School Climate Data
Understand, Interpret, Use
Delaware Positive Behavior Support Project
Megan Pell
Sarah Hearn
Jessica Kradjel
May 12, 2015
Time:
Topic:
9:00 – 9:45
Overview of School Climate & Delaware
State-wide Results
9:45 – 10:15
School Climate Data Sharing & Use
10:15 – 10:30
Break
10:30 – 10:50
Understanding Data Reports &
Interpretation Worksheets
10:50 – 12:00
Group Work on Interpreting your school’s
scores.
*Agenda
*
See template handouts
* Overview of school climate
* Summary of survey structure & report
information
* School results templates & samples
* Discussion & planning prompts
* Resources
*
*
Directions for PowerPoint users:
*The following is a sample template for sharing
your 14-15 DSCS results.
*Please read the “notes” section for each slide to
help you finalize what goes where in your
presentation
*Please edit this template to meet
your needs and the needs of your
staff. It is okay to add and cut slides
to this template.
*
Recommendations for using this template:
• Using screen shots from your DSCS report or
interpretation guide notes to save time in creating
informative slides.
• Consider having your SWPBS Team help to create and
lead your PowerPoint presentation
• Consider giving staff time immediately after your
presentation to:
• brainstorm ways to improve any areas of concern
(Action Planning)
• share strategies that they feel help to address any
identified areas of strength or concerns
Title shares survey section for which population
Notes
section
with
slide
guidance
Reminder: adapt to your needs
Screen
shot of
report
graph
Notes offer recommendations to & ideas to facilitate
sharing & discussion with audience
Let’s look at your scores
Based on grade-level
norms (either
elementary, middle
school, high school,
early childhood,
special education) or
on specific grades
for student survey
(3-12).
*
Particularly
meaningful when
scores tend be
very high across all
schools
*
Most appropriate
score for
comparing scores
from year to year.
Given a
subscale
score, what
specific items
caused the
score to be
low or high?
*
* Color coding in data tables
*
*3-year comparison graph
*3 populations
*Color
*
Graphs represent data for
2012-13, 2013-14 & 2014-15
• School Climate
• Techniques
2fdfdsf
• Bullying (when applicable)
• Engagement
* 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
Response Codes
Table 1, 2, 4:
1 = Disagree A Lot, 2 = Disagree,
3 = Agree, 4 = Agree A Lot
Table 3:
1 = Never, 2 = Less than once a month ,
3 = Once or Twice/Month,
4 = Once/Week,
5 = Several Times/Week, 6 = Everyday
Table Letter Codes
* a = Standard Scores
* b = Average Item Scores
* c = Individual Items % Response
* STUDENT only:
* (1) = Race & Gender Breakdown
* (2) = Grade Level Breakdown
Symbol Code
✷ A higher score represents an
unfavorable response to items on the
Bullying School-Wide subscale and
the Use of Punitive Techniques
subscale.
*Worksheet per survey population
*Guides you through each survey scale
(School Climate, Techniques, Bullying,
Engagement) looking at 3 types of scores
and graphs
*Lead to action planning template
*
*When interpreting standard and average item
scores for your school:
*First, focus on Total Scores
* Next, check for group differences
*Student Survey: Grade, Race, Gender
*Teacher Survey: Teacher vs. Other Staff
*Home Survey: Race
School Climate Workshop, 5/7/13
*
Mini-Lesson on Successfully Matching the Staff
Guide With a Real Data Report
You are looking at Standard Scores
(SS)
Page 1
of your
STAFF
Interpretation
Worksheet
Look for
Table #
referenced
in section
directions
“Table 1a”
To note your “sizeable” strengths
and your relative strengths.
To note your
“considerable
concerns”
and your
relative
concerns.
Here you can
write any
additional
notes you
don’t want to
forget.
You are looking at Standard Scores
(SS)
Page 1
of your
STAFF
Interpretation
guide
Look for
Table #
referenced
in section
directions
“Table 1a”
Pg.1 of Staff
Report
Where and what are your “sizeable” strengths
& relative strengths compared to other schools?
HERE!
NOT
HERE! 
Here they are! NOTE: these are only relative strength and not “sizeable” ones.
Pg.1 of Staff
Report
Pg.1 of Staff
Report
Now, where and what are your “considerable” concerns
& your relative concerns?
You are looking for position-related
standard score data now
Look for
Table #
referenced
in section
directions
“Table 1a”
Pg.1 of Staff
Report
Don’t forget to
CELEBRATE your good
news!
Don’t forget to
CELEBRATE your good
news!
Even when you get data that
isn’t what you want,
your data still gives you
important information about
next steps in positive school
climate in your school.
Recommended next steps for
today:
• Review student report (if
applicable)
Your next steps in the
coming weeks:
•
•
Determine how and when to
share!
Start action planning