ASSC School Climate Assessment Instrument (SCAI) Results and Initial Reflections and Recommendations Lincoln High School March 5, 2013 John Shindler, Ph.D. CSULA Albert Jones, Ed.D. CSULA Alliance for the Study of School Climate (ASSC)

1.Physical Appearance 2.Faculty Relations 3.Student Interactions 4.Leadership and Decision-Making 5.Discipline Environment 6.Learning and Assessment 7.Attitude and Culture 8.Community Relations School Climate: The Eight Dimensions used in the ASSC SCAI

School Climate Score (SCAI) by Student Achievement (CA API) API – Student Achievement Scores School Climate Rating

High (level 3) Middle (level 2) Low (Level 1) From scale 5 re: Discipline Maximum use of Student Generated Ideas Occasional use of student generated ideas Teachers make the rules Sample Item from the ASSC SCAI-S (Secondary School Climate Assessment Instrument)

Level 3Level 2Level 1 System IntentionalSemi-intentionalAccidental Ethos Sound vision translated into effective practice Good intentions translated into practices that “work.” Practices defined by the relative self- interest of faculty and staff PCT Level System/PrincipleProgramSensory Effect on Students Liberating Experience changes students for the better Perpetuating Experience has a mixed effect on students Domesticating Experience has a net negative effect on students Staff relations CollaborativeCongenialCompetitive Psychological Outcome Promotes a Psychology of Success Promotes a Mixed Psychology Promotes a Psychology of Failure School Climate Levels

A Psychology of Success (POS) Successful schools (3 level) have a “psychology of success” that pervades every aspect of the school. The Core of a Sound and Healthy School Climate: Success Psychology (POS)Failure Psychology (POF) Internal Locus of ControlExternal Locus of Control Belonging & AcceptanceAlienation and Worthlessness Growth-OrientationFixed-Ability Orientation

 INTERNAL vs. EXTERNAL LOCUS OF CONTROL (LOC): This factor is defined by one’s sense of internal causality and orientation toward personal responsibility. The more internal our LOC the more we feel that our destiny is in our own hands.  SENSE OF BELONGING AND ACCEPTANCE vs. ALIENATION: This factor reflects how much one feels wanted and a part of the group, and how much one likes and accepts themselves as they are. The more one feels accepted and acceptable, the more they are able to express themselves, act authentically, and be fully present to others.  GROWTH-ORIENTATION vs. FIXED-ABILITY ORIENTATION: This factor relates to one’s thinking related to the root of their competence (Dweck, 2007). A growth-orientation approaches tasks with the question “ how can I learn and grow from the process of doing this?” whereas the fixed-ability orientation asks “what will the outcome say about my innate ability in this area?” Explained in detail in the book Transformative Classroom Management Psychology of Success (POS)

High Function/Intentional Internal Locus of Control Student-CenteredTeacher-Centered 1-Style Functional/Student-Centered Facilitator/Leader Self-Directed Students “Our Class” 2-Style Functional/Teacher-Centered Conductor /Manager Well Trained Students “My Class” 3-Style Dysfunctional/Student-Centered Enabler/Passive Self-Centered/Chaos “The Students” 4-Style Dysfunctional/Teacher-Centered Authoritarian/Hostile Dominance/Obedience or Rebellion “Those Students” Low Function/Accidental External Locus of Control Teaching Style Matrix – Orientation by Function Level

High Function/Intentional Internal Locus of Control Student-CenteredTeacher-Centered 1-Style Functional/Student-Centered Facilitator/Leader Self-Directed Students “Our Class” 2-Style Functional/Teacher-Centered Conductor /Manager Well Trained Students “My Class” 3-Style Dysfunctional/Student-Centered Enabler/Passive Self-Centered/Chaos “The Students” 4-Style Dysfunctional/Teacher-Centered Authoritarian/Hostile Dominance/Obedience or Rebellion “Those Students” Low Function/Accidental External Locus of Control Teaching Style Matrix – Orientation by Function Level

School Climate Score (SCAI) by Student Achievement (CA API) API – Student Achievement Scores School Climate Rating

High Function/Intentional Internal Locus of Control Student-CenteredTeacher-Centered Style 4 2-Style Style Style Low Function/Accidental External Locus of Control SCAI School Climate Ratings, and Corresponding Predicted API Score Correlations by Teaching Practice

High Function/Intentional Internal Locus of Control Student-CenteredTeacher-Centered Style 4 2-Style Style Style Low Function/Accidental External Locus of Control SCAI School Climate Ratings, and Corresponding Predicted API Score Correlations by Specific Teaching Practice – LHS 685/3.44

LHS SCAI Teacher Rating by Dimension

Teacher Ratings Range Community Relations (Dimension 8) Student Interactions (Dimension 3) Physical Environment (Dimension 1) Leadership (Dimension 4) Overall Faculty Relations (Dimension 2) Learning/Assessment (Dimension 6) Attitude/Culture (Dimension 7) Management/Discipline (Dimension 5)3.25

Highest 10 Items-Teachers Range School welcoming to parents (8a) School sends out meaningful communication (8b) Concern for image of school (1a) Influence of school colors (1b) Student safety from violence (3f) Faculty respect for each other (2f) Respect for custodians (1g) Faculty planning efficiency (2c) Students’ affiliation with school (3a) Community relations promotion (service learning) (8d) 3.75 Bold-present on student ten highest list

Lowest 10 Items-Teachers Range Consistency of discipline policy (5a) Student-generated ideas for rules (5e) Clear expectations for behavior (5b) Student's avoidance of abusive language (7b) Faculty involvement in school events (2h) Purity from graffiti (1h) Student's work towards collective goals (7c) Promotion of student self-direction (5i) Promotion of community in class (5j) Usefulness of faculty meetings (2g) 3.20 Bold-present on student ten lowest list Italicized-present on student ten highest list

LHS SCAI Student Rating by Dimension

LHS SCAI Student Rating by Grade

Student Ratings Range Community Relations (Dimension 8) Management/Discipline (Dimension 5) Overall Physical Environment (Dimension 1) Student Interactions (Dimension 3) Learning/Assessment (Dimension 6) Attitude/Culture (Dimension 7)3.20

Highest 10 Items-Students Range Influence of school colors (1b) Clear expectations for behavior (5b) School is welcoming to all parents (8a) School sends out meaningful communication(8b) Concern for image of the school (1a) Teacher focus on problematic behavior(5h) Consistency of discipline policy(5a) Abundant volunteers (8f) Upkeep of facilities(1f) Student safety from violence (3f)3.44 Bold-present on teacher ten highest list

Lowest 10 Items-Students Range Ownership of the school's appearance (1c) Student's avoidance of abusive language (7b) Purity from graffiti (1h) Promotion of community in class (5j) Accommodation for learning styles (6d) Responsibility over litter (1d) Students’ avoidance of put-downs (3c) Students’ voice (7e) Students’ sense of school pride (7d) Student-generated ideas for rules (5e)3.05 Bold-present on teacher ten lowest list

A Faculty that Gets Along (2.d)

Faculty Meetings – An obligation (2.g)

Students Get Along (3.e)

Faculty think Student feel safe (3.f)

Vision and Mission are Reported to Exist (4.a)

2.71 Rating for Consistency of Discipline Policy (5.a)

Modest Amount of Student Voice (5.e)

Self-Assessment – We are pretty teacher- centered in the area of Management (5.1)

Self-Assessment – We incorporate dynamic Instruction (6.e)

Attitude Defined by: Moving Up or Down the Continuum Intentional Awareness Internal LOC Accidental Unaware External LOC

1.Clarity 2.Consistency 3.Pedagogy that supports your goals 4.Basic Needs satisfying environment 5.Social Bonds 6.Teach and practice your management 7.Psychology of Success 8.Leader, not manager 9.Community Moving Up the Continuum

1.Relying on Bribes and Gimmicks 2.Incorporating negative strategies (disappointment, lectures, putdowns) 3.Punishment and “pain-based” logic 4.Intermingling the personal and the performance 5.Involving those that were not involved Moving Down the Continuum

Steps for Improvement Changes in practice that will get us the most positive outcomes for the least effort 1.Stop 1.Stop trusting what has not worked Expectations 2.Create Shared Expectations technical management 3.Promote consistent and effective technical management social contracts 4.Develop social contracts and student ownership of rules challenging students 5.Effectively working with the most challenging students connectedness 6.Recognize connectedness – (i.e., to instructional and assessment choices) 7.Assess Process/Investment 7.Assess Process/Investment – systematically and deliberately

John Shindler, Ph.D Phone: Albert Jones, Ed.D. Phone: Charter College of Education California State University, Los Angeles Alliance for the Study of School Climate (ASSC) (or just Google “School Climate”) Transformative Classroom Management (or just Google “Classroom Management Resources”) Presenter Contact Information