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Guidance Expo 2014 Evidence Based Counseling Programs Promoting College Access

Guidance Expo 2014 Evidence Based Counseling Programs Promoting College Access. Dr. Barbara Donnellan Lauren Kalabacas Joseph Stango Marisa DiMartino Donna Orleman. Graduate Students Techniques For Increasing College Access.

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Guidance Expo 2014 Evidence Based Counseling Programs Promoting College Access

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  1. Guidance Expo 2014Evidence Based Counseling Programs Promoting College Access Dr. Barbara Donnellan Lauren Kalabacas Joseph Stango Marisa DiMartino Donna Orleman Donnellan 2014

  2. Graduate Students Techniques For Increasing College Access • Learn to create programs that promote your school’s college admissions goals. With these techniques school counselors will partner with college admissions professionals and demonstrate the effectiveness of their programs to stakeholders. Program topics include on-site admissions, common application, and more. Leave with plenty of ideas and the skills for implementation. Donnellan 2014

  3. The Common Application Lauren Kalabacas, NYIT School of Education School Counseling Graduate Donnellan 2014

  4. Goal • *100% of the 70 students from the senior class will register and complete the common application, sign the FERPA and link their common application account with their Naviance account. Donnellan 2014

  5. Sessions • Sessions 1 • Consultation • Session 2 • Sign up • Session 3 • Researching and exploring • Session 4 • Sign and link Donnellan 2014

  6. Outcome • After 10 weeks 100% of the seniors registered, completed the common application, signed the FERPA and linked their accounts. • * Out of 70 students some students who chose to only apply to Nassau Community College or enlist into a branch of the Armed Forces were not included in this percentage. Donnellan 2014

  7. On-Site Admissions Program Jenna Szwejkowski, NYIT School of Education School Counseling Graduate Presented by: Dr. Donnellan Donnellan 2014

  8. Promoting College Access • Created an area in the guidance office in which students may acquire any information regarding on-site admissions, including: • Signs for each school, with requirements for each • Supplements required for each • How to apply to each school (paper versus online) • Deadlines for handing in applications to counselors • On-site admission interview dates • A place in which students can place their applications for counselor review Donnellan 2014

  9. Promoting College Access (Cont.) • Organized Applications: • For each school, placed applications in alphabetical order • Created checklists for each (application, essay, resume, SAT/ACT scores, transcript, and letters of recommendation) • Reviewed each application • Created an excel spreadsheet: • Segregated the data by individual college/university • Organized students applying to each college/university • Identified missing documents • Entered students GPA and SAT/ACT scores for comparison to the school’s requirements for SATs/ACTs and GPA Donnellan 2014

  10. The Application Process • Met with students who were missing information or did not meet requirements to sit • Transcripts, SAT/ACT scores and letters of recommendation • Identified students and scheduled sessions for each school • Met admissions counselors on day-of, provided them with a space to work and offered assistance • Provided admissions counselors with take-back applications (students who were not able to sit for on-sites due to requirement discrepancies, but would like their applications to be reviewed) Donnellan 2014

  11. Collecting Data • Recorded • Number of students applying to each school • Number of students applied overall • Admissions decisions for each student were recorded, as well as the number of students accepted to each school • Application and acceptance rates were calculated • The amount of scholarships awarded • These numbers were compared to last year’s numbers Donnellan 2014

  12. Positive Outcomes • 92 of 216 (43%) graduating seniors applied to school through on-site admissions. • 90 of 92 students who applied received a response (2 remain pending mid-year grades) • 88 of 90 students (98%) who received a response were accepted to at least one school. • 88 of 216 (41%) of graduating seniors were accepted to schools via on-site admissions. • The acceptance rate was 98% compared to last year’s 96%. • The overall percentage of students accepted was 41% (88 of 216 compared to 69 of 181) Donnellan 2014

  13. Stress Management & Coping Skills Group Tamara Kaloyeva, NYIT School of Education School Counseling Graduate Presented by: Joe Stango Donnellan 2014

  14. Participants • 22 participants (12 Freshmen and 10 Sophomore female students • All in the Institute Program - lowest overall GPA was 95.8% • All involved in at least 2 extracurricular activities • Marching band, SING (Theater) and/or on sports teams. • 6 scheduled sessions: Meeting for 45 minutes each week. • Students took pre and post-tests for assessment. Donnellan 2014

  15. Purpose • Understand the negative impact of stress on the body. • Identify the stressors. • Manage and cope with daily stress. • Identify learning style. • Relaxation techniques and skill building. • Promote healthy eating habits. • Getting physically active. Donnellan 2014

  16. Goal • To reduce overall student stress level by at least 5 points based on pre and post tests. • To assist students with developing coping skills and to better manage stress • Develop a better understanding of a balanced diet • Become aware of the negative affects of stress • Improve organizational skills Donnellan 2014

  17. Sessions • Pre-test for evaluation of stress level • Learning style assessment • Healthy eating and exercise • Time management • Indentifying stressors • Copying skills – breathing exercises • Journal entries • Relationship building (healthy/independent) Donnellan 2014

  18. Research • “Results from research studies have revealed that the factors most strongly associated with high stress tolerance is a strong social network, which many young college students lose upon their initial transition to college” (Welle & Graf,p.97, 2011) • “…stressors had to do with demands of the academic environment (pressure to do well in school, beginning college, difficulty in identifying a major) and the pressures of new social environment (not dating, difficulty with roommates).” (Welle & Graf,p. 102, 2011) Donnellan 2014

  19. Results • Sophomores • 6 exceeded the 5 points • 4 had a 5 point reduction • Freshmen • 7 exceeded the 5 points • 4 had a 5 point reduction • 1 had a 2 point reduction Donnellan 2014

  20. College and Career Discovery Group Amanda Press, NYIT School of Education School Counseling Graduate Presented by: Marisa DiMartino Donnellan 2014

  21. Participants • 10th grade PSAT takers • 30 students took the PSAT exam • 10 consent forms were given based off availability • 5-6 students will start the group in January Donnellan 2014

  22. The Process • Goal: Increase students knowledge by 10% in financial aid, career awareness and post secondary options • Pre and Post-Tests Assessment • Approximately 10% of the sophomore class took the PSAT • 5 Pre-Test were completed • Of those, 65% have little or no knowledge about college, career or financial aid Donnellan 2014

  23. Sessions • Group 1: PSAT Scores Overview • Group 2: Personality Test • Group 3: Career BINGO! • Group 4: Financial Aid • Group 5: Final Meeting-Jeopardy!! Donnellan 2014

  24. Results • Pre and Post tests were administered to sophomore students to determine their knowledge of college, career and financial aid. The Likert scales ranged from 1 to 5 (no knowledge to fully knowledgeable.) • 100% of the participants increased in their awareness and currently feel that they have some knowledge in those 3 specified areas. No students showed to be fully knowledgeable. Donnellan 2014

  25. Results (Cont.) Prior to the group, 5 out of 6 group members had little to no knowledge on post secondary options, career or financial aid. Donnellan 2014

  26. Impacting Student College and Career Readiness Veronica Valencia NYIT School of Education School Counseling Graduate Presented by: Donna Orleman Donnellan 2014

  27. Purpose • Increase high school graduation rate and college going rate by 2% for the 2013/2014 academic year. • The assessment was measured using a baseline data of 41.2% for college going rate and 74% graduation rate • Create an informed student population where students feel supported and confident about college or other post-secondary option choice. Donnellan 2014

  28. College Enrollment, Graduation and Attendance Trend Donnellan 2014

  29. Implementation • In-classroom guidance lessons • Workshops • One-on-one student check-ins • ongoing sessions with students to monitor progress in the college process and transitioning to college • Collaboration with community agencies/supporters • College Summit • Collegeboard • New York State Youth Leadership Council  • NYIT • NYS Department of Labor, Bureau of Workforce Innovation (Careerzone) Donnellan 2014

  30. Results • 85% percent of students applied to college • 74% of students fulfilled requirements for graduation • Effective strategies • College and career information workshops • College partners and guest speakers • One-on-one student sessions • Positive outcomes • Students have become proactive in examining their post-secondary options Donnellan 2014

  31. References • Smith, M., Segal , R., & Segal, J. (2013, July). Stress symptoms, signs & causes: The effects of stress overload and what you can do about it. Retrieved from http://www.helpguide.org/mental/stress_signs.htm • Stone, C. & Dahir, C. (2011). Schoolcounselor accountability: A MEASURE of student success. Cengage/Pearson • Welle, P. D., & Graf, H. M. (2011). American journal of health education.  42(2), 96-105. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/19325037.2011.10599177#.U 3JcUPldWa8 Donnellan 2014

  32. Summary Page • For additional information an any of the presenters and their evidenced-based interventions, please email Dr. Donnellan Coordinator of Guidance, Lindenhurst Public Schools Bdonnell@nyit.edu • These NYIT graduates have conducted extensive research and have contributed to improving their internship site’s school environment. They are ready to embark on a new journey as the new generation of transformed school counselors. Donnellan 2014

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