Monroe Clark Middle School School Counseling Program 6 th Grade Counselor: Ms. Toni Martinez 7 th Grade Counselor: Ms. Karen Cantor 8 th Grade Counselor: Mr. Sergio Hernandez SDSU Fieldwork Students: Fiona Ho & Micaela Rios CAC: Rebecca Contreras GEAR-UP: Lillian Garcia Dean: Kelli McKenzie Principal: Tom Liberto SDSU Consultant: Dr. Trish Hatch

School Counseling Mission The Mission of Monroe Clark Middle School’s Counseling Program to provide all students 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.

The American School Counselor Association National Model  Academic Development  Career Development  Personal/Social ASCA National Standards for Students (Student Competencies & Indicators)

Adapted from Trish Hatch, PhD (2006) Align counseling program with ASCA National Standards and state standards More collaboration with teachers and administrators to address student needs Set measurable goals Implement a consistent data driven program Classroom guidance at all grade levels Intentional Guidance for at risk students Reforming the School Counseling Program

Delivery of Counseling Services (Few Students) Individual/Referral (Some Students) Intentional Guidance (All Students) Guidance Curriculum

Guidance Curriculum Plan 6 th Grade7 th Grade8 th Grade 1) Study Skills (Academic, Personal/Social) 1) Goal Setting & CAC Benchmarks (Academic, Personal/Social, Career) 1) Goal Setting (CAC) (Academic, Career, Personal/Social) 2) Bullying & Cyber-Bullying Sexual Harassment (Academic, Personal/Social) 2) Ask for Help (Youth Suicide Prevention, Cyber- Bullying & Sexual Harassment) (Personal/Social) 2) Getting Ready for High School (Academic, Career, Personal/Social) 3) Respect & Conflict Resolution ( Personal/Social) 3) Value of Education (CAC) & Roadway to Success Post-Secondary Options (Academic, Career, Personal/Social) 3) College Knowledge (CAC) (Academic, Career, Personal/Social) 4) Introduction to College Avenue Compact (CAC) (Academic, Career, Personal/Social) 4) Career Key/Naviance (CAC) (Academic, Personal/Social, Career) 4) Making Healthy Choices (Wellness Council) (Academic, Personal/Social) 5)Test Success & Motivation ( Academic, Personal/Social) 5) My Dream/Naviance (CAC) (Academic, Personal/Social, Career)

INTENTIONAL GUIDANCE ACTION PLAN:

Hatch, T. (2008) 9

On the Front Lines… Dropping out begins in Elementary/Middle School Schools need to develop early warning systems to help them identify students at risk of dropping out and to develop the mechanisms that trigger appropriate supports for these students. By 9th grade, dropout can be predicted with 85 percent accuracy. The key indicators are poor attendance, behavioral problems, and course failure. -John M. Bridgeland, John J. DiIulio, Jr. and Robert Balfanz (page 8) Hatch, T. (2008) 10

Pyramid of Interventions RtI Model Tier 1: Performance Based Instruction for ALL Students Tier 2: Targeted Interventions SOME Students Tier 3: Intensive Interventions FEW Students Tier 4: Specially Designed Instruction – Special Education Smith, G (2008)

Classroom Guidance Curriculum (All kids get this – CORE Curriculum) ALL Intentional Guidance Individual, group, etc. (SOME kids need more) Individual Support FEW Refer Out VERY FEW School Counseling Pyramid

Classroom Guidance Curriculum All kids get this CORE Curriculum for ALL Intentional Guidance Individual, group, etc. (SOME kids need more) Individual Support FEW Refer Out VERY FEW School Counseling Pyramid Tier 4: Specially Designed Instruction – Special Education Tier 3 : Intensive Interventions FEW Students Tier 2: Targeted Interventions SOME Students Tier 1: Performance Based Instruction for ALL Students Pyramid of Interventions

First Let’s Review Monroe Clark School Counseling [ GOALS ] From October 2010 to May % 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

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 6 th Grade th Grade th Grade Eberheart and Zañartu (2011) 15 Students have problems in all 3 Areas (School Wide)

Target Group selected on basis of following data: Students with a GPA below 2.0 on first progress report.

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. Personal/Social Standard A Students will acquire the attitudes knowledge and interpersonal skills to help them understand and respect self and others

Student Competencies A:A1 Improve Academic Self-Concept A:A2 Acquire Skills for Improving Learning A:A3 Achieve School Success A:B2 Plan to Achieve Goals PS:A2 Acquire interpersonal skills

What we DO we know? Eberheart and Zañartu (2011) 6 th Graders: 3597 th Graders: 3908 th Graders: 380

The Process Pre-screened students (surveyed 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)

How many Students were placed in counseling groups? 6 th th th - 46 Eberheart and Zañartu (2011)

Types of Groups by Counselor Eberheart and Zañartu (2011)

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 Building Eberheart and Zañartu (2011)

RESULTS Eberheart and Zañartu (2011)

Results Sample Counselor E/F Study Skills 7th and 8th graders Eberheart and Zañartu (2011)

Knowledge of the steps to staying “OnTRAC”* Eberheart and Zañartu (2011) *Think, Record, Act, Check Data for Counselor EF

Believe filling out an agenda everyday is important (students who strongly agree) Eberheart and Zañartu (2011) Data for Counselor EF

Skill: Students who could demonstrate a S.M.A.R.T. Goal Eberheart and Zañartu (2011) 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) Data for Counselor EF

Average Change in GPA from Progress Report 1 – Progress Report 2 Eberheart and Zañartu (2011) TBA Data for Counselor EF

Average GPA Change by Counselor Eberheart and Zañartu (2011)

GPA Change by Group Eberheart and Zañartu (2011)

Average Change in GPA Eberheart and Zañartu' (2011) TBA 52% Increase 38% Increase 38% 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)

NEW Monroe Clark School Counseling [ GOALS ] From October 2012 to May % reduction of students failing Algebra from (PR 1 to Pr 2) 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

Comparing First Progress Report (October 2010 vs.2011) Wow! Great Improvement! # of Students Below 2.0 # of Students with 3 full day unexcused absences # of students with 3 behavioral referrals th Grade th Grade th Grade

But still much work to do… Number of Students with a D or F in Algebra (S1 Progress)

The school counseling program is contributing in a meaningful way to the academic achievement of all students. Thank you to all teachers and the leadership team for your support of the school counseling program.

THANK YOU! Monroe Clark’s Counseling Department is striving to guide all students to achieve their full potential in the areas of academic, career and personal/social development.