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Peer Assistance and Leadership (PAL)

Program Evaluation

2008-09 to 2012-13

Office of Assessment and Evaluation

Clear Creek Independent School District

Office of Assessment and Evaluation

Peer Assistance and Leadership (PAL) Program Evaluation

Presented to Board of Trustees on May 12, 2014

Robin Sabo:

Signature Date

Dr. Robert Bayard:

Signature Date

Dr. Steven Ebell:

Signature Date

Dr. Gregory Smith:

Signature Date

2013-2014 Board of Trustees Program Evaluation Team Ann Hammond, President Win Weber, Vice President Page Rander, Secretary Laura DuPont, Ph.D., Member Charles Pond, Member Ken Baliker, Member Dee Scott, Member Greg Smith, Ph.D., Superintendent

Steven Ebell, Ed.D., Deputy Superintendent, Curriculum & Instruction Robin Sabo, Social Studies Coordinator, Curriculum & Instruction Robert Bayard, Ed.D., Director, Assessment and Evaluation Laura Gaffey, Data Analyst, Assessment and Evaluation Pat McKenna, Data Analyst, Assessment and Evaluation

Peer Assistance and Leadership (PAL) Program Evaluation 2008-09 to 2012-13

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Background Information on Peer Assistance and Leadership

The purpose of program evaluations in the Clear Creek Independent School District (CCISD) is multi-faceted and shall result in findings, recommendations, and/or conclusions that:

Ensure program alignment with District goals and vision;

Assess strengths and weaknesses of the program;

Measure the success of the program in meeting its expressed goals; and/or

Result in improvements in, revisions to, or discontinuation of the program.

As part of CCISD’s program evaluation process, the Office of Assessment and Evaluation has completed a program evaluation for the Peer Assistance and Leadership (PAL®) program encompassing the five year period from the 2008-2009 school year through the 2012-2013 school year.

Peer Assistance and Leadership

According to the PAL website (palusa.org), Peer Assistance and Leadership began in 1980 as a “peer helping” program, combining “peer assistance” and “peer leadership” strategies originally developed in the late 1970′s. The PAL program is an award-winning, Nationally Recognized Evidence-Based Prevention Program owned and operated by the non-profit organization, Workers Assistance Program, Inc. (WAP). The mission of the PAL program is to enable young people to use their potential to make a difference in their lives, schools, and communities.

Over the last couple of decades, WAP has significantly enhanced and expanded these basic prevention strategies, evolving the PAL peer helping program from an informal, extra-curricular activity in a single school district, into a formally structured, curriculum-based program, adopted by the Texas Education Agency (TEA) as an accredited elective course. Additionally, after years of ongoing review processes, recently PAL became an NREPP (National Registry of Evidence-based Programs & Practices) recognized program.

Because of its reputation for effectiveness and efficiency, over 750 school districts throughout Texas have requested services from PAL Service’s WAP, Inc., and WAP has documented substantiated PAL peer helping programs in over 1000 elementary, middle and high schools in Alabama, Arkansas, Arizona, California, Iowa, Kansas, Louisiana, Nebraska, New Mexico, New York, Oklahoma, Oregon, Texas, Utah, and Washington.

PAL courses use the potential of youth to make a difference in their lives, schools and communities. The PAL program recognizes an innate capacity for social understanding, personal well-being, and community participation within every student. PAL nurtures and builds capacities to help youth increase resiliency and build protective factors to help them achieve school and social successes which lead to a productive life.

This versatile course creates environments in which youth participate in productive pursuits with peers, using decision making, higher order thinking skills, and resiliency building. PAL students learn to adapt the power of peer pressure to influence others positively and, ultimately, they make a difference in the lives of others. Positive peer influence is utilized as a central strategy for addressing issues like bullying, low achievement, at-risk youth, drop-out prevention, substance abuse prevention, teen pregnancy, suicide, absenteeism, behavior problems, and other community issues.


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As part of the Peer Assistance and Leadership (PAL) program evaluation process, the Office of Assessment and Evaluation organized a focus group with campus PAL teachers in October of 2013 and conducted an additional focus group with PAL students from each comprehensive high school in January of 2014 in order to receive feedback regarding the PAL program.

The PAL program began in CCISD in the 1993-94 school year under Donna Stone’s leadership at Clear Brook High School with about twenty students. In the spring of 1994, two additional teachers from Clear Lake High School and Clear Creek High School, along with Stone, attended an in-district training session through the Workers Assistance Program. Clear Lake High School and Clear Creek High School began their PAL programs in the 1994-95 school year, while Clear Brook High School continued their program.

Over twelve years ago, also under Donna Stone’s leadership, the development of “KIDizens: Because Kids Are Citizens, Too!” began, which is a program that PAL II students created as part of their Service Learning Project. Currently the “KIDizens” project is exclusive to students at CBHS.

Clear Brook recently celebrated their 20th anniversary of the PAL program in December of 2012, which included a “PALebration” Reunion.

Campus Enrollment of Peer Assistance and Leadership I and II Students

N CCHS CLHS CBHS CSHS CFHS

2008-2009

PAL I 240 9.3% 20.6% 36.4% *8.4% N/A

PAL II 81 2.8% 6.9% 15.6% N/A N/A

Total PALs 321 12.1% 27.4% 52.0% 8.4% N/A

2009-2010

PAL I 231 7.0% 15.9% 33.5% 14.0% N/A

PAL II 97 4.0% 8.5% 10.1% 7.0% N/A

Total PALs 328 11.0% 24.4% 43.6% 21.0% N/A

2010-2011

PAL I 254 11.4% 15.6% 30.5% 18.6% N/A

PAL II 80 2.7% 6.3% 9.3% 5.7% N/A

Total PALs 334 14.1% 21.9% 39.8% 24.3% N/A

2011-2012

PAL I 276 6.2% 11.9% 27.8% 14.8% *10.9%

PAL II 109 5.5% 3.9% 13.5% 5.5% N/A

Total PALs 385 11.7% 15.8% 41.3% 20.3% 10.9%

2012-2013

PAL I 258 6.4% 10.2% 28.1% 13.9% 10.4%

PAL II 116 2.7% 3.5% 12.3% 7.0% 5.6%

Total PALs 374 9.1% 13.6% 40.4% 20.9% 16.0% Data source: CCISD database *First year of PAL eligibility 11th and 12th grade students are enrolled in PAL I courses; 12th grade students are enrolled in PAL II courses

The number of students participating in the PAL program has increased over the five year period of this study; however, the percentage of student participation has declined and could be attributed to the 4x4 graduation requirement implementation, according to the PAL teachers. The variations in enrollment are due to campus decisions regarding the number of sections offered, and CBHS offers the most sections.


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Peer Assistance and Leadership Demographics

N Hispanic Asian Black White Male Female

2008-2009

PALs 321 10.9% 11.5% 8.4% 68.8% 29.0% 71.0%

District 37045 20.4% 10.4% 9.3% 59.5% 51.3% 48.7%

2009-2010

PALs 328 13.1% 13.4% 9.8% 63.7% 29.9% 70.1%

District 37472 21.3% 10.4% 9.2% 58.8% 51.6% 48.4%

2010-2011

PALs 334 13.8% 12.6% 8.4% 63.5% 31.1% 68.9%

District 38250 25.1% 9.8% 9.6% 53.8% 48.6% 51.4%

2011-2012

PALs 385 16.9% 10.9% 5.2% 65.2% 28.3% 71.7%

District 39037 26.0% 9.8% 8.3% 52.3% 51.3% 48.7%

2012-2013

PALs 374 20.1% 7.2% 5.9% 64.2% 29.1% 70.9%

District 39889 26.9% 9.8% 8.3% 51.3% 51.2% 48.8%

N ECO LEP SPED GT At Risk

2008-2009

PALs 321 4.0% 0.0% 1.2% 17.4% 15.0%

District 37045 22.0% 7.3% 9.7% 7.1% 28.5%

2009-2010

PALs 328 6.7% 0.0% 1.5% 12.8% 12.2%

District 37472 22.7% 7.5% 9.2% 7.5% 30.3%

2010-2011

PALs 334 9.0% 0.0% 1.5% 14.4% 10.5%

District 38250 25.3% 7.8% 8.9% 7.8% 25.8%

2011-2012

PALs 385 8.6% 0.0% 2.3% 9.6% 17.7%

District 39037 28.1% 8.1% 9.2% 7.9% 29.1%

2012-2013

PALs 374 7.2% 0.0% 1.6% 8.8% 12.3%

District 39889 28.0% 8.5% 9.6% 8.4% 28.4% Data source: CCISD database

The Economically Disadvantaged population has increased over the five year period while the GT and At Risk population has declined. The Hispanic population has increased while the Asian and Black populations have decreased.


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Program Evaluation Questions

The following questions were determined by this program evaluation team to evaluate Peer Assistance and Leadership (PAL):

1. What is the selection process for the PAL students and mentees?

2. What is the role of a PAL student?

3. What type of professional learning do PAL teachers and students receive?

4. What is the level of student satisfaction with the PAL program?

5. What is the level of community involvement, and how is student leadership developed as a result?

6. What is the annual cost for the Peer Assistance and Leadership Program?


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PAL Application Process

There is usually a solicitation, nomination or application, and screening process to become a PAL. Every school’s process is different; however, student selections are often based on criteria and characteristics such as:

trustworthiness concern for the welfare of others ability to listen to and understand others flexibility self confidence dependability and responsibility honesty the potential for leadership models positive character traits

In CCISD, each comprehensive high school has implemented a mandatory application process followed by faculty input, verification of attendance records, and a check for non-existing disciplinary issues for each student who has applied to be a PAL. There is no GPA requirement to be a PAL; however, students must provide a recommendation letter from an outside source and participate in an interview process conducted by former PAL students. Upon selection, each PAL will sign a contract that prohibits alcohol and drug use. They are also encouraged to be positive role models on social media as well.

PAL I students serve mentees (or PALees) at each of their elementary feeder campuses and some intermediate campuses as well, which is dependent upon the number of PAL students and availability at the intermediate level. Scheduling is a bit more challenging at the intermediate level since PAL students can only visit campuses during their scheduled PAL class on designated travel days, which are determined by the PAL teacher. Mentees are selected from teacher input and/or counselor recommendations. Each mentee is selected for a variety of reasons, but each mentee is selected because he/she would benefit from a high school mentor for academic, social, and/or emotional support.


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PAL students learn their roles and responsibilities from TEKS-based instruction. Each comprehensive high school campus offers varying numbers of PAL I and PAL II sections which is dependent upon campus-based decisions regarding PAL section availability. The number of sections and the number of PAL teachers is indicated in the table below:

School Year Campus # of PAL Sections

# of Teachers

2008-2009

CCHS 2 1

CLHS 4 2

CBHS 5 2

CSHS 2 1

2009-2010

CCHS 2 1

CLHS 4 2

CBHS 8 2

CSHS 3 1

2010-2011

CCHS 3 1

CLHS 4 2

CBHS 8 2

CSHS 3 1

2011-2012

CCHS 3 1

CLHS 3 2

CBHS 6 1

CSHS 3 1

CFHS 2 1

2012-2013

CCHS 2 1

CLHS 2 1

CBHS 6 1

CSHS 3 1

CFHS 3 1


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PAL I Student Responsibilities

The PAL I curriculum is campus/student-service based; therefore, PAL I students mentor their PALees at the elementary and intermediate levels based on the students’ needs. Some PAL I students also mentor and teach 9th grade students in the advisory period. Prior to campus visits, students receive crisis response training and training on relationship building. The PAL I students’ main role is to listen and provide support to their students, whether the support is academic, social, or emotional, or a combination of all three levels of support. Depending on the campus, most PAL I students are assigned to a small group of PALees, whereas other PAL I students are assigned to an entire grade level or a whole class. The PAL students expressed in the focus group that their PAL leader has trained them on ways to respond to various levels of emergency while visiting a campus. For example, if an event constituted that an adult be notified, they are taught the appropriate chain of command and procedures that accompany those situations.

PAL II Student Responsibilities

The PAL II curriculum is service learning based with an emphasis on community; therefore, the PAL II students visit nursing homes in the community, Hope Village, and also teach Junior Achievement*, which all provide leadership opportunities. PAL II students are required to participate in a Service Learning Project (SLP), which is also referred to as the PAL II project and is a large portion of the PAL II grade. The SLP is a project in which students take full ownership through the organization and implementation of a project. They are to select a charity that interests them and partner with that charity in order to meet their project goal. PAL I students assist PAL II students with this project. The goal of the SLP, or PAL II project, is to better the community, to better the people who help, and to better themselves. As a required assignment, PAL students are required to keep a reflection journal, whether it is in the form of handwritten entries or via Google docs. As part of their community service requirement, Donna Stone’s Clear Brook High School PAL II students developed a program called “KIDizens: Because Kids Are Citizens, Too!” over twelve years ago. This program allows PAL II students to teach PALees seven components to being a good citizen of a community: Self-esteem, Leadership, Safe and Drug Free, Friendship, Doing the Right Thing, Citizenship, and Peer Pressure. The PAL II students are divided into teaching teams, depending on the number of grade levels, and each team visits the classrooms for a seven-week period for 30-40 minutes each week. Teams rotate through the entire grade level during that time. In the seventh and final week of “KIDizens,” PAL students have a closing ceremony with the entire grade level in order to commemorate the completion of the program with the “KIDizens” pledge and a “KIDizenship”card. Clear Brook High School is the only campus whose PAL II students teach this program due to the course section grouping of the PAL I and PAL II students. PAL I and PAL II students are separated by corresponding course at Clear Brook High School, whereas other campuses mix their PAL I and PAL II students together in course sections.

*“Junior Achievement is the world's largest organization dedicated to educating students in grades K-12 about entrepreneurship, work readiness, and financial literacy through experiential, hands-on programs” (juniorachievement.org).


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Teacher Training

Whether implementing Peer Assistance and Leadership in the classroom or as a club, the adult who will be implementing this program must go through their Initial Adult Training through PAL in order to stay in fidelity with the curriculum. The Initial Adult Training is a two-day training for current and potential PAL teachers at secondary schools. The training is limited to 25 participants and provides a hands-on opportunity to experience PAL classroom activities. This training is designed to follow the PAL Teacher Manual, and covers important topics, such as course training components, ingredients for success, student training, grading, evaluation, helping projects, program public relations, as well as other programmatic issues. The curricula may not be purchased unless the adult has undergone proper training.

The official guide to Peer Assistance & Leadership is the PAL Teacher’s Manual. This manual is available for elementary, middle, and high school teachers. All manuals provide program sponsors with step-by-step guidance in regard to every aspect of the implementation of the PAL model, including program orientation, recruitment and selection, student training, supervision, evaluation, and maintenance. The student training section contains a Texas Education Agency (TEA) approved curriculum composed of eight components that collectively represent the training that PAL sponsors provide their PAL students.

Student Training

Available in both high school and middle school versions, the student handbook accompanies the PAL Teacher’s Manual. While the Teacher’s Manual is designed to meet the needs of the educators coordinating PAL programs, the Student Handbook is specifically designed for youth involved with the program, or the PAL students. The handbook includes instructions, worksheets, sample forms, and many activities to use with PALees.

Designed to supplement the training provided by the PAL sponsor, student training can be structured as a one-day session or as a weekend retreat. Based upon individual campus needs, training focuses on any or all of the training components developed in the PAL Teacher Manual, including orientation, group dynamics, self-awareness, understanding behavior, communication skills, and decision-making/problem-solving. For those PAL students who receive this training at the beginning of the year, it helps introduce them to the PAL curriculum, develops an understanding of the role of the peer helper, and provides exercises and activities to enhance basic peer assistance skills. Training toward the middle and end of the school year covers questions or concerns students raise about their work in the field. Additionally, this training provides an opportunity for PAL students to network, share ideas, compare experiences, and, perhaps most importantly, get well-deserved motivation, inspiration, and increased energy.

In CCISD, PAL II students have the opportunity to sign up for the annual High School Peer Assistance and Leadership conference, which is held annually in late winter, on a first-come, first-serve basis. A charter bus is contracted for the annual PAL conference to transport up to 55 students. Students are required to pay a $50-60 registration fee, as well as approximately $20 for their contribution for a hotel room. Sometimes, if a student cannot afford the costs associated with the conference, PAL program funds may be used to assist the student. Approximately 55 CCISD PAL students attended the 2014 High School Peer Assistance and Leadership Conference in Pflugerville, Texas. The 2014 theme was the PAL X-Games, in honor of the X-Games coming to Austin, Texas.


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3. What type of professional learning do the teachers and students receive?

In the focus group that CCISD conducted with two to three PAL I and PAL II student representatives from each comprehensive high school, students expressed that some campuses participate in a team building retreat in place of the High School Peer Assistance and Leadership Conference.

Advanced Student Training

Because high school students are eligible to receive up to two years of elective credit toward graduation for PAL, many students begin their senior year as a second-year PAL (PAL II course). This training is specifically for PAL II students. After a brief review of the essential components covered in the PAL Initial Student Training, the remainder of this one-day session focuses on advanced topics, such as group facilitation, activity processing, cultural diversity, and dealing with PALee crises.


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The Office of Assessment and Evaluation conducted a student survey with current PAL I and PAL II students in February of 2014. Out of 352 current PAL I and PAL II students, 252 students participated in the survey, which is a response rate of 72%.

PAL Student Survey (N=252)

Question CCHS CLHS CBHS CVHS* CSHS

1. Current Campus

6.3% 17.9% 36.5% 0.0% 20.2%

CHECHS CFHS

0.0% 19.0%

PAL I PAL II

2. Are you currently enrolled in PAL I or PAL II?

71.8% 28.2%

2012-2013 2013-2014

3. When did you begin participation in the PAL program?

27.4% 72.6%

True False

4. I attended the PAL conference in February.

11.9% 88.1%

True False

5.

My campus does not send PAL students to attend the annual PAL conference; however, we have a campus-based event to promote team building.

33.3% 66.7%

6.

I consistently exhibit the characteristics of a PAL, as specified on the National PAL website. (Select all that apply).

Trust-worthiness

Concern for the welfare

of others

Ability to listen to and understand

others

Flexibility Self-

confidence

97.6% 96.0% 96.8% 90.5% 86.1%

Dependability and

responsibility Honesty

Potential for leadership

Models positive

character traits

93.3% 96.0% 95.2% 93.3%

*CVHS has provided similar opportunities to students in the past through their Teen Leadership course; however, CVHS will be converting its Teen Leadership course to Peer Assistance and Leadership effective the 2014-2015 school year.


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Question Strongly Disagree

(1) Disagree

(2) Neutral

(3) Agree

(4)

Strongly Agree

(5) Mean Score

7.

I would recommend the PAL program to other students who exhibit the characteristics of a PAL.

0.8% 1.2% 2.0% 16.7% 79.4% 4.73

8. I have had a positive impact on my PALees.

0.0% 0.0% 0.4% 35.7% 63.0% 4.63

9. I am satisfied with my experience in the PAL program.

1.6% 1.6% 2.0% 24.6% 70.2% 4.60

10. My PALees have had a positive impact on me.

0.8% 0.8% 4.4% 31.7% 61.4% 4.53

11. I see myself as a role model, or leader.

0.0% 0.0% 4.8% 38.9% 56.3% 4.52

12.

I enjoy the volunteer opportunities that are available through the PAL program.

0.4% 1.2% 7.1% 37.7% 53.6% 4.43

13.

I feel that my experience in the PAL program has contributed to increased civic responsibility.

0.4% 0.0% 5.2% 40.9% 53.6% 4.47

14.

I feel that my experience in the PAL program has supported growth in my leadership skills.

0.4% 1.6% 4.8% 31.7% 61.5% 4.52

Average Mean Score 4.55

Question Academic Support

Emotional Support

Social Support Other

15. I have helped my PALees in the following ways: (Check all that apply).

35.3% 24.6% 30.2% 3.5%

1-5 6-10 11-15 16 or more

16. I currently work with the following number of PALees:

85.3% 3.6% 0.4% 9.9%

0-6 7-9 10-12 13 or more

17. I volunteer the following number of hours per nine week period, as part of the PAL program’s requirements.

27.4% 33.7% 27.4% 11.5%


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18. My PALees currently attend school

at the following elementary campus(es):

Armand Bayou

Bauerschlag Bay Brookwood Clear Lake

City

5.4% 10.8% 0.9% 4.5% 4.5% Falcon Pass Ferguson Gilmore Goforth Greene

4.9% 2.2% 17.5% 2.7% 14.3% Hall Hyde Landolt League City McWhirter*

7.6% 6.3% 8.5% 1.8% 0.0% Mossman North Pointe Parr Robinson Ross

7.2% 7.2% 1.8% 0.9% 10.3% Stewart Ward Weber Wedgewood Whitcomb

6.3% 9.9% 9.4% 12.6% 3.6%

White

0.9%

Bayside Brookside Clear Creek Clear Lake Creekside

19. My PALees currently attend school at the following intermediate campus(es):

4.1% 23.0% 2.7% 17.6% 14.9%

League City Seabrook Space Center Victory Lakes Westbrook

6.8% 4.1% 2.7% 6.8% 23.0%

20. My PAL II project, or Service Learning Project (SLP), is:

PAL II students’ Service Learning Project topics range (in order of the number of occurrences) from:

Helping raise funds for animal adoption agencies and shelters, as well as specific fundraisers for guide dogs

Helping children in a variety of ways (through Texas Children’s Hospital, Diapers for Children, and organizations who care for foster children)

Helping community organizations, such as Interfaith Caring Ministries, the Cystic Fibrosis organization, Unicef, Bay Area Turning Point, and Hope Village

*Although McWhirter has had PALees in the past, they did not have any PALees this year. The expansion of the PAL program at CVHS will serve to support students at McWhirter Elementary effective the 2014-2015 school year.

The survey uses the Likert scale of 1 to 5, with 1 being “Strongly Disagree” and 5 being “Strongly Agree.” Overall, students are very pleased with the Peer Assistance and Leadership program. The four most common themes in the student comment section consisted of the following (in order of the number of occurrences).

Students feel that the PAL program has been a great learning experience, and as a result of the program, they have learned more about themselves and others through the many community- and campus-based opportunities.

Students love being a part of the PAL program.

Students feel that the PAL program has changed their life.

Students feel that they have experienced personal growth through the PAL program.


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PALees who are supported by PAL students have benefitted from the PAL mentorship. For example, at several elementary schools, the PALees look forward to the visits with their PAL. The program has had a positive impact on the elementary students as the PALs help elementary students develop and maintain social skills and appropriate social interactions. PALs also serve as tutors for specific academic needs. Parents often request Donna Stone’s program known as Link-Up, which provides one-on-one PAL support for elementary students. The campus administrator at one elementary school and the high school PAL teacher collaborate each fall to discuss how to best match PALs and PALees, with respect to specific needs, such as language, gender, and personality traits. The elementary and high school campuses work together in order to provide a supportive group of PALs for PALees who would benefit the most from their interactions with PAL students.

During the teacher focus group, one teacher mentioned that she was a PALee when she was in elementary school, a PAL in high school, and is currently teaching her first group of PAL students in CCISD.

During the student focus group with current PAL students, one of the PALs mentioned that she had been a PALee when she was in elementary school, and since the program made such an impression on her, she decided to be a PAL in high school.


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In the focus group that CCISD conducted with two to three PAL I and PAL II student representatives from each comprehensive high school, the students shared the types of volunteer activities they participated in prior to the PAL program, which consisted of the following organizations and/or activities: Relay for Life, Muscular Dystrophy, Special Olympics, PetSmart animal adoptions, MPACT*church activities (Clear Creek Community Church), Vacation Bible School, Mission work through church, Sunday School, Tomball Night (local businesses’ advertisement of their services), food drives for the homeless, garage sales to raise funds for the homeless, and nursing home visits.

PAL students volunteer in the community 6-12 hours each nine week period, depending on the campus requirements. Volunteering opportunities consist of service learning project hours (inside of and outside of school hours). The one stipulation with volunteering opportunities is that animal shelters are not allowed to be a part of their volunteering commitment due to the lack of social interaction. PAL students are to volunteer in social situations in order to benefit others, benefit the cause, and benefit themselves.

The PAL students serve as role models for their campuses, the PALees, and the community. When asked why they decided to become a PAL, many of the students responded that through word of mouth, the desire to make a difference in the lives of others, and through the Adaptive Physical Education (APE) Day**, they knew they wanted to a be a part of the PAL organization. They enjoy meeting new people and the sense of belonging that the PAL program offers. One of our PAL leaders and one of our PAL students from the focus group were both PALees when they were younger, and they felt that this was their way to give back. The PAL leader was also a PAL in high school, which clearly demonstrates the power of this organization.

Most of the PAL students in our focus group plan to continue volunteering after their high school career. Some have chosen their career path which is to help others. For example, some students mentioned the following career paths: nutrition (to get more help for hungry people), nursing, cancer researcher, teaching (to help more kids), mission work (as a nurse), marine biology (to help animals), cochlear implant development, and technology research. Other students plan to continue volunteering through various opportunities, such as opportunities through the local fire station (Haunted Houses and pictures with Santa) and the Armed Forces hospital.

*Sr. High ministry is labeled MPACT to clearly define what Clear Creek Community Church (CCCC) hopes to do in the lives of all students who walk through the doors. The ministry wants to impact students with the gospel (good news) through the creative use of media, music and teaching, as well as to ensure that every student gets connected in a small group with kids their own age and an adult who will challenge, encourage, and care for them. At CCCC campuses, MPACT is made up of these primary events: • weekly worship services with music and teaching • weekly small groups where students find community and grow in their faith • annual events like Camp MPACT and Outreach events

**APE Field Day began about fifteen years ago with Clear Brook High School PAL students, which has since expanded to include all five comprehensive high school PAL students. Since its inception, APE Field Day has been held at Frankie Carter Park in Friendswood, but the location changed as of March 2014 and will now be held at Walter Hall Park. CBHS PAL students create adaptable games, which are referred to as activity booths for special needs students to play throughout the day. Each student who participates in an activity booth receives a prize. (All prizes are donated by local businesses). CCHS PAL students create activities for the fitness trail; CLHS, CSHS, and CFHS PAL students serve as one-on-one buddies for the special needs students; CFHS PAL students also serve snow-cones for all involved. At the end of the day, a dance party is held for all attendees. APE Field Day is typically held the week after Spring Break.


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Year N Expenditures Teacher Salaries

Total Expenditures

Cost per Student

Revenue Expenditures Less Revenue

Cost per Student

2008-2009

321 $24,805.84 $122,328.70 $147,134.54 $458.36 $27,672.60 $119,461.94 $372.16

2009-2010

328 $26,270.62 $161,735.26 $188,005.88 $573.19 $28,177.58 $159,828.30 $487.28

2010-2011

334 $31,909.78 $167,381.13 $199,290.91 $596.68 $31,023.31 $168,267.60 $503.80

2011-2012

385 $26,276.69 $164,704.82 $190,981.51 $496.06 $26,036.58 $164,944.93 $428.83

2012-2013

374 $34,667.41 $165,155.58 $199,822.99 $534.29 $36,515.22 $163,307.77 $436.65

Total 1742 $143,930.34 $781,305.48 $925,235.82 $531.13 $149,425.29 $775,810.53 $445.36

*Financial information (including expenditures and teacher salary information) provided by CCISD Finance Department. **Teacher salaries included in the evaluation are based on the number of PAL sections taught.

The cost per student has ranged from $503.80 to $372.16 with a total average cost of $445.36. Total expenditures consist of teacher salaries, as well as other expenses, such as supplies, shirts/hoodies, lanyards, conference registration, transportation and lodging, banquet fees, Homecoming carnival/float fees, and Adaptive Physical Education Day supplies (APE day). The PAL program is a self-funding program based on fundraisers.


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Summary of Findings

Below is a summary of findings for each of the program evaluation questions:


In CCISD, each comprehensive high school has implemented a mandatory application process followed by faculty input, verification of attendance records, and a check for non-existing disciplinary issues for each student who has applied to be a PAL. There is no GPA requirement to be a PAL; however, students must provide a recommendation letter from an outside source and participate in an interview process conducted by former PAL students. Upon selection, each PAL will sign a contract that prohibits alcohol and drug use. They are also encouraged to be positive role models on social media as well.


The PAL I curriculum is campus/student-service based; therefore, PAL I students mentor their PALees at the elementary and intermediate levels based on the students’ needs. Some PAL I students also mentor and teach 9th grade students in the advisory period. The PAL I students’ main role is to listen and provide support to their students, whether the support is academic, social, or emotional, a combination of the levels of support, or all three levels of support. Depending on the campus, most PAL I students are assigned to a small group of PALees, whereas other PAL II students are assigned to an entire grade level or a whole class. The PAL II curriculum is service learning based with an emphasis on community; therefore, the PAL II students visit nursing homes in the community, Hope Village, and also teach Junior Achievement, which all provide leadership opportunities. PAL II students are required to participate in a Service Learning Project (SLP), which is also referred to as the PAL II project and is a large portion of the PAL II grade.


Whether implementing Peer Assistance and Leadership in the classroom or as a club, the adult who will be implementing this program must go through their Initial Adult Training through PAL in order to stay in fidelity with the curriculum. The Initial Adult Training is two-day training for current and potential PAL teachers at secondary schools. Based upon individual campus needs, student training focuses on any or all of the training components developed in the PAL Teacher Manual, including orientation, group dynamics, self-awareness, understanding behavior, communication skills, and decision-making/problem-solving. For those PAL students who receive this training at the beginning of the year, it helps introduce them to the PAL curriculum, develops an understanding of the role of the peer helper, and provides exercises and activities to enhance basic peer assistance skills.

4. What is the level of student satisfaction with the PAL program? The students are pleased with the PAL program. The average Likert scores for questions 7-14 ranged from 4.43 to 4.73 with the overall score of 4.55.


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Summary of Findings (Continued)


PAL students volunteer in the community 6-12 hours each nine week period, depending on the campus requirements. Volunteering opportunities consist of service learning project hours and inside of and outside of school hours. PAL students are to volunteer in social situations in order to benefit others, benefit the cause, and benefit themselves. As a result of their commitment to PAL students and all the responsibilities associated with PAL students, the students are strong role models for their campus, their PALees, and the community.


The cost per student has ranged from $503.80 to $372.16 with a total average cost of $445.36.


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Superintendent’s Recommendations

1. By August 2015, we will develop in-district professional learning opportunities for PAL

students and teachers to collaborate. 2. By August 2015, we will explore a transitional course for 9th and 10th grade students in order

to bridge the gap between the intermediate level Teen Leadership course and the 11th and 12th grade Peer Assistance and Leadership courses.

3. By August 2015, we will advocate to the State Board of Education for the addition of PAL courses as part of the Public Services endorsement.

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