Effective school climate improvement makes use of a systematic approach for identifying and responding to school climate needs using data collection and analysis to guide the implementation of evidence-based practices with fidelity. The School Climate Change Process (SCCP) model was developed by personnel from Rutgers’ Graduate School of Applied and Professional Psychology in partnership with the New Jersey Department of Education.
Research suggests that meaningful school improvement requires sustained, systemic changes over a period of at least three years (Cawelti, 1999; Protheroe, 2011). The SCCP involves a range of critical steps for success over time that are typically led by an established School Safety/School Climate Team (SS/SCT). The team collects and analyzes school climate data, prioritizes needs and establishes goals, develops a data-driven School Climate Improvement Plan (SCIP), and continuously monitors progress toward goal achievement while making modifications to strategies as needed. Teams engaged in the school climate change process continuously cycle through these steps.