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Extraordinary Lives Start With a Great Catholic Education

School Climate Surveys


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 Catalog-Item Reuse ‭[1]‬

school-climate-surveys

Catholic Community, Culture, and Caring School Climate Student and Parent/Guardian Surveys 2020-2021


Catholic Social Teaching highlights the human dignity of all people. This teaching guides the work of the Dufferin-Peel Catholic District School Board (DPCDSB). The DPCDSB uses the Catholic Community, Culture, and Caring (CCCC) School Climate Survey to respond to the legal requirement of the Education Act that all schools in Ontario implement a student and a parent/guardian school climate survey every two years.

The student survey was available during class time in March 2021 and is just wrapping up. Regardless of whether students are learning in-person or remotely through online classes, completing the survey during dedicated class time means that teachers and other DPCDSB staff are on hand to help students as needed. 

Link to parent/guardian surveyThe survey will be available until April 23 for all parents and guardians of DPCDSB students to complete.


Is the CCCC School Climate Survey anonymous? Is it voluntary? How are participants’ identities protected?


Yes, the CCCC School Climate Survey is anonymous. Participant names, numbers, or other personal identifiers are never asked. All data are kept private and confidential on the DPCDSB secure network, and reporting is only done for large groups, not individuals.

Yes, the CCCC School Climate Survey is voluntary. Students can choose not to do some or any of the survey, without any penalty. Parents and guardians are invited to do the survey and can choose how much to complete.


What is on the CCCC School Climate Survey?


Students answer simple prompts about school climate, attitudes, belonging, participation, interest in learning, supports, and school experiences. This year, the survey included some new items to find out how students are managing their learning during the COVID-19 pandemic. Student answers are scored to tell schools about different types of student engagement and if they have experienced aggression at school.

Students are also asked about their gender identity, learning supports they receive, languages they speak, and their ethnicity and race. These items are important because they tell schools which groups may have higher or lower engagement, or face more or less aggression, so staff may step in to help these students.

Parents and guardians are asked what they think about the safety, inclusion, and communication with their children's school. This feedback will let staff know what needs to be done to help make school better for students and their families.


Why ask about ethnicity and race?


Ethnic groups have a common identity, heritage, ancestry, or historical past, often with cultural, language, and/or religious characteristics. Race is a social idea that groups people based on perceived common ancestry and physical traits. Asking about ethnicity and race helps identify whether there are disparities in experiences between racial and ethnic groups. These differences in experiences may be related to systemic racism and discrimination. Staff use this information to understand student experiences, whether or not they differ because of ethnicity or race, and to make sure everyone is treated fairly at school.


How do students and parents get to the survey?


Students have been given time to do the online survey at school, during class time.

 
 
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