monroe clark middle school school counseling program 6 th grade counselor: ms. toni martinez 7 th...
TRANSCRIPT
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Monroe Clark Middle School
School Counseling Program
6th Grade Counselor: Ms. Toni Martinez7th Grade Counselor: Ms. Karen Cantor
8th Grade Counselor: Mr. Sergio HernandezSDSU Fieldwork Students: Fiona Ho & Micaela Rios
CAC: Rebecca Contreras GEAR-UP: Lillian Garcia
Dean: Kelli McKenzie Principal: Tom Liberto
SDSU Consultant: Dr. Trish Hatch
2011-2012
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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.
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The American School Counselor Association National Model
Academic Development
Career Development
Personal/Social
ASCA National Standards for Students(Student Competencies
& Indicators)
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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
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Delivery of Counseling Services
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2011-2012 Guidance Curriculum Plan
6th Grade 7th Grade 8th 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-BullyingSexual 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)
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INTENTIONAL GUIDANCE ACTION PLAN:
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Hatch, T. (2008) 9
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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
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Pyramid of
InterventionsRtI Model
Pyramid of
InterventionsRtI 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)
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Classroom Guidance Curriculum(All kids get this – CORE Curriculum)
ALL
Intentional GuidanceIndividual, group, etc.
(SOME kids need more)
Individual Support
FEW
Refer Out
VERY FEW
School Counseling Pyramid
School Counseling Pyramid
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Classroom Guidance Curriculum
All kids get this CORE Curriculum for ALL
Intentional GuidanceIndividual, group, etc.
(SOME kids need more)
Individual Support
FEW
Refer Out
VERY FEW
School Counseling Pyramid
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
Pyramid of Interventions
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First Let’s Review Monroe Clark School Counseling [GOALS 2010-2011]
From October 2010 to May 2011 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
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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)15 Students have problems in all 3 Areas (School Wide)
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Target Group selected on basis of following data:
Students with a GPA below 2.0 on first progress report.
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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
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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
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What we DO we know?
Eberheart and Zañartu (2011)
6th Graders: 359 7th Graders: 390 8th Graders: 380
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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)
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How many Students were placed in counseling groups?
6th - 54 7th - 38 8th - 46
Eberheart and Zañartu (2011)
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Types of Groups by Counselor
Eberheart and Zañartu (2011)
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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)
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RESULTS
Eberheart and Zañartu (2011)
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Results Sample
Counselor E/F
Study Skills
7th and 8th graders
Eberheart and Zañartu (2011)
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Knowledge of the steps to staying “OnTRAC”*
Eberheart and Zañartu (2011)*Think, Record, Act, CheckData for Counselor EF
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Believe filling out an agenda everyday is important (students who strongly agree)
Eberheart and Zañartu (2011) Data for Counselor EF
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Skill: Students who could demonstrate a S.M.A.R.T. Goal
Eberheart and Zañartu (2011)
Data for Counselor EF
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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
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Average Change in GPA from Average Change in GPA from Progress Report 1 – Progress Progress Report 1 – Progress
Report 2 Report 2
1.3
2.1
0
0.5
1
1.5
2
2.5
3
3.5
4
PR 1 Fall Grades 2010
PR 1 Spring 2011
That’s a.8 point increase!
Eberheart and Zañartu (2011)
TBA
Data for Counselor EF
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Average GPA Change by Average GPA Change by CounselorCounselor
Eberheart and Zañartu (2011)
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GPA Change by Group
Eberheart and Zañartu (2011)
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Average Change in GPAAverage Change in GPA
Eberheart and Zañartu' (2011)
TBA
TBATBA
52% Increase
52% Increase
38%Increase
38%Increase
10% Increase
10% Increase
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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)
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NEW Monroe Clark School Counseling [GOALS 2011-2012]
From October 2012 to May 2012 20% 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
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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
2010 2011 2010 2011 2010 2011
6th Grade
66 39 21 2 8 3
7th Grade
102 74 57 8 25 11
8th Grade
144 134 58 8 25 7
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But still much work to do…
Number of Students with a D or F in Algebra (S1 Progress)
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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.
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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.
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