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Dillard Drive Middle School (2018)

Raleigh, NC

Small Group Responsive Services

The small groups were designed and implemented based on our school counseling program goals, ASCA Mindsets and Behaviors, and the specific needs of our school population. The Dragon Club Academic Success groups targeted all grade levels. The targeted number of students were 56 out of 1133 for the 2016-2017 school year. These groups were formulated based on students not passing Language Arts and/or Math during first quarter (9 weeks) to meet promotion standards. Sixteen six graders, twenty-five seventh graders and fifteen eighth graders did not pass language arts and/or math. Our Dragon Academic Success group used a book called "Success for Teens," by The Editors of the Success Foundation. Group topics focused on Attitude Towards Learning, Habits are Powerful, There's No Such Thing as Failure, Everything Starts With Small Steps, and Make Your Dreams Come True. The group group met a total of eight session once a week. The topics addressed in the small group were aligned with the mindsets and behavior standards. The outcome data revealed that 43% twenty-four out of fifty six students or eight per grade level met promotion standards. The remaining thirty-two students continued to receive counseling interventions during third and fourth quarter (18 weeks) such as organizational skills, time-management, study tips, and appropriate use of school agenda (daily planner). When considering future group lessons the counselors will consider providing more small group sessions twice a week and look at a variety of resources to enhance the curriculum.



The sixth grade counselor facilitated an anxiety to group to address students who had chronic tardies and absences based on anxiety. Ten students participated in this six session small group. The group targeted understanding the physical and emotional effects of anxiety. Coping strategies included understanding the power of positive thinking, attempting to challenge fears, creating a new healthy routine and becoming more realistic to the actual size of each problem. The mindsets and behaviors were aligned with the topics addressed in the small group. Outcome data indicated, 90% or nine of out of the ten of the students significantly improved in their classroom attendance and tardies by 100%. The counselor will continue to utilize this small group lesson for the upcoming school year because of it's proven effectiveness in reducing the number of anxiety related attendance issues.



"Queen Bees, Drama Queens and Cliquey Teens," identified twelve seventh grade female students who repeatedly had behavior referrals based on conflict with other female students. Skills addressed in this six session group were the following: types of friends, coping with bullies, building your self-esteem and being a better friend. The group concluded with eight ways to empower yourself against hurtful friends. Topics and activities were aligned with the mindsets and behavior standards. The outcome data revealed 75% or nine our of the twelve female students learned how to use effective communication skills, identified appropriate verbal and non-verbal ques, and overall became loyal friends. The counselor will continue to use the small group lesson since it was a successful small group. However, the counselor realized that presenting the small group lesson earlier in the school year could possibly have greater results by addressing the conflict sooner and lessen the number of behavioral referrals.



"The 7 Habits of Highly Effective Teens," targeted twenty eighth grade students who had 3 or more days of Out of School Suspension. Eight sessions were conducted to help them demonstrate empathy, make ethical decisions, self-discipline, self-control, and effective coping skills when faced with a problem. This will enhance social maturity and behaviors appropriate to being a productive member of society. The mindsets and behaviors were aligned with the small group lesson. The outcome data indicated that 90% or eighteen out of twenty students did not exceed three or more Out of School Suspensions. The counselor used interventions with the remaining two students by creating a behavioral contract called a clean slate to monitor and track their behavioral progress. The counselor was satisfied with the small group outcome data, therefore she will repeat the small group lesson next year if data supports a need.

Group Name: The 7 Habits Of Highly Effective Teens Small Group

Goal: By June 2017, the number of major infractions of all students with 3 or more days of Out of School Suspension will decrease by 50% from 541 days (2015-2016) to 271 days (2016-2017) the group goal was to promote self-worth, accountabllity for student actions, and to increase self-advocacy skills to promote behavior engagement.

Target Group: (20) 8th graders who received 3 or more days of Out of School Suspension (OSS).

Data Used to Identify Students: The Electronic Access To Student Information System (EASI)

School Counselor(s): Stephanie Eason 8th grade counselor

ASCA Domain, Mindsets & Behaviors Standard(s): B-SS2,B-SS5,B-SS6,B-SS8, B-SS9

Outline of Group Sessions Delivered: Day 1: Pre-Test for 7 Habits of Highly Effective Teens-Stephen Covey Day 2: Habit 1- "Be Proactive"-Stephen Covey Book read pg. 8 "What Exactly Are Habits," pg. 9 "7 Habits Can Help You," pg. 51 "Listening To Your Langauge," Complete Circle of Control Worksheet; Watch Youtube Video: Proactive Vs. Reactive Day 3: Habit 2- "Begin With The End In Mind"- Stephen Covey read pg. 74 Read & Dicuss "The Alice In Wonderland Quote" What is the significance of the quote and the meaning behind it. read pg. 75 Complete the "Great Discovery Worksheet"; Watch Youtube video- "Begin With The End In Mind" Day 4: Habit 3-"Put First Things First" -Read from Stephen Covey Book pg. 108-111 Complete 4 Quadrant Worksheet; Watch Youtube Video "Put First Things First" Day 5: Habit 4- "Think Win Win"- Read from Stephen Covey Book pg. 146-153; Complete Worksheet "Get In The Habit" Watch Youtube Video Habit 4: Think Win-Win Day 6: Habit 5-"Seek First To Understand Then to Be Understood," Read Stephen Covey Book pq.165-167 and pg. 168-171; Discuss The Poem Worksheet entitled "Please Listen" Watch Youtube Video "Seek First To Understand Then To Be Understood" Day 7: Habit 6- "Synergize" Read Stephen Covey's book pg.182-184 Studnets Completed Synergy Action Plan Worksheet Day 8: Habit 7- "Sharpen the Saw" Read Stephen Covey's Book pg. 207-234; Complete The Sharpen The Saw Window Pane Worksheet Completed Post-Test

Process Data (Number of students affected): Total number of 8th grade students 20. Group 1-10 students Group 2-10 students

Perception Data (Surveys or assessments used): The post data indicated that 91% of students understood the key concepts of 7 Habits of Highly Effective Teens.

Outcome Data (Achievement, attendance, and/or behavior data): 18 or 90% of students did not exceed 3 or more days of Out of School Suspensions.

Implications: After gathering the pre- and post-test data, and facilitating the small group, less students reported blaming a teacher when they received a major infraction that they thought was unfair. If someone said something rude to them that it is ok to react in a non-confrontational manner. Out of the 20 students, 2 students received in additional 3 or more days of out of school suspensions during the group sessions. As a follow up lesson, I think that it would be important to work with the students to identify situations that are in their control and certain situations (i.e. someone being rude or spreading rumors about them) that they cannot control these situations and lean how to respond appropriately on how to handle and react to them.

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