Having been proficiently trained in The ASCA (American School Counselor Association) National Model, I use data analysis to establish goals and activities to ensure student success.

1. Bonita Vista Middle School
School Counseling and Guidance Program
Intentional Guidance
Katherine Chang
Christine Cura

2. Target Group
7th and 8th grade students at risk of academic failure

3. Target Group Selected Based on the
Following Data:
Students who have (3) or more F’s at 1st semester final grade

4. National Standard
Academic Standard A
Students will acquire the attitudes, knowledge, and skills
that contribute to effective learning in school and across
the life span
Academic Standard B
Students will complete school with the academic
preparation essential to choose from a wide range of
substantial postsecondary options, including college

5. Student Competency
A:A2 Acquire Skills for Improving Learning
A:A3 Achieve School Success
B:B1 Improve Learning

6. Academic Support Groups
7 weeks: one class period a week on
rotating bases
– Learning styles
– Organization and time management
– Study habits and test-taking skills
– Decision-making
– Goal setting and motivation

7. How many students?
16 7 – 16
th
14
12 8th – 13
10
8 7
6 8
4
2
0
Students who have (3) or more
F's at 1st semester grade

8. Knowledge of Creating Academic
Goals
Pre Post
7th - 50% 7th - 64%
8th - 18% 8th - 66%

9. Knowledge of Creating Academic
Goals
100%
90%
80%
70%
60%
50% Pre Test
40% Post Test
30%
20%
10%
0%
7t h 8t h

10. Believe Grades are Important to
their Future Success
Pre Post
7th - 42% 7th - 64%
8th - 45% 8th - 88%

11. Believe Grades are Important to
their Future Success
100%
90%
80%
70%
60%
50% Pre Test
40% Post Test
30%
20%
10%
0%
7t h 8t h

12. Skill in Using Test-taking
Strategies
Pre Post
7th - 28% 7th - 42%
8th - 18% 8th - 44%

13. Skill in Using Test-taking Strategies
100%
90%
80%
70%
60%
50% Pre Test
40% Post Test
30%
20%
10%
0%
7t h 8t h

14. Why are we teaching this?
We want students to acquire the knowledge,
attitudes, and skills to be…
◦ academically successful
◦ improve their GPAs
Ifstudents feel more competent and confident,
they are more likely to attend school

15. School Attendance Rates
100%
90%
80%
70%
60%
7th
50%
8th
40%
30%
20%
10%
Pre Post

16. Academic Group Attendance Rates
100%
90%
80%
70%
60%
50% 7th
40% 8th
30%
20%
10%
0%
2008

17. Research
Overall, research indicates that students who
attend school perform better than those who do
not (Easton & Engelhard, 1982)
Attendance is a stronger predictor of student
achievement than poverty (USA Today, 2000)

18. Results – 7th Grade GPA
Improvement
(n=16)
7 (44%) improved GPA from Semester 1 final
grade to next progress report
5 (31%) of targeted students earned a 2.0 or
better GPA from Semester 1 final grade to
next progress report

19. Results – 8th Grade GPA
Improvement
(n=13)
8 (62%) improved GPA from Semester 1 final
grade to next progress report
5 (38%) of targeted students earned a 2.0 or
better GPA from Semester 1 final grade to
next progress report

20. Improvement in GPA from Semester 1
Final Grade to Next Progress Report
4
3.5
3
2.5
2 7t h
8t h
1.5
1
0.5
0
Final Sem 1 Prog Report

21. Summary
Even though not many students received a 2.0, we
have seen slight GPA improvements with each of our
7th and 8th grade students

22. 7th Grade GPA Improvement from Semester 1
Final Grades to Next Progress Report
7th Grade GPA
4
3.5
3
2.5
Series1
GPA
2
1.5 Series2
1
0.5
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Students

23. 8th Grade GPA Improvement from Semester 1
Final Grades to Next Progress Report
8th Grade GPA
4
3.5
3
2.5
Series1
GPA
2
1.5 Series2
1
0.5
0
1 2 3 4 5 6 7 8 9 10 11 12 13
Students

24. What the Data Shows
Our 8th graders are doing slightly better than
our 7th graders
Overall, a slight GPA improvement for both
our 7th and 8th graders

25. Lessons Learned
 Rapport-building is important to establish with students,
teachers, counselors, administrators
 We can use data to measure competency achieved, knowledge
and skills gained, and attitudes/beliefs of students
 We can use data to drive decision making
 Intentional guidance lessons helps close the achievement gap
 Intentional guidance supports teaching and learning by assuring
that all students achieve academic success

26. Implications/Limitations
 Intentional guidance was successful at both grade levels
 Attendance and intentional guidance are an integral piece to
student achievement
 Not all students learn at the same pace
 Not enough time to process group activities and experiences
 Focus on more skill-building activities

27. Next Steps
 Lower group size and enlist support and help from more
teachers
 Look into impact of intervention on homework completion
 Disaggregate data to focus on where additional help is needed
 Increase academic support groups and other additional support
for students
 Collect and gather GPA and attendance data for semester 2
 Follow up with students individually to discuss grades and
progress in each of their classes

28. Thank you!
Teachers who participated and supported
Counselors and administration for
consultation and support of the program
Together we can work to ensure equity and
access to achievement for all!

29. The school counseling program
is committed to contributing
in a meaningful way
to the academic achievement
of all students
The End