Action Plan:



Small Group Responsive Services are delivered through the Tier 2: Group Counseling Support Services at Estell Manor School. They are offered for each school year and based on identified needs of the school. These needs are determined by 4 sources: the data committee’s identified needs for the up-coming school year, students who are eligible for counseling services as per Individualized Education Plans and Section 504 Plans, and referrals from teachers and parents throughout the school year. The focus for groups is based on the needs of the identified students, and the small group action plan for the school year is designed. Parental consent letters are sent to the parents/guardians of the identified students to ascertain consent for participation in a school counseling small group.



Small Group Data Results Report:



One of the Tier 2: Group Counseling Support Services offered through the school counseling program was an Academic Success School Counseling Group for 7th graders who were identified at-risk for failure in either Mathematics or Language Arts based on 2015-16 achievement data for 6th grade students. This small group responsive services group was offered as one of the interventions to the 2016-17 Academic Achievement Closing-the Gap Goal.



• Outcome Data Implications:



There was an average increase of 3.75 points in final GPA’s in Language Arts from 6th to 7th grade. There was an average increase of 13.25 points in final GPA’s in Mathematics from 6th to 7th grade. Therefore, there is outcome data to indicate that the Academic Success group had a positive impact on student achievement.



• Perception Data Implications:



Students remained the same or improved in their mindset and belief that if they work hard they can pass their classes and their behavior standard of being able to use a variety of study skills. Four out of four students progressed from disagree to agree when asked if they knew how to make an outline for informational text. There was a bell curve demonstrating some student improvement and some student decline in organizational skills. Therefore, there is perception data to indicate that the Academic Success Group had a positive impact on student’s mindsets and behaviors regarding their own personal academic success.



• Discussion:



In this particular school counseling group, there were initially only 3 participants. One student joined the group after onset of the program. Therefore, there is a limited sample size. It would be wise to continue to implement Academic Success School Counseling Groups in the future in order to gather more data on program success and lessons in need of improvement.



However, for the purposes of this small group results report study, a conclusion could be drawn to indicate an academic achievement benefit for students participating in the Academic Success School Counseling Group as indicated by perception and outcome data.



• Implications for Further Study:



One implication for further study would be to complete a more detailed outcome data analysis at the conclusion of the group. This could be accomplished through analyzing marking period to marking period growth. It would also be beneficial to include a teacher perception survey to garner teacher feedback on the students’ use of skills learned in the Academic Success Group within the classroom setting. (For example: Did students use an outline to study for an assessment?)



Another implication for further study would be to include other activities designed to address organizational skills. For example, the school counselor could work with individual students on a rotating basis to organize their locker. This would hopefully allow for an increase in student skills and knowledge in organizational skills.



The final implication for further study would be to cast the net wider to include more students in the Academic Success School Counseling Group. Since parental consent is necessary in order for students to participate in small group responsive services, it would be beneficial to try to investigate how to increase student participation through increasing contact with parents in an effort to garner consent for participation.

Group Name: Academic Success

Goal: Closing-the-Gap Goal 1: Achievement By the end of the 2016-17 school year, seventh-grade students who scored 75 or below as a final average in 6th grade language arts or mathematics, will increase their language arts or mathematics grade averages by five points from the previous year.

Target Group: 7th Grade students who are academically at-risk in Language Arts and/or Mathematics

Data Used to Identify Students: Report Card Data: • 2015-16: 6th Grade Report Card Data Teacher Recommendation: • Student Class Roster Reviewed and Analyzed for Instructor Input on Student Need. Spring, 2015 School Counseling Needs Assessment: • Student Responses: 75% of students surveyed “Strongly Agree” or “Agree” that a “Study Skills/Academic Success” Counseling Services Small Group would be a meaningful experience. • Staff Responses: 90% of staff members surveyed “Strongly Agree” or “Agree” that a “Study Skills/Academic Success” Counseling Services Small Group would be a meaningful experience. • Parent Responses: 82% of parents surveyed “Strongly Agree” or “Agree” that a “Study Skills/Academic Success” Counseling Services Small Group would be a meaningful experience.

School Counselor(s): Jill Marie Kuppel

ASCA Domain, Mindsets & Behaviors Standard(s): M: 2 LS:3,7 SMS:3,5,6 SS:2,3,8

Outline of Group Sessions Delivered: Lesson 1: Initial Session: Ice-Breaker; setting the tone for the purpose of the group; establish rules for the group; set an academic success goal Lesson 2: Study Skills: Understanding how to effectively use a highlighter to understand information from a text Lesson 3: Study Skills: Understanding how to write an outline from an informational text to use as a study tool Lesson 4: Problem Solving: Review of conflict resolution skills learned during Violence Awareness Week Lesson 5: Self Esteem/Creative Arts: Completing a painted picture frame to give as a present to a person of importance in their lives during the holiday season Lesson 6: Respect: Understanding how respect impacts academic success Lesson 7: Self-reflection: Students review their grades and attendance, set a goal for improvement, and organize folders and materials Lesson 8: Responsibility: Understanding how to be a responsible student Lesson 9: Attendance: Understanding the importance of maintaining regular school attendance Lesson 10: Reflection: Review of skills learned during group counseling sessions

Process Data (Number of students affected): Number of Students: 4 Number of Sessions: 10

Perception Data (Surveys or assessments used): Pre & Post Assessment Survey on Academic Success Counseling Group Interventions Data was compiled into a Small Group Results Report. Pre and Post Perception Assessment Data Comparison: Students remained the same or improved in the following perception assessment areas: Mindset Standard: “I believe that if I work hard I can pass my classes.” and Behaviors Standards: Ability to use study skills Examples: use of highlighters, making an outline and participating in class. Four out of four students progressed from disagree to agree when asked if they knew how to make an outline for informational text. There was a bell curve demonstrating some student improvement and some student decline in organizational skills. All students were able to produce an artifact to demonstrate improved academic achievement in Math and three out of four students were able to produce an artifact to demonstrate improved academic achievement in Language Arts. Therefore, there is perception data to indicate that the Academic Success group had a positive impact on student’s mindsets and behaviors regarding their own personal academic success. General School Counseling Services Post Assessment Survey: Each student will take an anonymous perception assessment survey at the end of the group sessions. This data is utilized to make changes to the general group counseling program and to gather information on group-needs for the following academic year. The data is compiled into an end-of-the-year report. This report is shared with administration and posted on the school counselors Web page.

Outcome Data (Achievement, attendance, and/or behavior data): Report card data: 6th Grade Final Grade Point in Mathematics & Language Arts was compared to 7th Grade Final Grade Point in Mathematics & Language Arts. Comparative Analysis: 2015-16, 6th grade final grade point averages in Language Arts & Math were compared to 2016-17, 7th grade final grade point averages for the four students that participated in the Academic Success School Counseling Group. This comparative analysis yielded the following results: Language Arts: From 6th to 7th grade, 1 student’s Language Arts final grade point average remained the same, 2 students’ Language Arts final grade point average increased, and 1 student’s Language Arts final grade point average decreased. Math: From 6th to 7th grade, all four students increased their Math final grade point average. There was an average increase of 13. 25 points. Therefore, there is outcome data to indicate that the Academic Success group had a positive impact on student achievement. Discussion: There are many variables contributing to the positive or negative outcome data results aside from the Small Group Interventions. As educators and support personnel, we must caution against using any one indicator as being the sole factor of either improvement or decline in a particular area of outcome data (achievement, behavior, or attendance). It is also important to note that Estell Manor School District is a small school district with under 180 students and only one classroom per grade-level. Therefore, when students are surveyed, they represent a sample of students without a comparison group. In this particular school counseling group, there were initially only 3 participants. One student joined the group after onset of the program. Therefore, there is a limited sample size. It would be wise to continue to implement Academic Success School Counseling Groups in the future in order to gather more data on program success or areas in need of improvement. However, for the purposes of this small group results report study, a conclusion could be drawn to indicate an academic achievement benefit for student participating in the Academic Success School Counseling Group as indicated by perception and outcome data.

Implications: Implications for Further Study: One implication for further study would be to complete a more detailed outcome data analysis at the conclusion of the group. This could be accomplished through analyzing marking period to marking period growth. (Example: Compare 2nd with 3rd marking period and 3rd with 4th marking period averages.) It would also be beneficial to include a teacher perception survey to garner teacher feedback on the students’ use of skills learned in the Academic Success Group within the classroom setting. (Example: Students’ use of highlighted Social Studies packet as a study guide.) Another implication for further study involves an analysis of student perception data. This analysis revealed that the lesson on organizational skills (use of assignment pad, organizing their lockers and book bags) was one skill area that demonstrated a reduction in student skills and knowledge. It would be wise to include other activities designed to address organizational skills. For example, the school counselor could work with individual students on a rotating basis to organize their locker. This would hopefully allow for an increase in student skills and knowledge in organizational skills. The final implication for further study would be to cast the net wider to include more students in the Academic Success School Counseling Group. Since parental consent is necessary in order for students to participate in small group responsive services, it would be beneficial to try to investigate how to increase student participation through increasing contact with parents in an effort to garner consent for participation.

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