Reduce Behavior Referrals and Increase Academic Test Scores

ASCA National Model Improve School Climate Positive Learning Environment Student Academic Achievement mis.spps.org/counselors2

Objectives Better Understanding of the ASCA Model Better Understanding of the ASCA Model Systemic Change Systemic Change What Worked, What Didn’t What Worked, What Didn’t Useable Information Useable Information3

SPPS Three Junior Highs Battle Creek (2 years) Battle Creek (2 years) Hazel Park (1 year) Hazel Park (1 year) Washington (2 years) Washington (2 years)4

Collaboration Support Staff AdministratorsTeachersParents Community (Agencies) 5

ASCA Model Four Components Foundation Foundation Management System Management System Delivery System Delivery System Accountability Accountability6

Foundation Provides solid ground which the program is built on Provides solid ground which the program is built on What do you want students to know and do? Not How? What do you want students to know and do? Not How? Determines desired results Determines desired results All interventions should be derived from the foundation All interventions should be derived from the foundation8

Foundation Belief and Philosophy Belief and Philosophy Mission Statement Mission Statement Domains: Academic, Career, Personal/Social Domains: Academic, Career, Personal/Social ASCA National Standards ASCA National Standards Skills for Learning, Career Success, Respect Skills for Learning, Career Success, Respect9

Mission Statement We are focused on improving student behavior with proactive school-wide programs and targeted interventions for specific students. The goal is that staff will collaborate to make junior highs an even more positive place to learn and teach. We are focused on improving student behavior with proactive school-wide programs and targeted interventions for specific students. The goal is that staff will collaborate to make junior highs an even more positive place to learn and teach.

Domains Academic Academic Career Career Personal/Social Personal/Social11

Management System System helps develop plan that is organized, concrete, clearly delineated and meets the school’s needs System helps develop plan that is organized, concrete, clearly delineated and meets the school’s needs Addresses When (action plan and calendar), Why (use of data), Who (management agreement) and on What Authority (management agreement and advisory council) Addresses When (action plan and calendar), Why (use of data), Who (management agreement) and on What Authority (management agreement and advisory council)12

Management System Management Agreements Management Agreements Advisory Council Advisory Council Group to Advice Counseling Program Group to Advice Counseling Program Use of Data Use of Data Action Plans Action Plans Use of Time - Suggested Percentages Use of Time - Suggested Percentages Calendars - Planning/Participation Calendars - Planning/Participation13

Principal Meeting - Management Agreements Principal’s top two goals were academic growth and positive school climate Principal’s top two goals were academic growth and positive school climate Reviewed belief and philosophy statements Reviewed belief and philosophy statements Discussed using needs assessments, measurable goals, interventions and evaluations Discussed using needs assessments, measurable goals, interventions and evaluations

Use Of Data Reach Goals Reach Goals Monitor Student Progress Monitor Student Progress Advocate for School Counselors Advocate for School Counselors15

Needs Assessments Use of Data Surveys Surveys Staff Staff Student Student Parent Parent Computer Record Data Computer Record Data Academic, Attendance, Behavior Academic, Attendance, Behavior

Setting Goals Use of Data 25% Reduction in Office Referrals 25% Reduction in Office Referrals 30% Reduction in Bullying Referrals 30% Reduction in Bullying Referrals 10% Increase in Students Reporting They Like Going to Your School 10% Increase in Students Reporting They Like Going to Your School 25% Decrease in Staff Reporting Student Fighting is a Problem 25% Decrease in Staff Reporting Student Fighting is a Problem

Action Plans Derived from goals Derived from goals Staff must see benefit Staff must see benefit Staff must help plan Staff must help plan18

Action Plans School-Wide Campaigns School-Wide Campaigns School-Wide Programs School-Wide Programs Individual Student Intervention Individual Student Intervention Use statements and management agreements Use statements and management agreements

Build Positive Relationships With Students ACTION PLANS Outside Speaker Outside Speaker Implement Strategies Implement Strategies Effective Classroom Management Effective Classroom Management Hallway Supervision Hallway Supervision

Calendars Planning Tool Planning Tool Informs Stakeholders Informs Stakeholders Public Relations Booster Public Relations Booster Annual and Monthly Annual and Monthly Display in Prominent Places Display in Prominent Places21

Annual Calendar Campaign Important Dates Feb. 28 -MotivationFeb Registration Forms for H.S. Due Mar. 7 - DiversityMar. 9 - NEAP Test Mar Gang Prevention 1 Mar Parent Conferences Mar Gang Prevention 2 March 24 - FAST Hmong Parent Night

Monthly Calendar 1 Bully Prevention Week 1:00 Hunt 2 8:00 SLT 9 Hmong Boy Group 9:30 James 3 8:00 Choy 1:00 Smith 1:30 Jones 2:00 Indiv. 4 8:00 BST 1:00 Indiv. 7:00 Parent Night 5 8:00 Indiv. 10:00 Girl Group 1:30 Hall 8 Homework Week 1:00 Hunt 1:30 Indiv. 9 8:00 SLT 9 Hmong Boy Group 9:30 James 10 8:00 Choy 1:00 Smith 1:30 Jones 2:00 Indiv. 11 8:00 Bates 9:00 Colt 1:00 Indiv. 2:00 Dunn 12 8:00 Indiv. 10:00 Girl Group 1:30 Hall

Disaggregate Data Gender Gender Ethnicity Ethnicity Teacher Teacher Language Spoken at Home Language Spoken at Home

Closing the Gap Boys Score 8% Lower on the English BST Section Boys Score 8% Lower on the English BST Section Students of Color are 28% Underrepresented in Advanced Math Courses Students of Color are 28% Underrepresented in Advanced Math Courses25

Use of Time Plan Your Time Plan Your Time Be Proactive - Steven Covey Be Proactive - Steven Covey 80% - Direct Service to Students 80% - Direct Service to Students Allot Times on Program Needs Allot Times on Program Needs Eliminate Clerical Activities Eliminate Clerical Activities

Distribution of Time Delivery System Elementary % of Time Junior High % of Time High School % of Time Guidance Curriculum 40%30%20% Ind Student Planning 10%25%35% Responsive Services 40%35%30% System Support 10% 15%

Actual Distribution Component % of Time Guidance Curriculum25% Individual Student Planning 20% Responsive Services35% System Support10% Testing and Scheduling 10%

How Will You Use the Management System? Management Agreements Management Agreements Use of Data Use of Data Action Plans Action Plans Use of Time - Suggested Percentages Use of Time - Suggested Percentages Calendars - Planning/Participation Calendars - Planning/Participation29

Delivery System School Guidance Curriculum School Guidance Curriculum Individual Student Planning Individual Student Planning Responsive Services Responsive Services Referrals, Crisis Counseling Referrals, Crisis Counseling System Support System Support -Professional Development, Consultation 30

School-Wide Programs/Campaigns Guidance Curriculum Derived from goals/statements Derived from goals/statements Staff must see benefit Staff must see benefit Staff must help plan Staff must help plan31

School-Wide Campaigns Components (1 to 3 Weeks) Staff Meeting Presentation (short) Staff Meeting Presentation (short) Advisory/Homeroom Lessons Advisory/Homeroom Lessons Classroom Lessons Classroom Lessons Small Groups Small Groups32

School-Wide Campaigns Components (1 to 3 Weeks) Student Leadership Team Student Leadership Team Skit Group (Video) Skit Group (Video) Interview Group (Video) Interview Group (Video) Poster Group Poster Group Announcement Group Announcement Group33

Targeted Interventions Individual Student Planning Support Staff collaborates and takes case load of students Support Staff collaborates and takes case load of students Meet with Individuals Weekly Meet with Individuals Weekly Closing the Gap Groups Closing the Gap Groups Behavior/Social Skills Class Behavior/Social Skills Class Allows Personal/Social Counseling Allows Personal/Social Counseling34

Support Staff Spreadsheet

Individual Counseling Notes

Closing the Gap Hmong Boys’ Attendance Group Hmong Boys’ Attendance Group Study Skills Group Study Skills Group Positive Behavior Group Positive Behavior Group Gang Prevention Group Gang Prevention Group GLBT Group GLBT Group37

Responsive Services Consult Consult Individual/Group Counseling Individual/Group Counseling Crisis Counseling Crisis Counseling Referrals Referrals Peer Facilitation Peer Facilitation38

Individual/Small Group Counseling Personal Concerns, Relationships and Developmental Issues Personal Concerns, Relationships and Developmental Issues Identify Problem and Causes Identify Problem and Causes Set Goals Set Goals Make a Plan to Reach Goals Make a Plan to Reach Goals Do Not Provide Therapy Do Not Provide Therapy39

Crisis Counseling Interventions for Emergency Situations Interventions for Emergency Situations Be Prepared for Crisis Be Prepared for Crisis Crisis Day Checklist Crisis Day Checklist Parent Letter Informing of Tragedy Parent Letter Informing of Tragedy Classroom Lessons Classroom Lessons Debriefing Scripts Debriefing Scripts40

System Support Establish, Maintain and Enhance School Counseling Program Establish, Maintain and Enhance School Counseling Program Ethical Responsibility Ethical Responsibility More Effective More Effective Helps us Promote Systemic Change Helps us Promote Systemic Change41

System Support Professional Development Professional Development Consult and Team Consult and Team Program Management Program Management42

Professional Development Trainings/Conferences Trainings/Conferences Professional Association Membership Professional Association Membership Contribute to Professional Literature Contribute to Professional Literature Read School Counseling/Counseling Literature Read School Counseling/Counseling Literature43

How will you use.. Responsive Services? Responsive Services?

Accountability How are students different because of the School Counseling Program? How are students different because of the School Counseling Program?

Accountability Challenged to show our effectiveness in measurable terms Challenged to show our effectiveness in measurable terms Link to Academic Success Link to Academic Success46

Accountability Results Report Results Report School Counselor Performance Evaluation School Counselor Performance Evaluation The Program Audit The Program Audit Academic, Behavior and Attendance Data Academic, Behavior and Attendance Data

Analyze and Disaggregate 47% fewer tardies than last year 47% fewer tardies than last year 8% of students make 61% of behavior referrals 8% of students make 61% of behavior referrals 21% of students of color pass Math BSTs 21% of students of color pass Math BSTs

3 Types of Data Process Process Perception Perception Results Results49

Process Data What did you do for whom? Helped 217 students create a six-year plan Helped 217 students create a six-year plan 281 parents attended a career planning night 281 parents attended a career planning night50

Perception Data Knowledge 93% of students identified three keys to handling conflict 93% of students identified three keys to handling conflict51

Identifying 3 Keys to Handle Conflict

Perception Data Beliefs Battle Creek Staff Survey Student fighting a problem Students treat others respectfully Are School Rules Effective Recommend school to friends Apathy Toward Learning

Staff Survey

Hazel Park Student Survey Alcohol/Drug use a problem Do you like going to school? Do most students follow rules? Are all races treated the same? Is the school clean and neat?

Perception Data Washington Parent Survey Does your student like coming to school? 87% responded yes 87% responded yes Does Washington have a positive learning environment? 93% responded yes 93% responded yes

Washington Parent Survey Student like coming to school?

Washington Parent Survey Positive Learning Environment? Positive Learning Environment?

Washington Behavior Referral Report Change from 2003/042005/06 September-73% October-78% November-82% December-82% January-80% February-74% March-77% April-80% May-80%

Behavior Referrals

Disaggregate Data Bus discipline -67% Bus discipline -67% Harassment -45% Harassment -45% Gang activity -70% Gang activity -70% Bullying down -55% Bullying down -55%61

Violence Prevention Month Many Fights in Sep. and Oct. Many Fights in Sep. and Oct. Violence Prevention Month moved to November Violence Prevention Month moved to November Lessons on Conflict Management and Bully Prevention Lessons on Conflict Management and Bully Prevention

Violence Prevention Month Student Leadership Team Videos and Posters Student Leadership Team Videos and Posters Individual Counseling Individual Counseling Fights down 63% since VPM Fights down 63% since VPM Fights down 74% from last year Fights down 74% from last year

Washington Results Academic Gains 16% more students passed Math Basic Standards Test 16% more students passed Math Basic Standards Test 17% more students passed Reading Basic Standards Test 17% more students passed Reading Basic Standards Test64

Basic Standards Test

Closing the Gap 8% of students make around 2/3 of total referrals 8% of students make around 2/3 of total referrals 81 Students Divided Among Support Staff/84% Reduction in Behavior Referrals 81 Students Divided Among Support Staff/84% Reduction in Behavior Referrals School-Wide Behavior Referrals also reduced School-Wide Behavior Referrals also reduced

Closing the Gap Closing the Gap 27 Students for One Counselor 27 Students for One Counselor 4 Transferred and 1 Came Back 4 Transferred and 1 Came Back 18 Students (78%) improved their grades 18 Students (78%) improved their grades 20 Students (87%) had fewer referrals 20 Students (87%) had fewer referrals 23 Students had (96%) fewer tardies 23 Students had (96%) fewer tardies

Closing the Gap Statistics for 27 Students

Closing the Gap Gang Prevention Boys’ Group Eleven boys got in many fights in Sept. and Oct. Eleven boys got in many fights in Sept. and Oct. All boys had gang affiliation All boys had gang affiliation Goals - Gang Prevention, No Fights in School, School Success Goals - Gang Prevention, No Fights in School, School Success70

Closing the Gap Gang Prevention Boys’ Group MonthNumber of Fights September12 October14 November 8 December 3 January 0 February 0 March 0

Systemic Change Improve School Climate Improve School Climate Improve Attendance Attitudes Improve Attendance Attitudes Student Academic Achievement Student Academic Achievement Can Happen Can Happen 72 72

ASCA National Model How would you like to use the ASCA National Model? How would you like to use the ASCA National Model?73