ASSC School Climate Assessment Instrument

(SCAI) Results and Initial Reflections and

Recommendations

Lincoln High SchoolApril 13, 2013

Alliance for the Study of School Climate (ASSC)

Think about when you were a student:1. List and describe the characteristics of and strategies used by

your best/favorite teacher.

2. List and describe the characteristics of and strategies used by your worst teacher.

Journal – 5 minutes (T-Chart)

1. Physical Appearance2. Faculty Relations3. Student Interactions4. Leadership and Decision-Making5. Discipline Environment6. Learning and Assessment7. Attitude and Culture8. 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

Level 3 Level 2 Level 1System Intentional Semi-intentional Accidental

EthosSound vision translated into effective practice

Good intentions translated into practices that “work.”

Practices defined by the relative self-interest of faculty and staff

Perceptual Control Theory Level

System/Principle Program Sensory

Effect on Students

LiberatingExperience changes students for the better

PerpetuatingExperience has a mixed effect on students

DomesticatingExperience has a net negative effect on students

Staff relations Collaborative Congenial Competitive

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 Control External Locus of Control

Belonging & Acceptance Alienation and Worthlessness

Growth-Orientation Fixed-Ability Orientation

A Psychology of Success (POS)

Jigsaw and Gallery Walk (See Directions)• Promoting Growth Versus Fixed Ability Orientation (129-132)• Sense of Belonging and Acceptance Within the Class (132-135)• Promoting an Internal Locus of Control (135-137)

Shindler, J. (2010). Transformative Classroom Management: Positive Strategies to Engage All Students and Promote a Psychology of Success. San Francisco: Jossey-Bass.

A Psychology of Success (POS)

Jigsaw Directions1. Divide teachers into groups of 3-4.2. Teachers are assigned different sections to read:

• Promoting Growth Versus Fixed Ability Orientation (129-132)• Growth Ability• Fixed Ability

• Sense of Belonging and Acceptance Within the Class (132-135)• Promoting an Internal Locus of Control (135-137)

• External Locus of Control• Internal Locus of Control

3. In groups, summarize section (gist statement 63 words) on chart paper and list characteristics of a classroom that possesses an internal locus of control, external locus of control, sense of belonging and acceptance, growth ability, and fixed ability.

Shindler, J. (2010). Transformative Classroom Management: Positive Strategies to Engage All Students and Promote a Psychology of Success. San Francisco: Jossey-Bass.

A Psychology of Success (POS)

Gallery Walk Directions• Rotate around the library visiting each station.• On the graphic organizer, add more characteristics to the display using

post-its and list characteristics from display on to your graphic organizer.• Rotation will occur every 5 minutes.

Shindler, J. (2010). Transformative Classroom Management: Positive Strategies to Engage All Students and Promote a Psychology of Success. San Francisco: Jossey-Bass.

A Psychology of Success (POS) - Journal1. Explain how your favorite teacher promoted a

Psychology of Success (POS) and how your worst teacher promoted a Psychology of Failure (POF)?

2.Describe how you promote a sense of POS in your classroom.

Attitude Defined by:

Moving Up or Down the Continuum

IntentionalAwarenessInternal LOC

AccidentalUnawareExternal LOC

1. Clarity2. Consistency3. Pedagogy that supports your goals4. Basic Needs satisfying environment5. Social Bonds6. Teach and practice your management7. Psychology of Success8. Leader, not manager9. Community

Moving Up the Continuum

1. Relying on Bribes and Gimmicks (extra credit, candies, classroom dollars, etc.)

2. Incorporating negative strategies (disappointment, lectures, putdowns)

3. Punishment and “pain-based” logic (detention during lunch, “do you want extra work”, etc.)

4. Intermingling the personal and the performance (you’re lazy so your failing, These students are lazy, its their parents fault, etc.)

5. Involving those that were not involved (calling parents, sending student to dean, etc.)

Moving Down the Continuum

Self Evaluation

•Reflect on the strategies you use in your classroom and check the strategies that you use often in you classroom on the handout.

High Function/IntentionalInternal Locus of Control

Student-Centered Teacher-Centered

1-Style Functional/Student-Centered

Facilitator/LeaderSelf-Directed Students

“Our Class”

2-StyleFunctional/Teacher-Centered

Conductor /ManagerWell Trained Students

“My Class”

3-StyleDysfunctional/Student-Centered

Enabler/PassiveSelf-Centered/Chaos

“The Students”

4-StyleDysfunctional/Teacher-Centered

Authoritarian/HostileDominance/Obedience or Rebellion

“Those Students”

Low Function/AccidentalExternal Locus of Control

Teaching Style Matrix – Orientation by Function Level

High Function/IntentionalInternal Locus of Control

Student-Centered Teacher-Centered4.8 SCAI@900

4.5 SCAI@800+

1-Style 4 SCAI@800

2-Style

3.5 SCAI@750

3 SCAI@650

2.5 SCAI@550

2 SCAI@450

1.7 SCAI@400

3-Style 1.5 SCAI@350

4-Style

1.0@250

Low Function/AccidentalExternal Locus of Control

SCAI School Climate Ratings, and Corresponding Predicted API Score Correlations by Teaching Practice

Sensory

Program

PrincipleSystem

High Function/IntentionalInternal Locus of Control

Student-Centered Teacher-Centered4.8 SCAI@900

4.5 SCAI@800+

1-Style 4 SCAI@800

2-Style

3.5 SCAI@750

3 SCAI@650

2.5 SCAI@550

2 SCAI@450

1.7 SCAI@400

3-Style 1.5 SCAI@350

4-Style

1.0@250

Low Function/AccidentalExternal Locus of Control

SCAI School Climate Ratings, and Corresponding Predicted API Score Correlations by Specific Teaching Practice – LHS 685/3.44

Sensory

Program

PrincipleSystem

PERSONAL APPEALS AND CHALLENGES

GRADES

REWARDS

PENALTIESPRAISE

SOCIAL CONTRACT

CLEAR EXPECTATIONS

SELF-DIRECTED

BELONGINGCOMMUNITY

1

23

Steps for Improvement

Changes in practice that will get us the most positive outcomes for the least effort

1. Stop trusting what has not worked2. Create Shared Expectations3. Promote consistent and effective technical management4. Develop social contracts and student ownership of rules5. Effectively working with the most challenging students6. Recognize connectedness – (i.e., to instructional and

assessment choices)7. Assess Process/Investment – systematically and

deliberately

LHS SCAI Teacher Rating by Dimension

D1 D2 D3 D4 D5 D6 D7 D8 All3.103.153.203.253.303.353.403.453.503.553.60

SCAI

SCAI

Teacher RatingsRange 3.25-3.55

1. Community Relations (Dimension 8) 3.552. Student Interactions (Dimension 3) 3.513. Physical Environment (Dimension 1) 3.50 4. Leadership (Dimension 4) 3.465. Overall 3.446. Faculty Relations (Dimension 2) 3.437. Learning/Assessment (Dimension 6) 3.428. Attitude/Culture (Dimension 7) 3.419. Management/Discipline (Dimension 5) 3.25

LHS SCAI Student Rating by Dimension

D1 D2 D3 D4 D5 D6 D7 D8 All3.05

3.10

3.15

3.20

3.25

3.30

3.35

3.40

3.45

3.50

SCAI

SCAI

n/a n/a

Student RatingsRange 3.20-3.47

1. Community Relations (Dimension 8) 3.472. Management/Discipline (Dimension 5) 3.313. Overall 3.314. Physical Environment (Dimension 1) 3.305. Student Interactions (Dimension 3) 3.28 6. Learning/Assessment (Dimension 6) 3.277. Attitude/Culture (Dimension 7) 3.20

1. Physical Appearance2. Faculty Relations3. Student Interactions4. Leadership and Decision-Making

5. Discipline Environment6. Learning and Assessment7. Attitude and Culture8. Community Relations

School Climate: The Eight Dimensions used in the ASSC SCAI

LHS SCAI Teacher Rating by Dimension

D1 D2 D3 D4 D5 D6 D7 D8 All3.103.153.203.253.303.353.403.453.503.553.60

SCAI

SCAI

Dimension 5-Discipline Environment

Explanation:Examines the relationship between the management and discipline approaches used within the school and the climate that is created as a result. This dimension includes the degree to which management strategies promote higher levels of responsibility and motivation. It also examines teacher-student interactions as a source of management and motivation.

Question Topics:• Consistency of Discipline Policy 2.78• Student-Generated Ideas for Rules 2.91• Clear Expectation of Discipline Policy 2.93• Promotion of Student Self-Direction 3.17• Promotion of Community in Class 3.19• Teacher-Student Supportive Interaction 3.36• Discipline for Functionality 3.40• Classroom Climate 3.50• Effective Discipline 3.61• Focus on Problematic Behavior 3.63

Teacher and Learning Frameworks

Standard 2: Classroom Environment

a. Creating an Environment of Respect and Rapport

1. Teacher Interaction with Students

2. Student Interactions with One Another

3. Classroom Climate

b. Establishing a Culture for Learning

1. Importance of the Content

2. Expectations for Learning and Achievement

3. Student Ownership of their Work

4. Physical Environment

c. Managing Classroom Procedures

1. Management of Routines, Procedures, and Transitions

2. Management of Materials and Supplies

3. Performance of Non-Instructional Duties

4. Management of Parent Leaders, other Volunteers and

Paraprofessionals

d. Managing Student Behavior

1. Expectations for Behavior

2. Monitoring and Responding to Student Behavior

Teacher and Learning Frameworks-JigsawJigsaw Directions

1. Divide teachers into groups of 5. (Summary Group)2. Teachers are assigned different sections to read in Standard 2:

• Creating an Environment of Respect and Rapport (2a1 & 2a3)• Establishing a Culture for Learning (2b2)• Managing Classroom Procedures (2c1)• Managing Student Behavior (2d2)

3. Expert Groups (Teacher and Learning Frameworks-Danielson)• 2a1 Teacher Interaction with Students (Martinez) Room 154• 2a3 Classroom Climate (Lara) Room 155• 2b2 Expectations for Learning Achievement (Rosas) Room 159• 2c1 Management of Routines, Procedures, and Transitions (Nava) Room 157• 2d2 Monitoring and Responding to Student Behavior (Robinson) Room 152

4. Summary Group Meeting• Work with your summary groups to complete graphic organizer and develop clear expectations for

our staff

Welcome Back to Summary GroupsWork with your Summary Groups to complete the “Matrix for Level 3 Schools with Style 1 Teachers” graphic organizer and create clear expectations for all teachers at Lincoln High School.

Next Steps

• Self Reflection•Conversations around data and strategies•Professional Development tailored around your

suggestion and needs