An Evidence-Based Culture and Climate Assessment for Schools

Assessment is the First Step in Creating and Sustaining a High-Performance Culture and Climate (HPCC)

The HPCC Assessment process is a systematic way of collecting, analyzing and presenting data for all school stakeholders. The purpose of the assessment plan is to ensure that the way that work is being done with schools is contributing to the change that is expected. Additionally, the assessment plan is to ensure that the Foundational for Educational Success (FFES) process is bringing about the desired impact of creating a high performing culture and climate in the identified schools by decreasing disruptive behaviors, supporting high academic standards, and improving academic performance for all students.

At the beginning of the process, pre-assessment data are collected on all schools. Each school is reviewed based on the current condition in areas that research has determined changes need to take place to create a healthy culture and climate. Some of the baseline data that are collected include, but are not limited to:FFES Assessment

    • School standard operating data (school culture)
    • Stakeholder connection, involvement, and commitment data (school climate)
    • Cost of disruption data
    • Academic indicator data
    • Classroom-based data (culture and climate)
    • Genuine team culture data
    • Parent perception data (archival data)
    • Student perception data (archival data)

Some of the data collected are based on historical information that schools report annually to the district or state. Other data are collected specifically as a part of the FFES process as personnel conduct reviews of each school to determine the condition of the school. Archival data from parent and student perception data are also collected as baseline data.

After the FFES process has been applied to a school, data on each of the schools are collected again. Pre and post assessment data are then analyzed and assessed for changes where we are looking for statistically significant differences in pre and post assessment data. We are looking for significant increases in some of the data (i.e., knowledge and application of standard operating procedures, parent and student perception of schools), while we are looking for decreases in other areas (i.e., disruptive behavior, costs associated with disruption).  Data collection is iterative and is used for formative and summative evaluation.

You can learn more about the process at the FFES website, http://foundationforeducationalsuccess.com, where you can download an accurate portrayal cost of disruption report that was discovered as the result of an FFES assessment.

About FFES: Foundation for Educational Success (FFES) is a “one-stop-shop” for parents, mentors, educators, school administrators, youth and youth service workers looking to improve the climate, culture, and relationships that drive them. The foundation was launched in 1998 as part of the founders’ commitment to revolutionizing education and providing hope to young people and those who serve them. FFES seeks to be your partner in changing lives and bridging this disconnect to bring the different worlds together. They provide practical methods and solutions to effectively communicate with youth and help them understand how to develop a plan for a successful future.

 

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