Violence Prevention Program

Violence Prevention Program
Milwaukee French Immersion
2360 N. 52nd St.
Milwaukee, WI 53210
Room 21

Ph: 414-874-8566
Fx: 414-874-8565

RESULTS

One important measure of our success is the extensive data collected from attendees responses to our seminars. Both statistical survey data and comments from attendees indicate that our trainings are useful and effective.

Survey Data from Seminars

COMP

From 2003 to 2005, 335 teachers completed surveys regarding the implementation and success of strategies presented in the COMP seminar. All respondents reported using at least one strategy from the workshop, while more than 78% reported that they implemented 4 or more strategies from COMP. A Likert-style survey was used to ask the teachers to rate their confidence levels on the following scale:

1=greatly worsened, 2=worsened, 3=stayed the same, 4=improved, 5=greatly improved

Results indicated that respondents tended to feel more confident in several areas of expertise:

Area

Mean Score

Personal satisfaction in teaching

3.94

The ability to manage behavior in their classroom

3.94

Student on-task behavior

3.82

Student cooperation

3.80

Ability to meet the behavioral needs of challenging students

3.82

Class time spent on academics

3.84

Confidence in meeting the academic needs of students with disabilities

3.76

Behavior Management Workshop

From 2003 to 2005, 55 teachers completed surveys regarding the implementation and success of strategies presented in the Behavior Management Workshop. Regardless of what grade level they taught, what their educational background was, what level of teaching experience they had, or whether they taught regular or special education, respondents reported improvement, on average, in the following areas:

Personal satisfaction in teaching

Ability to manage behavior in the classroom

Student's on-task behavior

Student's cooperation

Ability to implement workable strategies to meet the behavioral needs of challenging students

Effectiveness in diffusing power struggles

Effectiveness in gaining student compliance

Ability to consider the function or cause of a misbehavior to help find an appropriate intervention

Steps to Respect

From 2009-2010, 1100 students were surveyed and reported significant declines in the acceptance of bullying/aggression from pre to post-test. (Acceptance of bullying/aggression: The extent to which students feel the use of direct or indirect aggression is acceptable)

Students reported a significant increase in perceived peer support from pre to post-test. (Perceived peer support: How much students report feeling that other students in their school would support them either by sticking up for them, or befriending them.)

Conflict Resolution

200 students receiving the Conflict Resolution Curriculum in the 2009-2010 school year, reported significantly more improvement in their peers positively handling conflicts than students from classrooms not exposed to the curriculum.

Second Step K-2

Of the 500 students surveyed during the 2009-2010 year, significant improvements were seen in all of the following areas:

1. Ability to identify emotions (empathy)

2. Use of physical cues, situational cues and perspective taking to identify emotions (empathy)

3. Ability to brainstorm alternative solutions to a problem (problem-solving/impulse control)

4. Ability to formulate a pro-social solution for joining a group (problem-solving/impulse control)

5. Ability to more appropriately gain access to something that isn’t yours (problem solving/impulse control)

6. Ability to predict consequences of a solution (problem-solving/impulse control)

7. Ability to use an alternative pro-social solution when one isn’t working (problem-solving/impulse control)

8. Ability to identify appropriate calming down techniques (anger/emotion management)

Woven Word

Of the 400 students surveyed during 2008-2010, the following results were seen:

Students showed significant improvements in their emergent literacy skills from pre to post-test. Some examples of these emergent literacy skills include: recognizing the front-to-back progression of a book, recognizing that writing is oriented left to right, and recognizing that writing flows from the top to the bottom of the page.

Students showed significant improvements in their social-emotional learning skills after being exposed to the Woven Word curriculum. Some examples of these social-emotional skills include: identifying feelings, recognizing that feelings change, demonstrating strategies to calm down, and identifying waiting strategies.

Students showed significant increases in their knowledge and reasoning skills after participating in the Woven Word program. Some examples of these knowledge and reasoning skills include: noticing and attending to the environment and surroundings, demonstrating consequential thinking, showing awareness of cause and effect, making a plan, and recalling the meaning of new words.

At post-test, students showed significant increases in the number of words used when describing a story. This shows an increased vocabulary

After participating in the Woven Word curriculum, students showed a significant increase in the number of grammatically correct and complete sentences in describing their picture.

What Attendees are Saying About our Seminars. . .
"This workshop was excellent. It was well paced, interesting, and I like that it is backed by 'research' and the fact that the presenters referred to the research often. They did an excellent job!"

"I wasn't too thrilled to be coming to this in-service but I'm sure glad I did! I received numerous activity ideas that I can use immediately in September. I always enjoy being given the time to interact with teachers who teach at my level. A great in-service. Thank you."

"Very helpful information. I will use many of these strategies next year. It was helpful for me to take this right after school was out so I could remember and focus on areas where I would like change."

"This workshop was very useful for me as a beginning teacher. I learned several strategies that I look forward to implementing. Excellent leaders!"

"I highly recommend this course to teachers that are serious about the profession of teaching. I wish that it was offered years ago."

"Very inspiring. I will start the new school year more prepared and organized than I ever have been, and more confident that I can develop a positive and productive classroom climate. I can't wait!"

"I really enjoyed the workshop. As a 2nd year teacher, I was able to review some techniques I am currently using and learn some new ones as well as gain information to develop my own strategies. Workshop was nicely paced. Presenters incorporated the strategies into our class. That was very helpful - allowed us to perform the activity."

"I felt a pleasant relaxed atmosphere and got through the workshop with ease. Thank you."

"I am definitely going to implement strategies in my class. Also I am going to recommend this workshop as a whole school in-service."

"This workshop was a real eye opener. These were things that I thought all teachers were trained to do. This course should be mandatory to be certified."

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