Supporting Academic Priority

Students in Seventh Grade at

Ron Russell Middle School

BY: SAMARA BOCKELMAN, LINDSEY CRAFT,
BRITTANY SILL-TURNER, FANYA STEIN

 Table of Contents

Mission Statement ………………………………………………………………………...……2

Vision …………………………………………………………………………………...…….….3

Beliefs ……………………………………………………………………………………………4

David Douglas School District Information ………………………………………………..…5

About Ron Russell Middle School …………………………………………………………….6

School Demographics ………………………………………………………………………….8

Data Overview …………………………………………………………………………………..9

Data Comparison ……………………………………………………………………………..10

Justification ………………………………………………………………………………….…12

Needs Assessment …………………………………………………………………………...13

Action Plan……………………………………………………………………………………..19

References ………………………………………………………………………………….…28

Competencies and Assets……………………………………………………………………30

1

 Mission Statement

The mission of the Ron Russell Middle School (RRMS) counseling program is to

implement a comprehensive program that develops each student’s academic, personal,

social, and college and career skills. We will provide supports and guidance for each

student to build-up their strengths, knowledge, assets and competencies. This program

involves collaboration and support from the entire school community including teachers,

staff, administrators, parents, and volunteers. RRMS counselors and staff will cultivate

a vibrant and safe learning environment that promotes acceptance, compassion, and

respect. We will use data to make informed decisions about student needs and select

responsive interventions that will help reduce student’s deficits, and strengthen their

unique capabilities and enable students to become lifelong learners. Our program will

inspire students to become productive, responsible and successful members of

society.

2
 Vision

Our comprehensive school counseling program’s focus is to provide equitable

support for the entire student body to maximize their full potential. We collaborate with

the staff to educate all students and give them valuable tools to empower their lives and

community.

As school counselors, we hold ourselves to high standards and make sure that

we extend opportunities for all students to grow and engage with their learning. We

want all students to feel prepared and confident to continue their educational path and

reach their goals.

We embrace the diversity in our community and do our best to accommodate for

the unique needs of each student. As an inclusive community, we establish a

welcoming environment for students and their families to know that they belong and are

wanted at our school.

We are committed to culturally responsive practices by valuing each student’s

holistic background and perspective. We extend differentiated opportunities to all

students and give them space to collaborate and cooperate with their peers.

We assess the needs of our school and add necessary curriculum or

interventions into our program as we see fit. We provide small group and individual

attention to our students to teach and support them with academic, personal, social, and

college and career skills.

3
 Beliefs

David Douglas’s Beliefs

• All students have an unlimited capacity to learn and deserve equal access and
opportunity through the support of caring adults.

• Teaching is a complex art form that needs ongoing refinement through reflection,
collaboration, coaching, and recognition.

• Schools should teach academic skills and knowledge, social/emotional skills, curiosity,
and creativity in a physically and intellectually safe environment, which fosters hope and
a love for learning.

• All students have a right to equal access of curricular and extracurricular resources
and opportunities.

• Effective educators hold students, themselves, and each other to consistent, high
expectations, while recognizing the diverse individual needs required and multiple paths
to those goals.

School Counseling Team’s Beliefs

We believe in embracing and celebrating the diversity of our students and their families.

Our belief is that a successful comprehensive school counseling program includes:

• Contributing to the academic, career and personal/social success of all students

so that they can give back to the community.

• Building upon the American School Counseling Association’s National

Standards and the 40 Developmental Assets.

• Being data-driven and addressing the evolving needs of our students and their
families.

4
 David Douglas School District Information

RRMS is one of three middle schools in the David Douglas School District

(DDSD), located at 3955 SE 112th Ave, within the Lents neighborhood. DDSD serves a

community population of about 53,775 people with a total of nine elementary schools,

three middle schools, one high school, and one alternative high school (David Douglas,

2017).

The most prevalent race within this school's zip code is people who identify as

Hispanic. The average household income within the surrounding neighborhood is lower

than 61.3% of U.S. neighborhoods, with 33.7% of children below the federal poverty

line. Lents is a lower middle class urban neighborhood that is primarily made up of

medium sized to single family homes and small studios (Portland, 2017). The average

real estate price tag is $268,257.00 (Zillow, 2017). In the Lents neighborhood about

33.8% of its working population is employed in sales and service jobs, while 29.8% are

in manufacturing and laborer occupations. The neighborhood encompasses a total of

3.75 square miles, approximately six miles SE from downtown Portland. Lents is one of

the oldest and more diverse neighborhoods with many Asian, Russian, Eastern

European, and Latino Immigrants (Portland, 2017).

5
 About Ron Russell Middle School
RRMS provides a safe learning environment that inspires all students to reach

their highest level of academic excellence, social responsibility, and cultural awareness

throughout the district and Portland community. As of last year, RRMS was the only

school in its district to show improvement in reading, math, and science state testing

scores, while achieving a level 4 in all three areas of the school report card. As of last

year, RRMS has outperformed Oregon’s state averages and experienced a high level of

growth compared to all students of similar demographics in other middle schools in

Oregon (David Douglas School District, 2017). The school’s graphic data reveals a

slight majority of white students, but still a relatively diverse population. Many of the

students are economically disadvantaged, with an average student teacher ratio of

20:1(Digger, 2017).

RRMS has a student population of 860 students with one principal, two vice

principals, one school improvement coordinator, 51 teachers, two school counselors,

and 40 support staff. To support student academic success RRMS also offers an array

of electives, such as Introductory Spanish, 2D Art Drawing and Painting, and

MakerSpace for early exposure and a comprehensive experience for students. RRMS

also partners with Ron RUSSELL SUN Community School (RRMS SUN CS), which is

run and supported by El Programa Hispano Catolico (David Douglas School District,

2017). The SUN CS is an extended free after school program where students can get

academic support, arts enrichment, skill-building opportunities, and recreational classes.

All students are welcome and encouraged to participate in Extended Day activities

through RRMS SUN CS. Not only is the extended day free to all students but a free

6
meal is also provided for students with transport home by way of the RRMS Activity Bus

to all bus riders. The SUN CS is a great resource to help families connect to local

resources such as, Case Management, ELL services, Rent & Energy Assistance,

Housing, Food & Clothing Pantries, and Mental Health services (David Douglas School

District, 2017).

7
School Demographics at Ron Russell Middle School
• 860 Students Enrolled
• 30 Different Languages Spoken

8
 Data Overview

For our study, we looked at 7th grade students who were failing one or more core

classes. RRMS has a total of 294 seventh grade students, but this number

continuously fluctuates throughout the school year. Of those students, 93 students

were identified on the academic priority report that was sent out by the district. We

decided to focus on the 24 students who are failing three or more core classes. The

following is the demographic breakdown of these students:

• 14 students are failing three classes, six students are failing four
classes, 3 students are failing five classes, and one student is failing all
six of their core classes.

• 19 are male and 5 are female

• Seven are white, eight are black, five are Hispanic, two are Asian, and
two are two or more races.

• One student is on an IEP and one students is on a 504

• Three students qualify ELD services and eight students have tested
out of ELD and have transitioned to monitored status.

• Attendance (Table 1)

Table 1: Attendance Information

07 SY Sep Oct Nov Dec Jan Feb Mar

95.0-100% 10 7 12 9 10 8 6 10

90.0-94.9% 5 5 2 5 5 5 8 5

85.0-89.9% 3 5 5 6 4 5 5 3

80.0-84.9 1 1 3 2 1 2 - 1

<80% 5 5 2 2 4 4 5 5

Total 24 23 24 24 24 24 24 24

9
 Data Comparison

By disaggregating student data into subpopulations, we can plan appropriate

programs, decide which evidence-based interventions to select (i.e. have they been

evaluated with the target population), use limited resources where they are needed

most, and see important trends in behavior and achievement. Once we disaggregated

the data, we wanted to compare the information we collected to the percentages of the

whole school. By doing this, our goal is to improve the interventions and supports

offered to these students. This data will help us to provide accurate measures of the

effectiveness and equity around our current programs. Also, we will be able to

implement additional programs and monitoring of those programs to all stakeholders. By

disaggregating the data, our hope was to ensure that there were no biases; does the

data reflect the school population or are specific population being neglected. This type

of data is essential to encourage change because it brings to light issues of equity and

focuses discussion around needs of specific populations ("The Utah Model For…",

2017).

By looking at this data, (See graph 1) we could pinpoint that our male students of

color need additional information, tools, and opportunities to achieve long-term

academic success. In this group of 24 students that are failing more than one core

class, a staggering 79.2% are male. Also, the school demographic is 13.3% black, but

in this specific group 33.3% are black. While the majority of our interventions will be

dedicated to individuals and small groups, as a result of this data we will also advocate

for school-wide equity awareness.

Graph 1: School Vs. Group Comparison

10
Graph 1: School Vs. Group Comparison

11
 Justification

As RRMS Counselors, one goal we have is to provide supports that enable all

students to have academic, social and career success. “Success” is defined differently

for each student and their family; but as employees of an educational institution we

often focus on graduation rates to define success, especially high school

graduation. With a high school diploma our students will be able to seek out college,

career or any other post-high school path they desire.

Often, we develop interventions in high school in order to help our students

graduate, but data has shown there are factors occurring in middle school that influence

a student’s long-term academic success (CollegeSpark, 2011). Academic indicators

such as passing algebra in eighth grade, attending more than 80% of the time, and not

failing more than one core class are correlated with long-term academic success. Also,

behavior indicators include possessing self-management, relationship skills, planning

and organizing skills, and having the ability to follow-through (CollegeSpark, 2011).

For the first time, RRMS has tracked data for students that are failing one or

more core class. As we know that this is a correlation with later academic success, we

will focus our interventions on these students to help them get back on track for high

school graduation while still in middle school.

12
 Needs Assessment

To determine the academic, career, and personal/social needs of our 7th grade

academic priority students at RRMS, potential changes and additional resources

needed, we created a needs assessment survey. This assessment looks at the

academic, career and social/emotional needs of the students.

The assessment will be a formal process for gathering information from all

stakeholders (students, parents and teachers) to determine their perceptions of needs

and to help determine the importance of curricular foci and specific interventions.

The counseling team will determine a time to complete the assessment with each

individual student. This way we can gather more pertinent details about specific

questions and situations for the student. Depending on the student’s answers, we will

most likely communicate with their parents and teachers if further clarification is needed.

Once the results have been confirmed, we will implement the following action plan for

each student to discuss next steps.

13
 Academic Needs Assessment Questionnaire
Ron Russell Middle School


Student Name: ___________________________________Grade: ________ Birthdate: ________

Person Facilitating the Interview: ___________________________ Date of Interview: ________


Section 1: Study Skills

Do you attend class? q Always q Sometimes q Never

When you miss class, do you get a copy of the notes or q Always q Sometimes q Never
assignments from that day?

Do you turn in all your assignments? q Always q Sometimes q Never


My friends and I do homework or study together. q Always q Sometimes q Never


Do you use assignment/ project outlines? q Always q Sometimes q Never


Section 2: Time Management

Do you set aside specific times each week to study? q Always q Sometimes q Never


Do you successfully balance your social life and study time? q Always q Sometimes q Never


Do you use a day planner/calendar to organize your weekly q Always q Sometimes q Never
routine?

Section 3: Expectations

I enjoy what I learn in school. q Always q Sometimes q Never

Do you try to pass all your classes? q Always q Sometimes q Never


I am frustrated that I can’t seem to pass my classes. q Always q Sometimes q Never

14

While taking exams, do you feel anxiety? q Always q Sometimes q Never



Section 4: Living/Working Arrangements

My living environment makes studying difficult. q Always q Sometimes q Never


My extracurricular (job, volunteering, sports) responsibilities q Always q Sometimes q Never

interfere with my grades.


My family responsibilities take up all my study time. q Always q Sometimes q Never



My family expects me to complete my q Always q Sometimes q Never
homework assignments.



Section 5: Support System

At least one person at RRMS has shown real interest in my q Always q Sometimes q Never

success.


I would probably see an outside counselor if I could afford q Always q Sometimes q Never

one.

I feel comfortable seeking out my school counselor for help.
q Always q Sometimes q Never

I feel comfortable seeking out my friends if I need someone to
q Always q Sometimes q Never
talk with.




Section 5

Historically, in what subjects have you had difficulties?
________________________________________________________________________________

15
________________________________________________________________________________

________________________________________________________________________________



Historically, how have you dealt with these difficulties?
________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


Regarding your studies and academic progress, are there any circumstances or problems you are
facing that we have not asked about on this questionnaire?
________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


Section 6
Rate how much you like the following subjects:
Reading q Not at all q Fair q Very Much
Math q Not at all q Fair q Very Much
Spelling q Not at all q Fair q Very Much
Handwriting q Not at all q Fair q Very Much
Science q Not at all q Fair q Very Much
Social Studies q Not at all q Fair q Very Much
English/Language q Not at all q Fair q Very Much
Music q Not at all q Fair q Very Much
Physical Education q Not at all q Fair q Very Much
Art q Not at all q Fair q Very Much
Other q Not at all q Fair q Very Much


Section 7

16
Reinforcement Survey

Part 1 Sentence Completion
Directions: Complete the following statements

1. My favorite adult at school is:

The things I like to do with this adult are:


2. My best friend at school is:

Some things I like to do with my best friend at school are:


3. Some other friends I have at school are:

Some things I like to do with them are:


4. When I do well in school, a person I'd like to know about it is:


5. When I do well in school, I wish my teacher would:


6. At school, I'd like to spend more time with:

Some things I'd like to do with this person are:


7. One thing I'd really like to do more in school is:


8. When I have free time at school I like to:


9. I feel great in school when:


10. The person who likes me best at school is:

I think this person likes me because:

17

11. I will do almost anything to keep from:


12. The kind of punishment at school that I hate most is:


13. I sure get mad at school when I can't:


14. The think that upsets my teacher the most is:


15. The thing that upsets me the most is:


Part II Reinforces (check all that apply)

Academic Reinforces

q Going to library
q Having good work displayed
q Getting good grades
q Having parents praise good school work
q Giving reports
q Making projects
q Completing creative writing projects
q Earning teacher praise
q Helping grade papers
q Getting a good note home
q Earning stickers, points, etc.
q Other (specify) ________________


Favorite Tangible Items (Pick two)

q Candy
q Stickers
q Pencils/Pens
q Fidgets
q Books
q Puzzles
("Needs Assessment Questionnaire", 2017)

18
 Action Plan
Academic Intervention Time of Year Goal of ASCA Developmental Assessment
Interventions Description Intervention Standards Assets
Binder Check-ins would be a This intervention The goal is to A.A1.1 A.A1.3 3. Other Adult Did the student
Binder Check- In set time for the school will be conducted increase overall A.A1.4 A.A1.5 Relationships meet the goals
counselor and the student to for the entire organization of A.A2.1 A.A2.2 5. Caring School for organization,
review and organize the academic year. the student to A.A2.3 A:A3.1 Climate homework
student planner/binder. In the first positively A:A3.4 A:B1.1 14. Adult Role completion and
During these one on one quarter, there will influence their A:B1.3 A.B1.4 Models classes passed?
sessions, we can create be weekly check- academic A.B1.5 A.B1.7 16. High This information
systems for homework ins. Based on performance. A.C1.1 Expectations can be obtained
completion and appropriate performance, this -80% compliance PS.A1.7 21. Achievement via progress
note taking to study for an will be decreased with school-wide PS.A2.6 Motivation reports from the
exam. Also, teaching skills to monthly standards for PS.B1.2 22. School teachers of core
around making goals and check-ins and planners/binders. PA.B1.3 Engagement classes and the
sticking to deadlines will eventually moved -60% turning in PS.B1.9 23. Homework school website.
assist the student. By to every other homework on 24. Bonding to
providing a set time to review month until the time. school
with each student, we end of the school -100% passing 30. Responsibility
reinforce accountability and year. rate in all classes 32. Planning and
the importance of staying Decision Making
academically organized.
The goal of this program is to (October – May). The goal of this A:A1.1, A:A1.2, 5. Caring School Was the student
Incentive Programs provide rewards and Monthly intervention is to A:A1.3, A:A1.5, Climate able to increase
incentives for students to help throughout the create 100% A:A2.2, A:A2.3, 12. School their previous
improve their academic school year. buy-in from all A:A2.4, A:A3.1, boundaries GPA by .at least
achievement at a relatively This program will students and A:A3.4, A:B1.1, 16. High .5? Has the
little to no additional cost. start in October. provide student A:B1.4, A:B1.7, Expectations student
This program will provide voice for the A:B2.1, AB2.6, 21. Achievement constantly attend
opportunities for students to incentives they AC1.4, C:C2.1, Motivation school on a
be recognized for academic receive for PS:A1.2, 22. School regular basis (10
and attendance improvement reaching their PS:A1.3, Engagement consecutive days
and consistency. Some mutually agreed PS:A1.4, 23. Homework in a row)? This
examples of incentive: upon goal. PS:B1.2, 24. Bonding to information can
Field Trips PS:B1.5, School be obtained via
Individualized recognition for PS:B1.9, 37. Personal Power progress reports
improvement in GPA and 38. Self-Esteem and attendance
attendance. 39. Sense of reports. This
Lunch Parties Purpose information will
Screen Time 40. Positive View of be assessed
Individual motivators Personal Future throughout the
consisting of tangible items. year.
19
 Homework Club with be a This intervention The goal is to A.A1.1 A.A1.3 3. Other Adult Did the student
Homework Club before or after-school club will be provide an A.A1.4 A.A1.5 Relationships meet the goal of
depending on the accessibility implemented for environment for A.A2.1 A.A2.2 5. Caring School passing all
of transportation. Once a the entire students to A.A2.3 A:A3.1 Climate classes and
week, we will have 1+ academic year, receive intensive A:A3.4 A:B1.1 7. Community increasing
teachers and the school once a week. academic A:B1.3 A.B1.4 Values Youth attendance?
counselor available to help The summer support and A.B1.5 A.B1.7 14. Adult Role This information
students with their homework. before 8th grade, create positive A.C1.1 Models can be obtained
There will be an emphasis on permission slips experiences in PS.A1.7 16. High from progress
math because of the will be procured the school PS.A2.6 Expectations reports, teachers
correlation of passing 8th from the families building. PS.B1.2 21. Achievement and the school
grade math and graduation of the students. -100% passing PA.B1.3 Motivation website.
from high school, but they can rate in all classes PS.B1.9 22. School
get help with any and all -50% increase in Engagement
homework if necessary. All attendance 23. Homework
24 students in our targeted 24. Bonding to
population will be invited and school
encouraged to attend weekly. 30. Responsibility
In addition to homework help, 37. Personal Power
this will be a time for our 40. Positive View of
students to form new Personal Future
relationships and have
positive experiences in the
school building.
The purpose of this program This program will The goal of this A.A1.5, A.A2.2, 3. Other Adult Has there been a
Community Based is to increase our identified begin after the program is to A.A2.3, A.B1.1, Relationships reduction in
Mentorship Program students and their first quarter (Mid- reduce A.B1.4, A.B1.7, 4.Caring referrals and
connectedness with the late November). discipline A.B2.6, A.C1.4, Neighborhood social troubles?
school community. By This program will referrals, school A.C1.5, A.C1.6, 5.Caring School Has the student
helping students with their continue through absences and PS.A1.1, Climate increased their
education, social skills, study the end of May. promote school PS.A1.4, 7. Community attendance by
skills and relationships, The mentors will engagement. PS.A1.7, Values Youth 10% or more?
students will feel more continue to work PS.A1.10, 13. Neighborhood Has the student
engaged to the school with their mentee PS.A1.11, Boundaries increased their
th
community. through their 8 PS.A2.2, 14. Adult Role GPA by a least 1
The mentorship team will be grade year PS.A2.3, Models point? This
made-up of the counseling (Beginning in PS.A2.6, 17. Creative information can
team, 1 administrator, Mid-September PS.A2.7, Activities be obtained
teachers and parents. through May). PS.A2.8, 21. Achievement through behavior
Students will be matched up PS.B1.2, Motivation tracking, report
with a community member, PS.B1.3 24. Bonding to cards and
high school student or college School attendance
mentor. The first part of the 28. Integrity reports. This
program is aimed at creating 29. Honesty information will
relationships and rapport 30. Responsibility be tracked
20
 between the student and their 33. Interpersonal throughout the
mentor. The second part of Competence year.
the program will be focused 34. Cultural
on education, risky behaviors, Competence
or social skills 38. Self-Esteem
and relationships. 40. Positive View of
Personal Future
There will be a required Quarterly, when The goal of this A:A1, A:A1.5, 1.Family Support Communication
Parent parent/teacher/student students have intervention is to A:A2, A:A2.2, 5. Caring School between the
Involvement/Educational conference each quarter a failing grades on have parents A:A2.3, A:A3, Climate students,
Meeting student fails a class. All their report card. involved with A:A3.1, A:B1, 6. Parent teachers, and
parties will be aware of what their child’s A:B1.1,A:B1.3, Involvement in parents will be
needs to happen to get their education and A:B1.4, A:B2, Schooling the formative
grades above failing. The goal planning. It A:B2.5, A:B2.6 11. Family assessment for
student will share strengths will show that Boundaries this intervention.
and weaknesses with parents their teacher 14. Adult Role Teachers will see
and teacher to determine a cares and wants Models if these meetings
goal for the semester. The to help them 16. High are helping the
student also needs to clearly succeed by Expectations student improve
define their next step of action highlighting 21. Achievement their grades and
moving forward. The parents strengths. This Motivation if the student is
will be included to see how meeting will be a 22. School able to ask for
they can be more involved to starting place to Engagement help when they
help their child to succeed. help to improve 32. Planning and need it.
The teacher will also talk their attendance Decision Making
about the interventions put in and academic 37. Personal Power
place and how the student success. 39. Sense of
can self-advocate when they Purpose
need extra help or support. 40. Positive View of
Personal Future
21
 Career Interventions Intervention Time of Year Goal of ASCA Developmental Assessment
Description Intervention Standards Assets
The College field trip will be January The goal of this C:A1, C:A1.1, 5. Caring School Students will
Portland Community provided for our population intervention is to C:A1.2,C:A1.3, Climate write in a KWL
College Field Trip that we have identified. The have students C:A2, C:A2.7, 7. Community (Know, What to
students will take a tour of think about what C:B1, C:B1.1, Values Youth know, Learned)
Portland Community College program and C:B1.5, C:B1.8 14. Adult Role chart before they
and learn about the different career they can C:B2, C:B2.1, Models attend. They will
programs and degrees that see themselves C:C1, C:C1.1, 16. High be given
are offered as well as what it having in the C:C1.3 Expectations instructions to
takes to apply and be future. They can 21. Achievement ask at least 1
admitted. They will see the begin to see how Motivation question to either
range from certificate important 22. School the panel, tour
programs and degrees that education will be Engagement guide, or
they can obtain there, as well in order to 24. Bonding to admissions
as ways for them to transfer achieve their School counselor about
to 4-year schools if that is goals. This 30. Responsibility college or
their interest. There will be a event will help 32. Planning and careers. At the
diverse panel of current PCC set them up for Decision Making end, they will fill
students for our middle school their individual 37. Personal Power in their “Learned”
students to ask questions to. forecasting and 39. Sense of column with facts
There will be an admissions goal setting Purpose that they learned
counselor to share why meeting with 40. Positive View of and then write a
college and career planning in their counselor. Personal Future reflection about
middle school is important what they found
and how they can start their interesting, or
plans now. didn’t, as well as
implementing
one action to set
them up for their
future.
.
As part of a Tier III Once a quarter.. The goal of this C:A1, C:A1.3, 5. Caring School Each student will
One on One intervention, during the intervention is to C:A1.6,C:A1.7 Climate create this
Educational Planning forecasting season, these form a C:B1, C:B1.1, 16. High educational plan
students will meet one-on-one relationship with C:B1.2, C:B1.3 Expectations and develop
with the counselor to form the school C:B2, C:B2.1, 21. Achievement goals for their
their own educational plan counselor and C:B2.2, C:B2.4, Motivation future in college
and start to implement the make an C:B2.5, C:C1, 22. School and careers.
next steps towards their education plan. C:C1.1, C:C1.2, Engagement This will be
future. The findings of this This will help to C:C1.3, C:C2, 24. Bonding to placed in the
study showed us that all day ensure the C:C2.1 School CUM file to be
intense career and college student has long 32. Planning and reviewed and/or
22
 education classes yield term goals, a Decision Making updated
students to make wise supportive and 37. Personal Power quarterly
decisions and plans about trusting adult in 39. Sense of
multistep planning for college the building that Purpose
and their career. cares about their 40. Positive View of
success, and Personal Future
resources to help
guide them along
their educational
journey.
23
 Social/Emotional Intervention Time of Year Goal of ASCA Developmental Assessment
Interventions Description Intervention Standards Assets
The needs assessment will Twice a year – Full The goal of this A:A1.4, A:A1.5, 1. Family Support Has every
Needs Assessment be a formal process for version at the intervention is A:A2.3, A:A2.4, 2. Positive Family student
gathering information to beginning of the to collect needs A:A3.1, A:A3.5, Communication identified
determine their perceptions year (Aug./Sep.) and assessment A:B1.4, A:B2.1, 3. Other Adult completed the
of their needs and help a condensed version data from all A:B2.2, A:B2.6, Relationships needs
determine the importance after winter break stakeholders PS:A1.2, PS:A1.3, 5. Caring School assessment?
of curricular foci and (January) (students, PS:A1.10, Climate This
specific interventions. parents, PS:A2.6, PS:B1.2, 6. Parent information will
(Dimmitt, Carey, & Hatch, teachers, etc.) PS:B1.2, PS:B1.9 Involvement in be completed
2007) determine Schooling by each of the
curriculum 21. Achievement 24 students to
planning Motivation identify the
around specific 22. School appropriate
domains: Engagement support and
career, 23. Homework interventions.
academic, and 24. Bonding to
personal/social. School
28. Integrity
29. Honesty
30. Responsibility
32. Planning and
Decision Making
37. Personal
Power
39. Sense of
Purpose
40. Positive View
of personal Future
24
 The Mindfulness and 9 weeks- middle of The goal of this A:A1., A:A1.1, 5. Caring School To assess the
Small Group: A – Emotional Regulation is the 1st quarter of group is to A:A1.2, A:A1.5, Climate counselor will
Mindfulness one of three small support school. provide extra PS:A1.1, PS:A1.5, 8. Youth as collect post
groups for 7th grade support for all PS:A1.6, PS:A1.7. Resources assessment,
students that have been at- PS: A1.8, 30. Responsibility student
identified as at risk by the risk/academic PS:A1.11, 36. Peaceful interviews,
school counselor based on priority PS:A2.1, PS:A2.2, Conflict Resolution group
academic priority and students that PS:A2.4, PS:A2.7, 37. Personal assessment
comprehensive data have a hard PS:B1.2, PS:B1.3, Power documents and
assessment. Group will time with PS:B1.4, PS:B1.5, follow up with
take place once a week for emotional PS:C1.3, PS:C1.7, parents or the
the first 9 weeks of school regulation and PS:C1.10. teachers. The
(1st quarter). Students will may help school
have the potential to benefit improve their counselor and
from this group in mental and SIT team will
moderating the harmful physical health also closely
effects of stress by building for future monitor
on skills for long-term success as a student’s
emotional self-regulation student as they grades, and
and coping skills dealing transition on to develop new
health management and high school. interventions if
stress. grades don’t
improve.
The Free Expression 9 weeks. The 2nd The goal of this PS:A1, PS:A1.1, 5. Caring School To assess the
Small Group: B – Free Art/Music Group is the quarter of school. group is to PS:A1.5, PS:A1.9, Climate counselor will
Expression Art/Music second of three support provide extra PS:A1.10, 16. High collect: post
Group groups. This group will support for all PS:A1.11, PS:A2, Expectations assessments,
meet once a week for the at PS:A2.7, PS:B.1, 33. Interpersonal student
second 9 weeks (2nd risk/academic PS:B1.4 Competence interviews,
quarter) of the school year. priority 37. Personal group
Students will have the students that Power assessment
potential to benefit from this need help documents and
group with creative coping with and follow-up with
expression of big emotions understanding parents, and or
from the effects of life big emotions or teachers. The
changing events, loss, or strong feelings, counselor and
possible exposure to while learning SIT team will
trauma. In this small group how to support, monitor
students can express listen to, and student’s
themselves using different working with grades, and
art forms, and music. other students develop new
who may interventions if
experience necessary. .
similar feelings.
25
 The Self-Esteem Identity Full school year The goal of this PS:A1.1, PS:A1.2, 3. Other Adult To document
Small Group: C – Self- group is a small support group to PS:A1.10, Relationships and follow
Esteem Identity – group for 7th grade provide extra PS:A2.2, PS:A2.4, 5. Caring School student
Celebrating the students of color that have support to PS:A2.6, PS:B1.4, Climate success there
been identified through empower PS:B1.6, PS:B1.9, 8. Youth as will be on going
strengths of students of
anonymous needs students of PS:B1.12 Resources monthly check-
color assessment surveys or color and help 27. Equality and ins with
recommended by them develop a Social Justice students,
counselor. This group will positive racial 28. Integrity teachers, and
meet twice a month for the identity, 29. Responsibility parents
whole school year. positive associated with
Students will have the emotional this group.
opportunity to benefit from functioning, Students will
this group to address and also be
issues of low self-esteem, socialization interviewed at
and personal identity by practices in the end of the
focusing on the personal school amongst school year and
strengths and positive ways their peers and fill out a final
students can perceive the surrounding assessment at
themselves in their school community. the end of the
and community settings. This group’s school year.
This is a group that gives main goal is to Students will
students of color the engage, not be able to
opportunity to discuss, support, and participate in
decompress, and debate empower male special
challenging experiences students of fieldtrips or
they may encounter in the color. certain events
school or community, seek that may
out new and positive ways pertain to the
to contribute to their school group if grades
and community, and do not improve
possibly mentor younger over the course
students from the feeder of the school
elementary schools. year.
Silent Mentoring is an This intervention will The goal is to A.A1.5 A.A2.2 3. Other Adult Did the student
Silent Mentoring informal mentorship pairing be carried out for the increases A.A2.3 A.B1.1 Relationships meet the goal
one student and one adult entire academic investment in A.B1.4 A.B1.7 5. Caring School of passing all
in the building; these year. Mentor should academic A.B2.6 A.C1.4 Environment classes? This
matches will be based on contact student success by A.C1.5 A.C1.6 14. Adult Role information can
the needs assessment every single school additional adult PS.A1.1 Models be obtained
students have taken. day. bonding in the PS.A1.4 PS.A1.7 21. Achievement from progress
Mentors will be asked to building. PS.A1.10 Motivation reports,
initiate contact with their PS.A1.11 22. School teachers or the
student daily. Ideas for PS.A2.2 Engagement school website.
26
 contact would be: “I -100% passing PS.A2.3 24. Bonding to
noticed” statements; eye rate in all PS.A2.6 School Was the
contact and a smile; usage classes PS.A2.7 38. Self-Esteem student
of first names; or engage in -4/5 school PS.A2.8 39. Positive View contacted in
proximity behavior (Haller & days with PS.B1.2 of Personal Future some way
Moorman, 2008). The contact made PS.B1.3 daily? This
student will not be informed between PS.B1.5 information can
of this specialized effort in mentor and PS.B1.12 be found by
an effort to keep it low student PS.C1.6 speaking with
pressure, hence “silent” the mentor.
mentoring.
27
 References

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Grades. Retrieved on March 2017 from

http://www.collegespark.org/files/documents/Grantees_in_the_news/MSCollegeR

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statements-5.5x8-Qty-1500.pdf

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