Lincoln High School March 5 , 2013 John Shindler, Ph.D. CSULA Albert Jones, Ed.D . CSULA

1. 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)

2. School Climate: The Eight Dimensions used in the ASSC SCAI • Physical Appearance • Faculty Relations • Student Interactions • Leadership and Decision-Making • Discipline Environment • Learning and Assessment • Attitude and Culture • Community Relations

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

4. Sample Item from the ASSC SCAI-S(Secondary School Climate Assessment Instrument)

5. School Climate Levels

6. The Core of a Sound and Healthy School Climate: A Psychology of Success (POS) Successful schools (3 level) have a “psychology of success” that pervades every aspect of the school.

7. Psychology of Success (POS) • 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

8. Teaching Style Matrix – Orientation by Function Level

9. Teaching Style Matrix – Orientation by Function Level Level 3 Level 2 Level 1

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

11. SCAI School Climate Ratings, and Corresponding Predicted API Score Correlations by Teaching Practice System Principle Program Sensory

12. SCAI School Climate Ratings, and Corresponding Predicted API Score Correlations by Specific Teaching Practice – LHS 685/3.44 Self-directed 3 System community Principle Clear expectations belonging 2 Social contract Program rewards praise Grades penalties 1 Personal appeals and challenges Sensory

13. LHS SCAI Teacher Rating by Dimension

14. Teacher RatingsRange 3.25-3.55 • Community Relations (Dimension 8) 3.55 • Student Interactions (Dimension 3) 3.51 • Physical Environment (Dimension 1) 3.50 • Leadership (Dimension 4) 3.46 • Overall 3.44 • Faculty Relations (Dimension 2) 3.43 • Learning/Assessment (Dimension 6) 3.42 • Attitude/Culture (Dimension 7) 3.41 • Management/Discipline (Dimension 5) 3.25

15. Highest 10 Items-TeachersRange 3.75-3.93 • School welcoming to parents (8a) 3.93 • School sends out meaningful communication (8b) 3.91 • Concern for image of school (1a) 3.88 • Influence of school colors (1b) 3.81 • Student safety from violence (3f) 3.81 • Faculty respect for each other (2f) 3.80 • Respect for custodians (1g) 3.79 • Faculty planning efficiency (2c) 3.77 • Students’ affiliation with school (3a) 3.75 • Community relations promotion (service learning) (8d) 3.75 Bold-present on student ten highest list

16. Lowest 10 Items-TeachersRange 2.78-3.20 • Consistency of discipline policy (5a) 2.78 • Student-generated ideas for rules (5e) 2.91 • Clear expectations for behavior (5b) 2.93 • Student's avoidance of abusive language (7b) 2.95 • Faculty involvement in school events (2h) 3.06 • Purity from graffiti (1h) 3.14 • Student's work towards collective goals (7c) 3.15 • Promotion of student self-direction (5i) 3.17 • Promotion of community in class (5j) 3.19 • Usefulness of faculty meetings (2g) 3.20 Bold-present on student ten lowest list Italicized-present on student ten highest list

17. LHS SCAI Student Rating by Dimension

18. LHS SCAI Student Rating by Grade

19. Student RatingsRange 3.20-3.47 • Community Relations (Dimension 8) 3.47 • Management/Discipline (Dimension 5) 3.31 • Overall 3.31 • Physical Environment (Dimension 1) 3.30 • Student Interactions (Dimension 3) 3.28 • Learning/Assessment (Dimension 6) 3.27 • Attitude/Culture (Dimension 7) 3.20

20. Highest 10 Items-StudentsRange 3.44-3.78 • Influence of school colors (1b) 3.78 • Clear expectations for behavior (5b) 3.75 • School is welcoming to all parents (8a) 3.63 • School sends out meaningful communication(8b) 3.60 • Concern for image of the school (1a) 3.55 • Teacher focus on problematic behavior(5h) 3.51 • Consistency of discipline policy(5a) 3.50 • Abundant volunteers (8f) 3.48 • Upkeep of facilities(1f) 3.44 • Student safety from violence (3f) 3.44 Bold-present on teacher ten highest list

21. Lowest 10 Items-StudentsRange 2.58-3.05 • Ownership of the school's appearance (1c) 2.58 • Student's avoidance of abusive language (7b) 2.71 • Purity from graffiti (1h) 2.86 • Promotion of community in class (5j) 2.90 • Accommodation for learning styles (6d) 2.90 • Responsibility over litter (1d) 2.93 • Students’ avoidance of put-downs (3c) 2.96 • Students’ voice (7e) 2.97 • Students’ sense of school pride (7d) 3.04 • Student-generated ideas for rules (5e) 3.05 Bold-present on teacher ten lowest list

22. A Faculty that Gets Along (2.d)

23. Faculty Meetings – An obligation (2.g)

24. Students Get Along (3.e)

25. Faculty think Student feel safe (3.f)

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

27. 2.71 Rating for Consistency of Discipline Policy (5.a)

28. Modest Amount of Student Voice (5.e)

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

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

31. Moving Up or Down the Continuum Attitude Defined by:

32. Moving Up the Continuum • Clarity • Consistency • Pedagogy that supports your goals • Basic Needs satisfying environment • Social Bonds • Teach and practice your management • Psychology of Success • Leader, not manager • Community

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

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

35. Presenter Contact Information John Shindler, Ph.D jshindl@calstatela.edu Phone: 323-343-5824 Albert Jones, Ed.D. ajones4@calstatela.edu Phone: 323-343-4444 Charter College of Education California State University, Los Angeles Alliance for the Study of School Climate (ASSC) www.calstatela.edu/schoolclimate (or just Google “School Climate”) Transformative Classroom Management www.transformativeclassroom.com (or just Google “Classroom Management Resources”)