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Running head: 9th GRADE READY 1

9th Grade Ready: Goal Setting for Student Success

Catherine Mills

The University of North Carolina at Chapel Hill

9th GRADE READY 2

9th Grade Ready: Goal Setting for Student Success

Introduction/ Rationale

9th Grade Ready is a psychoeducational group of 8th grade African American boys in

which participants work to identify and begin working toward their academic and personal goals.

By exploring the relationship between their current academic performance and their future

opportunities, students will begin to understand the role of education in their lives.

Literature review

African American male students are failing academically at an alarmingly

disproportionate rate to their white counterparts. At Shepard Middle School in Durham, NC,

African American males make up the lowest scoring demographic in the school. This

predominantly African American school (77% in 2013) shows lopsided end of grade scores with

only 10.8% of males and 10.4 % of black students passing the End of Grade (EOG) reading and

math tests (Public Schools of North Carolina, 2013). In this same school, 50% of the only 6

white students passed (Public Schools of North Carolina, 2013).

Unfortunately, the testing results of this individual school are far from unique. Of

American 8th graders in 2005, the U.S. Department of Education showed that 39% of white and

12% of black students were scoring at grade level in reading while 39% of white compared to

9% of black students were considered proficient in math. Four years later, the American schools

continued to show a significant gap between white and black student achievement in reading and

math, with little improvement in reading and none in math (U.S. Department of Education,

2009).

Middle school itself is a very challenging time for most students as they begin to develop

a greater sense of identity alongside the developmental challenges of early adolescence (Bailey

9th GRADE READY 3

& Bradbury-Bailey, 2007). Holcomb-McCoy argues that the achievement gap is exacerbated by

transitions such as the only from elementary to middle school or from middle to high school

(2007). Students are particularly vulnerable at this time of change and their academic

achievement can suffer greatly. Between grades 6 and 8, students also become more influenced

by social pressure and their peer groups become more significant (Bailey & Bradbury-Bailey,

2007).

Due to the developmental and social changes of children at this age, Bailey & Bradbury-

Bailey argue that group counseling is a good fit for middle school students (2007). A number of

programs addressing issues of student achievement have proven to be successful when working

with groups in middle schools (Bailey & Bradbury-Bailey, 2007; Bruce, Getch, & Ziomek-

Daigle, 2009; Campbell & Brigman, 2005; Jackson, Perolini, Fietzer, Altschuler, Woerner, &

Hasimoto, 2011; Miranda, Webb, Brigman, & Peluso, 2007). Similarities in these programs are

their comprehensive approach to working with academic achievement, focusing on creating a

supportive environment, using goal setting and identifying student strengths (Bailey & Bradbury-

Bailey, 2007; Bruce, Getch, & Ziomek-Daigle, 2009; Jackson, Perolini, Fietzer, Altschuler,

Woerner, & Hasimoto, 2011; Miranda, Webb, Brigman, & Peluso, 2007).

More specifically, many studies support the value of group work for African American

young men specifically. Bailey & Bradbury-Bailey report that the collective identity of African

American culture lends itself to group work over individual counseling (2007). Several

comprehensive programs focusing on groups of African American boys have proven to help

them improve their academic performance (Bailey & Bradbury-Bailey, 2007; Ennis, 2010;

Holcomb-McCoy, 2007; Miranda, Webb, Brigman, & Peluso, 2007; Bruce, Getch, & Ziomek-

Daigle, 2009; Mitchell, Bush, & Bush, 2002). Acknowledgement of the multiplicity of racial

9th GRADE READY 4

and environmental factors that influence African American male experience and success is

essential to effective group work and counseling within this population (Bruce, Getch, &

Ziomek-Daigle, 2009; Holcomb-McCoy, 2007; Mitchell, Bush, & Bush, 2002). Steele (1992)

contends that African American male students experience a disidentification with academic

achievement which increases as they continue through the educational system. Due to the

disidentification of many African American boys with academic achievement, groups developed

to address academic concerns should focus on developing a positive relationship and exploring

the group member identity so that students feel valued before shifting to academic achievement

(Bailey, 2005 as cited in Bailey & Bradbury-Bailey, 2007).

For these reasons, this group will focus on building a safe space for students to explore

their identities and begin to consider the connections between their aspirations and their current

academic performance. Following the suggestions of the research above, this group is focused

on laying the foundation for academic improvement.

Goals

The goal of 9th Grade Ready is for students to see the connection between their academic

performance and their future possibilities. Specific goals include improving student attitudes

about themselves and academic achievement, establishing goals, rating progress toward goals on

a weekly basis and providing a positive, supportive atmosphere.

Standards

ASCA StandardsA:A1.5 Identify attitudes and behaviors that lead to successful learningPS: A1.1 Develop positive attitudes toward self as a unique and worthy person.PS: A1.2 Identify values, attitudes, and beliefsPS: A1.10 Identify personal strengths and assetsA: B2.1 Establish challenging academic goals in elementary, middle/jr. high and high schoolA:C1.6 Understand how school success and academic achievement enhance future career and vocational opportunities

9th GRADE READY 5

NC Guidance Essential StandardsEEE.C.1.2 Use creative strategies to achieve academic, personal, social, and professional goals.EEE. CR.3.1 Understand the relationship between educational achievement and career success.EE.SE.2.2 Explain why it is important to follow rules in order to build relationshipsP.C.1.2 Analyze strategies you have used in the past to determine the most appropriate strategies for solving a current academic problem.

Selection and Screening

The middle school counselor will use school data to identify at-risk students based on

their 7th grade final grades as well as their EOG results. Counselor will survey 7th grade teachers

of former students as well as 8th grade teachers of current students asking them to identify at-risk

African American male students and to rate them based on their need for social and academic

intervention. A short list of students will be compiled based on this feedback and students with

greatest need will be screened first. Individual screening sessions will be held with potential

group members to explain group concept and required commitment as well as ascertain interest

on the part of the student (see appendix for questions). Selected students and their parents would

be required to sign a participation agreement and consent form. Pretest would be given to

students before beginning group (see appendix).

Logistics

Students would meet as a group with the school counselor during a rotating 50 minute

period once a week to prevent students from missing the same class repeatedly. The schedule

would be predetermined in collaboration with teachers according to their schedules. The group

would meet for 5 weeks, starting in the 4rd week of school. The group would meet in a follow up

session in the 9th week to review grade reports determine if sessions should continue into the

second quarter, potentially with a greater focus on study skills.

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Procedures and techniques:

Solution-focused group therapy will be the theoretical framework of this group.

Research on effective counseling approaches for group work with African American males and

academic achievement has shown that groups must build rapport and address issues of African

American male identity before engaging in academic skill building (Bailey and Bradbury-Baily,

2007). While solution-focused brief therapy does not address this initial personal evaluation and

community building, the underlying assumption of SFBT that clients are the experts on their

lives supports this collaborative engagement between group leaders and members (Corey, Corey

& Corey, 2014). Bailey and Bradbury-Bailey state that successful group work with African

American young men focuses on where students are and where they want to be then identify

strategies that students are already using to succeed in other areas and apply those strategies to

academics (2007). SFBT supports this process as it is based on member-determined goal setting,

strengths identification and progress evaluation (Corey, Corey & Corey, 2014). Techniques of

goal setting, identifying exceptions, scaling and cheerleading will be employed throughout the

group sessions.

Evaluation of behavioral outcomes

Pre- and post-tests (see appendix) will be administered to determine perception data from

beginning to end of program. Members will provide weekly perception data by scaling (rating)

their progress toward their daily. Perception data of changes in student behavior and academic

performance will also be collected by teachers to measure the effectiveness of program.

Outcome data will be measured by performance on first quarter grades.

Lesson plans

See the following 5 pages and appendix for supplementary material.

9th GRADE READY 7

9th Grade Ready

School Counselor: Cate Mills Date: Fall 2015Activity: Session #1 Introductions/ Goals and Rules/ 9th Grade ReadyGrade: 8ASCA and NCGES Student Standards (Domain/Standard/Competencies): PS: A1.10 Identify personal strengths and assetsEE.SE.2.2 Explain why it is important to follow rules in order to build relationships

Learning Objective(s):1. Students will learn about participating in this group2. Students will establish group rules3. Students will learn how to use scaling to measure their progress toward a goal

Materials: Chart paper, colored permanent markers, tape, note cards and pens, folders for each student. Counselor will keep materials from each session to show students at end of program.

Introduction (5 min): Welcome to group with overview of topic. Concept of Goal of the Day (5 min): Counselor will introduce goal setting by setting her own goal for the day and ask group members to do the same. Counselor will fame goal as a phrase: I know everyone’s name in this room. Counselor will write this goal on the board and rate her current knowledge on a scale of 1 to 10 with 1 being knowing no one’s name and 10 knowing everyone’s name. Counselor will hand out note cards and pens to students and ask them to do the same. This is the introduction of scaling. Icebreaker (10 min): Introduce self and tell one thing you are good at.Brief discussion of differences and similarities between members. Encourage members to think of things they are good at and how those abilities may contribute to the group. Activity #1 (15 min): Group Rules. Members brainstorm rules for communicating well in the group with one member writing ideas on large sheet of paper. Once list is determined and agreed upon, all members sign sheet so that it may be posted during meetings. Wrap Up (5 min): Quick review – did you learn everyone’s names? Members and counselor rate themselves again to see if they have progressed in or met their goal. Students will turn in their note cards with the before and after scale.Questions/ Comments (5 min)Process Data: Roll call to ensure all 10 members presentPerception Data: Pre-test results, icebreaker comments on strengths, knowledge of scaling on note cards Outcome Data: None at this time. Data will be reviewed at end of 5 sessions.Follow Up: Monitor grades and behavior on PowerSchool and with teachers

9th GRADE READY 8

9th Grade ReadySchool Counselor: Cate Mills Date: Fall 2015Activity: Session #2 Who am I?/ 9th Grade ReadyGrade: 8

ASCA and NCGES Student Standards (Domain/Standard/Competencies): PS: A1.1 Develop positive attitudes toward self as a unique and worthy person.PS: A1. 2 Identify values, attitudes, and beliefsPS: A1.10 Identify personal strengths and assets

Learning Objective(s):1. Students will learn the meaning of identity2. Students will explore self-identity3. Students will begin to explore self-identity and goals

Materials: Chart paper, permanent markers, handouts, pens

Welcome/ Any questions? (2 min)Goal of the Day (3 min): I have a clear sense of my identity. Rate from 1-10.Introduction (5 min): Write the word identity on chart paper and ask students what parts of a person's life make up his or her identity. Write student responses on chart paper. Some possible responses include the following: interests or hobbies, family, religion, character traits, personality, ethnicity, and community. Icebreaker (10 min): Explain to students that they will be exploring their identities by thinking about and listing their character traits. Hand out the index cards and ask students to write one fact about themselves, a fact a classmate cannot tell by looking at them. Collect the cards and read the cards to the class one at a time and ask the class who they think the fact belongs to. After reading all of the cards, ask students to list things they have in common with their classmates.Activity #1 (5 min): Distribute copies of Handout 1: Who Are You? How Do You Identify Yourself? Give students 5 minutes to fill it out about themselves.Activity #2 (5 min): Have students select the traits from the handout that are most important to them and place them in Handout 2: Personal Character Components Wheel.Activity #3 (15 min) Students are asked to share Wheels with group. Questions: is anyone’s just like yours? What similarities did you find? How did you feel when you found a similarity with someone that you didn't know about before? How are we unique? How are we the same?Wrap Up (5 min): Scaling – I have a clear sense of my identity. Members rate themselves again to see if they have progressed in or met their goal. Students will turn in their note cards with the before and after scale.Process Data: Roll call to ensure all 10 members presentPerception Data: Scaling card feedbackOutcome Data: None at this time. Data will be reviewed at end of 5 sessions.Follow Up: Monitor grades and behavior on PowerSchool and with teachers

Lesson adapted from http://learningtogive.org/lessons/unit548/lesson1.html#lesson

9th GRADE READY 9

9th Grade Ready

School Counselor: Cate Mills Date: Fall 2015Activity: Session #3 Where do I want to go? 9th Grade ReadyGrade: 8ASCA and NCGES Student Standards (Domain/Standard/Competencies): A: B2.1 Establish challenging academic goals in elementary, middle/jr. high and high schoolP.C.1.2 Analyze strategies you have used in the past to determine the most appropriate strategies for solving a current academic problem.

Learning Objective(s):1. Students will learn what are short-term goals and what are long-term goals. 2. Students will set at least one short term goal, one medium term and one long term goal

Materials: Chart paper, permanent markers, handouts, pens

Welcome/ Review (2 min) We discussed who we are, now where do we want to go?Goal of the Day (3 min): I have a clear sense of my short-term and long-term goals. Rate each statement from 1-10.Introduction (5 min): What are short and long term goals? A short term goal is a goal that only takes a few days or weeks to achieve, for example, to complete daily homework assignments or to spend more time on daily homework assignments and complete better quality work. A long term goal takes several weeks, months, or even a full school semester of year, to achieve. An example would be to improve a grade by the end of the semester. Activity #1 (5 min): Brainstorm potential goals on chart paper. Group members will categorize them as long term or short term. Have members begin to think about their specific goals and categorize them. Activity #2 (15 min): Handouts to members to fill out goal worksheet (Handout #3). Explain. After students complete worksheet and give students and opportunity to share goals. Activity #3 (10 min): Bottom of handout - When you have set a goal and achieved it before? Fill out then discuss.Wrap Up (5 min): Scaling – I have a clear sense of my short-term and long-term goals. Members rate themselves again to see if they have progressed in or met their goal. Students will turn in their note cards with the before and after scale.Process Data: Roll call to ensure all 10 members presentPerception Data: Scaling card feedback, handout. Outcome Data: None at this time. Data will be reviewed at end of 5 sessions.Follow Up: Monitor grades and behavior on PowerSchool and with teachers

9th GRADE READY 10

9th Grade Ready

School Counselor: Cate Mills Date: Fall 2015Activity: Session #4 How do I get there?Grade: 8ASCA and NCGES Student Standards (Domain/Standard/Competencies): A:A1.5 Identify attitudes and behaviors that lead to successful learningP.CR.4.1 Compare the effects of personal and academic decisions upon career goals and life expectations.

Learning Objective(s):1. Students will learn about what succeeding academically can allow you to achieve.2. Students will learn about the experience of visiting speaker.

Materials: note cards, pens, camera (for photo with boys and visitor)

Welcome/ Review (2 min) We have discussed where we are and where we want to go, but how do we get there. Today we will hear from a young man further down this journey about his experience. Goal of the Day (3 min): I have a clear sense of how my education is related to my future. Rate each statement from 1-10.Introduction (5 min): Introduce guest speaker: an African American male junior or senior visiting from nearby high school who is succeeding in school, preferably a former Shepard student. Presentation (15 min): Student will talk background, accomplishments, discuss fears of entering high school, personal goals for high school and beyond, including college and career. Discussion (Q&A) (15 min)Wrap Up (5 min): Scaling – I have a clear sense of how my education is related to my future. Members rate themselves again to see if they have progressed in or met their goal. Students will turn in their note cards with the before and after scale.Process Data: Roll call to ensure all 10 members presentPerception Data: Scaling card feedbackOutcome Data: None at this time. Data will be reviewed at end of 5 sessions.Follow Up: Monitor grades and behavior on PowerSchool and with teachers

9th GRADE READY 11

9th Grade Ready

School Counselor: Cate Mills Date: Fall 2015Activity: Session #5 On my way!Grade: 8ASCA and NCGES Student Standards (Domain/Standard/Competencies): A: B2.1 Establish challenging academic goals in elementary, middle/jr. high and high schoolP.C.1.2 Analyze strategies you have used in the past to determine the most appropriate strategies for solving a current academic problem.

Learning Objective(s):1. Student will learn goal setting with SFBT. 2. Students will reflect on group experience.

Materials: note cards, pens, handout

Welcome/ Review (2 min): Last session! Quick debrief about visitor, thoughts, etc. Goal of the Day (3 min): I have a clear sense of my next steps toward achieving my goals. Introduction (10 min): Counselor will return folders with all handouts and scales from the sessions. Students and counselors will review contents and discuss pros and cons of the sessions. Activity #1 (15 min): Students will discuss next steps in reaching their goals by going through modified SFBT sequence. (Handout #4) Students will fill out the form then get into dyads to go through the process together. Discussion (10 min): Members will return to large group to share a few comments from their dyads. Members will go on to discuss what might help them in achieving their goals. This will move into a conversation about the usefulness of the group. Would it be helpful to continue or do members feel that they are happy with their progress as it is? Wrap Up (5 min): I have a clear sense of my next steps toward achieving my goals. Members rate themselves again to see if they have progressed in or met their goal. Students will turn in their note cards with the before and after scale. Take post-test. Counselor will collect.Process Data: Roll call to ensure all 10 members presentPerception Data: Post-test, Scaling card feedback.Outcome Data: None at this time. Data will be reviewed at end of 5 sessions.Follow Up: If there is a desire to continue group, it will go into second quarter focused with additional guest speakers and more emphasis on learning study skills in order to further inspire and equip students for academic achievement.

9th GRADE READY 12

Appendix

Screening questions

1. Do you have any goals for this year? If so, what? If not, would you like to come up with goals for your future?

2. Are you interested in joining a group with other African American 8th grade boys to think about your future, set goals and work on reaching them? Why or why not?

3. Do you see another counselor outside of school?4. If chosen for the group, would you be willing to adhere to the rules of the group? 5. Please rate your interest in participating in the group on a scale of 1 to 10, with 1 being

not at all and 10 being very interested. 1-----------------------------------------5------------------------------------------10

9th GRADE READY 13

Pre-test/Post-test questions

Please rate the following statements on a scale of 1 to 10, with 1 being “not at all” and 10 being

“yes, completely.” Circle the number beside the statement which best reflects your response.

1. I have a clear sense of my goals for this year.

1 2 3 4 5 6 7 8 9 10

2. I have a clear sense of my goals for my life.

1 2 3 4 5 6 7 8 9 10

3. I believe in myself.

1 2 3 4 5 6 7 8 9 10

4. The grades I make in 8th grade affect my possibilities in the future.

1 2 3 4 5 6 7 8 9 10

5. I can make the grades I want to make.

1 2 3 4 5 6 7 8 9 10

6. The way I behave in class affects my ability to make the grades I want.

1 2 3 4 5 6 7 8 9 10

7. The way I behave outside of class affects my ability to make the grades I want.

1 2 3 4 5 6 7 8 9 10

8. When I set goals, I can reach them.

1 2 3 4 5 6 7 8 9 10

9. I feel proud of myself.

1 2 3 4 5 6 7 8 9 10

10. I am ready for 9th grade.

1 2 3 4 5 6 7 8 9 10

9th GRADE READY 14

Handout #1: Personal Identity Chart

9th GRADE READY 15

From http://learningtogive.org/lessons/unit548/lesson1.html#lesson

Handout #2: Identity Wheel

9th GRADE READY 16

From http://learningtogive.org/lessons/unit548/lesson1.html#lesson

http://learningtogive.org/lessons/unit548/lesson1.html#lesson

9th GRADE READY 17

Handout #3

Goal Setting

Personal Goals:

Long term _______________________________________________________________

Short term _______________________________________________________________

Career Goals:

Long term _______________________________________________________________

Short term _______________________________________________________________

Academic Goals:

Long term _______________________________________________________________

Short term _______________________________________________________________

When was a time that you set a goal for yourself and achieved it?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

9th GRADE READY 18

Handout #4

Picking a Goal and Achieving It

What is my goal?

Is it positive?

If I woke up tomorrow and I had achieved my goal, what would I be doing differently?

What else would I be doing differently?

Who would notice?

What would they notice?

How would I react to them?

How would they react to me?

What might prevent me from achieving this goal?

What abilities do I have that might help me achieve this goal?

9th GRADE READY 19

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