MHDSP-EVALUATION PLAN
MENTAL HEALTH DEMONSTRATION SERVICE PROFESSIONALS GRANT (MHDSP)
Evaluation
MHDSP Goals and Objectives will measure our progress in increasing our capacity to identify, assess, and serve students with mental health needs by offering affected students mental health services for trauma, depression, anxiety, social skills, anger management, and conflict resolution; and implement other Tier 1, 2 and 3 interventions to encourage respectful interactions in a safe educational environment and prepare students to be informed, thoughtful, and productive individuals and citizens.
Goal 1: Increase access to school-based counseling
| Outcome 1.1: | Increase the unduplicated number of school-based mental health service providers employed by schools and LEAs as of the date for each annual reporting period of the grant who have been trained and placed by the grant to provide school-based mental health services. (Performance Measure 1) |
| Outcome 1.2: | Increase the number of school-based mental health service providers employed by schools and LEAs retained on an annual basis by a high-need local educational agency to provide school-based mental health services. (Performance Measure 2). |
| Outcome 1.3: | Increase the ratio of mental health service providers to students by 68% (bringing the aggregate ratio to 250:1) by September 30, 204, as measured by employment records and memorandums of understanding. |
| Outcome 1.4: | Increase the percentage of students screened for mental health services by 500% through a targeted growth of 100% per year, by September 30, 2024, as measured by screening logs. |
| Outcome 1.5: | Increase the number of students receiving school-based mental health referrals who receive mental health services by 960 for a total of 4,800 by September 30, 2024, as measured by referrals, treatment logs, and discharge forms. |
| Outcome 1.6: | Increase the number of hours of school-based mental health services provided by 8,640 hours per year for a total of 43,200 hours by September 30, 2024, as measured by mental health referrals, treatment logs, and discharge forms. |
| Outcome 1.7: | Increase the number of students showing improvement as indicated by changes measured on the SDQ by 50% by September 30, 2024, as measured by SDQ surveys (pre/post format). |
| Outcome 1.8: | Decrease the percentage of students who seriously considered suicide during the previous 12 months, by 20% annually as measured by our annual CHKS survey. |
| Outcome 1.9: | Decrease the percentage of students who feel so sad or hopeless that they stopped doing their regular activities for a period of two weeks of more, by 20% annually as measured by our annual CHKS survey. |
| Outcome 1.10: | Decrease the number of 51/50 (harm to self or others) calls regarding PUSD students by 25% annually as measured by police records, logs and crime reports. |
Goal 2: Expand the Pipeline of Mental Health Providers into School-based Services
| Outcome 2.1: | Increase the number of graduate school students who successfully complete their fieldwork hours at PUSD school sites by 20 annually, for a total of 100 by September 30, 2024, as measured by field work logs and academic records. |
| Outcome 2.2: | Increase the number of hours of professional development and training related to evidence-based practices and trauma-informed care for the Mental Health Interns completing fieldwork at PUSD sites by 76 hours annually for a total of 380 hours by September 30, 2024, as measured by attendance logs and certificates of completion. |
| Outcome 2.3: | Increase the number of Memorandums of Understanding, policies and procedures between PUSD, USC and community partners that relate to preparing mental health professionals for work in schools by 6 by September 30, 2024, as measured by executed and adopted documents. |
Goal 3: Improve Skills That Prepare Students to Be Informed, Thoughtful, and Productive Individuals and Citizens
| Outcome 3.1: | The number and percentage of schools annually that report an improved school climate will reach 28 (100% by September 30, 2024, as measured by the results of the EDSCLS survey. |
| Outcome 3.2: | Increase the percent of students reporting a high level of developmental assets at school by 40% annually, as measured by our annual CHKS survey. |
| Outcome 3.3: | Number and percentage of schools that report an annual improvement in the attendance rate will reach 28 (100%) by September 30, 2024. This will be measured by attendance records. We’ve set annual targets of a 10% increase to measure the impact and net affect for this outcome. |
| Outcome 3.4: | The number and percentage of schools that report an annual decrease in suspensions and expulsions will reach 28 (100%) by September 30, 2024. This will be measured by student discipline records. We’ve set annual targets of a 5% decrease to measure the impact and net affect for this outcome. |
| Outcome 3.5: | The number and percentage of schools that report an annual decrease in office disciplinary referrals will reach 28 (100%) by September 30, 2024. This will be measured by student disciplinary results. We’ve set annual targets of a 30% decrease to measure the impact and net affect for this outcome. |
| Outcome 3.6: | Increase the number and percent of schools who improve proficiency rates in ELA and Math by 9 schools by September 30, 2024, as measured by academic records and reports. |
Goal 4: Encourage and Increase Respectful Interactions.
| Outcome 4.1: | Increase the percent of students feeling very safe at school by 30% annually, as measured by the results from our annual CHKS survey. |
| Outcome 4.2: | Decrease the percent of students victimized by bullying behavior by 20% annually, as measured by our annual CHKS survey. |
| Outcome 4.3: | Decrease the percentage of students who engage in a physical fight on school property during the prior 12 months by 10% annually, as measured by the results from our annual CHKS survey. |
| Outcome 4.4: | Decrease the percent of students who report missing one or more days of school during the previous 30 days because they felt unsafe at school or on their way to school, by 20% annually, as measured by our annual CHKS survey. |
A project of this scope needs high quality evaluation. Our project includes hiring SPSG, Inc. as our independent Evaluator. SPSG has served as the independent Evaluator for PUSD since 2010, which has included previous state and federal grant programs received by PUSD that support students’ social and emotional needs, and is familiar with PUSD schools and our community, as well as the evidence-based practices included in this project. SPSG has extensive experience evaluating education, health, mental health and social services programs, and is proficient in all aspects and methods of evaluation stated in this proposal.
SPSG will conduct a comprehensive evaluation plan to ensure an ongoing review of the project’s progress and a thorough assessment of its overall effectiveness. The multi-method approach to our evaluation includes empowerment, process, fidelity, and outcome procedures. Our evaluation plan is designed to collect and analyze data on how the project is affecting individual student behavior, in accordance with privacy requirements, to ensure the programs are working to improve our students’ well being and our school environment.
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