1. Implementation Evaluation findings
PAX Good Behavior Game
Implementation Evaluation findings

2. 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

3. 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

4. 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

5. Findings: Spleem Counts
+32.4%
-29.5%
-48.6%
-44.7%
-5.4%
-8.2%

6. Findings: Spleem Counts
+33.3%
-45.1%
-26.6%
-48.8%
-13.6%
-8.8%

7. Findings: Social Competence Evaluations

8. Findings: Social Competence Evaluations

9. Findings: Social Competence Evaluations

10. Findings: Social Competence Evaluations

11. 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