Monroe Clark Middle School Monroe Clark Intentional Gudance Flashlight Presentation Monroe Clark Middle School Slide #1 Title Slide: List your School Name and indicate that this is a “sample” of results from your Intentional Guidance Intervention (because it is only one sample of the many that occur in the school counseling department). What you say: I’d like to thanks Mr./Ms./Dr. Principal for validating the importance of the school counseling program by inviting us to present the results of our interventions to you. As you will recall, we presented the results of our promotion/retention guidance curriculum earlier this year. At that time, we shared our plan to provide intentional guidance (intervention) to students identified as “needing more”. We are here today to share these results with you. School Counseling Program Intentional Guidance 7th & 8th Grade Study Skills Eberheart and Zañartu (2011) Eberheart & Zanartu

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)

2010-2011 Guidance Curriculum Plan Monroe Clark Intentional Gudance Flashlight Presentation 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 2) Ask for Help, Youth Suicide Prevention Program (Personal/Social) 2) A-G Requirements & College Avenue Compact Benchmarks (CAC) 3) Respect & Sexual Harrassment ( Personal/Social) 3) Goal Setting & College Avenue Compact Benchmarks (CAC) 3) College Knowledge (CAC) (Academic, Career, Personal/Social) 4) Conflict Resolution 4) Career Key/Naviance (CAC) 5) Part II: Study Skills ( Academic, Personal/Social) 5) Roadway to Success: Post Secondary Options (CAC) 5) My Dream/Naviance (CAC) 6) Introduction to College Avenue Compact (CAC) 6) Transition to become a successful 8th Grader 6) Transition to High School (CAC) 6th Grade Pre/Post Data: Academics & Goal Setting & Bullying 7th grade Pre/Post Data: Conflict Resolution 8th grade Data: Value of Education Eberheart and Zañartu (2011)

Delivery of Counseling Services (Few Students) Individual/Referral (Some Students) Intentional Guidance (All Students) Guidance Curriculum Eberheart and Zañartu (2011)

Monroe Clark Intentional Gudance Flashlight Presentation Target Group All 7th and 8th grade students in danger of failing Slide #2 Target Group: Which students did you target to work with and why? (Students not achieving? Not attending? Not behaving?) What you say: In consultation with the leadership team, we discussed the possible interventions needed within the school (attendance, behavior, achievement). The data indicated that the school had an increase in the number of students not meeting grade level promotion requirements (2.0 in Math and language Arts; 2.0 overall). We decided to query the data for all the students who were in danger of failing 6th , 7th or 8th grade. Eberheart and Zañartu (2011) Eberheart & Zanartu

Target Group selected on basis of following data: Monroe Clark Intentional Gudance Flashlight Presentation Target Group selected on basis of following data: Students with a GPA below 2.0 on first progress report. Slide #3 Target group selected on basis of following data: Specifically, how were thy identified? (e.g. students with a GPA below 1.3 on first Trimester report card; 5 or more absences; 3 or more incidences of referrals for fighting? Those with a “minus” or “unsatisfactory” on their report card in the citizenship area? ) What you say: In consultation with the administration, and members of the leadership, we decided to “target” those students with a 1.3 GPA of lower and provide them an intervention. Why 1.3? – best professional guess – it was out opinion that those above that point would benefit from other interventions and that these were the most severely needy students. Eberheart and Zañartu (2011) Eberheart & Zanartu

Why Intervene? Research says… Monroe Clark Intentional Gudance Flashlight Presentation 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 Slide #4: Why are we teaching this particular lesson? Why address this concern? The purpose of this slide is to share research that will help the audience understand why performing this activity or teaching this lesson links to the data you are trying to improve (last slide) SEE EXAMPLES BELOW What you say: Research says: Students who complete and turn in homework do better in school. We surveyed the teachers and learned that the greatest barrier to passing grades is homework completion. Our goal is to encourage students to take homework seriously so they can perform better in your classrooms. Discipline referrals - students who behave better achieve better (e.g. Van Horn, 2003). “There is a strong relationship between social behavior and academic success. Social skills (getting along with peers, teamwork) positively predict academic achievement.” (Malecki & Elliott, 2002) Disruptive behavior (including hitting others) can affect academic achievement. (Daniel, 2006)  Suspension rates - students who are suspended are less likely to be high academic achievers (e.g. Williams & McGee, 1994). Alcohol, tobacco and other drug use - students who use drugs or alcohol perform academically at a lower rate than those who do not (e.g. Jeynes, 2002). Attendance rates - students who attend school perform better than those who do not (e.g. Easton & Englehard, 1982). Parent involvement – students whose parents are involved in meaningful ways in the school outperform those whose parents are not (e.g. Marchant, Paulson, & Rothlisberg, 2001). Extracurricular activities – students who feel connected to school participate in extracurricular activities and perform better than those who do not (e.g. Mahoney, Cairns, & Farmer, 2003). Course enrollment patterns – students who take more rigorous coursework do better on standardized tests (e.g. Smith & Niemi, 2001). Homework completion rates – Students who complete and turn in homework do better in school (e.g. Cooper, Lindsay, Nye & Greathouse (1998). Dropout and Retention - Grade retention was found to be the “single most powerful predictor” of school dropout. (p. 616) Students from low socioeconomic status families are twice as likely to dropout from school than students from average social class families, even when controlling for other factors. Rumberger, R. (1995) American Educational Research Association 9th grade interventions - Research shows that 9th grade is a critical year because students need skills early to graduate (Cooper & Liou, 2007) (Appendix B: Summary of School Counseling Outcome Research Articles and Findings) School Counseling Programs: Early elementary-age students who attended the same school for three or more years did better academically when there was a CDG program, if the program was not fully implemented (Sink & Stroh, 2003). School Counseling Programs: Students who remained in the school for multiple years with a well-implemented CDG program obtained higher achievement test scores than students who attended schools without such programs (Sink & Stroh, 2003). School counseling programs: In middle and high schools with more fully implemented CDG programs, students reported earning higher grades, having better relationships with teachers, and feeling greater satisfaction with school. Students in these schools were also more likely to report that education was relevant to later life, school was safe, and at the high school level, that career and college information was accessible (Lapan, Gysbers, & Petroski, 2001; Lapan, Gysbers, & Sun, 1997). Elementary School Guidance: Classroom guidance is related to improvement in elementary school students’ behavior (Gerler, 1985). Middle School Counseling: Academic skills workshop can increase middle school students’ grades. A short nontraditional career workshop can alter middle school students’ occupational stereotypes. A four-month-long human relations training for middle school students can reduce referrals for disciplinary problems (St. Clair, 1989). Academic Achievement: Family Interventions: when schools provide support and counseling for families, there are related increases in achievement, attendance, graduation rates, and postsecondary education enrollment (Henderson & Berla, 1995). Academic Achievement: Family Interventions: Parent counseling and consultation has been shown to positively impact student motivation, classroom behavior, and achievement (Esters, & Levant, 1983; James & Etheridge, 1983). (Other Internet Sources) The dropout rate for Hispanics in 2008 (18 percent) was higher than the rates for Whites (5 percent) and Blacks (10 percent).   http://ies.ed.gov/ncee/wwc/pdf/practiceguides/higher_ed_pg_091509.pdf http://nces.ed.gov/pubs2010/2010014.pdf Eberheart and Zañartu (2011) Eberheart & Zanartu

The American School Counselor Association National Model ASCA National Standards for Students (Student Competencies & Indicators) Academic Development Career Development Personal/Social Eberheart and Zañartu (2011)

ASCA National Standards Academic Standard A Monroe Clark Intentional Gudance Flashlight Presentation 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 Slide #6 ASCA National Standard Addressed: Indicate the ASCA National Standard you are addressing with this intervention What you say: Whenever school counselors provide services, we are working to address standards and competencies. In this case, the standard we were addressing was : Academic Standard A (read). Students will acquire the attitudes knowledge and interpersonal skills to help them understand and respect self and others Eberheart and Zañartu (2011) Eberheart & Zanartu

Monroe Clark Intentional Gudance Flashlight Presentation 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 Slide #7 Student Competency: What specific competency are you addressing? What you say: Our students competency is: Improving Academic Self Concept and Achieving school Success Eberheart and Zañartu (2011) Eberheart & Zanartu

Monroe Clark Intentional Gudance Flashlight Presentation What we DO we know? Slide #5 Provide a slide that tells why there is a need for this lesson… in this slide counselors can share that school wide GPA is declining. However, if your lesson is on violence prevention, you may want to show climate data What you say: As the graph indicates, our students GPA’s are declining at this school and we are concerned that this means more students will be up fro retention this spring. We are hoping that students will take their work seriously and begin to perform better. 6th Graders: 359 7th Graders: 390 8th Graders: 380 Eberheart and Zañartu (2011) Eberheart & Zanartu

Monroe Clark Intentional Gudance Flashlight Presentation Why Intervene Here? 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 Eberheart and Zañartu (2011) Eberheart & Zanartu

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)

Collecting Data by Need Eberheart and Zañartu (2011)

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

How many Students were placed in counseling groups? Monroe Clark Intentional Gudance Flashlight Presentation How many Students were placed in counseling groups? 6th - 54 7th - 38 8th - 46 Slide #8 Process data: Graph of the number of students you provided the intervention for. What you say (tell story): Originally we predicted we would provide intervention for 100 students “total” – however, when we queried the data, we soon realized that we had many more students who needed intervention than we had predicted. Since this was the first time we queried the data, we were very surprised as to the high level of need for the intervention. Frankly, we had no idea how we were going to provide the services necessary for this many students. We brainstormed ideas with our administrators Maybe we should only provide intervention for 6th graders. Perhaps we should change the criteria so that only those less than 1.0 get the intervention Perhaps assisting only those with the best attendance (since they seem to want to be in school – maybe they had the best chance of improving) Randomly selecting half to work with In collaboration with our administrator, we were able to renegotiate some of our responsibilities so that we could focus on providing direct services to students - and we would like to thank our administrator for supporting that shift in responsibilities. We decided to meet with the students in large groups first to discover what assistance they believed would best help them Eberheart and Zañartu (2011) Eberheart & Zanartu

Types of Groups by Counselor Eberheart and Zañartu (2011)

Monroe Clark Intentional Gudance Flashlight Presentation What Did the School Counselors Do? 8 weekly group sessions: one period per day on rotating basis Motivation Reality Ride Tearing off Labels Defense Mechanisms Peer Pressure Problem Solving Resilience Buidling Study Skills Organization skills Homework completion strategies Note taking Using an Academic Planner Responding to results Test Taking Strategies Slide #10 Process data: Type of service delivered and in what manner? Group? Individual? What are you doing when? Where? How often? With what curriculum? What you say: So, what did we do? We decided to work with the students to teach them Study skills and responsibility skills – using the Sunburst Videos on these issues. We planned to meet with them for 12 weeks between the months of October and June, but with the number of students who needed assistance – be had to cut the curriculum to only 8 weeks. Eberheart and Zañartu (2011) Eberheart & Zanartu

Eberheart and Zañartu (2011) The Process Pre-screened students 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)

Eberheart and Zañartu (2011) RESULTS Eberheart and Zañartu (2011)

Counselor E/F Study Skills 16 students chosen 7th and 8th graders Results Sample Counselor E/F Study Skills 16 students chosen 7th and 8th graders Eberheart and Zañartu (2011)

Knowledge of the steps to staying “OnTRAC”* Monroe Clark Intentional Gudance Flashlight Presentation Knowledge of the steps to staying “OnTRAC”* Slides #11, 12, 13 Perception data: List your pre-post data here- show for attitudes, skills and knowledge (use charts and/or words) What you say: So what did we find? Well, interestingly, we found that our 8th grade students who were struggling academically, also scored lowest on our pre-post tests. Specifically, students had little knowledge of the study strategies taught (i.e. note taking ideas etc.) But in all grade level, we did see great improvement in their ability to identify study strategies *Think, Record, Act, Check Data for Counselor EF Eberheart and Zañartu (2011) Eberheart & Zanartu

Monroe Clark Intentional Gudance Flashlight Presentation Believe filling out an agenda everyday is important (students who strongly agree) Slides # 11,12,13,Perception data: List your pre-post data here- show for attitudes, skills and knowledge (use charts and/or words) What you say: When asked if they believed doing and completing homework was important, again, 8th graders responded lower that 6th or 7th, but that shifts in their reported beliefs occurred. Eberheart and Zañartu (2011) Data for Counselor EF Eberheart & Zanartu

Skill: Students who could demonstrate a S.M.A.R.T. Goal Monroe Clark Intentional Gudance Flashlight Presentation Skill: Students who could demonstrate a S.M.A.R.T. Goal Slides #11,12,13 Perception data: List your pre-post data here- show for attitudes, skills and knowledge (use charts and/or words) What you say: Finally, when we assessed their ability to use an academic planner, the 6th graders needed the most help with that activity – all shoed improvement – but as you can see, the gains were less in this area for 7th graders. Data for Counselor EF Eberheart and Zañartu (2011) Eberheart & Zanartu

Monroe Clark Intentional Gudance Flashlight Presentation Our Goal…. Students will get the extra support they need to succeed academically Increased GPA between progress report 1 and progress report 2 More students above 2.0 GPA Increase in students qualifying for “Promotion” to high school (8th graders) Slide 14: Remind them of the Goal of the activity…or the impact you are seeking Data for Counselor EF Eberheart and Zañartu (2011) Eberheart & Zanartu

Results – GPA Improvement Monroe Clark Intentional Gudance Flashlight Presentation 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!!!) Slide #: Achievement-related results: While this PowerPoint does not include it – maybe you have some? Include the results obtained in this area. Chart graphs [note that this PowerPoint did not include achievement related data...... what could they have measured in this area? Homework completion perhaps? what else?] Slide #15,16,17,: Achievement results: Indicate results obtained What you say: As you can read, 57% of the targeted 6th grade students earned a 2.0 or better GPA from Trimester 1 to Trimester 3. Data for Counselor EF Eberheart and Zañartu (2011) Eberheart & Zanartu

Monroe Clark Intentional Gudance Flashlight Presentation Average Change in GPA from Progress Report 1 – Progress Report 2 TBA Slide #18 Graph Results (for impact) What you say: Here you can see that students did improve – however, what the slide indicates is that it appears that 8th graders improved more quickly, while it took longer for 6th and particularly 7th graders to show improvement. One reality was that there were so many students in the 7th grade that they were not seen in small groups, but in larger groups. We believe this had an impact on the effectiveness of the intervention. Eberheart and Zañartu (2011) Data for Counselor EF Eberheart & Zanartu

Monroe Clark Intentional Gudance Flashlight Presentation Average GPA Change by Counselor TBA TBA TBA TBA TBA Slide #18 Graph Results (for impact) What you say: Here you can see that students did improve – however, what the slide indicates is that it appears that 8th graders improved more quickly, while it took longer for 6th and particularly 7th graders to show improvement. One reality was that there were so many students in the 7th grade that they were not seen in small groups, but in larger groups. We believe this had an impact on the effectiveness of the intervention. Eberheart and Zañartu (2011) Eberheart & Zanartu

Eberheart and Zañartu (2011) GPA Change by Group Eberheart and Zañartu (2011)

Monroe Clark Intentional Gudance Flashlight Presentation Average Change in GPA 50% Increase 30% Increase 10% Increase TBA TBA TBA Slide #18 Graph Results (for impact) What you say: Here you can see that students did improve – however, what the slide indicates is that it appears that 8th graders improved more quickly, while it took longer for 6th and particularly 7th graders to show improvement. One reality was that there were so many students in the 7th grade that they were not seen in small groups, but in larger groups. We believe this had an impact on the effectiveness of the intervention. Eberheart and Zañartu (2011) Eberheart & Zanartu

Monroe Clark Intentional Gudance Flashlight Presentation 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!!! Slide #19 In Summary: Indicate your overall reflections of what worked… What to say: see slide Eberheart and Zañartu (2011) Eberheart & Zanartu

Monroe Clark Intentional Gudance Flashlight Presentation 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? Slide #20 Lessons Leaned and Next Steps : What did you learn? What worked? What didn’t? What would you do different? [perhaps measure homework?] How will you improve? Indicate areas needing improvement. Tell what you will do differently next time. What you say: It was very difficult to manage this large number of students needing intervention and therefore we will have to seriously consider reviewing the criteria for selection next year and make decisions regarding how many students it is reasonable for us to work with at a time. It appears that the smaller the number of students, the more effective, but we don’t have proof that this is the case – we believe that to be true – because we felt less effective in the larger groups and the data tells us that the students in 8th grade performed better-. Now it could be that they had a greater incentive – (High school), but it could also be group size. In order to find out, we need to try to find a way to lower the group size. Some ideas include: getting more field work students to assist, changing our criteria or (the best idea) working with teachers in classrooms in first quarter to support their achievement so that less qualify! Also, we’d like to see what impact the intervention has on homework completion rates. Eberheart and Zañartu (2011) Eberheart & Zanartu

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)

Monroe Clark Intentional Gudance Flashlight Presentation Thank you! Teachers who participated and supported Administration for consultation and support of the program Working together we are succeeding! Slide#21– Acknowledge others. Don’t forget to mention that everyone at the school working on these issues –thank all those who are contributing to these efforts. Thanks teachers and administration for supporting the school counseling program What you say: Again, we want to thank all of the teachers who worked so collaboratively with us – we are continuing to use what we learned to improve our services for students and look forward to your feedback on this activity. Thank you again for the time M./Ms. Dr. Principal. Eberheart and Zañartu (2011) Eberheart & Zanartu

Monroe Clark Intentional Gudance Flashlight Presentation 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. Slide #17 Thank you. Thank the staff for their support. And thank the administrator for the time – offer to take questions t the end and check to se that you stayed (hopefully under 5 minutes). What you say: We wish to thank the school principal for her/his support and thank all the Language Arts teachers for their support and collaboration. Eberheart and Zañartu (2011) Eberheart & Zanartu

Monroe Clark Intentional Gudance Flashlight Presentation The End Slide: 22. Last Pitch: School counselors are contributing in a meaningful way to the overall academic achievement of students. The End! Applause! What you say: Read slide. The END Eberheart and Zañartu (2011) Eberheart & Zanartu