Evidence Based Documentation

Parma City Schools

Executive Summary  2011- 2012

The  three middle schools will continue  the social skills activities that  were developed by SPV and PBIS during the 20122 – 2013 school year.
Also, each of the 5 – 7  grade middle schools will continue the “Teen Truth Anti-Bullying” assembly that was very received during the 2011 – 2012 school year.   The presentations will be modified for the younger 5th and 6th graders.
The middle schools staffs will continue “student engagement” versus “student compliance”  initiative that  develop student empowerment and student ownership in the school.
Health w ill be taught in the 5, 6, and 7th grade levels.  As such, the SPV social skills lessons and the District – wide PBIS initiative will be embedded within it curricula  so that  will have a more systematic exposure to the  behavioral side of the RTI Cone.  The Lesson plans created by the SPV teams during the 2011 – 2012  school year will be used during 2012 – 2013.

2011-2012 school year Evidence Based Documentation:

Summary of Research Findings:

George Washing ton Carver

Program Summary

The Society for Prevention of Violence  met with the school principal, Mrs. Johnson-Wiggins, in early November  2011, to introduce the social skills training program for the school.  Two trainers and a leadership sponsor were selected for the program. Mr. Volosin, SPV Director , attended the November faculty meeting  to explain  the program to the entire school staff.

Mr. Volosin met with the 6 – 8 grade students in December 2011 to promote the new program and show the students the new banner to be displayed in the building highlighting the social skills themes for the school year.

The school principal, Mrs. Johnson-Wiggins, was moves from the building to another assignment in January, 2012. The new principal, Mrs. Kimberly Summers, continued the program in January 2012.

The program made several important strides during the second semester.  Social Skills lessons, special programs and new principal leadership  kept the SPV program  moving in the right direction. The future of the program next year is very important!  Full implementation of the program is expected next school year.

The SPV team will meet over the summer t o complete an action plan for the year 2012 – 2013 school year.  Grant monies will be carried over for the next school year to operate the program.

The new school administration has new teachers  in the 6, 7, & 8th  grade classes for next school year.  SPV will in service the staff in late July or early August about the SPV program.

The 2011 – 2012  school year was a transition year  for the school  The change in administration  in January 2012 and the lack of interest by some of the middle school teachers affected the measurable outcomes.

ACTIVITIES /LESSONS/MEETINGS 

NOVEMBER  2011                    FACULTY MEETING
DECEMBER 2011                    GRADE LEVEL MEETING (6-8)
JANUARY 2012                         START OF SPV PROGRAM
FEBRUARY 2012     BLACK HISTORY PROGRAM/CREATION OF AMBASSADOR CLUB
MARCH 2012                             READ A THON/ LESSON ON RESPECT TO   OTHERS
APRIL 2012                                LESSON ON GOOD ATTITUDE
MAY 2012                                   “KEEP IT REAL WORKSHOP”
JULY/AUGUST – 12                    MEETING OF NEW SPV TEAM

MEASURABLE OUTCOMES

“Conditions for Learning Survey”
-  10% improvement in “Safe & Respectful Climate”  category
-  10%  improvement in “School  & Emotional  Learning” category

“Staff and Principal Satisfaction Survey”
-   100% of the staff involved stressed strong SPV support for program
-   All involved staff stated the  the SPV program increased instructional time
Testing Scores
- Not available at this time
“Incidents and Serious Incidents”
-   Not available at this time

Executive Director Summary 

The change in principal leadership at the school in January 2012 and staff changes in the building affected the purpose of the SPV program.  The SPV lessons, the ambassador club, read-a-thon, workshops for the students, etc….were all positive steps to helping promote leadership training for the 6 – 8 grade students.

However, the full SPV program will go into effect during the 2012 – 2013 school year. Grant funding will be transferred into next year’s program  to help the new principal and staff develop a culture of leadership in the 6 – 8 grade students.

BUCKEYE WOODLAND (Program Summary)

The SPV program at Buckeye Woodland started with a principal/ staff meeting in October of 2011. Themes were created from the “Conditions for Learning Survey”  and a school banner was made to highlight the themes. The classroom lessons were created by the SPV staff to match the school themes.

The school administration  and school staff were in a transition year with possible new administration and the movement of school staff  possible for 2012 – 2013.  The staff worked hard to implement as much as possible.  The Leadership Club, classroom lessons, meetings with students, etc… highlighted the school year.  The majority of the money for the SPV program was deferred to the 2012  - 2013  school year.

MEASURABLE OUTCOMES

-  !00 %  of the staff involved felt that the SPV program increased instructional time.
-  The ”Condition  for Learning Survey” data was not available at this time.
-  The office referrals and incident reports were not available.

EXECUTIVE SUMMARY
The school administration and new staff will be assigned to the school for the 2012 – 2013 school year. The remaining grant funding will be used to continue the SPV program for the new staff and students.

LUIS MUNOZ MARIN (Program Summary)

The SPV program started in October, 2011. Workbook utilization, a leadership club was formed, monthly themes developed for classroom lessons and staff responsibilities were established. The school principal left in January 2012 for another job. This change in leadership did not help the program. However, an excellent replacement principal kept the program going for the most of the school year. Part of the grant funding was transferred to the 2012-2013 for the new administration and staff to implement the SPV program.

MEASURABLE OUTCOMES
- All the staff involved in the program felt that SPV was very supportive and had great ideas on how to
implement the program.
- Staff not sure if instructional time was increased. The staff felt that another year of the program
was needed to evaluate this issue.
- Testing results not available at this time
- Incident reports and office referral data not available at this time
- The “Condition for Learning survey” results were not available

 

 

SOCIAL SKILL PROGRAM HIGHLIGHTS

2010-2011 school year Evidence Based Documentation:

Summary of Research Findings:

An Evaluation of the SPV Program

Submitted by: Ashland University Oscar McKnight Ph.D., Research Consultant

The Society for Prevention of Violence and Ashland University partnered on a 2010 – 2011 research study to examine the effectiveness of the SPV Student Social Skills Training Program initiated in Parma City; specifically, Greenbriar, Hillside and Shiloh Middle Schools.

The study found that although the SPV programs’ primary purpose is to prevent violence – and offers outstanding programming to address this concern; program results suggest that it does so by building strong Leadership qualities in students.

A self-developed SPV assessment instrument assessed leadership.  The SPV instrument has excellent psychometric properties; for example, the given factor structure assesses: disruptive behaviors, classroom habits, social behaviors, emotional behaviors, leadership and violent behavior.

Therefore, when examining the relationship between Leadership and Violent behavior a significant negative correlation is apparent. Hence, as leadership qualities increase, violent behaviors decrease. For clarification, the SPV program resulted in a statistically significant difference between leadership scores in the fall vs. June. Consequently, leadership ability improved significantly – thus, reducing the tendency for violent behavior.

The evaluation found four key components of leadership development for students; they were: helping other students who are having trouble in class; good team player; initiates positive interactions in class, and caring/compassionate to feelings of others. These components of leadership are inherent within the SPV program.

When evaluating the qualitative statements given by principals, teachers and students; there is overwhelming support for the SPV program and philosophy. Likewise, all quantitative data support the positive influence of the SPV program. This is an interesting finding given the initial low scores on disruptive behaviors within the Parma system; meaning the SPV program was not dealing with an extreme program, thus – making it easier to find significant impact. However, by participating in the SPV program, Parma still managed to secure positive outcomes.

Overall program findings are contained within the enclosed final report. However, qualitative and quantitative evidence strongly suggests the benefit of participating in the SPV program.

SPV OPERATIONAL GOALS
70% of the staff will agree on the staff satisfaction survey that the SPV student social skills program increased instructional time in the classroom. 

GREENBRIAR (79%)     SHILOH (63%)      HILLSIDE (50%)

10% improvement on the building school climate survey over 2009-2010 in targeted areas.

Improvement noted in 31 out of 33 target areas. The probability of getting 31 out of 33 areas in the predicted goal direction (one-tail P value is < 0.0001).

70% of the staff will rate the SPV involvement in the building as very supportive on the teacher satisfaction survey.

84% reported SPV staff as very supportive

5% student social skills assessment growth on the SSIS pre/post teacher rating forms.

Nine areas evaluated with respect to social skills; improvement noted in 9 out of 9 areas. The probability of getting 9 out of 9 areas in the predicted goal direction (one-tail P value is 0.0020); hence, overall the SPV program is addressing SOCIAL BEHAVIOR.

 

3% improvement on the grades 6-8 test scores on the OAT reading and math subtests over 2009-2010.

(To be determined)

10% reduction in serious incidents and office referrals compared to 2009-2010. 

Greenbriar (39.1%) incident decrease; Hillside (14.4%) decrease; and, Shiloh (9.7%) decrease.

Positive suggestions reviewed and included in the school improvement plan from the NSRF and HEC school climate visit.

(Achieved: see report)

Specific improvement on target areas within survey.

(Achieved: see report)

Highlight greatest areas of improvement.

(Achieved: see report)

Identify leadership components.

(Achieved: see report)

Ashland Research Report 2011 Click here to review full report

 

2009 -2010 Evident Based Documentation   to read documentation click here

Click here to read the full report from Ashland University.

Executive Summary 2009 Click here to read more

Ashland Research Highlights 2009 Click here to read more

Ashland University Research Study 2009 Click here to read this study in full