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The Relationship Between Discipline Infractions and Perceptions of Discipline Practices
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| Presenter(s):
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| Javan Ridge, Colorado Springs School District 11, ridgejb@d11.org
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| Abstract:
Two years of discipline and climate survey data from nine middle schools and five high schools were analyzed to determine if a relationship exists between incidents of disciplinary infractions and respondents' (student, parent and staff) perceptions of the disciplinary practices at their school. Disciplinary infractions were collected by type, and seriousness of infraction. Climate surveys provided information on perceptions of general safety, occurrences of bullying, perceptions of fairness in enforcing discipline rules, perceptions of consistency in rule enforcement, and perceptions of equity of punishment for infractions. Data were compared by school level (middle, and high school) to determine if a relationship exists between perceptions about practices and the level of infractions. Results have implications for training, policy, and supervision.
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Structural, Professional, and Organizational Impacts on School Mental Health Integration
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| Presenter(s):
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| Oliver Tom Massey, University of South Florida, massey@usf.edu
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| Donna Burton, University of South Florida, dburton@health.usf.edu
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| Abstract:
Research suggests that the schools are the defacto provider of mental health services for children (Burns, 1995). Unfortunately, the provision of mental health services in schools presents complex problems due both to the difficulty of implementing evidence based practices (EBPs) into workable programs in the field (Proctor, et. al., 2009) and because of the often unique circumstances in schools where two organizational silos exist, one which emphasizes academic/educational success, while the other contends with behavioral and mental health services. This presentation describes the results of a survey of student services staff (school psychologists, social workers, guidance counselors), school resource officers, teachers, and principals regarding readiness to adopt EBPs, roles and responsibilities for the provision of mental health services, and perceived barriers and facilitators to mental health service integration. Multilevel factor analysis is used to assess professional group perspectives on roles, responsibilities, and readiness to adopt EBPs.
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Evaluation Interrupted: Retaining Long-term Relevance in Shifting Policy Environments
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| Presenter(s):
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| Sheila A Arens, Mid-continent Research for Education and Learning, sarens@mcrel.org
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| Andrea Beesley, Mid-continent Research for Education and Learning, abeesley@mcrel.org
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| Jane Barker, Mid-continent Research for Education and Learning, jbarker@mcrel.org
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| Abstract:
One of the advantages of long-term evaluations of systems is certainly the opportunity for evaluators to build relationships with stakeholders, to learn intricacies of interventions, to collect data regarding sustained outcomes, and to understand how a system's reporting structures intersect with evaluation use. However, longer-term efforts can be complicated to manage. In this session, evaluators use their experience evaluating an intervention that modified a school system's counseling program to describe opportunities and complications associated with long-term evaluations. Presenters will summarize the intervention history and background, and consider how state, district and high school context impacted program implementation over time. Following this overview, evaluators will examine their successes and failures in absorbing and responding to policy changes that significantly altered the original evaluation objectives.
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Go, Slow, Whoa!: Evaluation of a Nutrition Education Program in a K-5 Setting
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| Presenter(s):
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| Mya Martin-Glenn, Aurora Public Schools, mlmartin-glenn@aps.k12.co.us
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| Abstract:
The Go, Slow, Whoa (GSW) nutritional education program was piloted in the spring of 2010 at one elementary school by the Nutrition Services Department in Aurora Public Schools as one way to address the childhood obesity problem. Cafeteria foods and monthly breakfast and lunch menus were labeled as Go, Slow or Whoa foods. Parents attended informational breakfast meetings while classroom nutrition education was provided to students through the USDA's Integrated Nutrition Education Program (INEP). An evaluation was conducted to measure the preliminary effectiveness of GSW on student behavior and nutritional knowledge. Data collected included pre/post student surveys, parent focus groups, and counts of students purchasing school lunch and the number of 'go' food selections offered at lunch. Preliminary results were encouraging, prompting a larger implementation in the 2010-2011 school year. Evaluation results from both the preliminary evaluation and challenges from the second year of larger implementation will be discussed.
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