SSET Grant (Student Services Every Time Grant)
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SSET GRANT (STUDENT SERVICES EVERY TIME GRANT)
Tucson Unified School District Tucson Unified School District
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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
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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)
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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
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STUDENT-TO-COUNSELOR RATIO
Original Ratio in Project Schools
Ratio after 3rd year in the Project
754/1 334.5/1
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RECOGNIZED ASCA MODEL PROGRAMS
RAMP awards:•Grijalva•Reynolds•Wright
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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
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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
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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%.
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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
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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
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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
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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
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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.
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PROJECT SUMMARY
Fully Implemented ASCA program.
Overall student attendance improved.
Students, parents & staff in all schools agreed that student behavior, safety & respect had improved.