Carroll Magnet Middle School (2019)

Raleigh , NC

Small Group Responsive Services


We found small group counseling to be an effective intervention to support our vision, mission and ASCA Mindsets and Behaviors. The School Counseling Department utilized data such as the achievement, attendance, and behavioral data as well as input from teachers, parents, students, and administrators to identify the needs of students who may need additional support to be successful in the school environment. The School Counseling Department also created a staff and students needs assessment to provide additional support for targeted groups. After analyzing the data we received, we decided on which topics would provide support to our annual school counseling goals. Each of the topics implemented was clearly selected to target areas to decrease student retentions, attendance, and discipline. The School Counseling Department utilized the ASCA Mindsets and Behaviors to drive the content and skills would like for each group member to possess at the conclusion of each lesson. For example, our goal to reduce the number of students retained by 40% was targeted by providing an intervention group that addressed study habits, organizational skills, and goal planning. The School Counseling Department incorporated lessons that focused on social-emotional learning, character building, and empathy which aligns to our targeted ASCA Mindsets and Behaviors. The action plan was developed to address the developmental needs of students by analyzing the ASCA Mindsets and Behaviors. The counseling team collaboratively discussed with stakeholders the age-appropriate skills for each grade level. Furthermore, to support our discipline and attendance goals, we delivered small group interventions for students who received 15 or more absences during the previous school year and to students who received more than 3 major referrals. These small groups encompassed goal setting, time- management, restorative practices, academic planning, and social-emotional learning.

The School Counseling Department incorporated the ASCA Mindsets when establishing the perceptions and outcome data. The Counselors found it essential to ensure that the mindset reflected the knowledge and skills of each group member. Ms. Harris facilitated a small group of whose focus was to reduce the number of students retained as well as reduced the number of students who failed one or more courses in ELA or Math. Ms. Harris was able to utilize the information given to her at her School Counselor Kick-off. She provided five group lessons on goal setting, overcoming barriers, time-management skills, and organization, accountability partners and developing good study habits. The small group consisted of 3 small groups. Group One targeted 7 students, group two targeted 6 students and group 3 targeted 8 students. The lessons ranged from September 2017- November 2017 with a group or individual follow-up as needed throughout the year. The results were reported after summer school had concluded and it indicated that we were close to meeting our goal to reduce the number of students retained by 40% from 8 students to 3 students. The results reported that there was a reduction of four students during the 2017-2018 school year and therefore we will repeat this group for next year with some revisions. Analyzing the results report allowed for the counseling team to take a closer look at the importance of the ASCA Mindset and Behavior indicator B-LS 3, the use of time management, organizational and study skills in the way we deliver our small group and core curriculum to provide students with the necessary skills to be successful as an earlier intervention. Some of the recommendations for next year will include adding another social-emotional lesson to the curriculum to deepen the understanding of different experiences that may cause students to not be successful in school and additional collaboration with parents.

Group Name: Staying on Target

Goal: By June 2018, the number of retained students in grades 6-8 will decrease by 40% from 8 students in the 2016-2017 school year to 3 students in the 2017-2018 school year.

Target Group: The students targeted for this small group consisted of repeating 7th Graders and students who failed 2 of their core subjects (Math or English Language Arts) during quarter 1.

Data Used to Identify Students: Retention List, Quarterly Grade Reports (Power Schools)

School Counselor(s): Catherine Harris

ASCA Domain, Mindsets & Behaviors Standard(s): Mindset M 4- Behavior Learning Strategies - BLS 3, BLS 7

Outline of Group Sessions Delivered: Session 1- Setting Your Goals Session 2:- What's in The Way Session 3- Time Management/Organization Session 4- Accountability Partners Session 5- Study Habits Each session was 45 minutes long.

Process Data (Number of students affected): Total number of students affected were 21. Group 1: (7) 7th Grade Students Group 2: (6) 7th Grade Students Group 3: (8) 7th Grade Students Each group participated in 5 (45 minute) sessions.

Perception Data (Surveys or assessments used): Perception Data was gathered from a Likert Pre and post Test consisting of 4 questions. These questions were gathered around attitudes, knowledge and skills. 1(Low/Not Important) 2, 3, 4, 5 (High/Very Important) 1. How important to you are your grades? Pre-Test- 3 Students (1) 14%, 5 Students (2) 23%, 13 Students (3) 61% Post-Test- 21 Students (5) 100% 2. How important is using a planner/or assignment book? Pre-Test- 21 Students (1) 100% Post-Test- 6 Students (3) 28%, 10 Students (4) 47%, 5 Students (5) 23% 3. How important is setting goals? Pre-Test- 3 Students (2) 14%, 8 Students (3) 38%, 10 Students (4) 47% Post-Test- 17 Students (4) 80%, 4 Students (5) 19% 4. How important is using stress management strategies? Pre-Test- 6 Students (2) 28%, 12 Students (3) 57%, 3 Students (4) 14% Post-Test- 19 Students (4) 66%, 3 Students (5) 23%

Outcome Data (Achievement, attendance, and/or behavior data): Of the 21 students who participated in the "Staying on Target" small group, 17 out of the 21 students successfully passed all core class with a letter grade of a C or better. The remaining 4 out the 21 students decrease from failing 2 or more core classes to 1 core classes during the 2017-2018 school year. The data used to gather this information was collected by the End of the Year Report Card.

Implications: We did not meet our goal of decreasing the number of retained students in grades 6-8 will decrease by 40% from 8 students in the 2016-2017 school year to 3 students in the 2017-2018 school year. However, our retention data reflected that we decreased the number of students from 8 from the previous year to 4 the current year. After reviewing the data, we will take a carefully look at our lessons and our target strategies for each group. In addition, we will include additional content area around Social Emotional Learning as this was huge factor when dealing with different precipitating in factors in which contributed to low academic performances.