At the beginning of the year, the School Counseling Department built the foundation documents based on the following data points: standardized test scores, attendance, behavior referrals, etc., and collaborated with stakeholders to build the rest of the program documents and activities that helped to support the program goals and address the Mindsets and Behaviors.
When the data was reviewed, certain discrepancies were noted in the Reading SOL pass rates, particularly with “students with disabilities,” who had only 56.44% pass, which was below the general population who passed at 82.69% (third graders) and 88% (fifth graders.) The Strategic Improvement Plan addressed “Gap” group proficiency on Reading and the School Counselors and stakeholders agreed that this was an area the department should focus on as well. (See TNS Strategic Improvement Plan 2016-2017.) The Counselors then created an Action Plan for closing this gap. (See Closing.Gap.Action.Plan.)
In choosing activities to address Students with Disabilities, the School Counseling Department and stakeholders discussed and agreed that what is good for students with special needs is also beneficial for all students. The “Lessons in Leadership” (Large Group Guidance) and small counseling group activities chosen were primarily based on the Academic and Social/Emotional domains to be sure they addressed the program goals and the chosen Mindsets and Behaviors. The Career domain was discussed and all parties agreed that Career domains should continue to be addressed through Career Day and the counselors will collaborate with and provide resources to teachers when relevant units are taught in the classroom.
Furthermore, for every Lesson in Leadership and small group counseling group, Program Goals and the Mindsets and Behaviors that were addressed were listed on the lesson plans. Teaching practices were inclusive, cross-curricular, multi-modal for different learning styles, and integrated scaffolding strategies, to ensure best practice and that all students would benefit. Collaboration and reflection were integral parts to the delivery of the Lessons in Leadership so the counselors were addressing individual student needs and using developmentally appropriate teaching strategies. (See GRIP reports on Safe at Home and the other Small Groups to show pre/post scores on the perception data and growth in students.)
As the school year ends and as standardized testing results are reported, the counseling department begins to analyze the results and make plans for better addressing student needs next year. During the June School Counseling Advisory meeting, the English Language teacher suggested co-teaching with the counselors due to the difficulty targeting “Gap” groups for small group counseling services. Students who do not meet proficiency targets are often addressed by multiple interventionists, such as the Reading Specialist, teachers of Students with Special Needs, and even the English Language teacher. The need for further collaboration with specialists, in addition to being mindful of balancing missed instruction time and skill building with the counselor is imperative. Another implication for the program is providing teachers with resources so that all students are impacted by the School Counseling Program, even if it is not directly with the counselor. The School Counseling Department’s Mission is to provide an equitable education to all students and through the continued practice of communicating with stakeholders, critically analyzing data, creating SMART goals and steps to achieve those goals, the School Counseling Department will strive to provide the most impactful program to students.
Goal: By June 2017,
-students who are currently in fourth grade will increase the Reading SOL pass rate by 8.84%, from 82.69% (as third graders) to 90%.
-students who are currently in sixth grade will increase the Reading SOL pass rate by 2%, from 88% (as fifth graders) to 90%.
Target Group: Students with special needs, ESOL; students with D/F on interim and/or quarter grade reports; students with 6 or more excused/unexcused absences.
Data Used to Identify Students: SOL scores in Reading, SPED/ESOL student lists, D/F student lists generated at interim and end of quarter, SMS Attendance Exceptions Student List Report, DART Reports
School Counselor(s): Kelly Kaczmarczyk, Erin Piette
Type of Activities to be Delivered in What Manner?: Please see attached Closing Gap Results Report for more details.
1) Presented Lessons in Leadership for 4th and 7th grades using Books-7 Habits of Happy Kids by Sean Covey, Touch the Sky by Ann Malaspina, Have you Filled a Bucket by Carol McCloud, Safe at Home Safe Alone Curriculum, YouTube Videos, etc. And at the middle school level using Middle School 101 PowerPoint presentation, computers, Mindset & Behaviors survey, NASA Practice Makes Perfect Activity, 20 pennies, stop watches.
2) Lessons in Leadership for multi-aged self-contained classroom of students with special needs, using set of feelings books by Trace Maroney, various Smartboard and YouTube videos.
3) Two sets of Skill building small groups (mixed gender and boys group) using the following:Pre-/Post inventory, “Uno” card game, graphic organizers, blank schedules, planners, calendars, notes from core subject areas, Mindup curriculum, paper, coloring tools, Growth Mindset materials from Teachers Pay Teachers by Sarah Hardner 2015, Mindsetonline.com, and “Growth Mindset Stations” by Deb Hanson, 2016 on Teachers Pay Teachers, Hoberman sphere, bubbles, playdough, glitter glue, hot glue gun, stress balls/noodles, mandalas, ping pong balls, pipe cleaner, raw spaghetti, thread, dental floss, string, rope, Don’t Feed the Monster on Tuesdays by Adolph Moser, copies of “How do I feel when I get angry? From Free Printable Behavior Charts.com, copies of counselor created sheet - Chill Out Plan (C.O.P.), How to Make and Keep Friends by Briggs & Shea, ping pong balls, “Too Much, Too Little Just Right” game, counselor created poster with “How to Apologize.” Pre-/Post inventory, pencils, paper, coloring utensils, Today I Feel Silly and Other Moods that Make My Day by Jamie Lee Curtis, Feelings/emotions definitions from kids-pages.com, Feelings Memory game, marbles, playdough, visualization script (f/ Social Star book,) Anger Choice Cards for Classroom by Kilby, confessionsofaprimaryteacher.
blogspot.com, M&Ms or similar candy, pre/post surveys, plain paper, art supplies, water color paper, paints, Books – My Many Colored Days by Dr. Seuss, Nature Mandalas Coloring Book by Thaneeya McArdle, Goodbye Game, cards from the Ungame, folders, large poster paper, behavior and emotional grief response cards, blank cardstock bookmarks, yarn, beads, “My Help Circle” handouts, “Cycles of Grief” Handouts.
4) Building Resiliency Small Group using Pre-/Post inventory, pencils, paper, coloring utensils, Uno card game, Today I Feel Silly and Other Moods that Make My Day by Jamie Lee Curtis, Feelings/emotions definitions from kids-pages.com, Feelings Memory game, marbles, playdough, visualization script (f/ Social Star book,) Hoberman sphere, Anger Choice Cards for Classroom by Kilby, confessionsofaprimaryteacher.
blogspot.com, Growth Mindset materials from Teachers Pay Teachers by Sarah Hardner 2015, Mindsetonline.com, and “Growth Mindset Stations” by Deb Hanson, 2016 on Teachers Pay Teachers, Don’t Feed the Monster on Tuesdays, by Adolph Moser.
5) Individual Student Counseling - middle school counselor met with approximately 25% of the 6th grade on Academic topics of support - study skills, test taking strategies, organization, time management, etc.
Process Data (Number of students affected): 100 fourth grade students (and 23 received additional small group intervention) and 105 sixth grade students
D/F lists:
28 students in grades 6-8
Attendance: 26 grades 6-8
SPED/ESOL:
51 SpEd students 27 ESOL students
Perception Data (Surveys or assessments used): See GRIPs for Specific Data Results
• Pre/Post Safe at Home Survey-increase in knowledge of 4.72%, from 95.3% to 99.8% (See 4th grade Safe at Home, Safe Alone GRIP)
• Students report that Individual Counseling Conferences help them to be more focused and to create a plan for studying and completing homework/projects. Most students enjoy/appreciate the help.
• The tone of teacher and administrator emails changed from pre/post student surveys from lessons in leadership
• Teacher feedback and referrals and emails
• SMS/DART Reports: attendance and D/F lists
Outcome Data (Achievement, attendance, and/or behavior data): 4th Reading SOL scores - from 82.69% to 87.50%, and increase of 5.82%
Students on D/F List:
Over the 2016-2017 school year, the counselor met with 78% of the students.
100% of 6th grade students, 88% of 7th grade students, and
50% of 8th grade students on D/F list improved their grade to a C or better by the end of the quarter 4. 58% of Special Education and 0% of the ESOL students were able to raise their grade to a C or better at the end of quarter 4.
7% of the students had attendance issues, six or more absences, over the school year.
Implications: Lessons in Leadership
• Outcome data indicate an increase in the Reading SOL scores for 4th grade of 5.82%. This supports growth, although the goal of 90% was not met.
• The Safe at Home program is a valuable addition to help students in the areas of home safety and should be continued. If they are feeling safe at home when left alone and if they are equipped to handle responsibilities like studying and safety, their stress levels should decrease, thus perform better in school.
• Students demonstrated through the various activities the ability to problem solve and work as a team; however, one class had already participated in the “Saving Sam” activity. Counselor will need to collaborate more with teachers so activities are not repeated.
• Counselor will meet and discuss more co-teaching experiences with regards to the academic skill building lessons. Cross-curricular lessons were presented but co-teaching can add more benefits to students.
• Growth Mindset will be taught to students, parents, teachers
Multi-Age Lessons in Leadership
• Counselor and teachers were particularly mindful to include students who were in the self-contained classroom in the general education classroom “Lessons in Leadership” too. That way they had more role models for the academic and social/emotional activities.
• Perception Data was difficult to collect because of the students’ severity of disability.
• Outcome data was difficult to track. Comparing data from last year, two students who had failed were opted out of SOL testing this year. One student who had failed an SOL last year was placed on the Alternate Assessment. Due to these difficulties in tracking their growth, the outcome data collection plan for next year will be based on attendance data.
Skill building small groups x2 (mixed gender and boys group)
• Overall group average was reported only using information from three post-surveys, one student had moved and another was absent.
• 100% students noted an improvement in all three areas of self, self and others, and self and school. Teacher and parent perception reports differed slightly in that they noted a decrease in the student’s success skills. This could be in part due to the increased vigor at the end of second quarter whereas the first quarter is mostly review of 3rd grade concepts.
Building Resiliency Small Group
• The School Counseling Intern began the group and the ES School Counselor finished the group. Dynamics shifted when leaders changed and group seemed to lose focus. Next time, have one leader for whole group.
• Resource materials were sent home and it would be helpful for families to reinforce concepts at home. There is no information if that occurred.
• Only two out of the 3 teachers returned post-inventories and zero families returned post-inventories. Having feedback from both settings would be helpful to show growth, especially when the referrals came from both.
• It would also be helpful to create a specific inventory based on the objectives and goals to more accurately measure against what the group purpose is, rather than using a generic one.
• Resource materials were sent home and it would be helpful for families to reinforce concepts at home. There is no information if that occurred.
• Per student inventories, 100% noted an improvement in areas of self, and self with others. There was a slight decrease in students’ perceptions of self and school.
• Only students completed the pre-/post-inventories. Having feedback from parents and teachers would be helpful to show growth.
• It would also be helpful to create a specific inventory based on the objectives and goals to more accurately measure against what the group purpose is, rather than using a generic one.
• The outcome data chosen was not an effective measure of growth for this group. Two students did not take SOLs last year because they were in 2nd grade, and one student moved.
• Attendance data would have been a better tool to track outcome growth.
Middle School Individual Student Meetings, Lessons in Leadership, Correspondence with teachers, Attendance Conferences
• The data shows that the goal of meetings with 75% of the students on the D/F list was met. Meetings with the students that were failing multiple content classes met more frequently with the counselor, but not all students were able to achieve success. Meetings focused on monitoring grades, effective work habits, student attitude and behavior, and attendance.
• Using the end-of-year data, next year the counselor will be able to conduct academic groups for struggling students. The groups can focus on study and organizational skills, time management, and work habits. Most importantly, the group needs to focus on students’ attitudes and buy-in. The students need to see the importance of their education and put in the effort.
