Nurturing Positive Student Behavior
Evaluation of the Nurtured Heart Approach at Helen Cordero
Primary School 2010-11
March 2013
Debra Heath, APS-RDA
Sara Bautista, APS-RDA
Kristine Maltrud, Health Planning Associates
ALBUQUERQUE PUBLIC SCHOOLS
BOARD OF EDUCATION
KATHY KORTE
MARTIN ESQUIVEL
President
STEVEN MICHAEL QUEZADA
Vice President & Audit Chair
Secretary
DAVID EUGENE PEERCY
ANALEE MAESTAS
Policy and Instruction Chair
District and Community Relations Chair
DON DURAN
LORENZO L. GARCIA
Finance Chair
Capital Outlay, Property and Technology Chair
Superintendent
WINSTON BROOKS
SHELLY GREEN
BRAD WINTER
(Interim) Chief Academic Officer
Chief Operations Officer
RAQUEL REEDY
DIANE KERSCHEN
Associate Superintendent
Elementary Education
Associate Superintendent
Elementary Education
EDUARDO SOTO
Associate Superintendent
Secondary Education
ROSE-ANN MCKERNAN
Executive Director
Instruction and Accountability
This report was prepared for:
Helen Cordero Primary School
Albuquerque Safe Schools Healthy Students Initiative, May Sagbakken, Program Manager
Student, Family and Community Supports Division, Kristine M. Meurer, Ph.D., Executive Director
Research, Deployment & Accountability
Thomas Genné, Director
6400 Uptown Blvd. NE (400 EAST)
Albuquerque, New Mexico 87110
(505) 872-6870
www.rda.aps.edu
INTRODUCTION
The Nurtured Heart Approach
The Nurtured Heart Approach (NHA) is a method to promote positive child development and
behavior. The NHA was developed by Howard Glasser in 1992 as an intervention for treating
intensely difficult children in family therapy. During the past decade, the NHA has been applied
much more broadly to promote positive behavior among children of all circumstances and in a
wide range of settings, including schools.
Impacts of the NHA in school settings are described by the Children’s Success Foundation as
improved school climate, decreased disciplinary referrals, increased teaching time, improved
student attendance, decreased referrals to Special Education, decreased teacher sick days, and
increased parent satisfaction and involvement. Benefits have been documented by schools in
Tucson, Arizona; Champaign, Illinois; New York City; Fargo, North Dakota; and others.
NHA strategies are consistent with child development theory and research, and with many wellestablished child development programs that include a focus on recognizing positive behavior;
establishing clear rules, limits and expectations; and providing swift, appropriate, but not harsh
consequences for undesired behaviors. In the NHA, these concepts are expressed as three
“stands”:
1. Purposefully energize children’s experiences of success;
2. Absolute refusal to energize and reward negativity; and
3. Absolute clarity and consistency in implementing rules and consequences.
The NHA is unique in its specific strategies for recognizing positive behavior, and in its
approaches to negative behavior and rules. Recognitions of positive behavior take four specific
forms. All avoid general evaluative comments, such as “good job” or “nice work.”
1. Active Recognition: Observe and describe out loud a child’s everyday activity, without
value or judgment, e.g., “I see you sitting still and focusing on your work…”
2. Experiential Recognition: Comment about the positive values the child is exhibiting, e.g.,
“That shows good self-control and persistence.”
3. Proactive Recognition: State when rules are not being broken, as a way of clarifying
limits and creating more experiences of success, e.g., “You are not talking to your
classmates.”
4. Creative Recognition: Give children highly doable requests and energize their actions
with recognitions and appreciation, e.g., “I need you to raise your hand…I see you
raising your hand. That shows courtesy and respect for the rules…”
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In the NHA, effective rules start with “no.” Rules are seen as opportunities to create and
recognize positive behavior. Proactive recognitions are given to validate the absence of
undesired behavior. More rules mean more opportunities to recognize and reinforce positive
behavior.
The NHA’s approach to negative behavior also is fundamentally unique. Energy and attention
are withdrawn when children make bad choices. Consequences are very brief, and they are
followed immediately by energetic recognitions of positive behavior. No warnings are given, to
avoid energizing negative behavior. Consequences are seen as opportunities for children to
reset their behavior back to “greatness.”
As described on the Nurtured Heart Approach website, of the Children’s Success Foundation
(CSF) in Tucson, Arizona:
The Nurtured Heart Approach “… teaches significant adults how to strongly energize the
child's experiences of success while not accidentally energizing his or her experiences of
failure. Most approaches, because they were designed for the average child, get
stretched beyond their capacity when applied to challenging children. Traditional
approaches for parenting and teaching can easily backfire with challenging children:
they inadvertently reward children by providing more energy, involvement and
animation when things are going wrong. Challenging children wind up being very
confused because they perceive a high level of incentive for pushing the limits and for
negative behaviors, and little incentive to make successful choices. Often, the harder
adults try applying these normal methods, the worse the situation becomes, despite the
best of intentions.”
Helen Cordero Primary School
Helen Cordero Primary School (HCPS) opened in the fall of 2009, when Edward Gonzales
Elementary School was split into two schools. Edward Gonzales ES continued serving the
community’s 3-5 graders. HCPS became APS’ only primary school, providing pre-K through
second-grade education on the same campus. Ellen Griffiths moved from her role as Assistant
Principal of Edward Gonzales to become Principal of HCPS.
In 2010-11, Helen Cordero had a total of 94 staff members serving 870 students, 85% of whom
were Hispanic. One-third of students (35%) were English Language Learners, 77% qualified for
free or reduced price meals, and 8% were enrolled in Special Education (non-Gifted) services.
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The Nurtured Heart Approach in Albuquerque Public Schools
From the school’s first day, HCPS implemented the NHA as a core approach to positive student
behavior. Training sessions for staff and parents were provided by external consultants, the
HCPS Social Worker and the HCPS Parent Liaison. In 2009-10, six staff members became
Advanced NHA Trainers so they could help with staff training and provide mentoring.
Safe Schools Healthy Students (SSHS) funding for NHA training and coaching started in 2010-11,
to contribute to the goal of ensuring that children are ready for school and have the social,
emotional and behavioral skills for healthy, non-violent relationships and academic success.
About $17,000 of SSHS funds were used to contract with two consultants from META, Inc. in
Albuquerque. The consultants provided NHA training, coaching, materials and technical
assistance for Helen Cordero staff members and parents. In addition, stipends were provided
for the HCPS Parent Liaison and Social Worker to facilitate NHA training for parents in English
and Spanish.
SSHS funding also was used to send five APS staff members and one community member to a
week-long NHA Advanced Certification workshop, and to offer local NHA training workshops for
APS school staffs and community partners. Between January and December 2011, a total of
nine training workshops were held, attended by 281 individuals, including 38 APS teachers, 15
counselors, 7 social workers, and five educational assistants representing 59 APS schools.1
Additional support for the NHA in APS was provided by the Early Childhood and Community
Schools Linkages initiative, funded by the Kellogg Foundation. Linkages provided NHA training
for parents at La Mesa and Manzano Mesa elementary schools in 2010 and 2011.
1
See Nurtured Heart Advanced Trainer Survey Results: Understanding Our Local Capacity (October 2012) for a
summary of 2011 and 2012 local NHA training activities and perceptions.
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Program Evaluation Purposes and Methods
The SSHS program manager and HCPS principal requested an evaluation of the Nurtured Heart
Approach program to fulfill three purposes:
1. Identify perceived outcomes and benefits of the Nurtured Heart Approach;
2. Identify implementation challenges, success factors, readiness conditions, and resource
needs; and
3. Recommend next steps for the NHA, including whether and how the SSHS initiative
should help expand the NHA to other schools.
The Lead SSHS Evaluator, based in APS’ Research, Deployment and Accountability department,
contracted with Kris Maltrud of Health Planning Associates in Albuquerque to conduct the
evaluation. Data were collected in the spring of 2011 using the following methods (see
Appendix A for details and limitations):




Focus group with 9 parents/caregivers;
Focus group with 9 school staff members;
Staff survey with 72 respondents (64% teachers, 36% other staff); and
Five key informant interviews.
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Nurtured Heart Approach Services at HCPS
Parent Training
NHA training started in 2008-09, even before HCPS opened
“My daughter likes and notices the
its doors to students. Interviewees reported that most of the
change in the way we talk to her.
original trainees were parents. Over the following two years,
Before I would tell her “Do your
homework!” Now I tell her “How
nine NHA classes were conducted for parents by the school’s
nice of you to start doing your
Parent Liaison (four in 2009-10 and five in 2010-11). In
homework without my having to
addition, the HCPS Parent Liaison and Social Worker
tell you to do so.” And she starts on
provided home visits with 19 families to foster their NHA
it right away.”
practice. During 2010-11, META consultants supported NHA
- Parent Focus Group
study groups for parents (one in Spanish), and provided
materials to support use of the NHA in Parent-Teacher Conferences.
By the end of 2010-11, approximately 100 parents had received at least some NHA training, and
a core group of 15-20, mostly Spanish-speaking, parents and family members met regularly to
support each other’s practice.
Teacher/Staff Training
During 2009-10, three NHA workshops (one full day and two half-days) were held for HCPS staff
members, provided by external consultants. The HCPS Parent Liaison and Social Worker
provided one workshop attended by 20 of the school’s educational assistants (EA’s). In addition,
six staff members attended a five-day Advanced Trainer Certification workshop so they could
provide ongoing NHA training, modeling and coaching for HCPS teachers and staff.
During 2010-11, SSHS funding supported the following training and coaching services:



META consultants provided two half-day staff workshops, seven classroom observation
and coaching sessions, and five small group teacher mentoring sessions.
Staff members received stipends to participate in after-school meetings and mentoring
sessions.
Three additional HCPS staff members attended a five-day Advanced Trainer Certification
workshop.
Organizational Development
In addition to staff development, META consultants developed materials and systems within
the school to sustain the NHA. They provided technical assistance to the school’s social worker
and Parent Liaison, and at monthly NHA Core Team meetings. NHA materials developed by
META included The NHA Parent-Teacher Conference Guide, The NHA Parent Guide, and NHA
handouts for parent groups and staff.
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RESULTS
School Climate, Parent Engagement, Instructional Practice
All stakeholder groups (parents, teachers, administrators, and other school staffs) cited benefits
and positive outcomes associated with the Nurtured Heart Approach. According to survey and
interview results, improvements were seen in school climate, instructional practice, student
behavior, and parent engagement and satisfaction.
School Climate
School climate improvements were reported by 60% of staff
survey respondents. More frequent NHA practitioners were more
likely to report climate improvements than less frequent
practitioners (p < .05).
Interviewees described a “lighter atmosphere” and positive shifts
in how teachers act and speak with one another. Teachers felt
recognized through NHA techniques such as the Wall of Greatness.
They also described less frustration and stress, and improved
relationships among teachers and with administrators.
Communications with students also changed, according to
interviewees. Using the NHA, teachers were more likely to notice
and acknowledge student efforts. They prevented problem
behaviors. They “treated students with patience, kindness, respect
and love.”
“The NHA has changed the
way I speak to kids when I
have discipline referral
issues, the way I relate to
them and have a
conversation with them.
Rather than “why did you do
this?!” it’s more about
letting them know what I
think they’ve been doing
well, and then questioning.”
– Teacher
Instructional Practice
Almost half of teacher survey respondents who reported practicing NHA techniques at least
four times per day reported instructional benefits, including:



More ability to meet diverse learning needs (46%);
More time to teach (43%); and
More ability to help students achieve standards (42%).
Parent Engagement and Satisfaction
The NHA increased parent involvement and satisfaction, according to focus group and interview
sources.




Administrators reported a decrease in angry and defensive parents, compared to previous
years, and more frequent expressions of satisfaction with teachers.
Parents and HCPS staff reported increased parent and family involvement.
Parents said they were happy with the positive and nurturing ways teachers communicated
with their children.
Parents applauded the use of NHA techniques like the Wall of Greatness.
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Student Behavior
School administrators reported a decrease in office disciplinary referrals compared to the
school’s first year. It was not possible to confirm these reports because the school’s student
behavior data records, as entered into the district’s SchoolMax student information system,
were incomplete.
Half (51%) of NHA survey respondents agreed that the school-wide use of the Nurtured Heart
Approach helped with discipline issues at school. In focus groups, school staff members and
parents described the following impacts on HCPS children:




Less hyperactivity;
Better cooperation;
More positive attitudes ; and
More generosity, kindness, affection and harmony.
About one-third of staff survey respondents estimated that, compared to the previous year, the
number of students referred to the office for behavior problems had decreased some or a lot,
as shown in Figure 1. However, even more respondents said they didn’t know, almost onequarter said behavior referrals hadn’t changed, and a few said referrals had increased some or
a lot.
Figure 1. Percent staff reporting changes in the number of behavior referrals:
Compared to last year, the number of students referred to the office for behavior
problems ….
Don't know,
40%
Decreased, 31%
Increased ,
8%
Didn't change,
21%
Source: HCPS Teacher/Staff Survey, May 2011 (n=67)
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Attendance
About one-third (30%) of HCPS students had five or more unexcused
absences during 2010-11, according to data from the district’s SchoolMax
Student Information System. Comparable data on prior year attendance
were not available.
30% of HCPS
students had 5 or
more unexcused
absences during
2010-11.
School administrators reported improved attendance compared to the
school’s first year. However, staff survey results provide no evidence that
attendance in 2010-11 was different from 2009-10, as shown in Figure 2.
As shown in Figure 2,
Figure 2. Percent staff reporting changes in absenteeism: Compared to 2009-10, the number of
student absences …
Decreased,
14%
Don't know,
36%
Increased, 13%
74% of HCPS
staff said
absenteeism
had not changed
or they didn’t
know.
Didn't change,
38%
Source: HCPS Teacher/Staff Survey, May 2011 (n=64)
Academic Performance
NHA staff survey results suggest that a minority of HCPS staff experienced student performance
improvements. About one-quarter of teachers (27%, n=56) agreed student performance had
improved as a result of the Nurtured Heart Approach.
However, improvements in academic performance were not experienced school-wide. Almost
three-quarters of teachers (n=56) disagreed (18%) or neither agreed nor disagreed (55%) that
their students’ classroom assessment scores had improved as a result of the Nurtured Heart
Approach.
Also, differences based on the intensity of NHA practice were not statistically significant. Staff
members who practiced NHA techniques at least six times per day were no more likely to
report academic, behavioral, or attendance outcomes than those who practiced less often.
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Math and Reading Proficiency: District benchmark tests in math and reading suggest some
increases in the percentages of proficient first and second grade students at HCPS between
spring 2009 and spring 2011. Most notably, the percentage of second graders scoring proficient
or advanced in math increased from zero in spring 2009, to 18% in spring 2010, to 40% in spring
2011.
Figures 3 and 4. Percent first and second grade students proficient or advanced in
math and reading on spring district benchmark assessments, Helen Cordero Primary
School, 2009, 2010 & 20112
Percent Students
100%
Percent Proficient in Math
Spring 2009, 2010, 2011
80%
60%
40%
53% 52%
2009 (A2L)
40%
36%
18%
20%
2010 (DBA)
2011 (DBA)
0%
0%
1st grade
Percent Students
100%
80%
2nd grade
Percent Proficient in Reading
Spring 2009, 2010, 2011 (DRA/EDL)
60%
40%
20%
2009
27%
27%
16%
31% 28% 34%
2010
2011
0%
1st grade
2nd grade
2
2008-09 test data are from Edward Gonzales Elementary School, where HCPS students were enrolled prior to the
opening of Helen Cordero Primary School.
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NHA Training Dosage, Practice and Attitudes
Training Participation and Dosage
NHA survey results suggest the following NHA training participation levels during 2009-10 and
2010-11:

94% received at least one full-day or half-day of NHA training;

46% participated in three training sessions (full-day and/or half-day) in 2009-10;

59% participated in two half-day sessions in 2010-11.
According to Lisa Bravo, one of the lead NHA trainers from the Children’s Success Foundation
and co-author of several NHA books, fully learning the NHA requires three full days of training
(personal communication, August 4, 2011).
About half the school’s staff members came close to meeting this criterion in 2009-10.
Documents with details about the content, participants and hours of training, mentoring and
observation/coaching were not available for evaluators to review or analyze. However, a META
consultant described the 2010-11 NHA training as a “light touch” with very little follow up.
Mentoring and Coaching
A total of 34 out of 72 survey respondents indicated participating in one or more of the five
small group mentoring sessions provided by external consultants. All but four of these
mentoring participants rated the sessions as very useful (44%) or somewhat useful (44%).
A total of 37 survey respondents indicated participating in classroom observations. META
reported delivering seven observation sessions, so the remainder must have been delivered by
school-based NHA Advanced Trainers. All but four participants rated the observation sessions
as very useful (43%) or somewhat useful (46%).
NHA Core Team meetings were seen as another useful professional development activity. Over
half (52%) of the 33 staff members who reported participating in Core Team meetings rated
them as very useful; an additional 36% rated them somewhat useful.
Helen Cordero’s six school-based NHA Advanced Trainers were recognized as a valuable source
of ongoing training and mentoring for HCPS staffs and parents. The limitation reported by
school administrators was that Advanced Trainers had full-time jobs within the duty day which
limited their ability to provide embedded professional development.
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Professional Development Needs and Recommendations
About half of all staff survey respondents reported wanting or needing additional NHA
professional development of at least one kind, as shown in Figure 5.
Figure 5. Percent staff reporting NHA professional development needs, spring 2011
100%
Professional Development Needs
90%
Percent Staff
80%
70%
60%
50%
40%
43%
32%
30%
18%
20%
22%
13%
10%
0%
Training
Mentoring
Observation
Assistance
with PT
Conferences
No Need
Survey, focus group and interview results suggest that staff members had inflated perceptions
of their own levels of NHA knowledge and practice. Almost half of survey respondents reported
no need for NHA professional development, and 58% agreed or strongly agreed that they had
received sufficient NHA coaching, mentoring and observational supports. However, interview
and focus groups revealed variability and misunderstandings in staff members’ NHA knowledge
and practice. Some of these are shown in Table 1, along with methodological counterpoints
from NHA training materials. Key informant interviews confirmed gaps in staff members’ NHA
understanding and expertise.
HCPS staff members recommended the following for future NHA training:




Differentiated training, to accommodate different training needs and levels of expertise;
More sessions for educational assistants and new staff members;
More training in how to implement consequences; and
More interactive training formats.
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Table 1. Misunderstandings of the NHA voiced by HCPS staff members, spring 2011
Interview & Survey Comments
The NHA is not for negative attention
seekers.
The NHA doesn’t work well for kids
who are serious cases.
Positive begets positive. Negative
begets negative. I was using this
approach before it was called
Nurtured Heart. I have a Special Ed
background and praise and positive
reinforcement is part of the training.
NHA Method/Theory
The NHA is designed to address negative attention
seeking.
The NHA was designed originally for children with
clinical behavior problems. NHA practitioners have
many stories of success with children who have severe
behavioral problems, including gang members and
children with violent behaviors.
The NHA is radically different from other positive
behavior reinforcement approaches. Praise is
discouraged; recognitions are judgment-free. Rules
start with “no.”
NHA Practice
Staff survey results indicate that a majority of HCPS staff members practiced NHA techniques to
at least a minimal degree.

93% of staff reported using NHA techniques at least once per day.

63% used NHA techniques at least six times per day.

Only three respondents said they were not using NHA techniques at all.

A majority (76%) of staff members reported practicing the NHA outside of school.
Classroom observation notes collected by META consultants demonstrate some of the ways
teachers employed NHA techniques, as shown in the following examples:
“I see lips together and paper and pencil ready to go.” (Stand 1: Active Recognition)
“Daniel, you could have gone up the slide the wrong way but you didn’t. You made a
good choice by deciding to follow the rules on going up the slide…this was a wise
decision.” (Stand 1: Proactive Recognition)
“At the green table everyone is sitting up and nobody is pounding on the table.”
Meanwhile one child is pounding on another table. (Stand 2: Not giving energy to
negativity)
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Attitudes
Survey results revealed that many HCPS staff members were invested in the NHA, but that
commitment varied. Almost two-thirds of staff survey respondents agreed that the NHA was
working well at HCPS (63%), that the NHA had improved school climate (60%), and that the
NHA was easy to practice with students compared to other behavioral strategies (68%).
However, almost half (41%) said they preferred other approaches to managing student
behavior. Staff focus group participants shared that they and other faculty members
experimented with blending NHA and other behavioral techniques.
Collaboration with Parents
NHA implementation in students’ homes was cited repeatedly in stories of NHA success at
school. In effect, HCPS parents and staff collaborated in using NHA techniques to support
positive student behavior. They may have reinforced each other’s practice and thereby
multiplied the student’s experience of NHA. The following story, provided by the HCPS Social
Worker, illustrates this collaboration and its impact:
A student would cry loudly at school and was physically abusive to the educational assistant.
She would not get ready in the morning before school and would hide under the table at
home about three days a week. Mom asked for help with setting clear limits, expectations,
and routines in the home. She subsequently attended all the NHA trainings. Her daughter’s
teacher reports that she is following rules in the classroom and is no longer aggressive.
Principal Training and Leadership
The HCPS principal participated in half-day NHA training sessions at the school, but the exact
amount of training she received is not known. According to Bravo (personal communication,
August 4, 2011), principals need to participate in the full NHA Advanced Training curriculum
(currently five days) to learn the concepts and techniques necessary for providing NHA
leadership.
For schools to fully implement the NHA, principals must provide a compelling and clear vision,
set expectations, and regularly model, facilitate, and reinforce NHA practices in their schools.
According to NHA training materials, principals at schools with high levels of NHA
implementation circulate among classrooms and energize teachers with active and experiential
recognitions. They use school-wide techniques like the Wall of Greatness, and interactive group
recognition techniques like “You, Me Superstar” in staff meetings. They reinforce positive
student behavior by using NHA techniques in disciplinary situations and in parent meetings. To
implement these NHA practices, principals need high levels of conceptual and practical
understanding.
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Interviews indicate that the HCPS principal championed the NHA by setting general
expectations, by securing time and external expertise for NHA training and coaching, and by
cultivating internal NHA expertise. Staff members and parents applauded the principal for
pioneering and staying committed to the school-wide implementation of NHA. Interviews also
suggest that staff members were allowed or expected to create their own blends of the NHA
with other behavioral strategies.
Achieving greater levels of NHA implementation among staff likely would require more training
of staff and administrators, clearer administrative expectations and a higher level of NHA
modeling and reinforcement by the principal.
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Success Factors
Evaluators identified the following factors that supported NHA implementation at Helen
Cordero Primary School.

Parents were a driving force for NHA implementation within the school. Over 100 parents
were trained. A core group of parents met regularly to learn and support each other’s NHA
practice.

The school’s principal was a consistent champion for NHA implementation and the Parent
Liaison and Social Worker were NHA experts and champions. Together, they provided
ongoing vision and support for NHA implementation among staff and parents.

External consultants provided expert training, coaching and guidance each year.

School-wide training reached 94% of HCPS staff, including custodians and food service
workers.
HCPS evaluation results also revealed features of the NHA that support its success in schools.

The NHA was shown to be applicable in both schools and homes. Staff members used the
NHA not only at school but also in their personal lives. HCPS parents used NHA techniques
with students at home. Teachers were trained to use NHA techniques in parent-teacher
conferences. Parents and teachers may have reinforced each other’s NHA practice and the
impacts on students.

The NHA meets Diffusion of Innovation criteria for successful adoption and diffusion
(Rogers, 1962).
o Relative Advantage and Simplicity: HCPS staff characterized the NHA as easy to
learn and as requiring fewer resources than other school-based behavioral
programs.
o Compatibility: Many HCPS staff reported assimilating NHA techniques into their
everyday life.
o Trialability: All HCPS staff and parents had immediate and regular opportunities to
try NHA techniques.
o Observability: Results were immediately observable to staff and parents.
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Challenges
Evaluators discovered a number of challenges to implementing the NHA completely and with
fidelity in APS schools.

Two to three full days of training are required for staff members to fully learn NHA concepts
and techniques, but this amount of professional development time is difficult or impossible
for APS schools to arrange. At HCPS, providing some training but not enough gave many
staff members a false sense of NHA proficiency. Implementing NHA techniques incorrectly
or incompletely led some to conclude that the NHA did not work. The first challenge of
schools that have received some training but not enough, like HCPS, may be to overcome
the gap between actual and perceived NHA proficiency.

Implementing an internal NHA mentoring model is difficult because mentors usually have
full schedules during the school day and are not available to observe and mentor during
classroom time. Bravo recommends having teachers video-tape themselves to review with
Advanced Trainers outside of class time.

Fully implementing the NHA requires significant transformation on the part of the
practitioner, partly because some of the techniques are very different from commonly
practiced and accepted behavior strategies. Becoming confident and proficient requires
persistent practice.

The NHA may not be sufficient in all situations or on its own. Underlying the NHA is an
assumption that misbehavior is rooted in a desire for attention. Techniques focus on giving
frequent and energetic attention to positive behaviors and far less attention to negative
behaviors. Other reasons for misbehavior, such as lack of knowledge or skill, may require
additional behavioral approaches. Consistency in selecting, training and practicing these
complementary approaches will be necessary for achieving NHA fidelity and outcomes.

Complete, consistent and valid data on program activities and student behavior are critical
for evaluating program impacts, but difficult to obtain from APS schools. At HCPS,
incomplete and inconsistent data on NHA activities and student behavior was a barrier to
establishing clear NHA objectives, monitoring progress for continuous improvement, and
measuring outcomes.
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RECOMMENDATIONS
Evaluators met with the HCPS Principal, Assistant Principal, Social Worker and Parent Liaison, as
well as SSHS staff, in September of 2011 to discuss evaluation results and questions (see
Appendix B). Recommendations that emerged at this meeting and from discussions with other
stakeholders and NHA experts follow. These recommendations are pertinent not only to HCPS
but also to other schools.

Formalize the use of NHA Advanced Trainers for ongoing staff training and mentoring, with
release time and substitutes, to fully capitalize upon this resource of internal expertise at
HCPS and district-wide.

Secure the recommended 2-3 full days of NHA training time for staff and 3-5 days for
principals, so all staff members have mastery of essential NHA concepts and practices right
from the start.

Establish on-site NHA practice groups, to support staff members in making and sustaining
the significant transformations required to fully implement the NHA.

Facilitate sharing among administrators of NHA-implementing schools to support
principals in their role of championing and modeling NHA practice.

Give parents a central role in NHA implementation, with ongoing support for parent
training and practice groups.

Document behavior, attendance and other data consistently at school sites so results may
be evaluated (see Appendix C for Data Tracking Plan).

Establish shared or compatible systems for documenting NHA activities across schools, so
collective efforts may be measured, coordinated and celebrated.

Develop an NHA sustainability plan to strengthen internal capacity and leverage existing
resources (see Appendix D for sustainability ideas generated by stakeholders. See Appendix
E for a Sustainability Plan framework).
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Appendix A - Methods
The Lead SSHS Evaluator, based in APS’ Research, Deployment and Accountability department,
contracted with Kris Maltrud of Health Planning Associates to conduct the evaluation. The
evaluator collected data in the spring of 2011 using the following methods:
NHA Evaluation Activity
A. NHA Evaluation Planning
(core stakeholder group)
B. NHA Parent Focus Group
C. NHA Teacher/Staff Focus
Group
D. Key Informant Interviews
Who Participated?
 Safe School/Healthy Students Program Administrator
 Safe School/Healthy Students Internal Evaluator
 Helen Cordero Primary School Principal
 Helen Cordero Primary School Assistant Principal
 NHA Program Trainers/Contractors (2)
 SS/HS Coordinator
Nine (9) Parents/caregivers
Nine (9) teachers; school principal and assistant principal




Safe School/Healthy Students Program Administrator
Early Childhood Social Worker
Helen Cordero Primary School Principal and Community
Liaison (2)
Edward Gonzales Elementary School Principal
E. Survey
72 Helen Cordero Primary School teachers and staff (pre-K
through 2nd grade)
F. Email and phone
conversations



Safe School/Healthy Students Internal Evaluator
NHA Program Trainers/Contractors (2)
Howard Glasser
Data analysis and reporting were done through collaboration between the Lead SSHS Evaluator,
based in APS’ Research, Deployment and Accountability department (Debra Heath) and the
external evaluator (Kris Maltrud).
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Methodological Limitations

Data from parents were limited to nine focus group participants, most of whom were
Spanish-speaking. We do not know how other parents, including English-speaking parents,
feel about the NHA at Helen Cordero, or the degree to which they use the NHA.

The staff focus group included the school administrators, which may have influenced the
quality of data. Also, the staff focus group was shorter than the recommended 60-90
minutes, which limited the amount of data that could be collected.

Attempts to obtain success stories from staff whereas constrained by schedule – the
evaluator only received five (5) stories/additional comments from individuals motivated
enough to submit at a later date.

There was no opportunity to collect student behavior referral documents, or to investigate
the availability or quality of data on Student Assistance Team referrals, Special Education
referrals, or student attendance. Nor was there opportunity to explore the school’s data
collection practices.

Attempts to acquire detailed documentation (e.g., sign-in sheets, curricula, agendas,
notes/records) on NHA training, mentoring, observations, home visits, Core Team meetings
and NHA technical assistance were unsuccessful. Survey, interview and focus group data
provided general information but limited the evaluation’s ability to explore relationships
between inputs and outcomes.
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Appendix B - Preliminary Evaluation Summary
The external evaluator, of Health Planning Associates, prepared this summary of preliminary
evaluation results and questions for a meeting with HCPS administrators, the HCPS Parent
Liaison and Social Worker, and SSHS staff in September 2011.
Key Discussion
Questions
Question #1:
How can Helen
Cordero Primary
School become a
“Nurtured Heart
Approach School”
with the intensity
of training and
fidelity of practice
necessary to be
effective?
Question #2:
How are the
already-existing
NHA resources at
HCPS being used
and leveraged?
Evaluation Findings and Data Needs
 FIDELITY of implementation and practice – are staff practicing the NHA
the same (or even similarly)?
 Interviewee impressions included that the NHA is simple but not easy to
practice and that many staff believe they are practicing the NHA but they
actually are not (they need more exposure, practice and training).
 While 94% of the staff at HCPS have received training over the past two
years, only a small number have received the recommended amount of
intensive training and ongoing practice & support suggested by Lisa Bravo
(a full 2-3 days of initial training plus follow up training and practice
support).
 META described the training in school year 2010/2011 as a “light touch”
with very little follow up.
 NHA training details are missing (how long was each training for staff in
2009/2010 and 2010/2011? For parents? Which staff received observation
and mentoring and is this continuing?)
 Forty-six percent of teachers reported that they don’t need any additional
training to fully implement the NHA (but are they really trained enough?).
 Data on administrator training in the NHA are lacking. How much training
have school leaders received, and when? How much are they able to
practice and model the NHA?
 What kinds of NHA mentoring and support are the HCPS principal, assistant
principal and community liaison receiving?
 Several people believe that home visits have very positive results for
children, families and school staff. What are these results? What do the
home visits consist of? How often do they take place?
 What kinds of tracking and data collection are possible @ HCPS to assess
outcomes over time?
 How will impacts/results be communicated and shared within HCPS?
Outside of HCPS?
 HCPS has energetic and committed staff re: the NHA program for both
students and for parents/families.
 How are the 6 advanced certified NHA trainers formally or informally
supporting the NHA practice at HCPS? At other schools?
 Are outside NHA resources or networks used/leveraged?
 How is HCPS reaching out to other parents? Are existing parents
connecting with other parents to grow the parent network?
 How is HCPS reaching out to other schools, incl. EGES?
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Appendix C - NHA Internal Data Tracking Plan
The purpose of the form below is to organize the collection of data so that strategic indicators
are available for planning, formative improvement and outcome evaluation.
Collection
Method
Who Collects
# parents trained in NHA
Sign-in sheets
Training facilitator
# school staff trained in
NHA
Sign-in sheets
Training facilitator
# of parent complaints
Parent contact
log
Principal & Asst Principal
Weekly
RDA (principal submits
questions)
Spring (Feb-April)
School clerk
Daily
Staff members submit referrals
to office
Daily
NHA Indicator
#/% parents who agree
their child’s classroom
Quality of
provides a positive climate
Education Survey
for their child’s
development
# unexcused student
absences (compared to
SchoolMax
previous school year)
Office
Disciplinary
# office disciplinary
Referral Form
referrals
SchoolMax
When Collected
At every training
session
At every training
session
School clerk records
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Appendix D – Sustainability Suggestions
Suggestions for Sustaining NHA at Helen Cordero Primary School
FROM TEACHERS/STAFF:
 Grade level meetings to get input and support ongoing learning.
 Time and mechanisms at school to hear more success stories and share problem
situations. (Was an option last year, but not well attended.)
 Continue with monthly NHA corner of ECPS newsletter.
 Circulate among classes (used to do).
 Brainstorming time, social events like coffee discussion.
 Continue Wall of Greatness for teachers and staff.
 NHA box where people write up notes and then follow up with discussion.
 Intercom announcements.
 Providing sub to have release time for NHA training.
 Two-day training works best for most teachers, preferably on-site.
 Pre- and post-tests for training and presentations.
 Idea for ongoing evaluation/research: first graders at HNPS are now becoming third
graders at Edward Gonzales ES.
FROM PARENTS:
 Expand to other schools (parents concerned about their children not having NHA when
they leave Helen Cordero) - "I want my child to be treated with love and respect in other
schools, so I would like this method to be used in other schools."
 Website for updates and information.
 Involvement and training of husbands/partners, single men and sons.
 Training for grandparents.
 Offer training at different times/different days for working parents.
 Expand to include neighbors.
FROM SS/HS STAFF:
 HCPS stories on websites (including SS/HS), including pictures of parents, students,
teachers.
 Capture stories from parents, teachers and students (stories are what people remember).
 APS behind the NHA program, otherwise expansion won't happen.
 Parents write to APS administration about what impacts they're seeing.
 Communicate w/APS and school leadership at a gathering or meeting - then evaluation
feedback loop is being used.
 Internal NHA data gathering and evaluation.
 Develop and disseminate a NHA “Report Card” (evaluation tool).
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Appendix E - Sustainability Plan
The NHA Sustainability Plan for HCPS is an outline of possibilities and suggestions that surfaced
through meetings, interviews and focus groups with various stakeholder groups.
NHA Sustainability Plan Components
By When
(Date)?
By Whom?
1. Identify key goals and objectives for the NHA
program over the next 2 years.
2. Utilize internal advanced trainers in formal and
informal ways (e.g., ongoing staff training, monthly
NHA practice, Q&A). Provide release time and
substitutes.
3. Connect the HCPS principal and assistant principal
with other administrators whose schools are
successfully implementing the program (e.g.,
Tucson) for mutual support and mentorship.
4. Provide ongoing training for parents, including times
for working parents.
5. Expand existing NHA core parent group to include
non-Spanish speaking parents.
6. Expand parent training to include more family
members, particularly male partners and
grandparents.
7. Train all new staff and staff who are un/undertrained
(e.g., educational assistants). Provide release time
and substitutes.
8. Offer ongoing onsite training for staff using internal
advanced trainers and DVDs (available from H&W
department). Provide release time and substitutes.
9. Connect with and leverage the greater NHA
community in Albuquerque.
10. Provide observation and mentoring sessions, either
facilitated by external trainers or internal advanced
trainers.
11. Create a “community of practice” with classroom
meetings; monthly/bi-monthly grade level meetings;
informal discussions around the NHA for
brainstorming and problem solving; suggestion box
at the school; intercom announcements/NHA tips;
Wall of Greatness for teachers, etc.
12. Identify internal and external funding sources and
ongoing program resources.
13. Collect internal school data for NHA tracking and
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NHA Sustainability Plan Components
By When
(Date)?
By Whom?
evaluation (see sample NHA Internal Data Tracking
Plan).
14. Communicate and coordinate with external NHA
research efforts.
15. Share progress and outcomes with stakeholders,
including HCPS staff and parents.
16. Leverage student interns from Atrisco Heritage
school, e.g., assist with communication activities
listed below: website, video, etc.)
17. Develop internal and external communications
methods and mechanisms (e.g., stories with pictures
about the impact of the NHA in HCPS newsletter and
websites; NHA resources on APS website).
18. Create an online space for NHA community building
and communication (e.g., simple website using
WordPress software, list-serve, Google group,
Facebook group, etc.).
19. Consider a short promotional video to market and
communicate about the NHA successes and
challenges at Helen Cordero Primary School.
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