When we looked at our SOL test results, we saw that our Hispanic students are not passing at as high a rate as our other subgroups. For the 2014-2015 reading 7 SOL, our white students passed at 95.7%. Our Hispanic student pass percentage was 75%. This is a discrepancy of over 20%. When we looked quarterly at the students who were on our C- and below list, our Hispanic students were disproportionately represented. 50% of the students on this list were Hispanic, but they represent 11.7% of our overall population.

In previous years we have conducted study skills small groups which included identified Hispanic students who were on our C- or below list. The perception data was always positive, however outcome data showed that the small group did not have a positive impact on their grades.



In a review of research, we repeatedly found that positive relationships within the school setting “provides scaffolding for important social and academic skills” (Baker et al., 2008; O’Connor, Dearing, & Collins, 2011; Silver, Measelle, Armstron, & Essex, 2005), and “gives students a secure base from which students . . . take on academic challenges and work on social-emotional development” (Hamre & Pianta, 2001). Research also showed that there is a relationship between math performance and positive relationships, especially between the transitions to and from middle school (Alexander et al., 1997; Cataldi & KewallRamani, 2009; Midgley, Feldlaufer, & Eccles, 1989). Berger, C. (2013) evaluated the impact of small group counseling on underachieving students. The results of the study demonstrated significant improvement in motivation.



Therefore, this year we decided to focus on building positive relationships within our school. We identified Hispanic 7th and 8th grade students who earned a C- or below in any core class during the first quarter of the 2015-2016 school year. With our targeted list of students, we implemented the following interventions:



1. Small group counseling: Focus was on relationships, self-awareness, career education, goal-setting, and honest conversation about what it is like being Hispanic in our school. We utilized a variety of materials to engage the students.



2. Hispanic Family nights: The goal was to build relationships with our Spanish-speaking parents, equip them with information such as how our school is organized, who to contact with questions, how to access online tools, high school transition information, and a celebration of the successes of our Hispanic students. We collaborated with our parent liaison.



3. Active Listening Lesson: Teacher feedback indicated students were not reaching their academic potential due to distraction in the classroom and poor listening skills. This lesson reviewed the important skills needed to properly listen to their teacher and other students



4. Individual Counseling: to follow-up on specific needs brought up during the groups



5. Mentorworks: The purpose of mentoring was for students to have an additional positive relationship within the school building.



6. Penpals: 8th grade students wrote quarterly letters to a penpal from our business partner. This encouraged writing and a positive connection within the academic setting to an adult. In June 2016, our business partner hosted a luncheon so that students could meet their penpals in person.



7. Team meeting discussions: Weekly discussions with students’ teachers to monitor academic and social/emotional progress.



8. Parent contacts: To reinforce the work we were doing with their children, and to get parent feedback



9. Resources for families: We gathered resources for students such as community assistance, loaner computers, mifi’s, and books to read over the summer



We came very close to meeting our goal. 66% (8/12) of our targeted students improved at least one letter grade from a C- or below in a core class between the 1st and 4th quarter. Of the students who participated in our small groups, 85% of students (6/7) made academic improvement based on our criteria. As a result of the outcome and perception data, we will continue the work that we have been doing with our Hispanic students and families, especially the small groups. We would like to form a committee with some of our Hispanic parents and students to brainstorm how to improve relations between our Hispanic students and teachers and other students. We would also like to utilize Hispanic students as newcomer ambassadors. We plan on utilizing a computer program provided by our school district to assist the students with goal-setting, planning for high school and career exploration. We will share our findings with our administration to advocate that our work with Hispanic students and families become part of our school plan.

Goal: By June 2016, 70% of identified 7th & 8th grade Hispanic students that earned a C- or below for the 1st Quarter mark in a core class will improve by at least one letter grade by the end of the school year.

Target Group: 12 Hispanic students from 7th and 8th grades who received a C- or below in any core class during 1st quarter of the 2014-2015 school year

Data Used to Identify Students: 1st quarter C- and below list generated from a school data inquiry, SOL scores, feedback from teachers

School Counselor(s): Eric Fishman, Joan Lee, Kerrie Turner

ASCA Domain, Mindsets & Behaviors Standard(s): M 3, B LS 5, B LS 7, B SM 6, B SM 7, B SS 1, B SS 2, B SS 3, B SS 4

Type of Activities to be Delivered in What Manner?: Small Groups: (1) 7 session Chicas Rollas, Hispanic girls group- Roses and thorns, "What's my past?" activity, baking cookies, painting pots, gardening, pinterest future boards, future goals timeline, discussions about culture, being Hispanic in our school, discrimination, friendship issues, class issues, and future goals, pizza party. (2) 8 session Hispanic Boys group. Active listening lesson with 7th grade ESOL students. Quarterly Hispanic Family Nights with TMS parent liaison- Informational meeting, high school transition and high school academy meeting, End-of-Year awards coffee. Mentorworks- 5 identified students had mentors. Penpals- 1 student wrote quarterly letters to a Navy Federal Credit Union business partner penpal. Providing loaner laptops and mifis.

Process Data (Number of students affected): 12 Students 7th-5 8th-7

Perception Data (Surveys or assessments used): Pre and post surveys were given to students who participated in the small groups. 25% increase in positive feelings towards their academics . 17% increase in positive feelings towards how successful they feel socially . 14% decrease in positive feelings that Hispanic students are treated fairly by teachers. 33% decrease in positive feelings that Hispanic students are treated well by other students. 25% decrease in positive feelings that their parents feel welcome. 25% decrease in their understanding of what they need to do to graduate from high school. No increase or decrease in wanting to go to college. 50% decrease positive feelings when thinking about the future.

Outcome Data (Achievement, attendance, and/or behavior data): 12 students met the criteria of our goal. 66% (8/12) of our Hispanic students who earned a C- or below in the 1st quarter mark in a core class improved at least one letter grade by the 4th quarter mark. 7 of the 12 students participated in the small groups we conducted. 85% of students (6/7) who participated in the groups were able to raise their first quarter mark of a C- or below grade by at least one letter grade by the 4th quarter. There was either no improvement or a decrease in mark for 3 of the 12 students who did not participate in the small groups.

Implications: We did not meet our first goal. Our goal was 70%, and 66% of our targeted students increased a core class grade. However, we feel successful because 85% of the targeted students whom we intervened with showed academic improvement. Our perception data at first glance was discouraging, but the decrease in positive feelings may have been caused by bringing to mind the subject of what it is like to be Hispanic in our school. Based on the outcome and perception data, we will continue the work that we have been doing with our Hispanic students and families (small groups, mentors, penpals, Hispanic family events, targeted classroom lessons, etc). We would like to add more elements of how to improve relations between our Hispanic students and teachers and other students. We would also like to utilize Hispanic students as newcomer ambassadors, and in engaging Hispanic parents through family oriented programs and increased communication. To help our students and families feel more a part of the school, we will look into ways of celebrating the Hispanic cultures through events like international nights and highlighting the accomplishments of celebrated Latinos and Latinas. We will utilize county resources to assist students with academic and career goal-setting and planning. We will share our findings with our administration to advocate that our work with Hispanic students and families become part of our school plan.

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