REVISED SECTION

In determining where our gaps were, the counseling team consulted the school improvement plan/goals and student achievement data every interim and quarter. Based on information obtained from these data points, the counseling team sought to target our D/F population, in hopes to improve student achievement for this population.



All counselors reviewed data from the end of last year to include, each quarter, final grade and SOL data for all students. Bi- weekly individual meetings were held with 145 students (6th - 45, 7th -41, 8th - 59) in the first quarter, 30 in the second quarter and 16 in the third quarter. In the initial meetings we reviewed student self-belief, motivation, persistence when tasks got hard, developed SMART goals and investigated their growth mindset. In the second meeting we determined their learning preferences as either visual, kinesthetic and auditory styles. In all following meetings we reviewed goals, worked on executive functioning skills, study skills and test taking strategies. These initial baseline diagnostics were sought to understand the students self-belief about their own abilities and their patterns of motivation.



Students were given help on reviewing their grades in StudentVue, how to see their patterns of behavior, i.e. if they were getting low test scores, not turning in homework and how to correct these habits. Students individual help varied from, managing class time better, avoiding procrastination, brainstorming ideas, setting up a workspace at home, organizing notes, and study tips. The grade level counselor also maintained collaboration with Interdisciplinary Teams (IT) teams to ensure ongoing support. Having collaboration with teachers, a supported resource and parent awareness were significant factors that helped students to achieve their grades, their skills and their sense of self efficacy.



Grades increased due to an increase in completing and turning in homework assignments, increase in test scores (related to change in study habits), and some students attended the Homework Helpers Club. Over the 4 quarters, the class with the highest number of D’s/F’s was Spanish 1, a high school credit elective. Once a student made a D or F in a core class the grade improved 0.5 to 2 letter grades.



The Homework Helpers Club was implemented as result of the student needs assessment data taken at the end of the 2016-17 school year. Created as an after-school club, that met weekly for one hour. Students were provided with time, space, and desktop computers to assist in homework completion. Students came prepared with homework or missing assignments to complete. Peer tutors (8th grade students) provided support to students as needed.



Of the 22 students who attended the Homework Helpers Club, 8 students attended regularly. Regularity constitutes attending at least 1 x per month during the course of the club (November 2017-May 2018) which meant attending 5 or more times. Based on review of student grades each quarter, it was noted that the grades fluctuated. Attendees had an increase in grades from 1 quarter to the next in a core area but at the same time there would be a decrease in a different core area that same marking period. It may benefit the Homework Helpers Club to use technology and have students check his/her own StudentVue Account at the beginning of each meeting. This would assist in verifying missing work but would be a good time for students to check his/her own grades and see where they may need to focus time during the club.



Having this data helps us to determine that the interventions for fifty-one students was grade improvement and that this intervention worked for them. The program will continue based on the evidence of success for most students. The counselor has learned to pay particular attention to pacing to develop habits.

Goal: Increase student achievement

Target Group: D/F Students

Data Used to Identify Students: Data Reports from teacher gradebooks

School Counselor(s): Lisa Handy, Brianne Foster, Judith Slowey-Brown

ASCA Domain, Mindsets & Behaviors Standard(s): M 1, M 2, M 6, B-LS 3, B-LS 4, B-LS 7

Type of Activities to be Delivered in What Manner?: Bi-weekly individual academic advising meetings. Base line data gathered and learning style preferences explored. Students created SMART Goals to guide their priorities and progress in academic achievement.

Process Data (Number of students affected): REVISED SECTION 145 students (6th grade - 45 students, 7th grade 41 students, 8th grade 59 students)

Perception Data (Surveys or assessments used): REVISED SECTION End of year grades and SOL reports for 2016-17 school year, interim reports from teacher grade books. Students were identified by pulling D/F reports from our school database.

Outcome Data (Achievement, attendance, and/or behavior data): REVISED SECTION In 6th grade, at the end of Q2, 34 students had a D/F (1 ELL/SPED student, 3 ELL students, 8 SPED students, 22 Gen Ed students). At the end of Q3, 43 students had a D/F (1 ELL/SPED students, 4 ELL students, 11 SPED students, 27 Gen Ed students). At the end of Q4, 30 students had a D/F (1 ELL/SPED student, 3 ELL students, 11 SPED students,15 Gen Ed students ). 53% (24) of the students who ended with a D/F in Q1 brought their grade up to a C or better by the end of the year. In 7th Grade, at the end of Q2, 45 students had a D/F (2 ELL students, 9 SPED students, 34 Gen Ed students). At the end of Q3, 43 students had a D/F (1 ELL students, 8 SPED students, 34 Gen Ed students). At the end of Q4, 28 students had a D/F (1 ELL students, 7 SPED students, 20 Gen Ed students). 64% of the students who ended with a D/F in Q1 brought their grade up to a C or better by the end of the year. In 8th grade, the number of students who failed the following quarter: Quarter 2, 3 students Quarter 3, 1 student. Achievement of students from quarter 1 to quarter 2 drops from 13 to then 3 shows a reduction of 39%. Quarter 2 to quarter 3, 30 students to then 1 students shows a reduction of 71%. Quarter 3 16 students to Quarter 4 1 shows a drop of 85%. Overall a total of 59 students, 51 students improved their grade.

Implications: REVISED SECTION In 6th grade, data showed that while bi-weekly, individual interventions worked for the majority of the students, additional interventions may be necessary to assist students further. Further collaboration with teachers and parents may have further helped students be successful. The counselor will continue with bi-weekly meeting individual meetings with students in the future, while also pushing into student’s classes to see how the counselor can further support the student in their academic achievement. In 7th grade, meetings with students every other week to review homework completion and work in class. Students set individual goals for grade improvement. In 8th grade, the interventions worked for the majority of students. 8 students however did not improve their grade in one of the quarters. Earlier identification of this fact and brainstorming and partnering with other teachers, peers, parents to look how else to encourage and support the student. Paying attention to timing and replacing entrenched behaviors and that sometimes change takes longer will be noted for future students. Meeting more regularly and pacing the one to one sessions more slowly may support students with this change. Thought and action must be given to the eight students who did not show a grade improvement in that quarter. However, that student did not repeat failing in the following quarter. It can be inferred therefore, that it may take longer for students to develop habits that produce success. Adjustments therefore can be made to meet maybe twice a week with these students and to be even more deliberate with incremental smaller steps to ensure more practice and habit forming behaviors.

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