SSET GRANT (STUDENT SERVICES EVERY TIME GRANT)

Tucson Unified School District Tucson Unified School District

SSET GRANT What is it?

U.S. Department of Education, Safe and Drug Free Schools Demonstration Grant to expand counseling programs in elementary schools

$1.2 million for 3 yearsFunding period includes 2007-2010

Purpose Improve student behavior Increase parent involvement

IMPLEMENT The ASCA National Model: A

Framework for School Counseling Programs (ASCA, 2003)

The Positive Behavior Intervention Support (PBIS, 1999)

The School, Family, and Community Partnerships (Epstein Model, 2001)

SSET GRANT OVERVIEW

Student-to-Counselor Ratio Recognized ASCA Model Programs School Quality Survey Results Parent Involvement Attendance Results Academic Results Closing the Gap Guidance Curriculum Office Referrals Project Summary

STUDENT-TO-COUNSELOR RATIO

Original Ratio in Project Schools

Ratio after 3rd year in the Project

754/1 334.5/1

RECOGNIZED ASCA MODEL PROGRAMS

RAMP awards:•Grijalva•Reynolds•Wright

SCHOOL QUALITY SURVEY RESULTSPercentage of respondents(students, parents & staff) in agreement with statementsregarding student behavior,safety & respect. For example: Students behave inclass. My classroom is acomfortable place to learn. Teachers treat students with respect. Students treat teachers with respect.

07-08Baseline Year

09-10

76 94.7

PARENT INVOLVEMENT

Increase in family and parent activitiesAverage school increase from 44 to 69

events per yearActivities range from family movie night to

educational programs for parents

Increase in parent participationAverage school increase from 1,948 to 2,246

parents participating in events Increase in parent volunteers

ATTENDANCE RESULTS

07-08 09-10

92.3 93

Results analysis Students who were at risk of failing,

improved attendance over the three years of the project.Established Gap groups for at- risk students improved attendance.

RecommendationsContinue Gap groupsDevelop strategies for students in attendance most of the time and address absences for students who are ill in order to bring the schools’ attendance rate to 95%.

ACADEMIC RESULTS

06-07 09-10

4th grade

42.9/46.7

48.5/42.9

5th grade

46.9/43.4

31.9/34

Results analysis 4th grade students improved significantly

by 5.6% in reading.A change in the Math content areas and

format resulted in new norms being created and a drop in math scores.

RecommendationsA complete analysis of reading scores in

5th grade to look at content in the tests compared to performance objectives.

Restructure math curriculum to include new content included in the tests.

Reading/Math

CLOSING THE GAP GROUP CRITERIA

Selection process – Student selection based on attendance, academic scores listed as at-risk, and number of office referrals

Interventions – Parents contacted, daily check-ins, weekly meetings, tutoring, increased teacher contacts

CLOSING THE GAP GROUP RESULTS

*M=Meets the standard A=Approaching the standard F=Falls far below the standard

Year # of students

Attend.

Academic-Terra NovaReading/ Math

Academic- AIMSReading/Math*

At risk #

# of Multiple Referrals

07-08 3rd-4th grade

41 92.9% 23.3/26.5% 7M/6M17A/13A15F/20F

23 11

09-105th -6th grade

27 94.9% 26.9/28.5% 7M/4M18A/9A7F/19F

2 5

GUIDANCE CURRICULUM Results analysis Fully implemented ASCA National

Model programs was utilized in classrooms and small groups.

The program includes academic, personal/social, and career lessons.

RecommendationsContinue use of ASCA National

Model program in classrooms and small groups.

Year 1 Year 3

44.6% 50.2%

Project counselors percentage of time in classrooms and small groups

ATTENDANCE

All counselors worked with students who had excessive absences. As a result of their work, students normally attending school in the 70th and 80th percentiles now attend in the high 80th and 90th percentiles.

PROJECT SUMMARY

Fully Implemented ASCA program.

Overall student attendance improved.

Students, parents & staff in all schools agreed that student behavior, safety & respect had improved.