Our counseling team at Southwood Middle School utilizes a district data report titled “Early Warning System” Indicator Report (EWS), that uses research proven thresholds of attendance, behavior and course performance to identify students at risk for not meeting educational milestones. As counselors, this tool allows us early identification of struggling students, thus providing us the opportunity to intervene early to bring students back on track for promotion, high school graduation and postsecondary success. Beginning in September, we analyzed our EWS report and held conversations with our students, teachers, administrators, and parents to determine which students/subgroup of students who, if provided targeted and intensive supports, would redirect their path to one of student success. Research continually shows that by helping students improve their attendance, behavior and grades in middle school they stand a significantly better chance of graduating high school on time. With this in mind, the counselors decided that in order to ensure equity to the school and the students, the gap of students at-risk of retention must be closed. This focus will support our academic goal to decrease the number of students retained by 30% as well as improve attendance for these students. Our counseling interventions consisted of small group counseling following a set of lessons from the Florida Department of Education to ensure the curriculum and activities were highly aligned, evidenced-based and developmentally appropriate. Small group counseling was selected as the method of delivery because it allows students to learn information and receive personalized feedback in a supportive environment.



We analyzed our EWS Report to identify students with the greatest needs based on students flagged with the most at-risk warning indicators (ranging from one to six flags). We had one student with an indicator of six, three students with an indicator of five, and 24 students with an indicator of four. We had a total of 9 sixth grade students, 8 seventh grade students, and 11 eighth grade students for a total of 28 students. It is important to target this group of students to enable them to re-engage and keep them on the pathway to graduation.



Target groups were formed by grade level with these students. The sixth grade and seventh grade students with last names A-L were seen by Ms. Kostovski and the seventh grade students with last names M-Z as well as the eighth grade students were seen by Ms. Hall. Parents were contacted and approved of the counseling sessions that would be delivered to students to promote academic achievement and improve attendance. The counselors met with their group(s) of students on a weekly basis for eight weeks for approximately 30-45 minutes each time. Follow-up academic advisement and/or counseling sessions were provided as needed.



During the first and last small group counseling sessions, the counselors had students complete a pre- and post-test with five “True or False” question to measure growth and understanding. During the counseling sessions, the counselors provided the students with an academic review of their grades and attendance, provided lessons on learning styles, researched careers and college majors, learned strategies for prioritizing, time management and organization, calculating GPA’s, the importance of good attendance, and how to create and make SMART goals a reality.



Out of the 28 students, we had three students retained, 12 students will be making up a course in summer school or during the next school year (these students were promoted based on our student progression requirements) and 13 students were promoted by passing all courses. The counselors strongly feel this group was a success as students gained a better understanding of graduation requirements and the strategies needed to be successful learners.



Our counseling team will be collaborating during the next school year to deliver intensive academic advising and support for those students who were retained or are recovering a course. Also, data from student report cards will be analyzed over the summer to disaggregate data to determine if achievement gaps continue to exist between student groups. If we notice gaps in groups identified on our EWS Report then it will be critical to offer interventions again for underachieving students.

Goal: By June 2016, the number of retained students in sixth, seventh and eighth grade will decrease by 30%, from 15 students in the 2014-2015 school year to 10 students in the 2015-2016 school year.

Target Group: Level 4, 5, or 6 on the EWS Indicator

Data Used to Identify Students: District based report based on warning signs due to retention, attendance, and failed core courses

School Counselor(s): R. Hall/V. Kostovski

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Academic - B-SMS 5, B-SMS 8, B-LS 7 (8th Grade)

Type of Activities to be Delivered in What Manner?: Session 1: Introduction – Academic Review (Middle School promotion requirements review/discussion) Session 2: Learning Styles: Which One Are You? (Student learning inventory) Session 3: College and Career Exploration (My Career Shines online platform) Session 4: Prioritizing and Making Lists (discussion) Session 5: Calculating Grades Based on Points to Reach High School (hands-on activity) Session 6: Why is Attendance Important (discussion-based) Session 7: How to Create SMART Goals and Accomplish them (learn and practice activity) Session 8: Review and Application of Real Life to Goals (worksheet)

Process Data (Number of students affected): 6, 7, 8 grade Students: Group 1 –Nine students in 6th grade Group 2 – Eight students in 7th grade Group 3 – Eleven students in 8th grade Total Students: 28 (The EWS is a live document and changes every week, counselors will check the EWS for any new student added to begin a new group or be added to a group)

Perception Data (Surveys or assessments used): As indicated by the comparison of pre-and-post test, data questions listed below, students demonstrated an increase in knowledge and understanding of strategies to increase student achievement. Pre- and post-test questions: Please indicate True or False 1. I know what the credits I need to be promoted to the next grade level and go to High School. Group 1 Pre-test:3 out of 9 students answered true to all statements Post-test: 9 out of 9 students answered true to all statements Group 2 Pre-test: 2 out of 8 students answered true to all statements Post-Test: 8 out of 8 students answered true to all statements Group 3 Pre-test: 3 out of 11 students answered true to all statements Post-test: 11 out of 11 students answered true to all statements 2. I understand what learning style I am and how to use it to my academic advantage. Group 1 Pre-test: 2 out of 9 students answered true to all statements Post-test: 8 out of 9 students answered true to all statements Group 2 Pre-test: 3 out of 8 students answered true to all statements Post-Test: 7 out of 8 students answered true to all statements Group 3 Pre-test: 1 out of 11 students answered true to all statements Post-test: 11 out of 11 students answered true to all statements 3. I have a clear idea of my career path. Group 1 Pre-test: 3 out of 9 students answered true to all statements Post-test: 5 out 9 students answered true to all statements Group 2 Pre-test: 1 out of 8 students answered true to all statements Post-Test: 5 out of 8 students answered true to all statements Group 3 Pre-test: 4 out of 11 students answered true to all statements Post-test: 9 out of 11 students answered true to all statements 4. I know how to write SMART goals Group 1 Pre-test: 2 out of 9 students answered true to all statements Post-test: 4 out of 9 students answered true to all statements Group 2 Pre-test: 2 out of 8 students answered true to all statements Post-Test: 6 out of 8 students answered true to all statements Group 3 Pre-test: 0 out of 11 students answered true to all statements Post-test: 10 out of 11 students answered true to all statements 5. I know how to make my goals a reality. Group 1 Pre-test: 1 out 9 students answered true to all statements Post-test: 5 out of 9 students answered true to all statements Group 2 Pre-test: 1 out of 8 students answered true to all statements Post-Test: 5 out of 8 students answered true to all statements Group 3 Pre-test: 3 out of 11 students answered true to all statements Post-test:10 out of 11 students answered true to all statements

Outcome Data (Achievement, attendance, and/or behavior data): Based on the gradebook final grades. Out of the 28 students, we had three retained students. Twelve students will be making up a credit in summer school or during the next school year and thirteen students were promoted to the next school year.

Implications: Closing the gap for underachieving students requires that we must provide support to those students with the greatest needs and implement sound strategies to accelerate student performance. Our closing the gap, small group counseling sessions achieved this goal by delivering successful interventions that focused on supporting student achievement. Our process, perception and outcome data suggests that our closing the gap interventions were successful. From the 28 students who were identified as at risk of failing or being retained, approximately 10% (three students) were retained. A majority of students indicated that they believed they learned strategies and skills needed to increase their performance and gained an understanding of the requirements for promotion. Pre- and post- perception data indicated significant growth in knowledge and understanding in students, as detailed in our perception graphs attached. The three students who were retained were students whom the counselors worked with closely throughout the year but lack of effort and poor attendance reflected negatively in the grades. However, we believe that next school year we can support student success by educating and sharing our building resiliency and growth mindset resources to parents. Changes to the small group intervention include: Working more closely with the school social worker to follow up with the student at home with home visits to address attendance issues and working with the school psychologist to determine if special placement is needed or a revision of the student’s special placement is needed. Also, we intend to continue collaborative discussions with our school advisory council to talk about and examine root causes of the achievement gap.

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