Transcript TUSD Guidance and Counseling

Counselors BLT
(Boost Learning Time)
Project
Tucson Unified School District
Improve
students/counselor ratio
Reduce office referrals
Criteria for selection of schools
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Large students-to-counselor ratio
Students not performing at expected level
Large numbers of students living in poverty
Implement
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The ASCA National Model: A Framework for
School Counseling Programs (ASCA, 2003)
The Positive Behavior Intervention Support
(PBIS, 1999)
Project Status after Year 2
Table of Contents
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Students-to-Counselor Ratio
Recognized ASCA Model Programs
School Quality Survey Results
Attendance Results
Academic Results
Counselor time spent in classrooms/small groups
Decrease in Office referrals
Project students compared to Control group students
(results obtained by adding all student scores/totals at each school
and dividing by the number of schools to determine the average
school score)
Students-to-Counselor Ratio
Original Ratio in Project
Schools
785/1
Ratio after 2nd year in the
Project
427/1
Recognized ASCA Model Programs
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Lineweaver
Lynn/Urquides
White
School Quality Survey Results
Percentage of respondents
(students, parents & staff) in
agreement with statements
regarding student behavior,
safety & respect. For
example: Students behave in
class. My classroom is a
comfortable place to learn.
Teachers treat students with
respect. Students treat
teachers with respect.
03-04
Baseline Year
05-06
84.2
86.6
Attendance Results
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03-04
05-06
93.4
93.2
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Results analyzed
Low Kindergarten
attendance
Large #s of students absent
on the 2 immigration protest
days in April
Recommendations
Expand Gap groups
Engage the entire staff on
strategies to improve
attendance
With a core staff, address
absences in Kindergarten
Attendance Results with Students
After Interventions
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Selection process Students attended school
less then 90% of the year
in 3rd grade.
Interventions – Parents
contacted, daily check-ins,
weekly meetings, special
responsibilities, overall
school interest in
attendance increased
Results
3rd gr.
average
attendance
82.4
4th gr.
average
attendance
87.1
Attendance Recommendations
Recommendations for 06-07:
 Continue tracking these students with needed
interventions
 Add 25 identified students to replace those
transferring students (newly selected students
meet the criteria of below 90% attendance 06-07)
 Engage the entire staff in strategies to improve
attendance
 Begin plans with a core staff to address the
universal problem of tardies and absences in
Kindergarten
Academic Results
Reading/Math
03-04
05-06
4th grade
44.5/48.2
47.9/50
5th grade
42.9/46.9
48/46.6
Curriculum Guidance Lessons
Project counselors average
hours per week in
classrooms and small
groups
Year 1
Year 2
34%
53%
Office Referrals
Average Number of office
referrals per school each
year
Year 1
Year 2
326.4
157.3
Longitudinal Study*
*3rd grade students randomly selected from project and control group
schools to be followed in subsequent years
3rd grade Terra
Terra
Nova
Nova
Math.
Reading
Attend.
4th grade Terra
Terra
Nova
Nova
Math. Attend.
Reading
Project
Schools
40.4
48
92.7
46.7
49.7
92.6
Control
Group
Schools
40.1
46
94.8
43.6
45.2
92.9
SCHOOL QUALITY SURVEY RESULTS
ENVIRONMENT CATEGORY ONLY
100
80
60
2003-2004
2004-2005
2005-2006
40
20
0
Student
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Parent
Staff
The school is clean and well kept.
Students behave during class.
The school is a safe place for students.
Teachers/Students treat each other with respect.
Summary of Project
Accomplishments after Two Years
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Fully Implemented ASCA program with
counselors spending over 50% of their time in
classrooms and small groups
Counselors involved in academic program.
Student improved achievement in reading is
significant.
Attendance stayed the same while a comparable
group and the district declined. Attendance of
selected poor attending students improved by
5% after interventions.
Decreased office referral by over 100%