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Shining the Light on Research, Student Outcomes and Creating Action Plans

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Title: Shining the Light on Research, Student Outcomes and Creating Action Plans


1
Shining 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

3
Research 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

4
Research 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).

5
Research 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).

6
Research 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.

7
Research 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).

8
Research 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).

9
Web 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

10
Track Data, Report to Key Stakeholders
11
Program 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?

12
Program 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.

13
Program 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.

14
Program 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.

15
Data 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

16
Action 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?

17
Closing 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
18
Results Reports
  • See Handout
  • Clover Park School District
  • Woodbrook Middle School Intentional Guidance
    Results Report

19
Advocacy 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

20
Calendars
  • Master calendar
  • Monthly or Weekly calendar
  • Published
  • Ensures planned activities are completed
  • PR tool

21
Reporting 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
22
What is WhyTry?
  • Uses metaphor and visual analogies
  • Overarching question Why try in life?
  • WhyTry uses specific language to connect kids
    with life

23
EXAMPLE 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

24
Rational 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)

25
Results 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

26
More 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)

27
And 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.

28
Perception 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

29
GROUP ACTIVITIES EARLY IN WhyTry
ME FIRST!
THIS WAY
BAM!
THIS WAY
ME !! ME!!!
DUMMY! JERK!! STUPIDS!
30
Final Group Activity
  • Kids worked together
  • Accepting help from others
  • Took turns
  • Offered suggestions
  • Reached out to each other

31
Implications
  • 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.

32
Recommendations 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.

33
Additional 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
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