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Moises E Molina High School (2019)

Dallas , TX

Small Group Responsive Services

REVISED SECTION

Based on results of our 2017-2018 student, teacher and parent beginning of year needs assessment, as well as data from the previous year’s Campus Improvement Plan, students were chosen to participate in small group counseling lessons targeting improving absences, improving academic achievement and increasing access to dual credit courses. The following group topics (1) decreasing excessive absences, (2) empowering students with a growth mindset and skills as related to academic achievement, and (3) increasing Dual Credit enrollment, supported our two main Counseling Program goals of reducing excessive absences and improving graduation rates.



Based on our 2 goals, we developed our small groups using the Dallas ISD Scholars Program Goal Setting Tools and the Positivity Project. The curriculum materials used help us align these ASCA’s mindset and behaviors: M 2, M 4, B-LS 8, B-SMS 5, B-SMS 7, B-SMS 10, B-SS 3, B-SS 7



After reviewing the needs assessments with administrators, teachers and the School Counseling Advisory Committee (SCAC), we developed six small counseling groups that would target the above three key areas of improvement for following reasons: (A) To focus on improving 12th grade attendance, as to avoid gaps in their learning that could jeopardize a timely graduation. (B): Improve academic achievement helps students stay positive and focus on “reaching higher” academically, for our 12th graders and B-TECH (Business Technical Early College High School) would help our students improve their readiness for college and career as well as be more competitive for college scholarships, and (C) Empowering our students with a clearer understanding of the benefits of and a pathway to access Dual Credit Courses will increase our students’ desire to enroll and be accepted into Dual Credit classes.



Our outcome and perception data from all six small group counseling lessons revealed that students improved in their attendance, their self-efficacy in terms of improving academically and their enrollment in dual credit classes.



Our perception data on the lessons related to improving attendance (M4, B-SMS 5,6,7,10) showed that the majority of our students were able to answer “Yes” on their post-test survey which asked students: Do you think attendance is important to your graduation plan? And Do you know how many days you can miss before you lose credit? Since less students lost credit due to excessive absences, our students’ graduation rates improved.



The post test on our perception data on improving students’ academic achievement by improving their positive attitude and sense of self efficacy (M4, B-SMS 6,7,10 and LS-3, 7, B-SS 3, B-SS 7) revealed that the majority of our students were able to answer “Yes” to the following questions: Am I organized? Do I manage time? And Do I ask for help when I need it? Our outcome data showed that after this lesson, there was an increase in the number of students who were able to apply their organizational and time management skills towards improving their academic performance, as reflected in the projected graduation report.



The post test on our perception data on increasing Dual Credit enrollment (M4, B-LS 8) revealed all 26 students answered “Yes” to the questions: Do you know what a dual credit course is (Pre-survey=2)? and Do you know what dual credit courses are offered at Molina (pre-survey =1)? Our outcome data showed that after this lesson, there was a slight increase in the number of 9th and 10th graders enrolled for the spring 2018 semester, as reflected in the Mountain View College dual credit enrollment roster.



According to our outcome data, gains were made in all three areas and so there would be value in our counseling department continuing to build on our focused small group lessons on attendance, academic achievement (social emotional learning) and dual credit.



All of these small group lessons could have been more effective if the small counseling groups could have met longer and with more frequency to allow closer monitoring of students’ progress. The dual credit lessons, especially, could have been more effective if lessons were delivered earlier in the fall semester to provide students more time to learn about and prepare for TSI (Texas Success Initiative) and other dual credit course eligibility requirements. In the future, Molina counselors will more heavily target the earlier grades (freshman and sophomores) and continue to work with counselors in our feeder pattern to help more middle school students and incoming 9th graders receive additional time to gain the skills and knowledge needed to maximize their academic success and self-efficacy skills at the high school level.





Group Name: Dual Credit

Goal: Increase the number of students eligible for Dual Credit courses.

Target Group: 9th and 10th graders identified as Dallas ISD Scholars

Data Used to Identify Students: Dallas ISD Scholars report - EOC STAAR Results

School Counselor(s): Ms. M. Armstrong

ASCA Domain, Mindsets & Behaviors Standard(s): Mindsets: 4 Behaviors: LS8

Outline of Group Sessions Delivered: 1st session: Students were given an overview of what Dual Credit is and courses offered at Molina High School. 2nd session: Students received assistance in completing online Mountain View College application. 3rd session: Students attended a Texas Success Initiative (TSI) instructional bootcamp to prepare to pass the TSI. 4th session: Students completed the Dual Credit program application to enroll in their specific Dual Credit courses.

Process Data (Number of students affected): 26 students 4 groups 4 sessions 30 minutes each

Perception Data (Surveys or assessments used): Pre- and Post-test 1.Do you know what a dual credit course is? Pre: (2) 7% out of 26 9th &10th graders answered “YES” Post: 100% out of 26 9th &10th graders answered “YES” 2. Do you know what dual credit courses are offered at Molina? Pre: (1) 4% out of 26 9th &10th graders answered “YES” Post: 100% out of 26 9th &10th graders seniors answered “YES”

Outcome Data (Achievement, attendance, and/or behavior data): Achievement Texas Success Initiative (TSI scores) met and Dual Credit Rosters 100 % could

Implications: The data revealed that the small group lesson for “Dual Credit” helped increase the number of 9th and 10th graders eligible to enroll in Dual Credit Classes. Several students who participated in this class were able to qualify to take dual credit classes because they completed the application through our partner Junior College in a timely manner and passed their Texas Student Initiative (TSI) Test. The implications of these results indicate that student who are guided through the application and TSI testing process are more likely to be successful in gaining eligibility to take Dual Credit courses. There were, however, several students who correctly completed the application process on time, but still did not qualify for Dual Credit classes due to not passing the TSI. In the future, these students could benefit from counselors providing them with resources to pass their TSI, such as TSI Bootcamp or TSI tutoring.

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