B ELLEVUE S CHOOL D ISTRICT Panorama Student Survey Update Fall 2017 Board Presentation – January 16, 2018 Presented by: Naomi Calvo – Director of Research, Evaluation & Assessment For additional information regarding this presentation contact: Naomi Calvo, Director of Research, Evaluation & Assessment Email: calvon@bsd405.org Phone: (425) 456-4274 The Bellevue School District Mission: ❖ To provide all students with an exemplary college preparatory education so they can succeed in college, career and life.
Table of Contents 1. Executive Summary 2. Background Information: Description of the Panorama Student Survey 3. Survey Results 4. Next Steps 5. Questions/More Information 6. Appendix 2
Executive Summary (1/6) High-level findings Slides 13 ▪ Overview: District-wide the percent favorable across all survey domains is 67%. This means that two-thirds of students report largely positive perceptions of school climate, pedagogy, engagement, classroom environment and support relationships with their teachers. ▪ National comparisons: While we are not currently able to compare our results to national benchmarks (we have customized our survey instead of using the standard full domains), Panorama staff have told us that our results are fairly typical. ▪ Trends over time: Domain scores remained stable from Fall 2016 to Fall 2017 with the exception of School Climate in middle school, which dropped six points (from 67% to 61% favorable). ▪ 15-17 Trends across grade levels: o In most domains elementary students feel more positive than high school students by 5-10 percentage points. For Classroom Environment the opposite is true: secondary school students are more likely to report that class rules are fair and students are better behaved than elementary students. o On most Relationship questions (a key area of focus), positive perception is also generally greater in younger grades than older grades. An exception is that in high school, students report more positive perceptions on the teacher relationship questions as they go from ninth to twelfth grade, while at the same time they feel less positive about peer 3 interactions. o The percentage of students who “feel connected to adults at school” declines steadily from 64% in third grade to a low of 29% in ninth grade, and then climbs back up to 44% by twelfth grade.
Executive Summary (2/6) Focus area: Strong student & staff relationship questions, by group Slides 15-17 Trends by race/ethnicity: ▪ At the elementary school level, Asian, White and Multi-Ethnic students are more likely to report that “students with different skin colors treat each other well at school” (82 -84%) than Hispanic (76%) and especially Black students (60%). ▪ At the middle school level, White students are substantially more likely to report that “students of different races/ethnicities get along well at school” (79%) than Asian and Hispanic students (68-71%), with Black students least likely to respond favorably (51%). ▪ At high school the differences are less pronounced. White students are still most likely to respond favorably (75%), with Asian, Hispanic and Black students clustered at 61-63% favorable. ▪ White and Asian students are more likely to “feel like they belong” than students of other races in grades 3-8. In high school, White students report feeling like they belong the most (61%) followed by Asian and Hispanic students (around 50%) and then Black students (40%). 4
Executive Summary (3/6) Relationships, continued Slides 15-17 ▪ Overall, low-income students tend to have a lower favorability than non-low-income students on the student relationship questions, but to have a more positive or neutral perception on the teacher relationship questions. ▪ For the most part, students receiving special education services also tend to report lower favorability on the student relationship questions and higher favorability on the teacher questions than students not receiving special education services. There is some variation in this that requires further exploration, however (such as why elementary school students are more likely to report that their teachers know them but less likely to report that their teachers would be concerned if the students walked into class upset). ▪ The pattern for English learners varied by school level. o At the elementary level, English learners are less likely to say that they felt like they belonged and are also less likely to say that students with different skin colors treated each other well. However, they are more likely to feel like their teacher know them well. o At the middle school level, English learners report the same or more positive perceptions than students proficient in English on most relationship questions; the exception is that they are less favorable on “how well students from different 5 race/ethnicities get along.” o The picture at the high school level is mixed and hard to interpret.
Executive Summary (4/6) Relationships, continued Slides 15-17 ▪ In grades 3-5 there are no significant differences between girls and boys on any of the relationship questions. In middle school, girls tend to report slightly less positive perceptions than boys, and by high school these differences are pronounced. High school girls have 5-10 points lower favorability on most of the relationship questions. ▪ The pattern for students in the Gifted program varies by school level. o At the elementary level, students in the Gifted program have favorability responses 8 points higher than students in the traditional program on all the student relationship questions. However, they are substantially less likely to feel that their teachers know them well. o At the secondary level, there are no significant differences in how students feel about belonging, friendliness, or a warm & welcoming school environment, but students in the Gifted program are substantially more likely to feel that students of different races/ethnicities don’t get along well, and are also less positive about the teacher relationship questions than students in the traditional program. 6
Executive Summary (5/6) Slides Focus area: equity & inclusion climate 19-21 ▪ A new section of the school climate survey found that a majority of secondary students report hearing negative remarks on sexism, ability, body weight, and homophobia from other students at school on a regular basis (sometimes, often or frequently as opposed to rarely or never). A third to a half of students also reported hearing negative remarks about race and religion. ▪ Depending on the topic, 8-15% of students also reported hearing these types of negative remarks from teachers. ▪ If a teacher was present when negative remarks were made, about half of students reported that teachers intervened “always” or “most of the time” (as opposed to “rarely” or “never”), and only 15% said that other students intervened if present. ▪ Less than 25% of students were likely to report harassment or assault to school staff. Of those that did, only 35- 45% said that the staff response was “very” or “somewhat” effective. 7
Executive Summary (6/6) Slides School findings 22-23 ▪ At the secondary level there is markedly little variation across schools in overall favorability ratings averaged across domains (the range is 64-70%). The School Climate domain has the greatest variation, especially for middle schools where it ranges by 25 percentage points. In some of the other domains like Pedagogical Effectiveness there is only a 6 point spread across schools. ▪ There is greater variation across elementary schools, especially for the School Climate and Classroom Environment domains which each have a 27-point range. There is not much variation in either Pedagogical Effectiveness or Supportive Relationships, however (the range is around 10 points). ▪ Some elementary school bright spots are that Bennett, Jing Mei, Medina, Newport Heights and Puesta del Sol all made significant gains across multiple domains in Fall 2017. Lake Hills, Sherwood Forest, and Somerset saw significant improvement in Supportive Relationships, a main area of focus. ▪ Most middle schools saw a decline in School Climate ratings of 3-10 points in Fall 2017 (the exception was International, which remained the same). Big Picture and Odle both had 5 point drops in Supportive Relationships. Other domains did not change significantly across middle schools. 8 ▪ High schools stayed mostly stable between Fall 2016 and 2017.
Student Survey Background Information ❖ Who: Students in grades 3-12 take the survey. ❖ What: The survey takes 15-20 minutes and covers: ▪ School climate (sense of belonging, school safety) ▪ Feedback for individual teachers (pedagogy, classroom environment, supportive relationships)* ❖ Why: To gather student feedback on our schools and classrooms, so that we can continue to improve. (Panorama data are not used for evaluation purposes.) ❖ When: Administered district-wide in the spring of 2015 and 2016; starting in the fall of 2016 we switched to a fall survey window, with an optional second administration in the spring. ❖ How: The survey is run through Panorama Education (www.panoramaed.com), in order to preserve student and teacher confidentiality and be administered efficiently. 9 *Students fill out the teacher survey for two of their teachers. At the elementary level, they fill it out for their homeroom teacher and one randomly chosen specialist. At the secondary level, they fill it out for two randomly selected teachers.
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