Implementation Evaluation findings PAX Good Behavior Game Implementation Evaluation findings
Evaluation Instruments Student level: Teacher evaluation – “Fast Track Social Competency Scale” Evaluated pre- and post-implementation Classroom level: Count of “spleems” (i.e., off-task/inattentive behaviors) Evaluated pre- and post- for spring 2017 implementation Ongoing evaluation during fall 2017 implementation
Social Competency Scale (SCS) A 25-item measure that assesses a child's prosocial behaviors, emotional self-regulation, and academic skills. Teacher assesses how well each statement describes a child on a Likert scale (0=Not at all, 5=Very well) Scale was created for the Fast Track Project (early 1990s) Can derive three subscales as well as combined overall score
Social Competency Scale (SCS) Academic Behavior Scale Emotional Regulation Scale Prosocial Skills Scale Functions well even with distractions Can accept things not going his/her way Resolves peer problems on his/her own Is a self-starter Copes well with failure Shares materials with others Works well without adult support Expresses needs appropriately Cooperates with peers Stays on task Thinks before acting Is helpful to others Works well in a group Can calm down when excited Listens to others' points of view Pays attention Can wait in line patiently Follows teacher's verbal directions Aware of effects of behavior on others Understands other people's feelings Plays by the rules Gives opinions w/o being bossy Controls temper Acts friendly toward others
Findings: Spleem Counts +32.4% -29.5% -48.6% -44.7% -5.4% -8.2%
Findings: Spleem Counts +33.3% -45.1% -26.6% -48.8% -13.6% -8.8%
Findings: Social Competence Evaluations
Findings: Social Competence Evaluations
Findings: Social Competence Evaluations
Findings: Social Competence Evaluations
Proposed analysis: long-term Santa Fe Public Schools has agreed to allow analysis of student achievement data (i.e., reading and math scores), number of referrals, and attendance at student level Will be used to see if PAX is a significant factor in improving outcomes Will be evaluated after fall implementation (when we receive data from SFPS) Other districts may also give access to data on relevant outcomes Possibly conduct teacher surveys of: Teacher stress (currently under development) Time spent regulating behavior Cooperative learning in classroom