Small-groups were developed after gathering needs assessment data from various sources including the input from parents, teachers, students, counseling office visits and referrals to the office. After appropriate screening and assessments, the groups were formed.
The conflict resolution group was created with the goal in mind due to the previous year’s disciplinary reports. At the beginning of the year, we observed the small group of students who had struggled as Kindergarten students. These students started off the year with great behavior. As the year progressed their behavior concerns became more evident. In the beginning, the teachers tried to handle the discipline on their own but before the end of the first semester, it was evident that more interventions were needed because these students were being referred to the office for physical contact.
The friendship small group was created after the counseling department received several calls from parents regarding issues with students not getting along. This group of students were self-referring for counseling services because they were frustrated with each other. Although, the conflicts were issues that could have been avoided or fixed by the students if they had the right tools such as qualities for being a good friend.
The anxiety group was created after a needs assessment was done. Teachers in 5th grade assisted in creating this group. Due to the student’s history of not passing the STAAR reading assessment we felt it would be beneficial to these students to receive additional testing relaxation techniques
The results report from the small group revealed that student disciplinary infractions dropped for our 1st grade group. These students learned about conflict resolution. They learned that they could solve small problem on their own with words and not with their fist.
The outcome data indicates that the lessons made some impact on this population but in order to gather more accurate data, these students should be tracked for effectiveness throughout their elementary years. This group of students should continue in small group if they require additional interventions in the years to come.
THE ACTION PLAN REFLECTS THE SCHOOL'S UNIQUE NEEDS BASED ON DATA. IN 2016-2017, DATA SHOWED THAT STUDENT DISICPLINE INFACTIONS WERE 18 TOTAL. THESE STUDENTS WERE STRUGGLING IN THE AREA OF CONFLICT RESOLUTION WITH THEIR PEERS. THIS WAS CONFIRMED WHEN THESE STUDENTS WERE SURVEYED DURING THE PRE SURVEY ON CONFLICT. STUDENT DID NOT KNOW WHAT CONFLICT WAS, WHAT TO DO WITH CONFLICT OR HOW TO RESOLVE CONFLICT. THERFORE, THE LESSONS THAT WERE SELECTED WERE BASED ON THE MINDSETS AND BEHAVIORS TO HELP STUDENTS WITH CONFLICT RESOLUTIONS. AFTER THE LESSONS, THE POST TEST SURVEY PROVIDED THE PERCEPTION DATA WHICH SHOWED THAT STUDENTS DID LEARN ABOUT CONFLICT RESOLUTION. THE OUTCOME DATA RESULTS SHOWED THAT DISCIPLINE INFRACTIONS IN 1ST GRADE DROPPED 22% WHICH WAS A DROP FROM 18 INFARCTIONS IN 2016-2017 TO 14 INFRACTIONS IN 2017-2018. BASED ON THOSE RESULTS, NEXT YEAR, I WILL DELIVER GROUPS MORE EFFECTIVELY BY ADDING CONFLICT RESOLUTION READER'S THEATER SCRIPTS. BY DOING THIS, STUDENTS WILL REENACT SCENARIOS THAT WILL PROVIDE THEM WITH OPPORTUNITIES TO MAKE BETTER CHOICES WHEN FACED WITH A CONFLICT. I WILL COLLECT DATA MORE ACCURATELY BY HAVING PRE AND POST QUESTIONS THAT PERTAIN TO SOME OF THE SCENARIOS THEY WILL REENACT. THIS WILL PROVIDE ME WITH REAL INFOMATION AS TO HOW STUDENTS FEEL BEFORE AND AFTER THE LESSONS. I WILL BE USING THE SAME MINDSETS AND BEHAVIORS THAT WERE USED THIS TIME AROUND SINCE THEY APPLY TO CONFLICT RESOLUTION. I WILL CONTINUE WORKING WITH THIS GROUP OF STUDENTS UNTIL I SEE THAT THESE STUDENTS HAVE MASTERED CONFLICT RESOLUTION SKILLS.