Casc 2008 Final

School Counselors Empowering Students with Disabilities CASC Conference ~ 2008 San Diego State University Contributing Grant Members: Layla Miller, Tracy Shelton, Ian Aman, Maxina Caraveo, Cheryl Landin, Joshua Estes, Pedro Caro & Angela Tang

Presentation Agenda •School Counseling & Disabilities (SC&D) Project •Challenges Faced by Students with Disabilities •Interventions: – Positive Alternative Story Activity – Learning Strengths & Self-Advocacy – Reality Check •Tracking Progress: What the Data Shows

Objectives Participants will: • Explore student learning styles and strengths • Discuss student transitions and collaboration with the special education department • Share ideas on empowering students to self-advocate

The School Counseling & Disabilities Project: Preparing School Counselors to Serve Diverse Children With High Incidence Disabilities Federal Grant US Department of Education Project Directors Project Consultants Stacey Sinclair, Ph.D. Beverly Booker, Ph. D. Gerald Monk, Ph.D. Trish Hatch, Ph.D.

Inner-City High School (ICHS) School Demographics Special Education Demographics 67.7% 57.1% 12.3% 7.1% 1.4% 0.8% 15.5% 3.1% 6.3% 26.8% African American European American Latino/Latina Asian/Pacific Islander Other www.ed-data.k12.ca.us

Distribution of Special Education Student Population Special Education General Education Gifted Education 10% 80% 10% “High Incidence” disabilities: Disabilities that occur at a high frequency Adapted from IQ Comparison site. http://members.shaw.ca/delajara.

Enrollment by Category of Disability at ICHS Specific Learning 73% Disability Speech or Language Impairment Mental Retardation Other Health Impaired 3% Emotional Disturbance 5% 10% Orthopedic Impairment 2% 2% 5% Other http://data1.cde.ca.gov/dataquest/

Inner-City High School (ICHS) Special Education Program Full Inclusion Model – Special Education students integrated into general education classrooms with support • RSP students • SDC students School Staff – School Counselors – Special Education staff • Case Managers

% Meeting UC/CSU Requirements: District Comparison by Ethnicity 60 ICHS 2005 50 40 District 2005 30 ICHS 2006 20 10 District 2006 0 Asian Latino Afr Amer Eur Amer • All groups are below District averages • Decrease in students meeting UC/CSU requirements at school and at district levels Grace, Nguyen, & Castel (2006)

SC & D Project In the beginning . . . • Interviewed administration and staff • Participated in IEP and SST meetings • Observed students in classrooms • Formed relationships with special education and school counseling departments • Conducted student survey to assess needs and guide interventions

“Feeder” Schools Alternative Schools/Programs Parent Center Inner City High School Executive Director of Educational Collaborative Health Center District Counselor Principal Head Vice Principals Counselor Speech & Language Therapist TRIO Program SPED Director School Chair of SPED SBDRT Student Advocates Counselors Vocational Rehab. Counselor RSP Staff High Incidence Instructional Case Managers Case Managers Assistants Peer Mentoring Program

Needs Assessment: Student Questionnaire Initial Survey: Spring 2005 • Target Population: Students with high incidence disabilities with an IEP • Survey: 28 questions • Time Frame: Two consecutive days • Participants: 138 students

Initial Student Survey Data Findings Students’ Learning 100 Strengths 90 Knew 80 strengths 70 • 51% did not know 60 their areas of 50 Did not strength as learners. 40 know strengths 30 20 10 0 9th grade (2005)

Initial Student Survey Data Findings IEP 100 • 46% attended their Attended IEP meeting. 80 IEP 60 • Of those, only 35% Gave input at gave input at their 40 IEP IEP meeting. 20 0 9th grade (2005)

Initial Student Survey Data Findings College Bound 100 • 78% planned to 80 Planned to go to college. go to college 60 • Yet, only 25% knew if they were 40 On track to on track for graduate graduation. 20 0 9th grade (2005)

Initial Student Survey Data Findings College Bound 100 • 58% believed they 80 Believed they would succeed in would college. 60 succeed • Yet only 13% knew if there were 40 Knew disability services about available to them disability 20 services in college. 0 9th Grade 2005

Interventions Group Counseling • Why Try Curriculum (Why Try Inc, 2001) • The Guide Curriculum, (Nelson, 2005) • Gottman Relationship Model (Gottman, 1998) Individual Counseling • 40 Developmental Assets • Narrative & Solution-Focused Counseling • Gottman Relationship Model Addressing • Attendance • Behavior • Grades

Interventions • Family Night & Award Ceremony • College Night • A-G Presentations

Challenges Faced by Students with Disabilities Dropout Rates vs. Graduation Rates

Challenges Faced by Students with Disabilities National Numbers Special Education General Education • 56% of students • 80% of students graduate with a graduate with a standard high standard high school diploma. school diploma. • Dropout rate is 29% • Dropout rate is 4% NCES (2004) & Young (2004)

Challenges Faced by Students with Disabilities California Numbers Students in special education account for: • 8.5% of total dropouts • Only 5.5% of total graduates California Department of Ed. Retrieved 2008

Challenges Faced by Students with Disabilities Discussion • What challenges do students with disabilities face in your school? Comments

Current Interventions • Positive Alternative Story Activity • Self-Advocacy • Reality Check

Current Interventions Positive Alternative Story Activity • Narrative counseling Approach – Helps students see themselves from a positive perspective • Narrative Counseling in Schools: Powerful and Brief – (Winslade & Monk, 2006)

Current Interventions Positive Alternative Story Activity Nancy Paulsen’s Alternative Story Technique • 8-Lesson Group Program • Problem Saturated Story • Search Cumulative File – Passing Grades – Anecdotal Qualitative Comments – Student Successes • Alternative Story – Presenting students with a POSITIVE story of their careers in school

Current Interventions Positive Alternative Story Activity Preparation for the Session • 1. Gather information from the cumulative file. • 2. Create a Positive Alternative Story • Story with REAL names • Story with ALTERED names During the Session • Step 1: Introductory questions • Step 2: Present story with ALTERED names • Step 3: Discussion reactions to the story • Step 4: Reveal story with REAL names • Step 5: Strengthening the Positive Alternative Story

Current Interventions Positive Alternative Story Activity Preparation for the Session 1. Gather information from the cumulative file 2. Create a Positive Alternative Story • Story with REAL names • Story with ALTERED names

Current Interventions Positive Alternative Story Activity During the Session • Step 1: Introductory questions • Step 2: Present story with ALTERED names • Step 3: Discussion reactions to the story • Step 4: Reveal story with REAL names • Step 5: Strengthening the Positive Alternative Story

Current Interventions Positive Alternative Story Activity Positive Story Pre-Test Data 80% 70% 60% 60% 60% 60% Strongly 50% Agree 40% 40% Agree 30% 20% 20% 20% 20% 20% 10% Disagree 0% 0% I will graduate I will go to I am an from High college important School person

Current Interventions Positive Alternative Story Activity Student Comments: “This activity was helpful because it showed me what I have done in the past and that I could do it in the future” - W.M. "After the activity I know that if I try I can pass high school."

Current Interventions Self-Advocacy • Self-Advocacy – Requires knowledge of personal strengths and needs – Acting assertively to make your needs known to others • Ultimate goal – Increase graduation rates – Increase college eligibility

Current Interventions Self-Advocacy Learning Styles, Strengths, & Strategies • Discuss students’ learning styles – Visual – Auditory – Tactile/Kinesthetic • Identify students’ strengths based on learning style • Focus on specific learning strategies http://www.lemoyne.edu/academic_advisement/academic_support_center/ssguide.htm

Current Interventions Self-Advocacy Self-Advocacy Training • Discuss & Model Types of Behaviors: – Aggressive – Passive – Assertive http://www.alaskachd.org/toolkit/content/Lessons/4/Plan4.html

Current Interventions Self-Advocacy Self-Advocacy Training • Discuss & Model Assertive Behaviors: – Request Assertiveness – Refusal Assertiveness – Expressing Feelings • Offer tips for being assertive http://www.alaskachd.org/toolkit/content/Lessons/4/Plan4.html

Current Interventions Reality Check www.californiarealitycheck.com QuickTimeª and a QuickTimeª and a decompressor decompressor are needed to see this picture. are needed to see this picture. California Career Resource Network (CalCRN)

Current Interventions Reality Check www.californiarealitycheck.com •Students gain understanding of lifestyles based on: – Location – Living situation (house, apartment, etc.) – Salary – Education – Career choices •Explore career choices based ideal lifestyles •Explore options after high school

Current Interventions Reality Check Strengths and Assets • Students: • Identify strengths • Find a career that best suits their learning style • Use their strengths to do well in their careers • Examples

Current Interventions Addressing A-S-K 1.Positive Alternative Story Activity • Attitudes (A) 2. Self-Advocacy • Skill (S) 3. Reality Check • Knowledge (K)

Tracking Progress • Questionnaire data collected from: – Special education students grade 9-12 – Spring 2005-2007 • Questionnaire themes: – College readiness – IEP process – Student attitudes • Purpose: – Explore correlations between data and interventions

Tracking Progress % Who know they are on track to graduate 80% 65% 70% 53% 60% 50% 40% 25% 30% 20% 10% 0% 9th Grade 2005 10th Grade 2006 11th Grade 2007 Student Questionnaires 2005-2007

Tracking Progress % Who attend their IEP meeting 100% 88% 90% 80% 70% 58% 60% 46% 50% 40% 30% 20% 10% 0% 9th Grade 2005 10th Grade 2006 11th Grade 2007 Student Questionnaires 2005-2007

Tracking Progress 11th Grade Comparison with Grant Intervention 100% With Grant 90% 76% 76% (2007 11th 80% Graders) 70% 59% 53% n = 25 60% 50% 44% 44% Without 40% Grant 30% 24% (2006 11th 20% 16% Graders) 10% n = 17 0% Give IEP Know Agree with Had IEP Input Results of IEP Explained Total N = 42 IEP Student Questionnaires 2005-2007

Summary • Focusing on interventions and data tracking • Addressing ASK through interventions: – Positive Alternative Story – Self-Advocacy Group Lesson – Reality Check • Providing students with the skills to succeed in high school and their post secondary lives

Acknowledgements Gerald Monk, Ph.D., Project Co-Director Stacey Sinclair, Ph.D., Project Co-Director Lloyd Campbell, Ed.D., Faculty Consult Trish Hatch, Ph.D., SDSU School Counseling Program Director Current Project Team Past Project Team Members Members Diego State University Foundation San Kevin Akiyama Mandy Najimi Ian Aman Andy Anderson Erin Patrick Katherine Chang Michael Perales Maxina Caraveo Hien Pham Christine Cura Stephanie Picó n Pedro Caro Lauren Di Dio Belen Robles Joshua Estes Elvia Estrella Eloy Rosas Suzanna Kim Deborah Samson Cheryl Landin Randy Tone Marcela Munoz Tristan Turk Layla Miller Esmelda Gonzalez Michelle Wiese Tracy Shelton Nate Locke Tiffany Young Angela Tang Homero Magaña Sarah Mamaril

References Alberti, R.E. & Emmons, K.L. (1982). Your Perfect Right: A guide to assertive living. San Luis Obispo, CA: Impact. American School Counselor Association (2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author. California Department of Education (2006). Special education enrollment by ethnicity and disability. Retrieved March 9, 2008 from http://data1.cde.ca.gov/dataquest/ Education Data Partnership. (2008). School profile fiscal year 2006-07. Retrieved March 19, 2007 from http://www.ed-data.k12.ca.us/ Gottman, J. (1999). The seven principles for making marriage work. New York: Three Rivers Press. The Gottman Institute, Inc. (2004). Retrieved March 19, 2007 from http://www.gottman.com/

References Grace, T., Nguyen, S., & Castel, A. (2006). Inner city high school project. Powerpoint presentation for CSP 645, Dr. Trish Hatch. Hallahan, D.P. & Kauffman, J.M. (2006). Exceptional learners: Introduction to special education (10th ed). Needham Heights, MA: Allyn & Bacon. Hatch, T. (2005). Conceptual design of the ASK approach to measuring results for students. Draft chapter available at Thatch@mail.sdsu.edu. Healthy Kids Survey. (n. d.). Retrieved March 19, 2007 from http://www. wested.org/pub/docs/chks_home.html IQ Comparison Site. (n. d.). IQ normal curve. Retrieved December 27, 2005 from http://members.shaw.ca.delajara Lesson Plan #4: Applying Assertiveness Skills. (n.d.). Retrieved March 24, 2008 from Self-Determination Toolkit Project Web site: http://www.alaskachd.org/toolkit/content/Lessons/4/Plan4.html.

References Monk, G. & Winslade, J. (2007). Narrative Counseling in Schools (2nd ed.). Thousand Oaks, CA: Corwin Press. Moore, C. (2005). Why Try Curriculum. Retrieved March 18, 2008 from http://www.whytry.org/ Nelson, M. (2005). The guide. Bozeman, MT: Hyalite, LLC. Reality Check. California Career Resources Network (CalCRN). Retrieved February 6, 2008 from www.californiarealitycheck.com. Speaking Up For Yourself. (n.d.). Retrieved March 24, 2008 from Self- Determination Toolkit Project Web site: http://www.alaskachd.org/toolkit/content/Lessons/4/Speaking.html. The 40 Developmental Assets® . The Search Institute. Retrieved February 27, 2007 from www.search-institute.org.

Questions? Discussion What has worked for you? Contact us at: SDSUgrant@yahoo.com

Casc 2008 Final

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