# 10 Small Group Response Services Narrative Makaha Elementary
Through small-group responsive services, interventions are delivered to support the unique needs of all students and target specific concerns identified from school data that align with our program goals. Students are identified for groups in a number of ways; our data team process which analyzes attendance, behavioral and achievement data, teacher and or parent referral, and self-reporting from students. Once a concern is generated teachers complete a student concern summary to gather pertinent background information. This process helps to determine if the concern may be situational or involve special circumstances requiring consultation with our clinical psychologist or school psychologist to help determine next steps.
Students are grouped based on developmental ability and topic of concern. We also screen to determine “best fit” for group participation. Our action plan focuses on 8 small-groups designed to address need areas identified by school data; attendance, behavior, and crisis-related situations. Topics vary depending on need and data but typically target social skills, friendship issues, coping skills, leadership skills, girl’s relational aggression, anger management, attendance. and achievement. The small-groups for SY 2016-17 are as follows:
8/11-9/22 Group 1: Managing Anger and Frustration gr. 3
8/9-9/20 Group 2: Girl Bullying/Relational Aggression gr. 5 & 6
9/29-10/6 Group 3: Friendship gr. 2
9/27-11/8 Group 4: Attendance gr. 4
10/13-11/25 Group 5: Attendance gr. 2
11/15-12/20 Group 6: Friendship/Social Skills gr. 4&5
1/10-2/14 Group 7: Coping Skills gr. 6 (girls)
1/19- 3/6 Group 8: Personal & Social Skills/ Mentoring gr. 6 (boys)
The small-group results report measures five lessons over an 8 week time period, although this group continued as a “pilot project” for 24 weeks. This group was selected because the incoming cohort of sixth graders, had a high percentage of incident reports while 5th graders (SY 2015-16). During quarter 1 of SY 2016-17, their behavior was monitored weekly through incident reporting and grade level team meetings. By the end of quarter 2, based on presenting concerns, (including aggression amongst the boys, and “self-injurious” incidents with the girls), teachers wanted to try something additional, something more connected to this group of students personally. They requested our upper grade counselor partner with them to support our students. We agreed on a mentoring approach and separated students in male and female groups partnered with one adult. The intent of these small-groups was to make learning relevant to what each group was experiencing in their lives; and to connect with them on a more personal level. We wanted students to create positive relationships with one another and with their adult mentor.
There were 8 male students selected for the counseling small-group, 4 of them had a combined total of 51/202(25%) of the incident reports for SY 2015-16. The other 4 were in the group as role models and to balance the group dynamics. The boys were encouraged to select topics for discussion from the Second Step curriculum based on what was relevant to them as a group. The boys wanted to do a project around empathy and bullying. This project was to be shared with another group enhancing the relevance of the project. The outcome data for this group compares end of year total incidents for 2015-16 to 2016-17 as a grade level and incidents specifically for the 4 boys targeted in this group who represented 25% of total incidences in their cohort.
The results of this small group had an impact on one of our school counseling program goals: By the end of the 2016-17 school year, the current cohort of 6th graders will demonstrate a 10% decrease, (#202 to #182), in behavioral incidents from their 5th. grade baseline. Overall incidents dropped from 202 to 83 (less 119/202 ) demonstrating a 58% decrease. Specifically all 4 boys demonstrated a decrease in incident reports as well ranging from a high of 88% to low of 75% incidents for the 4 totaled 13/83 (15%) compared to (25%).
Results were shared with our data team, advisory council, and grade level team. These results will help with the delivery and content of SEL lessons for other groups and as an upper grade level. We are considering the possibility of incorporating “advisory” in sixth grade. The mentoring approach was beneficial and may be used again in the future. Overall, there were noted improvements across the grade level socially and emotionally.