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Agenda
Introduction ESOL Goal Review Senior Group At-Risk Girl Group Parent Communication Data Mental Wellness Week Needs Assessment Upcoming Goals Planning
Introduction
Student Services Staff Davina Johnson Director Jeremy Moffitt (A-Bru) Bill Campbell (Bry-Ekw) Sue Parrotte (Ela-Har)
Kacey Wells McAleer - Intern Heather Thomas(Hart-Lan) Kari Olsen (Lao-Moi) Madiha Jamil (Mol-Ram) Tracey Albert (Ran-Sti) Lauren Crispino (Sto-Z) Karen Burke Career Center Specialist
Advisory Board Members
Administrators Teachers Students Community Members Parents Staff
Closing the Achievement Gap: ESOL/High School Completion
ESOL Focus
Tutor/Mentor Program Guidance Lessons:
Study Skills Leadership Student Academic Planning Resume Building Workshop
NHS Student Mentors
Met during 2nd period learning seminar
Peer mentoring to help improve reading skills
ESOL Level 1 & 2 Students
Study Skill Strategies 88% could name 3
strategies & 2 test-taking Strategies (An increase of over 50%!)
Tutoring Program Study Skills Workshop
List 3
Stu
dy S
kills
Strate
gies
Pre T
est
List 3
Stu
dy S
kills
Strate
gies
Post T
est
List 2
Tes
t Tak
e Stra
tegie
s Pre
Tes
t
List 2
Tes
t Tak
e Stra
tegie
s Pos
t Tes
t0
10
20
30
40
3
2
1
0
Presented by leadership class
Identify 5 level of leadership Over 89% could identify 3 or
more
Leadership Workshop
ESOL Leadership Workshop
Three
Que
stion
s
Two Que
stion
s
One Q
uest
ion
Zero
Quest
ions
0
20
40
60
80
100
ESOL Leadership Workshop
Percentage of Kids That Answered
ESOL Academic Advising
Knowledge of: Verified credit - 45% to 97% High school transcript - 48% to 97% Graduation requirements - 42% to 97% Options after high school - 45% to 94% Discussed my academic plan with my School Counselor - 34% to 94% Academic Advising Lesson to be helpful - 94%
Q1 Q2 Q3 Q4 Q50
10
20
30
40
50
60
45.71
20.00
42.8645.71
34.29
17.1
31.4
17.1 17.1
40.037.14
48.57
40.0037.14
25.71AgreeDis-agree
Q1 Q2 Q3 Q4 Q5 Q60
20
40
60
80
100
120
97.1 97.1 97.1 94.3 94.3 94.3
0.0 2.9 2.9 2.9 2.9 0.02.9 0.0 0.0 2.9 2.9 5.7
Agree
Resume Workshop
70% didn’t have tools to write a resume.
55% didn’t know how to ask for help or purpose of resume
87% didn’t understand valuable information on a resume
98 % will begin writing a resume
Q1 I h
ave
the
tools
I ne
ed to
writ
e a
resu
me
Q2 I k
now w
ho to
ask
for h
elp w
ith a
resu
me
Q3 I u
nder
stan
d th
e pu
rpos
e of
a re
sum
e
Q4 I u
nder
stan
d wha
t inf
orm
ation
is v
aluab
le on
a re
sum
e
Q5 I w
ill st
art w
riting
a re
sum
e0
102030405060708090
76.47 76.4770.59
82.35
64.71
11.76 14.71
26.47
5.88
20.5911.76 8.82
2.9411.76 14.71
1 - Totally Agree
2 - Somewhat Agree
3- Agree
“Life after High School” Senior Small Group
College and Career Readiness Group 6 sessions
#1. Introduction
#2. College Readiness- NOVA representative
#3. “Dress for Success”- Interview/work place attire
#4. Good Resume vs. Bad Resume- Speaker Amanda Greathouse, VP from Convergenz, LLC.
#5. Mock Interviews
#6. Wrap Up
Senior Small Group Results
32% increase in the amount of students
who reported having a resume. 90% of the students highly agreed
that they knew what kind of questions
would be asked in an interview. Students reported feeling more confident when it comes to job
interviewing now that they know what to expect from the interview process.
“Girl Talk”
Empowerment Groups for Academic Success (EGAS)
Intervention Model
-Process Group
11th and 12th Grade Female
African- American Peer Mentors (Ambitious Girls Club)
9th and 10th Grade “At-Risk” African American Girls
Peer Mentors and School Counselor Co-Facilitate
Group Work
Group Counseling
Bemak, F., Chi-Ying, R., & Siroskey-Sabdo, L. A. (2005). Empowerment Groups for Academic Success: An Innovative Approach to Prevent High School Failure for At-Risk, Urban African American Girls. Professional School Counseling, 8 (5), 377-389.
“Girl Talk” Results
Participant 1
Participant 2
Participant 3
Participant 4
Participant 5
Participant 6
Participant 7
Participant 8
Participant 9
Participant 10
0 1 2 3 4 5 6 7 8 9
Major School Discipline Incidents
Pre- First 3 months of Intervention
Post- Last 3 months of Intervention
3
4
3
Pre- Major School Discipline Incidents Student Ranges
0-12-34-5
6
4
Post- Major School Discipline Incidents Student Ranges
0-12-34-5
• 90% of Participants Improved Behavior• 50% of Participants had no major discipline incidents in the
last 3 months of intervention• Participants fully engaged in the group process • Peer mentors reported developing as leaders
Facebook Needs Assessment Parent Meet & Greet Increased KIT
communication
2012/2013 Student Needs AssessmentWhen: Spring 2013, Academic Advising
What: Students completed a 19 question needs assessmentOverall completion: 72% of 9th, 10th, and 11th grade students completed the survey (1271 out of 1764).
Gender Breakdown: 50.5% were female, and 49.5% were male. Grade Level Breakdown: 32% were freshman, 34% were sophomores, and 34% were juniors.
Study
Skil
ls
Alcoho
l/Dru
gs/M
aking
Goo
d Cho
ices
Grief/C
oping
Handli
ng F
amily
Pre
ssur
e
Peer P
ress
ure/
Bullyin
g
Anger
Man
agem
ent
Mak
ing F
riend
s/Pee
r Rela
tions
hips
Under
stan
ding
Divers
ity
Chang
es in
Fam
ily
Develo
ping
Lead
ersh
ip Skil
ls
Self-E
stee
m
Health
y re
lation
ships
/dat
ing.
Caree
r rela
ted
Streng
ths/
Inte
rest
es
Resum
e/In
terv
iew/J
ob s
eekin
g sk
ills
Depre
ssion
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
257
24 60172 100 103 80 40 57 119 156 123
413 435
116
815
103
325
559
331 325276
216 186
574 458349
565 576
268
199
1144
886
540
840 843 9151015 1028
578 657799
293 260
887
Overall Results
A Lot of Help A Little Help Doesn’t Apply to Me