School Counseling Classroom Lesson Results Presentation (9 th Grades) - - PowerPoint PPT Presentation

School Counseling Classroom Lesson Results Presentation (9th Grades) Get to Know Your School: Through the Lens of an Upperclassman

Ruth Asawa School of the Arts School Counseling Program

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SOTA – School Counseling Department

Sabrina Briceno, M.S. School Counselor

School of the Arts Counseling Program Overview

The mission of SOTA’s school counseling program is to support promising young artists and thinkers, in collaboration with school community, to explore and develop their personal identity through art, insight, and movement that reflect and influence the world around them. While encouraging Ruth Asawa SOTA’s values of Respect, Openness, Safety and, Engagement, the counseling team will provide a comprehensive core counseling curriculum addressing academic, social-emotional, and college/career development in all students. In alliance with parents/guardians, teachers, professional artists, and the community, the counseling team facilitates a school environment that emphasizes creativity, authentic expression, and impactful civic engagement and social justice in local and global communities. .

SOTA – School Counseling Department 2 ASCA Domains

§ Academic Development § Career Development § Social/Emotional Development

School Counseling Program S.M.A.R.T. Goal

By the end of the school year there will be a 20% increase in 9th grade self-referrals to counseling and wellness departments.

(From 89 referrals to 150 referrals or more) School Counseling Activities to Support this Goal:

▪ All 9th grade students will receive a lesson in school connectedness teaching how to connect to the school for emotional, academic & social support plus receive materials on how to connect with the school’s built-in resources extracurricular activities ▪ School counselor is an active member of the SOTA Team of School Efficacy

• Co-presenting school-wide expectations assembly twice a year
• Developing presentations & training staff on proactive classroom management,

reasons for referrals, & restorative practices ▪ Intentional interventions for students with 10 or more absences per quarter ▪ Data monitoring monthly/each quarter to determine areas of focus as well celebrate successes

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Rationale – Why Did We Teach This Lesson?

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California Healthy Kids Survey (CAL-SCHLS) of SFUSD demonstrated that only 18% 9th graders feel connected to and supported by their schools Compared to 40-60% of sophomores, juniors, and seniors. http://surveydata.wested.org/resources/San_Francisco_ Unified_1516_Sec_CHKS.pdf

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Rationale

Social-emotional competencies are key academic enablers that help form the bridge between instruction and learning.

• -Flook, Repetti, & Ullman

2005 5 SOTA – School Counseling Department

Student Standards: ASCA Domain + Mindsets & Behaviors

ASCA DOMAIN

Social/Emotional Development – Standards guiding school counseling programs to help students manage emotions and learn and apply interpersonal skills.

ASCA MINDSET & BEHAVIOR STANDARDS

Mindset – M 3. Sense of belonging in the school environment Behavior: B-SS 2. Create positive and supportive relationships with other students B-SS 3. Create relationships with adults that support success B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities B-SS 3. Create relationships with adults that support success B-SS 7. Use leadership and teamwork skills to work effectively in diverse teams

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Supporting District Goals

The Get to Know Your School intervention aligns with Tier 1 services to support the following school district goal & data:

“Provide a clearly defined tier of academic and behavioral interventions for students not progressing toward the expectation of college and career as noted by data.”

Measurement of goal includes increasing school connectedness, self-referrals to counseling & wellness, and increasing attendance

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Process Data

9th Grade Students

▪ Lessons delivered in October ▪ All students receive lesson about school connectedness and its personal significance to the students ▪ Students participate in 9th/11th grade buddy scavenger hunt around school campus ▪ 200 students received the lesson

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Perception Data – What do Student Believe

SOTA – School Counseling Department 9 Pre-Intervention

• 70% of students did not

believe students help each

• ther

Post-Intervention

• Only 22% of students felt

that students don’t help each other

Students in this school help each other, even if they are not friends

0% 10% 20% 30% 40% 50% 60% 70% 80% Disagree/Strongly Disagree Neutral Agree/Strongly Agree Series1 Series2

Perception Data – What Students Believe

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There is at least one adult at this school whom I feel comfortable talking to if I need something

0% of students felt they didn’t have someone to talk to post- intervention

0% 10% 20% 30% 40% 50% 60% 70% Disagree/Strongly Disagree Neutral Agree/Strongly Agree Pre Post

Perception Data – What Students Believe

SOTA – School Counseling Department 11 Students who did not feel that they had opportunities to communicate one-on-one with staff at school when down from 60% to only 17%

There are many chances for students in my school to talk with teachers/staff one-on-one

0% 10% 20% 30% 40% 50% 60% 70% Disagree/Strongly Disagree Neutral Agree/Strongly Agree Pre Post

Perception Data – What Students Believe

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I don’t feel connected to anyone at school. At school, I feel very alone

Post-intervention 83% of 9th grade students disagreed that they didn’t feel connected to anyone at school, compared to only 45% pre-intervention.

0% 10% 20% 30% 40% 50% 60% 70% 80% Disagree/Strongly Disagree Neutral Agree/Strongly Agree Pre Post

Perception Data – What Students Believe

SOTA – School Counseling Department 13 Pre-intervention only 30% of students reported that they feel welcome at school and 30% reported that they did not. Post-intervention 50% of students felt welcome while

• nly 17% reported that they

did not.

I feel welcome at school by staff (teachers, coaches, administration, etc.)

0% 10% 20% 30% 40% 50% 60% Disagree/Strongly Disagree Neutral Agree/Strongly Agree Pre Post

Perception Data – What Students Know

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When I need support at school I can go to the: My Counselor's Name is:

0% 20% 40% 60% 80% 100% 120% Could Not Name Named Location Named Counseling Pre Post 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Could Not Name Accurately Named Pre Post

Post-intervention 100% of students were able to name a school-based source of support Post-intervention 94% of students could name their counselor

Perception Data – What Students Can Do (Skill)

SOTA – School Counseling Department 15 Pre-intervention 35% were unable to identify two adults as school they could go to when they need support. Post-intervention 94% were able to identify and 61% were able to specifically name two adults in school they could turn to when they need support.

Two adults at school I can speak to when I need support are:

0% 20% 40% 60% 80% 100% 120% Could Not Name Named Location Named Counseling Pre Post

Perception Data – What Students Can Do (Skill)

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The Wellness Center is next to the: The Counseling Office is next to the:

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Could Not Name Accurately Named Pre Post 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Could Not Name Accurately Named Pre Post

Post-intervention 78% of students were able to accurately name the location of the counseling office Post-intervention 94% of students were able to accurately name the location of the counseling office

Outcome Data - Discipline Referrals

SOTA – School Counseling Department 17 Based on ALL the school’s work to increase school connectedness in 9th graders, including the Get to Know Your School: SMART Goal: By the end of the school year there will be a 20% increase in 9th grade self-referrals to counseling and wellness departments.

(From 89 referrals to 150 referrals or more)

• Increase in self-referrals to

counseling/wellness

• Increase in participation in school

clubs and extracurricular activities

• Increase in attendance

Summary and Implications

▪ All 9th grade students demonstrated increased skills and knowledge on how to access school-based support ▪ Location of counseling and wellness offices ▪ School staff that they could seek support form ▪ Students showed growth in attitudes related to feeling supported and connected to the school ▪ From other students ▪ From school staff ▪ Academic/Emotional/Social sources of support SOTA – School Counseling Department 18

Limitations, Lessons Learned, & Next Steps

▪ We have received positive feedback from 9th and 11th grade students & school staff about the lesson & 9th/11th school tour scavenger hunt.

• 9th – excited to learn the ropes of the school from an

upperclassman and have a continued mentor

• 11th – felt empowered by leadership role
• 9th grade teachers – saw increased participation and self-

advocacy of students ▪ Neutral responses in survey convolutes agree/disagree data. ▪ We will continue to provide lessons to all students & scavenger hunt tour ▪ Will develop a leadership/mentorship lesson for 11th graders along 9th grade lesson

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The school counseling program is striving to guide all students to achieve their full potential & contributing to the academic success of all students.

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Thank you to the staff, administration, & families for supporting & contributing to

• ur program!!!