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Alliance for the Study School Climate (ASSC) School Climate Assessment Instrument (SCAI) for Transformational Education

Sponsored by Alliance for Education Solutions (AES) www.aesimpact.org

Presentation Overview
Empowering Students in the Classroom II. Empowering the Climate of Schools and Districts Using the ASSC Pathway III. School Based Faculty Empowerment via Professional Development
I.

Rosa Guzman, English Teacher


The Academy of Medicine and Public Service (AMPS) offers a college preparatory curriculum in two connected pathways Health Science and Public Service. Students interested in professions in health, law, education, counseling, or social services are able to explore their interests while contributing to their community. AMPS provides many experiential learning opportunities through project-based curriculum, service learning and internships that extend student learning beyond the traditional framework.

Demographics, 2012
Berkeley High School

AMPS

26% African American 39% White/Caucasian 13% Latino/a 11% Mixed/Unknown 9% Asian

56% African American 14 % White/Caucasian 19% Latino/a 9% Mixed/Unknown 2% Asian

Why I Became a Teacher?


Daughter of immigrants Single parent household K-12 experience That one teacher who believed in me Higher Education

Pedagogy
Cognitive thinking: Why we do the things we do. Why are we learning this? Connection to Cultural Capital Psychology of Success

Internal Locus of Control Belonging and Acceptance Growth Orientation

Pedagogy (Video)

Journal Prompt (3 minutes)


1.

List and describe the characteristics of and strategies used at your highest functioning schools. List and describe the characteristics of and strategies used in your lowest performing schools.

1.

School Climate Score (SCAI) by Student Achievement (CA API)


School Climate Rating API Student Achievement Scores

School Climate: The Eight Dimensions Used in the ASSC SCAI


1.

2.
3. 4. 5. 6.

7.
8.

Physical Appearance Faculty Relations Student Interactions Leadership and Decision-Making Discipline Environment Learning and Assessment Attitude and Culture Community Relations

School Climate Levels


Level 3
System Ethos
Intentional Sound vision translated into effective practice

Level 2
Semi-intentional

Level 1
Accidental

Good intentions translated Practices defined by the into practices that work. relative self-interest of faculty and staff

PCT Level Effect on Students

System/Principle Liberating Experience changes students for the better Collaborative Promotes a Psychology of Success

Program Perpetuating Experience has a mixed effect on students Congenial Promotes a Mixed Psychology

Sensory Domesticating Experience has a net negative effect on students Competitive Promotes a Psychology of Failure

Staff relations Psychological Outcome

The Core of a Sound and Healthy School Climate:


A Psychology of Success (POS)
Success Psychology (POS) Internal Locus of Control Belonging & Acceptance Failure Psychology (POF) External Locus of Control Alienation and Worthlessness

Growth-Orientation

Fixed-Ability Orientation

Successful schools (3 level) have a psychology of success that pervades every aspect of the school.

Psychology of Success (POS)

INTERNAL vs. EXTERNAL LOCUS OF CONTROL (LOC): This factor is defined


by ones 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 ones 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

Teaching Style Matrix Orientation by Function Level High Function/Intentional


Internal Locus of Control Student-Centered Teacher-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

SCAI School Climate Ratings and Corresponding Predicted API Score Correlations by Teaching Practice
High Function/Intentional Internal Locus of Control

Student-Centered
4.8 SCAI @900 4.5 SCAI @800+ 4 SCAI @800 3.5 SCAI @750

Teacher-Centered
2-Style

1-Style

3 SCAI @650 2.5 SCAI @550 2 SCAI @450 1.7 SCAI @400

3-Style

1.5 SCAI @350 1.0 @250

4-Style

Low Function/Accidental External Locus of Control

2013 Numerical Overview


2013 DIMENSION SCORES Descending

SCHOOL NAME
Barron Elementary Timmerman Elementary Windermere Primary Riojas Elementary Delco Primary Parmer Lane Elementary Kelly Lane Middle School Rowe Lane Elementary Highland Park Elementary Pflugerville Elementary Northwest Elementary PACE Murchison Elementary River Oaks Elementary Brookhollow Elementary Park Crest Middle School Spring Hill Elementary Dessau Elementary Caldwell Elementary Hendrickson High School Windermere Elementary Wieland Elementary Westview Middle School Pflugerville Middle School Pflugerville High School Copperfield Elementary Connally High School Dessau Middle School Provan Opportunity Center

D1
4.69 4.48 4.51 4.47 4.29 4.26 4.33 4.31 4.17 4.13 4.09 3.39 3.92 4.09 4.02 4.10 3.69 4.18 4.02 4.05 3.91 3.92 3.82 3.79 3.72 3.57 3.47 3.28 3.31

D2
4.60 4.54 4.47 4.34 4.36 4.40 4.37 4.29 4.25 4.15 4.27 4.52 3.94 4.15 4.20 4.21 4.20 4.07 3.93 4.14 4.04 4.04 4.02 3.82 3.76 3.35 3.63 3.39 2.85

D3
4.56 4.48 4.40 4.44 4.43 4.47 4.32 4.38 4.19 4.25 4.16 3.82 4.24 3.99 4.09 3.84 4.05 3.95 4.08 3.78 3.95 3.84 3.64 3.62 3.55 3.63 3.40 3.16 2.63

D4
4.71 4.62 4.58 4.42 4.51 4.38 4.42 4.12 4.26 4.16 4.19 4.57 3.94 4.33 4.15 4.13 3.97 4.01 3.76 4.18 3.89 4.16 4.15 3.71 3.63 3.13 3.36 2.96 2.75

D5
4.69 4.68 4.59 4.40 4.49 4.51 4.39 4.55 4.25 4.28 4.15 4.09 4.19 4.17 4.04 4.06 4.05 4.03 4.08 3.91 3.95 3.99 3.98 3.59 3.52 3.63 3.47 3.42 3.14

D6
4.53 4.55 4.37 4.37 4.37 4.39 4.38 4.38 4.17 4.03 4.14 4.29 4.02 4.04 3.97 4.02 4.10 3.96 3.95 3.97 3.86 3.89 3.93 3.73 3.62 3.66 3.59 3.50 3.06

D7
4.62 4.67 4.60 4.55 4.45 4.54 4.36 4.45 4.29 4.26 4.18 4.37 4.27 4.14 4.04 3.92 4.13 4.01 4.05 3.76 3.86 3.80 3.60 3.47 3.45 3.72 3.33 3.17 2.52

D8
4.59 4.60 4.40 4.45 4.34 4.26 4.38 4.39 4.23 4.26 4.13 3.76 4.25 3.78 4.18 4.02 3.91 3.78 4.04 3.93 3.87 3.57 3.83 3.60 3.58 3.46 3.48 3.03 2.55

OVERALL
4.62 4.58 4.49 4.43 4.41 4.40 4.37 4.36 4.23 4.19 4.16 4.10 4.10 4.09 4.09 4.04 4.01 4.00 3.99 3.97 3.92 3.90 3.87 3.67 3.60 3.52 3.47 3.24 2.85

Elementary SCAI Scores

Between the 2 administrations was an in-service with school leadership teams.

Secondary SCAI Scores

SCAI School Climate Ratings, and Corresponding Predicted API Score Correlations by Specific Teaching Practice X District Indiv. Schools =
High Function/Intentional Internal Locus of Control

Student-Centered
4.8 SCAI @900 4.5 SCAI @800+ 4 SCAI @800 3.5 SCAI @750

Teacher-Centered
2-Style

1-Style

3 SCAI @650 2.5 SCAI @550 2 SCAI @450 1.7 SCAI @400

3-Style

1.5 SCAI @350 1.0 @250

4-Style

Low Function/Accidental External Locus of Control

SCAI School Climate Ratings and Corresponding Predicted API Score Correlations by Specific Teaching Practices LHS 685/3.44
High Function/Intentional Internal Locus of Control

Student-Centered
4.8 SCAI @900 4.5 SCAI @800+
4 SCAI @800 3.5 SCAI @750

Teacher-Centered
2-Style

1-Style

3 SCAI @650 2.5 SCAI @550 2 SCAI @450 1.7 SCAI @400

3-Style

1.5 SCAI @350 1.0 @250

4-Style

Low Function/Accidental External Locus of Control

Demographics of Lincoln High School


Teachers

Students

Average Years Taught at Lincoln


ELA Math 18 years 14 years

93% Highly Qualified Teacher 63% of staff has an attendance of 96% or higher

Asian 21% Latino/a 76% Mixed/Unknown 2% African American 1% English Language Learners 23% RFEP 51%

LHS SCAI Teacher Rating by Dimension

Teacher Ratings
Range 3.25-3.55

1. 2. 3. 4. 5. 6. 7.

Community Relations (Dimension 8) 3.55 Student Interactions (Dimension 3) Physical Environment (Dimension 1) 3.50 Leadership (Dimension 4) 3.46 Overall Faculty Relations (Dimension 2) 3.43 Learning/Assessment (Dimension 6) 3.42

3.51

3.44

LHS SCAI Student Rating by Dimension

Student Ratings
Range 3.20-3.47

Community Relations (Dimension 8) 3.47 2. Management/Discipline (Dimension 5) 3. Overall 4. Physical Environment (Dimension 1) 3.30 5. Student Interactions (Dimension 3) 6. Learning/Assessment (Dimension 6) 3.27 7. Attitude/Culture (Dimension 7)
1.

3.31 3.31

3.28

School Climate: The Eight Dimensions Used in the ASSC SCAI


1.

2.
3. 4.

Physical Appearance Faculty Relations Student Interactions Leadership and Decision-Making

5.
6.

Discipline Environment
Learning and Assessment Attitude and Culture Community Relations

7.
8.

LHS SCAI Teacher Rating by Dimension

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

Moving Up or Down the Continuum


Attitude Defined by:
Intentional Awareness Internal LOC

Accidental Unaware External LOC

Moving Up the Continuum


1. 2.

3.
4. 5.

6.
7. 8. 9.

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

Moving Down the Continuum


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 (youre 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.)
1.

Steps for Improvement


Changes in practice that will get us the most positive outcomes for the least effort
1. 2. 3. 4. 5. 6. 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) 7. Assess Process/Investment systematically and deliberately

LAUSDs Teaching and Learning Los Angeles Unified School District Framework
Released 6/2012

DRAFT SY 2012-2013

LAUSD Teaching and Learning Framework

Talent Management Division

Teaching and Learning Framework:


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

Teaching and Learning Framework

Common Core State Standards (CCSS)

School Climate Survey (SCAI)

Presenter Contact Information


John Shindler, Ph.D
jshindl@calstatela.edu
Charter College of Education California State University, Los Angeles

Albert Jones, Ed.D


ajones4@calstatela.edu

Alliance for the Study of School Climate (ASSC)


www.calstatela.edu/schoolclimate Transformative Classroom Management www.transformativeclassroom.com

Gilberto Martinez
glm8490@lausd.net

David Balla-Hawkins
ARTconsulting@hotmail.co m

Alliance for Education Solutions (AES)


www.AESimpact.org AESimpact@gmail.com (916) 421-2874

Bernie Davitto
bernie.davito@gmail.com

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