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A Program Evaluation of the Comprehensive Student and Staff Support (CSSS) System in the Washoe County School District of Nevada
AuthorPerrin, Michael G.
AdvisorD'Andrea, Livia M.
Counseling and Educational Psychology
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The purpose of this study is to examine the extent to which Comprehensive Student and Staff Support (CSSS) system implemented in five elementary school sites for students with Emotional/Behavioral Disability in the Washoe County School District of Northern Nevada has met its objectives for improving student outcomes. Daily student point sheets and standardized test scores from Math and Reading achievement assessments given every trimester were the primary data analyzed. Several dependent variables (DVs) relating to quarterly means for student behavior were analyzed using the Kruskal-Wallis H test paired with Levene's test for Homogeneity of Variances. The ANOVA test was used to test changes in DVs related to students' achievement test scores. In both cases, post-hoc comparisons were made to identify within which trimester or quarter changes occurred. Visual analysis was used to determine directionality. Results from both statistical and clinical analyses found that DVs related to disruptive student behaviors demonstrated more increases than decreases. Several DVs related to students' scores on academic achievement tests indicated that scores improved across the school year. Overall, available data failed to show that the CSSS system met its program objectives to a satisfactory extent. Concerns related to accurate and consistent data entry; data usage, availability, and accessibility; data used for professional accountability and planning purposes; and problems with implementation fidelity led to implications and recommendations for program improvement and need for follow-up program evaluation.