REVISED SECTION:



In May 2017, 5 of our 10th Grade Hispanic females were identified as “at-risk” entering their community college English course because they did not pass their entrance exam (the NCDAP test). While they did not pass this exam, they were still able to enroll into the course for Spring of 2018; this just meant that they were missing skills needed in order to be successful in their English course. There are 59 students in their cohort, and these 5 students consistently scored lower than their peers on end-of-course exams. When considering this population to focus on as a part of my closing-the-gap goal, teacher input, administration input, NCDAP data, end-of-course data, and historical grades were all considered.



All of these students took their college English course during Spring 2018 (of their 10th grade school year). Therefore, interventions took place at the beginning of this semester. Interventions chosen to help these students included: individual student counselor conference meetings at the beginning of their Spring semester that involved goal setting, consultation with the ESL District Counselor prior to interventions, brainstorm meetings with their high school teachers, weekly grade checks by the counselor (myself), bi-monthly grade check ins and consultation with the college liaison, college visits, writing support 1x per month in their Seminar (Life Skills) support class, remediation time offered in our schools Academic Lab, and semester-long College Success Small Group. Additionally, these students received remediation during our school’s Academic Lab, which is offered 3x per week for a total of 1.5 hours. To assist these students, I individually conferenced with all of these students at the beginning of the semester to set goals, conducted weekly grade checks, and met with these students 1x per week in College Success Small Group. Topics in College Success Small Group included: goal setting, time management, test-taking skills, mapping out assignments, stress management techniques, advocacy, effective listening, grade checks, and self-awareness. An evidenced-based strategy suggested by literature for speakers of other languages learning English is stress management strategies, such as mindfulness and meditation according to Fekieh Alrabai in “The Influence of Teachers’ Anxiety Reducing Strategies on Learners’ Foreign Language Anxiety.” I incorporated some of these strategies in small group counseling. These interventions encompass a school-wide approach targeting social/emotional, academic, writing, and collaborative support for our students.



The data results demonstrated an overall increased growth in perception data. Our outcome data showed that 60% of these students earned a C or better in their college English course. 40% of these students earned a D. After reflecting on these results, I feel as though it may have benefited our students even more if these interventions ran year-long. They began in the spring when they started their college course, but it may have benefited them to start the intervention process during the fall. The overall mindset that drove content and curriculum for the closing-the-gap action plan was M5 (belief in using abilities to their fullest to achieve high-quality results and outcomes). I used this as the foundation of the learning strategies (B-LS 3; B-LS 4; B-LS 8), self-management skills (B-SMS6), and social skills (B-SS8) implemented for each group session. For example, as perception data shows, this group of students has a difficult time asking adults for help and advocating for themselves. Therefore, I utilized M5 and B-SS8 (demonstrate advocacy skills) to help promote achieve to do better in their college English course. Perception data showed an increase of students’ comfortability in asking for help.



The data results will help our school better collect data more accurately through immediately analyzing testing results from the community college for all grade levels each year instead of waiting until their sophomore year to see their placement levels. Additionally, the data results showed that our Academic Lab (remediation time for writing skills) was helpful and our school will increase our Academic Lab up to 4x per week to increase foundation gaps for students. Lastly, perception data showed an increase of M5 (belief in self) and that it was an effective mindset to focus on for students who are performing low on placement tests. Since stress management was the main area where students did not increase in overall confidence, next year, I will incorporate a more in-depth focus on M1 (belief in whole self, including a healthy balance of mental, social/emotional, and physical well-being) into each group session even if it’s for just a few minutes at the beginning of each group.

Goal: By May 2018, identified 10th Grade Hispanic female students who did not pass their community college entrance English exam with a least a 151 (passing score) will earn at least a 70% or above in their first English community college course.

Target Group: 10th Grade Hispanic Females

Data Used to Identify Students: College Placement Exam (NCDAP), Teacher Input, End-of-Course Exams, High School Grades

School Counselor(s): Brooke Anderson

ASCA Domain, Mindsets & Behaviors Standard(s): M: 5; B-LS 3; B-LS 4; B-LS 8; B-SMS 6; B-SS 8

Type of Activities to be Delivered in What Manner?: In May 2017, our staff was alerted that 5 of our Hispanic 10th Grade students did not pass their entrance English exam to take their first college English course at the community college. While this does not prevent them from enrolling in the course, it does mean they are at-risk for not passing the course. Their English course started from January 2018-May 2018 of their 10th Grade year, and the following interventions were put into place throughout the semester: individual student conferences with the school counselor (myself) prior to the class beginning to discuss goals and supports available, brainstorming sessions with classroom teachers, weekly grade checks, bi-monthly grade check ins with the college liaison, a college visit (UNC-C), writing support 1x per month in their Seminar (Life Skills course), consultation with the ESL District Counselor, and remediation time offered in our school’s Academic Lab. Additionally, all 5 students met with the school counselor (myself) weekly for College Success Small Group meetings discussing the following topics: 1. Session 1: Introduction and Goal Setting 2. Session 2: Grade Checks 3. Session 3: How to Manage Your Time in English 111 4. Session 4: Reflection on Time Management: What System Works for you? 5. Session 5: Becoming Test-Wise #1 – Keys to Taking Tests 6. Session 6: Becoming Test-Wise #2– Keys to Taking Tests 7. Session 6: Grade Check and Mapping out Your Final Project in English 8. Session 7: Stress Management Techniques 9. Session 8: How to Ask for Help from Adults 10. Session 9: Effective Listening in Class 11. Session 10: End of Year Reflection: What skills can you take with you as you continue your time in college courses?

Process Data (Number of students affected): REVISED SECTION: 5 10th Grade Hispanic Females Delivery Methods: Participation in weekly College Success Small Group, Individual student conferences with the school counselor (myself) prior to the class beginning to discuss goals and supports available, weekly grade checks, bi-monthly grade check ins with the college liaison, writing support 1x per month in their Seminar (Life Skills course), consultation with the ESL District Counselor, and remediation time offered in our school’s Academic Lab

Perception Data (Surveys or assessments used): All students completed a Pre-Test and a Post-Test. The following statements show growth before and after small group counseling: “I know how to prepare for a test appropriately” increased from an average of a 3.2 to a 3.8 score (reporting a “Sometimes” response), “I can use my learning style to inform my study habits” increased from an average score of a 3.6 to a 4.2 (reporting an average of “Often” response), “I can create good systems to help me organize and manage my time” increased from an average score of a 3.6 to a 4.2 (reporting an average of “Often” response), “I feel comfortable asking for assistance with work” increased from an average score of a 3.8 to a 4.4 (reporting above average of an “Often” response), and “I feel stressed when taking a test” remained the same at an average score of a 2.8 (reporting an average of “Rarely” response).

Outcome Data (Achievement, attendance, and/or behavior data): Outcome data consisted of their final college grades in their community college English Course. 60% of students earned college proficiency scores (C or better) that will transfer to a four-year university. 40% earned a D which will count toward their associates degree but will not transfer to a four year university. All students were promoted from 10th to 11th Grade with a 100% retention rate.

Implications: While 3 out of 5 of these (60%) students earned a C or better with college proficient scores, 2 out of 5 earned Ds. Even though Ds do count toward a student’s associate degree, they do not transfer to a four-year university. While I wish 100% of my students would have earned a C or better in their English course, I am proud of my students who made a C. I am also aware of home, life, and working factors that played against the students who earned Ds. All of these students in this small group will be the first in their families to graduate with a college degree, so there are limited resources available at home for these students. I feel as though it may have been more beneficial to begin the small group earlier in August and continued as a year-long small group. This way, the interventions and skills could be learned in the fall semester before their English course in the spring. Small group would continue as a support in the spring, but the foundation skills prior to completing the course may have increased all students’ final grades. Although not all students earned a C in their English course, the vast majority of perception data showed an increase in data besides, “I feel stressed when taking a test,” which remained the same. Moving forward, I will continue to monitor this group of students, as they still have two full years of college courses to complete. Another group session or two could have focused more on decreasing stress/anxiety during testing, as well. Therefore, while monitoring these students in the future, I will be sure to work with them on this.

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