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Monroe Clark Middle School

Monroe Clark Middle School. School Counseling Program Intentional Guidance 7 th & 8 th Grade Study Skills. Monroe Clark School Counseling Mission.

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Monroe Clark Middle School

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  1. Monroe Clark Middle School School Counseling Program Intentional Guidance 7th & 8th Grade Study Skills Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  2. 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).

  3. 2010-2011 Guidance Curriculum Plan Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  4. Delivery of Counseling Services Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  5. Target Group All 7th and 8th grade students in danger of failing Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  6. 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).

  7. 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).

  8. ASCA National Standards for Students (Student Competencies & Indicators) The American School Counselor Association National Model • Academic Development • Career Development • Personal/Social Hatch, T. (2009).

  9. ASCA National StandardsAcademic Standard A Personal/Social Standard A Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span. Students will acquire the attitudes knowledge and interpersonal skills to help them understand and respect self and others Hatch, T. (2009).

  10. 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 Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  11. What we DO we know? 6th Graders: 359 7th Graders: 390 8th Graders: 380 Eberheart and Zañartu (2011).

  12. 20% reduction in the number of students academicallyat 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 Why Intervene Here?

  13. 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).

  14. Collecting Data by Need Eberheart and Zañartu (2011)

  15. DATA: First Progress Report (October 2010) all students 15 Students have problems in all 3 Areas (School Wide) Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  16. How many Students were placed in counseling groups? 6th - 54 7th - 38 8th - 46 Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  17. Types of Groups by Counselor Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  18. 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).

  19. 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).

  20. RESULTS Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  21. Knowledge of the Steps to Staying “OnTRAC”* *Think, Record, Act, Check Data for Counselor EF Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  22. Believe filling out an agenda everyday is important (students who strongly agree) Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009). Data for Counselor EF

  23. Skill: Students who could demonstrate a S.M.A.R.T. Goal Data for Counselor EF Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  24. 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) Data for Counselor EF Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  25. 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!!!) Data for Counselor EF Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  26. Average Change in GPA from Progress Report FALL – Progress Report SPRING Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009). Data for Counselor EF

  27. Average GPA Change by Counselor Every Counselor Reported Gains Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  28. GPA Change by GroupEvery Group & Counselor Reported Gains! Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  29. Average Change in GPA: All students gained average of 10% Students referred to other services 30% Students served by school counselors gained 50%! 50% Increase 10% Increase 30% Increase Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  30. 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).

  31. 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).

  32. 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).

  33. Thank you! School counseling can’t take all the credit, because we are all working on this. • Teachers who participated and supported • Administration for consultation and support of the program Working together we are succeeding! Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

  34. 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).

  35. The End Eberheart and Zañartu (2011). Adapted from Hatch, T. (2009).

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