casc 2008 final

School Counselors Empowering

Students with Disabilities

CASC Conference ~ 2008

San Diego State UniversityContributing Grant Members:

Layla Miller, Tracy Shelton, Ian Aman,

Maxina Caraveo, Cheryl Landin,Joshua Estes, Pedro Caro & Angela

Tang

Presentation Agenda

•School Counseling & Disabilities (SC&D) Project

•Challenges Faced by Students with Disabilities

•Interventions:– Positive Alternative Story Activity

– Learning Strengths & Self-Advocacy

– Reality Check

•Tracking Progress: What the Data Shows

Objectives

Participants will:

•Explore student learning styles and strengths

•Discuss student transitions and collaboration with the special education department

•Share ideas on empowering students to self-advocate

The School Counseling & Disabilities Project:

Preparing School Counselors

to Serve Diverse Children With

High Incidence Disabilities

Project ConsultantsBeverly Booker, Ph. D.

Trish Hatch, Ph.D.

Project DirectorsStacey Sinclair, Ph.D.Gerald Monk, Ph.D.

Federal GrantUS Department of Education

Inner-City High School (ICHS)

15.5%

3.1%

12.3%

67.7%

1.4%

African American European AmericanLatino/Latina Asian/Pacific IslanderOther

Special Education Demographics

www.ed-data.k12.ca.us

26.8%6.3%

7.1%

0.8%

57.1%

School Demographics

Distribution of Special Education Student

Population

80%80%10%10% 10%10%

Special Education General Education Gifted Education

Adapted from IQ Comparison site. http://members.shaw.ca/delajara.

“High Incidence” disabilities:Disabilities that occur at a high

frequency

Enrollment by Category of Disability at ICHS

2% 5%10%

3%

5%

2%

73%Specific LearningDisability

Speech or LanguageImpairment

Mental Retardation

Other Health Impaired

Emotional Disturbance

Orthopedic Impairment

Otherhttp://data1.cde.ca.gov/dataquest/

Inner-City High School (ICHS)

Special Education ProgramFull Inclusion Model

– Special Education students integrated into general education classrooms with support•RSP students•SDC students

School Staff– School Counselors– Special Education staff

•Case Managers

% Meeting UC/CSU Requirements:

District Comparison by Ethnicity

0

10

20

30

40

50

60

Asian Latino Afr Amer Eur Amer

ICHS 2005

District2005

ICHS 2006

District2006

• All groups are below District averages • Decrease in students meeting UC/CSU requirements at school and at district levels

Grace, Nguyen, & Castel (2006)

SC & D Project

In the beginning . . .

•Interviewed administration and staff

•Participated in IEP and SST meetings

•Observed students in classrooms

•Formed relationships with special education and school counseling departments

•Conducted student survey to assess needs and guide interventions

Inner City High School

Executive Director of Educational Collaborative

Principal

Parent Center

Health Center

Alternative Schools/Programs

District Counselor

Head Counselor

School CounselorsStudent Advocates

TRIO Program SPED Director

Vice Principals

Chair of SPED

RSP StaffCase ManagersInstructional

Assistants

Peer MentoringProgram

High IncidenceCase Managers

Vocational Rehab. Counselor

SBDRT

Speech & Language Therapist

“Feeder” Schools

Needs Assessment: Student Questionnaire

• Target Population: Students with high incidence disabilities with an IEP

• Survey: 28 questions

• Time Frame: Two consecutive days

• Participants: 138 students

Initial Survey: Spring 2005

Students’ Learning Strengths

• 51% did not know their areas of strength as learners.

0

10

20

30

40

50

60

70

80

90

100

9th grade (2005)

Knewstrengths

Did notknowstrengths

Initial Student Survey Data Findings

IEP

• 46% attended their IEP meeting.

• Of those, only 35% gave input at their IEP meeting.

0

20

40

60

80

100

9th grade (2005)

AttendedIEP

Gaveinput atIEP


College Bound

• 78% planned to go to college.

• Yet, only 25% knew if they were on track for graduation.

0

20

40

60

80

100

9th grade (2005)

Planned togo tocollege

On track tograduate


College Bound

• 58% believed they would succeed in college.

• Yet only 13% knew if there were disability services available to them in college.

0

20

40

60

80

100

9th Grade 2005

Believedtheywouldsucceed

Knewaboutdisabilityservices


InterventionsGroup Counseling

• Why Try Curriculum (Why Try Inc, 2001)

• The Guide Curriculum, (Nelson, 2005)

• Gottman Relationship Model (Gottman, 1998)

Individual Counseling• 40 Developmental Assets• Narrative & Solution-Focused

Counseling• Gottman Relationship Model

Addressing• Attendance• Behavior• Grades

• Family Night & Award Ceremony

• College Night

• A-G Presentations

Interventions

Challenges Faced by Students with Disabilities

Dropout Ratesvs.

Graduation Rates

National Numbers

Special Education

•56% of students graduate with a standard high school diploma.

•Dropout rate is 29%

General Education

•80% of students graduate with a standard high school diploma.

• Dropout rate is 4%

NCES (2004) & Young (2004)


Students in special education account for:

•8.5% of total dropouts

• Only 5.5% of total graduatesCalifornia Department of Ed. Retrieved 2008


California Numbers

•What challenges do students with disabilities face in your school?


Discussion

Comments

Current Interventions

1. Positive Alternative Story Activity

2. Self-Advocacy

3. Reality Check

Current InterventionsPositive Alternative Story

Activity• Narrative counseling Approach

– Helps students see themselves from a positive perspective

• Narrative Counseling in Schools: Powerful and Brief– (Winslade & Monk, 2006)


ActivityNancy Paulsen’s Alternative Story Technique

• 8-Lesson Group Program

• Problem Saturated Story

• Search Cumulative File – Passing Grades– Anecdotal Qualitative Comments– Student Successes

• Alternative Story – Presenting students with a POSITIVE story of their careers in school


ActivityPreparation for the Session • 1. Gather information from the cumulative file.

• 2. Create a Positive Alternative Story • Story with REAL names• Story with ALTERED names

During the Session • Step 1: Introductory questions• Step 2: Present story with ALTERED names • Step 3: Discussion reactions to the story • Step 4: Reveal story with REAL names• Step 5: Strengthening the Positive Alternative Story


ActivityPreparation for the Session

1. Gather information from the cumulative file

2. Create a Positive Alternative Story

• Story with REAL names

• Story with ALTERED names


ActivityDuring the Session

• Step 1: Introductory questions

• Step 2: Present story with ALTERED names

• Step 3: Discussion reactions to the story

• Step 4: Reveal story with REAL names

• Step 5: Strengthening the Positive Alternative Story


Activity

20%

60%

20%

0%

60%

40%

20%

60%

20%

0%10%20%30%40%50%60%70%80%

I will graduatefrom High

School

I will go tocollege

I am animportant

person

StronglyAgree

Agree

Disagree

Positive Story Pre-Test Data


ActivityStudent Comments:

“This activity was helpful because it showed me what I have done in the past and that I could do it in the future” - W.M.

"After the activity I know that if I try I can pass high school."



2. Self-Advocacy

3. Reality Check

• Self-Advocacy– Requires knowledge of personal strengths and needs

– Acting assertively to make your needs known to others

• Ultimate goal– Increase graduation rates– Increase college eligibility

Current InterventionsSelf-Advocacy


Learning Styles, Strengths, & Strategies

• Discuss students’ learning styles– Visual– Auditory– Tactile/Kinesthetic

• Identify students’ strengths based on learning style

• Focus on specific learning strategieshttp://www.lemoyne.edu/academic_advisement/academic_support_center/ssguide.htm


Self-Advocacy Training

• Discuss & Model Types of Behaviors:

– Aggressive

– Passive

– Assertive

http://www.alaskachd.org/toolkit/content/Lessons/4/Plan4.html


Self-Advocacy Training

• Discuss & Model Assertive Behaviors:– Request Assertiveness– Refusal Assertiveness– Expressing Feelings

• Offer tips for being assertivehttp://www.alaskachd.org/toolkit/content/Lessons/4/Plan4.html



2. Self-Advocacy

3. Reality Check

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www.californiarealitycheck.com

California Career Resource Network (CalCRN)

Current InterventionsReality Check

•Students gain understanding of lifestyles based on:

– Location– Living situation (house, apartment, etc.)

– Salary– Education– Career choices

•Explore career choices based ideal lifestyles

•Explore options after high school

www.californiarealitycheck.com


Strengths and Assets

• Students:• Identify strengths• Find a career that best suits their learning style

• Use their strengths to do well in their careers

• Examples


1.Positive Alternative Story Activity•Attitudes (A)

2. Self-Advocacy•Skill (S)

3. Reality Check•Knowledge (K)

Current InterventionsAddressing A-S-K

• Questionnaire data collected from:– Special education students grade 9-12– Spring 2005-2007

• Questionnaire themes:– College readiness– IEP process – Student attitudes

• Purpose: – Explore correlations between data and interventions

Tracking Progress

% Who know they are on track to graduate

Student Questionnaires 2005-2007

Tracking Progress

25%

53%

65%

0%

10%

20%

30%

40%

50%

60%

70%

80%

9th Grade 2005 10th Grade 2006 11th Grade 2007

% Who attend their IEP meeting


Tracking Progress

46%

58%

88%

0%10%20%30%40%50%60%70%80%90%

100%

9th Grade 2005 10th Grade 2006 11th Grade 2007

11th Grade Comparison with Grant Intervention


Tracking Progress

76%

44%53%

16%

76%

44%

59%

24%

0%10%20%30%40%50%60%70%80%90%

100%

Give IEPInput

KnowResults of

IEP

Agree withIEP

Had IEPExplained

With Grant(2007 11thGraders)

WithoutGrant(2006 11thGraders)

n = 25

n = 17

Total N = 42

Summary• Focusing on interventions and data tracking

• Addressing ASK through interventions:– Positive Alternative Story– Self-Advocacy Group Lesson– Reality Check

• Providing students with the skills to succeed in high school and their post secondary lives

Acknowledgements

Current Project Team Members

Ian AmanMaxina CaraveoPedro CaroJoshua EstesCheryl LandinLayla MillerTracy SheltonAngela Tang

Mandy NajimiErin Patrick

Michael PeralesHien Pham

Stephanie PicónBelen RoblesEloy Rosas

Deborah SamsonRandy ToneTristan TurkMichelle WieseTiffany Young

Gerald Monk, Ph.D., Project Co-Director

Stacey Sinclair, Ph.D., Project Co-Director

Lloyd Campbell, Ed.D., Faculty Consult

Trish Hatch, Ph.D., SDSU School Counseling Program Director

San Diego State University FoundationKevin AkiyamaAndy Anderson

Katherine ChangChristine CuraLauren Di DioElvia EstrellaSuzanna Kim

Marcela MunozEsmelda Gonzalez

Nate LockeHomero MagañaSarah Mamaril

Past Project Team Members

ReferencesAlberti, R.E. & Emmons, K.L. (1982). Your Perfect Right:

A guide to assertive living. San Luis Obispo, CA: Impact.

American School Counselor Association (2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author.

California Department of Education (2006). Special education enrollment by ethnicity and disability. Retrieved March 9, 2008 from http://data1.cde.ca.gov/dataquest/

Education Data Partnership. (2008). School profile fiscal year 2006-07. Retrieved March 19, 2007 from http://www.ed-data.k12.ca.us/

Gottman, J. (1999). The seven principles for making marriage work. New York: Three Rivers Press.

The Gottman Institute, Inc. (2004). Retrieved March 19, 2007 from http://www.gottman.com/

ReferencesGrace, T., Nguyen, S., & Castel, A. (2006). Inner city

high school project. Powerpoint presentation for CSP 645, Dr. Trish Hatch.

Hallahan, D.P. & Kauffman, J.M. (2006). Exceptional learners: Introduction to special education (10th ed). Needham Heights, MA: Allyn & Bacon.

Hatch, T. (2005). Conceptual design of the ASK approach to measuring results for students. Draft chapter available at [email protected].

Healthy Kids Survey. (n. d.). Retrieved March 19, 2007 from http://www.wested.org/pub/docs/chks_home.html

IQ Comparison Site. (n. d.). IQ normal curve. Retrieved December 27, 2005 from http://members.shaw.ca.delajara

Lesson Plan #4: Applying Assertiveness Skills. (n.d.). Retrieved March 24, 2008 from Self-Determination Toolkit Project Web site: http://www.alaskachd.org/toolkit/content/Lessons/4/Plan4.html.

References

Monk, G. & Winslade, J. (2007). Narrative Counseling in Schools (2nd ed.). Thousand Oaks, CA: Corwin Press.

Moore, C. (2005). Why Try Curriculum. Retrieved March 18, 2008 from http://www.whytry.org/

Nelson, M. (2005). The guide. Bozeman, MT: Hyalite, LLC.

Reality Check. California Career Resources Network (CalCRN). Retrieved February 6, 2008 from www.californiarealitycheck.com.

Speaking Up For Yourself. (n.d.). Retrieved March 24, 2008 from Self-Determination Toolkit Project Web site: http://www.alaskachd.org/toolkit/content/Lessons/4/Speaking.html.

The 40 Developmental Assets®. The Search Institute. Retrieved February 27, 2007 from www.search-institute.org.

Questions?

Contact us at:[email protected]

Discussion

What has worked for you?

casc 2008 final

Documents

challenges

city high

current interventionsself

current interventions

story step

reveal story

present story

gather information