office of school improvement student assistance programming: creating conditions for teaching and...
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Office of School ImprovementStudent Assistance Programming:
Creating Conditions for Teaching and LearningPart-Two April 24, 2012
Jo Ann Burkholder----------------------------------------------
Conference call in informationPhone number – 1-866–842-5779Conference Code – 3305482954
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The ultimate goal in school improvement is for the people
attached to the school to drive its continuous improvement for the sake of their own children and
students.- Dr. Sam Redding
1. Welcome 2. Quick Review of Student Assistance Programming3. Evidence-based Programming 4. Assessing Needs and Evaluating Process 5. Community Partners 6. Building and Sustaining Awareness
Today’s Agenda
Objectives Participants will:
•Be able to incorporate evidence-based programming based on needs assessment
•Be aware of assessment and evaluation processes
•Have an understanding of engaging community partners
•Have an understanding of the importance of informing constituents and transparency (awareness)
Student Assistance Programming Overview Adaptable in its scope and flexible in
its implementation Provides division administrators and
principals with a proven process Uses evidence-based curricula,
programs, practices, strategies and community services
Fosters positive relationships
Adapted from:The 12 Dimensions of School Climate Measures. National School Climate Center, 2011, schoolclimate.orgESEA Reauthorization at the Office of Safe and Drug-Free Schools Webinar Session. Kevin Jennings, Assistant Deputy Secretary, U.S. Department of Education, 2010. Web site: http://www2.ed.gov/about/offices/list/osdfs/webinar41410.ppt
DifferentiatedLevels
Division/School Community
1Health
Promotion
2Universal
3Selective
4Indicated
5Treatment
6Recovery
Socially Significant Issues – Risk and protective conditions in each domain increase the risk or decrease the likelihood of problems manifesting
Individual Student Risk and Protective
Factors/Assets
School Improvement Teams work with other sub-groups depending on school organizational structure
Sub-teams or groups of people with specific task
Early Warning System Team – monitors and tracks students
Group that interviews students and parents, develops support plans and makes the connections with in-school and community supports (e.g.,SAP Core-team)
Example
School Improvement
Team (Data/Plan)
Principal Executive
Team
Community Partners
Early Warning System
Monitoring and Tracking (Data)
Group (SAP) working with Students and
Parents
Community Agencies
Instruction
Prevention – Problem Behavior
Family
Differentiated Levels of Prevention - Intervention
EVIDENCE-BASED CURRICULA PROGRAMS, PRACTICES AND STRATGIES (CPPS)
What is evidence-based
Instruction, program, practices or strategies that has been documented to work well
Tested under rigorous scientific conditions and is proven to improve outcomes or lower risk
Several agencies provide rating scores on programs, practices or strategies
Evidence-based = defined outcomes
Improved grades Higher rates of next-grade promotion Improved graduation rates Improved reading, math and writing Increased credits earned Decreased high-school drop out Increased parental involvement Fewer school behavioral incidents Fewer in- and out- of schools suspensions
How is it decided what evidence-based CPPS are needed?
A. Start with an analysis of the data to determine/prioritize need
B. Determine what is the best fit
C. Evaluate
How to decide need (Analysis) Data, Data, Data
Academics - SOL – benchmarks Attendance Behavior – suspensions Course completion (failing behind) Graduate rate Student, Parent, Faculty Surveys Individual student/family screening
Identify the strengths – what is working Identify needs/gaps – what’s missing
Determine what is the best fit
Review evidence-based web sites Select programs, strategies, practices
(interventions)
Implement
Build in evaluation process
Evaluate
Short-term – benchmarks, attendance, behavior (suspensions), course completion, pre/post-test (Quick wins)
Long-term – student, staff, parent
surveys
Chose an evidence-based CPPS based on:
Applicability to the target audience Proven measurable positive outcomes Practicality Cost effectiveness Sustainability
Need
Needs Assessment Social Significant
Issues
Parent and Community Perceptions of Need
Objective Data indicating Need
Available Data Academics - SOL –
benchmarks Attendance Behavior – suspensions Course completion (failing
behind) Graduate rate Student, Parent, Faculty
Surveys(if completed by school)
Individual student/family screening
©National Implementation Research Network - 2009
Fit
Does the evidence-based CPPS fit with:
Current initiatives Differentiated levels of intervention School and district priorities Community values
©National Implementation Research Network - 2009
Resources availability Are the resources available to
implement the chosen program or practice
Curricula and classroom materials IT requirements Staffing Training and professional development Data systems Coaching and supervision Administration and system supports needed
©National Implementation Research Network - 2009
Evidence
Does the evidence support the need?
Outcomes – is it worth it Fidelity data Cost – effectiveness data Number of studies Population similarities Diverse cultural groups Efficacy or Effectiveness
©National Implementation Research Network - 2009
Intervention readiness for replication
Is the program/practice ready for replication?
Qualified purveyor Expert or technical assistance available Mature sites to observe Number of replications How well is it operationalized? Are implication drivers operationalized?
©National Implementation Research Network - 2009
Capacity to Implement
Is there the capacity and “buy-in” to implement
Staff meet minimum qualifications Able to sustain implementation drivers
Financially and structurally Buy-in process operationalized
Educators/student support staff Administrators Families/community stakeholders
©National Implementation Research Network - 2009
Rating Tool of evidence-based CPPS
EB-CPPS: 5 Point Rating Scale: High=5; Medium=3; Low = 1. Midpoints can be used and scored as 2 or 4.
High Medium Low
Need
Fit
Resources Availability
Evidence
Readiness for Replication
Capacity to Implement
Total Score
©National Implementation Research Network - 2009
Selected institutions that rate evidence-based CPPS
National Registry of Evidence-Based Programs and Practices (NREPP) http://www.nrepp.samhsa.gov/
What Works Clearinghouse (WWC) http://ies.ed.gov/ncee/wwc/findwhatworks.as
px
National Dropout Prevention Center/Network (NDPC) http://www.dropoutprevention.org/home
Differentiated levels – example of Student Assistance evidence-based programming
Academic Math
Preventing Drop Out
Problem Behavior
Family
All University of Chicago School Mathematics 6-12 Curriculum (WWC)
A+ Anywhere Learning System(NDPC)
Wyman’s Teen Outreach Program (TOPS) Pregnancy Prevention(NREPP)
Familias Unidas (Hispanic specific – NREPP)
Some Core-Plus Mathematics(9-10 grades – WWC)
Reconnecting Youth: A Peer Group Approach to Building Life Skills (NREPP)
Few Cognitive Tutor ®9 grade – WWC)
High School Redirection (Reviewed for Dropout Prevention -NREPP)
Project Magic(NREPP ) Alternative to Suspension
Project Magic(NREPP )
How do higher performing schools engage families and community?
Build trusting collaborative relationships among teachers, families, and community members
Recognize, respect, and address families’ needs, as well as class and cultural difference
Embrace a philosophy of partnership where power and
responsibility are shared(Henderson & Mapp, 2002)
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Benefits of stakeholder engagement
Cooperation means having extra help for student assistance
Coalitions with community entities aid universal prevention efforts
Coalitions with community agencies help individual students
Memoranda Of Understanding (MOU) define working relationships
Effective student assistance involves parents and guardians
Stakeholder examples
Area schools, public and privateBusinesses and business groupsChurches, synagogues, mosques and other faith-based
groupsGovernment entities (e.g. Department of Motor Vehicles,
et. al.)Law enforcementHospitals and public health agenciesPrevention and treatment agenciesProbation servicesSocial service agenciesYouth service organizations
Community service examples
Academic tutorsAl-Anon, Alateen and Alcoholics AnonymousCommunity Service BoardsEmployee assistance programs (school or corporate)Health care providers and health departmentsMental health, family and substance abuse servicesReligious groups, counselors and leadersShelters for the homeless/Food banksSocial services departmentsParks and recreation departmentsYouth outreach and after-school programs (i.e.,
YMCA, Big Brothers/Big Sisters, Boy/Girl Scouts)Youth sports organizations
SAP WORKS WITH MULTIPLE STAKEHOLDERS
AwarenesAwarenesssEducatioEducationn
PromotioPromotion andn andPreventioPrevention n
Early Early IdentificatioIdentification n and and Assessment Assessment
Referral Referral andandInterventioIntervention and n and SupportSupport
Comm-Comm-unityunityStake-Stake-holdersholders
CapacityCapacitySustain-Sustain-ability ability Plan Plan
STUDENTSSTUDENTS
STAFFSTAFF
PARENTS PARENTS
COMMUNITCOMMUNITY STAKE -Y STAKE -HOLDERSHOLDERS
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How to engage stakeholders
A community has a stake in its schools and mission
Collaboration is mutually beneficial Community-School Prevention Councils
Community-school universal-level planning
Selective and indicated-level collaborative services
How to engage stakeholders
Steps to community-school universal-level programming success Form coalitions with groups most likely to
help schools Assess needs based on objective data Establish goals that can be measured Fill gaps in prevention services Evaluate efforts to adjust programming
How to engage stakeholders
Know the people and groups with whom to collaborate
Know how community agencies function
Schools and stakeholders share information back and forth to better coordinate efforts
Support stakeholder initiatives
How to engage stakeholders
Develop Memoranda of Understanding (MOU) together
Clarify expectations and roles
Communication and coordination
Confidentiality
Monitoring and evaluation
Review periodically and adjust
Building and sustaining awareness/transparency
The goal of SAP is prevention for everyone and intervention for students who need assistance Both depend on widespread awareness for
success
Awareness is a two-part process: social marketing focuses on specific problems
to dispel myths awareness events about youth issues/needs
with resources both should be informative about the SAP
process and how to make referrals
Building and Sustaining Awareness/Transparency
Awareness must begin with faculty and staff and repeated yearly
School-wide activities and events, classroom presentations are effective with students and result in referrals
Awareness/reporting survey results and outcome data parents, public and private groups and organizations
that provide prevention and assistance services or link to services within the community
For More Information contact
Jo Ann Burkholder, CoordinatorStudent Assistance Systems
804-371-7586E-mail – [email protected]