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.

Group Name: Self Regulation

Goal: By June 8th, 2018, the 11 students who participated in the self-regulation small group will decrease in the number of behavior referrals by 66%, from three or more behavior referrals to 1 behavior referral.

Target Group: 11 3rd graders across 4 classrooms with two or more classroom minor behavior referrals

Data Used to Identify Students: Teacher Referrals, Behavior Reflection Sheets

School Counselor(s): Nancy Stavrakakis

ASCA Domain, Mindsets & Behaviors Standard(s): M1; B-SMS-1, B-SMS-2

Outline of Group Sessions Delivered: Day 1: Introduction • Ground rules for small group. • Talk about different feelings and how they act accordingly. o Think about a time when you let your feelings take over. What happened as a result? o Have you or a classmate ever made a bad choice because you/they let their feelings take over? o Complete Pre Survey - What are coping strategies? List three coping strategies. o Who is in control of a person’s feelings and actions? • Make folder to keep materials in. Day 2: Controlling Feelings Overview • Discussion Prompts: o Why is it important to know which things make you feel a certain way? o Why is it important to understand our feelings? o Why is it important to control our feelings? o How would your life at school and at home be different if you were better at controlling your feelings? o What feeling do you have the most? o Name one person who is good at controlling his/her feelings. • Complete the Controlling My Feelings Accordion Foldable – they can write or draw pictures. (I find these students are often more verbal so I may write for them if they are struggling with written expression and excelling in oral expression). • Share Day 3: Controlling Feelings – Anger • Discussion Prompts: o What are some things that make you feel (emotion of the day). o How do you know you are feeling that way? What does your body do to show you? o What are some strategies you can do to help you stay in control of (the emotion of the day). • Complete flip chart/foldable. • Share Day 4: Controlling Feelings – Worry • Discussion Prompts: o What are some things that make you feel (emotion of the day). o How do you know you are feeling that way? What does your body do to show you? o What are some strategies you can do to help you stay in control of (the emotion of the day). • Complete flip chart/foldable. • Share Day 5: Controlling Feelings – Hyper/Excitement • Discussion Prompts: o What are some things that make you feel (emotion of the day). o How do you know you are feeling that way? What does your body do to show you? o What are some strategies you can do to help you stay in control of (the emotion of the day). • Complete flip chart/foldable. • Share Day 6: Controlling Feelings - Sadness • Discussion Prompts: o What are some things that make you feel (emotion of the day). o How do you know you are feeling that way? What does your body do to show you? o What are some strategies you can do to help you stay in control of (the emotion of the day). • Complete flip chart/foldable. • Share Day 7: Controlling My Feelings Conclusion • Have students review all foldables from the group. • Complete the Shutter Foldable responding to the following with their top choices: o I can notice my feelings by… o Noticing my feelings is important because… o People that can help me notice my feelings are… o I can control my feelings by… o Controlling my feelings is important because… o People I can talk to when I need help controlling my feelings are… • Share • Discuss how adults help us be accountable for changes. Who are the adults you are going to share this with so they can help us stay accountable for some of these new replacement behaviors. o Complete Post Survey - What are coping strategies? List three coping strategies.

Process Data (Number of students affected): 11 3rd graders in 4 groups for 7 30 minute sessions

Perception Data (Surveys or assessments used): 100% of students who participated could identify 3 coping strategies to help them with self regulating their emotions. Popular strategies were: breathing hand, walking it off, talking it out, read a book quiet corner, and drinking cool water.

Outcome Data (Achievement, attendance, and/or behavior data): There were no office referrals that resulted in suspensions with this group of students. Looking at behavior referrals that got reported to the counselor and/or parents. Before the group there were 35 behavior referrals. After the group concluded there were 29 referrals making a 17% decrease in behavior referrals. This was a positive reduction, but 6 referrals. I dug a little deeper and looked at conduct grades on the report card. The average conduct grade before the group was 2.5 and after the group was 2.7. This is a positive increase by .2. There was one student who had a significant number of referrals compared to the other students and a Tier II plan was put in place to support the student's needs.

Implications: To deliver these groups more effectively I would like to post a clear goal of each session to keep the students focused on the task at hand. I found that we need a better system of data collection with regards to behaviors. We do not have many behaviors that warrant office referrals, but we do have some that disrupt student learning within the classrooms. For the students in these groups I think I can have a weekly and then monthly check in with the teacher where they can tally disruptive behavior incidents. To better target ASCA Behavior B-SMS 1, assume responsibility, I would like the students to asses their weekly behavior at the start of the group answering the question, "What could I have done differently with regards to my behavior." To better target ASCA Mindset 1, I would have students state one positive about themselves at the conclusion of each session to reinforce the belief in the development of their whole self, including a healthy balance of their social/emotional well-being. The results from this group were successful and the counselors will continue to run the self regulation small group in the future with the changes noted above.

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