Monroe Clark Middle School School Counseling Program

1. 2011-2012 Monroe Clark Middle SchoolSchool Counseling Program 6th Grade Counselor: Ms. Toni Martinez 7th Grade Counselor: Ms. Karen Cantor 8th 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

2. 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.

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

4. Reforming the School Counseling Program • 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 Adapted from Trish Hatch, PhD (2006)

5. Delivery of Counseling Services

7. 2011-2012 Guidance Curriculum Plan

8. Intentional Guidance Action Plan:

9. Hatch, T. (2008)

10. 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)

13. Pyramid of InterventionsRtI Model 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 Smith, G (2008)

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

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

16. First Let’s Review Monroe Clark School Counseling [GOALS 2010-2011] From October 2010 to May 2011 • 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

18. DATA: First Progress Report (October 2010) all students 15 Students have problems in all 3 Areas (School Wide) Eberheart and Zañartu (2011)

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

20. 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

21. 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

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

23. 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)

24. How many Students were placed in counseling groups? • 6th - 54 • 7th - 38 • 8th - 46 Eberheart and Zañartu (2011)

25. Types of Groups by Counselor Eberheart and Zañartu (2011)

26. 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)

27. RESULTS Eberheart and Zañartu (2011)

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

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

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

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

32. 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

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

34. Average GPA Change by Counselor Eberheart and Zañartu (2011)

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

36. Average Change in GPA 52% Increase 38% Increase 10% Increase TBA TBA TBA Eberheart and Zañartu' (2011)

37. 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)

38. 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

39. Comparing First Progress Report (October 2010 vs.2011)Wow! Great Improvement!

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

42. 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.

43. 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.