Running head: THE SCALE OF EFFECTIVE SCHOOL DISCIPLINE AND SAFETY 1

Module 2 Application - The Scale of Effective School Discipline and Safety (SESDS)

Erica Jackson Green

EL/5033

June 1, 2019

American College of Education

Module 2 Application – The Scale of Effective School Discipline and Safety

Introduction

Mock data from, The Scale of Effective School Discipline and Safety (SESDS) was

analyzed to determine the readiness of the school to implement a Positive Behavioral Support

System (PBSS). An SESDS questionnaire is a 58-question survey that seeks to understand

teachers’ attitude towards, Teachers’ Effective Classroom Management Skills, Teachers’

Positive Behavioral Interactions and Respect, Holding Students Accountable for their Behavior:

Administration and Staff, Teachers’ Contribution to a Positive School Climate, and School

Safety and Security: Staff, Students, and School Grounds. (Knoff, 2012, Chapter 10). The 58

questions are broken into different the scales with a differing number of questions in each scale.

The Responses to SESDS Results use the analysis to determine the readiness of the school for

PBSS implementation; additional information is given on Professional Development topics that

would benefit the climate, culture, and attitude of the staff.

SESDS Analysis

In order to complete the SESDS Analysis, a disaggregation of the 58 questions into the

five scales must take place. Calculation of the average for each scale is completed by summing

the individual items in each scale and dividing each total by the number of items in each scale.

Next, the individual averages for each scale are averaged to get a single scale average for each

scale (American College of Education, 2019, Module 2 Application). After computing the

averages and comparing them to the scoring continuum, a determination of teachers’ attitudes

and feelings is made.

Scale 1: Teachers’ Effective Classroom Management Skills

Five teachers were asked to rate their effectiveness with classroom management skills.

On a scale of one to five with one being excellent, the teachers averaged a 2.18. This indicated

that teachers believe that they have good management of their classes and that teachers do not

view classroom management skills as a hindrance to the successful education of students.

Question 19, Students are taught the school rules (American College of Education, 2016,

Module 2, Data Packet: The Scale of Effective School Discipline and Safety (SESDS)), was

scored either Excellent or Very Good. According to Laurie Boyd (2012), Principal of

Arrowhead Middle School, “When we help our young charges develop self-discipline through a

consistent, coherent discipline system, we show them that we care about their lives, not just their

grades or test scores (p.66).

Scale 2: Teachers’ Positive Behavioral Interactions and Respect

Overall, the teachers had a neutral rating for Scale 2: Teachers’ Positive Behavioral

Interactions and Respect; the average of the five teachers was 2.83 out of five. This score is in

the range of Good and is the lowest average score of the five-scaled scores. According to

question 27, Students consistently demonstrate appropriate levels of academic engagement and

time on task (American College of Education, 2016, Module 2, Data Packet: The Scale of

Effective School Discipline and Safety (SESDS)), teachers disagree with that statement. Scale 2

would be an area where deeper questioning or professional development would be recommended

in order to move the scale score closer to one or excellent.

Scale 3: Holding Students Accountable for their Behavior: Administration and Staff

The mock data reflecting the attitudes and perspectives of the teachers for Scale 3:

Holding Students Accountable for their Behavior: Administration and Staff rates a 2.43, which
THE SCALE OF EFFECTIVE SCHOOL DISCIPLINE AND SAFETY 4

correlates to a range of Very Good to Good. Per this data, the representative teachers feel that

the administration is holding students accountable for their behaviors. All respondents rated

question 16, Administrators support teachers in dealing with student discipline matters

(American College of Education, 2016, Module 2, Data Packet: The Scale of Effective School

Discipline and Safety (SESDS)), in the Excellent to Very Good range. Administration should be

recognized for the positive attitudes towards them, especially since teachers also feel that many

discipline problems are referred to the office, according to question 13 (American College of

Education, 2016, Module 2, Data Packet: The Scale of Effective School Discipline and Safety

(SESDS)).

Scale 4: Teachers’ Contributions to a Positive School Climate

Scale 4: Teachers’ Contributions to a Positive School Climate includes teacher attributes

such as involvement, enthusiasm, productivity, innovation and optimism. The average score is

2.36 on a five-point scale. This indicates a high level of peer respect. Teachers at the school

contribute to the overall positivity of the school environment by the positive traits tracked in the

questionnaire.

Scale 5: School Safety and Security: Staff, Students, and School Grounds

The score for Scale 5: School Safety and Security: Staff, Students, and School Grounds is

2.31 out of five. This score falls into the Very Good to Good range similar to the other scale

scores. While the scale score is positive, there are areas of concern in the school. The Majority

of teachers surveyed do not feel that student property is secure per survey question 4 responses

(American College of Education, 2016, Module 2, Data Packet: The Scale of Effective School

Discipline and Safety (SESDS)). In contrast, teachers rate the security of their personal

belongings as very secure as indicated by the positive responses to question 2 (American College
THE SCALE OF EFFECTIVE SCHOOL DISCIPLINE AND SAFETY 5

of Education, 2016, Module 2, Data Packet: The Scale of Effective School Discipline and Safety

(SESDS)). This discrepancy should be investigated further, the school may need to invest in

lockers or some other personal storage devise for students.

Responses to SESDS Results

Based on the above analysis of the five scale score criteria, this school is ready to

implement a school-wide PBSS. Four of the five participants have very favorable views of the

school climate and culture. Knoff states, “A typical benchmark for readiness is a minimum 80%

vote in favor.” (Knoff, 2012, Chapter 2). A caveat to this readiness would be the position and

authority of the remaining 20% of responders. If the dissenters are official or perceived leaders

in the school, their negativity could sway the implementation of the program (Knoff, 2012,

Chapter 2).

In addition to delving into the positions held by the hold-outs, special attention should

also be given to Scale 2: Teachers’ Positive Behavioral Interactions and Respect. This was the

highest scoring scale score. Teachers rated question 27, Students consistently demonstrate

appropriate levels of academic engagement and time on task, especially high (American College

of Education, 2016, Module 2, Data Packet: The Scale of Effective School Discipline and Safety

(SESDS)). Additionally, neither questions 32 and 33 were favorably rated. Question 32 is

closely linked to question 27, as it deals with participating in all learning opportunities until the

end of each instructional period. Question 33 asks about class disruptions due to discipline issues

(American College of Education, 2016, Module 2, Data Packet: The Scale of Effective School

Discipline and Safety (SESDS)). As the bulk of the negative responses center around the issue

of academic engagement, the recommendation is still to move forward with the PBSS process

with a focus on academic engagement.

Based upon my learning and experience, I would recommend that the school choose a

program that will help teachers with classroom management and focus. My school uses the

CHAMPs program to teach explicitly what it looks like to learn in each class. Additional

recommendations would be for the first day to first week of school be dedicated to the explicit

teaching of routines and expectations in each classroom and location (cafeteria, restrooms, media

center, etc.). Students need to know that all school staff hold the same expectations for student

behaviors. Clear expectations that explained regularly will minimize disruptions and assist

students in self-governing and maintaining focus.

Conclusion

Based upon SESDS questionnaires and analysis, schools can determine the readiness of

staff members to be receptive to the implementation of PBSS in their school. The minimum

threshold for success is 80% of staff members rating the school in a favorable light. Whether the

80% threshold is met or not, the five scale scores offer valuable insight into the climate, culture

and attitudes of school staff. Analysis of each scale score can be used to determine professional

development needs within the school as a whole or for specific sub-groups.

References

American College of Education. (2016). Data Packet: The Scale of Effective School Discipline

and Safety (SESDS), Retrieved from www.ace.edu on May 31, 2019.

American College of Education. (2016). Module 2 Application: The Scale of Effective School

Discipline and Safety (SESDS) , Table 2, Retrieved from www.ace.edu on May 31, 2019.

Boyd, L.. In: EDUCATIONAL LEADERSHIP. 70(2):62-66; United States: ASCD

ASSOCIATION FOR SUPERVISION AND, 2012. Language: English, Database: British

Library Document Supply Centre Inside Serials & Conference Proceedings

Knoff, H. M. (2012). Evaluating and Sustaining PBSS Outcomes.

doi:https://www.corwin.com/sites/default/files/upm-

binaries/52953_Knoff_Chapter_2.pdf

Knoff, H. M. (2012). Evaluating and Sustaining PBSS Outcomes.

doi:https://www.corwin.com/sites/default/files/upm-

binaries/52953_Knoff_Chapter_10.pdf