Talbert House Project PASS

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Talbert HouseProject PASS

• 2004-2005
• Goals and Outcomes

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Project PASSEvaluation Tools

• Modified Aggression Scale
• Facilitator, Parent, Teacher Behavior Checklist
• In Control
• Conflict Resolution Scale
• Rosenberg Self-Esteem
• School Bonding
• Mood Survey
• Social Attributes Scale
• Grade Point Average
• Proficiency Test
• Attendance

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Project PASSEvaluation Plan

• Ensuring Reliability and Validity
• Development of Protocol
• Being Clear on Program Goals
• Being Clear on Priorities
• Site Collection Rates
• Administration
• Scoring
• Data Management
• Communication and Review

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Project PASSData Management

• Data is collected by site coordinators and is
  submitted to an independent evaluation team
  (INNOVATIONS of Cincinnati Childrens Hospital)
  for data entry, analysis, and summary.
• Outcome data is entered into databases especially
  designed to evaluate the outcomes of Project
  PASS.
• Currently, data has been collected on over 1800
  students for the 2004-2005 academic year,
  including 1131 students receiving prevention or
  intervention services. Pre and post data were
  available on 794 of these students, numbers
  sufficient to ensure validity and statistical
  power in pre-post comparisons.

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Project PASSProgram Goals and Outcomes 2004-05

• Goal 1
• Increasing Anger Management/ Conflict
• Resolution Skills
• 2004-2005 Outcome
• 89.9 of students showed an increase in
  knowledge of anger management and/or conflict
  resolution strategies
• 74.4 showed improvement on overall problem
  behaviors as rated on the Parent, Facilitator, or
  Teacher Behavior Checklist
• data analyzed by an Independent Evaluator
  using CPS and Project PASS Databases

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Project PASSProgram Goals and Outcomes 2004-05

• Goal 2
• Decreasing Aggression Rates
• 2004-2005 Outcome
• 72.7 of 441 students demonstrated an increase
  in Caring/Cooperation and/or decrease in Bulling
  or Aggression
• data analyzed by an Independent Evaluator
  using CPS and Project PASS Databases

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Project PASSProgram Goals and Outcomes 2004-05

• Goal 3
• Increasing Self-Esteem
• 2004-2005 Outcome
• 78.7 of 194 students showed increased/positive
  self-esteem and/or increase/positive mood at
  post-assessment
• data analyzed by an Independent Evaluator
  using CPS and Project PASS Databases

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Project PASSProgram Goals and Outcomes 2004-05

• Goal 4
• Increasing Social Skills
• Year One Outcome
• Over 90 of 47 disciplinary cases were
  positively mediated by peers through Peer
  Mediation
• 77.5 of students involved in these cases
  showed improvements on Behavior Checklists
• data analyzed by an Independent Evaluator
  using CPS and Project PASS Databases

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Project PASSProgram Goals and Outcomes 2004-05

• Goal 5
• Decreasing Behavioral/ Conduct Problems
• 2004-2005 Outcome
• 74.4 showed improvement on overall problem
  behaviors as rated on the Parent, Facilitator, or
  Teacher Behavior Checklist
• Over 90 of conflicts were resolved successfully
  through peer mediation
• data analyzed by an Independent Evaluator
  using CPS and Project PASS Databases

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Project PASSProgram Goals and Outcomes 2004-05

• Goal 5 (Continued)

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Project PASSProgram Goals and Outcomes 2004-05

• Goal 6
• Improving School/Test Performance
• 2004-2005 Outcome
• 93.2 out of 257 students receiving intervention/
  prevention services improved in their overall
  grade point average
• data analyzed by an Independent Evaluator
  using CPS and Project PASS Databases

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Project PASSProgram Goals and Outcomes 2004-05

• Goal 6 (Continued)

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Project PASSProgram Goals and Outcomes 2004-05

• Goal 7
• Increasing School Attendance/ School Bonding
• 2004-2005 Outcome
• Data from 2004-2005 showed positive trends with
  attendance rates being above the state goal of
  93 and the District Average of 94.2 across all
  schools.
• data analyzed by an Independent Evaluator
  using CPS and Project PASS Databases

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Project PASSProgram Goals and Outcomes 2004-05
Goal 7 (Continued)
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Project PASSProgram Goals and Outcomes 2004-05

• Goal 8
• Improving Proficiency Test Performance
• 2004-2005 Outcome
• The number of students at the proficient,
  accelerated, and advanced levels is higher in
  2004-05 than it was in 2004-03 at 7 of the 8
  schools for which this comparison could be made.
• data analyzed by an Independent Evaluator
  using CPS and Project PASS Databases

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Project PASSProgram Goals and Outcomes 2004-05

• Goal 8 (Continued)

SCHOOL Proficient Level 04-05 Proficient Level 04-05 Proficient Level 04-05 Proficient Level 04-05 Proficient Level 04-05 Proficient Level 03-04 Proficient Level 03-04 Proficient Level 03-04 Proficient Level 03-04 Proficient Level 03-04
Limited Basic Proficient Accelerated Advanced Limited Basic Proficient Accelerated Advanced
AMIS 27.9 19.8 36.7 7 8.5 34.8 17.4 36.1 2.5 7.0
Douglass 54.6 19.7 20.3 1.7 2.2 47 21.9 27.8 1.2 1.8
Losantiville 34.3 25.2 31.8 3.8 4.2 52.7 17.6 24.8 1.2 3.0
Roselawn 23.1 17.3 40.4 5.4 13 30.1 17 43.7 .9 5
Shroder 12.4 26 41.4 13.8 3.3 - - - - -
Westwood 28.8 23.1 31.6 7.1 9.4 18.5 20.1 49.1 1 11.1
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Project PASSProgram Goals and Outcomes 2004-05

• Goal 9
• Enhancing Participation and Parenting Skills
• 2004-2005 Outcome
• Parent participation in FF, TH or school events
  ranged from 57 to 85 at respective schools
• Parents also reported reading more to their
  children, using more appropriate disciplinary
  strategies, increasing their parenting knowledge,
  and volunteering more at school as a result of
  participation in various programs offered through
  the Challenge Grant.
• data analyzed by an Independent Evaluator
  using CPS and Project PASS Databases

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Project PASSProgram Goals and Outcomes 2004-05

• Goal 10
• Improving Promotion Rates
• 2004-2005 Outcome
• In addition to the promotion rates reported in
  the following chart, it should be noted that the
  District reported its highest graduation rate
  over the past 5 years. Withrow University is
  scheduled to graduate its first class in 2005-06.

data analyzed by an Independent Evaluator
using CPS and Project PASS Databases
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Project PASSProgram Goals and Outcomes 2004-05
Goal 10 (Continued)
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Project PASSProgram Goals and Outcomes 2004-05

• Goal 11
• Enhance Professional Development and
• Training
• 2004-2005 Outcome
• 30 hours of professional development included
  local and regional training in mental health and
  behavioral screening, use of best practices in
  school intervention and prevention, and provision
  of integrative school services to improve
  academic and behavioral outcomes.

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Principal Feedback

• Project PASS serves at the center for gathering
  information for other organizations. I see
  Talbert House as the key player for serving the
  needs of individual students for AMIS. Thats
  how weve incorporated the Talbert House into our
  One-Plan.
• Talbert House has assisted our students with
  tutoring. The staff has welcomed the opportunity
  to reach beyond the social and emotional needs to
  promote academics. If our students have peace of
  mind the learning becomes easier.
• Project PASS helps to reduce discipline
  referrals builds self esteem, promotes social
  consciousness.
• The program has a positive impact on our school
  climate because school personnel as well as
  students feel free to use PASS services.

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Teacher/ Student Feedback

• I loved this program. The staff are real nice. I
  learned how to control my anger, I'm glad Project
  PASS is in our school.
• 
  
  
• When we drew the faces and talk about it, I
  really like the program because I got to learn
  new things I have no learn year. I'm really happy
  to have this program, I liked how they talked
  about eye to eye I think that was something good
  to talk about.
• The Talbert House staff does an excellent job
  working with the students.

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Summary of Accomplishments

• Available data indicates that each of the goals
  of Project PASS are being met or progress is
  being achieved.
• In all, over 5000 forms were collected on over
  1800 students.
• Students receiving long-term and/or intensive
  services are being triaged to the appropriate
  services.
• There is increased clarity with respect to the
  assessment and intervention protocols that are
  being implemented.

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Lessons Learned

• Expand collaborations with other school and
  community resources
• Improve efficiency in assessment and program
  evaluation
• Better align pre/post assessment data to involve
  more parents and families
• Bolster activities to improve school culture for
  school bonding
• Increase parent involvement

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Setting New Goals

• Creating a Data Feedback Loop
• Being Our Work Critic and Best Advocate
• Understanding Overlap and Integration of Services
• Use of the Ohio Scales
• Use of the of S-Bay
• Achieving Higher Data Collection Rates
• Assessing School-Wide and Community Impact
• Ensuring Input from All Staff
• Being Aware of New Trends and Opportunities