Beginning in September, we analyzed our grade reports and gained input from our stakeholders to determine which subgroup of students would become more successful students provided with the proper intervention. The aim of students in our International Baccalaureate (IB) magnet school, is to graduate having attained the IB Certificate. Our graduation rate is 100% and our retention rate is 0%. However, in the 2015-2016 schoolyear, magnet data reports showed that 50 of our 8th grade students graduated our program without earning their IB Certificate. There are 5 basic requirements for the certificate (see artifact): an academic goal (C or higher in all academic classes), effort goal, conduct goal, community service hours, a community service research project and a graded portfolio of work from 6th to 8th grade with specific requirements. Data showed that most of the 50 students had earned their community service hours and completed all courses. But they lacked a C or higher in all of their academic classes. The Portfolio Grade Report showed that many of our 7th and 8th graders were also not meeting their portfolio requirement. We chose to target the 6th, 7th and 8th grade students with a GPA of 1.49 or below (D or F) at the end of the 1st semester, a subgroup of the 49 students we targeted in our academic goal.



Our counseling interventions consisted of 5 group activities carried out by

the counselor/group lead and one Portfolio-related intervention. These evidence-based activities included a time-management activity, because it helps you to become a more effective and successful student; and a study skills activity, because they help a student to retain more content in less time. Research asserts that students who learn how to study and are good time managers tend to be more self-directed, have more confidence and strive to learn more, leading to better performance. We also included a SMART goal activity, because goals help us define what we want and how to get it; a session on good decision-making skills; and, a session on calculating their GPA and learning the value of their cumulative record. The final activity was a small group portfolio clinic with our Magnet Lead Teacher, to ensure that they were on track and had the necessary knowledge to successfully pass their portfolio requirement. Small groups were the chosen method of delivery because they are efficient and effective in helping students learn skills and grow in a supportive environment.



Process data showed 100% participation for a total of 21 students. We were happy about the number of students and distribution of students in their groups. A comparison of pretest and posttest perception question responses revealed that students believe that, as a result of the activities, they gained knowledge, increased skills, and had a positive change in attitude. Outcome data shows that the delivery and content of our sessions had a positive impact in a large percentage of the students targeted. Out of the 21 students served, 11 students (52%) showed academic improvement. Nine of the 21 students (43%) fully met the goal with a final grade of C or better, while another 2 students raised their grade a whole letter grade. All (100%) of the students passed their Portfolio requirements for the year. We feel that this group was a success. However, examining the outcome data, we noted that all of the students that ended up failing the course and most of the students that ended with a D average, had the same subject/ teacher, which brings up the need to dive deeper into possible explanations, an opportunity for advocacy, and the chance to offer further support to the students and the teacher, since that was his first year teaching that 7th grade Civics course.



For 2017-2018, we will devote an entire session to organizational skills. In terms of mindsets and behaviors, we are in agreement that the ones chosen were appropriate. We were happy with our method of data collection and the quality and relevance of the perception questions. We will provide the 6th and 7th grade students in this group with intensified support as they move to the next grade level. We also plan to institute a preventative portfolio mentoring session between all of our incoming 6th and 8th graders, assisted by the History department, to aid in portfolio project completion. In addition, we will collaborate with stakeholders to expand our delivery of school/college readiness activities that teach time management, organizational and study skills to all of our students.

Goal: By June 2017, the number of the sixth to eighth grade students who have a D or F average in one or more academic classes at the end of the 1st semester will decrease by 25% from 21 students at the end of the 1st semester to 16 or fewer students at the end of the 2ndth semester (final grade).

Target Group: 6th, 7th and 8th grade students with GPA 1.0 or below in any class at end of 1st semester

Data Used to Identify Students: Herbert A. Ammons Annual/Quarterly Grade Reports (from Admin Reports in Gradebook)

School Counselor(s): Ronda Carey, Lisette Dobson, Suzanne Perlman

ASCA Domain, Mindsets & Behaviors Standard(s): Domain:Academic Mindset: M 2 Behavior: B- SMS 6 and B-SMS-1

Type of Activities to be Delivered in What Manner?: Activities 1-5 consisted of small group activities/lessons delivered during homeroom time for 30-45 minutes. Each counselor was responsible for one group, so all three groups ran concurrently. Activities 1-5 were as follows: 1)Time Management 2)Planning/Study Skills/Organization 3)Setting Goals: SMART Goals Writing 4)Making Good Decisions 5) Academic Achievement and Understanding the Cumulative Record (Included activity on calculating GPA) Activity 6 was assisted by Mrs. Perlman but run by our Lead Magnet Teacher, Mrs. Garcia. It was a private portfolio clinic in groups of 2 to 3 students to help the students be successful in completing their IB portfolio requirement. In addition, Weekly progress checks took place on Friday mornings during homeroom: Mrs. Dobson monitored progress of Group 1 Mrs. Perlman monitored progress of Group 2 Mrs. Carey monitored progress of Group 3

Process Data (Number of students affected): Total Number of Students Affected is 21. Group One: 6th =3 students 7th = 4 students Group Two: 7th = 7 students Group Three: 7th = 4 students 8th= 3 students

Perception Data (Surveys or assessments used): As indicated by the comparison of pre and post test data questions listed below, students demonstrated an in increase in knowledge and understanding of strategies to increase student achievement. Pre-post Assessment questions asked before the first lesson and after the last lesson five: Questions: 1) I understand the value of my cumulative school record (yes/no) Average results for groups 1,2,3: PRE- TEST Yes- 76 % No- 24 % POST- TEST Yes 100% 24 % Increase in % of Yes responses 2) I know how to write my goals in SMART goal format. (yes/no) Average results for groups 1,2,3: PRE- TEST Yes- 19 % No- 81% . POST- TEST Yes - 95 % 77% Increase in % of YES responses 3) I can name at least four traits of success. (yes/no) Average results for groups 1,2,3: PRE- TEST Yes- 33 % No- 67 % . POST- TEST Yes – 90 % 57 % Increase in % of YES responses 4) I know how to manage my time effectively. Average results for groups 1,2,3: PRE- TEST Yes- 29 % No- 71% . POST- TEST Yes -81 % 52% Increase in % of YES responses 5) I can explain at least three ways to track my academic progress. (yes/no) Average results for groups 1,2,3: PRE- TEST Yes- 33 % No- 67 % POST- TEST Yes - 95% 62 % Increase in % of Yes responses 6) I know how to organize my IB Portfolio Average results for groups 1,2,3: PRE- TEST Yes- 27 % No- 73 % . POST- TEST Yes -100% 73% Increase in % of YES responses

Outcome Data (Achievement, attendance, and/or behavior data): Achievement Comparison The number of 6th, 7th and 8th students with 1.0 GPA or below will decrease Data Collected Final Grade Reports RESULTS: Group One (6th/7th grade) Out of the 7 students: 3 students met their goal of raising their final grade to a C, and 1 improved a letter grade from an F to a D. Group Two (7th Grade) Out of the 7 students in the group, 3 met their goal of raising their final grade to a C. Group Three (7th/8th grade) Out of the 7 students: 3 met their goal of raising their final grade to a C and 1 improved a letter grade from an F to a D. SUMMARY: 9 out of 21 (43%) students improved their grade to a C or better in one or more academic classes. (The number of students with a D or F average in one or more academic classes at the end of the 1st semester decreased from 21 at the end of the 1st semester to 12 at the end of the 2nd semester). Also, an additional, two students raised their grade from an F to a D at the end of the schoolyear. So, in all, 11 out of 21 students showed improvement as a result of our interventions.

Implications: The small group counseling activities helped close achievement gaps by bridging between what is taught in the core curriculum and the specific skills necessary for success in school and work. Small groups were the chosen method of delivery because they are efficient and effective in helping students learn skills and grow in a supportive environment. We are confident that our selection and screening process used for the formation of these groups had a positive impact on our process data. By targeting students based on data collection, screening/interviewing students for group membership and obtaining parent support, we documented (via sign in sheets and perception question responses) 100% student participation in both groups. A comparison of pretest and posttest perception question responses revealed that students believe that as a result of the activities they gained knowledge, increased skills, and had a positive change in attitude. Outcome data shows that the delivery and content of our sessions had a positive impact in a large percentage of the students targeted. We feel that this group was a success. Additionally, examining the outcome data, we noted that all of the students that ended up failing the course and most of the students that ended with a D average, had the same subject and the same teacher, which brings up the need to dive deeper into possible explanations, an opportunity for advocacy, and the chance to offer support to the student but also the teacher, since that was their first year teaching that 7th grade Civics course. For 2017-2018, we will add a session in organizational skills which is a necessary foundational skill. In terms of mindsets and behaviors, we are in agreement that the ones chosen for this group are appropriate. We were happy with our method of data collection and the quality and relevance of the perception questions. We will collaborate to provide the 6th and 7th grade students in this group with intensified support as they move to the next grade level. Moving forward, we plan to institute preventative portfolio mentoring sessions between our 6th and 8th graders facilitated by the History department, to assist in portfolio project completion. In addition, we will collaborate with teachers, administrators, and district colleagues to develop a plan to deliver school/college readiness activities that teach foundational skills such as time management, organizational and study skills to all of our students. The school counseling team will lead a schoolwide effort to create a deeper college-going culture that will motivate students to succeed. The counselors will continue to work directly with students, in groups, in classrooms and in schoolwide activities to address academic, attendance and behavioral discrepancies existing among student groups.

Attachments