Schedule:
Tuesday, May 31, 2016
Pacific D/L (Hyatt Regency San Francisco)
* noted as presenting author
Amy Gower, PhD, Research Associate, University of Minnesota-Twin Cities, Minneapolis, MN
Myriam Forster, PhD, Postdoctoral Fellow, University of Minnesota-Twin Cities, Minneapolis, MN
Paul Snyder, MSW, MDiv, LGSW, Project Director, University of Minnesota-Twin Cities, Minneapolis, MN
Jennifer Oliphant, MPH, EdD, Research Associate, University of Minnesota-Twin Cities, Minneapolis, MN
Kara Beckman, MA, Evaluator and Project Director, University of Minnesota-Twin Cities, Minneapolis, MN
Kari M. Gloppen, PhD, Postdoctoral Fellow, University of Minnesota, Minneapolis, MN
Abigail Gadea, MSP, LSW, MPP, Program Coordinator, University of Minnesota-Twin Cities, Minneapolis, MN
Shari Plowman, MPH, Senior Evaluator, University of Minnesota-Twin Cities, Minneapolis, MN
Glynis Shea, BA, Communications Director, University of Minnesota-Twin Cities, Minneapolis, MN
Paul Rebman, BA, Public Health Specialist I, City of Minneapolis Health Department, Minneapolis, MN
Elizabeth Raskin, BA, Youth Violence Prevention VISTA, City of Minneapolis Health Department, Minneapolis, MN
Renee E. Sieving, PhD, FAAN, FSAHM, Associate Professor, University of Minnesota-Twin Cities, Minneapolis, MN
Introduction:Minnesota’s high school graduation rate is among the top five in the US. This ranking masks an enormous gap between students of color and white students. Social-emotional learning (SEL) programs show promise in narrowing this gap; however, implementation has far outpaced research in this area. To improve educational and health equity, we are evaluating a school-based prevention program, Partnering for Healthy Student Outcomes (PHSO). Set in urban middle schools characterized by high racial/ethnic diversity, low academic achievement, and socioeconomic disadvantage, this three-year comparative effectiveness trial includes three intervention conditions: 1) an evidence-based classroom SEL program, Positive Action; 2) a professional development (PD) program targeting students’ core subject teachers; 3) a combination of SEL and PD programs. We are evaluating whether adding a program of training and targeted support for middle school teachers improves the effectiveness of the classroom SEL program. This paper describes the conceptual PHSO model, a pilot study of the SEL+PD programs, and lessons learned from the first year of the comparative effectiveness trial.
Methods: In 2015, the combined SEL+PD program was pilot tested in one suburban school; process evaluation data were collected. The PHSO comparative effectiveness trial is a three-group longitudinal design following a cohort of 700 students and their core subject teachers as they receive multiple years of intervention in 6th, 7th, and 8thgrades. To evaluate study interventions, process data, classroom observations, student self-reports (including academic indicators, bullying, violence and substance use behaviors) and school records are being collected.
Results:The pilot study demonstrated that participating teachers employed skills of highly effective teachers with increasing frequency as they progressed through the PD program, and SEL lessons were implemented with fidelity in pilot classrooms. Currently being collected, data from the first trial year will be reported including 1) baseline student surveys on academic and health indicators to describe school contexts; and process data on 2) challenges and successes coaching individual teachers and teacher teams to promote student engagement and connectedness (e.g., need for teacher self-care); and 3) success of strategies to promote fidelity in the SEL program (e.g., “Tip of the Week” email, balancing teacher ownership and program fidelity).
Conclusions: The pilot confirmed that ongoing and responsive PD is well received by teachers, and the SEL program is acceptable to middle school students and teachers. Lessons learned from the 2015-2016 school year implementation will be discussed in the context of promoting education and health equity in schools.
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