Shivela Middle School

School Counseling Program

Intentional Guidance

Presented by Mary Davis, Ginger Hawkins, and Mary Ricks

At Shivela, we are committed to empowering students to be life long

learners who care for themselves and others and have a realistic goal for their

future.(SMS Counseling Mission Statement)

To inspire every student to think, to learn, to achieve, to care.

(MVUSD Mission Statement)

American School Counseling Association National Standard

Academic Standard AStudents will acquire the attitudes,

knowledge, and skills that contribute to effective learning in school and across

the life span.

Student CompetencyA:A3 Achieve School Success

Target GroupAt the district counseling meeting, we discussed intentional and grade level guidance lessons. The goal was to create one intentional intervention that all schools embraced, by grade level.

6th, 7th, and 8th grade students with two or more “F” grades at the first progress report of semester 1, 2009.

63 total students were targeted (approximately 20 from each grade level).

Objective: To improve academic GPA by comparing 6-week grades with semester grades.

First semester: November 5 – December 3, Room 201

We met every Thursday for four weeks during the student’s PE or Exploratory class.

During PLC time, counselors collaborated with teachers regarding the targeted students’ individual needs.

Weekly Academic Workshop topics were emailed to parents and teachers encouraging reinforcement at home and in the classroom.

Counselors committed to having at least two counselors present each Thursday (periods 1-5).

Preparation and Logistics for Academic Workshop

Pre-Test Results

26% of the students were aware of teacher help times.

All of the targeted students believed grades mattered.

33% of students knew how to calculate a GPA.

Pre-Test and Student Survey:What we learned…

1. Students were disconnected from their grades. (percentages, GPA, on-line grade book, transcript)

2. Students lacked awareness of resources on campus. (after school tutoring and teacher help times)

3. Students were not sure “why” grades are important. (promotion, athletics, HS graduation, career)

Weekly Lessons1. “Getting to know” (activity, use of agenda, ABI

grades, established consistent routine)

2. “Why grades matter?” (teacher help times, ABI attendance, weekly review of grades and agenda)

3. “What do all these numbers really mean?” (GPA calculation & relevance, individual CSTs, EOCs, retention policy, weekly review of grades and agenda)

4. “Digging Deeper” (Open discussion regarding grades, studying for tests, promotion and graduation requirements)

Post-TestKnowledge of Teacher Help Times

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3040

506070

8090

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erce

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Pre

Post

Prior to the workshop, 26% of the students were aware of teacher help times. After the

workshop, 73% of students knew specific tutoring times.

Post-TestBelieve Grades Matter

0102030405060708090

100Per

cent

age

S. A

gree

Agr

ee

Pre Test

Post Test

Pre-Test results indicated that all students believed grades mattered. Post-Test results indicated that 22% of student beliefs changed from agree to strongly agree that grades

matter.

Post-TestSkill in GPA Calculation

0

20

40

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erce

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Know how to calculate

Pre Test

Post Test

Pre-Test = 33% of students knew how to calculate a GPA

Post-Test = 85% of students knew how to calculate a GPA

ResultsReduction in “F” Grades at Semester6th Grade – 74% reduction of F’s (50 to 13)

7th Grade – 59% reduction of F’s (46 to 19)

8th Grade – 12% reduction of F’s (25 to 22)

GPA Improvement6th Grade – 33% increase of GPA7th Grade – 16% increase of GPA8th Grade – 21% decrease of GPA

We asked students if they faced other negative external or internal barriers they have individually. Students completed the survey (59 students in all) and indicated the following:

Depression: 8 studentsAnxiety: 8 studentsAnger Management: 7 studentsFamily Conflict: 11 studentsGrief: 2 studentsSubstance Abuse: 0 studentsSchool Conflict: 11 studentsFriend Issue: 8 studentsThoughts of suicide: 0 students

Our Response – We will be inviting students to join us in school-wide support groups next semester.

Other Barriers

Implications and Next StepsResults indicated a greater success rate in 6th grade, than in 7th and 8th grade. We will work on targeting students earlier.

MOST students want to learn and succeed; some need more encouragement and monitoring than others.

We will continue working with these same students this semester during another 4 week workshop. We will focus on addressing the specific barriers to learning they indicated.

Feedback“Thank you so much for allowing my son to take part in this class. He is so excited about the agenda and calendar. I can definitely see a positive attitude, acceptance, and affect this class is having. Please let me know if there is anything I can do to help!!” – parent

“I am happy for the improvement, prayerful for the lesson to take root and for her to use this going forward in life. Thanks for you and your counseling team's assistance.”- parent

Feedback (continued)

“Thank you very much for all your help to our kids. God blessyou” – parent

“This is great - just what these kids need -plus the invaluable bonus of knowing that others are taking such an interest in them.” – LA/AVID teacher

“Are we doing Academic Workshop again? I made honor roll. I know it was because of Academic Workshop that I made it.” -Student

Thank you!

Shivela administration and staff members (especially PE and Exploratory teachers) for consultation and support of the program.

Board members for your time tonight.

Working together we are succeeding!