REVISED



We chose a cohort of 1st grade students (supporting Goal #1) after studying kindergarten office infraction and SWPBIS data for 2016-2017 and identifying a gap between a group of 15 students and the rest of their 59 classmates. In 2017-2018, 8 of these students moved, leaving a targeted group of seven 1st grade students. In order to intervene with these students we put the following in place: Tier 1 – mindfulness training, Tier 2 – small support groups with targeted students, and Tier 3 – individual intensive behavior plans and skill instruction.



Considering the types of behavioral needs of this group of 7 students, it was evident they needed to learn an additional skillset of coping strategies, paired with guided practice, so that the strategies would be generalized to their everyday lives. After I advocated to bring mindfulness training to our school for this group of students, we approached the Pratyush Sinha Foundation to provide the training. Even though we did not have the funds, ample funding was secured by the foundation which allowed us to provide this unique training to ALL students in our school (Tier 1 intervention)!



Using mindfulness training as a Tier 1 intervention was innovative; new for our students and staff, but also researched based. According to the American Psychological Association, benefits include: stress reduction, increased working memory, improved focus, less emotional reactivity, more cognitive flexibility, less focus on feelings of distress and relationship satisfaction. We felt these areas were directly related to our goal of reducing office infractions and improving classroom behavior so students would be more successful in school and life. The Pratyush Sinha Foundation used the Mindful Schools curriculum for their sessions and a number of ASCA Mindsets and Behaviors are met within the curriculum offerings. Training involved: whole staff training, four additional mindfulness after-school training sessions for registered staff, and whole classroom 15 minute mindfulness student training once per week for two 8 week cycles, for a total of 16 sessions across the school year.



Tier 2 school counseling interventions included small support group participation for 6 of the targeted students (1 parent did not authorize permission to participate). These students participated in either a social skills (3), friendship (1), or self-esteem (2) group based on their presenting skill deficits. Tier 3 school counseling interventions included individual intensive behavior modification charts and individualized skill instruction for these students. Student behavior charts were developed following multiple student observations to help determine specific behaviors of focus and collaboration with our behavior specialist and classroom teacher. Each time a behavior chart was implemented, it was explained to the student in detail with role-playing. Behavior charts went home daily for family involvement. Along with this, the school counselor and the behavior specialist would meet with the students periodically to teach and practice specific skills related to the behavioral needs observed during the school year. The data results for this particular cohort of seven 1st graders are outlined in the results report.



Even though the mindfulness sessions included this component, we lack documented pre-test perception data and can only report out school-wide pre-test results for the impact of the mindfulness training on students since data was not compiled by the outside agency based on grade level. 77% of students indicated mindfulness helped them that day, 68% indicated that mindfulness helped them focus better in the classroom, 58% indicated that mindfulness helped them be happier at school, 67% indicated that mindfulness helped them calm down when upset, and 54% indicated that mindfulness helped them avoid fights or arguments. 60% of students indicated mindfulness helps them fall asleep at night. These results were directly related to our goals and were significant enough to support continuing the intervention in 2018-2019. Our school results were so strong that our school district received a significant Pennsylvania state grant to bring mindfulness training to ALL elementary school students in our district in 2018-2019.



Pre-test mindfulness data was not collected and post-test data was not segregated by grade level or by students in the cohort group. The mindfulness trainers implemented their own curriculum and even though numerous ASCA Mindsets & Behaviors were targeted, they were not chosen specifically based on exact student need of the cohort group. Small groups, behavior modification charts, and skills instruction for the cohort students targeted appropriate Mindsets & Behaviors based on their needs. The data supports continuing all tiered interventions, however, we would like to create a more specific link to skill development and mindfulness techniques via the pre-post test data.

Goal: By June 2018, a cohort of 7 students in 1st grade will reduce their office infractions by 10% from 59 to 53 total and reduce their unearned SWPBIS monthly incentives by 15% from 17 to 14.

Target Group: Seven 1st grade students struggling with behavioral difficulties.

Data Used to Identify Students: SWPBIS Color Chart Data and Office Infractions/Referral

School Counselor(s): S. Fuller

ASCA Domain, Mindsets & Behaviors Standard(s): Social/Emotional M1, M2, B-SMS.2, B-SMS.7, B-SMS.10, B-SS.1, B-SS.2, B-SS.3, B-SS.4, B-SS.5, B-SS.9

Type of Activities to be Delivered in What Manner?: Tier 1: 1. Whole-staff mindfulness training. 2. 4 additional mindfulness after-school training sessions for staff who register 3. Student mindfulness training, 15 minutes - once per week for 8 weeks in all classrooms, whole group. This duration was extended to the entire school year and all students in the school. The result was two 8 weeks sessions for a total of 16 mindfulness training sessions. Mindfulness training was conducted by trained mindfulness teachers from the Pratyush Sinha Foundation. They follow the Mindful Schools curriculum. Tier 2: Counselor facilitated small support groups which included 6 of the identified 7 students (1 student did not have parental permission to participate). Students were involved in groups that matched their behavioral and skill deficit needs - either social skills, friendship, or self-esteem Tier 3: Intensive individual behavior modification charts and individual skill building for these 7 students. Student specific behavior charts were developed following multiple student observations to determine behaviors of focus and collaboration with our behavior specialist and classroom teacher. Each time implementation began, it was explained to the student and parent/guardian in detail. The student explanation included included role-playing. Behavior charts went home daily for family involvement and reinforcement. Reinforcers were provided via classroom reward kits which included a variety of reinforcers: adult approval, peer approval, competitive approval, independent and consumable. Along with this, the school counselor and the behavior specialist would meet with the students periodically to teach and practice specific skills related to the behavioral needs and deficit ASCA Mindsets and Behaviors observed during the school year. Also, 1 of the 7 students received services from the LVHN therapist.

Process Data (Number of students affected): Tier 1: Mindfulness Training Whole School: 452 students 1st Grade Students: 74 Targeted 1st Grade Students: 7 15 minutes once per week for two - 8 week cycles (Sept. to Dec. and Feb. to May) = 16 sessions Large group (class) Tier 2: 7 identified 1st grade students 8 session small group from January to April 3 students - social skills group 1 student friendship group 2 students self-esteem group Tier 3: 7 identified 1st grade students Individualized behavior modification charts and skills instruction As needed throughout the year 1 identified 1st grade student LVHN therapist services November to June

Perception Data (Surveys or assessments used): The Tier 1 programming was offered by an outside of school organization and unfortunately we are lacking documented Pre-Test Perception Data, even though sessions included this component. Likewise, in error, we only have Post-Test Perception Data as it relates to whole school and not the targeted 7 first grade students. The post-test results were given to me, however, I did not obtain a copy of the actual paper/pencil instrument. Post-Programming Survey: 77% of students surveyed indicated mindfulness helped them that day. 68% of students surveyed indicated that mindfulness helped them focus better in the classroom. 58% of students surveyed indicated that mindfulness helped them be more happy at school. 67% of students surveyed indicated that mindfulness helped them calm down when they are upset. 54% of students surveyed indicated that mindfulness helped them avoid fights or arguments and 60% indicated that mindfulness helps them to fall asleep at night. 36% of students surveyed that that their favorite thing about mindfulness are calm downing, relaxing, and breathing. Group Perception Data for these 7 students: See attached graphs

Outcome Data (Achievement, attendance, and/or behavior data): Behavioral Outcome Data: Kindergarten: 2016-2017 - 272 total K infractions or 45% of all school infractions 15 students had 267/272 or 98% of the K infractions 8 students who had 208/272 infractions moved prior to the 17-18 school year. The remaining 7 students had 59/272 infractions and those were the students of focus in this Closing the Gap Goal. 1st Grade 2017-2018 - 73 office infractions or 16% of school office infractions Targeted 7 students in 2017-2018: 49/73 office infractions or 67% of 1st grade office infractions The goal: Reduction of office infractions by 10% was met. Office infractions were 59/272 in 2016-2017 and reduced to 49/73 in 2017-2018 a reduction of 17%. Reduction of SWPBIS unearned monthly incentives by 15% was not met with first graders. There was an increase in 6 unearned incentives or a 23% increase. Attendance of 7 student cohort: 2016-2017: 78 total absences 2017-2018: 74 total absences (5% reduction) 4/7 students reduced their total absences for the year 3/7 students increased their total absences for the year .

Implications: 1. Data results showed that the CTG Tier 1, 2, and 3 interventions may have helped to reduce the first graders office infractions. However, 67% of the first grade office infractions were committed by this group of 7 students. That is concerning. A commitment to adjusting interventions for 2018-2019 will need to occur. 2. The data did not support an overall reduction SWPBIS unearned monthly incentives based on the Tier 1, 2 and 3 interventions. In fact, there was an increase. However, 3 of the 7 students experienced a reduction and 1 of the 7 remained the same in their unearned monthly incentives as compared to the year prior. SWPBIS data measurement from year to year may be difficult to measure due to changes of classroom teacher and class composition. Office infractions may be a better measurement to use, but are still subject to the same variables. 3. Students, in significant numbers, were able to indicate that mindfulness has helped them focus better in class, calm down when they are upset, avoid fights and arguments, and falling asleep at night. The slight reduction of office infractions may show that students are beginning to generalize the mindfulness techniques into their everyday lives. This would support the continuation of mindfulness training in 2018-2019. 4. The lack of pre-test data and mindfulness post-test instrument made it difficult to accurately report on the effectiveness of the mindfulness training on cohort group of 7 students. Paying closer attention to obtaining this perception data is necessary. 5. When working with everyone of these 7 students individually, they named a mindfulness technique that helps them calm in anger provoking or difficult situations. 6. The high number of infractions still being committed by these 7 students, would suggest that the Tier 2 and 3 interventions still need to occur next school year with even more focus on skills and mindsets/behaviors. Of the 7 students, however, 5 experienced a reduction of infractions from the year prior. 7. Although slight, the reduction in days absent is promising. I'm hesitant to say that this shows school engagement, because the total number of absences for these 7 students is of concern. Work with our attendance team and truancy agency will continue to help improve school attendance. School climate and culture with our staff will continue so that our school environment and activities remain engaging.

Attachments