School Climate Surveys

In the fall of 2016, Littleton Public Schools conducted the Comprehensive School Climate Survey. ‘School climate’ refers to the quality and character of school life, related to norms and values, social interactions and organizational structures, as they are experienced by members of the school community, including students, school personnel and parents. Research confirms that the way students feel about being in school shapes their learning and development. Research also confirms that school personnel are better able to do their jobs in a healthy and supportive school climate. Gathering this school climate data will help LPS to develop effective programs and practices that will contribute to our students’ ability to learn and to their overall mental health.

Students in grades 3-12, school personnel and all LPS parents were encouraged to take the survey. The response rate was fantastic: 87 percent of students grades 3-12, 74 percent of school personnel and 28 percent of parents participated in the survey. Thirteen dimensions of school climate were measured.

Overall, survey results indicated that students, parents and school personnel are pleased with the school culture in LPS. LPS did not rate negatively in any of the 13 dimensions measured.  

Highlights include:

  • Students, parents and employees overwhelmingly reported feeling safe and positive about the climate in their schools. In fact, LPS scored higher in the positive range than the national norms for every dimension except one (parent perception of safety in social media);
  • High school parents ranked “sense of physical security” the highest of all of the areas polled -- they believe their child feels safe at school;
  • Students reported that their school is clean, safe and provides what they need to learn;
  • Consistent with national data, two categories had lower scores across LPS -- Sense of Social Emotional Security and Social Media.
  • LPS results are consistent with national data across the board.
  • Very few differences exist in the perceptions of male and female students.

“The Board of Education and I want to thank our staff members for their continuous efforts to provide a safe, positive learning environment for students. This is a very team-driven process at each school, and  school leaders will be meeting with their staffs to review the data to see what is working well and what needs additional attention at the district and individual school levels,” said LPS Superintendent Brian Ewert. “The data tells us we are on the right track in many areas, but there are clear areas for improvement, as well. We look forward to that ongoing work.”

LPS plans to conduct the survey annually for the next three years to collect good baseline data; this was the first time LPS conducted a district-wide survey of this nature. It is important to remember that this survey gathers perception data, which is based on how people feel. Survey results are just one source of information about a school’s climate and the survey is not designed to compare one school to another. It is designed to compare LPS schools against national data.


How do I read the data?

  • The survey researchers indicate that differences in data should be greater than 0.20 to be considered “significant.”
  • The red numbers in each bar indicate the national norms for each category. LPS is compared to the national norm.
  • The vast majority of responses fall in the “positive” category and a few fall in the “neutral” category. No LPS responses fall in the “negative” category.

 

2016 SUMMARY REPORTS

LPS Elementary School Aggregate Summary 2016.pdf

LPS Middle School Aggregate Summary 2016.pdf

LPS High School Aggregate Summary 2016.pdf

Summary Report 2016 - Arapahoe HS.pdf

Summary Report 2016 - Heritage HS.pdf

Summary Report 2016 - Littleton HS.pdf

Summary Report 2016 - Options HS.pdf

Summary Report 2016 - Euclid MS.pdf

Summary Report 2016 - Goddard MS.pdf

Summary Report 2016 - Newton MS.pdf

Summary Report 2016 - Powell MS.pdf

Summary Report 2016 - Centennial.pdf

Summary Report 2016 - Field.pdf

Summary Report 2016 - Franklin.pdf

Summary Report 2016 - Highland.pdf

Summary Report 2016 - Hopkins.pdf

Summary Report 2016 - Lenski.pdf

Summary Report 2016 - Littleton Academy.pdf

Summary Report 2016 - Littleton Preparatory.pdf

Summary Report 2016 - Moody.pdf

Summary Report 2016 - Peabody.pdf

Summary Report 2016 - Runyon.pdf

Summary Report 2016 - Sandburg.pdf

Summary Report 2016 - Twain.pdf

Summary Report 2016 - Wilder.pdf


The Comprehensive School Climate Inventory (CSCI) is a nationally-recognized school survey tool developed by the National School Climate Center that assesses perceptions of students, parents, and school personnel regarding school climate and culture.   Littleton Public Schools began implementing the CSCI survey in the fall of 2016 for all students in grades 3-12, with corresponding surveys for all parents and school personnel.   The survey is anonymous and provides each school or program with valuable information about how students, staff, and parents view the school climate.  Results will be shared with each school community and used to help guide school leadership teams.  The survey is not designed to compare schools against each other and is not a venue for complaints about a specific staff person.  Please contact the school principal or administrator with individual questions regarding the survey.

Read the letter from Superintendent Brian Ewert regarding the CSCI Survey - English / Spanish

CLICK HERE for a one page summary of what the CSCI measures

CLICK HERE for how to opt your student out of this survey

CLICK HERE for information regarding data privacy and the CSCI