Intentional Guidance: Small Groups: Academic Support Spring Semester 2013 Hugo Gonzalez and Maia Weldele
Feb 22, 2016
Intentional Guidance: Small Groups: Academic
SupportSpring Semester 2013
Hugo Gonzalez and Maia Weldele
Principal’s Message
“Our priority is to increase our Senior graduation rate.”
“All hands on deck for this upcoming senior class.”
Graduation Rates Over Time
2010-11 2011-12 2012-13 2013-1470%72%74%76%78%80%82%84%86%88%
79% 80%83%
86%Our
Vision
Goals for Hoover High School 10% increase in the percentage of students who are
eligible for and who apply for college
10% increase in the percentage of students who apply for FAFSA
70% reduction in the number of seniors who are not on target to graduate from start of year to 2nd term progress report
CITY HEIGHTS EDUCATIONAL COLLABORATIVE, 2010
HOOVER: What did we “MEASURE”?
Computer Lit GPA Credits CAHSEE Sr. Exhibition050
100150200250300350400450
122 74 9559
410
# of Seniors out of 410 who are at risk of not graduating because of ….
We focused our in-tervention on these
students
Intentional Guidance Target Group“At-Risk” Seniors
Started with 74 Students at risk due to Low GPA (2.0 or below) Screened 36 students with GPA from 1.7 to 2.0 Held “At-Risk” Senior Conference Pre-Interviewed students from “At-Risk” list to inform them of
the study skills or motivation groups 10 seniors agreed to participate
What we did..
Groups met once a week for 8-weeks Met each week in a different period Each group had 7 or 8 students Groups held February 6th – March 26th
Group Curriculum Adapted study skills and motivation curriculum from
Iowa’s department of Education Created weekly lessons on:
Time Management SMART Goals Resiliency Vision Boards Organization Graduation Speech
Groups consisted of videos, icebreakers, check-ins and lesson
ASCA National StandardsAcademic
Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.
A:A1.5 Identify attitudes and behaviors that lead to successful learning A:A2.1 Apply time-management and task-management skill A:A3.1 Take responsibility for their actions
Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.
A:B1.1 Demonstrate the motivation to achieve individual potential A:B1.3 Apply the study skills necessary for academic success at each level
Standard C: Students will understand the relationship of academics to the word of work and to life at home and in the community.
A:C1.6 Understand how school success and academic achievement enhance future
career and vocational opportunities
ASCA National StandardsCareer
Standard C: Students will understand the relationship between personal qualities, education, training and the world of work.
C:C1.1 Understand the relationship between educational achievement and career success
Personal/Social
Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others
PS:A1.1 Develop positive attitudes toward self as a unique and worthy person PS:A1.3 Learn the goal setting process
Standard B: Students will make decisions, set goals and take necessary action to achieve goal.
PS:B1.1 Understand consequences of decisions and choices
Research Says
“Research on school attendance consistently shows that low absenteeism is correlated to students' positive school behavior, participation in extracurricular activities, higher grades, and better long term educational outcomes.” (Bureau of Educational Research, 2009).
“The National Center for Education Statistics (2002) found that the dropout rate of at-risk students is twice as high as their achieving peers. Still, at-risk students are not given needed support and are not being selected to receive remedial services” (Education Trust, 1999,2001).
Group Timeline: Sessions Pre-Conference Interviews Permission slips and individual
meetings Week 1: Get to know you Week 2: Goals: Solution-Focused
Goals Week 3: Time Management Week 4: Goals: SMART Goals Week 5: Vision Boards Week 6: Organization Week 7: Resiliency Week 8: Graduation Speech
RESULTSSmall Groups: Academic Support
Attitudes
I believe that being organized will help me do better in school
Strongly Agree Agree Disagree Strongly Disagree0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
66%
33%
0% 0%
77%
23%
0% 0%
Pre Post
Increase of students who
strongly agree and agree
I know how to effectively manage my time
Strongly Agree Agree Disagree Strongly Disagree0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
0%
80%
20%
0%
23%
77%
0% 0%
Pre Post
Increase of students who
strongly agree and agree
Knowledge
The power or ability to recover quickly from problems or adversity” is the definition of which word: Correct Answer: Resilience
Slight Increase
Resilience Persistence Healthiness None of the above0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
80%
20%
0% 0%
88%
12%
0% 0%
Pre Post
The definition of prioritize is
0%20%40%60%80%
100%120%
0%20%
80%
0% 0%0% 0%
100%
0% 0%
Pre Post
Correct Answer: To put things in order of importance Nice
Increase!
Skills
To create a SMART goal, you must include:
Smart Specific, Measur-able, Attainable,
Realistic, and Timely
Serious, Meaningful, Artistic, Relevant
and Tiresome
Only school related Short, Mature, Ap-propriate, Re-markable and
Technical
0%10%20%30%40%50%60%70%80%90%
100%
20%
60%
0% 0%
20%
0%
88%
0% 0%12%
Pre Post
Correct Answer: Specific, Measurable, Attainable, Realistic and Timely
Significant Increase!
GPA Average by Progress Report
Slight Decrease
S2 Progress 1 S2 Progress 2
2.22 2.17
Averages by Semester Grades
9-11th Semester 1
1.831.99
Average GPA by Semester
Is on the increase
Number of Students At-Risk Due to GPA
9-11th Semester 1 Semester 2
10
5
2
Mid Year Data1.7 to 2.0
We expect 8 out of the 10 students to be above a 2.0 GPA after 2nd Semester
Report Card
SENIOR MEASURES
Sr. Exhibition Computer Lit GPA Credits CAHSSE 0
50
100
150
200
250
300
350
400
450410
123
74 96
59
358
45 37 5027
Total- Oct 4thTotal- Jan 28th
Overall decrease in students not at-risk
due to GPA
Students Say…
“I got motivation to do my job and do better in life” “I learned from this group to be confident with my self and also
to talk to others. I learned that there's people out there that care about me and that want to help me to achieve my goals”
“I believe everything they showed us has helped me because everything they showed me is helping me be a better person”
“To me this group really helped me really express myself and I learn to not be shy and care about those that surround me. This is very amazing group and I wished it could be longer”
LIMITATIONS
School wide testing (CAHSEE) Blood-drive (A couple of them) Experienced resistance (from some) to students leaving
class Some students didn’t receive passes in a timely manner Student’s absences Block scheduling impacted group time
WHAT WE LEARNED
Students don’t care what we know until they know that we care Planning and organization is key to have successful interventions Not all teachers agree with interventions Will not be successful 100% of the time Even when results are not what we expected, we learn how to do it
better next time STUDENTS NEED MORE SUPPORT!
Catch them early! Consistency matters!
NEXT STEPS
Interventions are only as good as their follow-up Check in with students regularly Leave lesson plans for next year’s interns/counseling team Have a larger pool of students Start earlier Garner teacher support and buy-in earlier Never give up!
THANK YOUThank you to the Principal, Dr. Podhorsky, the School Counseling staff & the 12th grade Teachers for their collaboration and support.
Also, thank you to the SENIORS who gave us the opportunity to be someone in their lives!
SCHOOL COUNSELING
The School Counseling program is contributing in a meaningful way to the academic achievement of
all students.
Thank for you for your support of the school counseling program.
QUESTIONS
THE END!
HOO-RYDE!