The small-group action plan outlines all of the small groups that we taught during the school year. We chose to do our small groups based on: the school improvement plan, academic achievement data, attendance data, behavior data, developmental needs, and ASCA Mindsets and Behaviors. The reading group was formed based on the school improvement plan which outlined that hispanic students were a subgroup underachieving in reading. We looked at academic data to select hispanic students who were below proficient in reading based on mclass and EOG data. The self-regulation group was formed based on behavior referrals for minor behaviors and developmental needs for emotional regulation in third grade. Other topics covered through small-groups are friendship and test anxiety. The small-group action plan also outlines a wide range of ASCA Mindsets and Behaviors to cover topics ranging from learning strategies, self-management skills to social skills. Content for our self-regulation group lesson plans is driven by the ASCA Mindsets and Behaviors. The driving mindset behind this group is “Mindset 1: Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well being”. In an elementary school, this balance is crucial for student success and developing these skills takes time. These Mindsets and Beliefs focus on the development of the whole child in a way that encompasses the skills they need to overcome barriers and be academically successful as well as to develop in character to build relationships and work effectively with peers. Both ACSA behaviors B-SMS1, demonstrate the ability to assume responsibility, and B-SMS 2, demonstrate self discipline and control, are a crucial part of the self regulation small group. The behavior referrals that were used to select members of this group showed that the student behaviors were those that disrupted not only their own learning, but also the learning of those around them due to disruptions in the classroom and time away from teaching. By having the students realize they are in control of their actions and having them be able to name three strategies to control his/her feelings will allow them to remain in the classroom and not be a distraction to themselves, the teacher or their peers. These Mindsets and Beliefs focus on the development of the whole child in a way that encompasses the skills they need to overcome barriers and be academically successful as well as to develop in character to build relationships and work effectively with peers. The cogent rationale for recommendations for continuing to run the self regulation small group is to help minimize behavioral referrals, teach coping strategies to students who need assistance regulating their emotions, and maximize learning time in the classroom. By looking at the results of the small group the counselors learned that 100% of the group participants could list three coping strategies by the end of the group. Additionally, there was a decrease in behavior referrals for minor behaviors in response to elevated emotions. Before the group there were 35 office referrals and after the group there were 29 office referrals. Of those 29, there was one student whose behavior contributed to a majority of those referrals. To further support this student, a Tier II plan was put in place to assist the student with more interventions to assist with regulating their emotions. The delivery of small groups could be improved by having smaller groups to allow for more student discussion and to allow students to have more input into the focus and activities of the group meetings. In addition, more frequent check-ins with the student in his/her classroom setting could further build the connection with applying coping skills in the classroom and small group lessons as well as provide communication and positive feedback. This is a group that would benefit from being continued in the future. The students who participated have built a meaningful relationship with the counselor and have learned and practiced coping strategies that will continue to help them as they get older. In addition, with the revision of our School Improvement Plan, one of our school goals is to assist students with their social and emotional learning and the goals of this group address those specific needs.