A Needs Assessment was given to students at the beginning of the 2017-2018 school year. Small Groups were created by this data, in addition to the data collected from the 2016-2017 school year. Once the Needs Assessment was administered, we sorted the data and examined it individually prior to a clinical meeting. During the meeting, each of us shared our list of students who is in the greatest need, and which groups we would each be willing to offer. We compiled a list of possible groups, based on the student need. For example, in order to meet the needs of our students in need of a Tier 3 intervention for behavior as well as students who identified “I feel angry often”, the Emotional Regulation group was created (Goal 2). In order to address needs of students academically, in addition to students who selected yes to questions like “I need help staying organized in school” “I know what I need to do to be successful in school,” we created the Academic group (Goal 3). The groups ran by other clinical staff (the social worker and psychologist) were created in direct response the the Needs Assessment; addressing student needs like depressive symptoms, bullying behavior, social skills, etc. In the spring, we created a Girls Group in response to increased conflict between our small female student population. While creating these groups, we kept in mind our vision and beliefs that all students can be successful and return to their base schools. We looked at the Mindsets/Behaviors we wanted to focus on in each group as well. All of our students are with us for a short period of time with the expectation that students return to their base school after a semester. Each group focused primarily on the topic and how it applies to their base school.
Once students were recommended for a group, each clinician spoke individually with each student informing them of the goals of the group and why they were being recommended for the group. Clinicians were able to answer questions and address any anxiety or misconceptions students might feel. Parent permission slips were sent home with students following this talk. Clinicians followed up with phone calls to parents in order to answer any questions they might have. Teachers were notified of group times/days and calendar invitations were sent in order to ensure that teachers were aware and could follow up with any missed instruction.
The results report for the Emotional Regulation clearly shows the progress the students were able to make. Of the 19 students who participated in the group, 14 of them were considered Tier 3 (having received 6 or more discipline referrals) during the 2016-2017 school year. The other 5 students self-identified with emotional regulation concerns based on a needs assessment given to all students. There were many more students throughout the year who would have benefitted from this group, and we will offer it more often next year. 9/14 Tier 3 students returned to their school at the semester mark. Once they left Montrose, interventions stopped. 3/14 Tier 3 students were later found eligible for special education services. Behaviors, specifically disruptive/avoidance, are often a result of inappropriate academic instruction. This group closely aligned with wanted mindsets and behaviors. Students were able to identify social/emotional goals and link how their anger got in the way of their school success. All ended group with more coping skills to use when faced with a problem.