall 2025 CET, PVC & CHHS January 22, 2026 VISION MAP Making Sense of the Data: Meaning, Stability, and Next Steps ● Focus on whether the differences we see are meaningful in practice, not just statistically. ● Cross-check the results with other data (attendance, discipline, academics) to confirm the trends. ● If some indicators stay the same — such as safety or belonging — that stability can still be a positive sign. ● Use this information to plan next steps for the second half of the year and to note any initiatives from this past year that may have influenced the results. CET Cohort Comparison Data Spring 2025 3rd Grade Data compared to Fall 2025 4th Grade Data (Same Cohort) Carrie E. Tompkins-Overall Pattern: As students moved from 3rd to 4th grade: ● Positive school-climate ratings increased overall. ● "Yes" responses became more common across all belonging/safety questions. ● Reports of bias-related incidents increased slightly, but many still occurred in earlier grades, and students referenced bus or recess as primary locations. Spring 2025 (3rd graders) Fall 2025 (4th graders) Spring 2025 to Fall 2025 110 students Fall 2025 (4th graders) Spring 2025 (3rd graders) Spring 2025 to Fall 2025 110 students Fall 2025 (4th graders) Spring 2025 (3rd graders) Spring 2025 to Fall 2025 110 students Fall 2025 (4th graders) Spring 2025 (3rd graders) Spring 2025 to Fall 2025 110 students Spring 2025 to Fall 2025 Spring 2025 (3rd graders) Fall 2025 (4th graders) 110 students Carrie E. Tompkins What may have impacted our data in a positive way: ●Multi-Age Teaming ●Full implementation of Little Spot Curriculum ●Creation of SEL Curriculum Coordinator ●Additional Support Staff at CET ●House Point System-School Wide Behavior Management ● Elementary students report stronger belonging and safety when school structures are consistent, aligning with national trends. ● Bias-related incident data mirrors national patterns; slight increases likely reflect improved reporting. ● Incidents occur most often during recess and on buses, highlighting supervision as the key intervention point. National Landscape Comparison National Landscape Comparison ● Local trends from 3rd to 4th grade closely mirror national patterns. ● Students report increased school climate, belonging, and safety as they mature. ● Slight increases in bias-related reports align with national trends in student awareness and reporting. Carrie E. Tompkins-Next Steps ●Analyze data with Faculty ●Meet with current 4th grade students-Town Hall Meeting ●Work with Recess Monitors and Transportation to minimize instances in those areas PVC Comparison Data Fall 2024 compared to Fall 2025 PVC Comparison: Fall 24 to Fall 25 430 responses 437 responses Comparison: Fall 24 to Fall 25 430 responses 437 responses Comparisons Continued Performance in National Context ● Strong Emotional Safety and Feeling Cared For Students consistently feel safe, supported, and emotionally “seen” by both peers and adults. These results are stronger and more stable than what is typically seen nationally at this age. ● Positive Peer Relationships and Authenticity Students report stable friendships, strong allyship, and acceptance of individual identity. Their ability to identify genuine friendships reflects social awareness that is less consistent nationally in middle grades. ● Supportive School Climate for Learning Teacher support and academic safety align with higher-performing school climates. Social-emotional support and academics work together to create a positive, inclusive learning environment. PVC What may have impacted our data in a positive way: ●Multi-Grade Advisories ●Town Hall Meetings ●Club Offerings ●RULER lessons ●PAWS - PBIS ●Belonging is a shared norm rather than an exception ●PVC students are aware of emotional supports available to them ●Friendships are strong and students are safe to express their authentic selves ●Students feel connected and valued. PVC School Wide Takeaways Reinforce Strengths - Share results with staff in ongoing manner - Continue to celebrate diversity & encourage positive behaviors and interactions Deepen Emotional Supports - Encourage student led groups - empower student agency - Emphasize consistent check ins through Mood Meter/ RULER and other tools Monitor Experiences - Continue to track occurrences - Focus on student language use Communicate & Engage - Create Principal’s Advisory Committee to continue to build trust and encourage students to expand on the idea of “feeling seen” PVC- Next Steps CHHS Comparison Data Fall 2024 compared to Fall 2025 Response Distribution 97% agree/somewhat agree that they feel emotionally safe at school (last fall 98%). 95% agree/ somewhat agree that they feel like they belong (Last fall 97%) 15% have heard hurtful language this year (13% Last fall) 5% have been hurt by language this year (4% last year). Fall 2024 Fall 2025 Whole School Comparison of Key Questions Fall 2024 Fall 2025 Whole School Comparison of Key Questions Fall 2024 Fall 2025 Whole School Comparison of Key Questions Whole School Comparison of Key Questions Fall 2025 Fall 2024 ●Community Lunch ●Club opportunities during the school day ●Addition of a School Counselor ●Team-based conferences ●Continued emphasis on active learning spaces/renovating spaces - impact of space on student engagement and behavior ●Potential work with the STAR Club and other student groups as focus groups ●Civics Professional Development ●Pulse surveys ●Analysis of school climate data with faculty ●HHREC Guest Speaker Furthering a Positive School Climate Community Lunch Is Community Lunch having a positive impact on your experience as a student? ●Goals ○Cultural shift for students ○Data from previous surveys about factors that increase feeling of belonging ○Equity and inclusion ●Goals ○Cultural shift ○Importance of Participation in Extracurriculars ○Equity and inclusion Clubs During the School Day Has having Club Time during the school day made you more likely to attend clubs? If you attended clubs last year, did you attend for the full year or was your attendance interrupted by sports seasons or other obligations? ●Student suggestion to have more mandatory meetings with counselors to build connections early ●Working on additional programming to support 9th and 10th grade 2021-2022 2022-2023 2023-2024 2024-2025 2025-2026 Counseling Staff to Student Ratio 162:1 162:1 170:1 169:1 120:1 Expanding Our Counseling Team Overall Noticings ●Overall Consistent Results from Fall 2024 to Fall 2025, with increase in number of students who have been hurt by language ●Disciplinary data lines up with the few reported incidents noted in the survey ●Gender was added to survey questions, but it did not impact results significantly. Standing Relative to National Norms ● Overall school-climate outcomes remain substantially stronger and more stable than national averages. ● Emotional safety (97–98%) and belonging (95–97%) far exceed national norms, reflecting sustained systemwide strength. ● National comparisons show emotional safety and belonging typically in the mid-70s to low-80s and declining with grade level. ● Reports of hearing hurtful language (13–15%) remain well below national averages. ● Students reporting being personally hurt by language (3–4%) is significantly lower than national norms, indicating effective response and support systems. ● A slight increase in hearing hurtful language alongside fewer students feeling hurt aligns with national patterns of increased awareness and reporting, not increased harm. ● Emerging differences across demographic groups reflect national patterns, underscoring the need for continued disaggregated monitoring even in the context of overall strong outcomes. Culture of Well-Being Initiatives ● Enhanced Support Staff-Improved counseling ratios and mandatory guidance meetings for early intervention. ● Social & Emotional Learning-Little SPOT curriculum, small-group counseling, and DBT skills integration. ● Community Initiatives-Community Lunch, clubs, and parent-teacher-student conferences with measurable impact. ● Family & Community Outreach-Strategic partnerships and bilingual support for comprehensive family engagement. Benchmarking Against National Data ● Enhanced Support Staff-exceeds national practice by providing lower ratios and structured, proactive support, positioning students for earlier identification of social-emotional or academic concerns. ● Social & Emotional Learning (SEL)-approach is more comprehensive than national averages, combining structured SEL curricula with targeted interventions and evidence-based skills practice, which aligns with best-practice models but is less common nationally. ● Community Initiatives-initiatives are more intentional and outcomes-focused than typical national practice, creating measurable social-emotional and relational benefits for students. ● Family & Community Outreach-bilingual, partnership-based outreach exceeds national averages and represents best practice in equitable family engagement. District-Wide Considerations ●Evaluate frequency of surveys ●Consider further use of pulse surveys ●Student-led focus groups Q&A