School Counseling Classroom Lesson Results Presentation (9 th Grades) Get to Know Your School: Through the Lens of an Upperclassman Ruth Asawa School of the Arts School Counseling Program Sabrina Briceno, M.S. School Counselor SOTA – School Counseling Department 1
School of the Arts Counseling Program Overview The mission of SOTA’s school counseling program is to support promising young artists and thinkers, in collaboration with school community, to explore and develop their personal identity through art, insight, and movement that reflect and influence the world around them . While encouraging Ruth Asawa SOTA’s values of Respect, Openness, Safety and, Engagement, the counseling team will provide a comprehensive core counseling curriculum addressing academic, social-emotional, and college/career development in all students. In alliance with parents/guardians, teachers, professional artists, and the community, the counseling team facilitates a school environment that emphasizes creativity, authentic expression, and impactful civic engagement and social justice in local and global communities. . ASCA Domains § Academic Development § Career Development § Social/Emotional Development SOTA – School Counseling Department 2
School Counseling Program S.M.A.R.T. Goal By the end of the school year there will be a 20% increase in 9 th grade self-referrals to counseling and wellness departments. (From 89 referrals to 150 referrals or more) School Counseling Activities to Support this Goal: ▪ All 9 th grade students will receive a lesson in school connectedness teaching how to connect to the school for emotional, academic & social support plus receive materials on how to connect with the school’s built-in resources extracurricular activities ▪ School counselor is an active member of the SOTA Team of School Efficacy • Co-presenting school-wide expectations assembly twice a year • Developing presentations & training staff on proactive classroom management, reasons for referrals, & restorative practices ▪ Intentional interventions for students with 10 or more absences per quarter ▪ Data monitoring monthly/each quarter to determine areas of focus as well celebrate successes SOTA – School Counseling Department 3
Rationale – Why Did We Teach This Lesson? California Healthy Kids Survey (CAL-SCHLS) of SFUSD demonstrated that only 18% 9 th graders feel connected to and supported by their schools Compared to 40-60% of sophomores, juniors, and seniors. http://surveydata.wested.org/resources/San_Francisco_ Unified_1516_Sec_CHKS.pdf SOTA – School Counseling Department 4
Rationale Social-emotional competencies are key academic enablers that help form the bridge between instruction and learning. --Flook, Repetti, & Ullman 2005 SOTA – School Counseling Department 5
Student Standards: ASCA Domain + Mindsets & Behaviors ASCA DOMAIN Social/Emotional Development – Standards guiding school counseling programs to help students manage emotions and learn and apply interpersonal skills. ASCA MINDSET & BEHAVIOR STANDARDS Mindset – M 3. Sense of belonging in the school environment Behavior: B-SS 2. Create positive and supportive relationships with other students B-SS 3. Create relationships with adults that support success B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities B-SS 3. Create relationships with adults that support success B-SS 7. Use leadership and teamwork skills to work effectively in diverse teams SOTA – School Counseling Department 6
Supporting District Goals The Get to Know Your School intervention aligns with Tier 1 services to support the following school district goal & data: “Provide a clearly defined tier of academic and behavioral interventions for students not progressing toward the expectation of college and career as noted by data.” Measurement of goal includes increasing school connectedness, self-referrals to counseling & wellness, and increasing attendance SOTA – School Counseling Department 7
Process Data 9 th Grade Students Lessons delivered in October ▪ ▪ All students receive lesson about school connectedness and its personal significance to the students Students participate in 9 th /11 th ▪ grade buddy scavenger hunt around school campus ▪ 200 students received the lesson SOTA – School Counseling Department 8
Perception Data – What do Student Believe Students in this school help each other, even if they are not friends Pre-Intervention 80% 70% of students did not 70% • 60% believe students help each 50% other 40% 30% Post-Intervention 20% 10% Only 22% of students felt • 0% that students don’t help Disagree/Strongly Neutral Agree/Strongly Agree Disagree each other Series1 Series2 SOTA – School Counseling Department 9
Perception Data – What Students Believe There is at least one adult at this school whom I feel comfortable talking to if I need something 70% 0% of students felt they didn’t 60% have someone to talk to post- 50% intervention 40% 30% 20% 10% 0% Disagree/Strongly Disagree Neutral Agree/Strongly Agree Pre Post SOTA – School Counseling Department 10
Perception Data – What Students Believe There are many chances for students in my school to talk with teachers/staff one-on-one 70% Students who did not feel 60% that they had opportunities 50% to communicate one-on-one 40% 30% with staff at school when 20% down from 60% to only 17% 10% 0% Disagree/Strongly Neutral Agree/Strongly Agree Disagree Pre Post SOTA – School Counseling Department 11
Perception Data – What Students Believe I don’t feel connected to anyone at school. At school, I feel very alone Post-intervention 83% of 9 th grade students disagreed 80% that they didn’t feel 70% connected to anyone at 60% school, compared to only 50% 45% pre-intervention. 40% 30% 20% 10% 0% Disagree/Strongly Disagree Neutral Agree/Strongly Agree Pre Post SOTA – School Counseling Department 12
Perception Data – What Students Believe I feel welcome at school by staff (teachers, coaches, administration, etc.) 60% Pre-intervention only 30% of 50% students reported that they 40% feel welcome at school and 30% reported that they did 30% not. 20% 10% Post-intervention 50% of 0% Disagree/Strongly Neutral Agree/Strongly Agree students felt welcome while Disagree Pre Post only 17% reported that they did not. SOTA – School Counseling Department 13
Perception Data – What Students Know When I need support at My Counselor's Name is: school I can go to the: 100% 120% 90% 100% 80% 70% 80% 60% 60% 50% 40% 40% 30% 20% 20% 10% 0% 0% Could Not Name Named Location Named Counseling Could Not Name Accurately Named Pre Post Pre Post Post-intervention 100% of students were Post-intervention 94% of students could able to name a school-based source of name their counselor support SOTA – School Counseling Department 14
Perception Data – What Students Can Do (Skill) Two adults at school I can speak to when I need support are: Pre-intervention 35% were unable to identify two adults as school they could go to 120% when they need support. 100% 80% Post-intervention 94% were 60% able to identify and 61% were able to specifically 40% name two adults in school 20% they could turn to when they 0% Could Not Name Named Location Named Counseling need support. Pre Post SOTA – School Counseling Department 15
Perception Data – What Students Can Do (Skill) The Wellness Center is The Counseling Office is next to the: next to the: 100% 100% 90% 90% 80% 80% 70% 70% 60% 60% 50% 50% 40% 40% 30% 30% 20% 20% 10% 10% 0% 0% Could Not Name Accurately Named Could Not Name Accurately Named Pre Post Pre Post Post-intervention 78% of students were able Post-intervention 94% of students were able to accurately name the location of the to accurately name the location of the counseling office counseling office SOTA – School Counseling Department 16
Outcome Data - Discipline Referrals SMART Goal: By the end of the school year there will be a 20% increase in 9 th grade self-referrals to counseling and wellness departments. (From 89 referrals to 150 referrals or more) Based on ALL the school’s work to increase school connectedness in 9 th graders, including the Get to Know Your School : Increase in self-referrals to • counseling/wellness Increase in participation in school • clubs and extracurricular activities Increase in attendance • SOTA – School Counseling Department 17
Summary and Implications All 9 th grade students demonstrated ▪ increased skills and knowledge on how to access school-based support ▪ Location of counseling and wellness offices ▪ School staff that they could seek support form ▪ Students showed growth in attitudes related to feeling supported and connected to the school ▪ From other students ▪ From school staff ▪ Academic/Emotional/Social sources of support SOTA – School Counseling Department 18
Recommend
More recommend
