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J. Nelson Kelly Elementary (2016)

Grand Forks, ND

Behavioral Issues

Small Group Responsive Services

10. Small Group Responsive Services



I offered twelve different types of groups throughout the 2015-2016 school year. A Small Group List (outlining the number of groups, students and sessions) is enclosed in this application. Over the years I have offered all of these groups in one form or another based on need. In the past five years, we have had more referrals on anxiety and worry than any other concern from parents and teachers. The relational aggression groups for fourth and fifth grade girls have decreased in the past couple of years, and we think this is due to the success of our Olweus Bullying Prevention Program.



Most of the groups are developed from students coming to visit with me. Many times students have similar concerns and it works well to invite them to a group. After the appropriate screening and assessments groups are formed. Besides self-referrals, teachers, parents, guardians and administrators refer to the counseling department. Also, a couple of clinical psychologists in the community often refer students to my small counseling groups as well.



The multiple groups that were conducted during the 2015-2016 school year address a broad variety of student needs. A separate small group action plan has been completed on each of these groups with sessions of activities describing the attitude, knowledge and skills delivered. We strongly believe that all of our small responsive groups support our mission and are tied to our goals and ASCA Mindsets & Behaviors.



The “Growth Mindset Group” highlighted in this section was chosen because it was developed to address our program goal # 3 on student achievement. When our data team looked at our growth scores across the grade levels, it was noted that the incoming third grade scored lower than any other grade. Our principal and I talked about adding a growth mindset group to the overall intervention plan for these students. Originally we set a goal to work with the students who were on the bubble and to increase their growth goal by 3 points. Since this group of students did better than expected, we offered the Growth Mindset Group to all of the students who did not meet growth in the third grade, a total of twenty students.



The group lessons were created with a collection of Growth Mindset materials, based on Carol Dweck’s work. All of the lessons were put into a participant workbook, so we could easily refer to all of the materials from one session to the next. Also, it is a great way for students to share with their teachers and parents what they are learning in the group. The one thing I would do differently for future groups is to attach their perception pre/post tests to their booklets, so they could show parents how much they changed their opinions after participating in the group.



This was our first experience of offering this group. The third grade students as a whole jumped from 35.7% Met Growth (Spring of 2015) to 70.1% Met Growth (Spring of 2016). Many students had academic interventions throughout the year, and there may be a variety of reasons students reached their goal. In tracking the outcome data of the growth mindset students, all of the students (except two) reached and surpassed their MAP “Target Growth” goal. In comparison, other students who were not in the group and had made growth in the fall did not reach their Target Growth in the spring.



One of the differences (out of all of the interventions done) was that the counseling department collected perception data. Attitude/Beliefs: By the end of the group experience, students reported being 75% more motivated to do their best in school and feeling 65% better about themselves as a learner. Knowledge/Skills: By the end of the group experience, students reported knowing 100% more about a fixed mindset, growth mindset, changing a fixed mindset to positive growth mindset thinking and language, and how neurons work in the brain.



These results not only inform future counseling decisions, but our principal and staff are very interested in the concept of perception data. Teachers assess and collect achievement data, and the counseling department is introducing them to a new way of looking at other data. We all agree it would be beneficial to offer this group again in the coming year. In the future it is my goal to develop a pre/post test for every group I offer to students. It’s a work in process … but well worth it.





Group Name: Group #1 Growth Mindset Group - (The Dream Teams)

Goal: By the end of the 2015-2016 school year, identified underperforming 3rd grade students will increase their MAP scores in reading from 3 points below growth to reach their

Target Group: Identified underperforming third grade students (20 students)

Data Used to Identify Students: NWEA (Northwest Evaluation Association) MAP (Measures of Academic Progress) Data

School Counselor(s): Ginny Blake * PLEASE REFER TO THE SMALL GROUP RESULTS REPORT - #1 FOR A BETTER VIEW OF ALL INFORMATION.

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Academic & Social/Emotional | M2 M6 and B-SMS 6

Outline of Group Sessions Delivered: SESSION 1: Secret About Your Brain. SESSION 2. Fixed Mindset and Growth Mindset. SESSION 3. The World of Neurons. SESSION 4. Mindset Begins With Your Words. SESSION 5. Positive/Negative Statements SESSION 6. Making Mistakes and Bouncing Back. SESSION 7. Putting It All Together. SESSION 8. What Next? Goals and Self-Reflection. SESSION 9-11. Continue Working on Goals & Reflection on Progress

Process Data (Number of students affected): 20 Third Grade Students

Perception Data (Surveys or assessments used): A Growth Mindset Pre/Post Test was given before and at the end of the group. Pre/Post Data Results: ATTITUDE/BELIEFS: TEAM 1 1. Believe I can change my intelligence. Pre - 1 of 9 Post - 9 of 9 2. Feel motivated to do my best in school. Pre - 1 of 9 Post - 9 of 9 3. Feel good about myself as a learner. Pre - 2 of 9 Post - 9 of 9 TEAM 2 1. Believe I can change my intelligence. Pre - 2 of 11 Post - 11 of 11 2. Feel motivated to do my best in school. Pre - 4 of 11 Post - 11 of 11 3. Feel good about myself as a learner. Pre - 5 of 11 Post - 11 of 11 ATTITUDE/BELIEF TOTALS: • Pre - 3 of 20 believe I can change my intelligence. Post - 20 of 20 • Pre - 5 of 20 feel motivated to do best in school. Post - 20 of 20 • Pre - 7 of 20 feel good about self as a learner Post - 20 of 20 By the end of the group students reported: * Being 75% more motivated to do their best in school. * Feeling 65% better about themselves as a learner. KNOWLEDGE/ SKILLS: 4.- 8. Knowing and be able to do the growth mindset concepts. Pre - 0 of 20 Post - 20 of 20 (100% of the group reported knowing these concepts.) 9. Know what to do when I have a set back and I'm stuck. Pre - 10 of 20 students Post - 20 of 20 (100% reported knowing what to do.)

Outcome Data (Achievement, attendance, and/or behavior data): Fall 2015 MAP Testing: Twenty identified students in third grade did not meet their Target Growth Goal. Spring 2016 MAP Testing … Eighteen out of twenty identified students MET their Target Goal. The two students (who were below their Target Growth Goal) were placed on an IEP. ………………….. NWEA MAP ACHIEVEMENT OUTCOME DATA: ………………… SUMMARY 2014-2015 2nd Grade Going into 3rd Grade Students NWEA MAP Data: Met Growth 35.7% Below Growth 54.3% No Start info (7 students) = 10.0% SUMMRY 2015-2016 3rd GRADE NEWA MAP Data: Met Growth 70.1% Below Growth 23.9% No Start (3 students) 4.5% No End (1 student) 1.5% ………………….. Note: The Third grade students who Met Growth increased by 34.4% from Spring of 2015 to Spring of 2016.

Implications: This program goal was a stretch this year. We have never collected data on a growth mindset group. At our school we use the many instructional and academic strategies to help these students. Our principal was very supportive of my plan to try doing some growth mindset strategies with these students this year and see if it made a difference. Our MTTS (Multi-Tiered System Of Support) Team has looked at the data, and we all agree that we should continue offering this group to our students. We all agree the Growth Mindset Group was a contributor to the growth that we saw with our underperforming third grade students. These students expressed an interest in continuing the group, and I will be following up with them in the fall 2016. In the future, I would like to offer the group earlier in the year, so students could work on their goals for a longer period of time. We ran out of time at the end of the year.

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