The Impact Of Project TEAM On Schools
Act 44, PA Safe Schools Grant proposal text
(feel free to cut and paste this text into your grant proposal)
TEAMology LLC uses a customized cloud-based platform to deliver research-based programming, known as Project TEAM. The Project TEAM programming and curriculum is aligned with state standards policies and mandates. Project TEAM connects social emotional learning, bullying prevention and career education. The connection between these three areas is critical to creating safer schools with a more positive, overall school climate.
The program provides an overall prevention model as well as offering interventions within the system. It was designed to address broad issues of school climate, problem solving, bullying prevention and other anti-social behaviors, social emotional learning, and early career interest development. This is done by teaching and integrating six foundational skills that are delivered and reinforced by teachers, counselors, administration and other support staff providing a common language and school culture framework.
Based on the crisis our society is experiencing with school violence and shootings, it’s becoming more evident that programs and tools that enhance school climate and culture as well as promote the value of relationships and peers are an integral part of the solution. At its heart, the Project TEAM curriculum provides an overall understanding of being part of something bigger than yourself, or being part of a TEAM. This sense of belonging and connection to school has an impact on academics, relationships, attendance, wellness, school culture, school climate and school safety.
TEAMology is based on Pennsylvania.
Project Team Impact
Based on years of research and data collection we have learned that TEAMology’s whole school approach is showing a positive impact in schools. Specifically, we can demonstrate that Project TEAM has made the following impact in schools:
Decrease of aggressive incidents down
Decrease in defiant behavior
Disruptive behavior incidents down
Increase in test scores
Increase in positive school culture
of staff now believe their students can be successful versus 75% previously
Further, the following needs are also being addressed (click the Need to see details):
Need: Increasing Positive Student Support Conditions & School Connectedness
– 86% of TEAM students have a positive perception of school connectedness.
– Students with the lowest scores of feeling connected to school (the hardest students to reach) increased their feelings of school connectedness.
– Overall, TEAM students have high levels of school connectedness.
– Overall, TEAM students have high levels of social skills.
– TEAM students have maintained the sense of feeling connected to the school, while non-TEAM students declined.
Need: Improving Positive School Climate
– TEAM students believe that being part of the TEAM helps them in school.
– 100% of staff believe their students can be successful in a TEAM school where 75% believed this before Project TEAM was implemented.
– Students’ sense of feeling happy in school maintained from fall to spring, when research shows it typically declines by the end of the year.
– TEAM teachers believe Project TEAM adds positively to school climate.
– Overall, TEAM students report good emotional states.
Need: Decreasing Bullying and Other Anti-Social Behaviors
– Disruptive behaviors are down 70% in TEAM schools.
– Aggressive incidents are down by 53%.
– A TEAM school in an inner city decreased incidents of peers degrading each other by 92%.
– TEAM students who indicated they were bullies before Project TEAM are no longer reporting they are bullies.
– TEAM students who indicated they were targets of bullying before Project TEAM are no longer reporting they are targets.
– Teachers in TEAM schools report seeing less bullying than teachers in non-TEAM schools.
Need: Increasing Students' Knowledge and Use of SEL Concepts
– TEAM students behave, most of the time, in a way consistent with the SEL concepts promoted by Project TEAM.
– TEAM students are showing a high level of interpersonal and intrapersonal skills.
– Students in TEAM schools have a higher understanding of SEL concepts than students in non-TEAM schools.
– TEAM students indicate that being involved in Project TEAM helps them have the confidence to intervene in situations to help someone.
– 81% of students have a positive perspective of the effectiveness of Project TEAM.
Need: Helping Teachers in the Classroom
– An inner city TEAM school decreased incidents of students skipping class by 97%.
– TEAM teachers’ perceptions of their students’ academic motivation increased by 17%.
– TEAM teachers believe their school has more supports in place to meet student needs than non-TEAM teachers.
– 84% of TEAM teachers believe Project TEAM is helping them become better teachers.
– 92% of TEAM teachers understand how Project TEAM works to improve student learning.
– 93% of TEAM teachers believe Project TEAM works in their classroom.
– 93% of TEAM teachers believe Project TEAM is a good model for their school.
Need: Preparing Students for Their Futures
– TEAM students believe Project TEAM can help them succeed.
– Students are more likely to think about career goals when they feel connected to school.
– Students are using what they learn from Project TEAM to deal with situations in their lives.
– 73% of TEAM students believe they have support for their overall development.
– TEAM students are learning the 21st Century skills needed to succeed in their futures.