Holistic Student Assessment Grade by Grade Comparison Sample

Holistic Student Assessment Grade by Grade Comparison Sample: 90 Records Grades 5 -8

Academic Year 2013 -2014 at a Glance u Faculty Psycho-Education u PEAR Staff Presentation u Trauma Staff Training u Increase Advisor Involvement u Increase Groups in School u Counseling Referrals u Community Agencies Collaboration u Family Collaboration and Support u Pear Student Action Plan u Staffing Student Support Team

Holistic Student Assessment Comparison by Time Spring 2014 Sample: 166 Records Grades 5 -8

Holistic Student Assessment Student Profile Grade 7 Female (change over time)

Holistic Student Assessment Student Profile Jane Apple, September 2013

-High Emotion Control & Low Assertiveness -Low Trust & High Empathy -Low Learning Interest -Low Critical Thinking -Low School Bonding -Low Peers -Has always been very sweet and personable but has been irritable recently -Struggles to maintain peer relationships -Two parent family home -Very well kempt -Highly influenced by material items and outward appearance CONFIDENTIAL Jane has flown under the radar for the past 3 years. She has always been charming, compliant and polite. Her parents are very involved and have put great focus into her success and education. She is extremely intelligent but often rushes on assignments and her work has not been representative of her capabilities. Jane appears to have no presenting problems, but her HSA reports an unhappy girl with a lack of a support system. Her high EC and low Assertiveness inhibits her from externalizing any symptoms. Low school bonding and learning interest puts her at risk for low academic achievement. -Individual Check In -Increase Advisor Support -Social Support Groups ( i. e Girls Group) -Counseling Referral -Working with teachers to promote academic engagement

Next Steps: Serving the Whole Child Universal Support: u Intertwining PEAR into School Culture u Changing school structure and climate u Director of Student Support Team Roles u Character Curriculum u Parent Involvement u Advisor Involvement u Increase Individual Support Selected interventions: u Selecting Individual Groups u Counseling Interventions u Outside Referrals Intensive Intervention: u Individual Management Plans u Parent Involvement & Outside Referrals u Consistent Collaboration

Question for the exemplary sites: • What were major successes and/or unforeseen costs or barriers? Have you achieved your original purposes? Have your purposes changed? Comprehensive Measurement in Afterschool Systems: A “How to” Focus on Youth Skills

Questions? Charles Smith, Executive Director, David P. Weikart Center for Youth Program Quality Jocelyn Wiedow, Sprockets Quality and Network Organizer, YWCA St Paul Emily Centeio, Student Support Coordinator, Epiphany School, Boston, MA Patricia Nagelkirk, Director, Community Impact, United Way of Greater Cincinnati

Tune in for our next webinar! Focus on Sustainability: Connecting System-Building Work to State & National Initiatives June 17, 2014, 1 -2: 30 pm ET Register at www. aypf. org Presenters will include: • Terri Ferinde Dunham, Partner, Collaborative Communications Group • Ursula Helminski, Vice President, External Affairs, Afterschool Alliance • Marjorie D. Cohen, Principal Associate, Education, National League of Cities, Institute for Youth, Education, and Families • Jane Eastwood, Education Director, Office of Mayor Christopher B. Coleman, St. Paul, Minnesota