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Aspirational Goal 5
Aspirational Goal 5: FCPS will promote a culture of fostering wellness and civility for students and staff.
Priority 9: FCPS will promote and maintain a safe and respectful environment.
Priority 10: FCPS will foster personal well-being and health among students and staff through increased awareness and engagement on these topics.
MSDE identifies a school as disproportionate in suspension if one or more student groups meeting both risk ratio and state removal ratio ≥ 3.0 for a period of three consecutive years. State identification is specific to race and students with disabilities only. Using data from 2016-2018, three FCPS elementary schools—Waverley, Emmitsburg, and Walkersville—were identified as disproportionate in suspension in 2019 (i.e., Cohort 1). All three schools were identified based on suspension among students with disabilities; Waverley was also identified based on student race). Identification for Cohort 2 is pending state identification.
Percent of Students Not Chronically Absent
Chronic absenteeism for a school is defined as the number of students in kindergarten through 12th grade who are in membership for at least 10 days and absent at least 10 percent of those days during the school year.
| School Level | 2020-2021* | 2019-2020** | 2018-2019 |
|---|---|---|---|
| All FCPS | 97.5% | 87.6% | 87.7% |
| Grades PK-5 | 98.9% | 90.0% | 90.8% |
| Grades 6-8 | 98.7% | 87.7% | 88.9% |
| Grades 9-12 | 95.0% | 84.2% | 82.7% |
** Attendance reporting ended Marh 19, 2020 due to COVID-19
FCPS administered a school climate survey to both students (grades 3-12) and staff in the spring of 2021. Almost half (46%) of the students enrolled in grades 3-12 completed and survey. Across school levels, there was a high level of favorability among students regarding school culture and climate. Over 3,300 school-based staff members (~65% response rate) and over 300 central/non-school based staff (~38% response rate) completed the survey.
| Student Survey | All | ES (grades 3-5) |
MS | HS | |
|---|---|---|---|---|---|
| Responses | # | 15,871 | 5,815 | 5,205 | 5,329 |
| %* | 46% | 59% | 49% | 38% | |
| Culture and Climate - Favorability | % | 89% | 91% | 89% | 86% |
| Social-Emotional Learning Skills - Favorability | % | 80% | 80% | 79% | 80% |
| * % of EOY student enrollment. Note: While not mandatory, all students in grade 3-12 were invited to complete the survey. | |||||
Similar to the student survey, there was a high level of favorability among staff regarding school/workplace culture and climate.
| Staff Survey | School-Based Staff | Central/Other Staff | |
|---|---|---|---|
| Responses | # | 3,372 | 381 |
| %* | 65% | 38% | |
| Culture and Climate - Favorability | % | 86% | 82% |
| *Approximate number based on percent of staff employed as of June 2021. N = 3,753 (all staff); 2,505 (certificated, school-based); 867 (non-certificated, school-based); 381 (central/non-school based) |
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The survey also included social-emotional learning items. Results from these items are discussed in measurable goal 19.
In the Spring 2021, FCPS measured student (grades 3-12) and staff perceptions regarding social-emotional development/learning as part of its administration of a school climate survey. The items measuring SEL skills among students responding to the survey yielded an overall favorability rate of 80%.
| Student Survey | All | ES (grades 3-5) |
MS | HS | |
|---|---|---|---|---|---|
| Responses | # | 15,871 | 5,815 | 5,205 | 5,329 |
| %* | 46% | 59% | 49% | 38% | |
| Culture and Climate - Favorability | % | 89% | 91% | 89% | 86% |
| Social-Emotional Learning Skills - Favorability | % | 80% | 80% | 79% | 80% |
| * % of EOY student enrollment. Note: While not mandatory, all students in grade 3-12 were invited to complete the survey. | |||||
Students reported very little difficulty with skills related to responsible decision-making (e.g., thinking about what may happen before making a decision), social awareness (e.g., caring about others feelings), and relationship skills (e.g., respecting other’s opinions, getting along with others). A higher level of difficulty was reported for the SEL skill areas, self-awareness (e.g., knowing strengths, understanding own emotions) and self-management (e.g., controlling emotions, paying attention).
* The total number of responses by school level are provided on the previous slide; however, n size varies by survey item.
School-based staff were asked how much they believed teaching SEL skills would improve their school in the areas of student achievement, student engagement, school climate, student behavior, relationships between students, and relationships between students and staff. Approximately 50-60% of school-based staff believed SEL would help to improve their schools in these areas. Elementary school staff responded more favorable to SEL positively influencing these student behaviors when compared to school staff at secondary schools.
