Counselors BLT (Boost Learning Time) Project Tucson Unified School District Improve...
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![Page 1: Counselors BLT (Boost Learning Time) Project Tucson Unified School District Improve students/counselor ratio Reduce office referrals.](https://reader036.fdocuments.us/reader036/viewer/2022072013/56649e665503460f94b6148d/html5/thumbnails/1.jpg)
Counselors BLT (Boost Learning Time)
ProjectTucson Unified School District
Improve students/counselor ratioReduce office referrals
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Criteria for selection of schools
Large students-to-counselor ratio Students not performing at expected level Large numbers of students living in poverty
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Implement
The ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003)
The Positive Behavior Intervention Support (PBIS, 1999)
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Project Status after Year 2Table of Contents
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)
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Students-to-Counselor Ratio
Original Ratio in Project Schools
Ratio after 2nd year in the Project
785/1 427/1
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Recognized ASCA Model Programs
• Lineweaver• Lynn/Urquides• White
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School Quality Survey Results
Percentage of respondents(students, parents & staff) in agreement with statementsregarding student behavior,safety & respect. For example: Students behave inclass. My classroom is acomfortable place to learn. Teachers treat students with respect. Students treat teachers with respect.
03-04
Baseline Year
05-06
84.2 86.6
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Attendance Results
Results analyzed Low Kindergarten
attendanceLarge #s of students absent on the 2 immigration protest days in April
RecommendationsExpand Gap groupsEngage the entire staff on strategies to improve attendanceWith a core staff, address absences in Kindergarten
03-04 05-06
93.4 93.2
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Attendance Results with Students After Interventions
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
4th gr. average
attendance
82.4 87.1
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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
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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
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Curriculum Guidance Lessons
Project counselors average hours per week in classrooms and small groups Year 1 Year 2
34% 53%
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Office Referrals
Average Number of office referrals per school each year
Year 1 Year 2
326.4 157.3
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Longitudinal Study**3rd grade students randomly selected from project and control group
schools to be followed in subsequent years
3rd grade
Terra
Nova
Reading
Terra
Nova
Math. Attend.
4th grade Terra
Nova
Reading
Terra
Nova
Math. Attend.
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
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SCHOOL QUALITY SURVEY RESULTS ENVIRONMENT CATEGORY ONLY
0
20
40
60
80
100
Student Parent Staff
2003-2004
2004-2005
2005-2006
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.
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Summary of Project Accomplishments after Two Years
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%