J. Nelson Kelly Elementary (2016)

Grand Forks, ND

Behavioral Issues
Mental Health

Closing the Gap

11. Closing-the-Gap Results Report – Narrative.

How the Gap was Identified:

Originally we thought we would use a closing-the-gap action plan to address the achievement goal in third grade. But as the 2015-2016 school year was under way, we could see we had another issue demanding our immediate attention. One of our fifth grade student’s misbehavior was affecting the rest of his classroom and many other fifth grade students. This student had a history in our building as having unruly, defiant and oppositional behaviors that impacted him and others. The special education department and personnel were his case managers and he was on an IEP.

It was soon evident that many sources from our school community were concerned and contacted me for assistance. Here is a list of how the concern/gap was identified:

➢ Many students visited my office reporting issues on safety, bullying, not being able to concentrate in class, not wanting to come to school and requesting to be moved to another classroom. Between October 2nd and November 4th, (eighty-six) student visits to the counselor’s office were documented.

➢ All four of the fifth grade teachers, music teacher, physical education teacher and librarian had contacted me for assistance and collaborating on how to manage the behavior of this one student and the other students’ reaction to him.

➢ Parents were reporting their child was not able to sleep at night and did not want to come to school.

➢ Eighteen “Room Clears” were made in fourteen days in the month of October due to the one student’s misconduct and refusing to leave the classroom to see the special education department or principal.

➢ I completed a District Bullying Report on this student after multiple interviews with classmates.

➢ Teachers made thirty-seven special education office reports (on the misbehaving student) to the Kelly Special Education Department from October 2nd to November 4th, 2015.

➢ Twenty-one regular “office referrals” were made on other students

➢ History - the previous year our principal cited the student for “Unruly Behavior” with the Grand Forks Juvenile Court. At the end of the year, the 4th grade teacher requested to transfer to another school within the district.

➢ The Grand Forks Special Education Department have directed the happenings and interventions with this student in and out of the classroom for the past three years.

Why Activities & Interventions were Chosen:

Overall the entire action plan was created to address the students’ needs of feeling safe, being able to concentrate in class, believing adults would handle bullying in the classroom, treating one another with respect, managing their emotions, and learning how to deal with conflicts and problem solving. When I am looking for the latest evidence-based materials and strategies to address a need, I go to the CASEL (Collaborative for Academic Social and Emotional Learning) cite. This group has been conducting research on social emotional learning for twenty plus years and has the most current publications and ratings on programs in the field. By doing this I reviewed several curriculums on coping and conflict resolution skills. In addition to what I was already planning, I found three lessons that addressed awareness, attitude, and choices: Rock vs. Play Dough Problems, Copping Out vs. Coping and Sunglasses/Attitude Lesson. The lessons were so well received that I used them with all of the fifth grade classes.

Next Steps Based on Results of Interventions:

One of the things I learned this year was even though the special education department was directing traffic with one student, we needed to make sure we were validating and addressing the needs of the general population in the classroom. As an advocate for all students, it was important to receive my principal’s support and move forward with a closing-the-gap action plan. The comprehensive plan of interventions produced positive results. The difference maker in this situation was developing a plan and gathering the data to build a case that one student’s behavior was clearly impacting the learning of all of the other students in the classroom.

Next Steps - The fifth graders moved on to middle school, but if we had another situation like this again I would follow a similar course of action. Also, I have received feedback from stakeholders involved and have been encouraged by the fact they could see that a closing-the-gap action plan makes a difference.

Enclosed: The video that was produced by students at the end of the year is a reflection of their positive perceptions and successful results.

Goal: By June 2016, the number of identified K-5 students with disrespect/defiance/disruption reports will decrease by 20% (from 73 reports at the end of 2014-2015 school year to 58 reports by the end of the 2015-2016 school year). SWIS Data

Target Group: One 5th grade classroom of 19 students

Data Used to Identify Students: Misbehavior Reports to Special Education Department and SWIS Office Referrals by Staff

School Counselor(s): Ginny Blake

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/Emotional and M 2,3 5 and B-SMS 1, B-SMS 7, B-SS 2, B-SS 8

Type of Activities to be Delivered in What Manner?: Please see the attached detailed Closing-The-Gap Results Report for more details. 1). Self-Referrals: Student Office Visits to Counselor – Individual and Small Group Counseling. 2). Collaboration with the Special Education Team regarding one student who is disrupting the class, defiant and bullying other students. 3). Collaboration with classroom teacher regarding behavior. 4). "Eighteen Room Clears" in fourteen days in October 2015 due to one student’s misconduct. 5). Several phone calls to and from parents with counselor, principal, and Assistant Superintendent. 6). Filed District Bullying Report on student. A formal report beyond our school. Notified parents. 7). Meeting with Assistant Superintendent and Director of Special Education Department and school team. Presented data on the 86 student visits to my office in a month’s time on 1 student. 8). Small Group Counseling: Glass - G.I.R.L.S Group (October 5 - December 14). 9). Small Group Counseling: Glass – Guys Group (October 6 – December 8). 10). Small Group Counseling: “Don’t Pick On Me” Groups. Girls Group: October 12 – November 16 Boys Group: October 13 – November 17. 11). Small Group Counseling: “Anger Management” Group (October 14 – January 27). 12). Small Group Counseling: “Missing You” Group (Coping with Death of a parent). 13). Several Class Meetings: Coping Skills and Dealing with Issues/Stress *Anchor Chart on Coping Skills Used in the Classroom * Coping Skills Charts and Ideas Used in the Classroom. 14). Core Curriculum Lessons – on Bullying, Coping Skills, Emotional Management and Problem Solving Skills • Rock/ Play Dough Lesson • Coping Out vs. Coping • Sunglasses – Attitude • Make A Feelings Therm. • Coping Skills Bingo • I’m in Charge of Me. 15). Collaboration with all four 5th grade teachers, music and physical-ed teachers. 16). Collaboration with School Administration (daily and/or weekly). 17). “Shop With A Cop” Activity for one student in the classroom reacting and acting out. 18). Behavior Plan for one student to manage herself in the classroom and at specials. 19). Follow-Up with Girls Club Group: G.I.R.L.S in Real Life Situations. (Weekly – second semester). 20). Follow-up with Boys Club Group: Dealing with peer pressure and coping with stress. Practice Assertiveness Skills. (Weekly - second semester). 21). Roses For The Teacher: Student led activity to celebrate success! 22). The Great Kindness Challenge: Student led activity that became a school-wide event. Created 1,174 “Kindness Links” second semester. 23). March Madness Activity: Student led activity – school-wide event. Students received 680 positive “cougar cards” to compared to only 10 “blue slips”. 24). Turning Lemons Into Lemonade Activity. A reflection activity to see how far they have progressed. 25). ONE WORD Activity. Counselor shared the “One Word” book and activity with teacher. She read the One Word book to them. Then asked each student to choose one word … they could use as a symbol of what they learned this year, and bring with them into middle school. Students shared their words in a class discussion. 26. Created a “Green Screen” Video on “Stop, Name You’re Feeling, Calm Down”! We invited our Principal and Assistant Principal to a private class “showing” of the video. Wrote to the Second Step Committee For Children Company and was granted permission to post this video on our unlisted/private YouTube channel so parents could view it. 27). Our PBIS Committee asked the students if we could show the video to our entire student body. They excitedly said, “YES”. It was shown on our big screen in the gym at our end of the year school-wide assembly on June 3rd, 2016.

Process Data (Number of students affected): 19 Students in one fifth grade classroom PLEASE REFER TO THE CLOSING-THE-GAP RESULTS REPORT FOR A BETTER VIEW OF ALL INFORMATION.

Perception Data (Surveys or assessments used): The Pretest was given in October 2015 and the posttest was given in May 2016. ATTITUDE/BELIEFS: 1. Feeling Safe in the classroom. Pre-21% (4 out of 19) Post 100% (18 out of 18) 2. Can Concentrate in the classroom. Pre-5% (1 out of 19) Post 89% (16 out of 18) 3. The Olweus Program is working. Pre-5% (1 out of 19) Post-100% (18 out of 18) 4. We are respectful to each other. Pre-10% (2 out of 19) Post-89% (16 out of 18) 5. Felt they were being responsible in class Pre- 42% (8 out of 19) Post-95% (17 out of 18) KNOWLEDGE/SKILLS: 6. Could recognize feelings in self and others. Pre- 90% (17 out of 19) Post- 100% (18 out of 18) 7. Know what to do in a conflict. Pre- 5% (1 out of 19) Post-84% (15 out of 19) 8. Know how to calm down. Pre- 15% (3 out of 19) Post-100% (18 out of 18) 9. Can demonstrate problem solving steps. Pre- 5% (1 out of 19) Post- 100% (18 out of 18)

Outcome Data (Achievement, attendance, and/or behavior data): A TOTAL of 61 Office Referrals in 37 days to Special Ed on “one student”. SPECIFICS: • 37 Office Referrals to Special Ed in 21 school days. (Oct. 2 – Nov. 4) • 24 Office Referrals to Special Ed on “one student” … the next 16 days of schools. (From Nov. 5 – Nov.30) • ZERO Improvement was made with this student. ________ Other Students: DATA BEFORE INTERVENTIONS: 7 students received a total of 21 Office Referrals prior to interventions DATA AFTER INTERVENTIONS Those same 7 students received a total of 3 Office Referrals after interventions _________ Zero (0) Office Referrals were received after January on any of the 19 students in the class. _________ Zero (0) phone calls were received from parents _________ Zero (0) contacts were made to the Assistant Superintendent’s office _________ 98.6% Attendance in school by all students in the class. _________ Six students received the Presidential Academic Achievement Award at the end of the year. _________ Five Students received the 5th Grade Leadership Award at the end of the year. _________ Seven students received the ELBA Library Reading Award for the year. _________

Implications: One of the things that I have learned in the past couple of years is that even though one student has special needs, we also need to make sure we are validating and addressing the needs of the general population in the classroom. The year before (when these students were 4th graders) this one student with special needs did affect the environment of his classroom, and was placed in an alternate setting in the middle of the year. Because we were very confidential about this one student, the teacher didn't talk to the class about his information. As a result we didn't talk to them about how they were doing either. Even after the student was placed in another setting, the classroom's behavior did not improve. Parents were not happy and the teacher asked to transfer to another school in the district at the end of the year. This year I was asked to get involved by many other staff members. The classroom teacher was a new teacher in the building and she and I teamed together to develop a closing-the-gap action plan. We were able to address the attitude and beliefs of students and give them the knowledge and skills to deal with the situation. The comprehensive plan of interventions produced positive results Please refer to the link to watch the video of these same students at the end of the year. By the beginning of May 2016 when we created this green screen video, they were a different group of students. :)