Alliance for the Study of School Climate

California State University, Los Angeles www.calstatela.edu/schoolclimate

School Climate Assessment Instrument (SCAI) Secondary General Version

and

School-Based Evaluation/Leadership Team Assessment Protocol Use of the Scale

The enclosed analytic-trait instrument is intended for use by authorized individuals only. Users must obtain copyright authorization through a site license from the Alliance for the Study of School Climate (ASSC, formerly WASSC). For those authorized users the following guidelines are provided as basic protocol for the evaluation process. Each schools needs will vary. For those using the SCAI as part of a school-wide improvement effort, it may be helpful to consult the ASSC document Change from the Inside: Examining K-12 School Reform Using the ASSC SCAI.

ASSESSMENT PROTOCOL
Step 1: Select your Target Population(s) This instrument can be administered through a variety of means. However, the most reliable data will be obtained by incorporating a sample of ratings representing the broadest possible range of stakeholders, therefore it is recommended that data is drawn from both teacher and student groups. Parent and staff data will further strengthen the reliability of the results, as will having an independent evaluation team perform an assessment. In addition, it is also recommended that the sample size be as large as possible (n = 40+ or 20%+ for students, 50%+ for teachers, 6+ for staff, 20+ for parents, and 3+ for independent evaluators). Step 2: Gather Data It is important for those facilitating the administration of the survey to provide accurate directions (see directions on p. 1 of the instrument) to participants, especially students. Mismarked surveys cannot be used. A common problem is participants making too many marks, assuming that each of the three descriptions for each item must be rated separately. Participants must feel uninhibited, anonymous, and relaxed for results to be meaningful. It is recommended that participants be given pre-labeled inventories coding their group category and number (e.g., P12 = parent group, participant #12). Focus group interview data can provide a powerful adjunct to the survey data, and provide both greater reliability and a better sense of causality for the ratings for each dimension. It is recommended that focus group interviewers target fewer dimensions with greater depth. This can be accomplished by dividing dimensions among a group of interviewers. It is not recommended that school administrators conduct focus group
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interviews. It is essential that interviewers are perceived as neutral to ensure honest and open participation. It is recommended that notes from the focus groups be transcribed and compiled for later analysis.
Participants will rate their impressions of items for the following Eight Sub-Factors for School Climate: 1. Appearance and Physical Plant 2. Faculty Relations 3. Student Interactions 4. Leadership/Decision Making 5. Discipline Environment 6. Learning Environment 7. Attitude and Culture 8. School-Community Relations

Step 3: Aggregate the Data It is recommended that each item be aggregated for each separate group of participants. Each item should be given a score corresponding to its mean (marks in level 3 are scored a 5, between level 3 and 2 are scored at a 4, scores in the middle of level 2 receive a 3, and so forth -- the mean score can be obtained by dividing the total number of points for each item by the number of participants). Item mean scores will range between 5.0 (high) to 1.0 (low). Next, a mean should be calculated for each group for each dimension. For example, School X may have a mean of 2.7 for Dimension 3: Student Interactions as rated by students, and a mean of 3.3 as rated by parents, and so on. It is also recommended that an overall mean for each separate group be calculated as well. Step 4: Data Analysis Creating a graphic representation of the data is recommended. It offers ease of interpretation and analysis. A table representing group means for each dimension can be effective, as well as a bar graph or other type of chart. (See sample evaluations provided by ASSC.) Teams can make assessment judgments at any of three levels. First, evaluations can be made at the individual item level. These data will provide implications for potential remediation and improvements related to practice. Second, each of the eight sub-scales should be scored as a unit. These data will provide the team a sense of which areas are sources of strength and which are areas of weakness/ opportunity. Third, using the rubric holistically, the entire school could be judged to be at one of the three performance levels. This level of assessment can be used to make a global judgment as to where the school is in its process of growth. Doing some degree of assessment at each level of judgment is recommended. Depending upon the purpose of the assessment and your reporting audience, you may wish to communicate your findings with or without a high level of specificity. As you examine the data you will likely notice that the means for both dimensions and groups are rather consistent. The implications of this are: 1) the instrument tends to be
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quite reliable; 2) groups tend to recognize relatively similar conditions in any school; and 3) each of the eight dimensions is interrelated. Remember, this rubric is not intended to provide a quantifiable rating for purposes of school-to-school comparison. It is simply an instrument intended to furnish an evaluation team with an overall qualitative sense of the current school climate as well as the specific aspects of that climate, in their varying stages of development at any particular school. Step 5: Use of the Data It is recommended that those involved in the assessment process are also involved in the process of action planning. The insights drawn from the data analysis process (especially the focus group interviews) will be invaluable in any process of implementation. Examining dimension-level data will be useful in identifying areas of need. Further focus group data may be useful after discovery of an area that has been rated very low. Examining item-level data is useful when examining forms of practice that may be either particularly strong or weak. Curriculum experts and/or ASSC consultants may be helpful in suggesting practices that will target areas for improvement as identified by particular items. Specialized in-services can be one possible solution to these areas. It is recommended that any action plan be developed immediately following the completion of the data analysis. Delay can lead to stagnation and is typically a mistake. Moreover, it is essential that those charged with the task of identifying needs and developing a plan of action have the necessary power to implement those changes. The duties of those on either the assessment and/or planning teams should be undertaken with an awareness of the potential in the process for political damage to the school or themselves. Items have been purposefully developed to be as incisive as possible. While this leads to greater validity of the assessment, it also contributes to the sensitivity of the data. This process should never be used to assign blame to other faculty, put students down, indict leadership, or promote the perception that certain individuals are the problem. Solutions in the area of school climate improvement most often come as a result of raising the facultys collective awareness by relating the systemic patterns operating within the school to choices that have contributed to their existence. This exercise will help the learning community address and collaboratively act on those areas of concern in an effort to promote shared accomplishment. IMPORTANT: This work can be of profound value in your schools efforts toward improvement. But make no mistake. You are entering a very sensitive and intimate realm - the heart and mind of your school. It is critical that your endeavors are not perceived by others as personal accusations, careless bashing, and/or political gamesmanship, or your efforts will result in more harm than good.

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Directions: Rate each item below. For each item there are three descriptions. Select the rating that best describes the current state at your school as a whole: Level 3 (high), 2 (middle) or 1 (low). If you feel that the practices at your school rate between two of the descriptions provided, select the middle level option. Each item should receive only one rating/mark.

1. Physical Appearance Level 3 (high)

High high-middle 1.a------------o-------------------------

Level 2 (middle)
middle middle-low

Level 1 (low)
low

o -------------------------- o ------------------------- o ----------------------- o -------------------Some signage for visitors as they enter the building, but images compete for attention. Some use of school colors/symbols but mostly associated with sports. Staff regularly comments on school appearance, but students do not feel any sense of personal ownership. Litter cleaned at the end of day. Little concern for the image of the school.

Welcoming to outsiders, the school projects its identity to visitors.

1.b------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Students associate school colors with losers.

Purposeful use of school colors/symbols.

1.c------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------That is the janitors job.

Staff and students take ownership of physical appearance.

1.d------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------People have given up the battle over litter. Decades-old trophies and athletic records in dusty cases.

No litter.
1.e------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Few and/or only top performances are displayed.

Current student work is displayed to show pride and ownership by students.

1.f ------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Things get fixed when someone complains enough. Many essential fixtures, appliances and structural items remain broken. Custodians are demeaned.

Things work and/or get fixed immediately.

1.g------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Most staff are cordial with custodians. Graffiti occurs occasionally, but is dealt with by the staff.

Staff and students have respect for custodians.

1.h------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Graffiti occurs frequently and projects the hostility of students toward their school.

Graffiti is rare because students feel some sense of ownership of the school.

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2. Faculty Relations Level 3 (high)

High high-middle

Level 2 (middle)
middle middle-low

Level 1 (low)
low

2.a------------o------------------------- o -------------------------- o ------------------------Faculty members commonly Most faculty members are congenial to collaborate on matters of teaching. one another, and occasionally collaborate. 2.b------------o------------------------Faculty members approach problems as a team/collective. Faculty members attend to problems as related to their own interests.

o ----------------------- o -------------------Typically faculty members view one another competitively.

o -------------------------- o ------------------------- o ----------------------- o -------------------Faculty members expect someone else to solve problems.

2.c------------o------------------------- o -------------------------- o ------------------------Faculty members use their Faculty members use time efficiently planning time constructively and but feel the need to consistently vent refrain from denigrating students in displaced aggression toward students. teacher areas.

o ----------------------- o -------------------Faculty members look forward to time away from students so they can share their real feelings about them.

2.d------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------Faculty members are typically Faculty members wait for safe Faculty members commonly use constructive when speaking of opportunities to share complaints unflattering names for other faculty each other and/or administrators. about other teachers and/or and/or administration in private. administrators. 2.e------------o------------------------- o -------------------------- o ------------------------Faculty members feel a collective Faculty members give sincere lip sense of dissatisfaction with status service to the idea of making things quo, and find ways to take action better. to improve.

o ----------------------- o -------------------Faculty members are content with the status quo and often resentful toward change-minded staff.

2.f ------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------Faculty members exhibit high level Faculty members exhibit respect for a Faculty members exhibit little respect of respect for one another. few of their prominent members. for self or others. 2.g------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------Faculty meetings are attended by Faculty meetings are an obligation that Faculty meetings are seen as a most all, and address relevant most attend, but are usually seen as a waste of time and avoided when content. formality. possible. 2.h------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------Staff and all-school events are well There are few regular attendees at Faculty and staff do a minimum of attended by faculty. school events. investing in school-related matters. 2.i ------------o------------------------- o -------------------------- o ------------------------Leadership roles are most likely Leadership roles are accepted performed by faculty members with grudgingly by faculty, and other faculty other faculty expressing members are often suspicious of appreciation. motives. 2.j ------------o------------------------Teacher leadership is systematic and well-coordinated. Teacher leadership develops in response to particular situations.

o ----------------------- o -------------------Leadership is avoided, and those who do take leadership roles are seen as traitors.

o -------------------------- o ------------------------- o ----------------------- o -------------------Teacher leadership exists informally or not at all.

2.k------------o------------------------- o -------------------------- o ------------------------Faculty members have the time Faculty members congregate in small and interest to commune with one cordial groups, yet commonly feel a another, and feel very little sense that teaching is an isolating isolation. profession.

o ----------------------- o -------------------Faculty members typically see no need to relate outside the walls of their class.

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3. Student Interactions Level - 3

High high-middle

Level - 2
middle middle-low

Level 1
low

3.a------------o------------------------- o -------------------------- o ------------------------Students feel a sense of community, Students feel as though they have and school is defined by the warm friends and are safe, but the school is regard for the inhabitants of the just a place to take classes. building. 3.b------------o------------------------- o -------------------------- o ------------------------Students of various cultures and sub- Students of various sub-groups avoid groups blend, interrelate, and feel each other and have varying degrees like valued members of the of sense of value. community.

o ----------------------- o -------------------Students feel no sense of affiliation with the school or community.

o ----------------------- o -------------------Various sub-groups are hostile to one another.

3.c------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------Students readily accept the purpose Students think put-downs are just part Put-downs lead to violence. of zero tolerance for put-downs. of their language. 3.d------------o------------------------- o -------------------------- o ------------------------Many students attend school events. A few regulars attend school events. 3.e------------o------------------------- o -------------------------- o ------------------------Popular students feel an obligation Popular students treat the other to serve the school, not a sense of popular students well. entitlement. 3.f ------------o------------------------Most students feel safe from violence. Most students dont expect much severe violence but accept minor acts of harassment almost daily.

o ----------------------- o -------------------It is un-cool to attend school events.

o ----------------------- o -------------------Popular students use their political capital to oppress those less popular.

o -------------------------- o ------------------------- o ----------------------- o -------------------Most students do not feel safe from violent acts, large or small.

3.g------------o------------------------- o -------------------------- o ------------------------Leaders are easy to find due to the Leaders come from a small clique of wide range of gifts that are validated students. and harnessed.

o ----------------------- o -------------------Students avoid leadership for fear of being labeled as goody-goodies.

3.h------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------Athletes are valued as quality It is assumed that some athletes are Athletes band together to oppress the community members and approach just jerks, and that jocks are not real weaker and more academically-gifted their role with a humble sense of students. element in the school. honor. 3.i ------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------Most students expect to be given Most students are upset when rights Most students assume that they have ownership over decisions that affect are withdrawn, but typically take little no rights. them. action. 3.j ------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------Most students expect to engage in Most students adjust their expectations Most students expectation of school authentic learning activities and to to each teacher and focus mainly on is that little of value is learned there be taught with methods that make doing what it takes to get the grade. and real-world learning happens them responsible for their own elsewhere. learning.

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4. Leadership/Decisions Level - 3
High high-middle

Level - 2
middle middle-low

Level 1
low

4.a------------o------------------------- o -------------------------- o ------------------------School has a sense of vision and a School has a set of policies, a written mission that is shared by all staff. mission, but no cohesive vision.

o ----------------------- o -------------------School has policies that are used inconsistently.

4.b------------o------------------------- o -------------------------- o ------------------------- o ----------------------Vision comes from the collective will Vision comes from leadership. Vision is absent. of the school community. 4.c------------o------------------------Schools decisions are conspicuously grounded in the mission. Policies and mission exist but are not meaningful toward staff action.

o --------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Mission may exist but is essentially ignored.

4.d------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------Vast majority of staff members feel Selected staff members feel Administration is seen as playing valued and listened to. occasionally recognized. favorites. 4.e------------o------------------------A sense of shared values is purposefully cultivated.

o -------------------------- o ------------------------- o ----------------------- o -------------------Most share a common value to do what is best for their students. Guiding school values are in constant conflict.

4.f ------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------Staff understands and uses a clear There is a SDM committee but most Decisions are made autocratically or system for selecting priority needs, real power is in a loop of accidentally. and has a highly functioning team insiders/decision-makers. for shared decision-making. 4.g------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------Most of the faculty and staff have a Some faculty and staff members have Most faculty and staff members feel high level of trust and respect for respect for leadership. at odds with the leadership. leadership. 4.h------------o------------------------Teacher leadership is systematic and integral to the schools leadership strategy. 4.i ------------o------------------------Leadership demonstrates a high level of accountability, and finds ways to make it happen.

o -------------------------- o ------------------------- o ----------------------- o -------------------Some teachers take leadership roles when they feel a great enough sense of responsibility. Leadership is highly political about how resources are allocated and often deflects responsibility. Leadership is seen as solely the domain of the administration.

o -------------------------- o ------------------------- o ----------------------- o -------------------Leadership seems disconnected to outcomes and find countless reasons why it cant happen.

4.j ------------o------------------------- o -------------------------- o ------------------------Leadership is in tune with students Leadership has selected sources of and community. info about the community and students. 4.k------------o------------------------- o -------------------------- o ------------------------Leadership is in tune with others Leadership makes pro forma experience of the quality of school statements about wanting good climate. school climate.

o ----------------------- o -------------------Leadership is isolated from the students and community.

o ----------------------- o -------------------Leadership does not see school climate as a necessary interest.

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5. Discipline Environment Level 3

High high-middle 5.a------------o------------------------School-wide discipline policy is consistently applied.

Level - 2
middle middle-low School-wide discipline policy is used by some staff.

Level 1
low School-wide discipline policy exists in writing only.

o -------------------------- o ------------------------- o ----------------------- o -------------------o ----------------------- o -------------------Students have to determine what each teacher expects and behavioral interventions are defined by a high level of subjectivity.

5.b------------o------------------------- o -------------------------- o ------------------------It is evident from student behavior In many classes there are clear that there are clear expectations expectations and most teachers are and consistency in the discipline fair and unbiased. policy. 5.c------------o------------------------- o -------------------------- o ------------------------Most teachers use effective Most teachers use some form of discipline strategies that are defined positive or assertive discipline but by logical consequences and refrain accept the notion that punishment from punishments or shaming. and shaming are necessary with some students. 5.d------------o------------------------- o -------------------------- o ------------------------Classrooms are positive places, and Most teachers maintain a positive teachers maintain a positive affect, climate, but some days they just feel and follow-through with the need to complain about the class consequences in a calm and nonand/or get fed up with the bad kids. personal manner. 5.e------------o------------------------- o -------------------------- o ------------------------Maximum use of student-generated Occasional use of student-generated ideas and input. ideas. 5.f------------o------------------------- o -------------------------- o ------------------------Most consider teaching and Most have some sensitivity to student discipline within the lens of basic needs, but the primary goal of student needs that must be met for classroom management is control. a functional class.

o ----------------------- o -------------------Most teachers accept the notion that the only thing the students in the school understand is punishment and/or personal challenges.

o ----------------------- o -------------------Classrooms are places where teachers get easily angered by students and there is a sense of antagonism between the class and the teacher.

o ----------------------- o -------------------Teachers make the rules and students should follow them.

o ----------------------- o -------------------Most view all student misconduct as disobedience and/or the students fault.

5.g ------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o ------------------Teacher-student interactions could Teacher-student interactions could be Teacher-student interactions are be typically described as supportive typically described as fair but teacher- mostly teacher-dominated and and respectful. dominated. reactive. 5.h------------o------------------------When disciplining students, teachers typically focus on the problematic behavior, not the student as a person.

o -------------------------- o ------------------------- o ----------------------- o -------------------When disciplining students, teachers are typically assertive yet often reactive, and give an overall inconsistent message. When disciplining students, teachers are typically personal and often antagonistic.

5.i------------o------------------------- o -------------------------- o ------------------------Management strategies consistently Management strategies promote promote increased student selfacceptable levels of classroom direction over time. control over time, but are mostly teacher-centered. 5.j ------------o------------------------- o -------------------------- o ------------------------Teachers successfully create a Teachers successfully create a sense of community in their classes. functioning society in their classes.

o ----------------------- o -------------------Management strategies result in mixed results: some classes seem to improve over time, while others seem to decline.

o ----------------------- o -------------------Teachers create a competitive environment in their classes.

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6. Learning/Assessment Level 3
High high-middle 6.a------------o------------------------Learning targets for assessments are clear and attainable for learners.

Level 2
middle middle-low
Most high-achieving students can find a way to meet the teachers learning targets. Instruction/Assessment is most often focused on relevant learning, yet mostly rewards the high-achievers.

Level 1
low
Students see grades as relating to personal or random purposes.

o -------------------------- o ------------------------- o ----------------------- o -------------------o -------------------------- o ------------------------- o ----------------------- o -------------------Instruction/Assessment is focused on bits of knowledge that can be explained and then tested.

6.b------------o------------------------Instruction/Assessment promotes students internal locus of control, and sense of responsibility.

6.c------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Student-controlled behavior is verbally rewarded. Only quantifiable academic and athletic outcomes are rewarded.

Student-controlled behavior (investment, process, effort, etc) is rewarded and even assessed when possible.

6.d------------o------------------------Teachers have some mode of making sense of, and being responsive to, varying learning styles.

o -------------------------- o ------------------------- o ----------------------- o -------------------Teachers are aware of learning styles as a concept, and make some attempt in that area. Teachers expect all students to conform to their teaching style.

6.e------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Instruction is mostly based on relevant ideas but often seems to be busy-work. Instruction is mostly lecture and independent seatwork.

Instruction is dynamic, involving, learnercentered, and challenging.

6.f ------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Some teachers buy into the idea of cooperative learning. Cooperative learning is seen as leading to chaos and cheating.

Students learn to work cooperatively and as members of teams.

6.g------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Mostly higher-level students are given occasional opportunities to reflect on their learning in some classes. Teaching is seen as providing maximum input, and little opportunity for reflection exists.

Students are given systematic opportunities to reflect on their learning progress.

6.h------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Assessment is seen as something that occurs at the end of assignments. Grades are used primarily for student-to-student comparison. Assessment is used to compare students to one another and/or to send a message to lazy students.

Students are seen as the primary users of assessment information, and assessment is used for the purpose of informing the learning process and is never used to punish or shame.

6.i------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Classroom dialogue is active and engaging but mostly related to obtaining right answers. Classroom dialogue is infrequent and/or involves a small proportion of students.

Classroom dialogue is characterized by higher-order thinking (e.g., analysis, application, and synthesis).

6.j ------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Students are engaged in quality content, but the focus is mostly on content coverage. Teachers promote the view that effort has a lot to do with how much students are able to accomplish. The major emphasis is placed on working to produce good products. School-wide rewards honor a variety of top performance-based achievements. Students feel the content is only occasionally meaningful and rarely covered in-depth. Teachers promote the view that intelligence and ability are fixed/innate traits and not all students have what it takes. The major emphasis is on the comparison of products/grades. A competitive climate exists for the scarce supply of school-wide rewards given only for performance.

Students consistently feel as though they are learning subjects in-depth.

6.k------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o --------------------

Teachers promote the view that intelligence and ability are a function of each students effort and application, and are not fixed. The major emphasis is placed on the process over the product.

6.l ------------o------------------------School-wide rewards often focus on student effort and contribution and sparingly on being the top performer.

o -------------------------- o ------------------------- o ----------------------- o --------------------

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7. Attitude and Culture Level 3

High high-middle 7.a------------o------------------------Students feel as though they are part of a community. 7.b------------o------------------------Students self-correct peers who use destructive and/or abusive language. 7.c------------o------------------------Students feel as though they are working toward collective goals.

Level 2
middle middle-low Students feel as though they are part of a society. Students seek adult assistance to stop blatant verbal abuse.

Level 1
low Students feel as though they are visitors in a building. Students accept verbal abuse as a normal part of their day.

o -------------------------- o ------------------------- o ----------------------- o -------------------o -------------------------- o ------------------------- o ----------------------- o --------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Students feel as though they are working toward independent goals. Students feel as though they are competing with other students for scarce resources.

7.d------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------Students speak about the school in Students speak of the school in Students denigrate the school when proud, positive terms. neutral or mixed terms. they refer to it. 7.e------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------Most students feel listened to, Most students see some evidence Most students feel they have very little represented, and that they have a that some students have a voice. voice when at school. voice. 7.f ------------o------------------------Most students feel a sense of belonging to something larger. 7.g------------o------------------------Teachers share commonly high expectations for all students.

o -------------------------- o ------------------------- o ----------------------- o -------------------Most students see some evidence that efforts are made to promote school spirit. Most teachers have high expectations for students who show promise. Most students feel alone, alienated and/or part of a hostile environment.

o -------------------------- o ------------------------- o ----------------------- o -------------------Often teachers openly express doubts about the potential of some students.

7.h------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------Most students feel as though they Graduates feel that they had an A high number of students graduate owe their school a dept of gratitude acceptable school experience. feeling cheated. upon graduation. 7.i------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------Students feel welcome and Some students have a few staff that Students assume adults do not have comfortable in talking to adults they target for advice. any interest in their problems. and/or designated peer counselors. 7.j------------o------------------------- o -------------------------- o ------------------------- o ----------------------- o -------------------School maintains traditions that School maintains traditions that School has given up on maintaining promote school pride and a sense some students are aware of but most traditions due to apathy. of historical continuity. see as irrelevant to their experience.

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8. Community Relations Level 3

High high-middle 8.a------------o-------------------------

Level 2
middle middle-low

Level 1
low

o -------------------------- o ------------------------- o ----------------------- o -------------------School is perceived as welcoming to certain parents. School sends out pro forma communication that is may be plentiful but is not created with the consumers needs in mind. Inconvenience leads to few community members speaking in classes. Service learning is performed, but very infrequently due to perceived inconvenience. School is suspicious of why parents would want to visit. School sends out pro forma communication only.

School is perceived as welcoming to all parents.

8.b------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o --------------------

School sends out regular communication to community, including invitations to attend key events.
8.c------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------The vast majority of community members have not seen the inside of the school. Service learning is seen as just a glorified field trip and therefore not worth the time or expense.

Community members are regularly invited to speak in classes.

8.d------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o --------------------

Service learning efforts are regular, promoting student learning and positive community-relations.
8.e------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Parents support the coaches and teams if things are going well. Parents feel free to challenge coaches, coaches mistrust parents. Volunteers are hard to find or unreliable.

Parents and coaches all work for the best interest of studentathletes.
8.f------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Volunteers are willing, but are often unaware of the events and/or feel a lack of guidance.

Volunteer efforts are well coordinated, volunteers are plentiful, and conspicuously appreciated.
8.g------------o-------------------------

o -------------------------- o ------------------------- o ----------------------- o -------------------Athletic events and Arts performances are attended by a die-hard following and/or only when things are going well. Games and performances are poorly attended and as a result progressively less effort is made by participants.

Athletic events and Fine Arts performances are well attended due to deliberate efforts toward promotion and crowd appreciation.

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