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Plan to Close the Achievement Gap:Example from Local School SystemRebecca HammonsBall State UniversityCPSY 685 Program AuditIntroduction and Descriptive Data “Local” Junior/Senior High School is mostly a homogenous group in terms of race and ethnicity. The enrollment rates are steady, with an enrollment of 387 students for 2010-2011. A review of the data on the Indiana Department of Education (IDOE) website resulted in several areas of concern. For example, test scores for “Local” Jr./Sr. High school were low for both the Indiana State Test for Educational Progress (ISTEP) and the End of Course Assessments (ECA) exams. Measures from the IDOE, such as Public Law 221 (PL 221) and the Growth Model, showed deficiencies in several key areas. PL 221 is an education reform law enacted in the state of Indiana in 1999. It has the long term goal of students achieving 90% or better on the ISTEP. In comparison, the Growth Model is not only concerned with the number of students who passed ISTEP, but also considers overall improvement in student scores annually (Pleasant Ridge Elementary School/Greater Clark County, 2005). First, looking at the ISTEP results from the Indiana Department of Education (2012), it is evident that “Local” needs much improvement. Schools in Indiana were categorized beginning in 2005-2006, according to ISTEP scores. These categories are: Exemplary Progress (A), Commendable Progress (B), Academic Progress (C), Academic Watch (D), and Academic Probation (F). The categories are based on the growth or decline in ISTEP scores and on the overall scores. “Local” Jr./Sr. High School was assessed at the status of Academic Progress (C) in 2010-2011. “Local”’s status was at the level of Academic Watch (D) in 2006-2007, 2007-2008, and 2009-2010. (The school was not assessed in 2008-2009.) While this improvement is notable, much increase is needed to achieve the goal of success and college and career readiness for all students. The pass rate on ISTEP in 2010-2011 was 78% with growth rates in the 33rd percentile (English) and 48th percentile (Math). These growth rates range from the low range to lower portion of the typical range for the state of Indiana. When disaggregating the data, it is of great concern that the group of students receiving reduced and free meals had low performance rates. This group did not meet Adequate Yearly Progress (AYP) requirements in both English/Language Arts and Mathematics. These data point to a need to examine this subset of the population to see what steps should be taken to close the achievement gap at “Local”.Considering End of Course Assessment (ECA) scores, an alarming trend was seen in which the pass rates were below 70% overall for English 10, Algebra I, and Biology I. Passing rates were at or below 50% for Algebra I and Biology I. Further, only a little over half of the seniors at “Local” even took the SAT exam. This does not point to adequate college and career readiness and indicates that college is not even a consideration for many students at the school.Counseling Department Overview and Program AuditMeeting with the Head of the Guidance Department at “Local” generated an interesting discussion along with answers to the Program Audit questions. Mr. “School Counselor” is the only counselor at “Local” Jr./Sr. High School and also functions as an administrator. Much transition is occurring at the systemic level at this school, with a new principal, recently hired counselor, and several new teachers on staff. Mr. “School Counselor” mentioned that the entire math department was replaced with the exception of one teacher. So, all math teachers are new hires except for one individual who has been at the school for three years. Interestingly, this transition was accomplished through resignations, and no firings were necessary. Further, the administration is changing the educational set-up by having more experienced teachers work with struggling students instead of teaching all of the higher level or Advanced Placement (AP) classes. Changes like these at the administrative level will hopefully result in huge changes for “Local” students’ test results. Mr. “School Counselor” and other members of the administrative team have been attending workshops and trainings in order to offer in-service teaching improvement seminars at the building level. On a personal note, Mr. “School Counselor” has been dealing with a difficult beginning in the “Local” Jr./Sr. High School because he just began working last month and took over after a half-day training meeting with the previous counselor. He mentioned that the counseling department did not have much consistency, so he was basically starting from scratch with much data-keeping and organization. There has been a graduation plan system in place at “Local” previously and a referral system for responsive services. Yet, many of the American School Counselor Association (ASCA) National Model’s main points have been mostly ignored or at least not apparent in any written material or programs. The good news for “Local” is that the whole system is being overhauled from the top down with many key members from the school board, administration, and faculty committed to serious and lasting change. Mr. “School Counselor” would also like to see more involvement from parents and has many ideas for improvement in general. One change he plans to implement this year is requiring all students to take the SAT in order to address college readiness. He mentioned that students might perform better than expected, which could alter their post-graduation plans significantly. Mr. “School Counselor” wants to address the cycle of lower academic achievement in “Local” by encouraging a mentality that includes college in the overall career readiness picture. He also stated that many students at “Local” qualify for the 21st Century Scholars program but don’t even apply for it because of a pervasive trend among families of disregarding the importance of college. He would like to affect change in this area by encouraging students and parents to adopt a college-friendly view of post-secondary school opportunities. Mr. “School Counselor” previously worked in an inner-urban charter school in Indianapolis, so he has experience with college options for students with financial disadvantages.Due to the short duration of his time at the school so far, Mr. “School Counselor” is starting with cleaning up class schedules and getting to know more students. He began this year by having students examine Indiana’s Core 40 requirements along with their transcripts to look for missing classes themselves. He then systematically reviewed each student’s class list to make necessary changes and ensure that each student at “Local” is on track for graduation.A new and impressive improvement in the “Local” system is regarding implementation of the SUCCESS system. Students spend 30 minutes daily in their SUCCESS period, which is aimed at enrichment for high achieving students and remediation for struggling students. This program has demonstrated excellent results and is being used by several schools in Indiana. Many areas of the Program Audit were addressed through this program, as is outlined in Table 1 below (Program Audit Results for “Local” Jr./Sr. High School).SUCCESS is an eight-step instructional process created by Pat Davenport. It is an ongoing teaching and learning cycle utilized in the Metropolitan School District of Warren Township in Indianapolis, Indiana (2009). The Indiana Department of Education (IDOE) supports in-service training for Indiana schools, with teachers and administrators from Warren serving as mentors for many schools in Indiana. The SUCCESS process aligns with the ASCA National Model because of its critical elements, which include: proven teaching strategies, an intense classroom environment, and teachers who believe that all students can succeed. The process involves the following steps: 1. Disaggregate test data. 2. Develop an instructional timeline. 3. Deliver the instructional focus. 4. Administer frequent assessments. 5. Use tutorials to re-teach non-mastered target areas. 6. Provide enrichment opportunities for mastery students. 7. Reinforce learning through maintenance. 8. Monitor progress (Tusculum College, 2012, “8-Step Instructional Process,” para. 1).Undoubtedly, Mr. “School Counselor”’s support in the execution of the SUCCESS process will be instrumental in “Local”’s success story. He is a cooperative team player and is enthusiastic in his support of the SUCCESS program. He even presents guidance lessons for the SUCCESS period. In this way, he is addressing the personal/social domain of the ASCA model while gaining the opportunity to network with staff and meet students in a small group setting. Accountability is being addressed because a hallmark of the SUCCESS process is reassessing the data and evaluating results on a daily basis. Mr. “School Counselor” also plans to evaluate at two points in the school year with tests that utilize similar styles to the ISTEP and ECAs in order to help students gain familiarity with testing and see where they need to improve before the actual tests are administered. This type of evaluation and accountability is a strong point when counselors align themselves with the ASCA National Model and utilize data-driven, comprehensive school counseling methods.ASCA National Model FrameworkTable 1Program Audit Results for “Local” Jr./Sr. High SchoolFoundationI. Beliefs and Philosophy1.1 – 1.10In Progress or CompletedPhilosophy and plan with clear identification, evaluation, and closing-the-gap activities for underserved student populationsII. Mission of School Counseling Programs2.1 – 2.7In Progress or CompletedA mission statement with the student as the primary client, written for every student, linked with the state vision and purpose (including long-range goals)III. Domains and Goals3.1 – 3.5In Progress or CompletedGoals reflecting ASCA National Standards have been written with a framework for goals and competencies (knowledge, attitudes, and skills)IV.ASCA National Standards / Competencies4.1 – 4.5In Progress, Completed, or ImplementedStudent competencies written related to the domains: (academic, career, personal/social), based on assessment of student needs, measurable or observable, and linked with counseling missionDelivery SystemV. Guidance Curriculum5.1 – 5.6ImplementedGuidance curriculum with content for knowledge, attitudes, and skills in academic, career, and personal/social development evaluated annuallyVI.Individual Student Planning6.1 – 6.6ImplementedTools for educational plans; Individual student planning with appraisal, advisement, and placement; Standardized test interpretationVII.Responsive Services7.1 – 7.5In Progress or ImplementedPrevention education, immediate assistance, referral system, and intervention options ensuring responsive attention to student needsVIII.System Support8.1 – 8.4In Progress or ImplementedCollaboration between counselors and administrators; Professional development and committee involvement (school and community)Management SystemIX. School Counselor/ Administrator Agreements9.0 – 9.3ImplementedClear division between accountability for results and distributed assigned duties with expected results clearly delineated and agreed-uponX. Advisory Council10.1 – 10.4In Progress or ImplementedAn advisory council organized with established meeting dates and tasks; Appropriate representative membership XI. Use of Data and Student Monitoring11.1 – 11.7ImplementedDistrict and site-specific data on student achievement collected and disaggregated; Counselors accountable for monitoringXII.Use of Data and Closing the Gap12.1 – 12.4ImplementedData are disaggregated by variables such as gender, ethnicity, and grade level and systematically analyzed for discrepanciesXIII.Action Plans(Guidance Curriculum and Closing the Gap)13.0 – 13.10ImplementedClosing-the-gap action plans and guidance curriculum include the domain, standard, and competency addressed; Results stated in terms of what each student will demonstrateXIV.Use of Time/ Calendar14.1 – 14.8In Progress or ImplementedTotal time as recommended by the ASCA National Model; List of support services and activities; Published calendar and scheduleAccountabilityXV.Results Report15.1 – 15.12ImplementedEstablished timeline for reporting evidence and results with closing-the-gap activitiesXVI.Counselor Performance Standards16.1 – 16.7ImplementedCounselor implements comprehensive school counseling program based on ASCA National Standards with professional communication and growth responsibilities as a leader and advocateXVII.Program Audit17.1 – 17.5In Progress or ImplementedProgram is audited annually and aligns with all components; Results are shared in the spring to drive training and long-range improvementDisaggregating Data and Closing the GapThe program, actions, and management of the school counseling program must be aligned with the mission of the school. Student achievement and success is the primary goal for the school and the counseling and guidance program. Disaggregating data is the means by which closing-the-gap activities are planned and subsequently evaluated (Stone & Dahir, 2011). At “Local” Jr./Sr. High School, one area for improvement is in disaggregating data with a focus toward improving interactions with the underserved population. Also, a philosophy of closing the achievement gap could be more pervasive throughout the school. Currently, it is evident that the administrators and staff are on board with the proposed school-wide initiatives to improve test scores and the school’s grade from the state. “Local” Jr./Sr. High School has been on Academic Watch (D) for at least three years prior to 2010-2011, with an increase to Academic Progress (C) in the year 2011-2012. Stakeholders want to see this assessment improved and want to ensure that their student population is achieving higher test scores and demonstrating more college and career readiness. I would be interested to know how the school was able to improve to the status of Academic Progress to see if any of those approaches could help further with issues regarding ISTEP passing rates, graduation rates, and college and career readiness. When something is working, it is wise to investigate further to see if more of the same approach could be applied.Yet, there is a danger that stakeholders, staff, and administrators would be satisfied with a systemic improvement producing an overall higher evaluation. It is not apparent whether the focus is as strong on closing the achievement gap in regards to the reduced and free lunch group. Because there is not a statistically significant population of minority or ethnically different students, this free and reduced lunch group is the underserved, possibly ignored, or invisible group at “Local”. Interestingly, this sub-population can hardly be called a minority at the school because approximately 40% of the student population receives reduced price or paid meals. Additionally, other families might qualify for the program but not request this aid, so the actual population of students with financial challenges may be even larger.As a school counselor going into “Local” Jr./Sr. High School, I would like to offer support for the SUCCESS period and other improvement ideas. I would approach the position as a member of the administrative team and a partner to the faculty at “Local”. At the same time, I would endeavor to reach out to students as a resource and source of help with all types of concerns, including academic, career, and social/personal issues. Further, I would seek to advocate for the underserved population of students receiving reduced and free lunches because of the imperative need to close the achievement gap at “Local”. While looking to improve the overall standing of “Local” Jr./Sr. High School with the Indiana Department of Education (IDOE), I would make it my professional mission to see test scores raised for the economically disadvantaged group of students at this school. I would get on board with initiatives to raise the overall standards for the school and would set the additional goal of all students achieving success as defined and outlined by the ASCA National Model (American School Counselor Association, 2012).We are capable of advocating for all students because this is the bottom line in school counseling. This is what the ASCA National Model is all about. This is why the state standards and evaluation and accountability programs have been created. This is the mission of our work in the field of school counseling, to offer a comprehensive school counseling program and help close the achievement gap in our nation’s schools (Holcomb-McCoy, 2007).ReferencesAmerican School Counselor Association (2012). The ASCA National Model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.Holcomb-McCoy, C. (2007). School counseling to close the achievement gap: A social justice framework for success. Thousand Oaks, CA: Corwin Press.Indiana Department of Education (2012). Growth model. Retrieved from School District of Warren Township (2009). 8-Step instructional process. Retrieved from Ridge Elementary School/Greater Clark County (2005). Q&A: Indiana public education reform law 221. Retrieved from , C. & Dahir (2011). School counselor accountability: A MEASURE of student success, (3rd ed.). Upper Saddle River, NJ: Pearson.Tusculum College (2012). 8-Step instructional process. Retrieved from ................
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