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.
For this module’s assignment, you will analyze mock data from The Scale of Effective School Discipline and Safety (SESDS). You will use the data to analyze five teachers’ attitudes and perceptions relative to the status of school-wide and teacher approaches to discipline and behavior management. These teachers hypothetically represent the perspectives of the entire school.
- (PDF) for use in this assignment.- THE PDF IS ATTACHED
- Complete Parts 1, 2, and 3 and compose your responses in a 5- to 7-page Word document (not including the title and references pages).
- Write an introduction establishing the context for the survey data sets and a conclusion summarizing your findings.
- Use APA format for the title page, references page, and in-text citations.
Table of Contents
Part 1: SESDS Questionnaire
This module’s assignment asks you to collect and analyze mock data from a questionnaire, The Scale of Effective School Discipline and Safety (SESDS). This scale consists of 58 items, when present in a school, help it to implement an effective, school-wide discipline, behavior management and safety program. Typically, the SESDS is completed by everyone in a school and analyzed by grade level or by teachers versus other staff members.
- Follow the directions to score the five sets of mock data presented in the Data Analysis Packet.
- Then, analyze the five sets of mock data. (Note: You do not submit for this part; your written analysis is Part 2 of the assignment.)
The SESDS’ 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)
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)
How to Score:
Step 1. Score the SESDS for each of the five 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 2. Add the five 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 3. 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
Part 2: SESDS Analysis
Write a thoughtful, well-elaborated paragraph for each of the five scales, analyzing the mock data reflecting the attitudes and perspectives of the teachers who completed the SESDS.
Use the titles of the five scales as subheadings (for example, Scale 1: Teachers’ Effective Classroom Management Skills).
Part 3: Responses to SESDS Results
Write a thoughtful, well-elaborated paragraph for each of the questions.
- 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 Module 1 analysis and the SESDS about student behavior in your school, what Positive Behavioral Support System (PBSS) targets would you recommend for the school? What social skills instruction would you recommend? Explain.
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