SCHOOL COUNSELING PROGRAM DATA REPORT

SCHOOL COUNSELING PROGRAM DATA REPORT

Counselor: Keela Kuhlers

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14-15 SPMA School Counseling Goals:

1. BEHAVIOR: The percentage of classroom discipline referrals for African Ameri-can students in 1st grade will be reduced, from June 2014 to June 2015, to re-flect enrollment, as measured by SWIS

2. ACADEMIC: The percentage of African American 5th grade students scoring proficient or higher in math will increase by 10% by Spring 2015 as measured by MCA III in Spring, 2015

3. ATTENDANCE: The number of African American students with 7 or more ab-sences will reduce by 15% from June 2014 to June 2015 as reflected by Campus Attendance

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K Counselor reviewed all listed documentation and data to generate 3 needs-based program goals for _{the14-15 school year. Tier 1,2,3 interventions were established for all goals} • Review SWIS data*

• Review SPMA SCIP goals*

• Complete Staff Needs Assessment* • Review data from Campus

• Student perception: pre-/post-unit surveys and assessments*

• Teacher feedback, pre-post-student assessment, and outcome data tracking (groups/tier 2)* • Lesson assessments (varied)*

• Calendars, logistics, tracking information*

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PROCESS, PERCEPTION, AND OUTCOME DATA

Personal/Social 1st _{gr student standard: Understand the need for self-control and how to use it}

Process Data:

• 100 (100%) of SPMA first graders participated in Second Step Social Skills Guidance Lessons (approx 4 lessons/unit) (tier 1), with units on:

o Empathy

o Bullying Prevention o _{Emotion Management} o Problem Solving

• 5 (5%) 1st _{graders participated in a “Skills for Learning” Small group in fall 2014 (Gen Ed SW also}

completed small groups with other 1st _{grade sections) (tier 2)}

• 6 (6%)1st _{graders participated in a “Zones of Regulation” small group in spring 2015 to build on tier}

1 emotion management classroom unit (tier 2)

• 3 (3%) students participated in friendship problem solving small group, winter & spring 2015 (tier 2) • 7 (7%) 1st _{grade students participated in ongoing individual counseling and behavior intervention}

programs throughout the school year (tier 3) Perception Data:

• All classroom guidance and small group lessons had forms of assessment to reflect student

learning. More specific information and data for those unit and individual lesson assessments were recorded in lesson plans and available upon request. However, overall, student assessment of learning reflects student understanding of taught material from lesson.

Outcome Data:

• In 13-14, 1st _{grade comprised 30% of all students identified in tier 2/3 behavior referrals in SWIS and}

23% of ALL referrals at SPMA for behaviors in SWIS • In SWIS,

o The average number of referrals per 100 students/grade 1/day:  13-14 SY= .16

 14-15 SY= .09

o Of the 40 total students identified to be in tier 2 or 3 for behavior referrals:  6 were 1st _{graders (15%) (13-14 SY = 30%)}

 Of the 6 1st _{graders that were identified in the tier 2 or 3 category}

for behavior referrals, 100% are African American students and 100% were general education students

 5/6 of these students received either Counseling small group services (with additional supports from other behavior team members) or individual services. 1 student was referred to Special Education services for further support. 2 of these students were taken to the STAT team during the year.

GOAL #2: Academic/5th _{grade math}

Career 5th _{gr student standard: Demonstrate how interests, abilities, and achievement related to}

achieving personal, social, educational, and career goals

Personal/Social 5th _{gr student standard: Apply effective problem solving and decision making skills to}

make healthy choices Process Data:

• 89 (100%) of 5th _{graders participated in classroom guidance lessons (tier 1) on:}

o _{Time Management} o Organization

o _{Managing test anxiety} o _{Academic goal setting} o _{Career interest exploration}

• _{12 (14%) 5}th _{grade students participated in “SOAR” Academic Success small group (tier 2) in winter}

& spring 2015

o _{Of referred students to small group, 50% were African American}

• 4 (4%) 5th _{grade students participated in individual weekly homework checks and subject-specific or}

behavior check-in’s/interventions (tier 3) ongoing throughout the year o 50% of individual check-in students were African American Perception Data:

• All students completed pre- and post-self-assessments for the SOAR group. Reflections between their self-assessment and teacher assessment occurred to develop self-awareness skills surrounding topics like: staying focused during lessons, turning in homework on time, asking questions when you don’t understand, etc. Answers from post- assessments reflected higher levels of congruency between self- and teacher assessments. Specific results of those assessments available at request. Outcome Data:

• _{Guidance lesson activities/assessments reflected students were able to identify strategies to} support organization and time management skills, students were able to demonstrate and chose one calming testing anxiety strategy to use, and all students were able to identify an academic goal and career they were interested in. More specific assessment data available upon request.

• _{Each week, for SOAR group, teachers completed score sheet of stuent progress towards weekly} goal, generally associated with homework completion. Data showed general improvements in homework completion, but still remained area of concern for student.

• SOAR teacher assessment: Teacher assessment of student level in reading and writing showed no change from beginning of group to after (as scored as proficient, developing, not meeting

standard)

• MCA Math Scores

o _{13-14 SY= 33% (3-5}th _{grade students) met the math standard}

o 14-15 SY, preliminary 5th _{grade math scores: 6% Exceeds; 26% Meets; 23% Partially}

GOAL #3: Attendance

Process Data:

• _{15 students participated in the “No Tardy Party” Incentive November 2014-March 2015 (tier 2)}

• All classrooms participated in “Perfect Attendance” incentive through PBIS (tier 1) (all year)

• _{19 5}th _{graders participated in weekly attendance check-in’s Jan 2015- June 2015 (tier 2) (4-6 Unk or} Unexcused absences preventative service)

• _{8 4}th _{graders participated in weekly attendance group/checks Jan-Feb 2015}

• 4 3rd _{graders participated in weekly attendance group/checks Jan- Feb 2015}

• Individual student check in’s occurred with 5 students throughout the year (tier 3)

• Several guardian contacts and attending parent conferences for individual student planning (tier 3)

Perception Data:

• Student Attendance group self-assessment data:

o Of 3rd_{, 4}th_{, 5}th _{graders that participated in attendance check-in’s, 100% reported that they knew} they had missed more days of school than they “think is ok to miss during the entire school year.”

o Top reasons students reported that they miss school:

 I am sick

 _{My family does not wake up on time}

 I missed the bus

 _{My family can’t drive me to school}

 Someone in my family is ill or there is a death in the family

 My family says that I can stay home

Outcome Data:

• No Tardy Party: Average student had:

o 10.78 tardies before intervention (September-November)

o 9.35 during intervention period (November-March)

o 6.5 after intervention period (March-May)

• 3rd ₄th_{, and 5}th _{Attendance Groups/Check-in’s Pre-intervention (Sept-Dec) and Intervention period (Jan-May)} *Unknown or unexcused absences

o 3rd_{= pre= 4.8; post= 0.8} o 4th_{= 5.25; post= 1.5}

o 5th_{= Absences unk/unex: pre= 7; post= 2.5; tardies unk, unex: pre=8.8; post= 7.7}

• 13-14 FTIP referrals= 24, 13-14 SART referrals= 12, 75% Black

• 14-15 FTIP referrals= 22, 14-15 SART referrals= 6, 16% Black

14-15 FTIP/SART Intervention Data:

Race Referred to FTIP

Meeting Referred to SART % of total SPMA population

Black 18% 16% 27%

Caucasian 22% 16% 10%

Asian 27% 50% 49%

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IMPLICATIONS AND RECOMMENDATIONS TO STAKEHOLDERS

GOAL #1: Behavior/1st _grade

Overall, while the number of total referrals from 1st _{grade reduced, 100% of 1}st _{grade students who}

had enough behavior referrals to place them in tier 2 or 3 category of risk, according to SWIS, were African American students, while African American students compose 27% of SPMA total population.

Many efforts (across multiple services/behavior team members) were made to work with many of these 1st _{grade students with high behavior referrals throughout the whole school year.}

For recommendations and goals for the 15-16 SY surrounding behavior, further reflection by the Counselor and PBIS team will take place to look at other grade levels and/or areas of behavior concerns, but the Counseling program will likely continue to monitor and develop goals this 1st _grade

cohort of students. Efforts/services will continue across all 3 tiers to continue to reach these students in the upcoming SY, starting with fall recommendations to 2nd _{grade teachers of these students to take}

these students to STAT team for preventative planning and intervention development. Counseling program will also continue to work and improve efforts for application of learned social skills from classroom lessons and small group lessons to continue beyond guidance lesson with classroom teacher. With approaching 2nd _{year of program being in the building, increased expectations,}

understanding and teacher-counselor rapport and collaboration/communication efforts will continue. GOAL #2: Academic/5th _{grade math}

This goal was a more challenging goal to directly impact out of the 3 counseling goals because of the academic nature of it. It appears that while students were able to demonstrate and report an increase in learning skills that support achievement, the counseling intervention’s direct impact on math scores is difficult to demonstrate. For future goals in 15-16, the counseling program will connect with

leadership team to explore the grade level needing the most support with math intervention and a group and/or individual services with direct work on math support/homework completion (versus learning skills-based groups that occurred this 14-15 SY) will be developed.

Goal #3: Attendance Goal

Overall, Counseling program interventions proved to be successful in improving attendance for identified and participating students. Regarding the 14-15 Counseling Program Goal, in 13-14 school year, 75% of students referred to SART were African American although African American students comprised 27% of total population. In 14-15, just under 17% of students referred to SART were African American. School Counseling Program goal was to reduce number of African American students referred to SART by 30%.

For recommendations and goals for 15-16 SY surrounding attendance, SPMA Counseling Program will look to continue to build on this year’s interventions and work. Focus will likely move towards strong student interventions for 5th _{grade (to prepare for MS transition and building mindsets and skills for}

successful attendance), incorporating more interventions on a quarterly basis (for easier data review), and increase parent-school meetings/contracts to reduce unexcused tardies and absences and

educate families on the attendance policy, laws, and expectations. Attendance team will be reviewing current alert letters sent to families to revise message sent in those letters and open for a more collaborative effort between school and family to improve attendance. Students identified as having problem with attendance in 14-15 will be quickly monitored on the start of the 15-16 school year.

Students identifying as Hispanic/Latino also showed disproportionate referrals to FTIP and SART in 14-15 SY, so this may also be a focus for 14-15-16.