REVISED SECTION



Our small group action plan was developed based on the needs of our school community, our vision and mission, our goals, our SIP, and our district’s strategic plan. Four groups have been offered successfully in the past. Our Movers and Shakers group was added this year as we expanded our support for freshmen. Women of Tomorrow (WOT) and Take Stock in Children (TSIC) are both backed by community organizations. We often have a grief group, however, in SY17, there was not sufficient student need to offer it. There were 2 other groups that we held, one for juniors below a 2.0 GPA and one for athletes interested in collegiate sports; however, neither met the ASCA-prescribed minimum of four times and, therefore, we did not include them in our action plan.



Based on our vision and mission, program goals, data analysis, school and district initiatives, and administration’s directives, our groups supported graduation and college and career readiness. TSIC provides academic, career, and social/emotional support to college-bound students with demonstrated financial need, through an application process. This group focused on M2, M4, BLS3, BLS7, BSMS8, BSS3. WOT provides support for 9th-12th grade at-risk females, defined as students that are not living up to their full potential by any of a full range of criteria. 9th or 10th graders are selected based on school staff recommendation and remain in the group through graduation. The prominent Mindsets and Behaviors of this group are M1, M2, M4, M6, BSMS1, BSMS6, BSMS9. The Pathfinder Scholarship is a prestigious scholarship that is offered in our community. A committee of stakeholders reviews the candidates and selects our school’s nominees. Students build skills such as résumé writing and interviewing, aiding them in the Pathfinder process as well as their pursuit of other scholarships. The Mindsets and Behaviors that we focused on were M2, M5, BLS6, BLS10, BSS1, BSS8, BSS9. Our Test Anxiety Group was developed in response to the increase in students who report experiencing test anxiety. For example, the number of students who receive 504 accommodations for anxiety has increased from 17 to 48 over the past 3 years. This group was offered to serve students who experience mild test anxiety by addressing M1, M2, M6, BLS3, BSMS6, BSMS7, BSS2.



The group that we have chosen to highlight here is our Movers and Shakers group, which addressed our goal to give additional support to students as they transition to high school. We targeted ninth graders who scored a level 2 or 3 on 8th grade state assessments (level 3 is on grade level) and had earned a 2.5 GPA or higher in 8th grade. Additional criteria included attendance (excessive absenteeism is defined by our district as more than 20 days), no more than 1 discipline referral, and teacher recommendation. Our aim was to reach a population that tends to float in the middle without being challenged to apply themselves to the fullest. We presented students with information regarding careers and postsecondary education. As a follow up to our group, each student met individually with their counselor to review their course selections for SY18 and to discuss their postsecondary goals. Our goal was to see them increase the rigor of their sophomore schedule, thereby increasing their college and career readiness. The perception data reflects a 128.5% increase in the average score on the pre/post-test regarding college readiness. Further, 100% of students were able to successfully complete tasks related to college and career readiness. The outcome data shows that 77% of students increased rigor in their schedule, either by increasing the number of academic units or increasing the rigor of the courses themselves. 95.5% of students earned credit in all of their first semester SY18 courses. 72.7% of students increased their HPA as a result of their successful completion of their rigorous first semester SY18 courses. Based on this data, we will continue this group in the future. One change that we plan to make is to collect more perception data. While we collected data on the students' growth of knowledge and skill, we plan to measure student attitudes. For example, we would like to know if they perceive themselves to be better prepared for the college application process.



Based on our outcome data, we plan to make small adjustments to the groups themselves, but don't expect many changes to our action plan for SY18. The one exception would be if we find a need to bring back our Grief Group.

Group Name: Movers and Shakers

Goal: 100% of students will increase the rigor in their schedules from 9th to 10th grades. 100% of students will successfully complete rigorous courses in SY18, resulting in an increase in their weighted HPAs.

Target Group: Students who earned at least a 2.5 GPA in their 8th grade coursework, scored at a level 2 or 3 on the state assessments for 8th grade, recommended by teachers, not excessively absent (defined by our district as over 20 days), no more than 1 discipline referral

Data Used to Identify Students: Standardized Test Scores, Grades in Core Classes, Teacher Recommendation, Attendance, Discipline History

School Counselor(s): Megen Stair

ASCA Domain, Mindsets & Behaviors Standard(s): M2, M4, BLS5, BLS7, BLS8, BSMS10

Outline of Group Sessions Delivered: 1. What Does It Take to Get into College? 2. AICE vs. AP – What is My Four Year Plan? 3. Introduction to Scholarship Searches 4. Introduction to MyCareerShines

Process Data (Number of students affected): 22 students attended all of the group sessions. Four sessions were held, each session running for approximately 1 hour.

Perception Data (Surveys or assessments used): What Does it Take to Get into College Pre/Post-test The average score on the pre-test was 3.82. The average score on the post-test was 8.73. This represents a 128.5% increase in the average score. Data regarding each question on the assessment is included in the attached chart. In addition to the assessment data, participation/completion data was collected. All 22 students successfully completed the Time Management Activity, the Four Year Plan, and the Exit Ticket. All 22 students also successfully created accounts on Cappex.com and MyCareerShines.com

Outcome Data (Achievement, attendance, and/or behavior data): 14 of 22 students (64%) increased the rigor of the courses on their schedule 11 of 22 students (50%) increased the number of academic units on their schedule Overall, 17 of 22 students (77%) increased the rigor of their sophomore schedules through either of the above. 21 of 22 students (95.5%) earned credit in all of their courses first semester of SY18. 1 student earned 1 F during this time. 16 of 22 students (72.7%) increased their HPA as a result of their successful completion of their rigorous first semester SY18 courses.

Implications: This group was successful in encouraging students to increase the rigor in their schedule for their sophomore year. We also experienced success in introducing these students to resources that they might not have otherwise accessed. Our Perception Data, based on the pre/post-test scores and participation/completion data reflects that student gained knowledge and skills. Our outcome data indicates that 77% of students increased the rigor of their schedule (Course Enrollment Report) and that 95.5% of students were successful in their more rigorous curriculum (Student Final Grades Report). The End of Semester Graduation Status Report demonstrates that 72.7% of students increased their weighted HPAs. As a result of this data, we plan to continue to offer this group in the future. One change that we plan to make is to collect more perception data. While we collected data on the students' growth of knowledge and skill, we plan to measure student attitudes. For example, we would like to know if they perceive themselves to be better prepared for the college application process.

Attachments