Running Head: ADVOCACY (PART II)

Advocacy Project (Part II) Katherine Parker Seattle University March 21, 2013

ADVOCACY (PART II) Ingraham High School Advocacy Project ( Part II) Introduction In the fall, a needs assessment was given to Mr. Yorks 11th grade English class. The original problem that prompted a needs assessment was the large number of absences in his class. Data from the needs assessment indicated more specific problems were lack of

organization, study skills and connections to school. These academic and emotional/social issues will be the focus of the vision data below. Vision Data The following vision data was created based on a needs assessment given in Mr. Yorks English classes, data collected from an accountability group at Ingraham High School and discussions with my site supervisor, Carrie Richard. The needs assessment clarified what resources students that are failing need, such as help with study skills and organization. A group was formed to provide these skills to students behind in credits and failing multiple classes. Watching their homework production increase and grades rise prompted the vision data below. Also, after a discussion with Carrie about what she would like to see in five years, I modified the vision data to start earlier and include 9th grade. In five years a system will be in place to intervene and catch students falling behind in high school graduation credits. In five years 90% of 9th-11th grade students, falling behind in credits, will improve 2 failing core class (English, History, Math, Science) grades to a C or better by the end of 3rd quarter and maintain through 4th quarter. This goal was created to meet the needs of students who faced challenges at the beginning of the school year and need support to get back on track. The sooner the intervention the more time they have to build and practice new habits. Interventions will start in 9th grade and increase in intensity with each rising grade level if

ADVOCACY (PART II)

students are still behind in credits, somewhat following a Response to Intervention (RTI) model. Students who are seniors will have a different intervention, more specific to their situation. Commitment to Yearly Benchmarks To achieve the vision data in five years, benchmarks for each year will set up the structure and resources that need to be in place to achieve the goal. In order to reach the vision data in five years the following benchmarks will be reached each year. In year one, 50% of freshman behind in credits and failing more than one class will improve two core classes to a C grade or better. In year two, 70% of freshman and 50% of sophomores will improve two core classes to a grade of C or better. In year three, 80% of freshman, 70% of sophomores, and 50% of juniors will improve two core classes to a grade of C or better. In year four, 90% of freshmen, 80% of sophomores, and 70% of juniors will improve two core classes to a grade of C or better. In five years 90% of freshmen, sophomores, and juniors will improve two core classes to a grade of C or better and maintain this status through the 4th quarter. Where and How to Intervene Interventions will systematically be put in place to achieve the vision data in five years. The target population is 9-11th grade students behind in credits and currently failing more than one class. Based on the interactions with the small group I facilitated, it seems there are many factors contributing to students low grades. There are too many factors to name them all, but a few that stood out were (a) issues with drugs and alcohol, (b) lack of study or organizational skills, (c) lack of math skills, and (d) few connections to an adult or lack of a sense of belonging. These issues are inter-related to other issues such as absences and students feeling teachers are not approachable. The following inventions will address some of the factors that affect students academic performance.

ADVOCACY (PART II) Students would benefit from interventions in many different areas, spanning three different hierarchy levels. First, some beneficial microlevel interventions are (a)

organization/skills trainings, (b) building relationships with teachers by matching students with a teacher/adult in the building, (c) individual counseling to address specific needs, (d) partner with parents to educate and learn best practices for their child, (e) training on how to keep focused, possibly through neuro-biofeedback, (f) encourage accountability and support of each other as students (social support). Second, some beneficial mesolevel interventions from the school and community are (a) review mathematics curriculum and instructional approaches by consulting with other models such as Shoreline Community Colleges, Learning Center North model, (b) drug and alcohol prevention, (c) teacher trainings on learning style, (d) teacher training on a building wide system for organizing and keeping track of assignments, (e) start a writing center, run by students who help edit others papers, (f) coordination with local elementary and middle schools on organization skills and planner/ assignment sheet use, (g) classroom guidance lessons on organization and study skills. Finally, on a macro level, educators can (a) advocate for effective math curriculum from the district, (b) re-evaluate start time in High School, (c) advocate for state or federal grants or money allocated to increase student supports, such as school counselors, academic intervention specialists, group facilitators, and tutors. Intervention Using the evidence-based practice approach, interventions were chosen. Outcome research provides evidence that an intervention is likely to be effective (Dimmitt, Carey, & Hatch, 2007, p.71). Authors, White and Kelly (2010), reviewed many articles that focused on

ADVOCACY (PART II) strategies for attendance issues, truancy, school completion, school failure, and school dropout.

From a pool of 217 articles, only 18 met their criteria for an evidence-based school intervention. Their findings revealed that students that are connected to adults and programs on a regular basis are more likely to come and in turn succeed in their academics. Enhanced social support resulted in improved academic achievement and school retention. A group counseling experience improved participants' academic performance and school attendance (White and Kelly, 2010). The intervention I will implement is targeted to support students behind in credits and failing classes. This intervention will be a small group. The group will be structured to provide accountability, emotional support, organization, study skills, self-advocacy and time management skills. Each week, one skill will be taught and practiced together. Students will also track assignments together in the group. This group will serve as a pilot to exploring what tools are effective for this population. The hope is to eventually take what worked well and turn it into a guidance lesson for a whole class. The small group will connect students with an adult and other peers and focus on each students individual needs, while at the same time they will influence and help each other. We will meet at lunch and cover the cost of food with a grant from the PTSA. Modeled after a successful program at Shoreline Community College, students will receive incentives when they reach attendance and academic goals. The group will run for 10 weeks, twice a week. Data will be kept for the duration of the group to show the effectiveness of this intervention and evaluate it for future groups and guidance lessons. Students will be screened for the group to make sure a cohesive and productive group is formed. They will need to commit to the guidelines of the group, such as attend all meetings, and try the skills introduced and help each other reach their goals.

ADVOCACY (PART II) Conclusion Students that are absent and falling behind in their classes need support to reach their academic goals. Strengthening their self-image and view of themselves as a student is also important. Being a part of a group will help them strengthen their skills, while being held accountable to the group and the leader for their goals. Once students have a sense that they

belong somewhere and will be missed if they arent there, I expect their academic effort will also change. After several groups are running, it will be important to start addressing the other needs such as drug and alcohol prevention and partnering with parents.

ADVOCACY (PART II) References Dimmitt, C. C., Carey, J.C., & Hatch, P.A. (2007). Evidence-based school counseling: Making a difference with data-driven practices. Thousand Oaks: Corwin Press. White, S. W., & Kelly, F, D. (2010). The school counselor's role in school dropout prevention. Journal of Counseling and Development, 88(2), 227-235.