REVISED SECTION



Our 2017-2018 small group action plan reflects 30 groups that were developed to assist students’ academic, behavior, and attendance. We reviewed attendance data from our student information system, office referrals, California Assessment of Student Performance and Progress (CAASPP) scores, Standardized Test for the Assessment of Reading (STAR) Accelerated Reader (A/R) scores, and grades. Through this process, students were interviewed regarding academic, attendance, and behavior. Based on the needed areas of support, 11 group topics were made. Groups were formed by selecting students who benefitted from specific groups and grade level. For example, we identified 34 students who had 5 or more unexcused absences. These students were selected to participate in group sizes of 4 students, based on their grade level, in order to provide developmentally appropriate support.



Groups target our vision and mission statements because our focus is to teach and reinforce necessary skills needed so students can be successful citizens. Groups align with our goals and ASCA Mindsets and Behaviors in order to be effective. For example, students demonstrate coping skills when faced with a problem (B-SMS 7). The planning tool provided support in prioritizing the skills and knowledge students need in the areas in academic, social-emotional, and career development. The planning tool provided support in developing our perception questions. All small groups used a general pre/post-test that measures the impact on students’ attendance, behavior, and academic. For example, students were asked to rate themselves on their attendance, following the rules, and classwork effort.



Our study skills group addressed our attendance and site plan goal of improving CAASPP scores. The administrator and I collaborated in how to better support the needs of our 4th-grade students’ organizational and study skills. This group was based on students who were not performing well academically and had Ds/Fs.

The group lessons were based on the Organizational Skills Boot Camp from the School Counselor Resource Series. The curriculum provided lesson plans, suggestions, and reproducible documents. There were 7 lessons for 45 minutes each. Most perception questions directly related to the lessons, for example, question 2 is about understanding the purpose of completing the easiest problems on assignments (lesson 2,3, 5, & 6). Each question targeted ASCA Mindsets and Behaviors. For example, perception questions align with Mindsets and Behaviors in the ability to use time management, organizational, and study skills (B-LS 3) by understanding how to prioritize (Question 1), understanding how to keep an organized binder (Question 3), and understanding how to study for a test (Question 5 & 6). Overall, all perception questions showed an increase of understanding study and organizational strategies.



Results of perception data showed an increase in students able to understand test taking, time management, organizational, and note-taking strategies. There was a 9.6% increase in the number of students able to identify 2 test-taking strategies. In reflecting on the pre/post test, question 2 is based on the benefits of completing the easiest questions in an assignment, however, the question was confusing and needed to be restated. I would provide an additional question based on Mindset and Behaviors related to demonstrating perseverance to achieve long and short-term goals (B-SMS 5). The pre/post-test will be adjusted to reflect an improved measure of attitudes, knowledge, and skills learned.



All lessons connect to our overall attendance goal. The overall small group outcome data showed that out of 18 students who attended this group, 44% were able to decrease their unexcused absences by at least one day. 83% of these students increased the English Language Arts (ELA) CAASPP baseline mean score by 26 points. 56% of these students increased the Math CAASPP baseline mean score by 56 points. 44% of these students increased their grades by at least one letter grade. For example, a student increases their reading and writing “D” grades to “Cs". Results of perception data for each group lesson showed its specific outcome. Lesson 3 focused on understanding the usage of a daily planner, therefore, 83% of students demonstrate/maintain a completed planner during the course of the group.



Our school counseling program will continue to target 4/5th-grade students who benefit from organizational and study skills. We use the ASCA Resource Series, however, we will enhance it by implementing lessons that are based on students’ needs. For example, providing additional test taking and study habits that support CAASPP and grades. There were times where I was not able to cover all content that was included in the lesson plan due to time limitation. Perhaps increasing the group time can help with time limitation.

Group Name: Study Skills

Goal: By June 5, 2018, the number of TK-5th grade students with 5 or more unexcused absences will decrease by 15% from 34 students to 29 students.

Target Group: Students who have Ds and Fs. Students who benefit from study skill group.

Data Used to Identify Students: Grade Report System from teachers

School Counselor(s): Diego Castro

ASCA Domain, Mindsets & Behaviors Standard(s): ASCA Domain: Academics Mindsets: M 2 Behaviors Standards: B-LS 3 B-SMS 1 B-SMS 5

Outline of Group Sessions Delivered: 1. Study Skills Overview 2. How Organize are You? 3. Keeping Track of Assignment 4. Managing Time 5. Keeping Binders, Desks, and Book Bags Organized 6. Taking Organized Notes and Test Taking Tips 7. Study Skills Review and Celebration

Process Data (Number of students affected): 18 students 7 Lessons for 45 minutes each session.

Perception Data (Surveys or assessments used): REVISED SECTION: Pre/Post Test were given in multiple choice format. Pre-Test was given before sessions began and Post-Test was given after the sessions ended. Q1.There was a 2.2% increase in the number of students able to understand the meaning of a priority. Pre-Test: 62.5% Post-Test:64.7% Q2. There was a 27.5% increase in the number of students able to identify the benefits of completing the easiest questions in an assignment first. Pre-Test: 31.3% Post-Test:58.8% Q3 .There was a 9.5% increase in the number of students able to identify how to keep an organized binder. Pre-Test: 37.5% Post-Test:47% Q4.There was a 3.7% increase in the number of students able to identify a A wide accepted method of note taking. Pre-Test: 37.5% Post-Test:41.2% Q5. There was a 8.4% increase in the number of students able to identify a strategy they can use when working on a multiple choice assignment. Pre-Test: 56.3% Post-Test:64.7% Q6. There was an 9.6% increase in the number of students able to identify two strategies they can use when taking a test. Pre-Test: 37.5% Post-Test:47.1% Verbal questions were asked at the end of each session to see what was learned. Completion of group activities.

Outcome Data (Achievement, attendance, and/or behavior data): REVISED SECTION: Attendance- 10 out of 18 students or 56% of students who attended this group were able to decreased their total number of absences (excused and unexcused absences) by at least one day. 8 out of 18 students or 44% of students who attended this group were able to decrease their unexcused absences by at least one day. Achievement- 15 out of 18 students increased the baseline mean scores for California Assessment of Student Performance and Progress (CAASPP) for English Language Acquisition (ELA) by 26 points. 10 out of 18 students increased the baseline mean scores for California Assessment of Student Performance and Progress (CAASPP) for Math by 56 points. 8 out of 18 students improved their grades by at least one grade level.

Implications: REVISED SECTION: All students were able to take the pre/post test. After reviewing the pre/post test from perception data, we noticed an increase with students able to understand test taking, time management, organizational, and note taking strategies. All perception questions showed an increase of understanding study and organizational strategies. However, as I am reviewing the questions, I do consider revising them in order to show clarity, reliability, and validity. For example, question two is based on the benefits of completing the easiest questions in an assignment, however, the question was confusion and needed to be restated. I would also provide an additional question based specifically on ASCA Mindset and Behavior: demonstrate perseverance to achieve long and short-term goals (B-SMS 5). The pre/post-test will also be adjusted to reflect an improved measure of attitudes, knowledge and skills learned from the lessons. I will make sure lessons will be included as planned. There were times where I was not able to or felt rushed to cover all content that was included in the lesson plan due to time limitation. Perhaps decreasing the number of students per group or increasing the group time can help with time limitation. We did see improvement with attendance as Students who have excessive absences may be a result of not feeling motivated to come to school due to low grades and not feeling successful. These lessons gives students self-confidence in the ability to succeed (M 2) and provide support with their future endeavours. While we did see improvements on attendance CAASPP math and ELA scores, the baseline mean score of the study skills group did not meet California target score. Perhaps we can add an additional lesson on test taking skills that can provide support in meeting CAASPP’s California target score. In addition, 44% of the students in this group improve with their grades. While we did see improvement of students’ grades, we can add an additional lesson that emphasizes study habits. As we move forward, our school counseling program will continue to target 4th and 5th grade students who benefit support with organizational and study skills. We use the curriculum as the lessons use best practices from the American School Counselor Association School Counselor Resource Series, however, we will enhance it and implement lessons that are based on students’ needs.

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