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Steele Canyon High School: Results of the Study Skills and Goal Setting Group

Steele Canyon High School: Results of the Study Skills and Goal Setting Group. Andrew Springsteen and Bryant Strause. What Did We Do?. Who: Eight 10 th grade students with at least one D/F on quarter one and quarter two report cards. What: Counselor-Generated Study Skills Curriculum

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Steele Canyon High School: Results of the Study Skills and Goal Setting Group

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  1. Steele Canyon High School:Results of the Study Skills and Goal Setting Group Andrew Springsteen and Bryant Strause

  2. What Did We Do? • Who: Eight 10th grade students with at least one D/F on quarter one and quarter two report cards. • What: Counselor-Generated Study Skills Curriculum • Goal Setting • Four-Year Plans • Study Skills • Test taking skills • Learning Styles • Academic Self Confidence • Using a planner • When: February- April 2013 for seven weeks • Where: IEP Room

  3. National Standards • Academic Development Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in the school and across the life span. • Academic Development Standard C: Students will understand the relationship of academics to the world of work and to life at home and in the community.

  4. Student Competencies • A:A1.1 Articulate feelings of competence and confidence as learners • A:A1.5 Identify attitudes and behaviors that lead to successful learning • A:B2.4 Apply knowledge and learning styles to positively influence school performance • A:C1.4 Demonstrate and understanding of life long learning as essential to seeking, obtaining and maintaining life goals

  5. Why Goal Setting and Study Skills Group?D/F/I rate from 2009-2011 D/F/I rate has been slightly increasing over the last three years.

  6. Why Goal Setting and Study Skills Group?School Counseling Department SMART Goal • The Steele Canyon Counseling Department created an ASCA SMART goal to decrease the D/F/I rate from 11% to 8% by the end of the 2012-2013 school year.

  7. Why Study Skills and Goal Setting? • Research shows that… • Effective study skills are associated with positive outcomes across multiple academic content areas and for diverse learners (Gettinger, Seibert 2002). • Goal setting can dramatically influence students' self-regulated learning (Pintrich, 1995) and motivation (Ames, 1992).

  8. Perception Data • If we want behavior to change we must first change perception data. • What are the student’s beliefs, knowledge, and skills?

  9. Increase In Attitudes! There was a HUGE Increase in students who agree or strongly agree!

  10. Increase In Attitudes! Nice improvement, but more work needed here…

  11. Increase in Knowledge How many credits do you need to graduate from Steele Canyon? A HUGE Increase in the percentage of students who can identify the credits needed to graduate!

  12. Increase in Knowledge Which one of these is NOT a learning style? Increase in the percentage of students who identified the incorrect learning style!

  13. 100% of Students Demonstrated Skills… • Created, measured weekly on a 1-5 scale, and attained an academic SMART goal • Created a daily planner and utilized an organized binder • Created or updated a four year plan

  14. Results Data What happened after our goal setting and study skills group?

  15. Results Data: Total # of D’s and F’s of Group v. Control Group? The students who participated in group experienced a significant decrease in the total # of D’s and F’s!

  16. Results data Average GPA of Group v. Control Group? Students who participated in group experienced a greater increase in GPA!

  17. Vision Data What we believe will happen I can predict your future…

  18. Vision Data: What We Are Aiming For

  19. Vision Data: What We Are Aiming For

  20. Teacher Comments “I have noticed a huge increase in effort with both of the students in my class from your group.” “Thank you for doing what you are doing. What you are doing is working!” “I have noticed a huge difference. The student has talked about the goal setting as a very positive motivation.”

  21. Summary • Students believed that setting a goal can help them improve their grades • Students know they need 230 credits to graduate • Students created, scaled, and accomplished a SMART goal. • Students created and used a daily planner • Students created or updated a four year academic plan

  22. Successes/Limitations • What Worked? • Students’ attitudes, knowledge and skills increased in almost every area • The group’s GPA increased while the number of D’s and F’s decreased. • Limitations • Only eight students in the group • Homework completion could not be analyzed due to lack of records

  23. Next Steps • Implement the curriculum with more groups to further decrease the D/F rate • Identify areas in the curriculum that can be strengthened • Consult more with teachers in order to improve curriculum and to share strategies and information

  24. Thank you SCHS guidance team, teachers, and administration for your support in making this counseling group successful!

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