Comprehensive Assessment of School Climate to Improve Safety in Maryland Middle Schools

Introduction: Many schools struggle to proactively promote a positive climate and safety, especially in middle school where behavioral concerns increase (Ramirez et al., 2012; Wang & Dishion, 2012; Pergolizzi et al., 2011). Schools often implement non-evidence based programs in reaction to, rather than to prevent, problems. This presentation will discuss a recently funded initiative to promote middle school safety through the use of a continuum of evidence-based approaches to school climate improvement, violence prevention, and culturally-responsive classroom management. A recent randomized controlled trial of the Maryland Safe and Supportive Schools (MDS3) model has demonstrated effects in Maryland high schools; we will present the process of adapting this model to middle schools and accessing its acceptability and feasibility.

Methods: The targeted sample is youth attending 40 middle schools across 3 diverse Maryland counties in the Baltimore metro area. Schools are randomly assigned to a control condition or the intervention condition, which consists of an augmented version of Positive Behavioral Interventions and Supports (PBIS) that provides personnel with safety (e.g., surveys, observations) and climate data, technical assistance, and training in evidence-based interventions. The trial aims to (1) adapt for middle schools and assess the acceptability and feasibility of the MDS3 model in 4 pilot schools; (2) test the efficacy of MDS3 for improving school safety and climate, problem behaviors, engagement, and achievement; and (3) measure the programmatic costs and benefits associated with the implementation of MDS3 to inform state-wide dissemination efforts.

Results: This presentation will focus on the process of adaptation of the MDS3 model to middle schools, including the modification of a school climate survey as well the creation of an administrator walk-through. We will employ the ADDIE model of systematic instructional design to iteratively analyze, design, develop, implement, and evaluate the MDS3 model in middle schools. Focus groups and key informant interviews will guide the modification of school climate surveys as well as tailoring two research-based observational tools for use by administrators.

Conclusions: We hypothesize that MDS3 intervention schools will display decreased behavioral infractions and ethnic disparities, and improved school safety and academic success. This proposal has strong implications for school safety, policy, and practice as it contributes knowledge regarding the impacts of the use of a data-based, multi-tiered approach to implement EBPs in middle schools. Currently, the field lacks experimental knowledge and readily available information for middle schools regarding school-based interventions.