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

Standards

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

Connecting and creating a system

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

No single evidence-based CPPS can achieve all those outcomes

 

Stop

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

Assessing evidence-based CPPS Fit

©National Implementation Research Network - 2009

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

Social marketing

Dispelling myths

School Staff Students Parents Community

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

Reflections

Identify:

3 take aways 2 things to improve1 thing to do

For More Information contact

Jo Ann Burkholder, CoordinatorStudent Assistance Systems

804-371-7586E-mail – joann.burkholder@doe.virginia.gov

A Round of Applause To You!A Round of Applause To You!