OVERVIEW

In 1996 Gering Public Schools recieved the Excellence in Education Grant of $150,000 from the Nebraska Department of Education.  The Reseach and Demonstration Project, School/Community Facilitator is funded by this grant.

Gering Public Schools has taken a strong approach toward serving at-risk students through the implementation of a School/Community Facilitator project. An evaluation of the district’s traditional refer-test-place model revealed that many students’ needs were not being adequately addressed, teachers were requesting additional support, and the administration was frustrated. The School/Community Facilitator project was developed and implemented to address these specific concerns. Teachers and parents receive services such as skills training and consultation. The school psychologist, as facilitator, provides early prevention services, interventions and other appropriate services to students. The program’s efficacy is being externally evaluated by Dr. Ellis Copeland, Professor, University of Northern Colorado, Greeley, Colorado. He notes that "initial results have been impressive as all school personnel consider the change to be superior to the traditional model". A review of the project indicated that the teachers all seemed positive toward the project and felt it made a difference with students.

Dr. Max McFarland, Program Director, School Psychology Training, University of Nebraska, Kearney, Nebraska stated that approximately two and one half years ago, a team of external evaluators was created by the Gering schools for the purpose of conducting comprehensive program evaluation. The evaluation focused on the efficacy of the delivery of education services which included general education, special education services and psychological services.  Services are coordinated to provide maximum support possible to students at their point of need.  Services have taken on more of a problems solving orientation and are expanding from the traditional refer-test-place model.   Classroom teachers report a tremendous increase of support to devise/implement prereferral academic and/or behavior interventions and perceive empowerment as credible collaborative participants in team problem solving efforts.  Preliminary data strong suggest how efficaciously this model is addressing the very needs/concerns that were identified as priorities in the comprehensive program evaluation conducted two and one half years ago.  It is the only implementation of such a model that I am aware of in the state of Nebraska. This type of experimentation with alternative delivery systems is essential for our state.  The unique blending of funding which underlies this model is truly exemplary. In blending special education and general education funding such psychological services truly becomes services for ALL children and services provided to address student and district needs at a proactive-preventative level.   Randy Butcher, Consultant, Nebraska Department of Education, Special Education Division, notes the Gering Public Schools has taken a strong approach toward serving at-risk students through the implementation of a School/Community Facilitator project. The implementation of this program is child-centered and addresses many areas of need in early intervention which increases the students chances of success and progress. This program should be considered a model program which other schools could use to design an effective process to meet all students individual needs.

AGENCY TYPE: Public school, Northfield Elementary

POPULATION:

# students/clients:                   360
Age:                                        Birth-13
Grade:                                    Preschool, elementary
Gender:                                  60% female, 40% male
Racial/ethnic composition:     African American 1%,   Caucasian 77%,
                                               Hispanic 20%, Native American 2%

FUNDING SOURCES

External grants (Department of Education, Nebraska Department of Education)

	Enhance social competence
	Teach specific social skills
	Reduce referrals to special education
	Increase participation in regular education
	Prevent placement in more restrictive setting
	Reduce specific behavior problems
	Prevent exacerbation of mild adjustment difficulties
	Increase social problem solving skills
	Teach conflict resolution or mediation skills
	Increase self-efficacy
	Foster appropriate service
	Expression of emotions
	Crisis intervention
	Violence prevention
	Dropout prevention
	Improve academic functioning
	Support school transitions
	Parental involvement
	Risk reduction
	Generalization of program effects
	Individualized goals

 

FORMAT

	Individual
	Small Group
	Large group
	Classroom-based
	Non-classroom based
	School-wide
	Home-based

COMPONENTS

	Staff training
	Ongoing consultation with program staff
	Obtain written consent
	Access additional resources (e.g., funding staff)

REFERRAL SOURCES

	Self
	Parent
	Teacher
	Multidisciplinary Team
	Pre-referral Intervention Team
	Mental Health Support Staff (Psychologist, Counselor, Social Worker)
	School Nurse
	School Discipline Officer
	Outside agency

ASSESSMENT PROCEDURES TO DETERMINE ELIGIBILITY

	Direct observation
	Behavioral checklists
	Multiple levels of screening
	Standardized tests
	Interviews
	Curriculum-based measures

CRITERIA FOR TERMINATION

	Meet outcome criteria
	Complete specified program
	Deemed inappropriate for program

GENERALIZATION PROCEDURES

	Teaching self-monitoring or verbal mediators
	training in multiple settings
	Parent training
	Teacher training
	Implementation by multiple facilitators/educators
	Booster or follow-up sessions

PROGRAM EVALUATION

DATA COLLECTION TECHNIQUES

	Observation
	Interview
	Self-report
	Rating scales
	Standardized tests
	Anecdotal records

OUTCOMES THAT ARE EVALUATED

	Target behaviors
	Specific problem behaviors (red flags)
	Social problem solving skills
	Academic functioning
	Social skills
	Emotional well-being
	Reduction in risky behavior (red flags)
	Self-esteem
	Self-efficacy
	Move or transfer to less restrictive setting
	Reduction in school discipline problems
	Reduction in school violence
	Increase in attendance rates
	Increase in graduation rates
	Increase in inclusion/retention in regular education
	Reduction in referrals to special education
	Reduction in special education placements

	Description of program design
	Program guide for implementation
	Evaluation procedures
	Evaluation results
	Intake and exit procedures
	Description of program model
	Eligibility criteria
	Referral procedures