Making small-group services an essential part of the comprehensive school counseling program at Henry H Filer Middle School enabled me to provide effective and positive direct services to students in need of extra support with academic, career and social/emotional developmental issues and concerns. These small-group services are supported by our vision, mission, and program goals utilizing achievement, attendance, and behavioral data as well as input from administrators, teachers, parents, and students. Based on the analysis of school data, topics for these groups were select and ranged from increasing student achievement (Goal 1) to standing together to understand and accept cultural-diversity which helped to reduce student behavioral infractions leading to indoor suspension (Goal 3). I choose lessons that focused on self-control, relationship building, self-esteem, mindset, cultural-diversity, paths to the future, and academic success.



Once the topics were selected, I planned each session to support student success by providing repeated, practical application of concepts to aide their use in creating a safe school culture where students focused on respecting differences in people. For example, I planned the “Strength Through Diversity” lesson to empower students with knowledge, attitudes, and interpersonal skills to help them understand and respect themselves and other students. Next, I analyzed the ASCA Planning Tool and selected M1, B-SMS-2, B-SS-5 that matched each group’s purpose.



While the EWS served as a starting point for selecting students, I knew that administrator, and teacher input was key in targeting students that would best benefit from targeted small-group services. I held a meeting with the principal, assistant principals, teacher leaders, and the District assigned Success Coach. Together, we compiled a list of 6th-8th grade students and prior to the first group session, I met with each student to confirm if he/she would benefit from the small-group experience. These steps provided me the confidence that the small groups would be highly effective, support the comprehensive school counseling program, and enhance student achievement while decreasing behavioral referrals to indoor suspension.



Perception data from our cultural-diversity small-group which included eight sessions indicated: 80% of students could accept and value differences in others (Session-Strength Through Diversity); 75% of students believed that they could act as an important role model, mentor, or hero to their peers (Session-Mentors, Role Models, and Heroes); 100% of students acquired the knowledge to maintain positive relationships with peers of different cultures to create a cohesive school environment (Session-Unlocking the Code); and 87% of students felt they could identify the positive and negative signs and behaviors of student relationships (Session-Healthy Relationships). These positive results were evidenced by the outcome data. There was a reduction of administrative and counselor referrals for cultural sensitivity mediations and thus the total number of indoor suspensions for all 6th-8th graders declined from 12% (111 students) in 2015-2016 to 3% (24 students) in 2016-2017. From the 31 students that participated in these small groups, 31 were referred for cultural sensitivity mediation/infractions during the first nine-weeks, 11 students were referred the second nine-weeks; 4 students were referred the third nine-weeks, and the final nine-weeks of school 1 student was referred therefore this intervention was key in us meeting and exceeding our goal of decreasing indoor suspensions for the 2016-2017 school year.



In addition, perception data from our small-groups for academic success-“Keys to Mastering Academic Success” indicated 100% of the students were able to calculate their current grade points and determine additional points needed for course completion (Session 1), 78% of the students could distinguish between a Growth versus Fixed Mindset (Session 2), 100% of the students were able to complete the Learning Styles Inventory and identify a primary learning modality (Session 3), and 100% of the students were able to articulate how they put in to practice the knowledge and skills gained by way of group participation in the classroom to support academic success (Session 4). The lessons ranged from September 2016 through June 2017 with group or individual follow-ups as needed throughout the school year. Outcome data indicted how students benefited from their participations in these small-group sessions as 78% (7 out of 9) sixth grade students; 94% (15 out of 16) seventh grade students; and 93% (25 out of 27) eighth grade students were promoted to the next grade-level.



These encouraging results led me to the conclusion that small-group services were delivered effectively and positively impacted student success. Next year, I plan on continuing the collaboration with staff, utilizing the data, and using a student needs assessment to drive the focus on prevention rather than intervention.

Group Name: Cultural Diversity

Goal: By June 2017, the total number of indoor suspensions for all 6th-8th grade students will decrease by 5 percentage points from 12% (111 students- based on 2015-2016 enrollment of 921) to 11.4% (88 students- based on initial 2016-2017 enrollment of 774).

Target Group: 31- 7th Grade Students referred for cultural sensitvity mediaiton/behavioral infractions

Data Used to Identify Students: School Data-EWS Report, Behavioral Referrals

School Counselor(s): Christine Estrada

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/ Emotional Development Mindsets and Behaviors: M1, B-SMS 2, B-SS 5

Outline of Group Sessions Delivered: Topic: Cultural Diversity Session 1: Title: Connecting Our Group Activity: Personal Timelines, The Maze Materials: Masking Tape, flip-chart, markers, the Maze directions and key Session 2: Title: Strength Through Diversity Activity: Culture Grams, Stand-up Sit Down Discrimination Exercise Materials: Flip-chart, paper and markers. Session 3: Title: Mentors, Role Models and Heroes Activity: Web of influence, Personal Web of Influence Materials: Ball of Yarn, construction paper, markers Session 4: Title: Unlocking the Code Activity: Boxed In Materials: Masking Tape, flip-chart, easel, markers Session 5: Title: Healthy Relationships Activity: Hot Shots, Relationship Reflections Materials: Paper, waste can basketball hoop, Relationship Reflections Handout, pens/pencils Session 6: Title: Conflict Resolution: Squash it Before it starts Activity: Squash it Before It Starts- Joe’s Story Materials: Copies of Joe’s Story, markers, flip-chart Session 7: Title: No One walks Alone Activity: Leadership Quote Reflection, Dear “Little Brother” Letter Materials: Copies of Dear “Little Brother” Letter, pens/pencils, envelopes) Session 8: Title: Living and Leaving a Legacy Activity: Reflections, Personal Eulogy Materials: Markers, construction paper (various colors); sample of Personal Eulogy, Certificates of Participation

Process Data (Number of students affected): 31 7th Grade Students Group 1: 5 Students Group 2: 8 Students Group 3: 8 Students Group 4: 10 Students

Perception Data (Surveys or assessments used): Overall Perception pre data gathered by verbal activity evaluation at the beginning of each session to monitor learning, understanding, and gather participants’ opinions regarding the value of the intervention or activity. Overall Perception post data gathered by verbal activity evaluation at the end of each session to monitor learning, understanding, and gather participants’ opinions regarding the value of the intervention or activity as follows: Session 1: Questions asked verbally and student responses calculated by counting a show of hands raised to each question below: 1. I was born in the United States. (True/False) Pre Survey Results: (1 out of 31 students or 3% raised their hands when asked if it was TRUE) Post Survey Results: (1 out of 31 students or 3% raised their hands when asked if it was FALSE) 2. I was born in a country outside the United States. (True/False) Pre Survey Results: (30 out of 31 students or 97% raised their hands when asked if it was TRUE) Post Survey Results: (30 out of 31 students or 97% raised their hands when asked if it was FALSE) 3. I can speak more than one language. (True/False) Pre Survey Results: (16 out of 31 students or 52% raised their hands when asked if it was TRUE) Post Survey Results: (20 out of 31 students or 65% raised their hands when asked if it was TRUE) Session 2: (Lesson Plan 1) Questions asked verbally and student responses calculated by counting a show of hands raised to each question below: 1. People make fun of other people who are different from them? (True/False) Pre Survey Results: (28 out of 31 students or 90% raised their hands when asked if it was TRUE) Post Survey Results: (13 out of 31 students or 42% raised their hands when asked if it was TRUE) 2. Meeting someone different from me makes my life better? (True/False) Pre Survey Results: (7 out of 31 students or 23% raised their hands when asked if it was TRUE) Post Survey Results: (16 out of 31 students or 52% raised their hands when asked if it was TRUE) 3. I learned something by talking to someone who was different than me today? (True/False) Pre Survey Results: (13 out of 31 students or 42% raised their hands when asked if it was TRUE) Post Survey Results: (22 out of 31 students or 71% raised their hands when asked if it was TRUE) Session 3: (Lesson Plan 2) Questions asked verbally and student responses calculated by counting a show of hands raised to each question below: 1. I have a role model, mentor, and or hero in my life in my web of influence? (True/False) Pre Survey Results: (6 out of 31 students or 19% raised their hands when asked if it was TRUE) Post Survey Results: (18 out of 31 students or 58% raised their hands when asked if it was TRUE) 2. I believe that my role model, mentor, and or hero has taught me to treat others with respect. (True/False) Pre Survey Results: (6 out of 31 students or 19% raised their hands when asked if it was TRUE) Post Survey Results: (21 out of 31 students or 68% raised their hands when asked if it was TRUE) 3. I know that I can uplift and positively influence students within my web of influence. (True/False) Pre Survey Results: (8 out of 31 students or 26% raised their hands when asked if it was TRUE) Post Survey Results: (23 out of 31 students or 74% raised their hands when asked if it was TRUE) Session 4: (Lesson Plan 3) I am about to read a series of statements to the entire group that some students experience. If you agree with the statements, you should raise your hand and remain with your hand raised until I ask you to put it down. 1. I believe that all cultures have “rules (codes)” like acts of courage, or “never leave a man/woman behind”. Pre Survey Results: (12 out of 31 students or 39% raised their hands when because they AGREED) Post Survey Results: (19 out of 31 students or 61% raised their hands because they AGREED) 2. My culture (heritage) influences how I treat others? Pre Survey Results: (31 out of 31 students or 100% raised their hands because they AGREED) Post Survey Results: (31 out of 31 students or 100% raised their hands because they AGREED) Session 5: (Lesson Plan 4) Questions asked verbally and student responses calculated by counting a show of hands raised to each question below: 1. I believe that guys and girls can just be friends. (Yes/No) Pre Survey Results: (11 out of 31 students or 35% raised their hands when asked YES) Post Survey Results: (19 out of 31 students or 61% raised their hands when asked YES) 2. I believe I am capable of being a caring friend. (Yes/No) Pre Survey Results: (17 out of 31 students or 54% raised their hands when asked YES) Post Survey Results: (27 out of 31 students or 87% raised their hands when asked YES) 3. I can get appropriate help from a trusted adult when I feel I am in a possessive relationship. (Yes/No) Pre Survey Results: (6 out of 31 students or 19% raised their hands when asked YES) Post Survey Results: (13 out of 31 students or 42% raised their hands when asked YES) Session 6: Questions asked verbally and student responses calculated by counting a show of hands raised to each question below: 1. I believe that conflict creates problems rather than solve them. (Yes/No) Pre Survey Results: (29 out of 31 students or 94% raised their hands when asked YES) Post Survey Results: (11 out of 31 students or 35% raised their hands when asked YES) 2. I know a “strategy” to use to diffuse conflict. (Yes/No) Pre Survey Results: (4 out of 31 students or 13% raised their hands when asked YES) Post Survey Results: (31 out of 31 students or 100% raised their hands when asked YES) Session 7: Questions asked verbally and student responses calculated by counting a show of hands raised to each question below: 1. I believe that anyone can be a leader. (Yes/No) Pre Survey Results: (29 out of 31 students or 94% raised their hands when asked YES) Post Survey Results: (31 out of 31 students or 100% raised their hands when asked YES) 2. I consider myself a leader among my peers. (Yes/No) Pre Survey Results: (7 out of 31 students or 23% raised their hands when asked YES) Post Survey Results: (17 out of 31 students or 55% raised their hands when asked YES) Session 8: Questions asked verbally and student responses calculated by counting a show of hands raised to each question below: 1. I believe that a person’s character is formed by his/her struggles and obstacles that they have had to confront in their lives. (Yes/No) Pre Survey Results: (3 out of 31 students or 10% raised their hands when asked YES) Post Survey Results: (13 out of 31 students or 42% raised their hands when asked YES) 2. I know that I can leave a legacy by accepting others and being culturally sensitive to them. (Yes/No) Pre Survey Results: (1 out of 31 students or 3% raised their hands when asked YES) Post Survey Results: (9 out of 31 students or 29% raised their hands when asked YES)

Outcome Data (Achievement, attendance, and/or behavior data): From the 31 students that participated in the small groups, 31 were referred for cultural sensitivity mediation/infractions during the first nine-weeks. During the second nine-weeks 11 students were referred for cultural sensitivity mediation/infractions. During the third nine-weeks 4 students were referred for cultural sensitivity mediation/infractions. During the final nine-weeks of school 1 student was referred for cultural sensitivity mediation/infractions therefore we met and exceeded our goal. As the data demonstrated, there was a reduction of administrative and counselor referrals for cultural sensitivity mediations and as a result the total number of indoor suspensions for all 6th-8th graders declined from 12% (111 students) in 2015-2016 to 3% (24 students) in 2016-2017.

Implications: By building an awareness of cultural diversity and respect for each other, our perception and outcome data indicated that my goal to meet the social/emotional needs of our students to accept each other, and work together to create a safe learning environment was met. The small group lessons were evidenced-based and designed to support my program goals and the Mindsets and Behaviors by providing the opportunity for students to understand how different peoples’ views influence the way people respond to conflict. In addition, the group lessons encouraged student to be accepting of each other and to be responsible for their behavior. They also challenged students to believe that they could be a mentor or role model by their response to cultural diversity. Accordingly, the outcome data indicates that the small group was delivered effectively as the number of students being referred for cultural sensitivity mediation/infractions was reduced. Additionally, we also saw a reduction in indoor suspension infractions school-wide as a result of changing the students’ mindset to foster a safe school culture. Next year, I believe these small groups should be continued with adjustments as needed to fit the needs of our students depending on the new school year grade-level academic and social-emotional trends. These small group lessons had a definite impact on student’s understanding of what being cultural sensitive to each other means. For example, I heard English speaking students celebrating ESOL students they tried to speak and practice their English skills while in passing from one to another. This was unique because normally I would have to stop students from making fun of the ESOL students. With such a large immigrant population in our school it is going to be vital to ensure that we incorporate some of these lessons into the core curriculum lessons that every student in our school receives. By doing so, we are ensuring that all students receive a comprehensive school counseling program that meets their social/emotional, career and academic needs. As I further reflect, I see the need to provide informational and skill building workshops for parents/guardians that complement the acceptance of cultural diversity and solve conflict. To facilitate this process, I will collaborate with community leaders to identify resources promoting cultural acceptance and positive responding to conflict so that I can provide parent outreach sessions.

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