Back

Gunston Middle School (2018)

Arlington , VA

Small Group Responsive Services

School counselors reviewed school performance data, recurring social-emotional needs, and attendance patterns impacting academic achievement during the previous school year. Based on this data, aligned with the Arlington Tiered System of Support, topics for small groups were developed for SY 2017-2018. Group topics aligned with school counseling goals to close the achievement gap among GAP groups, to develop appropriate behaviors in academic and social settings, and to reduce excessive tardiness to school. Counselors consulted with teachers, administrators, specialists, and parents as part of the referral process.



Counselors collaborated with the School Social Worker to provide two intervention groups for students with chronic attendance issues. Both groups addressed the impact of poor attendance on school performance, the mindsets and barriers contributing to frequent tardiness or absences, and solutions to change behavior. The group for seventh and eighth graders included nine students with 18 or more unexcused tardies during SY 2016-2017. The group for sixth graders included four students who were skipping specific classes several times per week.



During SY 2016-2017, there were 102 discipline referrals related to bullying among Hispanic students. To close the achievement gap, an intervention group was provided to reduce the number of disciplinary referrals. The group helped students to identify bullying behaviors, learn problem-solving skills, and work towards positive change.



Two groups were offered to help students develop appropriate social skills in certain situations. The Soft Landings group focused on self-advocacy and building relationships in a new school. The Honey Bees’ group focused on conflict resolution skills for sixth-grade girls engaging in relational aggression in friendships.



During SY 2016-2017, the school goal was to improve literacy, especially among GAP groups. This goal remained the same for SY 2017-2018. Counselors discussed their role in helping students to become better readers, but struggled to identify activities to achieve the goal. Through collaboration with the Reading Specialist, the sixth grade counselor facilitated a six session reading group to provide emotional support for struggling readers. Students practiced skills related to growth mindset to build their confidence in reading. Group topics addressed the importance of reading, developing perseverance & GRIT in reading, becoming courageous readers while reading aloud, practicing reading comprehension strategies, and becoming more confident test-takers for the Reading SOL.



During SY 2016-2017, the sixth grade regular pass rate for the Reading SOL was 83% and the Advanced Pass rate was 27%. Data showed there were 86 rising sixth graders who did not pass their fifth grade Reading SOL. Students were selected for the group based on the following criteria: identified GAP groups, fifth grade Reading SOL scores below a passing score of 400, and scores within the 350 to 400 range with the potential to pass the SOL. All participants were reading below grade level and taking Reading Strategies to improve decoding and reading comprehension skills. There were 12 minority sixth-graders who participated in the group. Participants fairly represented all of the academic programs - Traditional, Spanish Immersion, HILT, and Special Education; there were not any identified students within the Montessori program. Initially, 13 students were invited to participate in the group, however, one student chose not to participate because she did not think that she needed the support.



The Reading with Confidence group was practical in helping students to improve their mindset toward reading. Perception data results indicated that most students still felt that reading aloud was uncomfortable, nonetheless, six of the 12 students passed their Reading SOL. Four students passed the Reading SOL on the first attempt, while two passed through a retake. There was an increase of SOL scores ranging from 30 points to 81 points, with the largest increase by a student who consistently expressed his lack of confidence in reading. Pre-survey results showed that most students did not like to read and read infrequently on their own. Post-survey results indicated nine out of 12 students read a few times per week, once a week or once a day. Outcome results were positive and showed the need to provide this group for all grade levels. Furthermore, the Advisory Council suggested that the growth mindset activities should be used as Tier 1 activities, not just for struggling readers.



The Reading with Confidence group was facilitated by the sixth-grade counselor and her intern. Sixth graders comprised the largest number of students who did not pass the Reading SOL during SY 2016-2017. The sixth-grade counselor conducted the group because of her previous experience in supporting minority students who had not passed their Reading and/or Math SOL’s in fifth grade.

Group Name: Reading With Confidence Small Group

Goal: Of the sixth grade students who failed their Reading SOL from SY 2016-17 (total of 86 students), 40% (35 students or more) will pass the Reading SOL (score of 400 points or higher) or increase their score by 50 points or more for the 2017-18 SY.

Target Group: 6th graders who failed their 5th grade Reading SOL test

Data Used to Identify Students: 5th grade Reading SOL test results

School Counselor(s): -Sharon Kolody (6th grade Counselor) -Mariam Amarir (School Counseling Intern)

ASCA Domain, Mindsets & Behaviors Standard(s): M 6 B-LS 4 B-SMS 5 B-SMS 6

Outline of Group Sessions Delivered: *Session #1:“Keep Calm and Love Reading” --Students will understand the purpose of the group. --Students will reflect on their personal feelings about their reading skills. --Students will work on how to improve their reading skills. *Session #2: “I Think I Can, I Think I Can” --Students will be able to define perseverance and what it means to them. --Students will be able to give examples of times when they persevered. --Students will reflect on their personal experiences with failure and create options to effectively deal with failure. *Session #3: “Courageous Readers” --Students will define what courage means to them. --Students will read aloud a play about courage. --Students will discuss what it means to be courageous. --Students will give examples of times when they were courageous. *Session #4: "Courageous Readers: Part II" --Students will be able to identify their strengths and talents through personal bios. --Students will be able to read their bios aloud using strategies to feel courageous. --Students will discuss how it feels to read aloud. *Session #5: "Reading With Confidence" --students will be able to read a short passage confidently in front of their peers. --students will be able to use a new reading technique, KWL, to help them read with more confidence. *Session #6: "Running the SOL Race" --Students will be able to identify multiple Reading Comprehension Test-Taking strategies to practice for the Reading SOL exam. --Students will be able to apply the test-taking strategies to Reading SOL practice questions.

Process Data (Number of students affected): 12 Sixth-grade students

Perception Data (Surveys or assessments used): Pre- and post- group perception data was collected using a Google Form. Q1. I like to read. -Pre: 18.2% -Post: 66.7% 266.5% increase in attitude/belief Q2. I read for fun. (A few times/week) -Pre: 27.3% -Post: 50% 83.2% increase in attitude/belief Q3. I have good reading strategies. -Pre: 18.2% -Post: 50% 174.7% increase in skills Q4. When I read a difficult book, I usually persevere (try to get through) the book. -Pre: 18.2% -Post: 25% 37.4% increase in skills Q5. When I read aloud, I feel ________________ . -Pre: 9.1% (confident) -Pre: 9.1% (successful) -Post: 25% (confident) -Post: 16.7% (successful) 174.7% increase in attitude/belief 83.5 increase in attitude/belief Q6. I have the necessary skills to pass my Reading SOL this year. -Pre: 18.2% -Post: 50% 174.7% increase in skills

Outcome Data (Achievement, attendance, and/or behavior data): During the 2017 - 2018 school year, the number of students in the small group who passed the Reading SOL increased by 50% compared to the 2016 - 2017 school year. Eight of the students in the group made an average of a 30-point increase in their Reading SOL scores during the 2017 - 2018 school year. Two students exceeded the goal of 50 points by increasing their scores 66 points and 81 points, respectively. Four of the students’ SOL scores decreased by a wide range of points. The points ranged from 6 points to 40 points. In terms of retakes for the Reading SOL, five students qualified for the retake. Only two students passed the Reading SOL on the retake exam. Three students’ did not qualify for a retake exam because their scores were below the 375 range.

Implications: The growth mindset activities for the group helped students to achieve confidence in reading as shown through test performance and observations through their self- biographies that they read aloud. The group should be offered to all students who did not pass the SOL’s so that they can engage in some confidence-building activities before the SOL. The four students, who did not pass the Reading SOL, were enrolled in a Reading/Writing Lab in Summer School to improve their reading skills. More exploration should be considered to determine if students’ scores are affected by ability, mindset, or test anxiety. Some students who passed during the 2016 - 2017 SY had a decrease in their scores during the 2017-2018 SY.

Attachments


PDF
Download

PDF
Download

PDF
Download

PDF
Download

PDF
Download

PDF
Download

PDF
Download

PDF
Download

PDF
Download

PDF
Download