Melissa Reising
Action Research Project
Heidelberg University
COU 594
3/14/14
Abstract
This is an overall view of Noble Elementary School in Tiffin City Schools, Tiffin, OH. It is based on the School Report Card from 2012-2013 school year, US Census 2010 results and information gathered from school staff, parents and students. This research project examines an academic intervention that was implemented with 5th grade students who were identified as not performing to their potential academically.
Keywords: academics, career, elementary students, intervention, school counselor, goals.
Action Research Project
A. School Profile
History of School
Noble Elementary is located at 130 Minerva St in Tiffin Ohio. This building was originally built in 1930 with 2 additions during the 50’s. It was built to be an elementary school (K-5); two years ago Tiffin City Schools revamped their elementary schools and made them two grade levels instead of 5-6 grade levels. The Noble elementary building now houses 4th and 5th graders only. Mr. Mike Newlove is the current Principal and Mrs. Kim Kontact is the current Secretary at Noble Elementary.
Overview of the Broader Community
Tiffin Ohio was established in 1812 as a military depot for the war of 1812. The estimated population for Tiffin Ohio in 2012 was 17,828 people, which are down from the 2000 census of 18,135. The racial makeup of Tiffin Ohio is 93.9% Caucasians, 2.6% African Americans, 0.2% Native Americans, 1% Asians, 3.1% Hispanic or Latino. In 2010, there were 7,086 families living in Tiffin Ohio and 27.4% that had children under the age of 18 and living with family. The average family size was 2.91 people and 41% are married couples and 12.2% had female head of households. 20.7% of residents are under the age of 18 years old. The gender makeup of this community is 48.9% male and 51.1% female. The current mayor is Aaron Montz (R). The Sandusky River flows through the center of the city. For more information regarding Tiffin OH can be found at www.tiffinohio.gov
Overview of Students and Families Served
The racial makeup of Noble Elementary School is 91.3% Caucasians, 3.5% Hispanic or Latino, 1% African American, and 14% two or more races. There are 280 students in this building and 65.4% of students are utilizing the reduced or free lunch program. The student/teacher ratio is 16.7 and there are 17 full time teachers at Noble Elementary School.
Enrollment Trends and Expectations for the Future
Enrollment trends are around the same for the last 10 years, in 2002, 283 students were enrolled and in 2007, 266 students were enrolled at Noble Elementary. If considering the decrease in population of Tiffin over the last 10 years, it could be expected that this will affect the enrollment numbers slightly. There is no expectation of sever decline in enrollment at this school considering the US Census results of population in Tiffin Oh.
Relevant Information from the ODE School Report Card
When looking at the 2012-2013 report card for Noble Elementary School it shows that all Indicators were met, 100%, which means that all students met the Indictors. In 4th grade 87.2% met mathematics and 90.1% met reading indicators and 5th grade 82.6% met mathematics and 77% met reading indicators. Since the state requires at least 75% of students to meet these indicators, Noble Elementary received an ‘A’ on the Indicators Met section. Also it shows the Performance Index has decreased slightly since 2010. Proficiency percent for the 4th graders are 90.1% and 5th graders are 77%. Noble elementary received a ‘F’ on the Annual Measurable Outcomes, 37.5%. This is indicted by the reading and mathematics scores that are not at the state goal. In Mathematics most populations of students scored higher than the state goal but the Students with Disabilities was at 54.9% instead of 83%. In the reading indictor, Caucasians students scored in the state goal but Economic Disadvantaged (79.5%) and Students with Disabilities (57.7%) did not reach the state goal. The population according to the School Report Card was described as Caucasians 90.8%, Economically Disadvantaged 62%, and Students with Disabilities 16.8%, Multiracial 3.5%, Hispanic 2.8% and African American 2.7%. Overall Noble Elementary received an ‘A’ on the report card for meeting the requirements measurements for the state of Ohio.
Perceptions and Involvement
The overall perceptions of the parents and students about Noble Elementary are good. There are very limited issues with parents and the school. Typical complaints from parents are about their child being bullied or teased for things at school or on the school bus. These complaints are taken by the principal Mr. Newlove and dealt with by him or in coordination with the School Counselor, Mrs. Reinhart. These issues are limited to once every couple weeks. The staff’s perceptions of the school are overall good. There have been some adjustments made this year due to the past Principal retiring and Mr. Newlove becoming the new full time principal. There have been a couple of staff complaints about the changing of the principals. This has not caused a big change in Noble Elementary but anytime there is a change in Administrator you can expect some complaints. Nothing illegal or unethical has been reported.
Most of the staff is involved in the community; most staff’s children attend Tiffin City Schools, around 90%. Also, the School Counselor has implemented the therapy dog program which is property of Tiffin City Schools but is used in other community areas like Mercy Hospital, SMYLE, and other activities. Some parents and children are involved in the community and enjoy the area. Some parents own businesses in Tiffin and are involved in the other Tiffin City Schools due to their other children being in different building. During a recent fundraiser for the Noble School Counseling Program, over 300 families participated in the event. This shows the dedication these families have not only to their children’s education but support for the school and counseling program.
Executive Summary of the Survey Results
The overall school strengths are that Noble Elementary meets all the state requirements for testing scores in the 4th and 5th grades. Generally, Noble Elementary school is succeeding in reaching the state guidelines for proficiency in 4th and 5th grade reading and mathematics. I think once the teachers completely implement the Common Cores curriculum from the state of Ohio and am comfortable teaching this curriculum, the state test scores should increase with all populations of children.
B. Problem
During the first semester of the school year several teachers had stated they were concerned about individual students not passing all classes and possibly candidates for retaining in fifth grade. The school counselor and I looked at report cards from the 1st quarter and 2nd quarter. There were several students from each 5th grade class that were failing more than a few subject areas. An academic program was considered to assist these students in motivation, organization, time management skills, and concentration levels, study skills, and individualized for each student. The school counselor sent an email to all 5th grade teachers to request names of students that would benefit from an individualized academic intervention, 38 students were identified by teachers and 4 students were identified by the school counselor. The makeup of the population was 2 students on IEPs (2 more students were identified during 3rd quarter), 95% Caucasian, 4% African American, and 1% other races. Students that have low self-regulation skills are more likely to fail academically (Pelco & Reed-Victor, 2007). The problem that was identified was students who needed extra assistance and accountability to improve their grades and other academic skills to prepare them for 6th grade. Students would perform poorly in middle school are more likely to drop out and fail to graduate (Lochman, Boxmeyer, Powell, Lixin, Wells & Windle, 2012).
C. Intervention
ASCA states that school counselors who identify an academic gap must implement a program or intervention to address the inequities (2012). The academic intervention consists of identified students meeting with a school counselor one-on-one for 5-15 minutes a week. During this meeting, each session is individualized for each student. The first session consisted of meeting the student, explaining the intervention, reviewing the student’s 2nd quarter overall grades and discussing the student’s 3rd quarter goals. Some goals that were chosen were “All A’s and B’s for 3rd quarter final grades’, ‘A C or better in Math class for 3rd quarter’, ‘Improve my organizational skills’ or ‘Hand in all my homework on time’. The student was given a manila folder that the 3rd quarter goals were stapled on inside back of folder. The school counselor also had a manila folder for each student that included copy of students’ goal sheets, weekly grade printouts, and spreadsheet with weekly grades listed. The follow up sessions typically starts with the school counselor and student reviewing student’s 3rd quarter grades as of that morning. It showed each assignment, name of assignment, how many points it is worth, the points earned, or missing assignment, date, and kind of assignment (homework, classwork, quiz, test, etc.). The school counselor and student discusses overall grade in each course, assignment grades or missing assignments, assignment that was well done (over 85%), or assignment that was below a 65%. The student received a printout of the grades with a card stapled to top that parents/guardians signed, and student was to return signed card during next week’s session. As a team, the school counselor and students came up with weekly goals that fit that individual student. For example, if student was having difficulty with math, handing in assignments on time and organizational issues, the plan would include asking clarifying questions as needed in math (all subjects if needed), completing all homework on time and handing in on time, clean out desk, backpack, and other areas were homework is done once a week. These goals were mostly initiated by 5th grade student, if needed the school counselor would help develop a goal for the week directed in one area of need for student. The typically number of goals a week was three to four; the student decided how many they needed to concentrate on for the week. At first, they were encouraged to have at least three if not four goals. The student used a goal sheet that included Monday through Friday and yes or no listed next to every goal. The student was to answer each day if they had completed that goal. The students were not expected to complete goals over the weekend, unless student wanted to. During the next session, the goal sheet responses were discussed, what was helpful, what was not helpful, if it was hard to remember to complete, and what the student thought about goals for the week. Honesty was emphasized in every session with every student, being honest about their thoughts and actions throughout the week and reviewing grades to see if goals were helpful. As students progressed through 3rd quarter, their goals were adjusted weekly and some students were not required to fill out goal sheet since they were mentally checking off goals daily. This was verified by grades, teachers’ feedback, and school counselor observations and conversations with student.
One 5th grade teacher volunteered to have an after school tutoring session for students in the 5th grade. The students would pick the focus of the tutoring sessions; usually it would be about a particular homework assignment that was assigned that day, i.e. a difficult reading assignment. School counselors have a responsibility to detect gaps in their school and implement programs that support students in achieving their best (Hartline & Cobia, 2012).
D. Results
After implementing the academic intervention with the 5th grade students at Noble Elementary, we compared 2nd quarter grades (before intervention) to 3rd quarter grades. The results show that 21 students improved all courses grades. Of the remaining 21 students, one student had left the school during the 3rd quarter and 13 others had improved their grades in at least two subject areas. The intervention was a success for at least 34 students in improving not only their grades but organization, motivation, and study skills. This was determined by self-report from students, individual feedback from teachers and observations from school counselors. It is important to not only track data for results of intervention but also include perceptions and observations, this is not done often enough (Hartline & Cobia, 2012). Since the program shows 80% improvement, it was implemented for 4th quarter. Some students will only meet twice a month with school counselor (8%), new students are identified and added to academic intervention (3 students) and the rest are the same students will participate in the 3rd quarter intervention on a weekly basis.
E. Professional learning and reflections
I learned a lot from this intervention and helping the students academically. I have experience in the past helping students academically, either in my classroom or tutoring. I liked that the intervention was individual to every student and focused on the areas that each student needs most. I also really liked that it was student centered and the student made most for the decisions and was encouraged to take responsibility for their decisions. I would like to teach the other school counselors-in-training that it was not difficult to implement this program, get support from teachers, motivate students to participate, and set up schedule for individual sessions. School counselors are responsible for helping students with academic, behavioral, social and personal issues. This intervention helps with academic, career, and behavioral concerns that students have. I would like to share the goal sheets, signature cards, and system with the other school counseling interns. I would like to share how easy it is to implement the intervention, how to communicate with teachers, administrators, and parents. The organization of the intervention is simple too.
There are some limitations that I must note; the first limitation is the grade sheets, some teachers do not enter grades constantly, there are several pages of grades (even just for one quarter), and it takes more paper to copy for students and parents. I did print grades on front and back of pages but it could still be lengthy. Another limitation is time; it takes about 2 full days to implement intervention with 2 school counselors for the 42 students. I estimate that one full time school counselor could implement in 2-3 days a week.
References
ASCA, American School Counselor Association. (2005, 2012). The ASCA National Model: A framework for school counseling programs (2nd & 3rd ed.). Alexandria, VA: Author.
Hartline, J., & Cobia, D. C. (2012). School Counselors: Closing achievement gaps and writing results. Professional School Counseling, 16(1), 71-79.
Lochman, J. E., Boxmeyer, C. L., Powell, N. P., Lixin, Q., Wells, K., & Windle, M. (2012). Coping Power Dissemination Study: Intervention and Special Education Effects on Academic Outcomes. Behavioral Disorders, 37(3), 192-205.
Pelco, L. E., & Reed-Victor, E. (2007). Self-Regulation and Learning-Related Social Skills: Intervention ideas for elementary school students. Preventing School Failure, 51(3), 36-42.