ED503 - EL Classroom Management: Creating Safe and Supportive Learning Environments

Week 2 Application
Submit at the end of Week 2. Overview: The Scale of Effective School Discipline and Safety (SESDS) Another important element of a Positive Behavioral Support System (PBSS) is the readiness of the staff to help implement the system. Critical to this process are the attitudes of teachers, their understanding and use of research-based classroom management strategies, and how they see their students responding to classroom and school discipline. In Week 2s Application Assignment, you and five colleagues at your school will complete The Scale of Effective School Discipline and Safety (SESDS). This scale consists of 58 items that, when present in a school, help it implement an effective, school-wide discipline, behavior management, and school safety program. Course Objective Identify functional components of successful classrooms, including their physical set-up, effective grouping and instructional approaches, criteria for a positive climate and academic engagement, and necessary teaching behaviors.

Directions 1) Save and print the Week 2 Application PDF. Your Application consists of three parts: A questionnaire, analysis of the questionnaire, and responses to the questionnaire. The questionnaire analysis and responses will be included in one paper. 2) Create a Word document for your response. Use 12-point Arial or Times New Roman font. 3) Create a title page and references page in APA format. 4) Copy and distribute the SESDS Survey as described in the Directions for the SESDS Questionnaire. 5) SESDS Analysis: Write a comprehensive response for each of the five scales, analyzing the attitudes and perspectives of the teachers who completed the SESDS (including yourself). 6) Responses to SESDS Results: Compose a thoughtful, well-elaborated response to each question. 7) Follow the How to Submit directions to submit your final Word document. SESDS Questionnaire This weeks assignment asks you to collect and analyze the responses from a questionnaire called The Scale of Effective School Discipline and Safety (SESDS). This scale consists of 58 items that, when present in a school, help it to implement an effective, school-wide discipline, behavior management and school safety program. The SESDSs 58 items are organized into five factors: Scale 1: Teachers Effective Classroom Management Skills (24 items) Scale 2: Teachers Positive Behavioral Interactions and Respect (11 items)

2012 American College of Education

ED503 - EL Classroom Management: Creating Safe and Supportive Learning Environments Scale 3: Holding Students Accountable for their Behavior: Administration and Staff (7 items) Scale 4: Teachers Contribution to a Positive School Climate (9 items) Scale 5: School Safety and Security: Staff, Students, and School Grounds (7 items) Typically, the SESDS is completed by everyone in a school and analyzed by grade level or by teachers versus other staff members. Directions for the SESDS Questionnaire Step 1: Make six copies of the SESDS questionnaire. Complete one yourself. Have five teachers from the same school (preferably from the same grade level or from two adjacent grade levels) complete the other questionnaires. (Note: This scale is protected by a copyright that restricts its use and copying. Permission to use this scale for this assignment alone has been granted to American College of Education. Any future copying or use of this scale without the expressed written permission of the author is prohibited). Step 2: Score the SESDS for each of the six completed questionnaires. To do this, find the average rating for each scale by adding up the individual items in that scale and dividing that total by the number of items in the scale. Below are the items to use for each scale. Scale 1: Add the ratings from Items 8, 10, 15, 19, 22, 24, 28, 29, 31, 34, and 45 through 58, and divide by 24. Your average should be between 1.0 and 5.0. Scale 2: Add the ratings from Items 9, 11, 17, 18, 25, 26, 27, 30, 32, 33, and 35, and divide by 11. Your average should be between 1.0 and 5.0. Scale 3: Add the ratings from Items 1, 6, 13, 14, 16, 20, and 23, and divide by 7. Your average should be between 1.0 and 5.0. Scale 4: Add the ratings from Items 36 through 44, and divide by 9. Your average should be between 1.0 and 5.0. Scale 5: Add the ratings from Items 2, 3, 4, 5, 7, 12, and 21, and divide by 7. Your average should be between 1.0 and 5.0. Step 3: If you are a staff member at the same school as the five teachers who also completed the questionnaire, add the six averages for each scale and divide by 6 to get a total average. If you are not a staff member of that school, add the five teachers averages for each scale and divide by 5 to get a total average. Your final result should be an average between 1.0 and 5.0 for each of the five SESDS scales. Step 4: Look at the averages of each scale and the individual items that make up each scale. Note that each item was rated along the following continuum: 1 Excellent 2 Very Good 3 Good 4 Fair 5 Poor /___________/______________/_______________/_____________/

2012 American College of Education

ED503 - EL Classroom Management: Creating Safe and Supportive Learning Environments Part 1: SESDS Questionnaire The Scale of Effective School Discipline and Safety Name of Teacher/Staff Member: School: Directions: Below are a number of statements that relate to discipline and behavior management in your school. Please rate each item on your level of agreement based on both, your general and specific experiences at your school within the past two months (or last year, if this questionnaire is being completed prior to the beginning of the school year). Agreement Codes: 1 Strongly Agree 2 Agree 3 Uncertain 4 Disagree 5 Strongly Disagree 1. Students at this school are held accountable for maintaining school rules throughout the year. 2. Property of staff members is secure. 3. Vandalism or destruction of school property by students is not a problem 4. Property of students is secure. 5. It is safe to work in this school after students are dismissed. 6. There is a positive school spirit. 7. Students and staff members take pride in the school and help to keep buildings and grounds clean and attractive. 8. Students at the school experience five positive interactions from teachers and other staff for each negative interaction. 9. Students at the school experience five positive interactions from their peers for each negative interaction. 10. Students at the school are prompted and encouraged to reinforce themselves when appropriate. 11. Students treat each other respectfully and are not subject to verbal abuse by other students. 12. This school is a safe and secure place to work during the normal school day. Rate using one of the agreement codes Date:

2012 American College of Education

ED503 - EL Classroom Management: Creating Safe and Supportive Learning Environments

13. Few discipline problems are referred to the office. 14. Staff members enforce the student rules consistently and equitably. 15. Students are frequently rewarded or praised by faculty and staff for following school rules. 16. Administrators support teachers in dealing with student discipline matters. 17. Staff members are treated respectfully by students and not subject to verbal abuse. 18. Most students in this school are eager and enthusiastic about learning. 19. Students are taught the school rules. 20. Teachers, administrators, and students share responsibility for maintaining discipline in this school. 21. Students generally believe that school rules are reasonable and appropriate. 22. Teachers treat students with respect. 23. Administrators enforce the student rules consistently and equitably. 24. Students are taught school and classroom routines before being held accountable for them. 25. Students have the behavioral skills needed to work independently when required. 26. Students have the behavioral skills needed to work in cooperative learning groups. 27. Students consistently demonstrate appropriate levels of academic engagement and time on task. 28. Teachers have high and reasonable academic expectations of their students. 29. Teachers have high and reasonable behavioral expectations of their students. 30. Time is allocated for social skill instruction consistently during each module. 31. Students are provided multiple opportunities to practice and apply new social skills in both group and individual settings.

2012 American College of Education

ED503 - EL Classroom Management: Creating Safe and Supportive Learning Environments

32. Students participate appropriately in all learning activities until the end of each instructional period. 33. Class is rarely interrupted to discipline students. 34. Class starts promptly at the beginning of each instructional period. 35. Students here care about the school. Teachers at this school are: 36. involved 37. cohesive 38. enthusiastic 39. relaxed 40. satisfied 41. productive 42. innovative 43. open to change 44. optimistic 45. Teachers at this school willingly accept responsibility for every student in the building. 46. Teachers at this school are willing to look at a students strengths as well as his/her weaknesses. 47. Teachers at this school are willing to tolerate some negative behavior, as long as it decreases over time. 48. Teachers at this school are willing to give the student peer group some responsibility for monitoring their own members. 49. Teachers at this school believe that students problems must be assessed within the context of the student, the classroom, the instruction within the classroom and the curriculum. 50. Teachers at this school believe that students problems must be functionally assessed before appropriate interventions can be identified and implemented. 51. Teachers at this school continuously monitor students academic and social behaviors.

2012 American College of Education

ED503 - EL Classroom Management: Creating Safe and Supportive Learning Environments

52. Teachers at this school use data (academic or behavioral) to make decisions about students. 53. Teachers at this school provide consistent, immediate, and appropriate responses for acceptable student behavior. 54. Teachers at this school provide consistent, immediate, and appropriate responses for unacceptable student behavior. 55. Teachers at this school provide appropriate incentives to both individual students and groups of students. 56. Teachers at this school involve students in identifying and select appropriate incentives and reinforcements for acceptable behavior. 57. Teachers at this school involve students in identifying and selecting appropriate consequences for unacceptable behavior. 58. Teachers at this school attend and acknowledge both acceptable and unacceptable student behaviors. Part 2: SESDS Analysis Write a comprehensive paragraph for each of the five scales, analyzing the attitudes and perspectives of the teachers who completed the SESDS (including yourself). Scale 1: Teachers Effective Classroom Management Skills Scale 2: Teachers Positive Behavioral Interactions and Respect Scale 3: Holding Students Accountable for their Behavior: Administration and Staff Scale 4: Teachers Contribution to a Positive School Climate Scale 5: School Safety and Security: Staff, Students, and School Grounds Part 3: Responses to SESDS Results Write a thoughtful, well-elaborated response to each of the questions. Follow APA style. Based on this analysis (and assume that these results reflect the faculty across this entire school), do you think the school is ready to implement a school-wide Positive Behavioral Support System (PBSS)? Why or why not? If the school is not ready, what areas (based on the SESDS), do you think the school needs to address to make it ready? What professional development targets would you recommend for staff to increase their readiness for a Positive Behavioral Support System (PBSS)? Based on what you have learned so far from the Week 1 Analysis and the SESDS survey about student behavior in your school, what Positive Behavioral Support System (PBSS) targets would you recommend for the school? What social skills instruction would your recommend? Explain.

2012 American College of Education