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

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.

The American School Counselor Association National Model

Academic Development

Career Development

Personal/Social

ASCA National Standards for Students(Student Competencies

& Indicators)

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

Delivery of Counseling Services

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)

INTENTIONAL GUIDANCE ACTION PLAN:

Hatch, T. (2008) 9

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

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)

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

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

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

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)

Target Group selected on basis of following data:

Students with a GPA below 2.0 on first progress report.

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

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

What we DO we know?

Eberheart and Zañartu (2011)

6th Graders: 359 7th Graders: 390 8th Graders: 380

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)

How many Students were placed in counseling groups?

6th - 54 7th - 38 8th - 46

Eberheart and Zañartu (2011)

Types of Groups by Counselor

Eberheart and Zañartu (2011)

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)

RESULTS

Eberheart and Zañartu (2011)

Results Sample

Counselor E/F

Study Skills

7th and 8th graders

Eberheart and Zañartu (2011)

Knowledge of the steps to staying “OnTRAC”*

Eberheart and Zañartu (2011)*Think, Record, Act, CheckData for Counselor EF

Believe filling out an agenda everyday is important (students who strongly agree)

Eberheart and Zañartu (2011) Data for Counselor EF

Skill: Students who could demonstrate a S.M.A.R.T. Goal

Eberheart and Zañartu (2011)

Data for Counselor EF

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

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

Average GPA Change by Average GPA Change by CounselorCounselor

Eberheart and Zañartu (2011)

GPA Change by Group

Eberheart and Zañartu (2011)

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

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)

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

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

But still much work to do…

Number of Students with a D or F in Algebra (S1 Progress)

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.

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.