Our group topics on the action plan were carefully selected based on many sources of data. We began with our program needs assessment which is given out in the beginning of the school year. This is given to all students and specifically asks whether students would be interested in joining a group and which group(s) they would like to join. We also used our grading period one to identify and screen the academic group members. These members were also part of our closing the gap action plan. Other sources of data include attendance, tardy, and behavioral data. We looked at our number of “Pop” sheets which are reflective sheets students fill out to process before going to an Office Discipline Referral (ODR). The department also reviewed ODR’s as well for each grade level. We know how important it is that our topics aligned to the ASCA Mindsets and Behavior standards. For example, our Keeping it Cool group focuses on B-SMS 7 which demonstrate effective coping skills when faced with a problem and B-SMS 9 which demonstrate personal safety skills.
There are a few different ways participants are selected for our small groups at Lukancic Middle School. Our academic groups are based off of our grading period one data for the first semester and grading period three data for the second semester. Those students identified as “below” or having a D or F are then tracked in a weekly documentation chart which breaks down the core areas and teachers. Students who are continuously on the D/F list are generally members of our small academic groups. Our attendance groups are based off of attendance and tardy data. Those students missing multiple days of school are identified as well as those with multiple tardies to school and during passing periods. The participants for groups such as the boys or girls groups are based off of behavioral and tardy data. We look at office discipline referrals as well as our JJL “Pop” sheet data to determine who would benefit most from a group addressing behavioral concerns. Groups including My Future Group, Steps to Success, Changing Families, and Keeping it Cool are based off of our needs assessment data. We also make it a point to compare them with academic, attendance, and behavioral data as well.
The data results helped us reflect on delivering groups more effectively in a few ways. First, being more clear about identifying students especially those in our Leader Ladies group. Rather than focusing on attendance data we should have focused on behavioral and tardy data. We also plan on developing more detailed perception data questions to make sure the members acquire the correct competencies. We would have liked to see our perception data be higher on our post assessment for our Leader Ladies group. Of the four questions asked only four of the five students stated yes, we would have liked to see this number be at a five in the future. We questioned if we were using our time insufficiently. We also discussed doing more through student chromebooks, this way anything we are unable to complete or we would like to pre-teach we would be able to do so using the technology available to students. When it comes to the Leader Ladies group, they often took time to warm up to one another and by the time they truly began sharing out it was often close to the bell.
The data we collected was useful when it comes to understanding perception data on how the girls felt about themselves and what they thought others felt about them. We once again reflected upon the types of questions we were asking. We utilized the pre and post assessment from the curriculum which was extremely helpful deciding where to begin, and Google Classroom has been especially helpful in gathering that kind of information.
Each small group at JJL aligns with carefully selected ASCA Mindsets and Behaviors. For example,for our Leader Ladies small group we selected M1 which is the belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being because students at this developmental milestone are trying to understand who they are. Overall, we were pleased with our small group results for Leader Ladies.
In the future we will continue with this small group curriculum while adding additional small group lessons to ensure students can start to put the skills learned in group into practice while at school and in the community.