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Cherry Run Elementary School (2017)

Burke , VA

Behavioral Issues

Small Group Responsive Services

During the summer of 2015, I analyzed perception data from teachers, staff, and students to identify common themes for the upcoming school year. I also analyzed and disaggregated school outcome data to plan my school counseling program goals. Not only does this information inform my core curriculum, it assists me in identifying topics for small group counseling. In September, I made a list of the most common themes in the data and asked for input from all of the classroom teachers on which students they believed may benefit from participating in a small group with me. I also provided the parents with a school counseling program pamphlet that provides a detailed description of my role as the school counselor in addition to possible small group topics that I can facilitate throughout the school year. By the end of first quarter, I identified students who were recommended by teachers and parents to receive Tier 2 small group support.



Using the ethical guidelines for small group counseling, I conducted three groups beginning in November. The topics addressed were Improving Self-Control for kindergarten and first grade students, Improving Ability to Resolve Conflict Effectively for second grade students and Improving Ability to Work Effectively within a Group and Demonstrate Self-Control for third grade students.



The second series of groups that I offered were based on gaps in academic, attendance, and behavior data. Three Mindful Math Groups were developed to address a gap in the 2014-2015 VA Standards of Learning scores in Math. These groups were tied to the Close the Gap Goal One and used mindfulness and executive functioning skills to support nineteen, fifth grade students. I also created a group to increase the attendance rate for three first grade students. I included three additional students in the group who were having school anxiety due to missing their parent. The three students who were targeted for attendance improved their attendance by 36% during third quarter.



The small group that I highlighted for the Small Group Responsive Services addressed a gap with behavior-related office visits. I identified eight second grade boys who had the highest number of office visits in the school and designed a program to target increasing their ability to demonstrate self-control and reduce their number of behavior-related office visits. According to a study done in 2012, school and classroom programs that incorporate mind-body practices, such as yoga, have demonstrated positive outcomes for overall well-being, resilience, self-regulation of negative behaviors, academic performance, and test scores (Sprengel & Fritts, 2012). Recent research also suggests that providing yoga within the school curriculum may be an effective way to help students develop self-regulation and mind-body awareness, which could result in positive student outcomes such as improved behavior and academic performance (Butzer, Bury & Telles, 2016).



Based on this research and with the support of the Cherry Run Elementary School community, I decided to facilitate yoga with this group to improve their self-control. I also linked my small group intervention directly to the evidence-based Second Step program that I was using to address Program Goal Two. I witnessed tremendous success with this group! During second quarter the boys visited the office a total of ten times. During third quarter the boys visited the office twice and during fourth quarter, the boys had zero office visits! Based on the success of this group, I plan to integrate yoga into my school counseling program next year. My school administration supported me in attending a Yoga 4 Classrooms training in July 2016, and I recently completed a 95-hour Children’s Yoga Teacher Training. With these newly acquired skills and knowledge I plan to offer staff development on this topic to create systemic change within my school culture that promotes positive behavior. I also plan to address my students’ needs by incorporating yoga into my classroom lessons during the 2016-2017 school year. There are so many ways that yoga can support academic and social/emotional learning and I am excited for the future of my program.



Small groups were successful this year. Next year, I definitely plan to use the suggestions in the ASCA Implementation Guide and design all of my needs assessments using a 4 point Likert scale that address changes in students’ attitudes, knowledge, and/or skills. I will also limit the number ASCA Mindsets and Behaviors that I select and plan to make my questions on my assessments tie directly to the Mindsets and Behaviors in my learning objectives.

Group Name: Warriors with Self-Control

Goal: By the end of 3rd quarter, 75% of identified students will reduce the number of behavior related office visits as compared to 1st and 2nd quarter.

Target Group: 8 second grade boys with one or more behavior related office visits

Data Used to Identify Students: Behavior Referrals and Report Card Grades

School Counselor(s): Erin Hurley

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/Emotional ASCA: M 1 B-SMS 1, 2, 7 B-SS 3, 4, 9

Outline of Group Sessions Delivered: 1-Respectful and Contributing Participant in School 2-Self-Control 3-Active Listening Skills 4-Take Responsibility for Actions 5-Work Effectively Within a Group 6-Reslove Conflict Effectively 7-Empathy and Compassion 8-Review

Process Data (Number of students affected): This group consisted of 8, second grade boys. 62.5% of students were present for all group lessons. Two students missed one group lesson and one student missed two group lessons.

Perception Data (Surveys or assessments used): Below are the average student scores on a scale of 1 to 5 and percent change by topic. 1. I am respectful. Pre: 3.5 Post: 3.75 (7% increase in attitude/beliefs) 2. I am a good listener. Pre: 3.375 Post: 3.5 (3.5% increase in attitude/beliefs) 3. I can control my behavior. Pre: 3.375 Post: 4.125 (18% increase in attitude/beliefs) 4. I know how to make friends. Pre: 4.125 Post: 4.25 (3% increase in skill) 5. I know how to show compassion. Pre: 4.125 Post: 4.25 (3% increase in skill) 6. I can solve problems using coping skills Pre: 3.5 Post: 3.625 (3% increase in skill)

Outcome Data (Achievement, attendance, and/or behavior data): 87.5% of students reduced the number of behavior related office visits during 3rd quarter. 100% of students reduced their office visits during 4th quarter.

Implications: Using the Responsive to Intervention (RI) model, I implemented the Second Step curriculum as a Tier 1 intervention for the entire second grade class. This small group was used as a Tier 2 intervention for the targeted group of boys. Lessons number 4 and 6 reinforced Second Step lessons that I taught in their classrooms. During fourth quarter I implemented a Check-In, Check-Out system for students B, C, and E as they had the most difficulty demonstrating self-control. This provided a dedication of time similar to a Tier 3 intervention. 100% of the boys in the group did not visit the office during 4th quarter which was a huge improvement! This did not have an impact on any of their report cards grades in Demonstrates self-control but the teacher’s perception of students self-control improved. I plan to change the pre- and post-surveys to reflect knowledge, skills, and beliefs in the future.

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