Measure+-+COAD+6406

 =SUMMARY of Service Learning Project=  As any educator can attest - research-based practices often elicit significant results in our students. Knowing the importance that research plays in education, we chose a particularly important topic that has affected numerous students across the nation in schools. Originally our research focused specifically on the number of sexual harassment incidents in middle schools and who was being identified as harassers. As we went through collecting information about the different referrals made to counselors regarding sexual harassment - we found that there were various different definitions of sexual harassment made by referring teachers. This discrepancy in definitions made us wonder if it is just a breakdown in communication during sexual harassment training or whether educators struggle with what truly counts as sexual harassment.

As educators it is our responsibility to maintain equal access to education for all of our students - whether they are male, female, gay, or straight. Originally designed to help promote equality in school sports activities, Title IX of the Education Amendments, has since drawn attention to numerous disputes involving individual's right to learn. This important document has been used to defend students' rights to participate in sports equally, attend higher education institutions based on athletic scholarships, awarded damages to students who have been victimized by sexual harassment in their schools, as well as prevented retaliation for individuals who express their victimization of sexual harassment. In our efforts to help promote a quality education for all of our students, as educators we must be reminded that sexual harassment is much more dangerous than simple "flirting in the hallways." While most educators can say that they have participated in sexual harassment education seminars or training - can we honestly say that we use every piece of information that we've ever been presented with in order to advocate for ourselves, fellow staff members, and every student that passes our classroom in the hallways, whether they are members of our class or just another student passing by? If we were to ask the students who have left schools due to their unending harassment and lack of support from the very people who are put in teaching positions to help them - we would have a different appreciation for the experiences that we could have prevented with better sexual harassment training and implementation.

Originally my partner and I were working with Swansboro Middle School with our original data collection; due to unforeseen circumstances throughout the semester with my partner, I was able to work with my current school in order to assess the sexual harassment training levels of my colleagues. While there are no documented incidents of sexual harassment occurring at Craven Early College High School, there is always a need for educators to be aware of best practices in order to be advocates for every student who walks through our door. In order for our information to be widely spread and accessible to any educator – we chose to design a website that would house a pre-assessment that documented the starting points and initial ability to identify sexual harassment in a number of different scenarios, information regarding the importance of understanding how sexual harassment influences student learning as well as the different types of sexual harassment, and lastly a post-assessment to see if our visitors had gleaned any information and were able to identify sexual harassment. Our pre- and post-assessments were designed and housed via Survey Monkey, a website dedicated to data collection. This tool helped to disaggregate the data that was collected throughout our project.

While our original intentions were to document the ability for educators to identify sexual harassment in different scenarios – to our surprise we found that there is a major discrepancy merely in the lack of training in sexual harassment in our school systems. In the small survey of 12 educators at my school – only two had documented that they had received any form of training in identifying sexual harassment. This lack of knowledge in our own educational professionals has led to a lack of advocacy for students who may be experiencing sexual harassment in a school environment. While the service learning project presented an increase in the ability to identify sexual harassment after a small amount of training, there is a need for all educators in our system to have more specific training made available. This training needs to be available for educators, parents, community stakeholders, and especially the students who may be experiencing sexual harassment without even realizing it. Specifically at Craven Early College it is my intention to present my findings with my colleagues and promote sexual harassment identification opportunities as staff development. I have already spoken to my current administrator regarding my disappointment in the lack of training, and he has brought up my research, service learning project and concerns with the head of Human Resources at our county Board of Education. My hopes are to present my information and see if my small survey is indeed representative of all of the different schools that are served in our county. Hopefully with increased knowledge, educators will indeed be able to model the appropriate behaviors and advocate for students who are in need of their help.

= **MEASURE** = Mission, Element, Analyze, Stakeholders-Unite, Results, Education A Six-Step Accountability Process for School Counselors

Name of School: //Craven Early College High School//

Address of School: //800 College Court////, New Bern, NC 28562//

Principal: //Daniel Colvin//

Name of Counselor Completing MEASURE: //Jessica McQuaig//

//__[]__//
 * __Community Demographics/Description__**

New Bern Population: //23,128 people, 10,006 households and 6,183 families//

New Bern Ethnic Make-Up: //55.96% White Non-Hispanic, 40.32% African American, 2.99% Hispanic, 1.44% other races, 1.28% two or more races, 0.64% Asian, 0.32% American Indian, and 0.04% Pacific Islander//

New Bern Population Ages: //23.9% under 18, 27.0% from 25-44, 22.8% 45-64, and 17.9% 65 and older//

New Bern Income: //Median Income $29,139// //Per Capita Income $18,499// //19.4% of the population below the poverty line//

//[|Craven Early College High - NC Report Card 2008-2009]//
 * __School Demographics__**

//Student Demographics// //Enrollment Data: 142 students// //Gender: 48% Male and 52% Female// //Ethnicity: 3.37% Hispanic, 29.8% African American, 62.9% Caucasian, 3.09% Multiracial and 0.84% other.// //Grade Levels: 9th, 10th, and 11th// //Languages: N/A – no students given LEP accommodations during the 2008-2009 school year.//

//Academic Achievement// //Standardized Test Scores: 73.9% Algebra I EOC, 30.3% Algebra II EOC, 91.8% Biology EOC, 63.0% Chemistry EOC, 88.0% Civics/Economics EOC, 95.9% English I EOC, 68.0% Geometry EOC, 100% Physical Science EOC, and 74.4% U.S. History EOC// //Grade Point Averages: 3.28// //Dropout Rate: 2.19% (4 out of 183 students)//

//Personal/Social Development// //Substance Use & Abuse: N/A// //Attendance Data: 97%// //Suspension Data: 6 short-term suspensions// //Expulsion Data: 0 expulsions//

//Parents/Guardian Involvement at…// //Evening Activities: 10% PTO & Open House, 50% Student Drama/Musicals// //Workshops: N/A – Have not conducted workshops, will begin with next year’s graduating class// //Conferences: 98% participation during Student Showcase//

STEP ONE: MISSION

 * MISSION: //Connect your work to your school’s mission in keeping with ASCA & NC’s Comprehensive School Counseling Model. Your mission should be linked to/aligned with your overall school and/or school district’s mission.// ||
 * Your school counseling departmental mission statement is:

//The mission of Craven Early College’s counseling program is to encourage positive personal relationships with each and every student in order to promote a rigorous academic environment in which all students will be able to see the relevance of their present actions in future careers, choices and relationships.//

School Mission Statement: //Personal optimum achievement driven by rigor, relevance & relationships.// ||

STEP TWO: ELEMENT
What is the baseline data for this data element? Where do you hope/expect to see it at the completion of this project? || Baseline: //16.7% of surveyed teachers (2 out of 12 teachers) were able to identify sexual harassment in 100% of school situations presented.// Expectations: //Increase the ability for instructors to successfully identify sexual harassment in school situations by 10%// ||
 * ELEMENT: //What critical data element are you exploring/investigating? (For examples see text and course notes)//
 * Element: //Ability of school staff members to identify sexual harassment successfully in various school situations.//

STEP THREE: ANALYZE
Baseline data revealed:
 * ANALYZE: //Use percentages, averages, raw scores quartiles, etc. Feel free to disaggregate the data by demographic groups. This step allows you to demonstrate the impact of the baseline data you are utilizing for this project.// ||


 * Disaggregated Data Regarding Correct Sexual Harassment Identification by Ethnicity**
 * || Percent Correctly Identified by all Participants || Percent Correctly Identified by African American Participants (1 out of 12) || Percent Correctly Identified by Caucasian Participants (10 out of 12) || Percent Correctly Identified by Multiracial Participants (1 out of 12) ||
 * Implicit Physical Sexual Harassment Scenario || 50.0% || 0% || 60% || 0% ||
 * Explicit Physical Sexual Harassment Scenario || 100.0% || 100% || 100% || 100% ||
 * Implicit Verbal/Visual Sexual Harassment Scenario || 50.0% || 100% || 40% || 100% ||
 * Explicit Verbal/Visual Sexual Harassment Scenario || 66.67% || 100% || 70% || 100% ||
 * Implicit Derogatory Sexual Harassment Scenario || 33.33% || 0% || 30% || 0% ||
 * Explicit Derogatory Sexual Harassment Scenario || 41.67% || 0% || 40% || 0% ||
 * //Faculty members were most adept at identifying explicit physical sexual harassment; however the staff members struggled with the other various forms of sexual harassment, especially implicit varieties.//

(8 out of 12) || Percent Correctly Identified by Male Participants (4 out of 12) ||
 * Disaggregated Data Regarding Correct Sexual Harassment Identification by Gender**
 * || Percent Correctly Identified by all Participants || Percent Correctly Identified by Female Participants
 * Implicit Physical Sexual Harassment Scenario || 50.0% || 62.5% || 25% ||
 * Explicit Physical Sexual Harassment Scenario || 100.0% || 100% || 100% ||
 * Implicit Verbal/Visual Sexual Harassment Scenario || 50.0% || 62.5% || 50% ||
 * Explicit Verbal/Visual Sexual Harassment Scenario || 66.67% || 62.5% || 75% ||
 * Implicit Derogatory Sexual Harassment Scenario || 33.33% || 50% || 0% ||
 * Explicit Derogatory Sexual Harassment Scenario || 41.67% || 62.5% || 0% ||
 * //While there were very few males who participated in the survey – unless the sexual harassment was explicit, they had a really low probability of correctly identifying sexual harassment.//

STEP FOUR: STAKEHOLDERS-UNITE
//In this table develop a list of strategies that you would recommend for stakeholders related to the project. If some or all stakeholders are currently actively involved in the project, please note what they are doing. If you would like you can include additional suggestions for actively involved stakeholders, above and beyond their current involvement.// ||
 * STAKEHOLDERS-UNITE TO DEVELOP STRATEGIES TO IMPACT THE DATA ELEMENT//.//
 * **//STAKEHOLDERS//** || **//SUGGESTED STRATEGIES//** ||
 * School Counselor(s) || * //Identified sexual harassment as a rarely discussed or trained subject that occurs in various school settings based on student identification data.//
 * //Developed a pre-assessment to give to school staff members to identify strengths/weaknesses in sexual harassment identification in school settings.//
 * //Implemented awareness materials via a website in order to present information regarding sexual harassment in schools and the importance of advocating for students.//
 * //Developed a post-assessment driven to collect data regarding school staff members increased understanding of the new information presented regarding sexual harassment using the website developed.//
 * //Used data collected to advocate for a change in faculty training regarding the identification of sexual harassment in schools with current administrators.// ||
 * Administrator(s) || * //Provided support to the counselor and encouraged implementation and success of the MEASURE when discussing the topic of sexual harassment with faculty members.// ||
 * Teachers || * //Participated actively in data collection and advocated for the information to be available for students.// ||
 * Students || * //N/A// ||
 * Student Organizations || * //N/A// ||
 * Parents & Families || * //N/A// ||
 * Parent-Teacher Associations || * //N/A// ||
 * School Psychologists || * //N/A// ||
 * Social Workers || * //N/A// ||
 * School Librarians || * //N/A// ||
 * Community Agency Members || * //N/A// ||
 * Faith-Based Institutions || * //N/A// ||
 * Youth & Community Organizations || * //N/A// ||
 * Colleges & Universities || * //N/A// ||
 * Classroom Teacher Assistants || * //Participated actively in data collection.// ||
 * Other Support Staff || * //N/A// ||
 * School Improvement Team || * //N/A// ||
 * Resources (Grants, Technology, Etc.) || * //N/A// ||
 * Other || * //N/A// ||

STEP FIVE: RESULTS
RESTATE YOUR BASELINE DATA. //State where the data are now. Did this program appear to impact the data element?// || Results Data: //42.9%// //(3 out of 7 teachers) were able to identify sexual harassment in 100% of school situations presented.// Impacted Element: //Yes// ||
 * RESULTS
 * Restate Baseline Data: //16.7% of surveyed teachers (2 out of 12 teachers) were able to identify sexual harassment in 100% of school situations presented.//
 * **Questions to consider as you examine results and revise your MEASURE:**

Which strategies had a positive impact on the data?
 * //Presenting the information online and asking participants to use their own time to complete the surveys, rather than carving time out of a faculty meeting/afterschool to present the same information.//
 * //Faculty shared that they were surprised about the information and situations that were presented.//

Which strategies should be replaced, changed, and/or added?
 * //In order to elicit a better response with stakeholders I would rather present the project as a whole in person rather than via email. I feel that it would have elicited a greater response and encouraged follow-up with the post-assessment.//
 * //With the struggles that occurred with implementing the MEASURE with one less person, the data would be have been more reliable with an increased number of teacher and staff stakeholders, rather than a such a small sample.//

Based on what you have learned, how will you revise Step Four “Stakeholders-Unite?”
 * //In order to help implement the process and information to additional stakeholders I would like to expand the survey sample and collect data from the entire school system (Craven County) to assess the necessity of sexual harassment education for all faculty members.//

How did your MEASURE contribute to systemic change in your school and/or community?
 * //Conversations with my current administrator have elicited the necessity for increased understanding of sexual harassment with all of my colleagues and provide information for students at my current school.//

How could the process of identifying the data element and analyzing the data be improved?
 * //The pre-assessment and post-assessment could have been better designed to include same-sex sexual harassment rather than the traditional roles of females being harassed by males.//
 * //Surveys could have been given to a broader survey sample to ensure reliability of data.// ||

STEP SIX: EDUCATE

 * EDUCATE: //Develop report card. Include in this section of this form a brief description of how you would elicit and use feedback from your stakeholders concerning this project and these results. Also, include a statement about the impact of this project on your counseling program (if the results were to be shared with your stakeholders).// ||
 * * //Please see following document – McQuaig: Report Card.//


 * //While I may not continue to implement sexual harassment training for faculty at my current school – I intend to use the design of the MEASURE to help encourage accountability within my counseling program. I have already started making steps in developing a counseling program mission statement with the encouragement of my administrative team and plan on using MEASUREs to help fellow faculty members, parents, and students understand the impact that a comprehensive counseling program can have at Craven Early College H.S.// ||


 * CRAVEN EARLY COLLEGE HIGH SCHOOL: ** **MEASURE OF SUCCESS REPORT CARD**

Principal: //Daniel Colvin// School Counselor(s): //Jessica McQuaig// Enrollment: //183 Students (Grades 9-12)//


 * ===**School Counselor’s Comment** ===


 //While sexual harassment has not been an issue at Craven Early College – Mrs. McQuaig has made an effort to help create awareness for all faculty members of the detrimental effects that sexual harassment can have on individual’s in a learning environment.//


 * Critical Data Element**


 //16.7% of Craven Early College HS Faculty was able to identify sexual harassment in 100% of the sexual harassment scenarios presented during pre-assessment.// === **Statement Linking Data Element to Achievement** ===


 //Students who feel safe from harassment in school are more likely to succeed academically.//


 //Increased awareness of sexual harassment in school settings and the impact that being sexually harassed can have on student learning and academic achievement.//  ===<span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: #cccccc none repeat scroll 0% 0%;"> **Stakeholders Involved & Strategies** ===


 * //Administrator://** //Provided support to the counselor and encouraged implementation and success of the MEASURE when discussing the topic of sexual harassment with faculty members.//

//**School Counselor:**// //Developed a pre-assessment to give to school staff members to identify strengths and weaknesses in sexual harassment identification in school settings. Implemented awareness materials via a website in order to present information regarding sexual harassment in schools and the importance of advocating for students. Used data collected to advocate for a change in faculty training regarding the identification of sexual harassment in schools with current administrators.//

//**Teachers and Support Staff**////: Participated actively in data collection and advocated for the information to be available for students.// || ===** Results **===



//Upon presentation of materials instructing faculty on methods of identifying sexual harassment in the school setting – Faculty members went from a 16.7% identification rate for all six scenarios to a 42.9% positive identification rate.//

** Faces Behind the Data **
//Faculty members stressed the importance of providing the same sexual harassment information to all students and asked that training sessions be held for parents and students in order to increase student self-advocacy.//

** Goals for Future **

 * 1) //Collaborate with county Board of Education to encourage mandatory sexual harassment identification training instead of merely requiring staff members to read a policy.//
 * 2) //Implement sexual harassment training for students in order to help them understand that it is acceptable to report sexual harassment in the school environment.//

//Note: The Educate step in MEASURE has been adapted from the Student Personnel Accountability Report Card sponsored by the California Department of Education and Los Angeles County Office of Education.// ||