The WMMS Counseling Department decided to conduct academic groups and a GIRLS Group for the 2016-2017 school year in order to meet the program goals of 70% of students with 2 referrals to all day ALC (Alternative Learning Center) will maintain 1 or fewer future referrals by the end of the 16-17 school year and Sixth Grade students with two or more failing grades after the first quarter, will increase their grade by 15% by the end of the 2nd quarter. The groups were chosen to address students who are failing classes and referred to ALC for academic recovery. The Counseling Department believed that having academic groups and the GIRLS group will help increase grades and keep students in class learning instead of ALC.



Mrs. Leon was instrumental in conducting the GIRLS Group. Students chosen were frequent visitors to the counselor's office. The focus of the group was to learn how to control their emotions in a healthy manner. Mrs. Leon used the following mindsets and behaviors to help her plan lessons for the group: Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being, create positive and supportive relationships with other students, and demonstrate ability to assume responsibility. Lessons included self-reflection, anger management, listening skills, role playing and overall reflection to eight 8th grade female students. The sessions were held from September 2016-October 2016. The results after the 3rd session indicated that the goal for the girls to handle their emotions in a healthy manner was showing progress. Results included, the girls displaying a better understanding of how to handle their emotions in social situations. This was evident by Counselor observation and conversations with girls, and a decrease in social conflict with peers. The connection between the perception data and mindsets and behaviors were students will understand how their communication skills is not effective and now make changes to have a belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being. Counselor visits decreased on average from 3 to 1 per week. This was also recognized by staff. If needed, the group will continue for others who are in need of emotional control support.



Mrs. Leon and Mrs. Kimel were instrumental in providing academic small group to the 6th and 8th graders. For the 8th graders 5 sessions for the 2nd quarter was provided and the 6th grade had a total of 8 sessions. The goal for the groups was to help increase academic success for the students selected (6th grade students with two or more failing grades after the first quarter, will increase their grade by 15% by the end of the 2nd quarter and 50% of 8th grade students with 2 or more failing core classes will increase at least one of their failing grade by 5 or more points at the end of the quarter). Lessons ranged from November 2016 to January 2017. The group started with 18 8th grade students identified through the 1st quarter failure list and nine 6th grade students who failed a class in the 1st quarter. The mindsets and behaviors chosen for the groups and each session were the same weekly to help enhance students’ knowledge on how to be successful academically. Lessons included topics around goal setting, organization, tracking grades, and time management. All sessions were based on helping students self-advocate, helping them to increase their grades and get a clear understanding of the things that prevent them from reaching academic success can be eliminated if they are willing to put forth the effort and make changes. Results were reviewed during the end of 2nd quarter. 44.4% of 6th graders met their goal, and 28.6% of 8th graders met their goal. Based on the fact that there was an increase in academic success, the groups will be offered the following year with some changes to help improve all students being successful.



The outcome data confirms there is more work to be done with academic groups. The Counselors evaluated things they would do differently, such as involve teachers in the process and include parents in their child’s participation in the group. Another strategy is meeting with PLT’s weekly and conducting “Kid Talk” (conversations based on students needing support in any area) and targeting those students during the quarter. This will help met our program goal of reducing the amount of referrals to ALC and increasing academic success more leaning towards prevention versus intervention for the following school

Group Name: Academic Success Group

Goal: 50% of students with 2 or more failing core classes will increase at least one of their failing grade by 5 or more points at the end of the quarter.

Target Group: Students failing 2 or more classes during the 1st quarter.

Data Used to Identify Students: 1st quarter report cards

School Counselor(s): April Leon

ASCA Domain, Mindsets & Behaviors Standard(s): REVISED: 1. Demonstrate ability and assume responsibility 2. Self-confidence in ability to succeed 3. Apply self-motivation and self-direction to learning.

Outline of Group Sessions Delivered: Session 1: Intro/Icebreakers/Identify the obstacles- Students identified why they were unable to pass their classes that they failed. They learned how to take ownership for their failing. Session 2: Goal Setting- Students set academic goals for themselves. Session 3: Barrier Removal/Grade Tracking- Students identified the things that prevent them from being successful. They also completed a graph to find the patterns in their grades and see teir weekly progress. Session 4: Work Session- Students were able to work missing assignments. Session 5: Work Session- Students were able to work on missing assignments.

Process Data (Number of students affected): REVISED: - 18 8th grade students who failed two or more classes during the 1st quarter will attend 5 sessions on a weekly basis for 55 minutes each session.

Perception Data (Surveys or assessments used): REVISED: Students completed a reflection on their academic needs and challenges. Students identified their barriers to learning, such as negative peer influences and lack of resources. The reflection assisted students in understanding the importance of taking responsiblility for their academic career, becoming more confident in their academic studies, and understanding how motivating themselves to do better academically will help them be successful.

Outcome Data (Achievement, attendance, and/or behavior data): 14 students completed the sessions in 3 groups. 2 students moved, 1 was long term suspended, 1 was removed not participating. The one removed was provided assistance through one of our Special Education Teachers. 28.6% met the goal of increase one or more their failing grade from the 1st quarter. Students completed a reflection on their academic needs and challenges. Students identified their barriers to learning, such as peer influences and lack of resources. Although 28.6% met their goal, based on the post reflection survey, 100% of students felt the group was helpufl, 64.3% felt liked the fact of someone checking in on them academically and the group helped with them turning in their work.

Implications: REVISED: The data revealed some students were able to be successful and meet the goal, while others were unable to meet the goal. There still seemed to be a disconnect between students in the group and completing their assignments even with the Counselor there to support them. It took students a while before they could get focused and start the activity for the session. There was a huge lack of focus and disregard to academics. In the future, we will look into incentives to help get students to buy-in, as well as, getting parents more involved in the process while conducting the groups. Another area for improvement is getting more involved with teachers, and meeting with them during their PLT'S weekly to obtain information on students who are struggling, so interventions could be put in place early on rather than waiting until the quarter ends. The academic success group will continue the following year adding some of the items mentioned above to help improve and increase the percentage of students passing their classes. Data will also be collected more frequently in order to help make better decisions about program planning and making sure the lessons are aligned with the mindsets and behaviors being instilled to the students. Results from the survey will also be used to make changes to how the group operates in order to benefit the students.

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