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At Shivela, we are committed to empowering students to be life long learners who care for themselves and
- thers and have a realistic goal for their
Shivela Middle School School Counseling Program Intentional - - PowerPoint PPT Presentation
Shivela Middle School School Counseling Program Intentional - - PowerPoint PPT Presentation
Shivela Middle School School Counseling Program Intentional Guidance Presented by Mary Davis, Ginger Hawkins, and Mary Ricks At Shivela, we are committed to empowering students to be life long learners who care for themselves and others and
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American School Counseling Association
National Standard
Academic Standard A
Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.
Student Competency
A:A3 Achieve School Success
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Target Group
At the district counseling meeting, we discussed
intentional and grade level guidance lessons. The goal was to create one intentional intervention that all schools embraced, by grade level.
6th, 7th, and 8th grade students with two or more “F”
grades at the first progress report of semester 1, 2009.
63 total students were targeted (approximately 20
from each grade level).
Objective: To improve academic GPA by comparing
6-week grades with semester grades.
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First semester: November 5 – December 3, Room 201 We met every Thursday for four weeks during the
student’s PE or Exploratory class.
During PLC time, counselors collaborated with teachers
regarding the targeted students’ individual needs.
Weekly Academic Workshop topics were emailed to
parents and teachers encouraging reinforcement at home and in the classroom.
Counselors committed to having at least two
counselors present each Thursday (periods 1-5).
Preparation and Logistics for Academic Workshop
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Pre-Test Results
26% of the students were aware of
teacher help times.
All of the targeted students believed
grades mattered.
33% of students knew how to calculate
a GPA.
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Pre-Test and Student Survey:
What we learned…
1.
Students were disconnected from their
- grades. (percentages, GPA, on-line grade book,
transcript)
2.
Students lacked awareness of resources on campus. (after school tutoring
and teacher help times)
3.
Students were not sure “why” grades are important. (promotion, athletics, HS
graduation, career)
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Weekly Lessons
- 1. “Getting to know” (activity, use of agenda, ABI
grades, established consistent routine)
- 2. “Why grades matter?” (teacher help times, ABI
attendance, weekly review of grades and agenda)
- 3. “What do all these numbers really
mean?” (GPA calculation & relevance, individual CSTs,
EOCs, retention policy, weekly review of grades and agenda)
- 4. “Digging Deeper” (Open discussion regarding
grades, studying for tests, promotion and graduation requirements)
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Post-Test Knowledge of Teacher Help Times
10 20 30 40 50 60 70 80 90 100
Percentage
Pre Post Prior to the workshop, 26% of the students were aware of teacher help times. After the workshop, 73% of students knew specific tutoring times.
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Post-Test Believe Grades Matter
10 20 30 40 50 60 70 80 90 100 P e rc e n ta g e S . A g re e A g re e Pre Test Post Test
Pre-Test results indicated that all students believed grades
- mattered. Post-Test results indicated that 22% of student
beliefs changed from agree to strongly agree that grades matter.
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Post-Test Skill in GPA Calculation
20 40 60 80 100
Percentage
Know how to calculate Pre Test Post Test
Pre-Test = 33% of students knew how to calculate a GPA Post-Test = 85% of students knew how to calculate a GPA
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Results
Reduction in “F” Grades at Semester
6th Grade – 74% reduction of F’s (50 to 13) 7th Grade – 59% reduction of F’s (46 to 19) 8th Grade – 12% reduction of F’s (25 to 22)
GPA Improvement
6th Grade – 33% increase of GPA 7th Grade – 16% increase of GPA 8th Grade – 21% decrease of GPA
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We asked students if they faced other negative external or internal barriers they have individually. Students completed the survey (59 students in all) and indicated the following:
Depression: 8 students Anxiety: 8 students Anger Management: 7 students Family Conflict: 11 students Grief: 2 students Substance Abuse: 0 students School Conflict: 11 students Friend Issue: 8 students Thoughts of suicide: 0 students
Our Response – We will be inviting students to join us in school-wide support groups next semester.
Other Barriers
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Implications and Next Steps
Results indicated a greater success rate in
6th grade, than in 7th and 8th grade. We will work on targeting students earlier.
MOST students want to learn and succeed;
some need more encouragement and monitoring than others.
We will continue working with these same
students this semester during another 4 week workshop. We will focus on addressing the specific barriers to learning they indicated.
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Feedback
“Thank you so much for allowing my son to
take part in this class. He is so excited about the agenda and calendar. I can definitely see a positive attitude, acceptance, and affect this class is having. Please let me know if there is anything I can do to help!!” – parent
“I am happy for the improvement, prayerful for
the lesson to take root and for her to use this going forward in life. Thanks for you and your counseling team's assistance.”- parent
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Feedback (continued)
“Thank you very much for all your help to
- ur kids. God bless
you” – parent
“This is great - just what these kids need -
plus the invaluable bonus of knowing that
- thers are taking such an interest in
them.” – LA/AVID teacher
“Are we doing Academic Workshop again? I
made honor roll. I know it was because of Academic Workshop that I made it.” - Student
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