10th grade Intentional guidance Results: “Strategies for Academic Success”

Presented by: Michelle Ferrer and Kathy Granite

Intentional Guidance Curriculum

• Who: Nineteen 10th grade students with at least two or more F’s on their 1st Semester report card

• What: Curriculum- “Strategies for Academic Success” Group Counseling • Goal Setting• Homework Completion• Time Management• Organization

• When: February-March 2014 for 6 weeks• Where: MHHS Computer Lab at the CCC

ACADEMIC• Standard A: Students will acquire the attitudes, knowledge,

and skills that contribute to effective learning in school and across the life span.

• Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial range of post-secondary options, including college.

ASCA National Standards for Students:• A:A1 Improve Academic Self-Concept• A:A1.3 Take pride in work and achievement • A:A1.4 Accept mistakes as essential to the learning process • A:A1.5 Identify attitudes and behaviors that lead to successful learning

• A:A2 Acquire Skills for Improving Learning• A:A2.1 Apply time-management and task-management skills

• A:A3 Achieve School Success• A:A3.2 Demonstrate the ability to work independently, as well as the ability

to work cooperatively with other students• A:A3.5 Share knowledge

• A:B2 Plan to Achieve Goals• A:B2.1 Establish challenging academic goals in elementary, middle and high school

Why Tenth Graders?In Fall 2013, 32% of tenth graders had at least one F.

Tenth graders are the only grade level without an academic intervention.

Series10

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At Least 2 or more F'sAt Least 1 F

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Why Did We Teach Strategies for Academic Success?

• After meeting with our students during the intake stage, we noticed that every student’s area of growth was homework completion.

• After consulting with teachers, the lack of homework completion was the number one reason students weren’t passing their class.

Research States:• “Academic competence is associated with the knowledge and

application of effective study skills” (Gettinger & Seibert, 2002)• “Modeling, goal setting, and self-evaluation affect self-efficacy,

motivation, and learning” (Schunk, 2010)

Attitudes

Strongly Agree Agree Don't Know0

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3

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0

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PrePost

BIG increase in stu-dents who strongly

agreed

“I believe that applying study skills is necessary for my academic success.”

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Attitudes

Strongly Agree Agree0

1

2

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1

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PrePost

“I believe that setting goals is important for every part of my future.”

40% increase in students who strongly

agreed

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Attitudes“I believe that homework completion is an important

part of achieving in class.”

Strongly Agree Agree0

1

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PrePost

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20% increase in students who strongly agreed

Knowledge

Incorrect Correct0

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Pre-TestPost-Test

“When creating a S.M.A.R.T. goal, the S., M., A., R., T. mean…”

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WOW!

100% increase in students’ knowledge

Knowledge

Incorrect Correct0

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PrePost

“Examples of good study skills are…”

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The data shows no improvement. After analyzing the pre tests, the student who answered incorrect, correctly answered this question on the post. The student that

answered incorrect on the post test was absent during the study skills session.

Skills

All of the time

Most of the time

Some of the time

Never0

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0

3 3

11

5

1

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PrePost

“I complete and turn in my classwork and homework…”

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An increase in in completing and turning in work

Skills

All of the time

Most of the time

Some of the time

Hardly ever0

1

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0 0

3

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1 1

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2PrePost

“I am confused in one or more classes and don’t understand the teacher or the homework. I communicate with my teacher(s) about this…”

An increase in students’ skills

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Achievement Data: Grades of Students in Group

C or higher D or lower0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

48%52%55%

45% 1st Semester, Final Grades

2nd Semester, 2nd Progress Report

There was an increase in students’ passing grades.

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Achievement Data: Grades of Control Group

C or higher D or lower0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

54%46%50%

45% 1st Semester, Final Grades

2nd Semester, 2nd Progress Report

There was a 4% decrease in students’ passing grades.

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Achievement Data: Comparison of Grades Between Students in Group and Control Group

1st Sem Final D/F's 2nd Sem 2nd PR D/F's0%

10%

20%

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40%

50%

60%

70%

80%

90%

100%

52%45%46%

50%Students in Group

Control Group

There was a 7% decrease in group students’ D/F’s and a 4% increase in

control group’s D/F’s.

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Summary• Students believed that applying study skills is necessary for their

academic success.

• Students shared their knowledge about strategies for academic success.

• Students believed that homework completion is an important part of achieving in class.

• Students understood how to create their own S.M.A.R.T. goals.

Implications and Limitations• Implications• Students’ attitudes, knowledge, and skills increased in every area• Students enjoyed attending group

• Students stated that group benefitted their academic success and perception

• Limitations• There were only seven students in our group that attended four or

more sessions• Passes were not always delivered to the students to come to group• Students would not turn in weekly progress reports• Having group during first period resulted in lower attendance rate or late arrivals

Next Steps• Assess all 10th grade students with F’s in order to increase our

numbers in group

• Identify new activities/lessons that would help students increase their homework completion and achievement data

• Consult with teachers and school counselors to improve group curriculum content

Thank you!