Monroe Clark Middle School
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Transcript of Monroe Clark Middle School
Monroe Clark Middle School
School Counseling ProgramIntentional Guidance
7th & 8th Grade Study Skills
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Monroe Clark School Counseling Mission
The Mission of Monroe Clark Middle School’s Counseling Program is to provide all students with the opportunity to acquire the attitude, knowledge, and skills for academic, career, and personal/social development in a safe and supportive environment. The comprehensive school counseling program will educate and empower a collaborative community of learners to achieve academic success and develop life skills to become life-long learners, creative thinkers, and responsible community members in a diverse, changing world.
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
2010-2011 Guidance Curriculum Plan 6th Grade 7th Grade 8th Grade
1) Study Skills(Academic, Personal/Social)
1) Value of Education(Academic, Personal/Social, Career)
1) Goal Setting (CAC)(Academic, Career, Personal/Social)
2) Bullying & Cyber-Bullying(Academic, Personal/Social)
2) Ask for Help, Youth Suicide Prevention Program
(Personal/Social)
2) A-G Requirements & College Avenue Compact Benchmarks
(CAC)(Academic, Career, Personal/Social)
3) Respect & Sexual Harrassment( Personal/Social)
3) Goal Setting & College Avenue Compact Benchmarks (CAC)(Academic, Career, Personal/Social)
3) College Knowledge (CAC)(Academic, Career, Personal/Social)
4) Conflict Resolution(Academic, Personal/Social)
4) Career Key/Naviance (CAC) (Academic, Personal/Social, Career)
4) Conflict Resolution(Academic, Personal/Social)
5) Part II: Study Skills( Academic, Personal/Social)
5) Roadway to Success: Post Secondary Options (CAC)
(Academic, Career, Personal/Social)
5) My Dream/Naviance (CAC)(Academic, Personal/Social, Career)
6) Introduction to College Avenue Compact (CAC)
(Academic, Career, Personal/Social)
6) Transition to become a successful 8th Grader
(Academic, Career, Personal/Social)
6) Transition to High School (CAC)
(Academic, Career, Personal/Social)Eberheart and Zañartu (2011). Adapted
from Hatch, T. (2009).
Delivery of Counseling Services
(Few Students)
Individual/Referral
(Some Students)Intentional Guidance
(All Students)
Guidance CurriculumEberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Target Group
All 7th and 8th grade students in danger of failing
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Target Group selected on basis of following data:
Students with a GPA below 2.0 on first progress report.
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Why Intervene? Research says… College Board identified Academic Preparation as one of the four
key pieces for first generation students to succeed in postsecondary education.
Lee and Wiley, (2008)
“After learning study skills, students are able to ask questions they need answered instead of sitting mute in the back row.”
Bafile, C. (2007) National Education Association
“When students are taught learning to learn (study skills) they gain a deeper understanding of content and are more empowered to take risks in learning.”
Darnell, B (1999) Association for Standards and Curriculum development
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
The American School Counselor Association National Model
Academic Development
Career Development
Personal/Social
ASCA National Standards for Students(Student Competencies
& Indicators)
Hatch, T. (2009).
ASCA National Standards
Academic Standard A
Students will acquire the attitudes, knowledge, and skills that contribute to
effective learning in school and across the life span.
Hatch, T. (2009).
Personal/Social Standard AStudents will acquire the attitudes
knowledge and interpersonal skills to help them understand and respect self
and others
Student Competencies
A:A1 Improve Academic Self-ConceptA:A2 Acquire Skills for Improving LearningA:A3 Achieve School SuccessA:B2 Plan to Achieve GoalsPS:A2 Acquire interpersonal skills
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
What we DO we know?
6th Grade 7th Grade 8th Grade0
20
40
60
80
100
120
140
160
66
102
144
Students are Failing at Dangerous levels
Below a 2.0 Fall 2010 Progress Report 1
Eberheart and Zañartu (2011).
6th Graders: 359 7th Graders: 390 8th Graders: 380
• 20% reduction in the number of students
academically at risk (below a 2.0 GPA)
• 25% reduction in the number of full day
unexcused absences (3 or more)
• 25% reduction in recidivism (repeat
offenders) for behavior
Academic Target Group:Students academically at risk (below 2.0 GPA)
• Intervention:– Query and disaggregate data – Pre-conference survey, Post-conference survey, Student agreement– Group Counseling (Study Skills & Motivation)
• Implement individualized intervention plan:– Individual meetings with School Counselor– Parent/Teacher conference– Home visit– Referral to Mental Health Provider (Providence/SAY)– SST Referral– Mentoring program (TKF)– Weekly Progress Report
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Eberheart and Zañartu (2011)
Collecting Data by Need
DATA: First Progress Report (October 2010) all students
# of
Students Below 2.0
# of Students with 3 full day
unexcused absences
# of students with 3
behavioral referrals
6th Grade
66 21 8
7th Grade
102 57 25
8th Grade
144 58 25
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
15 Students have problems in all 3 Areas (School Wide)
How many Students were placed in counseling groups?
6th - 547th - 38 8th - 46
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Students below 2.0 GPA at Progress Report 10
10
20
30
40
50
60
70
6
7
8
Types of Groups by Counselor
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Counselor A (on going)
Counselor B Counselor C Counselor D Counselor E/F
0
1
2
3
4
5
6
5
0
1
2 2
1 1 1
0
1
Study Skills (9)Motivation (5)
What Did the School Counselors Do?8 weekly group sessions: one period per day on rotating basis
Study Skills– Organization skills– Homework
completion strategies– Note taking– Using an Academic
Planner– Responding to results– Test Taking Strategies
Motivation– Reality Ride– Tearing off Labels– Defense Mechanisms– Peer Pressure – Problem Solving– Resilience Buidling
Eberheart and Zañartu (2011).
The Process• Pre-screened students (surveyed them for intervention needs)
• Sent letter home to parents• Cooperated with teachers to create schedules– Created letter to be sent to participating teachers
• Created Hall Passes for students• Developed group curriculum and weekly lessons– Using materials from Avid, College Board, Channing-
Bete workbooks and the Why Try program • Delivery of motivation and study skills groups
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
RESULTS
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Knowledge of the Steps to Staying “OnTRAC”*
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
*Think, Record, Act, Check
Knowledge of OnTRAC0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
12%
88%
Pre-testPost-Test
Data for Counselor EF
Believe filling out an agenda everyday is important (students who strongly agree)
Series10%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
25%
56%Pre-TestPost-Test
That’s a 125% In-crease!!!
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009). Data for Counselor EF
Skill: Students who could demonstrate a S.M.A.R.T. Goal
Series10%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
12%
63%
Pre-Test
Post-Test
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Data for Counselor EF
Our Goal….
• Students will get the extra support they need to succeed academically
• Increased GPA between Progress Report 1 (Fall) and Progress Report 1 (Spring)– More students above 2.0 GPA
• Increase in students qualifying for “Promotion” to high school (8th graders)
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Data for Counselor EF
Results – GPA Improvement
56% of the targeted students earned a 2.0 or better GPA from Progress
Report 1 to Progress Report 2.
88% of targeted students increased GPA
Including one student who increased from 0.5 to 2.66!!! (HUGE increase!!!)
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Data for Counselor EF
Average Change in GPA from Progress Report FALL – Progress Report
SPRING
Series10
0.5
1
1.5
2
2.5
3
3.5
4
1.3
2.1
PR 1 Fall 2010
PR 1 Spring 2011
That’s an aver-age of 0.8 point increase!
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Data for Counselor EF
Average GPA Change by CounselorEvery Counselor Reported Gains
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Counselor A
Counselor B
Counselor C
Counselor D
Counselor E/F
0
0.5
1
1.5
2
2.5
3
3.5
4
1.5
0.92 11.4 1.3
2.6
1.81.9 1.9 2
PR 1 Fall 2010
PR 1 Spring 2011
GPA Change by GroupEvery Group & Counselor Reported
Gains!
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Counselor A Counselor B Counselor C Counselor D Counselor EF
0
0.5
1
1.5
2
2.5
3
3.5
4
1.5 1.4 1.4 1.3
2.62.3
2.09 2.1
1.5
0.93
0.5
1.39
2.4
1.86
1.44
1.93
SS Pre
SS Post
Motiv. Pre
Motiv. Post
Average Change in GPA: All students gained average of 10%
Students referred to other services 30%Students served by school counselors gained 50%!
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Students Served by School Counselors
Students refered to other services
All Students0
0.5
1
1.5
2
2.5
3
3.5
4
1.151.39
2.47
1.751.93
2.72
PR 1 Fall 2010
PR 1 Spring 2011
50% Increase
30% Increase
10% Increase
In Summary…
• Students are learning and retaining attitudes knowledge and skills with structured content lessons.
• Rotating class periods created minimal distraction from teachers.
• Students did improve overall!!!
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Limitations–Not all students attended each week due to
fieldtrips, unexpected fire drills and assemblies– Time limitations restricted content delivery
(e.g. starting group 10-15 min late)–Room changes created some confusion with
staff and students–Professional development needed to enhance
program integrity of Why Try?
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Recommendations and Next Steps• Implement additional group counseling to
students not placed in counseling groups but still “at-risk.”
• Follow up with students and teachers about how to link this to improvements in behavior and grades
• Transfer knowledge to future guidance lessons• Share final results data with ALL stakeholders
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
Thank you!
School counseling can’t take all the credit, because we are all working on this.
Teachers who participated and supportedAdministration for consultation and support of
the program
Working together we are succeeding!
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
The school counseling program is contributing in a meaningful way
to the academic achievement of all students.
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).
The End
Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).