1. School Climate Data Workshop Delaware Positive Behavior Support Project May 12, 2014 George Bear, Ph.D. University of Delaware

2. Why is school climate important? School Climate is linked to a wide range of academic, behavioral, and socio-emotional outcomes for students: Academic achievement Student academic, social, and personal attitudes and motives Attendance and school avoidance Behavior problems, delinquency, victimization Emotional well-being

3. School climate is also linked to outcomes for teachers: Less burnout and greater retention in the profession Greater implementation fidelity of new curriculum and interventions Greater levels of job satisfaction

4. DE School Climate Survey Participation Number of Schools School Years

5. School Climate Workshop, 5/23/12

6. Delaware School Climate Surveys 2014 Subscales Part I : School Climate Student SurveyTeacher/Staff SurveyHome Survey Teacher-Student Relations Student-Student Relations Respect for Diversity Clarity of Expectations Fairness of Rules School Safety Student Engagement School- wide Bullying School-wide Teacher-Home Communications Staff Relations Total School Climate Parent Satisfaction

7. Part I: School Climate Item Examples Teacher-Student Relations “Teachers care about their students.” Student-Student Relations “Students are friendly with each other.” Respect for Diversity “ Students respect those of other races.” Student Engagement School-wide “Most students try their best.” Clarity of Expectations “Students know what the rules are.” Fairness of Rules “The school rules are fair.”

8. Part I: School Climate Item Examples (continued) School Safety “This school is safe.” Bullying School-wide (Note: A high score for this subscale is unfavorable) “Students threaten and bully others in this school” Teacher-Home Communications “Teachers listen to the concerns of parents.” Staff Relations “ Teachers work well together in this school.” Satisfaction with School “I like this school.”

9. PART II: Techniques Student SurveyTeacher/Staff SurveyHome Survey Positive Behavior Techniques Punitive Techniques Social Emotional Learning Techniques

10. Part II: Techniques Item Examples Use of Positive Techniques “Students are praised often.” “Classes get rewards for good behavior.” Use of Punitive Techniques (Note: A high score for this subscale is unfavorable) “Students are punished a lot.” “Students are often sent out of class for breaking rules.” Use of Social Emotional Learning (SEL) Techniques “Students are taught to feel responsible for how they act.” “Students are taught to understand how others think and feel.”

11. Part III: Bullying & IV: Engagement (Individual Level) Student SurveyTeacher/Staff SurveyHome Survey Bullying Victimization 1 Physical Bullying Verbal Bullying Social/Relational Bullying Cyberbullying 2 Student Engagement Cognitive & Behavioral Emotional 1 Grades 6-12 only for the printed version. Optional for grades 4-5 with computer version. 2 Grades 6-12 only.

12. Part III: Bullying Victimization Item Examples Verbal Bullying “A student said mean things to me.” Physical Bullying “I was pushed or shoved on purpose.” Social/Relational Bullying “A student told or got others to not like me.” Cyberbullying (grades 6-12) “A student sent me a mean or hurtful message about me using email, text messaging, instant messaging, or similar electronic messaging.”

13. Part IV: Student Engagement Item Examples Cognitive and Behavioral Engagement “I pay attention in class.” “I try my best in school.” Emotional Engagement “I feel happy in school.” “My school is a fun place to be.”

14. Survey Reliability and Validity

15. Evidence of Reliability and Validity Reliability: Are the scores consistent, or stable? Validity: Does the test yield the factors predicted? Are the scores related to other variables how we might expect (e.g., grade level, sex and race, academic achievement, suspensions)?

16. Climate Surveys: Reliability (alpha coefficients) SubscaleStudentTeacher/StaffHome Teacher-Student Relations.86.85.90 Student-Student Relations.86.91.94 School Safety.81.89.91 Clarity of Expectations.76.90.92 Fairness of Rules.80.84.89 Respect for Diversity.80.87.89 Student Engagement School-wide.80.85N/A Bullying School-wide.79.89N/A Teacher-Home CommunicationsN/A.90.89 Staff RelationsN/A.95N/A Total Climate.94.96.97 Parent SatisfactionN/A.88 Use of Positive Behavioral Techniques.83.85N/A Use of Punitive Techniques.73.77N/A Use of Social Emotional Learning Techniques.85.92N/A

17. Climate Surveys: Reliability (alpha coefficients) SubscaleStudentHome Cognitive and Behavioral Engagement.84.90 Emotional Engagement.88.91 Verbal Bullying.91.90 Physical Bullying.86.80 Social/Relational Bullying.91.90 Total Bullying.95.93 Cyberbullying.93N/A

18. Research supporting the validity of the surveys (including confirmatory factor analyses) has been published in several of the top peer-reviewed journals and presented at multiple national conferences. Likewise, the surveys and articles about the theory and research supporting them appear in several book chapters. See Technical Manual on Delaware PBS website

19. Peer-Reviewed Journals: Bear, G. G., Gaskins, C., Blank, J., & Chen, F. F. (2011). Delaware School Climate Survey-Student: Its factor structure, concurrent validity, and reliability. Journal of School Psychology. Bear, G., Yang, C., Pell, M., & Gaskin, C. (in press).Validation of a brief measure of teachers' perceptions of school climate: relations to student achievement and suspensions. Learning Environments Research. Yang, C., Bear, G. G., Chen, F.F., Zhang, W., Blank, J.C., & Huang, X.S. (2013). Students’ perceptions of school climate in the U.S. and China. School Psychology Quarterly. Other Resources/Chapters about the surveys: Bear, G.G., Yang, C., Mantz, L., & Boyer, D. (2012).Technical manual for the Delaware School Climate Surveys. Center for Disabilities Studies, University of Delaware. Bear, G.G., Whitcomb, S., Elias, M., & Blank, J. (in press). SEL and Schoolwide Positive Behavioral Interventions and Supports. In J. Durlak, T. Gullotta, C. Domitrovich, P. Goren, & R. Weissberg (Eds.), Handbook of social and emotional learning. Guilford Press. Bear, G. G. (2010). School discipline and self-discipline: A practical guide to promoting prosocial student behavior. New York: Guilford Press.

20. Validity Screening Items on Student Survey Items: “I am telling the truth in this survey.” “I answered all items truthfully on this survey.” Results: 6.2% (2,587) disagreed to one or both items and thus were deleted 4.1% (1,727) did not respond to one or both items “Liars” scored significantly lower, but their removal had very little impact on overall scores (about 1 tenth of a point)

21. 2014 State-wide Results

22. Part I: School Climate Subscales Student Survey Results

23. Total School Climate by Student Grade Student perceptions tend to decrease, especially from elementary to middle school

24. Teacher-Student Relations Student Relations Respect for Diversity Student Engagement School-wide Clarity of Expectations Fairness of Rules School Safety Bullying School-wide Total School Climate Grade Level Differences: Student Survey 2014

25. School Climate Workshop, 5/23/12 Student Engagement by Grade Level Cognitive and Behavioral Engagement Emotional Engagement

26. Teacher-Student Relations Student Relations Respect for Diversity Student Engagement School-wide Clarity of Expectations Fairness of Rules School Safety Bullying School-wide Total School Climate Racial Differences: Student Survey 2014

27. Part I: School Climate Subscales Teacher/Staff Survey Results

28. Teacher-Student Relations Student Relations Respect for Diversity Student Engagement School-wide Clarity of Expectations Fairness of Rules 2014 Teacher Survey Results, K-12

29. School Safety Bullying School-wide Total School Climate Teacher-Home Communication Staff Relations 2014 Teacher Survey Results, K-12

30. Sample subscale responses associated with teacher/staff scores (Part I: School Climate) Percent who Agreed or Agreed a lot Elem School Middle School High School Teacher-Student Relations 7. Teachers care about their students.99.398.097.5 Student–Student Relations 11. Students are friendly with each other.92.482.285.1 Student Engagement School-wide 29. Most students work hard to get good grades.88.169.454.9 Clarity of Expectations 10. Students know how they are expected to act.96.991.187.8 Bullying School-wide* 9. Students threaten and bully others in this school.31.859.746.2 School Safety 19. Students feel safe in this school.96.686.784.1 * = A high score on this subscale is negative because items are negatively worded.

31. Sample subscale responses associated with teacher/staff scores (Part I: School Climate) Percent who Agreed or Agreed a lot Elem School Middle School High School Respect for Diversity 2. Teachers treat students of all races with respect. 98.094.794.5 Fairness of Rules 18. The school’s Code of Conduct is fair.94.390.489.1 Teacher-Home Communications 37. Teachers do a good job communicating with parents. 97.191.786.0 Staff Relations 36. Teachers, staff, and administrators function as a good team in this school. 86.377.470.9

32. Part I: School Climate Subscales Home Survey Results

33. Teacher-Student Relations Student Relations Respect for Diversity Clarity of Expectations Fairness of Rules School Safety Teacher-Home Communication Total School Climate Grade Level Differences: Home Survey 2014

34. Sample subscale responses associated with home scores (Part I: School Climate) Percent who Agreed or Agreed a lot Elem School Middle School High School Teacher-Student Relations 7. Teachers care about their students.97.792.088.2 Student–Student Relations 11. Students are friendly with each other. 88.471.172.2 Clarity of Expectations 10. Students know how they are expected to act. 98.295.392.8 Teacher-Home Communication 24. Teachers work closely with parents to help students when they have problems. 92.080.673.7

35. Sample subscale responses associated with home scores (Part I: School Climate) Percent who Agreed or Agreed a lot Elem School Middle School High School School Safety 19. Students feel safe in this school.97.287.181.8 Respect for Diversity 2. Teachers treat students of all races with respect. 97.892.089.7 Fairness of Rules 18. The school’s Code of Conduct is fair.97.793.190.4 Parent Satisfaction 9. I am satisfied with the education students get in this school. 92.987.082.4

36. Part II: Techniques Positive, Punitive and Social-Emotional Learning Techniques

37. Part II: Techniques Student Responses

38. Positive Techniques Punitive Techniques SEL Techniques Disciplinary Techniques by Student Grade Level

39. Sample subscale responses associated with student scores (Part II: Techniques) Percent who Agreed or Agreed a lot Elem School Middle School High School Use of Positive Behavioral Techniques 2. Students are praised often. 11. Classes get rewards for good behavior 82.9 88.6 57.3 57.2 44.4 35.1 Use of Punitive Techniques* 7. Students are often yelled at by adults. 10. Many students are sent to the office for breaking rules. 33.0 48.8 51.1 58.9 47.3 56.3 Use of SEL Techniques 3. Students are taught to feel responsible for how they act. 13. Students are taught they should care about how others feel. 91.3 90.0 82.7 69.3 76.3 53.8 * = A high score on this subscale is negative because items are negatively worded.

40. Part III: Bullying Student Results Students asked to respond to 12 statements about the extent to which he/she was bullied, including: – 4 physical statements – 4 verbal statements – 4 social bullying statements Students in grades 6-12 also given 5 statements about cyberbullying Students responded on a 6-point scale from “Never” to “Everyday”

41. 1. I was teased by someone saying hurtful things to me. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Elementary 48.9%35.2%4.9%3.0%3.6%4.4% Middle 47.9%32.5%5.1%4.1%5.3%5.1% High 59.0%26.2%4.9%3.4%3.2%3.3% Total 51.2%31.8%5.0%3.5%4.2%4.4% Verbal Bullying Items 4. A student said mean things to me. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Elementary 47.6%34.3%5.2%3.6%3.5%5.7% Middle 47.7%31.8%5.1%4.2%4.8%6.4% High 58.2%26.4%4.4%3.8%3.2%4.0% Total 50.4%31.3%4.9%3.9% 5.5%

42. 7. I was called names I didn’t like. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Elementary 56.6%29.0%3.7%2.8%2.9%5.1% Middle 54.7%28.0%4.1%3.3%3.9%6.0% High 63.2%23.2%4.1%2.9%2.6%3.9% Total 57.7%27.1%4.0%3.0%3.2%5.1% Verbal Bullying Items 10. Hurtful jokes were made up about me. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Elementary 69.2%20.0%2.9%2.0%2.1%3.9% Middle 67.5%19.7%3.0%2.8%2.7%4.3% High 73.0%16.4%3.3%2.1%2.0%3.1% Total 69.6%18.9%3.0%2.3% 3.9%

43. 2. I was pushed or shoved on purpose. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Elementary 62.9%26.1%4.0%2.4%2.3% Middle 60.6%26.4%4.4%3.0%2.8% High 71.4%17.7%3.9%2.6%1.7%2.6% Total 64.3%24.0%4.1%2.7%2.3%2.6% Physical Bullying Items 5. I was hit or kicked and it hurt. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Elementary 75.2%16.6%2.3%2.1%1.6%2.3% Middle 77.5%13.7%2.8%2.1%1.6%2.2% High 86.2%6.8%2.0%1.8%1.2%1.9% Total 79.0%12.9%2.4%2.0%1.5%2.2%

44. 8. A student stole or broke something of mine on purpose. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Elementary 72.9%18.2%3.3%1.9%1.4%2.2% Middle 73.2%17.4%3.4%2.3%1.7%2.0% High 80.3%12.2%2.7%2.0%1.1%1.7% Total 75.0%16.3%3.2%2.1%1.4%2.0% Physical Bullying Items 11. A student threatened to harm me. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Elementary 77.6%14.0%2.5%1.8%1.4%2.8% Middle 77.7%13.0%2.8%2.0%1.8%2.6% High 82.4%9.6%2.4%1.9%1.5%2.3% Total 78.9%12.4%2.6%1.9%1.6%2.6%

45. 3. Students left me out of things to make me feel badly. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Elementary 63.4%23.8%4.2%2.7%2.3%3.6% Middle 69.6%18.4%3.5%2.8%2.6%3.1% High 75.2%14.6%3.6%2.4%1.7%2.5% Total 68.9%19.3%3.8%2.6%2.3%3.1% Social/Relational Bullying Items 6. A student told or got others not to like me. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Elementary 70.0%18.8%3.1%1.9%2.2%4.0% Middle 70.1%18.0%3.2%2.4%2.2%4.2% High 73.4%16.1%3.4%2.3%1.9%3.0% Total 70.9%17.8%3.2%2.2%2.1%3.8%

46. 9. A student got others to say mean things about me. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Elementary 73.5%17.0%2.7%1.8%1.7%3.3% Middle 72.2%16.2%3.0%2.4% 3.8% High 76.6%13.9%3.4%2.0%1.7%2.5% Total 73.8%15.9%3.0%2.1%2.0%3.3% Social/Relational Bullying Items 12. Students told another student not to be friends with me because the other students didn’t like me. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Elementary 72.4%18.0%2.5%1.9%1.8%3.5% Middle 73.6%15.8%2.9%2.1%2.0%3.7% High 76.9%13.7%2.7%2.2%1.6%2.9% Total 74.1%16.0%2.7%2.0%1.8%3.4%

47. 14. A student sent me a mean or hurtful message about me using email, text messaging, instant messaging, or similar electronic messaging. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Middle 84.8%9.9%2.0%1.2%.9%1.2% High 83.5%10.2%2.0%1.6%1.0%1.7% Total 84.3%10.0%2.0%1.3%.9%1.4% Cyberbullying Items 15. A student sent to others a mean or hurtful message about me using email, text messaging, instant messaging, or similar electronic messaging. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Middle 82.4%11.2%2.1%1.5%1.1%1.6% High 80.5%11.6%2.6%1.9%1.2%2.1% Total 81.6%11.4%2.3%1.7%1.2%1.8%

48. Cyberbullying Items 16. A student posted something mean or hurtful about me on a social media website, such as Facebook, Twitter, or Myspace. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Middle 87.0%8.1%1.6%1.3%.7%1.3% High 83.6%9.3%2.5%1.8%1.1%1.8% Total 85.6%8.6%2.0%1.5%.9%1.5% 17. A student pretending to be me sent or posted something hurtful or mean about me or others using text messaging, a social media website, email, or a similar method. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Middle 91.2%5.1%1.0%.7%1.0% High 91.0%4.1%1.3%.9%1.5% Total 91.1%4.7%1.1%.7%1.2%

49. Cyberbullying Items 18. A student sent me a mean or hurtful text message, email, or posting for me to see about another student. NeverSometimes Once or Twice a Month Once a Week Several Times a Week Everyday Grade Level Middle 84.4%9.5%1.8%1.5%1.2%1.6% High 82.3%9.3%2.9%1.8%1.5%2.2% Total 83.5%9.4%2.3%1.6%1.3%1.9%

50. Part II: Techniques Teacher/Staff Results

51. Positive Techniques Punitive Techniques SEL Techniques In contrast to reports of students, teachers/staff consistently report low use of punitive techniques and high use of positive and SEL techniques. Disciplinary Techniques by Teacher Grade Level

52. How do school climate scores relate to other measures? Caution: Correlation does not mean causation. Direction of influence is likely to be bidirectional.

53. Subscales % Students Suspended/Expelled % Passing ELA% Passing Math ElementaryMiddle/HighElementaryMiddle/HighElementaryMiddle/High Teacher-Student Relations -.63**-.46**.48**.44**.50**.45** Student-Student Relations -.76**-.48**.63**.65**.63** Respect for Diversity -.72**-.41**.68**.43**.67**.42** School Safety -.65**-.47**.57**.60**.54**.60** Clarity of Expectations -.60**-.47**.51**.52**.51**.53** Fairness of Rules -.55**-.59**.45**.47**.46**.49** Engagement -.57**-.41**.45**.48**.49**.51** Schoolwide Bullying.66**.30*-.74**-.49**-.70**-.47** Total Climate -.62**-.45**.44**.49**.47**.50** N= 83 Elementary schools; 46 Middle and High Schools. *p <.05, **p <.01 Evidence of Concurrent Validity Student Survey and School-level Data

54. Evidence of Concurrent Validity Teacher Survey and School-level Data Teacher Survey % Students Suspended/Expelled % Passing ELA% Passing Math ElementaryMiddle/HighElementaryMiddle/HighElementaryMiddle/High Teacher-Student Relations -.58**-.50**.63**.48**.65**.47** Student-Student Relations -.76**-.62**.74**.69**.75**.71** Respect for Diversity -.55**-.47**.66**.51**.66**.52** School Safety -.70**-.42**.68**.54**.68**.54** Clarity of Expectations -.54**-.27*.62**.36**.62**.36* Fairness of Rules -.56**-.36**.60**.40**.61**.43** Engagement -.73**-.54**.78**.61**.82**.68** Bullying Schoolwide.70**.21-.67**-.37**-.70**-.44** Teacher-Home Communication -.59**-.43**.70**.43**.70**.43** Staff Relations -.56**-.26*.49**.25*.49**.22* Total Climate -.67**-.45**.67**.51**.72**.53** N= 84 Elementary schools; 46 Middle and High Schools. *p <.05, **p <.01

55. Evidence of Concurrent Validity Student Survey: Positive, Punitive, SEL Techniques School Climate Workshop, 5/23/12 PositivePunitiveSEL ElementaryMiddle/HighElementaryMiddle/HighElementaryMiddle/High Teacher-Student Relations.65**.74**-.66**-.47**.85**.92** Student-Student Relations.42**.33*-.80**-.66**.80**.63** Respect for Diversity.42**.69**-.82**-.40**.77**.88** School Safety.51**.53**-.70**-.63**.82**.78** Clarity of Expectations.67**.64**-.70**-.37*.83**.91** Fairness of Rules.54**.67**-.70**-.50**.81**.82** Engagement.59**.73**-.70**-.41**.85**.90** Bullying School-wide -.17.01.93**.70**-.61**-.20 Total Climate.66**.74**-.63**-.44**.90**.95** % Suspensions -.25*-.13.71**.60**-.47**-.38* % Passing ELA.05.00-.79**-.66**.40**.35** % Passing Math.12.07-.76**-.67**.42**.37** N= 84 Elementary schools; 46 Middle and High Schools. *p <.05, **p <.01

56. Evidence of Concurrent Validity Teacher Survey: Positive, Punitive, SEL Techniques PositivePunitiveSEL ElementaryMiddleElementaryMiddleElementaryMiddle Teacher-Student Relations.67** -.81**-.60*.87**.81** Student-Student Relations.56** -.90**-.69**.84**.64** Respect for Diversity.65**.59**-.79**-.57**.82**.73** School Safety.62**.55**-.87**-.60**.85**.69** Clarity of Expectations.65**.74**-.82**-.55**.87** Fairness of Rules.63**.64**-.80*-.54**.86**.77** Engagement.62**.70**-.89**-.73**.86**.79** N= 89 Elementary schools; 46 Middle and High Schools *p <.05, **p <.01

57. Evidence of Concurrent Validity Teacher Survey: Positive, Punitive, SEL Techniques PositivePunitiveSEL ElementaryMiddleElementaryMiddleElementaryMiddle Bullying -.49**-.01.86**.32*-.77**-.13 Teacher-Home Communications.67**.74**-.81**-.59**.90**.84** Staff Relations.60**.53**-.69**-.33*.79**.70** Total School Climate.66**.69**-.89**-.63**.91**.83** % Suspensions -.37**-.24.76**.45**-.52**-.28 % Passing ELA.45**.25-.74**-.55**.69**.34* % Passing Math.47**.28-.75**-.62**.69**.33* N= 89 Elementary schools; 46 Middle and High Schools *p <.05, **p <.01

58. Elementary Students Verbal Bullying Physical Bullying Social Bullying Total School Climate -.47**-.48**-.52** Engagement: Cog. & Behav.-.32**-.37**-.35** Engagement: Emotional-.44**-.47**-.52** Punitive Techniques.62**.60**.62** Positive Techniques-.11-.07-.12 SEL Techniques-.35**-.37**-.41**

59. Middle School and High School Students Verbal Bullying Physical Bullying Social Bullying Total School Climate.18-.08-.12 Engagement: Cog. & Behav..28.10.01 Engagement: Emotional.15-.08-.09 Punitive Techniques.18.35*.18 Positive Techniques.36*.25.09 SEL Techniques.24.01-.07

60. Summary Delaware has developed a reliable and valid measure of school climate. Scores on the surveys are reliable and related to important outcomes, particularly academic achievement and suspensions/expulsions.

61. Types of Scores Reported Standard Scores Mean set at 100, standard deviation of 15 (i.e., “normal” range is plus or minus 15). Based on grade-level norms (either elementary, middle school, high school, early childhood, special education) or on specific grades for student survey (3-12). Answers: How do student perceptions of school climate in your school compare to those of other students in other schools at similar grade levels?

62. Average Item Score Sum of score for all items on a subscale, divided by the subscale’s number of items For Part I, scores can range from 1 (Strongly Disagree) to 4 (Strongly Agree) For example: – 4 items on subscale – Scores on items = 4, 4, 3, 3 – Average score = 14/4 = 3.5 NOTE: the meaning is different for Part III Bullying Victimization (6 point rating) School Climate Workshop, 5/7/13

63. Answers: Regardless how your school compares to other schools, do the scores reflect positive or negative perceptions of school climate? Particularly meaningful when scores tend be very high across all schools (e.g., when “average” is very positive) Most appropriate score for comparing scores from year to year. School Climate Workshop, 5/7/13

64. Frequency scores Number and percentage of responses to individual items Answers: Given a subscale score, what specific items caused the score to be low (or high)? Presented for all items on each survey Some items do not fall under a subscale, and thus must be looked at alone

65. To Middle and High Schools: In general, perceptions of school climate become lower with increasing grades (not shown in standard scores, but shown in other two scores). ALL Grade Levels: Scores tend to be lowest for Student Relations Lower for African Americans Lower if your school has high free and reduced lunch count CAUTIONS :

66. When interpreting standard and average item scores for your school: – First, focus on Total Score on each subscale of the survey – Next, check for group differences Student Survey: Grade, Race, Gender Teacher Survey: Teacher vs. Other Staff Home Survey: Grade, Race School Climate Workshop, 5/7/13

67. School Climate Report Structure & Coding Table Number Codes 1 = School Climate Subscales Data 2 = Techniques Subscales Data 3 = Bullying Subscales Data 4 = Engagement Subscales Data Table Letter Codes a = Standard Scores b = Average Item Scores c = Individual Items % Response STUDENT only: (1) = Race & Gender Breakdown (2) = Grade Level Breakdown Response Codes Table 1, 2, 4: 1 = Disagree A Lot, 2 = Disagree, 3 = Agree, 4 = Agree A Lot Table 3: 1 = Never, 2 = Sometimes, 3 = Once or Twice/Month, 4 = Once/Week, 5 = Several Times/Week, 6 = Everyday Symbol Code ✷ A higher score represents an unfavorable response to items on the Bullying School-Wide subscale and the Use of Punitive Techniques subscale.