South Carolina recently passed legislation stating that students who did not pass the state standardized assessment for third grade in reading were to be retained. Prior to this mandate’s start (2017-18 school year), the school district analyzed data from past test administrations found that there was a high correlation between Measures of Academic Progress (MAP) test scores and the state standardized assessment. Pate students do not take a state standardized assessment (this begins in third grade), but they do take MAP. I analyzed Pate’s past MAP data originally looking for disparities on gender or race. The data, however, showed a different gap. Students who spent more than 30 minutes on the MAP reading or MAP math test were more likely to achieve “met” status than “not=met”. Rushing through the test can be an indicator with difficulties in executive functioning and self-regulation.



Fifteen second grade students took less than 30 minutes and also were “not-met” on a fall or winter MAP assessment. These students were chosen to participate in a small group focused on academic success. ASCA mindsets and behaviors were chosen that would best target the goal of the group (increase time on task and meet goal score). Once the mindsets and behaviors were chosen an intervention was selected. A small group setting was chosen as the best method of delivering content as this was the most time efficient manner that would minimize classroom instruction interruption. The group met five times and focused on goal setting, positive visualization, mindfulness, and test-taking strategies. Curriculum was chosen based on the research base that supports the connection that mindfulness and its related skills helps focus attention, control stress, and optimize learning. Individual sessions were also prior to testing to review both score and time on assessment goal. Once the testing was complete a celebration was held to acknowledge the hard work and goals that were met.



Data showed that this group gave students the skills needed to help in self-regulation during assessments. Based on the promising data, this group will be continued with not much changing. One change, however, that could be made is letting teachers also recommend students who may benefit from the group even if they took longer than 30 minutes on the MAP test or were “met”.

Goal: At the end of the spring Measures of Academic Progress (MAP) assessment, students who took 30 minutes or less and scored “not-met” on their fall or winter MAP assessment (reading or math) will increase their scores by at least 10 points and increase their time duration by at least 15 minutes.

Target Group: Second grade students who took less than 30 minutes and scored “not-met” on their fall or winter MAP assessment (reading or math)

Data Used to Identify Students: MAP reports

School Counselor(s): Jennifer Dunn

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Academic Mindset: M2 Behavior Standards: B-S3; B-LS4; B-LS6; B-LS7

Type of Activities to be Delivered in What Manner?: 5 small group sessions (Goal setting, Positive visualization, Mindfulness/breathing exercises, Mindfulness/meditation, Perseverance, Test-taking strategies), Individual planning session on goals, Celebration after test to acknowledge hard work

Process Data (Number of students affected): 15 students

Perception Data (Surveys or assessments used): Pre/Post-test results: Q1. I take my time when taking tests. Pre-test: Sometimes (5), Usually yes (1), Always (7) Post-test: Usually no (1), Sometimes (1),Usually yes (2), Always (10) Q2. I know my MAP goal. Pre-test: Never (2), Usually no (5), Sometimes (5), Usually yes (1), Always (2) Post-test: Sometimes (2), Usually yes (3), Always (9) Q3. What is your MAP goal? Pre-test: Correct answer (8), Incorrect answer (6) Post-test: Correct answer (11), Incorrect answer (3) Q4. I know strategies to help myself focus when I am nervous. Pre-test: Yes (9), No (5) Post-test: Yes (14), No (0) Q5. If you do not strategies for helping yourself focus what are they? Pre-test: Appropriate answer (0), Inappropriate answer (14) Post-test: Appropriate answer (13), Inappropriate answer (1) Q6. I know how to motivate myself to keep going when a test gets hard. Pre-test: Yes (4), No (10) Post-test: Yes (10), No (4) Q7. If you do know how you keep yourself motivated list it below. Pre-test: Appropriate answer (3), Inappropriate answer (11) Post-test: Appropriate answer (7), Inappropriate answer (7)

Outcome Data (Achievement, attendance, and/or behavior data): MAP Reading: 11 students met their goal score, 14 students met their goal time MAP Math: 13 students met their goal score, 14 students met their goal time

Implications: Perception and outcome data indicate the group was successful in meeting its goal. Perception data showed knowledge increased and the majority of students in the group met their score and time goal. This group will definitely continue in the upcoming school year. Feedback should be solicited from the Advisory Council on their thoughts of adding a group for first graders. Teachers also need to be consulted on session content—What should be kept? What should be changed? Due to the positive outcome data the group lessons and data should also be shared with counselors at a district counselor’s meeting so they can duplicate the group at their schools.

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