Numerous research studies have shown that after school programs can play a vital role in student success. The Harvard Family Research Project (Wilmer,Little and Weiss, 2008) showed the importance of coordination between after school and school day personnel. With our program, the counselors worked very closely each week to communicate with teachers, and consistently connected students each week directly with their teachers for individual help. Counselors worked to assist students with managing their time to best meet their academic goals. The HFRP also showed strong links to improved self-confidence in the ability of students to succeed, which was one of our ASCA Mindset Goals. Our Program Goal focus for our CTG group was for at least 80% of students involved to pass all core subjects and improve at least one core academic subject grade by fourth quarter. In reviewing the outcome results, 100% of our students passed all of their subjects and 95% of the students attending at least 5 times improved a grade by the end of the year. This goal directly aligns with our school mission that “Student Achievement is our Top Priority and we understand that students and adults learn at different rates and may need additional time to achieve mastery.”



Other studies have shown that consistent participation in afterschool programs are associated with higher test scores, better work habits, and fewer behavior problems (Vandell, Resiner, & Pierce, 2007). The post perception data we gathered from this program supports that research, as 90% of students who participated shared that they felt the program was helpful in increasing their grades most of the time. Seventy percent also stated that it was helpful in improving their organization during the year. Additionally, our teachers reported that for the students who attended consistently, organization and grades improved during the school year. Our outcome data supports this feedback. (See CTG Results Report)



Counselors worked with our Interdisciplinary team teachers in October 2016 to review first quarter grades at a C or lower, and those students who had not passed the Math or English SOL the previous year. A review of these lists showed that many of the students with lower grades were also in one of our SOL “gap groups” for Reading and Math scores. These gaps include our African American, Hispanic, economically disadvantaged populations, as well as our students with disabilities. Passing scores in English and Math for these subgroups show a difference of 10%-35% lower than the general population. http://www.doe.virginia.gov/statistics_reports/school_report_card/index.shtml



The school counseling department held Homework Club this year for all grade levels. Eighteen homework club sessions were offered for the sixth grade group. Seventeen sessions were offered for the eighth grade group, and ten sessions for the seventh grade group. However, our sixth grade group is the group we focused on due to the larger number of students participating consistently throughout the year. Counselors worked with students weekly to help them learn to monitor course work that was due and manage their time most effectively. Counselors also spent time helping students with organization and study skills. Additionally, counselors connected students with individual core academic teacher assistance as needed to understand and complete assignments. These skills align with the ASCA Mindsets and Behaviors we were focusing on, including: Self-confidence in ability to succeed, gaining a positive attitude towards work and learning, learning to use time management, organizational and study skills.



Counselors maintained communication with the families and teachers to ensure that we were addressing student learning, highlighting student successes, and addressing any inequalities that may exist for these students. While every student we invited did not attend consistently, we were pleased that we were able to work with a majority of the students that were invited. Data was compiled for students who attended at least five of the eighteen sessions.



To address the challenges our seventh and eighth grade programs encountered with recruitment and retention of students, we discussed these concerns with our Advisory Council in June of 2017. The suggestions they recommended included: providing snacks, changing the name, implementing targeted lessons to support specific skills, providing immediate positive feedback through PBIS tickets, and implementing celebrations for our participants. The need for additional help to create a smaller ratio for more effective support of student needs was another concern. Our Advisory Council members suggested using the high school’s study hall time at the end of the day to enlist high school student help. We are hoping to implement all of these suggestions in the future.

Goal: By June 2017, at least 80% of 6th grade students, participating in Homework Club, who received first quarter grades of C or lower in core academic classes will pass all academic classes and increase at least one academic grade by the end of fourth quarter.

Target Group: 6th Grade students with core academic grades at a C or lower during first nine weeks and non-passing scores on the 5th grade Math or English SOL.

Data Used to Identify Students: First nine week grades and 5th grade Math and English SOL scores

School Counselor(s): Jennifer Alberth (6th Grade Counselor) and Tiffany Quarles (6th/7th Grade Counselor)

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Academic and Social/Emotional Mindsets: M1, M2, M3, M4, M5, M6 Behaviors: Learning Strategies: B-LS3, B-LS4, B-LS5, B-LS7, B-LS8, B-LS9 Self-Management Skills B-SMS1, B-SMS2, SMS3, B-SMS4, B-SMS5, B-SMS6, B-SMS7, B-SMS8 Social Skills B-SS1, B-SS2, B-SS3, B-SS5, B-SS6, SS8 Virginia School Counseling Standards: Academic: MA1, MA2, MA3 Personal/Social: MP1, MP2, MP4, MP5, MP6, MP7

Type of Activities to be Delivered in What Manner?: Homework Club Activities: - Worked with students weekly in managing their time wisely by accessing individual student grades and course work due. - Individual academic counseling with each participant weekly to assess grades and student’s needs -Organizational skills: organizing binders and cleaning out lockers. -Learning study skills strategies. - Weekly After School Sessions: •Complete assigned work •Extra help from individual teachers •Organize binders and lockers from counselors •Study for tests and quizzes with peers or adult assistance •Have access to computers to complete online work or use online quiz games to study for tests and quizzes -Individual student academic planning with counselors to discuss academic progress and goal setting. -Individual student counseling to discuss attendance, behavior and other personal or social concerns preventing students from academic success. - Parent/Teacher Conferences held with 90% of students (20/22) to discuss academic progress and plan of action to assist in student improving grades. -Small Group Counseling: 45% of students (10/22) participated. We focused on addressing stress, making good choices, and handling anger appropriately. - Collaboration with Parent Liaison for 36% of students (8/22) to provide Outreach services for students identified as economically disadvantaged •Backpack buddies •School supplies •Coats or clothes for winter •Basic needs. - Coordination of student participation in Tier 2 PBIS Check In-Check Out program for 3 of the students on this list

Process Data (Number of students affected): 30 6th grade students invited to attend homework club. -16 attended 10 or more times -6 students attended between 5-9 times -8 students attended only 2 or 3 times. (These students were not included in post outcome or post perception data collection due to low participation

Perception Data (Surveys or assessments used): Perception data was collected through surveys completed by students following the completion of Homework Club. The results were analyzed and are depicted on the graph is attached. PRE PERCEPTION DATA -100% of parents shared positive feedback on the implementation of this program and their child’s participation in the program through direct phone and in person conversations. - 90% of the parents of students involved with HW club shared concerns regarding their child’s study skills, organizational skills and/or time management. -Four permission letters to participate were returned with notes thanking us for running the program. -90% of students participating shared positive initial (Pre Participation) feedback about participation -100% of teachers impacted by this program shared positive feedback on the implementation of the program and were encouraged to share feedback on the implementation of the program. An additional classroom was added based on a teacher’s offer to add additional space for the students. Post Perception Data -Google doc surveys were provided to students participating, 6th grade academic teachers, and parents of students participating. -100% of students in the program surveyed shared they felt the program helped them to improve their academic achievement. -100% of teachers surveyed felt that the program helped improve student achievement - 67% felt it was always or frequently helpful. -33% felt it was sometimes helpful. This is due in part to the fact that students did not work on every class every week and often focused more on one particular class where grades were lower. Teachers of that student’s other classes did not necessarily see improvement.

Outcome Data (Achievement, attendance, and/or behavior data): Outcome data was collected through review of 4th quarter grades and SOL scores. The results were analyzed and are depicted on the graph attached. Data for students attending 5 or more times: -100% of Students passed all of their classes. -95% of students attending 5 or more times improved an academic grade by June 2017. -86% of the students improved at least a Math or English SOL score over the previous year. Data for students attending ten or more times: -100% of students passed all of their classes. -88% (14/16 students) increased at least one academic subject grade by 4th quarter. -56% (9/16 students) increased two or more class grades by 4th quarter. -13% (2/16 students) increased a core academic grade three letter grades by fourth quarter. -94% (15/16 students) of students increased either an English or a Math SOL score from 5th grade to 6th Grade. -25% (4/16 students) increased BOTH Math and English SOL scores from 5th grade to 6th grade Data for students attending between 5-9 times -100% passed all academic classes. -100% of students increased at least one class one letter grade by fourth quarter. -83% (5/6 students) increased two academic class grades by 4th quarter. -67% (4/6 students) of these students increased at least one of their SOL scores from the previous year in Math or Reading.

Implications: Our Outcome Data shows clear academic improvement in at least one subject for 95% of the students, and 100% of students passed all of their subjects. This met our Program Goal and shows that we were successful in our efforts. 86% of the students improved at least one state Math or Reading SOL score over the previous year. This shows significant progress of a majority of our students over the previous year. As a result, we will continue to assist with the coordination of this program. Our school mission continues to be that “Student Achievement is our Top Priority”, so based on the results of testing and our SIP plan for next year, we will review our gap groups and explore the information gained from the research review as well as our Advisory Council suggestions below in order to better improve the program. By working weekly for 2 quarters after school with targeted students who had lower grades first quarter and SOL tests that were not passed the year before, we were able to improve student self confidence in their ability to achieve. We helped students create positive relationships with other students in the group and with the counselors and teachers working with them weekly Initially, 10% of the students were not positive about their participation in the program, but by the end of the year, 100% of students said they felt better about their grades, organization, and work completion. Those results indicate that continuing the program for those students who meet the criteria would be beneficial during the 2017-2018 school year. (Perception Data) 100% of students involved also said they would participate this year if the program were offered again. Those results indicate that continuing the program for those students who meet the criteria would be beneficial during the 2017-2018 school year. (Perception Data) Based on the research we reviewed, and suggestions made by our Advisory Council, the following steps will be taken in the future to improve retention of students in the program, including: • providing snacks, • changing the name to something more positive • implementing targeted lessons to support specific skills that are needed like study skills • facilitating smaller groups for a shorter time frame • implementing quarterly and end of year celebrations for our participants • Providing Stingray tickets (PBIS) weekly to students on task and completing work for immediate rewards. • High School Peer Tutoring to assist in working with individual or small groups of students needing support. Pre Perception data was gathered informally through conversations with students, staff, and parents prior to HW club. In going through this process, we realized that next time we will gather pre-perception data in a more formalized manner, prior to student enrollment in the program.

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