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Our climateforsuccess ppt_college_park 012315d
- 1. Our Climate for Academic Success: What we’ve done to improve school climate at College Park High?
- 2. • The LCAP stipulates measuring school climate, including data such as surveys of pupil, teacher, and parent perceptions of school safety and connectedness. • School climate lies at the very heart and purpose of the LCAP. • Relates to all other priorities and overall goal of improving learning conditions and supports, stakeholder engagement, and student achievement. • It’s what makes it possible to meet these priorities. School Climate: An LCAP Priority
- 3. • The conditions and quality of the learning environment that affect the attitudes, behaviors, and performance of students, staff, and parents. • How one experiences school life: • The cultural: norms, values, expectations, beliefs • The social: interpersonal relationships • The organizational: instructional practices and leadership • The physical: building and property maintenance • An umbrella concept to frame an integrated, comprehensive, effective approach to school improvement. “Personality is to the individual what climate is to the school.” What is School Climate?
- 4. • Engages youth in learning, promotes positive development and well-being, and creates conditions for success in school, career, and life through: • Physical and emotional safety • Positive relationships among and between students, staff, & parents • High academic and behavioral expectations • Participatory opportunities and decision-making • A web of comprehensive supports that holistically address student needs and the learning barriers they experience • Fostering of social-emotional as well as cognitive skills What is a Positive School Climate (PSC)?
- 5. • School-wide commitment & integration into school improvement efforts under the leadership of a School Climate team of stakeholders. • Systematic data-driven decision making and monitoring using Cal-SCHLS assessments of students, staff, and parents. • Youth development and involvement strategies. • Targeted interventions for high-risk populations (e.g., Multi-Tiered System of Supports). • Parent involvement The S3 Project Framework
- 6. The California S3 School Climate Index High Expectations and Caring Relationships CHKS Core Supports and Engagement CHKS Core Violence, Victimization, and Substance Use Opportunities for Meaningful Participation Perceived School Safety Substance Use at School Harassment and Bullying Violence Victimization Violence Perpetration School Connectedness School Climate School Climate Index (SCI) Single score ranging from 100 to 500 with an average of 300
- 7. 279 290 300 311 318 307 296 286 271 269 267 265 292 287 281 276 SCHOOL CLIMATE SUBSCALE RESULTS 100 150 200 250 300 350 400 450 500 Predicted Score 2014 2013 2012 2011 LOW TRUANCY INCIDENTS 2014 2013 2012 2011 OVERALL LOW VIOLENCE, VICTIMIZATION, & SUBSTANCE USE 2014 2013 2012 2011 OVERALL SUPPORTS AND ENGAGEMENT 2014 2013 2012 2011 SCHOOL CLIMATE INDEX (SCI) School Climate Index Scores (2011 to 2014) - College Park High School -
- 11. 292 287 281 276 100 150 200 250 300 350 400 450 500 Predicted Score 2014 2013 2012 2011 Year School Climate Index (SCI) (2011 to 2014) - College Park High School -
- 12. 256 260 264 268 301 295 289 283 250 251 252 254 254 243 231 220 271 269 267 265 100 150 200 250 300 350 400 450 500 Predicted Score 2014 2013 2012 2011 School connectedness 2014 2013 2012 2011 Perceived school safety 2014 2013 2012 2011 Opportunities for meaningful participation 2014 2013 2012 2011 High expectations and caring relationships 2014 2013 2012 2011 OVERALL SUPPORTS AND ENGAGEMENT Overall Supports and Engagement (2011 to 2014) - College Park High School -
- 13. 307 299 292 285 300 294 289 284 342 328 314 299 321 309 298 286 318 307 296 286 100 150 200 250 300 350 400 450 500 Predicted Score 2014 2013 2012 2011 Low substance use at school 2014 2013 2012 2011 Low harassment and bullying 2014 2013 2012 2011 Low physical/emotional violence victimization 2014 2013 2012 2011 Low physical violence perpetration 2014 2013 2012 2011 OVERALL LOW VIOLENCE, VICTIMIZATION, & SUBSTANCE USE Overall Low Violence, Victimization, & Substance Use (2011 to 2014) - College Park High School -
- 14. 279 290 300 311 100 150 200 250 300 350 400 450 500 Predicted Score 2014 2013 2012 2011 Year Low Truancy Incidents (2011 to 2014) - College Park High School -
- 15. 817 815 786 500 550 600 650 700 750 800 850 900 950 1000 API Score 2013 2012 2011 Year Academic Performance Index (API) (2011 to 2013) - College Park High School -
Editor's Notes
- The purpose of this PPT is to provide slides that you can use, as part of your S3 sustainability efforts, to describe what you have accomplished as part of your grant and to celebrate your successes. It’s also intended to help you demonstrate the expertise you have gained that can help guide school climate improvement efforts in your district as part of its Local Control and Accountability Plan (LCAP). Several slides are designed for you to incorporate specific information about your programs and outcomes. Others are already prepared with your results. Variations of your school’s data are provided so you can select the ones that work best for you. For example, slides are provided with and without truancy data because that data varies greatly across schools over time, possibly because of changes in reporting as much as student behavior. Taking that into consideration, you may or may not want to include your truancy data in your presentation. A companion set of slides, Fostering a Positive School Climate, provides more general information to help foster district support for sustaining your efforts and making school climate a district-wide priority in the LCAP, including how school climate is linked to positive academic outcomes. You can create custom presentations for difference purposes and audiences by selecting and modifying the slides from both of these two presentations. Making the case for the importance of school climate, your school’s successes, and your expertise is an especially important sustainability strategy in light of the similarities between LCAP and S3 goals and process, particularly in the priority areas of school climate, pupil engagement, and parent involvement.
- Let’s begin by reviewing the LCAP priority. Reflecting the growing recognition of the importance of improving school climate, it is one of eight state priorities that districts must show how they are assessing and addressing in their annual LCAP. Specifically, it specifies measuring pupil, teacher, and parent perceptions of school safety and connectedness, which fortunately we can easily do through the Cal-SCHLS system. But school climate is much more than just one of these state priorities. One of the “take-aways” from today’s presentation is that It lies at the very heart and purpose of the LCAP. It relates to almost all the other priorities — it’s the foundation that makes it possible to meet the other priorities. It is central to the overall LCAP goal of improving learning conditions and supports, stakeholder engagement, and student achievement.
- What do people mean by school climate? WestEd defines school climate as the conditions and quality of the learning environment that affect the attitudes, behaviors, and performance of students, staff, and parents. It includes things like: The norms, goals, and values that influence how we teach, interact, and experience the school. The relationships among and between students and staff and the degree of connectedness that they feel to the school community; The expectations that the school explicitly and implicitly sets for student learning and behavior and the opportunities that students have to participate and exercise voice; The physical environment of the school facilities and the leadership of administrators and other members of the school community. Another way to understand what is meant by the conditions and quality of the learning environment is in an adapted quote from Halpin and Croft’s 1963 book, The Organizational Climate of Schools. They offer the analogy: “Personality is to the individual what climate is to the school.”
- What do people mean when they talk about a Positive School Climate (PSC)? What are the qualities and characteristics that are most associated with positive outcomes. Research has now given us a roadmap to the characteristics and conditions in a school that foster learning positive development, and well-being, and lead to success to school, career, and life. [ Read Slide]
- This slide provides an overview to the overall framework of the project — the general activities that each grantee was required to implement — to lay the foundation for a building a positive school climate. These requirements were derived from a thorough review of the research on school climate and school turnaround by CDE and WestEd. First, we had to form a school climate leadership team of stakeholders (administrators, teachers, prevention/health practitioners, students, and parents) and commit to making climate improvement a school-wide priority that is integrated into overall school improvement efforts, rather than a marginalized silo being conducted within the school. School climate improvement, by its very nature, must be school-wide and begin with incorporating the principles of a PSC into the norms, goals, and values of the school. Our project had to be data driven. We based all our work on an assessment of the needs of students, staff, and parents, relying primarily on the California School Climate, Health, and Learning Surveys. Based on this data, we identified our needs and developed a detailed Action Plan for meeting those needs using evidence-based programs and strategies. The data-driven action planning process was really critical to the success of our project. Third, we were to implement strategies for fostering positive youth development. One of the most valuable things we did was include student voice in the process, using a Student Listening Circle to gain their insights. In addition, we instituted targeted interventions for high-risk populations as part of a multi-tiered system of supports. Finally, we sought to engage parents and community.
- To help assess and monitor the overall condition of our school climate, WestEd provided a School Climate Index and Report Card based on CHKS data. There are over 120 questions on the CHKS that ask students about a variety of behaviors, attitudes, and perceptions. It’s difficult to make decisions based on 120 questions. Psychometric analyses revealed that these questions fell into eight domains or scales in two broad areas: (1) “Student Supports and Engagement,’” and (2) “Violence, Victimization, and Substance use.” Each student who completes the survey gets a single score on each of these eight sub-dimensions. These data could further be averaged and aggregated into a single School Climate Index or SCI to provide us with an overall score for monitoring progress. . The SCI is normed on data from all California schools. It ranges from 100 to 500, and an average school has a SCI of 300. In our Report Card, we annually received not only the summary SCI score but scores for each of the two main domains and eight subdomains of the score so we could engage in more nuanced monitoring of our efforts. Under supports and engagement, there are four sub-dimensions: High expectations and caring relationships, which refers to the degree that students feel that adults in the school care about them and believe that they can be a success; Opportunities for meaningful participation, or the availability of activities for students to express voice and make a difference at their school; Perceived school safety; and School connectedness, or how much students feel a part of a larger, positive school community. Under violence, victimization, and substance use, there are also four sub-dimensions: Violence perpetration, or the frequency of delinquent behavior like fighting or vandalism at school; Violence victimization, or the frequency of being teased or assaulted at school; Harassment or bullying, generally and based on different forms of identity; and Substance use on school property.
- This slide shows School Climate Index Scores for 2011 through 2014.
- This slide shows our school climate scores percentile ranking for 2011, 2012, 2013, and 2014. The percentile ranking compares our high school to all other high schools in the state that conducted the CHKS.
- This slide shows the changes that occurred in our similar schools percentile ranking for each SCI domain between our baseline in 2011 and most recent results in 2014. The similar schools percentile ranking is the ranking compared to high schools with similar demographic characteristics that conducted the CHKS.
- This slide shows the changes that occurred in our percentile ranking and similar schools percentile ranking for each SCI domain between our baseline in 2011 and most recent results in 2014. This slides shows overall (average) changes in the School Climate Index and it’s subdomains between the baseline survey year, 2011-12, and three years later in 2013-14. CHKS data was collected each year in order to monitor grantee progress.
- Results of School Climate Index
- Results for Overall Supports and Engagement
- Results for Overall Low Violence, Victimization, and Substance Use
- Results for Low Truancy Incidents.
- This slide shows our high school’s API scores in 2011, 2012, and 2013. (This slide is intended to demonstrate whether or not the changes observed in school climate track with changes in API scores.)