The District’s “Early Warning System” (EWS) Indicator Report uses “near real time” data to define gaps in student achievement and it identifies three key factors (academic performance, attendance, and behavior) that are considered predictors of student outcomes. Interestingly, social science research uses these data sets to help educators understand the connections of dropping out of school and that dropping out of school is the culmination of a gradual process of disengagement from school that begins early in a student’s life. Understanding the EWS report, I am reminded of the increased responsibility as a school counselor for early intervention ensuring that all students are afforded the opportunities to succeed. In September, I began conversations with students, teachers, administrators, and parents to establish exactly the area of focus for closing-the-gap. An analyzation of the data indicated that 56% of our total student population (432 students out of 774), across 6th through 8th grade needed targeted support as an At-Risk EWS student for either academic, attendance and/or behavior. With such a large percentage of students struggling with academic, attendance, and/or behavioral concerns, I met with the principal to discuss an action plan. We knew we needed to analyze the data even deeper, and design a systemic closing-the-gap plan that would support students in a way that allowed for the removal of barriers and close the achievement gap that existed between them and non-EWS students at our school.
The plan included breaking down the data to identify At-Risk EWS students with two or more indicators failing English Language Arts (ELA) and/or Mathematics at the end of Quarter 1. This meant monitoring 88 students throughout Quarters 2 thru 3 with the support of the team leaders and in Quarter 4 narrowing the target group again to those failing ELA and/or Mathematics courses. We met with the team leaders explained the meaning of each indicator, and asked for their assistance to monitor student progress and parent contact. Furthermore, they were asked to make annotations on parent conferences. At the end of the third quarter, the administration team, team leaders and I met to further narrow our target group of 6th-8th grade students as At-Risk on the EWS District Report exhibiting two or more At-Risk Indicators failing ELA and/or Mathematics courses. The re-engagement of these students was vital to their promotion to the next grade-level and reducing their chances of dropping out of school.
The data indicated that the target groups by grade level were as follows:
13 targeted 6th grade students, 24 targeted 7th grade students, and 32 targeted 8th grade students exhibiting two or more At-Risk Indicators failing ELA and/or Mathematics courses in Quarter 4.
A combination of individual and group counseling interventions were chosen. The interventions used were evidenced-based, highly aligned, and developmentally appropriate. For example, I met with students on a weekly basis for 8 weeks for 15-20 minutes. During every session, students were given a pre-and post-test to measure understanding of concepts like growth mindset, SMART goals, the meaning of potential failure letters, attendance, learning styles, progress monitoring, calculating of class grades, college and career opportunities, and promotion status. Yet another example includes team leaders assisting with contacting the parents, getting their approval for the counseling sessions, and keeping parents informed of their child’s academic progress for promotion. Additional individual or group counseling sessions were provided as needed.
Our plan yielded the following results:
Out of the 69 students that were targeted, 2 students withdrew, 5 students were retained, 22 students will be making up a course in summer-school or during the next school year (these students were promoted based on the District’s Student Progression Plan) and 40 students were promoted to the next grade-level.
Given these results, I plan to continue to provide this level of targeted, systemic support for our At-Risk students because of the value it adds to their overall achievement. In the upcoming year, my focus will include devising interventions that help students evaluate their individual data earlier in the year and help them understand how to manage the rigor of their course work. I believe this will help students monitor their grades and improve their overall academic success sooner rather than later. As I continue my efforts to close-the-gap, I understand that lasting change requires a steady and deliberate process. Finally, it is my belief that our school team is vested in working together to support a greater level of academic achievement and success for this target population and all students.
Goal: By June 2017, the number of 6th-8th grade students identified by the Early Warning Systems (EWS) list (*432 students) will increase passing rate in English Language Arts and/or Mathematics by 5 percentage points from 82% baseline [354 passing/432 students] to a minimum of 86.1% [376 passing/432 students]. *432 students are due to 9 EWS students enrolling over the school year.
Target Group: 6th-8th grade students as At-Risk on the Early Warning Systems (EWS) Indicator District Report exhibiting two or more At-Risk Indicators failing English Language Arts and/or Mathematics on the EWS at the beginning of the 4th quarter.
Data Used to Identify Students: Early Warning System (EWS) Indicators For Active Students With 2 or More Indicators M-DCPS District/School Report (April 2017)
Type of Activities to be Delivered in What Manner?: Session 1:
“Academic Achievement Bring it On”
Small Group Session with students to promote growth mindset.
Understanding the components of a SMART goal.
Student will write a SMART goal specific to promotion to the next grade.
Session 2:
iAttend -Attendance Works
Follow-up with Team teachers, student and parent to discuss the potential failure letter notification for grades and attendance.
Individual Counseling with student to reiterate the impact attendance has on their grades.
Assign student an Attendance Buddy to check in with him/her to motivate student to attend school.
*Attendance Buddy could be a peer, teacher, coach, administrator and/or counselor.
Session 3:
“What’s Your Style” (Learning Style)
Small Group Counseling session with students to identify student learning styles.
Academic advisement with student.
Session 4:
“TEAMS-Together Everyone Assures My Success”
Student/Parent/Teacher Team/ Counselor Conferences for on-going support to student.
Session 5:
“My Path to Success-Checks and Balances of Meeting Goal”
Individual counseling with student to review academic progress and to create a specific plan of action in where student will be enabled to calculate class grade and set grade specific goals for promotion.
Individual Counseling with student to assign weekly progress monitoring report (weekly monitoring by grade-level counselors with students).
Session 6:
“Opportunity Knocks-College and Career Readiness” (MyCareerShines)
Individual counseling with student to discuss college and career opportunities
Session 7:
“So Much To Do So Little Time”
Academic Advisement to keep student on track to promotion by on-going Individual Counseling with student to assign weekly progress monitoring report (weekly monitoring by grade-level counselors with students).
Collaborating with teachers and parents to ensure student is o his/her academic track to promotion.
Session 8:
“Moving On- Next Steps”
Individual counseling with student to ascertain provisional promotion status to next-grade level.
On-going meetings with parents to communicate provisional promotion status to the next grade-level.
Process Data (Number of students affected): Students in grades 6th, 7th, and 8th on the EWS Report with 2 or more Indicators failing all core academic courses on the EWS at the beginning of the 4th quarter.
Each student participated in 8 Individual Counseling Sessions (The duration of each session was between 15 to 30 minutes)
Group 1: 13
6th graders
Group 2: 24
7th graders
Group 3: 32
8th graders
Perception Data (Surveys or assessments used): Perception data was collected at every session.
Session 1:
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 YES or NO
1. I understand promotion requirements and can identify courses needed to be promoted.
Group 1: 6th Grade
Pre-test: 15.4%
(_2_ out of 13 students)
answered YES
84.6%
(_11_ out of 13 students)
answered NO
Post-test: 92.3%
(12_ out of 13 students)
answered YES
7.7%
(_1_ out of 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 29.2%
(_7_ out of 24 students)
answered YES
70.8%
(_17 out of 24 students)
answered NO
Post-test: 91.7 %
(_22_ out of 24 students)
answered YES
8.3%
(_2_ out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 56.3%
(_18 out of 32 students)
answered YES
43.8%
(_14_ out of 32 students)
answered NO
Post-test: 96.9 %
(31 out of 32 students)
answered YES
3.1%
(_1 out of 32 students)
answered NO
2. I understand how many points are assigned to each letter grade?
Group 1: 6th Grade
Pre-test: 15.4%
(_2_ out of 13 students)
answered YES
84,6%
(11 out of13 students)
answered NO
Post-test: 84.6%
(11 out of 13 students)
answered YES
15.4%
(_2_ out of 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 62.5 %
(_15_ out of 24 students)
answered YES
37.5%
(_9_ out of 24 students)
answered NO
Post-test: 100 %
(_24_ out of 24 students)
answered YES
0%
(_0_ out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 84.4%
(_27_ out of 32 students)
answered YES
20.8%
(_5_ out of 32 students)
answered NO
Post-test: 100%
(32 out of 32 students)
answered YES
0%
(0 out of 32 students)
answered NO
Session 2:
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 YES or NO
1. I am encouraged to come to school every day.
Group 1: 6th Grade
Pre-test: 38.5%
(5 out of 13 students)
answered YES
61.5%
(_8_ out of 13 students)
answered NO
Post-test: 92.3%
(12 out of 13 students)
answered YES
7.7%
(_1_ out of13 students)
answered NO
Group 2: 7th Grade
Pre-test: 62.5%
(_15_ out of 24 students)
answered YES
37.5%
(_9_ out of 24 students)
answered NO
Post-test: 87.5%
(_21 out of 24 students)
answered YES
12.5%
(_3_ out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 81.3 %
(_26_ out of 32 students)
answered YES
18.8%
(_6_ out of 32 students)
answered NO
Post-test: 93.8%
(30 out of 32 students)
answered YES
6.3%
(_2 out of 32 students)
answered NO
2. I believe that attendance is a key to success for graduation.
Group 1: 6th Grade
Pre-test: 76.9%
(10 out of 13 students)
answered YES
23%
(_3_ out of 13 students)
answered NO
Post-test: 100 %
(13 out of13 students)
answered YES
%0
( 0 out of 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 79.2%
(19 out of 24 students)
answered YES
20.8%
(_5_ out 24 students)
answered NO
Post-test: 100%
(24 out of 24 students)
answered YES
0%
(_0_ out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 78.1%
(_25 out of 32 students)
answered YES
21.9%
(_7_ out 32 students)
answered NO
Post-test: 100%
(_32_ out of 32 students)
answered YES
0%
(_0_out 32 students)
answered NO
Session 3:
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 YES or NO
1. You are a certain kind of person, and there is not much that can be done to change that.
Group 1: 6th Grade
Pre-test: 100%
(_13_out of 13 students)
answered YES
0%
(_0 out 13 students)
answered NO
Post-test: 23.1%
(_3_ out 13 students)
answered YES
76.9%
(10 out of 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 100%
(_24_ out of 24 students)
answered YES
0 %
(_0_ out of 24 students)
answered NO
Post-test: 37.5%
( 9 out of 24 students)
answered YES
62.5%
(15 out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 100%
(32 out of 32 students)
answered YES
0%
(_0_ out 32 students)
answered NO
Post-test: 43.8 %
(_14_ out 32 students)
answered YES
56.2 %
(18 out of 32 students))
answered NO
2. I can identify how I prefer to learn.
Group 1: 6th Grade
Pre-test: 15.4%
(_2_ out of 13 students)
answered YES
84.6%
(_11_ out of13 students)
answered NO
Post-test: 77 %
(10 out 13 students)
answered YES
23%
(_3_ out 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 41.7%
(_10_ out of 24 students)
answered YES
58.3%
(_14_ out of 24 students)
answered NO
Post-test: 83.3%
(20 out of 24 students)
answered YES
16.7%
(_4_out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 28.1%
(_9_ out of 32 students)
answered YES
71.9%
(_23_ out of 32 students)
answered NO
Post-test: 72 %
(_23_ out of 32 students)
answered YES
28%
(_9_ out of 32 students)
answered NO
3. I know three effective test-taking strategies.
Group 1: 6th Grade
Pre-test: 15.4 %
(_2_ out of 13 students)
answered YES
84.6%
(_11 out of 13 students)
answered NO
Post-test: 100%
(_13_out of 13 students)
answered YES
0%
(_0_ out of 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 25 %
(_6_ out of 24 students)
answered YES
75%
(_18_ out of 24 students)
answered NO
Post-test: 100%
(_24_out of 24 students)
answered YES
0%
(_0_ out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 25 %
(_8_ out of 32 students)
answered YES
75%
(24_out of 32 students)
answered NO
Post-test: 100 %
(_32_ out of 32 students)
answered YES
0%
(_0_ out of 32 students)
answered NO
Session 4:
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 YES or NO
1. I know that I have a TEAM of people that support me at school.
Group 1: 6th Grade
Pre-test: 61.5%
(_8_ out of 13 students)
answered YES
38.5%
(_5_ out of 13 students)
answered NO
Post-test: 100%
(_13_ out of 13 students)
answered YES
0%
(_0_ out of 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 87.5%
(_21_ out of 24 students)
answered YES
12.5%
(_3 out of 24 students)
answered NO
Post-test: 100%
(24 out of 24 students)
answered YES
0%
(_0_ out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 81.3%
(_26 out of 32 students)
answered YES
18.8%
(_6_ out of 32 students)
answered NO
Post-test: 100 %
(_32_ out of 32 students)
answered YES
0%
(_0_out of 32 students)
answered NO
2. I believe that my TEAM includes my parents, teachers, counselors, school administrators, and all staff at my school?
Group 1: 6th Grade
Pre-test: 69.2%
(_9_ out of 13 students)
answered YES
30.8%
(_4_out of 13 students)
answered NO
Post-test: 100 %
(_13_ out of 13 students)
answered YES
0%
(_0_ out of 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 87.5%
(_21_ out of 24 students)
answered YES
12.5%
(_3_ out of 24 students)
answered NO
Post-test: 100%
(_24_ out of 24 students)
answered YES
0%
(_0_ out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 68.8%
(_22_ out of 32 students)
answered YES
31.3%
(_10_ out of 32 students)
answered NO
Post-test: 100%
(_32_ out of 32 students)
answered YES
0%
(_0_ out of 32 students)
answered NO
Session 5:
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 YES or NO
1. I can identify the components of a SMART goal.
Group 1: 6th Grade
Pre-test: 38.5%
(5_ out of 13 students)
answered YES
61.5%
(8_out of 13 students)
answered NO
Post-test: 76.9%
(_10 out of 13 students)
answered YES
23%
(3_ out of 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 62.5%
(_15_ out of 24 students)
answered YES
37.5%
(_9_ out of 24 students)
answered NO
Post-test: 83.3%
(20 out of 24 students)
answered YES
16.7%
(_4_ out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 50%
(16_out of 32 students)
answered YES
50%
(_16_ out of 32 students)
answered NO
Post-test: 96.9%
(_31_ out of 32 students)
answered YES
3.1%
(_1_ out of 32 students)
answered NO
2. I know how to write a SMART goal.
Group 1: 6th Grade
Pre-test: 30.8%
(_4_ out of 13 students)
answered YES
69.2%
(9 out of 13 students)
answered NO
Post-test: 84.6 %
(_11_ out of 13 students)
answered YES
15.4%
(_2_ out of 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 33.3 %
(_8_ out of 24 students)
answered YES
66.7%
(_16_ out of 24 students)
answered NO
Post-test: 79.2 %
(_19_ out of 24 students)
answered YES
20.8%
(_5_ out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 18.8%
(_6_ out of 32 students)
answered YES
81.2%
(_26_ out of 32 students)
answered NO
Post-test: 65.6%
(21 out of 32 students)
answered YES
34.4%
(_11_ out of 32 students)
answered NO
3. I know how to make goals a reality.
Group 1: 6th Grade
Pre-test: 53.8%
(_7_ out of 13 students)
answered YES
46.2%
(_6_ out of 13 students)
answered NO
Post-test: 100 %
(_13_ out of 13 students)
answered YES
0%
(_0_ out of 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 58.3%
(_14 out of 24 students)
answered YES
41.7%
(_10_ out of 24 students)
answered NO
Post-test: 83.3 %
(20 out of 24 students)
answered YES
16.7%
(_4_ out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 84.4 %
(_27_ out of 32 students)
answered YES
15.6%
(_5_ out of 32 students)
answered NO
Post-test: 84.4 %
(_27_ out of 32 students)
answered YES
15.6%
(_5_ out of 32 students)
answered NO
Session 6:
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 YES or NO
1. Have you begun to plan for future college and career goals?
Group 1: 6th Grade
Pre-test: 69.2%
(_9_ out of 13 students)
answered YES
30.8%
(_4_ out of 13 students)
answered NO
Post-test: 100%
(_13_ out of 13 students)
answered YES
0%
(_0_ out of 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 70.8%
(_17_out of 24 students)
answered YES
29.2%
(7 out of 24 students)
answered NO
Post-test: 100%
(_24_ out of 24 students)
answered YES
0%
(_0_ out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 43.8%
(_14_ out of 32 students)
answered YES
56.3%
(_18_ out of 32 students)
answered NO
Post-test: 100%
(_32_ out of 32 students)
answered YES
0%
(_0_ out of 32 students)
answered NO
2. Has MyCareershines encouraged you to begin or continue planning for future college and career readiness goals?
Group 1: 6th Grade
Pre-test: 30.8 %
(_4_ out of 13 students)
answered YES
69.2%
(_9_ out of 13 students)
answered NO
Post-test: 100 %
(_13_ out of 13 students)
answered YES
0%
(_0_ out of 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 41.7%
(10 out of 24 students)
answered YES
58.3%
(_14_ out of 24 students)
answered NO
Post-test: 100%
(_24_out of 24 students)
answered YES
0%
(_0_ out 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 31.3%
(10 out of 32 students)
answered YES
68.8%
(_22_ out of 32 students)
answered NO
Post-test: %
(_32_out of 32 students)
answered YES
100%
(_0_ out of 32 students)
answered NO
Session 7:
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 YES or NO
1. I believe that I can achieve the minimum number of points in each class to be promoted to the next grade-level?
Group 1: 6th Grade
Pre-test: 76.9 %
(_10_ out of 13 students)
answered YES
23%
(_3_ out of 13 students)
answered NO
Post-test: 100%
(_13_ out 13 students)
answered YES
0%
(0 out 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 70.8%
(_17_ out of 24 students)
answered YES
29.2%
(_7_ out of 24 students)
answered NO
Post-test: 100%
(24 out of 24 students)
answered YES
0%
(_0_ out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 87.5%
(_28_ out of 32 students)
answered YES
12.5%
(_4_ out of 32 students)
answered NO
Post-test: 96.9 %
(_31_ out of 32 students)
answered YES
3.1%
(1 out of 32 students)
answered NO
2. To reach my goal of passing all my classes, I know I must complete all my assignments and homework on time.
Group 1: 6th Grade
Pre-test: 84.6%
(11 out of 13 students)
answered YES
15.4%
(_2_ out of 13 students)
answered NO
Post-test: 100%
(_13_ out of 13 students)
answered YES
0%
(_0_ out of 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 91.7%
(_22_ out of 24 students)
answered YES
8.3%
(_2 out of 24 students)
answered NO
Post-test: 100 %
(_24 out of 24 students)
answered YES
0%
( 0 out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 84.4%
(_27_ out of 32 students)
answered YES
15.6%
(_5_ out of 32 students)
answered NO
Post-test: 100%
(_32_ out of 32 students)
answered YES
0%
(0 out of 32 students)
answered NO
Session 8:
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 YES or NO
1. I know that if I fail a core curriculum class that next year I must give up an elective class to make up the class that I failed.
Group 1: 6th Grade
Pre-test: 38.5%
(_5_ out of 13 students)
answered YES
61.5%
(_8_ out of 13 students)
answered NO
Post-test: 100 %
(_13_ out of 13 students)
answered YES
0 %
(_0_ out of 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 95.8%
(_23_ out of 24 students)
answered YES
4.2%
(_1_ out of 24 students)
answered NO
Post-test: 100%
(24_ out of 24 students)
answered YES
0%
(_0_ out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 93.8%
(_30_ out of 32 students)
answered YES
6.2%
(_2_ out of 32 students)
answered NO
Post-test: 100 %
(32 out of 32 students)
answered YES
0%
(_0_ out of 32 students)
answered NO
2. Next school year, I know I can improve my grades if I put forth maximum effort.
Group 1: 6th Grade
Pre-test: 84.6%
(_11_ out of 13 students)
answered YES
15.4%
(_2_ out of 13 students)
answered NO
Post-test: 100%
(_13_ out of 13 students)
answered YES
0%
(_0_ out of 13 students)
answered NO
Group 2: 7th Grade
Pre-test: 95.8%
(_23_ out of 24 students)
answered YES
4.2%
(_1_ out of 24 students)
answered NO
Post-test: 100%
(_24_ out of 24 students)
answered YES
0%
(_0_ out of 24 students)
answered NO
Group 3: 8th Grade
Pre-test: 93.8%
(_30_ out of 32 students)
answered YES
6.2%
(_2_ out of 32 students)
answered NO
Post-test: 100 %
(_32_ out of 32 students)
answered YES
0%
(_0_ out of 32 students)
answered NO
Outcome Data (Achievement, attendance, and/or behavior data): Based on the final grades in the gradebook out of the 69 students
2 students were withdrawn.
5 students were retained.
22 students will be making up a course in summer school or during the next school year.
40 students were promoted to the next grade level.
In comparing the overall school achievement data for Goal 1, the results indicate that the number of 6th-8th grade students as At-Risk on the Early Warning Systems (EWS) Indicator District Report exhibiting two or more At-Risk Indicators (*432 Students) - passing English Language Arts and/or Mathematics increased by 6% percent from the end of the First Nine Week Grading Period in October 2016 with a 82% baseline [354 passing/432 students] to a minimum of 88% final outcome [380 passing/432 students] by the end of the Fourth/Final Grading Period in June 2017.
Implications: Closing the gap for student achievement requires the identification of any significant and persistent disparity in the academic performance of students. To achieve this goal, I worked with the school administration team to analyze our school data, discovering gaps and developing targeted evidence-based interventions designed to narrow or eliminate the achievement gap at our school.
The data suggests that the closing the gap interventions were successful. In addition, the process, perception and outcome data suggest that students gained knowledge, skills and showed an increase in self-efficacy as detailed in our perception graphs attached.
From the (13) 6th grade, (24) 7th grade, and (32) 8th grade students who were identified approximately 10-6th grade (77%), 21-7th grade (87%), and 9 - 8th grade (28%) students were promoted to the next grade without having to attend summer school. Most students indicated that they believed they learned strategies and skills needed to increase their academic performance and gained an understanding of requirements for promotion. Teachers also reported that they witnessed an increased level of confidence in the targeted students (Growth Mindset), and thus they saw an improvement in student grades and behavior.
Changes planned for next year include:
Devising targeted interventions that help students evaluate their individual data earlier in the school year and help them understand how to manage the rigor of their course work.
Additional interventions: provide student and parent workshops to teach positive growth mindset and building resiliency skills, collaborate with our support staff (school social worker, psychologist etc.) to support and develop personalized plans for students in need of extra support or assist students who have a lack of resources, and implement a school-wide teacher/student mentor program to provide positive adult relationships for vulnerable students. The mentoring program will be designed to overcome barriers to closing the gap. Seek grant funded extended learning opportunities before and after school by applying for the Academic Enrichment Program.
Finally, my intention is to also have collaborative discussions with our advisory council to strengthen our school program by looking at root causes of the achievement gap and reinforcing a commitment to education for all students in our school.
