Slide 1
Connecticut State Department of EducationBureau of Special
Education Annual Back to School MeetingSeptember 17, 2014
Breakout Session: Supporting Student Success Through Positive
School Climate(Actionable, Student Level, Social-Emotional
Data)
Alvin F. Larson, Ph.D.Meriden Public SchoolsMeriden,
Connecticut
Please complete your Confidentiality Sharing Exercise1CSDEs
Student Success Plan Core Components
Academic: attitudes needed to be an effective learner in
school;
Career: student will investigate their own interests and/or
career goals;
and todays primary topic:
3.Social-Emotional: maintaining positive interpersonal
relationships, managing feelings and emotions.
Todays Purpose
Demonstrate two tools that provide actionable student level data
that initiate and guide differentiated social-emotional
intervention.
2If we add comprehensive Social-Emotional Support tools such
as
#1 Confidential School Climate Survey MPS Cares#2 Confidential
Getting to Know You survey
Social-Emotional, Perseverance, Mindset and Motivation
Actionable Data for Monitoring and InterventionPro-Social outputs
butless behavior
problemsAbsenteeismBullyingDropoutsCrimeSuicide3Pro-Social outputs
butsome behavior
problemsAbsenteeismBullyingDropoutsCrimeSuicideTaking Action with
Social-Emotional Data (Student Success Plan)
Current Education Data Use AcademicandOvert Behavioral ABCDF
Scale ScoresReferralsSuspensionsToolsPurpose (more pro-social
outputs and less behavior problems)
A timely response system to identify students who perceive they
are experiencing a social-emotional problem;
New insights of any student's perceptions, especially those
students receiving counseling services (Special Education and
Non-Special Education);
Estimate the proportion of latent, social-emotional at-risk
students that remain unidentified (~5% of your total student
population); and
Provide measures of "school climate" to meet state legislative
requirementsMSCS-SV was approved by CSDE. 4#1 Meriden School
Climate Survey for Students (MSCS-SV) based on National School
Climate Standards and designed for school psychologists5Current
Thinking on Bullying and Other Mean BehaviorsWhole school
interventions recommend victims tell an adult, students rarely
do1
Relational aggression is a bullying problem for adolescent
girls. Social exclusion and friendship manipulation is associated
with depression and suicidal ideation 2
To avoid many academic, social and emotional problems, we must
become more adept at identifying possible victims and bullies 3
Developmentally sensitive strategies for avoiding and responding
to bullying-type situations are needed as well as seeking input
from adolescents bullying is a relationship problem requiring
improved relationship and coping skills. 4Bauman, S., (2010).
Cyberbullying in a rural intermediate school: An exploratory study.
The Journal of Early Adolescence, 30(6): 803-833.Raskauskas, J.,
& Stoltz, A.D., (2004). Identifying and intervening in
relational aggression. The Journal of School Nursing, Aug;20(4):
209-215. Lyznicki, J.M., McCaffree, M.A., & Robinowitz, CB.,
(2004). Childhood bullying: implications for physicians. American
Family Physician, Nov 1;70(9): 1723-1728. Bostic, J.Q., &
Burnt, C.C., (2011). Cornered: An approach to school bullying and
cyber bullying, and forensic implications.Child and Adolescent
Psychiatric Clinics of North America, 20 (3), 447-465.The online
MSCS-SV is considered a needed complement to whole school character
programs (such as PBIS)
Confidential, we know who logs on (student identification
number); andbefore taking the survey, students are informed All of
your answers are confidential. That means we cannot share your
answers with anyone, unless you tell us about danger or someone is
going to be hurt. We must keep all students safe.
Now, look at your Confidentiality Sharing ExerciseHow many told
other people about your confidential conversations?Scenario #1
(General Confidentiality)Scenario #2 (Possible Bullying)Scenario #3
(No Friends)Scenario #4 (No Home Support)
This is also my problem; currently, teachers do not have access
to MSCS-SV data (only counselors). What data can be ethically
shared?6MSCS-SV: A Developmentally Sensitive Method (customized
software and database)
Trigger emails produce actionable data
Students in Perceived Social-Emotional Crisis7
The following student quotes are samples of student trigger
emails. They deal with suicide, harm, threats, relational and
racial issues. The underlined segments, added by the presenter,
align with national qualitative research findings. Case 1 Hispanic,
male, grade 7, Free Lunch, not special education, not ELL, Language
exposed to Spanish but English Dominant, Basic Math, Basic
Reading
there are some people who call me names and people start rumors
about me that i dont like sometimes i want to die and kill myself
before the next day. i feel like everyone hates me and for no
reason. ive sometimes been nice but when they bring up the rumor i
say realy bad things to keep them away one day i was thrown a note
saying im ###. and it was my by bestfriend ... i lost the only
thing that i can trust. i was alone for a long time. if this is un
healthy then pleace help me Case 2White, male, grade 5, Pay Lunch,
not special education, not ELL, Language is English, Goal Math,
Proficient Reading.
At school some people dont like me so they bully me and pick on
me. I feel horrible and I feel like I want to stay at home doing
nothing than get bullyed at school.Case 3 Hispanic, female, grade 9
(retained), Free Lunch, Special education, has ELL services,
Language is Spanish, Below Basic Math, Basic Readingthey realy dont
say anything but they just say im ugly nd that im by-sexual nd
really its getting really annoying people are just roud and they
dont have a life but just to talk to people and i trust this school
nd i know this school can help me with this situationConfidential
and Responsive Online School Climate Survey8Responsive Online
School Climate Survey for StudentsCase 4 Hispanic, female, grade 8,
Free Lunch, special education, not ELL, Language exposed to Spanish
but English Dominant, Basic Math, Basic Readingthey make threats
about how there going to fight me after school then i always have
to keep looking overmy shoulder. the make fun of my red hair , and
my race also they say mean thing like they spread rumer about me
that are not true and most of the kids belive that they are true
and that make me mad when i have no one to talk to about the things
happening to me
Case 5White, female, grade 11, Free Lunch, not special
education, not ELL, Language is English, Advanced Math, Goal
Reading
People have spread lies about me sleeping around and being
pregnant. People have spread rumors that I slept with teachers to
get good grades
Case 6White, female, grade 9, Pay Lunch, not special education,
not ELL, Language is English, unknown Math, Goal Reading
(transferred from non-public) There are many people who call me a
fat whore that should go to hell and the no bullying policy really
needs to start working because it is affecting my lifeCase 7White,
male, grade 8, Free Lunch, not special education, not ELL, Language
is English, Proficient Math, Goal Readingi get pushed around
because people think its funny. also i get called the ginger alot
because i have red hair, i have also been called gay for no
reasonCase 8Black, female, grade 3, Pay Lunch, not special
education, not ELL, Language is English, Goal Math, Goal ReadingThe
kids at school hit me because of my skin color9Matched Scores on
Factor 2 Safety (hits/threats or mean rumors)October to June - Of
the 1,959 students who took both climate surveys:New student
application: MPS Cares open all year
1,84211729881,727115117No Longer Reporting Mean Behavior
75%Still Reporting Mean Behavior
25%No Mean Behavior
94%Students Reporting Mean Behaviors in June, but not
October
6%JuneNo Mean Behavior
94%Others Mean to Me
6%October1,84210
11Meriden Cares Sample Email text to StaffStaff email alert from
Noreply @ Meriden BOE MPS Cares
The following student submitted an Meriden Public Schools Cares
Entry
StudentStudent ID: xxxxxName: STUDENT NAMESchool: SCHOOL
Question Responses:
Problem with friendsYesPeople are meanYesOther problemNo
Comments:(student comment is optional)
Trigger emails are automatically sent if any yes is checked.
This site is only available to students and is only accessible
on Meriden Public Schools computers.
12(Student View)Meridens School Climate Survey for
StudentsNeverRarelySometimesVery OftenAlways7.At my school, I have
a friend who I can really trust.12345When a student responds with a
1 or 2 on this item, a trigger email is immediately sent to:
School PsychologistsSchool Social WorkersSchool
AdministratorsOffice of Research and Evaluation13At the request of
administrators and counselors, we added an additional trigger email
alert related to no friendsScientific Validation of MSCS-SV
National School Climate Standards recommend we build instruments
that are valid, reliable and measure latent psychological
constructs such as: engagement in school, respect, caring, fairness
and pro-social behavior. Each latent factor (attitudes, beliefs and
values) influences how each student responds to a sub-set of
questions. The Factor loadings are correlations with each
attitude/belief/value.14Factor 4FriendsItem 19Item 9Item 14.719Item
37Item 36Item 30Factor 1Caring.711.694.767.706.563Scientific
Validation of MSCS-SV
Validity and Reliability StandardsInstrument Development
Standards (APA/AERA)For validity and reliability
correlations(computed by computernot
judgmental)CorrelationCognitive DomainAffective Domain.90 - .99Very
StrongGreat.80 - .89StrongStrong.70 - .79Not AcceptableGood.69 or
lessVery Low/RejectNot Acceptable/Reject15Exploratory Factor
AnalysisLEA Level (2011, 2012)
Independent Confirmation Factor AnalysisUniversity Level (2013)
comparative fit index (CFI) .90 for Seven Factor Model
Teachers Motivate & Care(r = .914)Safety (r = .758)Respect
Differences (r = .759)Parent Values School (r = .746)Parental
Support (r = .721)Caring Friends (r = .749)Aggression (r =
.720)16Scientific Validation of MSCS-SV
FIGURE 1Cross-Sectional Non-Matched Average Factor 1 Scores:
Teachers Motivate and Careby Grade Level
Most positive perceived climate (Factor-based scores: 1-5)Lowest
perceived climate17Teachers Motivate and Care, is composed of 11
items (r = .914) Students perceive teachers as helpful, fair,
caring and motivating; teachers listen to them, tell them when they
do a good job and students are happy to be in this school.
FIGURE 2Cross-Sectional Non-Matched Average Factor 3 Scores:
Respect Differencesby Grade Level
Most positive perceived climate (Factor-based scores: 1-5)Lowest
perceived climate18Factor 3: Respect Differences is composed of 5
items (r = .759) Students respect each other's differences, they
see skin color as a potential problem; other problems are fighting
and students being mean to others.
FIGURE 3Cross-Sectional Non-Matched Average Factor 5 Scores:
Perceived Parental Supportby Grade Level
Most positive perceived climate (Factor-based scores: 1-5)Lowest
perceived climate19Factor 5: Parental Home Support is composed of 4
items (r = .721)Student perceives s/he has a place and time to do
his/her homework and there is a parent who listens and will help
with homework if needed.
FIGURE 4Cross-Sectional Non-Matched Average Scores of Stable
Factors across grade levels: Aggression, Parents Value School,
Friendship and Safetyby Grade Level
Most positive perceived climate (Factor-based scores: 1-5)Lowest
perceived climateAggression Towards OthersParents Value
SchoolCaring FriendsSafetyFactor 7: Aggression Towards Others is
composed of 3 items (r = .720); in school, an unacceptable coping
skill. Student claims to have hit, pushed or spread mean rumors
about others during the past few months, sometimes in anger.
Factor 4: Parent Values School is composed of 4 items (r = .746)
Students perceives s/he has a parent or other adult at home who
cares about his/her school work, and wants the student to do
his/her best and follow school rules; the student also feels s/he
will be successful in life.
Factor 6: Caring Friends is composed of 4 items (r = .749)
Students perceive they have a friend their own age who cares about
them and they trust and can talk about their problems.
Factor 2: Safety is composed of 7 items (r = .758) Students
perceive other students as hurting their feelings, saying mean
things, possibly hitting and threatening; they worry about their
safety.20
TABLE 1Average Survey Factor differences for Special Education
versus non-Special Education Students by Climate Factor and Grade
Level(significant > .2)
Elementary SchoolMiddle SchoolHigh
SchoolGradeFactor34567891011121 Teachers
care-.3-.3-.3-.10-.1+.1+.2+.102 Safety-.3-.4-.3-.1-.20000-.13
Respect Others-.4-.5-.3-.2-.1+.10+.1-.1-.14 Parent Values
School-.4-.4-.4-.2-.2-.2-.3-.10-.35 Home
Support-.1-.3-.2-.1-.2-.2-.1-.10-.46
Friends-.2-.3-.30-.3-.4-.1-.1-.3-.47
Aggression-.7-.8-.5-.4-.2-.2-.2-.2-.3-.321Seasonal Variations
During the school year (solid lines) all decrease except one
grade 4 cohort and one grade 10 cohort.Summer (dotted lines) all
increase; optimism that this school year will be better.Matched
factor-based scores could be used to evaluate
interventions.22FIGURE 5Matched Factor-Based Scores for Teachers
Care and Motivate from September 2011 through September 2013: Eight
Grade-Level Cohorts
Gr 3 to 5Gr 4 to 6Gr 5 to 7Gr 6 to 8Gr 7 to 9Gr 8 to 10Gr 9 to
11Gr 10 to 12AERA 2014 Annual MeetingMost matched cohorts show
increasing matched scores Decreasing (cohort grade 8 to 10);About
the same (cohorts: grade 5 to 7; grade 7 to 9; and grade 9 to
11);Increasing (the other four cohorts, despite non-matched
decreases).Matched factor-based scores could be used to evaluate
interventions.
23FIGURE 6Matched Factor-Based Scores for Respect
Differencesfrom September 2011 through September 2013: Eight
Grade-Level Cohorts
Gr 3 to 5Gr 4 to 6Gr 5 to 7Gr 6 to 8Gr 7 to 9Gr 8 to 10Gr 9 to
11Gr 10 to 12AERA 2014 Annual Meeting
Individual Student ProfilesMSCS-SV historical dataIdentify
changes in student perceptionsIdentify unknown students who are
latently at-risk, and Provide additional student perceptions of
each counselors current caseload24SafetyAERA 2014 Annual
Meeting
Log in to the School Climate Survey Website:Email: Your Meriden
email addressPassword: Supplied 25School Psychologists Log in
Screen for MSCS-SV
26School Psychologists Ethic Statement for MSCS-SV
Staff will need to agree to the Protocol for Sharing
Confidential Information27School Psychologists View of MSCS-SV
Database
Staff can search results by student name, survey administration
or by Factor28School Psychologists View of MSCS-SV Database
Select student name to view Historical Profile29School
Psychologists View of MSCS-SV Database
Historical Profile for student in grade 930School Psychologists
View for MSCS-SV Database
Staff can select Trends to view one year changes31
School Psychologist View of MSCS-SV DatabaseStaff selects
NOTIFICATIONStaff highlights student name if accepting
responsibility for follow-up32
MPS Cares NotificationAccept NotificationPercent of
Social-Emotional At-Risk Students
7 % perceived hit/threat or mean rumors in fall (6% matched
scores)10% perceived hit/threat or mean rumors in spring (6%
matched scores)4.8 % unknown, latent, students self-report
social-emotional at-risk9.8% with low scores (-2 below grade level
mean)______
15.1% unduplicated count of all students base onat-risk by
trigger email,low score (-2 ) or substantial change in factor-based
scores A working group of school psychologists and social workers
have developed protocols to respond to student trigger emails and
historical database reports.
3334To: Administrators, School Psychologists, Counselors and
Social Workers Date: June 2014
Re: Protocol for Trigger Emails for Meriden Student Climate
Survey
The following expectations serve as our protocol for responding
to the trigger emails in Meriden Public Schools.
Protocol for Trigger Emails Students that are the subject of the
trigger email will be met with within two school days.
The attached Response Interview Forms will be used.
Trigger email responses will be the collective responsibility of
all school psychologists, counselors, and social workers in the
building.
Student Support Staff shall share the active Response Interview
Forms with colleagues in other Meriden schools if a child transfers
during the school year.
After two years of inactive files, the Response Forms and emails
should be destroyed.
The Meriden Student Climate Survey shall be administered in
October and March in order to ensure adequate time for staff to
support the student.
Meriden Student Climate Survey Response Interview FormOn the
survey, you answered a question that met the criteria to look
further into. The question was (read from survey)
Can you give me an example of what that looks/ sounds like?
Who has said/ done this?
When has it happened? How often?
Was anyone else there?
Does it continue to happen? Any other information you would like
to share?
Overall do you feel safe at school? Yes or
No____________________________________________________________________________Response/
Solution by interviewer Check what is applicable:____Parent
contacted: Date___________ ____ Periodic check-in ____Administrator
notified ____ Follow up counseling____Teacher notified ____ Follow
up with perpetrator____No Follow up required at this
time____Other35
Case 1 there are some people who call me names and people start
rumors about me that i dont like sometimes i want to die and kill
myself before the next day. i feel like everyone hates me and for
no reason. ive sometimes been nice but when they bring up the rumor
i say realy bad thingsto keep them away one day i was thrown a note
saying im ###. and it was my by bestfriend ... i lost the only
thing that i can trust. i was alone for a long time. if this is
unhealthy then pleace help me
Student was in counseling within 30 minutes of receiving this
trigger
email_______________________________________________________________________
How many student suicides ?How many violent student assaults
?
Ex post facto analysis: Were the signs there?
How could we have known/prevented? Just ask students via
confidential survey.LEAs can be aware/preventative seek
developmentally appropriate input from adolescents.36AERA 2014
Annual MeetingSignificance of MSCS-SV a chance to be pro-active and
preventativeIdentifying latent at-risk students (for counseling
services; 4.8%)
Identifying aggressive students (potential bullies also need
counseling; 2% to 3%)
Ability to follow students over time (matched scores)School
climate has seasonal variations Identifying disengaging students
(dropouts) being proactiveHistorical data/profiles very helpful
with current caseload
Behavioral screen of future problem behaviorsProtective and risk
factors of school climate and bullying victimization(Gage, et. al.
2014; in press, School Psychology Quarterly)Other possibly criminal
or violent events (including community/family)
SummaryEstablished, valid, reliable and actionable
tool/systemLess behavior problems with improved social-emotional
health
37AERA 2014 Annual MeetingSignificance of MSCS-SV#2 Getting to
Know You Survey (customized software and database) Second Year
Research Project
Purpose: Help foster teacher-student relationships (teacher
care);Monitor student interests and/or career goals; andProvide
guidance on how to modify instructional methods to maximize and
maintain student perseverance/motivation over time;motivation is
needed to be an effective learner in school.
Attributes:Teacher-student relationships and student
perseverance/motivation are positively correlated with student
cognitive achievement.About 12 to 15 minutes, once a year
(September or as new students enter).Teachers/staff only have
access to their own students data.38
Getting to Know You survey (guided by research)
Research: to increase motivation, provide students with a
Perceived caring environmentStudents want teachers to know about
them personally
Non-evaluative, constructive but positive feedbackStudent can do
better with effort (mindset)Safe ways to take risks and okay to
make mistakesBalance the task, challenging but doableMake the
topic/task something they likeUseful, important and find role
models
39Getting to Know You survey
Ask students about their interests, beliefs and values:
Activities:Do you play a musical instrument ... sport sing other
activity?What do you plan to do after high school?
How much do you like math reading art music?Motivation: What is
important? math reading art music? How hard did you work last year?
(effort) math reading art music?
40Perseverance: mistakes are OK, as long as youre learning if a
person works harder, he/she can do better when class work gets
hard, I just work harder
Mindset: My success is related to my effort, or people cant
change.
Getting to Know You survey (Pilot Data: Factors and Scales)
PerseveranceMindsetMotivation (like + effort + perceived
importance) - by subject areaMathELA Reading and
WritingScienceSocial StudiesArtMusicPhysical
EducationTechnology41FIGURE 8
Cross-Sectional Non-Matched Average Factor-Based Scores:
Perseverance
Most positive self conceptLowest perceived self
conceptPerseverance (Pilot Data 2013-2014)
42FIGURE 9
Cross-Sectional Non-Matched Average Factor-Based Scores:
Mindset
Most positive self conceptLowest perceived self conceptMindset
(Pilot Data 2013-2014)
43FIGURE 10
Cross-Sectional Non-Matched Average Motivation Scores:
Mathematics
Most positive self conceptLowest perceived self
conceptMotivation in Math (Pilot Data 2013-2014)
44FIGURE 11
Cross-Sectional Non-Matched Average Motivation Scores: English
Language Arts (ELA)
Most positive self conceptLowest perceived self
conceptMotivation in ELA (Pilot Data 2013-2014)
45FIGURE 12
Cross-Sectional Non-Matched Average Motivation Scores:
Science
Most positive self conceptLowest perceived self
conceptMotivation in Science (Pilot Data 2013-2014)
46FIGURE 13
Cross-Sectional Non-Matched Average Motivation Scores: Art
Most positive self conceptLowest perceived self
conceptMotivation in Art (Pilot Data 2013-2014)
47FIGURE 14
Cross-Sectional Non-Matched Average Motivation Scores: Music
Most positive self conceptLowest perceived self
conceptMotivation in Music (Pilot Data 2013-2014)
48FIGURE 15
Cross-Sectional Non-Matched Average Motivation Scores: Physical
Education
Most positive self conceptLowest perceived self
conceptMotivation in Physical Education (Pilot Data 2013-2014)
49Factor4567891011121 Perseverance-.4-.4-.1-.30-.20-.2-.12
Mindset00-.2-.5-.6-.5-.4-.1-.43 Music+.10-.2-.3+.2+.3+.7-.1-.44
Science-.4-.2+.20+.2+.2-.1-.4-.45 Art-.1+.1-.2-.1+.4+.4+.5-.3+.36
ELA-.4-.40-.200+.2-.5-.27 Math-.3-.4-.2-.4-.2-.5-.3-.2-.28 Physical
Education-.6-.6-.3-.4+.2+.1-.1+.2-.2TABLE 2Average Survey Factor
differences for Special Education versus non-Special Education
Students by Getting to Know You Scale and Grade Level(significant
> .2)
5051
Getting to Know You survey log on page52Getting to Know You
survey Part I
White Dolphinthat i want to go to college53Teacher: How much do
my students love my subject?
Student: I love coming to school. My favorite subject is
_______.
Average Number of Subjects Students Like and Love by Grade
Level(with percent of student who dont like any subject and percent
of students who love all subjects)GRADE:456789101112Dont Like
Any2%1%1%2%4%7%1%6%5%Likes All14%13%5%3%3%1%2%3%3%If students dont
like any or most subjects; they are less motivated to come to
school or be actively engaged. Should we accept decreasing levels
of interest/motivation?
Modify Instructional Methods to Maintain Student MotivationHigh
MotivationLowMotivationFall Year 1Fall Year 2Match scores over
timeWhat classroom activities increase student motivation or
decrease motivation Year 1Classroom Activities by Teacherby
subject area:MathELAScienceSocial StudiesArtMusicPhysical
Education54LectureGroup WorkLeaning Walks Presentation Summary
(MSCV-SV and Getting to Know You)55MSCS-SV tool with trained staff
is developmentally appropriate and needed to supplement
whole-school character programs;intervention/prevention of
perceived bullying (victim, bully & bully-victims);a protective
factor for behavior problems, dropout, depression,
suicide;promoting the perception of caring adults, and more
positive respect differences, safety and aggression.
Getting to Know You tool with trained staff is expected to
promote perception of caring adults; provide data on perseverance,
mindset and motivation by subject area;provide data on best
instructional practices that increase motivation; andbe a
protective factor for behavior problems and dropping out of
school.
We can add comprehensive Social-Emotional Support tools (* Free
to LEAs)
Confidential School Climate Survey MPS CaresConfidential Getting
to Know You survey
Social-Emotional, Perseverance, Mindset and Motivation
Actionable Data for Monitoring and Intervention
Attitudes, beliefs and self concept: latent but measurableMore
Pro-Social outputs with less behavioral
symptoms:AbsenteeismBullyingDropoutsCrimeSuicide56Pro-Social
outputs butsome behavior
problemsAbsenteeismBullyingDropoutsCrimeSuicideTaking Action with
Social-Emotional Data (Student Success Plan)
Future Education Data Use AcademicandOvert Behavioral ABCDF
Scale Scores (academic growth)ReferralsSuspensions* Free, except
for vendor technical fees, contact: [email protected]
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