Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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4. Most primary behavior incidents are now handled at the classroom level; administratorshandle only the serious cases.During the year of baseline data collection, teachers referred 87 children to the office withoutfirst trying to address the primary behavior problem. This number decreased to five in 2004/05(94.3%). Now, if a teacher refers a child to the office, he or she has already taken appropriateaction for primary behavior management and the next level of intervention can begin.5. Minority students are no longer viewed as a “problem-behavior group.” Ethnicity by incidentmore accurately reflects the school population.In 2000, African American students were responsible for 46% (n=79) of the reported incidentseven though African American children represented only 17% of the total school population. In2005, that number was reduced to 24.7% (n=26).Table 4Disciplinary Action by EthnicityEthnicityCaucasion7913520052000African American261150 20 40 60 80 100 120 1406. The number of children requiring tertiary intervention has decreased, and those that do, arereceiving appropriate services.At Grandview Elementary, students with more than five discipline referrals require tertiaryprevention. In 2000/01, 11 students fit this criterion. This is 3.95% of the student population.In 2004/05, four students needed tertiary interventions. This is 1.73% of the studentpopulation, an improvement of 63.7%.The number of referrals also decreased. In 2000, the three students with the most referralsreceived 22, 21, and 14 referrals, respectfully. In 2005, the three students with the mostreferrals received 11, 10 and 5 referrals, respectfully. This change is statistically significant.
Table 5Primary Discipline ActionsPrimary Discipline Action908070605040302010026Conference7 5 11 2Det/InSchSusp28Det. Lunch875OfficeRefferal6311ParentContact2000/01 (250)2004/05 (105)Benefits to the state school system1. The RS-SPBS training model, which included a coach for each school team, expandedstatewide.As it became apparent that the role of the local coach was important to the success of SWPBS,the WVDE formalized the requirement for a coach and created a coach’s manual.Superintendents are now required to select the local coach before a school can enroll in an RS-SWPBS training seminar and put the commitment in writing. The local coach is required toattend a coaches’ training session, the school-team training session, and all follow-up sessions.The local coach position has improved the integrity of the RS-SWPBS process in West Virginia.2. The database created by the Extension agent coach was offered to all schools in WV.WV RS-SWPBS teams were not comfortable using the internal data collection/reporting system,“West Virginia Educational Information System” (WVEIS) because if they reported all offenses,not just tertiary offenses, their school would be labeled as a dangerous school. (The WV Boardof Education requires schools to report only high-level offenses such as drug use, weaponpossession, and suspensions.) The RS-SWPBS database, underwent three revisions, and wasfinally offered as an alternative to the WVEIS system.Conclusion and RecommendationsThe collaboration between West Virginia University Extension and the West Virginia Board ofEducation to implement RS-SWPBS throughout West Virginia resulted in positive outcomes forchildren and youth in West Virginia, including the development of positive behaviors, a decreasein negative behaviors, and the creation of a positive school climate. The authors recommendthat readers, both in Extension and in community institutions and organizations seek out similarcollaborative arrangements.
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Winter 2008Volume 3 Number 3Editor
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Examining the Potential Unintended
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centered, multidisciplinary approac
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Volume 3, Number 3, Winter 2008Arti
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fostering skill learning and positi
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Table 1Participation in out-of-scho
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ResultsOur analyses were conducted
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watching TV, playing video games or
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Accordingly, this research augments
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Dotterer, A.M., McHale, S.M., & Cro
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A Descriptive View of the 4-H Club
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In this paper, the results of a cro
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section is a set of statements that
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Table 3Experience in the 4-H clubNo
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significantly higher than Caucasian
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p
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This study focused only on the 4-H
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Theokas, C., Lerner, J.V., Phelps,
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potential for reaching audiences, d
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Putting Marketing Concepts into Pra
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2. Find out what others think about
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Diem, K.G. (1994). What do youth li
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Promoting Supportive Relationships
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focused on youth-adult relationship
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Conversely, more modern educational
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perhaps most importantly, the effic
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Organized youth programs, when stru
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likely to internalize the positive
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Ellis, J.M., & Caldwell, L.L. (2005
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Schweinle, A., Meyer, D.K., & Turne
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This study uses the “5 Cs” mode
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ResultsIn this analysis 48 codes we
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Table 3Inductive Codes Classified b
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CompetenceCompetence in organized s
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ecause of him (the coach)…. You d
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practices and competitions, the gir
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Eccles, J.S., & Gootmann, J.A. (Eds
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Smoll, F.L., & Smith, R.E. (2002).
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The present work builds upon that o
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MethodSample and Data CollectionAs
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(scores ranging from 0 to 8) and a
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Table 2Paired Sample T-tests Compar
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Hypotheses 5 and 6 were tested by c
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De Coverly Veale, D.M.W. (1987). Ex
Page 98 and 99: Story, M., Neumark-Sztainer, D., Sh
Page 100 and 101: Volume 3, Number 3, Winter 2008Arti
Page 102 and 103: Cronbach’s Alpha Score For Youth
Page 104 and 105: 12 to 18 years old. Fourteen of the
Page 106 and 107: Therefore, there was a mixed relati
Page 108 and 109: Youth respondents identified two ob
Page 110 and 111: are developed through working in a
Page 112 and 113: Seevers, B.S., & Dormody, T.J. (199
Page 116 and 117: With the many opportunities that yo
Page 118 and 119: meaningfully reduced involving dedu
Page 120 and 121: StaffingXTime/Schedule X X XTrainin
Page 122 and 123: “Involving adults that will allow
Page 124 and 125: “They can't drive or do not have
Page 126 and 127: page in understanding why youth voi
Page 128 and 129: Parker, L. (1999). If all youth ser
Page 132 and 133: However, the literature is mixed in
Page 134 and 135: group was the quality of the progra
Page 136 and 137: Table 1Reasons for Non-Attendance:
Page 138 and 139: easons given was six. Sixty-three p
Page 140 and 141: The non-family-related activities t
Page 142 and 143: “Catch ‘Em Being Good:”An Ext
Page 144 and 145: In 2001, the WVUES received a schoo
Page 146 and 147: to leverage the resources of the co
Page 150 and 151: Recommendations for developing prog
Page 152 and 153: Cross-Cultural UnderstandingThrough
Page 154 and 155: that plague these nations such as p
Page 156 and 157: 2003). Youth leadership training in
Page 158 and 159: • enable these young people to pa
Page 160 and 161: We believe that the USPORT program
Page 162 and 163: West Virginia’s Response to theRo
Page 164 and 165: Ensuring good oral health requires
Page 166 and 167: Table 1Correlations between Planner
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Page 172 and 173: vacuum. Determination of factors, a
Page 174 and 175: ReferencesBaldwin, C., & Caldwell,
Page 178 and 179: Purpose of StudyThe purpose of this
Page 180 and 181: Students in the High computer gamin
Page 182 and 183: Do Higher Levels of 4-H LeadershipA
Page 184 and 185: IntroductionEmotional Intelligence
Page 186 and 187: second section examined demographic
Page 188 and 189: a constructive manner. The group is
Page 190 and 191: differences in the scores for the 1
Page 192 and 193: Adaptability include “Reality Tes
Page 194 and 195: ReferencesAmerican Academy of Pedia
Page 196 and 197: Healthy Kids, Healthy Families:A Co
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and a half million U.S. youth (ages
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Families. In partnering counties, p
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Healthy Families was then offered a
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Kamberelis, G., & Dimitriadis, G. (
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Change It Up!What Girls Say About R
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In addition, the study summarizes t
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Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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