[PPT] - Unionville-Chadds Ford School District CSCI Data Spring 2018 School PowerPoint Presentation

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Unionville-Chadds Ford School District

CSCI Data Spring 2018

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School Climate: NSCC’s Definition

➢ School climate refers to the quality and character of

school life related to norms and values, social interactions, and organizational structures, as experienced by members of the school community:

❖ Students ❖ Staff ❖ Parents

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Background on the Comprehensive School Climate Inventory (CSCI)

Developed in 2002, The Comprehensive School Climate Inventory (CSCI) measures how critical groups

– students, school personnel and parents/ guardians – perceive the school’s climate for learning.

The CSCI was evaluated by three independent survey development experts at Columbia & Fordham in 2006

who confirmed the tool was reliable & valid.

Three recent studies confirm the CSCI’s strength:

1) A 2010 study of 102 school climate surveys found the CSCI to be one of only three measures to meet American Psychological Association criteria for reliability and validity (Gangi). 2) A 2011 study of 73 middle school measures, recommended ten as being reliable, valid and aligned with SEL research. Of those, the CSCI was the only school climate measure recommended (Social Development Research Group). 3) Clifford, M., M., Condon, R., & Hornung, C. (2012). Measuring School Climate for Gauging Principal Performance: A Review of the Validity and Reliability of Publicly Accessible Measures. American Institute for Research (www.air.org/focus-area/education/index.cfm?fa=viewContent&content_id=1869)

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School Climate Research Findings

I. Individual Experience:

➢

A positive school climate affects students’ self-esteem and self-concept

II. Risk Prevention and Health Promotion:

➢

Effective risk prevention and health promotion efforts are positively correlated with safe, caring, participatory and responsive school climate settings

III. Academic Achievement:

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Student academic achievement is strongly correlated to a safe, caring, and responsive school climate setting

IV. Teacher Retention:

➢

Positive school climate is associated with greater teacher retention (For a summary of this research as well as a school climate research data base, see: www.schoolclimate.org/climate/research.php and/or Cohen, et. al 2009)

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Rules & Norms Physical Security Social & Civic Learning Social Support - Peers Connectedness/ Engagement Physical Surroundings

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The School Climate Improvement Model: A five stage process of school climate improvement

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Assessment & Improvement Process

1.

School Climate Assessment/Evaluation

➢

Measurement Process

➢

Interpretation of Results

2.

Action Planning

➢

Drill down to key priorities

➢

Research best practices/ evidence-based programs

3.

Planning for Change

➢

Form a representative team/ establishing ground rules

➢

Leadership Commitment/ Fostering “Buy in”

➢

Establishing a “no fault” framework/ culture of trust

➢

Community Engagement/Outreach

➢

Define action plans

➢

Establish benchmarks and clear timelines

4.

Program/Project Implementation

5.

Re-assessment/Re-evaluation

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Interpreting School Climate Findings

School Profile – Strengths & Needs
How positive are overall ratings?
Which dimensions are at the top/bottom?
How do perceptions compare for different population groups-

students, staff, and parents?

➢ Individual & Group Variability

How much variability and for whom?
Micro-climates – exposure to different environments, different

experiences

Individual differences or divergences in perceptions

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Response Rates

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Overall School Profile Example – Pocopson ES

Focus on major

differences - .2 or higher – between scores

Note high points

and strengths!

Look for

consistent findings

Are there areas of

disconnect between and within groups?

Consider factors

that may inform data: context is key!

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Student Climate Scores by School

The general trend of scores is

similar for all schools

A lot of strengths in the district

shown by positive scores (a score

ver 3.5)
Safety Rules and Norms, Respect

for Diversity, Support-Adults, Social Support-Students, School Connectedness Engagement, and Physical Surroundings are strengths at all schools

Middle and High School scores are

lower than elementary scores in Support for Learning and Social and Civic Learning.

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Faculty Climate Scores by School

Many highly rated

dimensions throughout the district, with a lot of scores above 4.0 and near 5.0

Very strong scores in

Sense of Physical Security, Support for Learning, Social- Support-Adults and Students, School Connectedness/Engage ment

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Parent Climate Scores by School

Parent perceptions are

mostly positive and there are many strengths throughout the district

Very strong scores in

the Interpersonal Relationships category

Very strong scores in

Safety Rules and Norms and Sense of Physical Security

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Climate Scores by Population

There is a lot of

convergence between staff, student, and parent scores and they feel similarly for many dimensions.

Staff generally

have slightly higher perceptions than students and parents, but most dimensions are rated positively by all three.

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Data Dive: Digging Deeper into Subgroups

➢What does the data tell you? ➢ Micro-climates? ➢ Gaps in perception or areas of convergence? ➢ Relationship between dimensions ➢ Confirmations ➢ Surprises ➢What else do you want to know? ➢ Additional research, data ➢ questions raised

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Student Climate Scores by Grade

Perceptions are higher in the ES level,

but mostly positive all-around

Many of the dimensions remain

positively rated as grade level increases

Biggest drop over time is in Social and

Civic Learning

Sense of Social-Emotional Security and

Social Media are rated lower than the

ther dimensions throughout grade level

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Student Climate Scores by Race/Ethnicity

Racial/ethnic groups exhibit

similar patterns for a majority of the dimensions

Most dimensions are rated

positively by different race/ethnic subgroups

Black/African American

subgroup had lower scores in some of the dimensions

* Differences in different race/ethnic subgroups rated dimensions can be explored further in the individual school reports.

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Staff Climate Scores by Years at School

Staff exhibit consistent patterns
Leadership and Professional

Relationships, are consistently positive among all staff regardless of their length of tenure

Staff of 20+ years report the

most positive perceptions

Staff who have been at the

school for 1 year and 2 to 5 years, have slightly higher scores in some dimensions.

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Opportunities to Address Within Dimension Rankings

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Item-by-Item Survey Responses Example: Student – Social-Emotional Security

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UCFSD Strengths and Areas for Improvement

Strengths:



Most dimensions were rated positively by students, staff, and parents in all schools.



Safety Rules and Norms was a major area of strength across all schools in the district, regardless of grade level



School Connectedness/Engagement was a top strength for students, staff, and parents.



Physical Surroundings was a strength across all population groups



Interpersonal Relationships: Respect for Diversity, Social Support – Adults, and Social Support – Students was consistently rated very positively across all populations.

Areas for Potential Action:



Sense of Social-Emotional Security and Social Media emerged as an area for potential improvement in select schools.



Social and Civic Learning was rated less positively by students in the middle and high schools.

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Research to Action

Connect school climate data with:

Other school or district-level data (i.e. suspension data, incident reports,

teacher turnover, etc.)

Context Understanding
First-hand knowledge and experience
Existing school-based goals and initiatives
Consider additional areas of research (e.g. Particular unsafe “hot spots”

where incidents occur most frequently)

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What’s Next for UCFSD

1. Unpack the results (district and school levels)
2. Focus on common themes
3. Use other district and school-level data to connect to

school climate data

4. Use multiple strength areas to mitigate areas needing

improvement

5. Prioritize areas for action and begin the work
6. Determine when to conduct future surveys

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Free NSCC Resources

BULLYBUST – a national campaign that provides FREE resources to

help students and adults prevent bullying. www.bullybust.org.

School Climate Resource Center (SCRC) – interactive, on-demand

learning site for educators: http://scrc.schoolclimate.org

National School Climate Standards– adopted by Westbrook District!

www.schoolclimate.org/climate/standards.php

School Climate Guide for District Policy Makers and Educational

Leaders – www.schoolclimate.org/climate/process.php

School Climate Matters – quarterly e-newsletter with key resources,

expert articles, and educator tips www.schoolclimate.org.

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Relevant Readings

Cohen, J, McCabe, E.M, Michelli, N.M & Pickeral, T. (2009). School Climate: Research, Policy, Teacher Education Practice. Teachers College Record, Volume 111: Issue 1: pp. 180-213. Cohen, J., Pickeral, T., & Levine, P. (2010). The Foundation for Democracy: Social, emotional, ethical, cognitive skills and dispositions in K-12 schools. Inter-American Journal of Education for Democracy, Vol. 3. No. 1, pg. 74-97 (http://scholarworks.iu.edu/journals/index.php/ried/) Gangi,T.A. (2010). School climate and faculty relations: Choosing an effective assessment tool (http://gradworks.umi.com/33/88/3388261.html_ Haggerty, K., Elgin, J., & Woolley (2011). Social-emotional learning and school climate assessment measures for middle school youth. Social Development Research Group, University of Washington and the Raikes Foundation National School Climate Council (2007). The School Climate Challenge: Narrowing the gap between school climate research and school climate policy, practice guidelines and teacher education policy. On www.schoolclimate.org/climate/policy.php Thapa, A., Cohen, J., Guffey, S., & Higgins-D'Alessandro, A. (2013). A review of school climate

research. Review of Educational Research, Vol. 83, No. 3, pp. 357-385.

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