School Climate and the CCRPI School Climate and the CCRPI

04/21/23 1

Jeff HodgesProgram Specialist, Safe and Drug-Free Schools

Marilyn WatsonProgram Manager, Safe and Drug-Free Schools

What is School Climate?What is School Climate?

04/21/23 2

04/21/23

We can all remember childhood moments when we felt particularly safesafe (or unsafe) in school.

We can all remember when we felt particularly connectedconnected to a caring adult (or frighteningly alone) in school.

We can all remember when we felt particularly engagedengaged in meaningful learning (or not).

Research has demonstrated that a positive positive school climateschool climate is associated with: •Academic achievement Academic achievement •Student engagement in school Student engagement in school •Positive social skills developmentPositive social skills development

Studies show that there is a significant difference in student achievement between schools with a good school climate and those with a poor school climate.

What is School Climate?What is School Climate?

““School Climate School Climate refers to the quality and character of school life. School Climate School Climate is based on patterns of students’, parents’, and school personnel’s experience of school life and reflects norms, goals, values, interpersonal interactions, teaching and learning practices and organizational structures.” -National School Climate Center

What Does That Mean?What Does That Mean?

StudentsStudents:If students do not feel safe at school, do not feel welcomed at school, are not treated with respect, and are not given opportunities to learn, mature and grow, they will not meet their academic potential or learn positive social lessons.

SchoolsSchools: If the school climate is not positive, students will underperform, student attendance and student discipline are not likely to improve, school safety could be compromised, and teacher retention may be negatively affected.

04/21/23 6

Four Dimensions of School ClimateFour Dimensions of School Climate

SafetySafety: referring to the physical and emotional safety of students and the rules and procedures in place to ensure student safety;

Relationships / EngagementRelationships / Engagement: student social support from educators and parents, the level of respect students have for others, school and community engaged, and student and parental leadership;

Teaching and LearningTeaching and Learning: a positive and professional student-teacher-school relationship, social and emotional skills training, civic education, and positive support for learning; and

Institutional EnvironmentInstitutional Environment: the physical environment of the school.

Source: National School Climate Center

04/21/23 7

How Do We Measure School How Do We Measure School Climate?Climate?

04/21/23 8

Measuring School Climate in GeorgiaMeasuring School Climate in Georgia Georgia Student Health Survey II (GSHS II)

• Administered annually to students in grades 6-12• Grades 3-5 added in school year 2013-2014

Georgia School Personnel Survey (GSPS)• Administered annually to teachers, staff and administrators

Georgia Parent Survey • Administered annually to parents online

School Climate Star Rating – Part of Georgia’s new accountability system – College and Career

Ready Performance Index (CCRPI)

04/21/23 9

Georgia is one of the first states with a defined method in the collection and analysis of school climate school climate data through the implementation of the Georgia Student Georgia Student Health Survey II (GSHS II)Health Survey II (GSHS II).

The GSHS II is an anonymous, statewide survey instrument developed by the Georgia Department of Education (GaDOE) in collaboration with the Georgia Department of Public Health and Georgia State University. The GSHS II identifies safety and health safety and health issues that can have a negative impact on student issues that can have a negative impact on student achievement and school climateachievement and school climate..

The GSHS II is offered at no cost and provides Georgia public school districts (and private schools that wish to participate) with a measurement system for several categories: alcohol and drug use, nutrition and dietary alcohol and drug use, nutrition and dietary behaviors, thoughts of dropping out of school, suicide and behaviors, thoughts of dropping out of school, suicide and self-harm, bullying and harassment, use of unsupervised self-harm, bullying and harassment, use of unsupervised time, sense of safety and well-being, etctime, sense of safety and well-being, etc. .

113 middle school questions113 middle school questions120 high school questions*120 high school questions*

School systems are given a URL address URL address to participate in the GSHS II online.

Student Alcohol / Drug Use PatternsStudent Alcohol / Drug Use Patterns Use of alcohol/drugs in past 30 days Where students use alcohol/drugs (home, school,

friend’s house, etc.) When students use alcohol/drugs (weekends, after

school, etc.) Age of onset (age of first use) Perceived risk (“I think alcohol is harmful to my

health.”) Social disapproval (My friends would disapprove if I

used alcohol.”)

04/21/23 12

School Climate, Risk & Protective School Climate, Risk & Protective FactorsFactors

• Community - participation in gang activitygang activity, teen driving laws, etc.

• School - feeling safe at schoolfeeling safe at school, feeling academically successful, bullying and harassmentbullying and harassment, brought weaponsweapons to school, thinking of dropping out of school, etc.

• Family - feeling safe at home, time spent watching TV, time spent on Internet, etc.

• Individual – suicide and self-harmsuicide and self-harm, getting along well with other students and adults

04/21/23 13

The SurveySurvey is administered annually beginning in October.Baseline data was collected in the fall of 20072007.

2011-20122011-2012: 350,000+ students took the Survey350,000+ students took the Survey 2012-20132012-2013: 657,000+ students took the Survey657,000+ students took the Survey 2013-2014: 2013-2014: 895,000+ students took the Survey895,000+ students took the Survey

Students who think drugs or alcohol are harmful

83 86 84 8681

8983

90

79

93

78

94

78

94

73

96

0

20

40

60

80

100

Alcohol Tobacco Marijuana Other drugs

Per

cent

(%)

6th 8th 10th 12th

Students who think drugs or alcohol are harmful

83 86 84 8681

8983

90

79

93

78

94

78

94

73

96

0

20

40

60

80

100

Alcohol Tobacco Marijuana Other drugs

Per

cent

(%)

6th 8th 10th 12th

Alcohol and Drug Use, Past 30 Days, By Grade

5 3 1 113 9 5 4

2216 12 6

3023

158

0

20

40

60

80

100

Alcohol Tobacco Marijuana Chew ingTobacco

Per

cen

t (%

)

6th 8th 10th 12th

Alcohol and Drug Use, Past 30 Days, By Grade

5 3 1 113 9 5 4

2216 12 6

3023

158

0

20

40

60

80

100

Alcohol Tobacco Marijuana Chew ingTobacco

Per

cen

t (%

)

6th 8th 10th 12th

Unsupervised Time on Computer By Grade

28 29

17 155 7

19 2317

22

8 1116

22 1824

9 1015

24 2025

9 8

0

20

40

60

80

100

None <1hour/day 1 hour/day 2-3hours/day

4-5hours/day

6+ hours

Per

cen

t (%

)

6th 8th 10th 12th

Unsupervised Time on Computer By Grade

28 29

17 155 7

19 2317

22

8 1116

22 1824

9 1015

24 2025

9 8

0

20

40

60

80

100

None <1hour/day 1 hour/day 2-3hours/day

4-5hours/day

6+ hours

Per

cen

t (%

)

6th 8th 10th 12th

School Safety, By Grade

1 313

312

29

3

22

36

3

20

34

0

20

40

60

80

100

I brought a w eapon toschool in past 30 days

I have been offered,givenor sold drugs on schoolproperty w ithin the past

12 months

I have instant messagedpeople I don’t know

Per

cen

t (%

)

6th 8th 10th 12th

School Safety, By Grade

1 313

312

29

3

22

36

3

20

34

0

20

40

60

80

100

I brought a w eapon toschool in past 30 days

I have been offered,givenor sold drugs on schoolproperty w ithin the past

12 months

I have instant messagedpeople I don’t know

Per

cen

t (%

)

6th 8th 10th 12th

SurveySurvey results are available at the school, district school, district and state levelsand state levels.

SurveySurvey results are made public and are posted on posted on the GaDOE webpage the GaDOE webpage at www.gadoe.org.

Each school and school district that participates in the SurveySurvey receives a comprehensive report comprehensive report that allows school administrators and other staff members to compare outcomes and plan plan prevention and intervention strategies and prevention and intervention strategies and programsprograms.

Survey Data AnalysisSurvey Data Analysis

GaDOE Partnership with Georgia GaDOE Partnership with Georgia State UniversityState University

04/21/23 16

GaDOE and Georgia State University

• GaDOE working with the Center for School Safety, School Climate and Classroom Management at GSU

• Conducted Factor Analysis on survey questionsConducted Factor Analysis on survey questions to look at clustering of items which measure the same construct

• Statistically linked eleven (11) questionsStatistically linked eleven (11) questions to the direct measurement of macro school climate

• Other survey questions are important to identifying micro school climate

04/21/23 17

GSHS II – Macro School ClimateGSHS II – Macro School ClimateIdentified Questions Assessing School Climate:

School Climate #1: “I Like School”

School Climate #2: “I Feel Successful at School”

School Climate #3: “I feel my school has high standards for achievement”

School Climate #4: “My School Sets Clear Rules for Behavior”

School Climate #5: “I know what to do if there is an emergency at my school”

School Climate #6: “Teachers treat me with respect”

School Climate #7: “The behaviors in the classroom allow the teacher to teach so I can learn”

School Climate #8: “Students are frequently recognized for their good behavior”

School Climate #9: “I feel my school counselor would be helpful if I needed assistance”

School Climate #10: “I get along with other students and adults”

School Climate #11: “School is a place at which I feel safe”

04/21/23 18

Connecting GSHS II with the FourConnecting GSHS II with the FourDimensions of School ClimateDimensions of School Climate

04/21/23 19

School Climate #4: “My School Sets Clear Rules or Behavior”School Climate #5: “I know what to do if there is an emergency at my school” School Climate #11: “School is a place at which I feel safe”

School Climate #3: “I feel my school has high standards for achievement”

School Climate #8: “Students are frequently recognized for their good behavior”

N/A

School Climate #7: “and School Climate #10:

School Climate #6: “Teachers treat me with respect”

School Climate #1: “ I Like School”; School Climate #2: “I Feel Successful at School”School Climate #9: “I feel my school counselor would be helpful if I needed assistance”

Dimensions GSHS II Questions

Academic Impact of School Climate• GaDOE analyzed the impact of changes in school climate

on CRCT and End of Course Test performance

• Used school-level data from 2008-2012

ResultsSignificant impact on mathematics performance

3x as large as any other subject

1% increase in school climate increased scale scores between 1% increase in school climate increased scale scores between 3% and 16%3% and 16%

Teacher and administrator experience did not impact the development of school climate

Local type (i.e. Urban, Suburban, or Rural) did not impact school climate

04/21/23 20

School Climate and Behavioral OutcomesSchool Climate and Behavioral Outcomes

School Climate significantly impacts student impacts student behavioral outcomesbehavioral outcomes• 1% increase in School Climate is estimated to decrease

discipline actions per pupil by 1.35%School Climate increases student attendanceincreases student attendance

• 1% increase in School Climate is estimated to increases average daily attendance by 1.60%

School Climate decreases suspension daysdecreases suspension days per pupilEffect constant across both middle and high schools

04/21/23 21

Factors Impacting School Climate Factors Impacting School Climate

Student and teacher demographics do not appear to significantly impact the development of positive school climate.

School climate is a product of intrinsic motivation and School climate is a product of intrinsic motivation and personal actions of teacher and leaderspersonal actions of teacher and leaders.

04/21/23 22

What does this mean?What does this mean?

School Climate and the CCRPI

04/21/23 23

The College and Career Ready Performance The College and Career Ready Performance Index (CCRPI)Index (CCRPI)

• ESEA Flexibility under NCLB

– CCRPI is Georgia’s new accountability system replacing AYP

• Incentivizes student performance across a number of academic and behavioral areas.

• Student attendance, student discipline, school climate, and substance abuse/violent incidents will be included within the reporting document.

04/21/23 24

The CCRPIThe CCRPI

04/21/23 25

School Climate Star Rating 1-5 School Climate Star Rating 1-5 (4 Components)(4 Components)

School Climate Star Rating Components:School Climate

• Student Responses – Georgia Student Health Survey II

– 75% Participation Required for each grade level (6 -12)

– Elementary survey introduced in March 2014 (grades 4-5)

• Personnel Responses – Georgia School Personnel Survey

– 75% of Teachers/Administrators Required

• Parent Responses – Parent Survey (new for 2013-14)

– No participation requirement for parents

• School-wide Agreement

– Variance between composite answers of students, teachers, and parents

04/21/23 27

School Climate Star Rating Components: Student Discipline

• Weighted Suspension Rate

– Maximum value for each student – each student counted once

– Suspension Weights:

• Any # of ISS: 0.50 pts.

• 1 – 2 OSS: 1.00 pts.

• 3 – 4 OSS: 3.00 pts.

• 5 – 9 OSS 5.00 pts.

• 10+ OSS: 7.00 pts.

• Alternative School Assignment 6.00 pts. (for disciplinary reasons only)

• Expulsion 7.00 pts.

• Scores will be on a 0 – 100 scale

– Schools receiving a negative student discipline output will be recoded to 0.

– Impact Data: Statewide Average is 81.5204/21/23 28

School Climate Star Rating Components: Student Discipline

• Any # of ISS: 0.50 pts.

• 1 – 2 OSS: 1.00 pts.

• 3 – 4 OSS: 3.00 pts.

• 5 - 9 OSS: 5.00 pts.

• 10+ OSS 7.00 pts.

• Alternative School Assignment 6.00 pts. (for disciplinary reasons only)

• Expulsion 7.00 pts.

04/21/23 29

School Climate Star Rating Components: Safe and Substance-Free Learning Environment

• % of discipline incidents that are not violent incidents using student discipline data

• % of discipline incidents that are not drug/alcohol related incidents using student discipline data using student discipline data

• % of students not abusing substances (i.e. illegal drugs, prescription drugs, alcohol, etc.) using GSHS II data

• % of students not experiencing bullying or harassment using GSHS II data

• Scores will be on a 0 – 100 scale

– Schools receiving a negative student discipline output will be recoded to 0.

– Impact Data: Statewide Average is 95.23

04/21/23 30

School Climate Star Rating Components: School Climate Star Rating Components: School AttendanceSchool Attendance

• Average Daily Attendance Rate of Students – All students will be included

• Average Daily Attendance Rate of Teachers– Includes those who have a job code designated as a teacher

– Removes individuals who have more than 30 days of total leave (vacation leave not included)

• Average Daily Attendance Rate of Administrators – Includes those who have a job code designated as an administrator

– Removes individuals who have more than 30 days of total leave (vacation leave not included)

• Average Daily Attendance Rate of Staff– Includes those who have a job code designated as staff

– Removes individuals who have more than 30 days of total leave (vacation leave not included)

04/21/23 31

Additional Considerations Additional Considerations

• Unsafe School Choice Option (USCO)– “Persistently Dangerous Schools” will lose two stars on School Climate Star Rating.

– Schools with felony USCO incidents (i.e. Aggravated Battery, Armed Robbery, Rape, etc.) will lose one star.

• Disciplinary Disproportionality– Schools will lose one star for disciplinary disproportionality.

– Program Services examine the risk of being suspended between Students with Disabilities (SWD), English Language Learner (ELL), and Economically Disadvantaged compared to their non-service reference group.

– Race/Ethnicity examines the risk each subgroup compared to all other students.

– Group size = 15 // Incident size = 5 Group size = 15 // Incident size = 5

– Disproportionate at 5x the risk for subgroup Disproportionate at 5x the risk for subgroup

• Risk will decrease 0.25 per year until it reaches 3x where it will remain

– Need two (2) consecutive years per subgroup for disproportionality “penalty” Need two (2) consecutive years per subgroup for disproportionality “penalty”

– Suspension risk includes: OSS, Expulsion, and Assignment to Alternative Schools

04/21/23 32

Additional ConsiderationsAdditional Considerations

• Research/Evidence-based Programs/Practices

– Schools can earn additional points on their School Climate Star Rating if they are implementing an evidence/research-based program or practice with fidelity.

– Example includes but is not limited to Positive Behavioral Interventions and Supports (PBIS).

04/21/23 33

QUESTIONSQUESTIONS????

Marilyn Watson: mawatson@doe.k12.ga.us

Jeff Hodges: jhodges@doe.k12.ga.us

04/21/23 34