docEvaluation of the Check, Connect and Respect Mentoring Program
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Evaluation of the Check, Connect and Respect Mentoring Program
! ! ! ! ! EVALUATION*OF*THE*CHECK,%CONNECT%AND% RESPECT'MENTORING'PROGRAM&! AT#SAN#MARCOS#HIGH#SCHOOL! ! 2013"2014! ! ! Ashley'Mayworm,'MEd,"CCR"Coordinator! Eui$Kim,$MA,$CCR#Data#Supervisor! Erin%Dowdy,%PhD,%Faculty%Supervisor! Jill$Sharkey,$PhD,$Faculty$Supervisor! UCSB%Undergraduate%and%Graduate%Students,%CCR%Mentors! ! TABLE&OF&CONTENTS! Contents! Acknowledgements!______________________________________________________________________________________!1! Executive)Summary!______________________________________________________________________________________!2! Introduction!______________________________________________________________________________________________!4! The$Students!______________________________________________________________________________________________!5! Social,(Emotional,(and(Behavioral)Health! ______________________________________________________________!6! Academics!________________________________________________________________________________________________!16! Attendance(and(Suspensions(! __________________________________________________________________________!18! Teacher'Feedback!_______________________________________________________________________________________!21! Student'Satisfaction!_____________________________________________________________________________________!22! Recommendations,and,Future,Directions!_____________________________________________________________!25! References!_______________________________________________________________________________________________!26! ! ACKNOWLEDGEMENTS! Acknowledgements! SAN$MARCOS$HIGH$SCHOOL#&#STAFF! We#would#like#to#acknowledge#and#thank#all#of#the#incredible#support#of#San#Marcos#High#School&(SMHS)& and$its$staff$and$students$in$the$implementation$of$Check,'Connect'and'Respect'(CCR)!over%the%2013#14# academic'year.!In#particular,#thank#you#to#Alex#Sheldon#for#his#office,#file#cabinets,"constant"guidance"and" support;!the$SMHS$counselors$who"collaborated"with"us"in"helping"each"student"to"succeed;"the$office$staff,$ including(Vivian&Rangel&and&Sonia&Lopez,&for&their&essential&help&in&finding&and&pulling&students&from&class& and$providing$attendance$data$to$mentors;"all#of#the#SMHS#teachers#who!completed)feedback)forms,)worked' with%the%mentors,%and%provided%guidance)and$instruction$to$the$students;$and,$finally,$Ed#Behrens#and#the# rest%of%the%administrative%staff%for%their%support$of$the$CCR"mentoring"program."! UCSB%SCHOOL%PSYCHOLOGY#PROGRAM#! A"special(thank(you(to(the(students(and#staff#at#UCSB#who#made#CCR#possible.(In(particular(our( undergraduate)and)graduate)student)CCR#mentors,"without"whom"this"program"could"not"have"happened:! Briana&Beghi! Emily&Lydston! Gloria'Campos! Janeli'Terrazas! Joel%Bovey! Jose%Mata! Joshua'Ullrich! Justin'Clarke! Nicolette(Harter! Paolo%Varquez! Ryan%Baer! Sarah%Babcock! Stephanie)Moore ! ! The$CCR$Implementation$and$Evaluation$Team! Department)of)Counseling,&Clinical&and&School&Psychology! University*of*California,*Santa*Barbara! ! Erin%Dowdy,%PhD! Ashley'Mayworm,'MEd! [email protected]! [email protected]! ! ! Jill$Sharkey,$PhD! Eui$Kim,$MA$! [email protected]! [email protected]! ! ! 1! ! EXECUTIVE(SUMMARY! Executive)Summary! BACKGROUND! Through'a'partnership'between!San$Marcos$High$School%(SMHS)&and$the$University#of#California#Santa% Barbara%(UCSB)%Counseling,%Clinical%and%School%Psychology%program%(CCSP),%the%Check,%Connect%and%Respect% (CCR)%program%was%implemented%at%SMHS.%The$CCR!program'is'an!adaptation(of(Check(&(Connect,( developed#by#Christenson#and#colleagues#(2008)&at#the#University#of#Minnesota,#and$is!a"research"and" evidence#based&model&to&reduce&dropout,&promote&students’&engagement&with&school,&and&increase&school& completion.+Emphasis+is+placed+on+a+mentor+establishing+a+relationship*with*each*student,*determining*how* challenges)can)be)overcome,)encouraging)regular)school)attendance,)and)making)connections)to)school# based&activities&or&services.&! FINDINGS! A"total"of"45#students!were$referred$to$the$CCR$program,"and$of$those$referrals'17#completed#four#or#fewer# sessions&with&a&mentor,&7&completed&between&five&and&eight&sessions,&and&21&completed&at&least&nine& sessions&&(one&full&cycle)&of&CCR&with&their&mentor.!Those&with&five&or&more&sessions&were&included&in&the& evaluation*(n=21).#! Participants*were*both*male*(68%)*and*female*(32%)*and*ranged*from*age*14*to*17*years.*Nearly*all*of*the* students'in'CCR'(93%)&were$Latino(a).$Students$were$in$the$9th!(42.9%),)10th(32.1%),)and)11th!(25.0%)" grades.! Students(completed(surveys(at(intake$into$CCR$and$at$exit$(after$9$sessions$or$the$end$of$the$school$year,$ whichever(occurred(first).(These(surveys(included(the(Social(Emotional(Health(Survey#Secondary*(SEHS#S),# Strengths)and)Difficulties)Questionnaire)(SDQ),)a)measure)of)School)Satisfaction,%and%the%Monitor#Student' Relationship,Survey.,In,addition,to,these,student,self#report&surveys,&student&grades,&attendance,& suspensions,)and)teacher)feedback)of)student)progress)were)analyzed.)! Results'of'the'evaluation'suggest'that:! • 2! ! After&involvement&in#CCR,#students#(on#average)#significantly#increased#on#several#measures#of# social#emotional)health,)including:! o Self#Efficacy! o Self#Awareness! o School&Support! o Emotional)Regulation! o Empathy! o Self#Control! o Belief&in&Self! o Belief&in&Others! o Emotional)Competence! EXECUTIVE(SUMMARY! • • • • • • o Total"social'emotional'health! Mean%scores%on%all%of%the%other%subscales%of%the%SEHS%were%not%statistically%significantly#different# from%intake%to%exit,"but"in"the"positive"direction."! Changes(in(behavioral(and(emotional(difficulties,(as(measured(by(the(SDQ,(were#not#found#after# involvement)in)CCR.)Students)did)not)significantly)decrease)their)emotional)distress,)behavior) reactivity,*or*total*difficulties*from*intake*to*exit*of*CCR.*! Students(did#not#significantly#change#their&levels&of&school&satisfaction&and&belief%that%they%will% graduate(from(high(school(and(find(a(good(job(after(graduation(from(intake(to(exit,(although( changes(that(did(exist(were(in(the(positive(direction.(!! In#terms#of#academics,#CCR#participants#had#a#significant#increase#in#their#semester#GPAs%from%Fall% to#Spring,#with#a#mean#of#1.51#in#the#Fall#that#rose#to#1.77#in#the#Spring.#Furthermore,#58.3%#of#the# students'had'a'teacher'report'that'they'had'improved'their'academic'performance'or'grades.'! Both%student%tardies%and%truancies%increased%over#the#course#of#the#year,#suggesting#that#CCR# involvement)did)not)reduce)attendance)issues)for$CCR$students.$! Nearly'every'student'reported'having'a'strong'relationship'with'their'mentor'and'qualitative' feedback(from(students(suggested(that(they(generally!felt%they%benefitted%from%the%program%and% enjoyed'their'experience.'! RECOMMENDATIONS,AND,FUTURE&DIRECTIONS! One$of$the$primary$limitations$of$the$current$evaluation$of$CCR$was$the$lack$of$a$control$group,$which$made$ it#impossible#to#know#if#changes#from"intake%to%exit%were%actually%caused%by%the%CCR%intervention.%For$the$ next%academic%year,%Dr.$Jill$Sharkey$has$received$a$small$grant$from$UCSB$to$fund$a$graduate$student$ coordinator)for$CCR,$and$a$more$rigorous$wait#list%control%group%will%be%implemented%because%of%these% resources.(! • • The$wait#list%control%group%will%allow%us%to%understand,%more%directly,%how%CCR%participation%is% related'to'different'student'outcomes.'! We#will#also#aim#to#provide#the#full#nine#session&CCR&program&to&a&total&of&50&students&next&year%(25% in#Fall#and#25#in#Spring);#with#a#larger#number#of#participants#with#complete#data,#it#will#be#possible# to#examine#the#impact#of#the#intervention#on#different#groups#of#students,#for#example#examining! differences)in)student)success)based)on)gender,"age,%referral%reason,%and/or%number%of%cycles%of% CCR#received.#! In#terms#of#the$implementation$of$the$actual$CCR$intervention$it$is$recommended$that:! • • 3! ! Future&CCR#referrals#are$based&on&concerns&with&school&grades,&behavior,&and&engagement,&and&only% minor&truancy(issues.(Students(with(major(truancy(issues(may(benefit(more!from%a%different% intervention,)as)no)differences)in)attendance)were)found)after)CCR)involvement.)! A!new$system$for$pulling$students$from$class$be$developed$that$is$more$efficient.$For$example,%it% may$be$best$to$allow$CCR$mentors$to$write$their$own$passes$and$personally$bring$those$passes$to$ the!classroom(teacher.(! INTRODUCTION! Introduction! CHECK,&CONNECT&AND&RESPECT&AT&SAN&MARCOS!HIGH$SCHOOL! Through'a'partnership'between!San$Marcos$High$School$(SMHS)&and"the"University#of#California#Santa% Barbara!(UCSB)!Counseling,+Clinical+and+School+Psychology+program+(CCSP),+the+Check,+Connect+and+Respect+ (CCR)%program%was%implemented%at%SMHS.%The$CCR!program'is'an!adaptation(of(Check(&(Connect,( developed'by'Christenson#and#colleagues#(2008)&at#the#University#of#Minnesota,#and$is!a"research"and" evidence#based&model&to&reduce&dropout,&promote&students’&engagement&with&school,&and&increase&school& completion.+Emphasis(is(placed(on(a(mentor(establishing(a(relationship(with!each%student,%determining%how% challenges)can)be)overcome,)encouraging)regular)school)attendance,)and)making)connections)to)school# based&activities&or&services.&! In#the$version$of$CCR$implemented$at$San$Marcos$High$School,$participation$occurred!in#nine#session%cycles.% Each%session%was%approximately%30!minutes(long(and(occurred(on(the(school(campus(during(school(hours.( Depending(on(each(student’s(need(for(continued(services,(a(student(could&participate&in&CCR&for&nine! sessions&only"or"continue"on"to"subsequent$nine#session&cycles&based&on&mentor,&teacher,"and"student' feedback(regarding(progress."At#SMHS,!CCR#was!implemented)through)the)services)of)trained)and)advanced) undergraduate)and)graduate)students)from)UCSB.)College)mentors)were!trained(in(the(CCR(model"and" worked!directly)with)the)SMHS)Intervention)Committee)(teachers,)counselors)and)school)psychologists))to) provide(these(services(to(SMHS(students.(! RESEARCH'BACKGROUND+! In#2006,#the#U.#S.#Department#of#Education’s#What#Works#Clearinghouse#(WWC)#found#Check%&%Connect%to% have%“positive%effects%on%staying%in%school%and%potentially%positive%effects%on%progressing%in%school.”%Nine% published*articles*exist*on*the*effectiveness*of*Check*&*Connect*and*modified*programs*and*have* demonstrated*a*number*of*positive!outcomes(for(participants.(For(example,(Lehr,(Sinclair(and(Christenson( (2004)&conducted&a&longitudinal&replication&study&of&the&effectiveness&of&Check&&&Connect&with&147&students& who$received$services$for$two$or$more$years.$Results$showed$that$students’(absences&and&tardies&decreased& significantly+to+5%+or+less+of+the+time.+In+addition,+over+90%+of+the+school+staff+reported+that+students+ showed'increased'levels'of'engagement'and'87%'perceived'an'increase'in'parent'support.'Furthermore,* three$studies$have%investigated*the*effectiveness*of*Check*&*Connect*with*youth*with*behavioral*or* emotional)problems)(Cheney)et)al.,)2009;)Sinclair,)Christenson%&%Thurlow,%2005;%Sinclair,%Christenson,%Evelo,% &"Hurley,"1998).&Sinclair&et#al.!(2005)&followed&144#ninth#grade&students'who$participated$in$Check$&$ Connect'for$four$to$five$years$to$examine$longitudinal$effects$of$the$program$and$found$that$overall$ outcomes(included(lower(rates(of(dropout(and(mobility,(as(well(as(higher(rates(of(attendance(and(enrollment( status%in%school.%Overall,(empirical(evidence(provides(support(for(the(program’s(effectiveness(in(improving( student'engagement,'attendance,'and'long#term%positive%outcomes.%Given%the%small%number%of%studies% available,(further(research(is(needed(to(address(the(effectiveness$of$the$Check$&$Connect$model$in$various$ contexts(and(with(diverse(populations.! 4! ! THE$STUDENTS! The$Students$! A"total"of"45!students'were'referred'to'CCR'and'had'a'mentor'attempt'to'make'contact'and'receive'student' assent%to%participate.%Of%those%45!students,(17!completed'four'or'fewer'sessions'with'a'mentor,"7"completed" between&five&and&eight!sessions,'and$21!completed)at)least!nine!sessions&!(one%full%cycle)%of#CCR#with#their# mentor.(! ! ! 25! ! 20! ! 15! ! 10! ! 5! 21! 17! 7! 0! ! 4!or!fewer! sessions! ! 5!to!8!sessions! 9!or!more! sessions! In#an#effort#to#include#as#many#CCR#mentees#as#possible#in#this#evaluation,$differences$in$exit$scores$were$ compared)for)those)who)received)five%to%eight%sessions%and%the%full%nine!session&cycle."No"differences"among" mentee%exit%scores%were$found;$thus,$students'who#received#five#or#more!sessions&(n=28)%were!included(in( the$current%evaluation.!! ! The$demographic$characteristics$of$those$28$CCR$students$are$shown$in$the$figures(below.'!Participants* were$both$male$(68%)$and$female$(32%)$and$ranged$from$age$14$to$17$years.$Race/ethnicity+statistics+are+ not$shown,$as$nearly$all$of$the$students$in$CCR$(93%)&were$Latino(a).$Students(were(in(the(9th!(42.9%),)10th! (32.1%),(and(11th!(25.0%)'grades.'! Age!at!Start!of!CCR! ! Gender! ! 14!years! ! ! Female! 32%! ! 5! ! 16!years! 22%! Male! 68%! 15!years! 17!years! 7%! 15!years! 32%! 16!years! 17!years! 14!years! 39%! SOCIAL,(EMOTIONAL,(AND#BEHAVIORAL#HEALTH! Social,"Emotional,!and$Behavioral$Health'! During'the'first'CCR'session,'participating'students'completed'an'intake'survey'that'asked'students'about' their&social#emotional)health,)behavioral)and$emotional$difficulties,+satisfaction)with!school,'and'hope%for% graduating)from)high)school)and)future)employment.)These)same!survey'questions'were'asked'again'after' the$student$completed$nine#sessions%or%at%the%end%of%the%school%year%(if%the%full%nine%sessions%were%not% completed)by)that)time).)The$following$section$describes!CCR#student#changes#in#social#emotional)and) behavioral*health*before*and*after*their*time*in*CCR.*! HOW$DID$THE$SOCIAL"EMOTIONAL#HEALTH#OF#STUDENTS"CHANGE"AFTER"PARTICIPATING(IN( CCR?! Students’)social#emotional)health)was)measured)using)the)Social)Emotional)Health)Survey#Secondary! (SEHS#S;!Furlong,)You,)Renshaw,)Smith,)&)O’Malley,)2013),#which%is#composed#of#39#questions#about#a#range% of#internal(and(external(indicators*of*psychological*health.!Responses'are'reported'on'a'4#point&scale&(1=¬& at#all#true,#2=a#little#true,#3=pretty#much#true,#and#4=very#much#true);#higher#scores#indicate#better#social# emotional)health)in)each)of)the"areas."! Table&1!below&shows&the&intake&and&exit&mean&score&for&each&of&the&subscales&of&the&SEHS&and&whether&or& not$paired#samples't#tests$indicated$that$pre$and$post#CCR#scores#are#significantly#different.#Those&with& significant)effects#are#indicated#with#an#asterisk!(*p<.05,&**p<.01,&and&***p<.001).&All#subscales#were#higher# at#exit#than#they#were#at#intake.#Two$figures$(see$next$page)$also$depict$these$differences$graphically.$! Table&1:&SEHS&Scale&Mean&Scores&at&Intake&and&Exit&and&Paired&Samples&tCTest"Results"! SEHS Subscales Self-Efficacy** Self Awareness** Persistence School Support** Family Coherence Peer Support Emotional Regulation* Empathy* Self Control* Optimism Gratitude Zest Belief in Self** Belief in Others* Emotional Competence** Engaged Living SEHS Total Score** 6! ! Intake Mean 2.62 2.85 2.07 2.61 2.70 3.23 2.83 2.98 2.51 2.58 3.30 3.17 2.51 2.84 2.78 3.02 2.79 Exit Mean 3.06 3.20 2.33 3.10 2.93 3.45 3.09 3.23 2.83 2.83 3.43 3.19 2.86 3.16 3.05 3.15 3.06 t-test t(22) = -3.588 t(22) = -3.142 p-value p=.002 p=.005 t(22) = -3.065 p=.006 t(22) = -2.168 t(22) = -2.389 t(22) = -2.379 p=.041 p=.026 p=.026 t(22) = -3.391 t(22) = -2.571 t(22) = -3.014 p=.003 p=.017 p=.006 t(22) = -3.242 p=.004 SOCIAL,(EMOTIONAL,(AND#BEHAVIORAL#HEALTH! SEHS!Scales!at!Intake!and!Exit!with!SigniLicant! Differences! ! ! ! ! ! ! ! ! ! ! ! Intake!Mean! Exit!Mean! 4! 3.5! 3! 2.5! 2! 1.5! 1! 0.5! 0! ! ! ! ! ! SEHS!Scales!at!Intake!and!Exit!without!SigniLicant! Differences! ! ! ! ! ! ! Intake!Mean! Exit!Mean! 4! 3.5! 3! 2.5! 2! ! 1.5! ! ! ! 7! 1! 0.5! 0! Persistence! ! Family! Peer!Support! Optimism!! Coherence! Gratitude! Zest! Engaged! Living! SOCIAL,(EMOTIONAL,(AND#BEHAVIORAL#HEALTH! Self"Efficacy!is#composed(of(three(items(that(measure(how(confident(the(individual!is#in#their#own#ability#to# do#things,#such#as#“I#can#do#most#things#if#I#try.”#From#intake#to#exit,#students’(mean%scores%increased%from% 2.62$to$3.06,$which$is$statistically$significantly+different.+The$figure$below$shows$the$percentage$of$ participants)who)improved)in)self#reported!self#efficacy!(60.9%),"stayed"the"same!(26.1%),"and"worsened" from%intake%to%exit!(13.0%)."! Change!in!SelfCEfLicacy!from!Intake!to!Exit! 100.0%! 90.0%! 80.0%! 70.0%! 60.0%! 50.0%! 40.0%! 30.0%! 20.0%! 10.0%! 0.0%! 60.9%! 26.1%! 13.0%! Improved! Stayed!Same! Worsened! ! Self"Awareness(is#composed#of#three#items#that#measure!how$aware$the$individual$is$of#their#feelings,# behaviors*and*purpose,"such"as"“I"understand"why"I"do"what"I"do.”#From#intake#to#exit,#students’#mean# scores&on#self#awareness'significantly'increased)from)2.85!to#3.20."Sixty#five%percent%of%participants% improved&in&self#reported'self#awareness,(17.4%(stayed"the"same,"and"17.1%"worsened"from"intake"to"exit."! Change!in!Self!Awareness!from!Intake!to!Exit! 100.0%! 90.0%! 80.0%! 70.0%! 65.5%! 60.0%! 50.0%! 40.0%! 30.0%! 20.0%! 17.4%! 17.1%! Stayed!Same! Worsened! 10.0%! 0.0%! Improved! 8! ! ! SOCIAL,(EMOTIONAL,(AND#BEHAVIORAL#HEALTH! School&Support&is#composed#of#three#items#that#measure#how#supported#the#student#feels#by#teachers#or# other&adults&at&their&school,&such&as&“At#my#school,$there$is$a$teacher$or$some$other$adult$who$always$wants$ me#to#do#my#best.”#From#intake#to#exit,#students’#mean#scores#on#school&support!significantly+increased+from+ 2.61#to#3.10.#About&65%!of#participants#reported'improved'school'support,!17.4%&stayed&the$same,$and$ 17.4%"reported'less'support!from%intake%to%exit.%! Change!in!School!Support!from!Intake!to!Exit! 100.0%! 90.0%! 80.0%! 70.0%! 65.2%! 60.0%! 50.0%! 40.0%! 30.0%! 20.0%! 17.4%! 17.4%! Stayed!Same! Worsened! 10.0%! 0.0%! Improved! ! In#particular,#the#percentage#of#students#who#reported#that!it#is#“pretty#much#true”#or#“very#true”#that!there% is#someone#at#school#who$listens$to$them$increased)from)48.1%)to)73.9%)and$someone$who$believes$they$ will$be$a$success$increased)from)59.3%&to&73.9%&of&students!from%intake%to%exit."! ! School!Support!Items!at!Intake!and!Exit! ! ! ! ! ! ! ! ! ! Intake!%!Pretty!Much!True!or!Very!True! 100.00%! 90.00%! 80.00%! 70.00%! 60.00%! 50.00%! 40.00%! 30.00%! 20.00%! 10.00%! 0.00%! 73.90%! 73.90%! 73.90%! 70.30%! 59.30%! 48.10%! At!my!school,!there!is!a!teacher! ...!there!is!a!teacher!or!some! ...!there!is!a!teacher!or!some! or!some!adult!who!always!wants! adult!who!listens!to!me!when!I! adult!who!believes!that!I!will!be! me!to!do!my!best! have!something!to!say! a!success! ! 9! Exit!%!Pretty!Much!True!or!Very!True! ! SOCIAL,(EMOTIONAL,(AND#BEHAVIORAL#HEALTH! Emotional!Regulation+is#composed#of#three#items#that#measure#how#well$the$student$can$accept$ responsibility,for,their,actions,and,regulate,their&reactions/emotions,"such"as"“I"can"deal"with"being"told"no.”# From%intake%to%exit,%students’%mean%scores%for$emotional$regulation!significantly+increased+from+2.83#to#3.09." About&48%"of"participants"reported"improved"emotional)regulation,"30.4%$stayed!the$same,$and$21.8%" worsened!from%intake%to%exit.%! ! ! ! ! ! ! ! ! ! 100.0%! Change!in!Emotional!Regulation!from!Intake!to! Exit! 90.0%! 80.0%! 70.0%! 60.0%! 50.0%! 47.8%! 40.0%! 30.4%! 30.0%! 21.8%! 20.0%! 10.0%! 0.0%! Improved! ! Stayed!Same! Worsened! Empathy(is#composed#of#three#items#that#measure#how#well$the$student$can$empathize$with$and$ understand)the)feelings)of)others,"such"as"“I"feel"bad"when"someone"gets"their"feelings"hurt.”#From#intake%to% exit,&students’&mean&scores&on&empathy!significantly+increased+from+2.98!to#3.23.""Improvements+in+self# reported'empathy'were'reported'for'39.1%'of'participants,'whereas!47.8%"stayed"the"same"and$13.1%" worsened,!from%intake%to%exit.%! ! Change!in!Empathy!from!Intake!to!Exit! ! ! 100.0%! 90.0%! ! 80.0%! ! ! ! ! ! 70.0%! 60.0%! 50.0%! 40.0%! 30.0%! 20.0%! 10.0%! 0.0%! 39.1%! 13.1%! Improved! 10! ! 47.8%! Stayed!Same! Worsened! SOCIAL,'EMOTIONAL,'AND"BEHAVIORAL"HEALTH! Self"Control'is#composed#of#three#items#that#measure#how#well#the#student#can#control#their#behavior#and# inhibit&impulses,&such&as&“I&can&wait&for&what&I&want.”&From&intake&to&exit,&students’&mean&scores&on&self# control'significantly'increased'from'2.51!to#2.83.""Improvements"in"self#reported'self#control'were$reported$ for$60.9%"of"participants,"whereas"17.4%"stayed"the"same"and"21.7%"worsened,"from"intake"to"exit."! Change!in!SelfCControl!from!Intake!to!Exit! ! ! 100.0%! ! 90.0%! ! 80.0%! 70.0%! ! 60.0%! 60.9%! ! 50.0%! 40.0%! ! 30.0%! ! 20.0%! ! ! 17.4%! 21.7%! 10.0%! 0.0%! Improved! Stayed!Same! Worsened! Belief&In&Self!is#a#measure#of#one’s#overall'ability'to'believe'in'his/her!abilities,!persist'in'activities,'and' awareness'of'one’s'own'needs'and'behaviors'and'is#composed#of#the$9$items$that$make#up#the#Self#Efficacy,( Self#Awareness(and(Persistence(subscales.(From%intake%to%exit,%students’%mean%scores%on%Belief%in%Self! significantly+increased%from%2.51%to%2.86.""Improvements"in"Belief%in%Self!were$reported$for$73.9%"of" participants,*whereas*13.0%"stayed"the"same"and"13.1%"worsened,"from"intake"to"exit."! ! Change!in!Belief!in!Self!from!Intake!to!Exit! ! 100.0%! ! 90.0%! ! 80.0%! ! 73.9%! 70.0%! 60.0%! ! 50.0%! ! 40.0%! ! ! ! 30.0%! 20.0%! 13.0%! 13.1%! Stayed!Same! Worsened! 10.0%! 0.0%! Improved! 11! ! SOCIAL,(EMOTIONAL,(AND#BEHAVIORAL#HEALTH! Belief&In&Others&is#a#measure#of#one’s#overall#feelings(of(support(from(individuals(at(school,(within(their( family,(and(their(peers!and$is$composed$of$the$9$items$that$make#up#the#School&Support,"Family'Coherence! and$Peer$Support!subscales.)From)intake)to)exit,)students’)mean)scores)on)belief)in)others!significantly+ increased)from"2.84%to%3.16.""Improvements"in"belief"in!others!were$reported$for$65.2%"of"participants," whereas'13.0%'stayed'the'same'and'21.8%"worsened,"from"intake"to"exit."! ! ! 100.0%! ! 90.0%! 80.0%! ! 70.0%! Change!in!Belief!in!Others!from!Intake!to!Exit! 65.2%! ! 60.0%! ! 50.0%! 40.0%! ! 30.0%! 13.0%! ! 20.0%! 10.0%! ! 0.0%! Improved! ! Stayed!Same! 21.8%! Worsened! Emotional)Competence)is#a#measure#of#one’s#overall#regulate(and(control(one’s(emotions$and$behaviors$and$ understand)others’)perspectives)and)feelings!and$is$composed$of$the$9$items$that$make#up#the#Emotional) Regulation,"Empathy!and$Self#Control!subscales.)From)intake)to)exit,)students’)mean)scores)on)emotional) competence!significantly+increased'from'2.78%to%3.05.""Improvements"in"emotional)competence!were$ reported'for'65.2%"of"participants,"whereas"8.7%"stayed"the"same"and"26.1%$worsened,$from$intake$to$exit.$! ! ! ! 100.0%! 90.0%! ! 80.0%! ! 70.0%! ! 60.0%! ! Change!in!Emotional!Competence!from!Intake!to! Exit! 65.2%! 50.0%! 40.0%! ! 30.0%! ! 20.0%! 26.1%! 8.7%! 10.0%! 0.0%! Improved! 12! ! Stayed!Same! Worsened! SOCIAL,(EMOTIONAL,(AND#BEHAVIORAL#HEALTH! Finally,(the(SEHS$Total$Score!is#the#overall#composite#score#that#takes#all#items#into#account#to#create#an# overall'measure'of'social#emotional)health.)From%intake%to%exit,%CCR%participants’%mean%SEHS%Total%Score% increased)from)2.79)to)3.06,)which)is)statistically)significant.)As)seen)in)the)figure)below,)69.6%)of)the) participants(improved(their(overall(score,(whereas(0%(stayed(the(same(and(30.4%$decreased$from$intake$to$ exit.&Results&suggest&that,&overall,&the&majority&of&CCR&participants&improved&their&social#emotional)health) during'the'CCR'intervention'period.'However,'the"30.4%"of"participants"whose"overall"score"did"not"improve" suggest&that&CCR&may¬&be&beneficial&in&improving&social#emotional)health)for)all)individuals.)! Change!in!SEHS!Total!Score!from!Intake!to!Exit! 100.0%! 90.0%! 80.0%! 70.0%! 60.0%! 50.0%! 40.0%! 30.0%! 20.0%! 10.0%! 0.0%! 69.6%! 30.4%! 0.0%! Improved! ! ! 13! ! Stayed!Same! Worsened! ! SOCIAL,(EMOTIONAL,(AND"BEHAVIORAL"HEALTH! HOW$DID$THE$BEHAVIORAL#AND$EMOTIONAL$DIFFICULTIES!OF#STUDENTS%CHANGE%AFTER% PARTICIPATING)IN)CCR?! In#addition#to#questions#regarding#students’#positive#psychological#health,#students#were#asked#questions# about&their&behavioral&and&emotional&difficulties.&These&questions&were$taken$from$the$Strengths$and$ Difficulties*Questionnaire*(SDQ;*Goodman,(1997)"and"created'two'subscales:'emotional'distress'and' behavior)reactivity,)as"well"as"an"overall!total%difficulties%scale.%Respondents)answered)questions)on)a)3# point&scale,&where&0&=¬&true,&1&=&somewhat&true,&and&2&=&mostly&true;&higher&mean&scores&indicate%greater% emotional)and)behavioral)difficulties.)! Emotional)distress!is#composed(of(5(items(that(measure'behaviors*and*feelings*often*associated*with* depression,*anxiety,*and*withdrawal.*For*example,*items&include&“I"worry"a"lot,”"and"“I"am"often"unhappy,# depressed,'or'tearful.”'! Behavior)reactivity!is#composed(of(5(items(that$measure$behaviors$associated$with$difficulties$with$ hyperactivity/inattention.and.appropriate.behavioral.conduct..Some.items.in.this.subscale.are:.“I"am" restless,'I'cannot'sit'still"for"long”"and"“I"get"very"angry"and"often"lose"my"temper.”"! Total&difficulties&scale&is#a#composite#score#that$is"composed"of"both"the"5"emotional$distress$items$and$the$ 5"behavior"reactivity"items."It"represents"overall"emotional#and#behavioral#difficulties.! As#is#depicted#in#the#figure#below,#students’(emotional(distress!(t(22)=%.71,%p=.49),"behavior"reactivity! (t(22)=%#.65,"p=.52),"and"total"difficulties"(t(22)=%.29,%p=.78)&mean%scores&did¬&change&significantly&from& intake'to'exit.'That'is,'there'does#not#seem#to#be#a#discernible#change#in#emotional#and#behavioral#problems# after&receiving&the&CCR&intervention.&! ! Behavior!and!Emotional!DifLiculties!at!Intake!and! Exit!! Intake!Mean! Exit!Mean! 2! 1.5! 1! 0.77! 0.7! 0.85! 0.89! 0.81! 0.79! 0.5! 0! Emotional!Distress! 14! ! Behavior!Reactivity! Total!DifLiculties! SOCIAL,(EMOTIONAL,(AND#BEHAVIORAL#HEALTH! HOW$DID$STUDENTS’(SCHOOL&ATTITUDES&CHANGE$AFTER$PARTICIPATING$IN$CCR?! In#addition#to#the#SEHS,#questions)were)asked)of)students'regarding'their&satisfaction)with!school!and$their$ belief&in&their&future&success&in&school&and&for&employment.&! School&Satisfaction!was$measured$by$asking$participants$five$questions$about$their&feelings®arding& school,'such'as'“I'look$forward$to$going$to$school,”"and!a"composite"score"of"all"five"items!was$created." Participants*responded*on*a*6#point&scale,&where&1&=&strongly&disagree&and&6&=&strongly&agree.&A"paired" samples't#test$showed$that$intake$mean$score$(M=3.36)&and&exit&mean&score&(M=3.49)'were'not'significantly) different!(t(22)=%#.718,&p=.48).!However,(although(results(were(not(significant,(the(percentage(of(students! who$agreed$with$each$statement!increased)for"all"items"from"intake"to"exit."! School!Satisfaction!Items!at!Intake!and!Exit! ! ! 100.0%! ! 80.0%! ! 60.0%! ! ! Intake!%!Agree! Exit!%!Agree! 78.3%! 66.7%! 59.3%! 65.2%! 52.2%! 37.0%! 40.7%! 40.0%! 56.5%! 52.2%! 44.4%! ! 20.0%! ! 0.0%! I!learn!a!lot!at! school! ! I!look!forward!to! going!to!school! I!like!being!in! school! School!is! interesting! I!enjoy!school! activities! School&and&Employment&Success!were$measured'with'two"items:"“I"know"I"will"graduate"from"high"school”" and$“I$know$I$will$find$a$good$job$after$I$graduate.”$Both$items$were$answered$on$a"5#point&scale&(1=&strongly$ disagree,)5=strongly)agree)."Scores'for'both'graduating'from%high%school%(intake%M=%3.87,%exit!M=4.09)(and( employment)(intake)M=)3.04,)exit)M=4.30))did)not)significantly)change!from%intake%to%exit;%t(22)=1.55,)p=.14% and$t(22)=1.66,)p=.11,%respectively.%Although(the(percentage(of(students(who(agreed(with(each(statement( increased)after)participating)in#CCR.#! Graduation/Employment!Expectations!at!Intake!and!Exit! Intake!%!Agree! Exit!%!Agree! 100.00%! 80.00%! 60.00%! 82.60%! 59.30%! 65.20%! 70.40%! 40.00%! 20.00%! 0.00%! I!know!I!will!graduate!from!high!school! 15! ! I!know!I!will!Find!a!good!job!after!I!graduate! ACADEMICS! Academics! One$of$the$primary$goals$of$the$CCR$program$is$to$increase$student$engagement$in$school,$and$thus$their$ academic'success.'In#an#effort#to#understand#how#involvement#in#CCR#may#have#impacted#student#academic# achievement,+CCR+participants’!mean%grade%point%average%(GPA)&across&the&2013#14#school#year#was# examined,)as)well)as)the)number)of)failing)grades)(Fs))and)the)number)of)As,)Bs,)or)Cs)received.)! HOW$DO$STUDENTS’(GRADE(POINT"AVERAGES"CHANGE"AFTER$CCR?! The$mean$GPA$for$all$CCR$participants$was$calculated$for$the$first,$second,$third$and$fourth$terms!of#the# school&year.&All#participants#remained#in#CCR#until#either#the#3rd!or#4th!term,&thus&Term&1&and&Term&2&serve& as#pre#CCR#data#and#Term#3#and#Term#4#as#post#CCR#data.#The$figure$below$shows$the$mean%GPA!for$each$ term."! Mean!GPA!by!Term!in!2013C14!! ! 4! ! 3! ! ! 2! ! ! 1.62! 1.82! 1.72! Term!3!GPA! Term!4!GPA! 1.39! 1! ! 0! ! Term!1!GPA! ! Term!2!GPA! When%the%total%Fall%semester%mean%GPA%(Term%1%and%Term%2)%and%the%Spring%semester%mean%GPA%(Term%3% and$Term$4)$were$compared$using$a$paired$samples$t#test,%results%indicated%that%the%GPA%in%the%Spring% semester&was!significantly+higher+than+in+the+Fall+(t(18)%=%#2.12,%p<.05).#! ! ! 4! ! 3! ! 2! Fall!and!Spring!Mean!GPA! 1.51! 1.77! ! ! 1! 0! Fall!Semester!GPA! 16! ! Spring!Semester!GPA! ACADEMICS! HOW$DOES$THE$FREQUENCY#OF#RECEIVING#FAILING$AND$PASSING$GRADES#CHANGE#AFTER# CCR?! Because'having'one'or'more'failing'grades'was'one'of'the'primary'ways'referrals'for'CCR'were'made'at' SMHS,#the$frequency$of$receiving$a$failing$grade$during$each$term$was$also$compared$for$participants.$The$ figure'below'shows'that,'on'average,'CCR'participants'had'an'increase'in'Fs'from'Term'1'to'Term'2,'but'that' this%then%dropped%in%Term%3%and%stayed%the%same#in#Term#4.#However,#no#statistically(significant)differences) were$found$in$the$mean$number$of$Fs$overtime,$neither$when%examined%by#Term#nor#Semester.#! Mean!Number!of!F!Grades!by!Term! ! ! 4! ! 3.5! ! 3! ! ! 2.5! 1.61! 2! 1.5! ! 1! ! 0.5! ! 0! 1.07! Term!1! ! Term!2! 1.39! 1.39! Term!3! Term!4! A"similar,"but"opposite,"trend"was$found$for$the$frequency!of#receiving#A,#B#or#C#grades;#the$number$of$As,$Bs,$ and$Cs$decreased$from$Term$1$to$Term$2,$but$then$increased$in$Term$3$and$slightly$dropped$in$Term$4,$ although(remaining(higher(than(it(was(initially(in(Term(1.(Again,(no(statistically(significant(differences(were( found.'! Mean!Number!of!A,!B,!and/or!C!Grades!by!Term! ! ! ! 4! 3.5! 3! 2.5! 2.04! 2! 2.29! 2.18! Term!3! Term!4! 1.68! 1.5! 1! 0.5! 0! Term!1! 17! ! Term!2! ATTENDANCE'AND'SUSPENSIONS! Attendance!and$Suspensions!! School#collected'data'on'student'attendance'and'experience'of'suspensions!was$examined$to$understand$ how$involvement!in#CCR#might!have%impacted%these%school%outcomes.%Data%on%attendance%and%suspensions% were$calculated$by$class$period$(i.e.,#number#of#periods#absent)#rather#than#by#full#days.#! HOW$DOES$ATTENDANCE$CHANGE'AFTER'INVOLVEMENT%IN%CCR?%! The$percentage$of$school$periods$missed$due!to#illness,#tardies/tardy#turancies%and%truancies%is%depicted%in% the$figure$below.$A"percentage"was!used#(rather#than#a#frequency#of#periods)#for#consistency,#as#the#number# of#days#of#school#varies#each#term.#As#can#be#seen,#rates#of#tardies#and#truancies#steadily#increased#each# term,&with&a&slight&drop&in&truancies(from(Term(3(to(Term(4.(Periods(missed(due"to"illness$decreased$from$ Term%1!to#Term#2,"but"increased"again"during"Term"3!and$Term$4."Results"suggest"that"involvement"in"CCR" did#not#improve#student#attendance#over#time.#! ! Mean!Percentage!of!Periods!Absent!Due!to!Illness,! Tardy/Tardy!Truancies!and!Truancies!by!Term!! ! ! Illness! ! ! ! ! ! ! ! ! ! ! ! Tardy/Tardy!Truant! Truant! 20.0%! 18.0%! 16.0%! 13.9%! 13.7%! 14.0%! 12.0%! 9.6%! 10.0%! 6.9%! 8.0%! 6.0%! 4.0%! 2.0%! 4.8%! 5.1%! 5.3%! 4.2%! 3.3%! 2.9%! 3.6%! 4.2%! 0.0%! ! ! 18! ! Term!1! Term!2! Term!3! Term!4! ATTENDANCE'AND'SUSPENSIONS! When%examined%by%semester%(Term%1%and%Term%2%=%Fall%and%Term"3"and"Term"4"="Spring),"it"is"clear"that"the" number'of'periods'missed'increased'from'Fall'to'Spring.'Paired'samples't#tests$indicate$that$the$increase$in$ tardies/tardy*truancies#from#Fall#(M="15.25"periods)"to"Spring"(M=22.14&periods;&out$of$a$total$of$360# periods(each%term)%was%statistically%significant,%t(27)=#3.16,&p<.01."Significant"increases"were"also"found"for" the$number$of$periods$missed$due$to$truancies$from$Fall$(M=26.04)(to(Spring((M=49.54)'semester,'t(27)=# 3.80,&p<.01. Mean!Number!of!Periods!Missed!by!Semester! ! ! ! ! ! Fall!Semester! Spring!Semester! 60.00! 49.54! 50.00! 40.00! ! 30.00! 26.04! 22.14! ! 20.00! 12.86! 15.25! 13.07! ! 10.00! ! 0.00! Illness! ! Tardy/Tardy!Truant**! Truant**! In#an#effort#to#understand#whether#or#not#the#mean#number#of#tardies#and#truancies#was#impacted#by#only#a# few$students$with$more$extreme&increases&over&the&year,&the&percentage&of&participants&who$increased,$ remained(stable,(and(decreased(in(frequency(of(tardies(and(truancies(was(explored.(The(majority(of(CCR( participants)increased)in)both)truancies)(71.4%))and)tardies)(78.6%))from)Fall)to)Spring)semester.)! Change!in!Number!of!Tardies!and!Truancies!from! Fall!to!Spring! ! Increase!from!Fall!to!Spring! Stable! Decrease!from!Fall!to!Spring! Percentage!of!Participants! 100.0%! 19! ! 80.0%! 78.6%! 71.4%! 60.0%! 40.0%! 20.0%! 25.0%! 21.4%! 3.6%! 0.0%! Change!in!Tardies! Change!in!Truancies! 0.0%! ATTENDANCE'AND'SUSPENSIONS! HOW$DOES$THE$FREQUENCY#OF#SUSPENSIONS#CHANGE%AFTER%INVOVLEMENT#IN#CCR?! The$rate$of$both$on#campus'and'off#campus"suspensions"was"also"examined"to"learn"more"about"how"CCR" involvement)may)have)impacted)student)behavior)and)experience)of)school&discipline.*Rates*off*on#campus' suspensions(increased(from(Term(1(to(Term(4,"although"rates"remained"below"2%"for"all"terms.!In#contrast,# rates&off#campus'suspensions'increased'from'Term'1'to'Term'2,'but'then'decreased'in'Term'3'and'again'in' Term%4.%! Mean!Percentage!of!Periods!Spent!in!On!and!OffCCampus! Suspensions!by!Term!! ! ! On!Campus!Suspension! Off!Campus!Suspension! ! 5.0%! ! 4.0%! ! ! 3.0%! 1.9%! ! 2.0%! 1.5%! ! 1.0%! ! ! 0.0%! 0.7%! 0.8%! 0.4%! 0.3%! Term!3! Term!4! 0.8%! 0.2%! Term!1! Term!2! Differences)in)the)mean)number)of)periods)spent)in)on)and)off#campus'suspensions'between'Fall'and'Spring' semester&were!examined(using(paired#samples#t#tests,%but$no$significant$differences$were$found.$However,(in( order%to%know%whether%these%changes%were%due%to%CCR%intervention,%are%a%normal%trend%in%attendance%over% an#academic#year#for#this#population#of#students,#or#an#improvement)upon)what)their)attendance)would) have%been%like%without%CCR%intervention,%a%control%group%is%necessary.%! Mean!Number!of!Periods!Spent!in!Suspensions!by! Semester! ! Fall!Semester! 8.00! Spring!Semester! 6.18! 6.00! 4.00! 2.61! 1.79! 2.00! 1.36! 0.00! On!Campus!Suspension! 20! ! Off!Campus!Suspension! TEACHER'FEEDBACK! Teacher'Feedback'! Teachers(of(each(student(in(CCR(were(asked(to(complete(a(teacher(feedback(form(approximately(every(other( week$and$at$student%exit%from%CCR.%A"total"of"12"participants"had"a"completed"teacher"exit"feedback"form" from"at"least"one"teacher."Teachers"were"asked"to"check"a"box"for"each"area"that"they"saw"student"progress" in#while#the#student#was#in#CCR:#improvements#in#detentions/referrals,)improved)ability)to)stay)focused,) improved)attendance,)improved)behavior,)improved)homework,)improved)classroom)participation,)and) improved)academic)performance/grades.)The)percentage)of)students)(n=12)%who%had%at%least%one%teacher% report&improvement&in&each&of&these&areas&is&illustrated&in&the&figure&below.&! ! ! Improvements!in!Detentions/Referrals! 8.3%! Improved!Ability!to!Stay!Focused! 8.3%! Improved!Attendance! 16.7%! Improved!Behavior! 16.7%! Improved!Homework! 16.7%! Improved!Classroom!Participation! 33.3%! 58.3%! Improved!Academic!Performance/Grades! 0.0%! 21! ! 20.0%! 40.0%! 60.0%! STUDENT'SATISFACTION! Student'Satisfaction'! At#exit#from#CCR,#students#were#asked#to#answer#four#open#ended$questions$about$their$experience$in$the$ CCR#program,#as#well#as#to#complete(the$Monitor#Student'Relationship'Survey!(Anderson,)Christenson,) Sinclair,)&)Lehr,)2004).!These%questions%aimed%to%shed%light%on%the%students’(own(thoughts(about(their( experience(in(CCR(and(its(helpfulness!or#lack#thereof,"in"addition"o"their"relationship/alliance"with"their" mentor."! WHAT%IS%THE%QUALITY%OF#THE#RELATIONSHIPS*THAT*DEVELOP%IN%THE!CCR#PROGRAM?! The$Monitor#Student'Relationship'Survey!asks$students$to#rate#how#much#they#agree#with#four#statements# about&their&relationship&with&their&CCR&mentor:"“I"feel"comfortable"with"my"mentor,”)“I)feel)comfortable) talking(with(my(mentor,”(“I(know(that(my(mentor(is(really(on(my(side,”(and(“I(know(that(my(mentor(is(there( for$me$no$matter$what$I$do.”$Students(responded(on(a(4#point&scale&(1=strongly&disagree&and&4=strongly& agree),#with#responses%of%1%and%2%indicating%disagreement%and%3%and%4%indicating%agreement.!The$ percentage)of)CCR)participants)who)reported)that)they)agree/strongly)agree!(3#or#4)!versus& disagree/strongly.disagree.(1#or#2)#with%each%statement%is%shown%below.%! Mentor!Alliance!Items!at!Exit!from!CCR! %!Agree! 100%! %!Disagree! 4.30%! 4.30%! 95.70%! 95.70%! 90%! 80%! 70%! 60%! 50%! 100%! 100%! 40%! 30%! 20%! 10%! 0%! I!feel!comfortable!with! I!feel!comfrotable! I!know!that!my!mentor! I!know!that!my!mentor! my!mentor! talking!with!my!mentor! is!really!on!my!side! is!there!for!me!no! matter!what!I!do! ! 22! ! STUDENT'SATISFACTION! HOW$SATISFIED$ARE$STUDENTS$WITH"THE"CCR"PROGRAM?! Students(were(provided(with(the(opportunity(to(answer(four(questions(about(their(satisfaction(with(the(CCR( program'and'how'it'could'be'improved.'These'questions'and'some%of%the%student'responses'are'listed'below.'! What#did#you#like#about#the#CCR#program?! • • • • • • • • • • • • • • • • • • I"could"talk"about"school"with"someone! I"really"liked"knowing"there"was"someone"other" than%my%friends%and%family%that%wanted%me%to%do% well$and$was$willing$to$listen$to$all$that$I$had$to$ say! The$mentor$was$about$the$same#age#as#me,#so#she# had$experienced$my$issues$recently$too.! One$thing$that$I$like$about$this$program$is$that$I$ get$a$lot$of$help$and$advice$and$set$goals$for$ myself! I"think"its"really"helpful."I"liked"when"they"listened" to#my#problems! It#helped#by#talking!about&problems&at&school&and& at#home! Its$sorta$interesting$I$guess! I"could"tell"my"mother"things"about"my"life! My#mentor#helped#me#communicate#with#my# teachers! That%I%get%to%talk%to%my%mentor! It#was#fine#it#did#keep#me#on#track! That%me%and%my%mentor%can%talk$about$like$ anything! That%I%was%able%to%connect%with%the%mentor! I"like"this"program"because"you"can"talk"about" your%problems%! I"liked"being"constantly"reminded"about"college" and$the$advice! I"got"to"discuss"my"problem"with"someone"who" would&give&me&advice! I"didn't"mind"it! It#helped#me#stay#on#track.#Very#good#support#and# made%a%new%good%friend%to%talk%to.%! 23! ! Do#you#feel#you#are#well"equipped$to$succeed$in$ school?'Do'you'believe'you'benefitted'from' participating)in)CCR?! • • • • Yes,%I%do%believe%I%will%succeed! Yes,%I"have"learned"not"to"give"up! I"believe"that"if"I"try"hard"enough,"I"will"succeed."I" can$easily$say$that$this$program$helped$me$a$lot$ with%school%and%personal%situations.%! Yes,%I%feel%that%I%benefitted%a%bit,%but!not$a$lot! …I#do#believe#that#I#have#benefitted$from$this$ program! Yes$it$helped$me$a$lot$it’s$fun$too! I"believe"I"am! Yes$I$will$succeed$in$school! Well$I$didn’t$really$think$it$made$a$difference,$Im$ kinda&the&same&still! Yes$because$helped$me$stay$on$track! I"don’t"know"and"I"guess! I"did"benefit"from"check%and%connect%because%[my$ mentor]!helped&me&a&lot! I"am"well"equipped! Yes$and$yes$because$he$really$helped$to$ encourage)me)to)keep)going! Yes$this$program$has$helped$me! I"learned"a"lot"of"things"from"the"program"! Yeah%I%do,%id%still%like%to%have%her%with%me#though#! 1."I"mean"I"guess"so,"2."No"not"really! • I"do"think"I"did"a"good"job! • • • • • • • • • • • • • • ! ! ! STUDENT'SATISFACTION! What%are%your%suggestions%for%improving%the% program'for'other'students?! • • • • • • • • Meetings(twice(a(week(in(the(beginning(and(end( to#discuss#what#to#improve#and#if#you#reached# weekly&goals! Its$perfect$it$doesn't$need$anything$else! I"think"it"might"help"kids! Nothing(my(mentor(was(perfect! To#hang/walk#around#off"campus! The$mentor$should$maybe$check$grades$more$ often&and&motivate&them&to&get&higher&grades! To#really#connect#with#your#mentor! Let#them#talk,#don't#get#to#into#their#life#if#not# necessary! ! What%remaining%concerns%do%you%have,%and%what% support'can'your'school'offer'to'help'you'meet' your%educational%goals?! • • • • • • • • ! ! • ! • ! 24! ! ! My#only#concern#is#that#I#will#continue#to#put#my# responsibilities+aside+to!make%room%for%things%less% beneficial.! A"few"concerns"I"have"is"reaching"my"goal"but"I" know%a%few%teachers%who%will%help%me%overcome% them! The$teachers$should$give$you$more$time$to$listen$ to#you! To#help#me#more#with#my#classes#and#to#believe#in# what%I’m%trying$to$do! Well$im$doing$the$best$I$can.$I$will$continue$doing$ whats&best! Help%when%I%need%it! Give%less%work%so%students%don't%struggle%! Keep$my$grades$up$and$do$my$best!$Not$get$into$ trouble(or(bad(habits.(! Im#failing#classes.#To#be#believed#I#can#do#it,#give$ me#chances!! I"think"they"can"help"by"recuesting"me"a"good" collage'and'job! RECOMMENDATIONS,AND,FUTURE&DIRECTIONS! Recommendations,and,Future,Directions,! STRENGTHS! • • • Over%40%students%at%SMHS%who%were%struggling%academically%and/or#behaviorally#at#school#received# CCR#services,#with#21#of#those"students"receiving"the"full"nine"session"intervention."! Students(who(received(at(least(five(of(the(nine(sessions(showed(significant(increases(in(social#emotional) health&and&GPA&after&participating&in&CCR.&! Students(reported(that(they(found(the(CCR(program"helpful"and"formed"comfortable,"positive! relationships,with,their,mentors.,! OBSTACLES)AND)LIMITATIONS! • • • • One$of$the$primary$limitations$of$this$evaluation$is$the$lack$of$any$type$of$control$group,$which$makes$it$ impossible)to)know)if)the)changes)demonstrated"before"and"after"participation"in"CCR"are"actually" caused'by'CCR'participation'or'due'to'some'other'cause'(e.g.,'natural'student'maturation,'schoolwide' changes).*! There%did%not%seem%to%be%any%group#wide%effect%of%CCR%intervention%on%improved%school%attendance.' While&it&is&possible&that&overall&student&attendance&decreases&during&the&second&semester&in&general&and& that$this$explains$the$lack$of$change,$it$is$also$likely$that$CCR$students$who$have$extreme$truancy$issues$ were$not$amenable$to$intervention$because%the%mentor%was%unable%to%meet%with%them%on%a%regular% basis.&! Because'the'experience'of'on'and'off#campus'suspensions'was'infrequent,"results'regarding'the'relation' between&suspensions!and$CCR$involvement!are$likely$impacted$by$the#experience#of#only#a!few$students,& rather&than&the&entire&group.! Pulling'students'from'their'classes'to'meet'with'their'mentor'often'took'over'20!minutes,)which) resulted(in(less(intervention(time(and(more(strain(on(the(mentors.(! FUTURE&RECOMMENDATIONS! • • • • • For$the$next$academic$year,$Dr.$Jill$Sharkey$has$received$a$small$grant$from$UCSB$to$fund$a$graduate$ student'coordinator'for$CCR,"and$a$more$rigorous$wait#list%control%group%will%be%implemented%because% of#these#resources.#The#wait#list%control%group%will%allow%us%to%understand,%more$directly,$how$CCR$ participation)is)related)to)different)student)outcomes.)! Other&measures&of&discipline&experiences!(in$addition$to$suspensions),"such"as"office"discipline"referrals" and$detentions$should$be$examined$in$the$future.! With%a%larger%number%of#participants#with#complete#data,!it#will#be#possible#to#examine!the$impact$of$the$ intervention(on(different(groups(of(students,(for(example(male(versus(female(students(and(differences(in( student'success'based'on'age,'referral'reason,'and/or'number'of'cycles%of%CCR%received.%! Because'there'was'difficulty'in'meeting'with'students'with'major'truancy'issues,'and'because'student' attendance'did'not'seem'to'be'affected'by'CCR'participation,'it'is'recommended'that'CCR'referrals'be' based&on&concerns&with&school&grades,'behavior,'and'engagement,'and'only'on'more'minor'truancy' issues.&Students&with&major&truancy&issues&may&benefit&more&from&a&different&intervention.&! Due$to$issues$surrounding$pulling$students$from$class$in$a$timely$manner,$it$may$be$best$to$allow$CCR" mentors(to(write(their(own(passes(and(personally(bring(those(passes(to(the!classroom(teacher.(! 25! ! REFERENCES! References! Anderson,)A.R.,)Christenson,)S.L.,)Sinclair,)M.F.,)&)Lehr,)C.A.)(2004).)Check)&)Connect:)The)importance)of) relationships,for,promoting,engagement,with#school.#Journal(of(School(Psychology,(42,"95#113.$ doi:10.1016/j.jsp.2004.01.002! Cheney,'D.'A.,'Stage,'S.'A.,'Hawken,'L.'S.,'Lynass,'L.,'Mielenz,'C.,'&'Waugh,'M.'(2009).'A'2#year%outcome%study% of#the#check,#connect,#and#expect#intervention#for#students#at"risk"for"severe"behavior"problems." Journal(of(Emotional(and(Behavioral(Disorders,(17(4),%226#243.! Christenson,+S.+L.,+Thurlow,+M.+L.,+Sinclair,+M.+F.,+Lehr,+C.+A.,+Kaibel,+C.+M.,+Reschly,+A.+L.,+Mavis,+A.,+&+Pohl,+A.+ (2008).'Check&&&Connect:&A&comprehensive$student$engagement$intervention$manual.$Minneapolis:+ University*of*Minnesota,*Institute*on*Community*Integration.! Furlong,)M.)J.,)You,)S.,)Renshaw,)T.)L.,)Smith,)D.)C.,)&)O’Malley,)M.)D.)(2013).)Preliminary!development*and* validation)of)the)Social)and)Emotional)Health)Survey)for)secondary)students.!Social'Indicators' Research.)Advanced(online(publication.(doi:10.1007/s11205#013#0373#0! Goodman,(R.((1997).(The(Strengths(and(Difficulties(Questionnaire:(A(research(note.(Journal(of(Child( Psychology)and)Psychiatry,&38,"581–586.%doi:10.1111/j.1469#7610.1997.tb01545.x! Lehr,&C.&A.,&Sinclair,&M.&F.,&&&Christenson,&S.&L.&(2004).&Addressing&student&engagement&and&truancy& prevention)during)the)elementary)school)years:)A)replication)study)of)the)check)&)connect)model.) Journal(of(Education(for(Students(Placed(at(Risk,(9(3),%279#301.! Sinclair,)M.)F.,)Christenson,)S.)L.,)Evelo,)D.)L.,)&)Hurley,)C.)M.)(1998).)Dropout)prevention)for)youth)with) disabilities:*Efficacy*of*a*sustained*school*engagement*procedure.*Exceptional*Children,'65(1),'7– 21.! Sinclair,)M.)F.,)Christenson,)S.)L.,)&!Thurlow,)M.)L.)(2005).)Promoting)school)completion)of)urban)secondary) youth&with&emotional&or&behavioral&disabilities.&Exceptional,Children,,71(4),#465#482.! ! 26! !
