Talbert House Project PASS Goals and Outcomes

Project PASS Evaluation 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

Project PASS Evaluation 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

Project PASS Data Management Data is collected by site coordinators and is submitted to an independent evaluation team (INNOVATIONS of Cincinnati Children’s 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 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.

Project PASS Program Goals and Outcomes: Goal 1: Increasing Anger Management/ Conflict Resolution Skills 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**

Project PASS Program Goals and Outcomes: Goal 2: Decreasing Aggression Rates 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**

Project PASS Program Goals and Outcomes: Goal 3: Increasing Self-Esteem 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**

Project PASS Program Goals and Outcomes: 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**

Project PASS Program Goals and Outcomes: Goal 5: Decreasing Behavioral/ Conduct Problems 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**

Project PASS Program Goals and Outcomes: Goal 5 (Continued): Rates of Suspensions and Expulsions at Targeted Schools for Rates of Suspensions and Expulsions Academic Years Suspensions Expulsions

Project PASS Program Goals and Outcomes: Goal 6: Improving School/Test Performance 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**

Project PASS Program Goals and Outcomes: Goal 6 (Continued): Percentage of Students Passing the Reading Proficiency Test at Targeted Schools 49.10% 52.40% 59.90% 0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%

Project PASS Program Goals and Outcomes: Goal 7: Increasing School Attendance/ School Bonding Outcome Data from 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**

Project PASS Program Goals and Outcomes: Goal 7 (Continued): Average Daily Attendance for Targeted Schools Academic Years Percentage of Students Attending Daily Average Daily Attendance

Project PASS Program Goals and Outcomes: Goal 8: Improving Proficiency Test Performance Outcome The number of students at the “proficient,” “accelerated,” and “advanced” levels is higher in than it was in 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**

Project PASS Program Goals and Outcomes: Goal 8 (Continued): SCHOOLProficient Level 04-05Proficient Level LimitedBasicProficientAcceleratedAdvancedLimitedBasicProficientAcceleratedAdvanced AMIS Douglass Losantiville Roselawn Shroder Westwood

Project PASS Program Goals and Outcomes: Goal 9: Enhancing Participation and Parenting Skills 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**

Project PASS Program Goals and Outcomes: Goal 10: Improving Promotion Rates 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 ** data analyzed by an Independent Evaluator using CPS and Project PASS Databases**

Project PASS Program Goals and Outcomes: Goal 10 (Continued): Promotion Rates for Targeted Schools by Academic Year Academic Year Percentage of Students Promoted Promotion Rates

Project PASS Program Goals and Outcomes: Goal 11: Enhance Professional Development and Training 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.

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. That’s how we’ve 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.”

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. “

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.

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

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