Title: Shining the Light on Research, Student Outcomes and Creating Action Plans
1Shining the Light on Research, Student Outcomes
and Creating Action Plans
- Karyn Holt, M.A. and Dr. Erika Joye, PhD
- karyn_at_whytry.org and erika_at_whytry.org
- 208-664-8250 and 303-489-0647
2 Todays Objectives
- ? Review Current Research
- ? Upcoming WhyTry Research Goals
- ? How to Advocate for Your Program to Key
- Stakeholders by Targeting and Reporting Outcomes
3Research Review
- WhyTry as a Recommended Practice
- General Self-Efficacy, Achenbach System
- Student Resiliency
- Motivation and Internal Locus of Control
- GPA and reduction in Failure Rate
- Graduation Rates
4Research Base for WhyTry
- In a randomized control group study of 40
students, grades 9 through 12, in an alternative
school, using WhyTry for 22 sessions over an
11-week period. School records and one scale from
the Behavior Assessment System for Children
Statistically significant results for the
treatment group included decreased absences from
school, improved locus of control, and improved
attitude toward school and teachers (Gee, 2003).
5Research Base for WhyTry
- In a 2003 longitudinal study of 192 high school
students, 114 participated in the WhyTry program
and 88 in the control group. Students were
enrolled in a class that met once a week for one
semester. Students who completed the WhyTry
program showed an improved grade point average,
fewer absences, and increased levels of
graduation than did students in the control group
(Bushnell Card, 2003).
6Research Base for WhyTry
- An evaluation of the South Los Angeles Resiliency
(SOLAR) project, results in a pre/post test
showed that elementary students who participated
in the WhyTry? Intervention had significantly
higher scores on a measure of student resiliency,
a positive change in trying to succeed, a
decreased desire to be mean to others, an an
increase in asking for help. - Students also had significant improvement in
grades.
7Research Base for WhyTry
- A program evaluation in Orlando, FL of outcomes
for 32 students in grades K 5 revealed that
after participating in WhyTry showed that
students had significantly lower emotional and
behavior problems as reported by teachers and
primary caregivers as on the Behavior and
Assessment System for Children - Second Edition
(Mortenson, B. P. Rush, K. S., 2007).
8Research Base for WhyTry
- In a 2008 quasi-experimental study of 78 youth
ages 12 to 18 receiving residentially based
services, 42 participated in the WhyTry program
and 36 in the control group. Students in the
WhyTry group showed significant increases in
scores on a self-efficacy measure. - This study also found significant decreases in
internalizing problems, social problems,
attention problems, rule breaking behaviors,
aggressive behaviors, and externalizing problems
as rated by teachers on the Achenbach System of
Empirically Based Assessment. - Students in the WhyTry group reported significant
positive changes on the syndrome scale for
anxious/depressed, social problems, thought
problems, internalizing problems, externalzing
problems, and total problems (Baker, 2008).
9Web Resources
- Collaborative for Academic and Social Emotional
Learning - www.casel.org
- Intervention Central offers free tools and
resources to help school staff and parents to
promote positive classroom behaviors and foster
effective learning - www.inteventioncentral.org
- Substance Abuse and Mental Health Services
Administration - www.samhsa.org
- www.grants.gov
10Track Data, Report to Key Stakeholders
11Program Evaluation Process Data
- Process Data What was done for whom?
- Who received services?
- Ninth graders? Students at risk of failing?
- What did they receive?
- Curriculum intervention? Small-group
intervention? - When did they receive it?
- All year? Twice? For 30 minutes?
- Where and How was it provided?
- In the classroom? After school?
12Program Evaluation Process Data
- Process data alone does not tell us whether or
not the student is different (in behavior,
attitude or knowledge) as a result of this
activity. - Coupled with results data, process data can help
identify what factors may have led to success in
an intervention.
13Program Evaluation Perception Data
- Perception data measures how students are
different as a result of an intervention through
pre-post tests and surveys. - Did students gain competencies?
- Every 10th grade student completed an pre-post
test. - 85 of 6th graders identified the steps in the
goal setting process. - Did they gain knowledge?
- 87 of 9th graders demonstrated knowledge of how
to manage their defense mechanisms. - Were there changes in their attitudes or beliefs?
- 86 of students believe they can impact change in
their behavior.
14Program Evaluation Results So WHAT Data -
Results
- Results data is the proof that the intervention
has or has not influenced students behaviors.
An intervention may occur, students may know the
information, but the final question is whether or
not the students are able to utilize the
knowledge, attitudes and skills to affect
behavior. - Attendance, behavior and achievement data are all
results data.
15Data to Examine and DisaggregateUsually Readily
Available
- Graduation Rate Discipline
- By Gender/ Classroom/Gender
- Ethnicity/SES Types of Problems
- Attendance GPA/Class Rank
- Absences/Tardies By Gender/
- Grade Level Ethnicity/SES
- Retention Rates Dropout Rate
- By Subject Area Grade Levels
- Grade Level Gender, Ethnicity
- Gender, Ethnicity Reasons Why
16Action Plans- 2 Types
- Planned Guidance Curriculum
- Structured developmental lessons
- Designed to assist in competency attainment
- Provides EVERY student the knowledge and skills
in 3 domain areas (A, C, P/S) - Closing the Gap
- Data driven-where are your gaps?
- What must be in place to ensure equity and access
to achievement for all? - Results Reports - How are students different as
a result of the Program?
17Closing the Gap Action Plan Sample
Target Group selection is based upon the
following criteria some examples are grades,
attendance, behavior such as referrals,
suspensions, etc.
Target Group selection is based upon the
following data Selected based on performance in
remedial math and reading classes and willingness
to participate in the intervention class
18Results Reports
- See Handout
- Clover Park School District
- Woodbrook Middle School Intentional Guidance
Results Report
19Advocacy Pieces
- Calendars
- Board Presentation
- Present the program to school staff or
parents/guardians - Websites
- http//www.ccs135.com/Jordan/respect20page.htm,
- http//www.ccs135.com/Jordan/index.htm
- http//www.somerset.k12.md.us/mscc/Intervention2
0Program/Students.htm - http//www.churchillcounty.org/jpo/index.php?ctr5
1 - http//www.chuhpl.lib.oh.us/page.php?id86
- Discuss Program in Newsletters
- Discuss Opportunities
- Discuss Results
- http//www.freshwaterministries.us/march202009.pd
f - Peer teaching Peers and Caregivers
20Calendars
- Master calendar
- Monthly or Weekly calendar
- Published
- Ensures planned activities are completed
- PR tool
-
21Reporting and Presenting Data
- Why is the presentation being given?
- Give a status report -- heres where we are
- Examine the effects of practices and programs
heres what weve been doing and how it makes a
difference - Influence the direction of change heres what
wed like to see happen - Monitor progress heres our progress toward our
goal
Building Accountability Into Your Career
Development Program, 2005, Tim Poynton, Center
for School Counseling Outcome Research
22What is WhyTry?
- Uses metaphor and visual analogies
- Overarching question Why try in life?
- WhyTry uses specific language to connect kids
with life
23EXAMPLE Tearing Off Labels
- Question Have you ever been given a negative
label based on your actions? - Discussion You can tear off your negative
labels and let people see the real you. - Challenge Dont live up to negative labels.
Identify and focus on your strengths to help you
find the REAL YOU
24Rational and Process
- Many students were not successful in other
classes. - Those students were referred for WhyTry
- 10 kids were selected
- Research based WhyTry Curriculum implemented
- Daily 50 minute sessions for 9 weeks (one
quarter)
25Results Data
- Attendance
- 5 students - increased. (4-16 more days)
- 4 students - No change (was not a
problem area) - 1 student - decreased
- Data compared from Sept thru Jan/Feb thru May
26More ResultsAcademic
-
- Grades
- 7 students increased GPA
- (range .02 1.63 pts.)
- 3 students decreased GPA
- (range .33 1.26 pts)
- Fs
- 2 students improved (0 Fs)
- 6 students - no change (0 -1 F )
- 2 students decreased (1 -3 Fs)
27And More Results.Behavior
- Office Referrals
- 4 students. reduced
- (range 1-5)
- 3 students same (0-1 ref)
- 3 students increased
- (range 1-4)
- Suspensions
- 3 students decreased
- 6 students same (no susp. before, during, or
after) - 1 student suspended during program, none after.
28Perception Data
- PRE
- I think this program could help me 6-YES
- POST
- I learned more than I thought I would? 8
YES 1 - NO 1- IDK -
- I believe these skills will help me in the
future 8-YES 1- NO 1- IDK -
- I believe I have the skills I need to be
successful - 8 students reported HIGH CONFIDENCE
-
- I will use the skills I have learned
- 9 students reported HIGH CONFIDENCE
29GROUP ACTIVITIES EARLY IN WhyTry
ME FIRST!
THIS WAY
BAM!
THIS WAY
ME !! ME!!!
DUMMY! JERK!! STUPIDS!
30Final Group Activity
- Kids worked together
- Accepting help from others
- Took turns
- Offered suggestions
- Reached out to each other
31Implications
- Students improved in their target areas
(acad/att/beh). - Students were able to self-reflect more
accurately. - Teachers saw multiple levels of change in daily
classroom behavior/effort. - Most students requested ongoing support after
class ended.
32Recommendations for Next Year
- Begin intervention class first quarter.
- Provide a plan for follow up.
- Incorporate Student Success Skills during follow
up sessions. - Offer the class to a greater number of students
throughout the year.
33Additional Resources
- ASCA National Model (Bowers Dahir, 2002)
- http//www.schoolcounselor.org/
- Education Trust
- Education Watch, The Education Trust Community
Data Guide - http//www.edtrust.org/main/main/index.asp
- American Student Achievement Institute
- http//asai.indstate.edu/
- Love, Nancy (2002) Using data, getting results.
Norwood, MA Christopher Gordon Publishers. - 1-800-934-8322
- Families, Schools, and Communities Partnering
for success March 2003, OSPI - Massachusetts Urban Guidance Leaders. November
1, 2002 - The Use of Data to Effect Change, Hatch, Trish
2004 - www.trishhatch.com
- Action Plan and Results Report, Suzie Sarachmann,
Clover Park SD, Woodbrook Middle School,
253-583-5460 ext 4650, ssarachm_at_cloverpark.k12.wa.
us