# 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.

Group Name: Personal and Social Skills (Mentoring)

Goal: PG #2: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.

Target Group: Grade 6 Male students identified from SY 2015-16 with 4 or more incident reports.

Data Used to Identify Students: In-school incident reporting system and School Discipline profile data and current teacher concerns.

School Counselor(s): Kelly Sceppe

ASCA Domain, Mindsets & Behaviors Standard(s): M1, M2, M3,B-SMS7, B-SS 2-5, B-SMS 7, B-LS4 (Social/Emotional & Academic Domain)

Outline of Group Sessions Delivered: Lesson 1: Empathy and Communication: Considering Perspectives Lesson 2: Emotion Management: Emotions, Brain and Body Lesson 3: Emotion Management: Calming-Down Strategies Lesson 4: Bullying Prevention: Recognizing Bullying Lesson 5: Unit Reflection Project: Student Generated Activity

Process Data (Number of students affected): 8) 6th. grade male students participated in 8 (30 min. 2x/wk) counseling sessions Jan. 19, 2017-March 6, 2017

Perception Data (Surveys or assessments used): 4 Point Response-Scale * believe they have an adult they can go to Pre: 2.7 Post:3.7 37% change *believe they fit in at school Pre:3.2 Post: 3.7 15.6 % change *can remain calm Pre:2.3 Post:3 30% change *can be respectful of others’ views Pre:2.6 Post: 2.8 7.6% change *know how to pay attention to be self-directed Pre:2.3 Post:2.5 8.6% change *can use at least 2 calming down strategies Pre:2.8 Post:3.5 25% change *can demonstrate empathy for others Pre:2.7 Post:3.3 22% change

Outcome Data (Achievement, attendance, and/or behavior data): Behavior: 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%). 10% Decrease Attendance: Qt. 2-Qt. 4: 7 out of 8 boys remained “on-track” for attendance with absences under 15 for the SY. Achievement: The report card indicator of General Learner Outcome: Self-directed Learner was compared from Qt. 2 to Qt. 4: 3 of the 8 boys improved in rubric score, 1 went down, and 4 remained the same.

Implications: This student group was successful in helping students connect with others and their adult mentor. Four of the group participants had a significant decrease in behavioral incident reports and were visibly able to demonstrate effective coping skills when faced with a problem versus being overly reactive and defensive. The other 4 boys were in the group to balance out the dynamics and were not targeted for incident reports. Which appeared to have an impact on the group as well. New friendships were formed and this carried over to other settings outside of the group. The participants chose the activities of the group and students had more buy-in through discussion and activities connecting to relevance and “teachable moments” that occurred during the week. It was important that we met 2 times a week because it helped to make connections to what had been presented on Monday to application of concepts discussed at the next meeting time on Thursday. The only thing that might have helped with process would be to make the group a little smaller from 8 to 6. At times, with 8, the group tended to form 2 smaller groups and the dynamics needed to be re-adjusted to include everyone. But even with this happening we were able to use it as a "teachable" moment within the group itself. The perception data clearly shows changes in attitude, knowledge and skill levels as there was an increase on all 7 questions asked. In further examination the questions that only showed minimal change seem to directly correlate with the developmental stages of 6th graders. Being respectful of others’ views, fitting in, and being self-directed are areas that take time to reflect major change. One of the most important outcomes that occurred was with the students self-initiating when they felt like they needed to talk. The use of this strategy increased, which resulted in less conflicts overall because students were willing to report to their mentor versus reacting aggressively. After reviewing this results report, some of the implications noted pertain to our approach in teaching 6th graders. We realize the importance of connecting with them on “their level”, connecting relevance with teaching so what students learn becomes personal for them. Students wanted to share their stories and experiences. In their final project they were able to demonstrate how empathy for others can change their perspective and the outcome of a situation. We will continue to focus on the ASCA mindsets and behaviors specific to: respect and tolerance of others’ ideas and perspectives, creating positive relationships with others and adults to build connection to school and peers, and social-emotional self management when faced with challenges or problems. These outcome results will help with the delivery and content of SEL lessons for other groups and as the upper elementary grade level. We are considering the possibility of incorporating “advisory” in sixth grade. The mentoring approach was a helpful way to connect with our students and we will suggest as an option in the future if the need arises. Overall, there were noted improvements across the grade level socially and emotionally. The other 4 boys were in the group to balance out the dynamics and were not targeted for incident reports. Which appeared to have an impact on the group as well. New friendships were formed and this carried over to other settings outside of the group.

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