1. School Counseling Program Freshman Academic Support Grroup (Results sample)

2. Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.

3. Target Group 9 th grade students at risk of academic failure Target Group Selected Based on the Following Criteria: Students who failed at least one core class 1 st semester and were not receiving other support services.

4. Student Competencies A: B1.3 apply the study skills necessary for academic success A:B1.4 seek information and support from faculty, staff, family and peers A:B1.6 use knowledge of learning styles to positively influence school performance A:B1.7 become a self-directed and independent learner

5. 6 weeks: one class period a week during study hall – Organization and time management. – Learning Styles – Note taking and Test taking – Stress Management

6. What do they KNOW? Pre Post Less than 15% of students said they knew how to stay on top of their homework – did not have a system to get in done and turned in. 85% of students reported that they knew how to manage their homework.

7. What SKILL did they learn? What do they BELIEVE? Pre Post 90% of the students did not know how to access the support offered at school 85% believed learning to manage the stress in their life would help them do better in school 95% knew where the Studio was felt confident that they could get help there when needed. 95% believed stress management strategies they learned would help them to do better at school.

8. Results – Number of F’s decreased

9. Attendance among group members worsened in the 2 nd semester.

10. Implications Program was successful at reducing the nujmber of F’s, although not by the number we had hoped. Look into impact of intervention on homework completion – Did students do better turning in their homework and what impacts does that have on grades? Failing students were not accessing the support available to them. Need to improve accessibility, perhaps have a coordinator in the Studio to create a welcoming environment, keep track of students who are coming for help and to coordinate with teachers who are scheduled to help. **this happened for 2013-14 ! We were able to hire a full-time paraprofessional to supervise the Studio!

11. Lessons Learned Poor attendance is a significant issue impacting students’ academic success. There are many factors that contribute to poor attendance. This needs to be addressed in future groups. Weekly group meetings need to be scheduled ahead and consistent, students with poor class attendance had poor group attendance.

12. Stakeholders…. Students Parents Faculty Administration School Board Community State/Grant providers

13. Review data over time to observe trends, changes, and gaps. Consider how school counseling program goals align with the school’s mission statement and school improvement plan. Collect pre/post data from school counseling lessons, group counseling, workshops and programs. Use Results Report forms pg. 114-116. Evaluate school counseling services and programs to determine what impact they are having on student success and how they can be improved or whether they should be eliminated. Use Results Report forms pg. 114-116. Conduct a program assessment once a year (pg. 59) Use evidence based school counseling interventions. Consider how the data you are examining, collecting, and sharing measure student success.