action plan small group herbert a. ammons middle school · power statements handout power roles...

d

ACTION PLAN

SMALL GROUP Herbert A. Ammons Middle School

Grade Level Group Topic

ASCA Domain and Mindsets &

Behaviors Standard(s)

Curriculum and Materials

Projected Start/End

Process Data (Projected number of students affected)

Perception Data (Type of surveys/

assessments to be used)

Outcome Data (Achievement,

attendance and/or behavior data to

be collected) Contact Person

6th 7th 8th

Organizational Skills Session One: How Organized Are you? Session Two: Keeping Track of Assignments Session Three: Managing Your Time Session Four: Keeping, Binders, Lockers, Desks and Book Bags Organized Session Five: Creating a Productive Work Environment

Domain: Academic Development Behavior: Learning Strategies

B- LS 3 Behavior: Self-Management Skills

B- SMS 1

Curriculum Organizational Skills Boot Camp School Counselor Resource Series Materials Session 1: 11 x 17 paper Colored markers Copies of Organizational Skills Survey (and goal-setting)

Group 1

September 1 To

October 20

Group 2

December 5 To

February 6

Group 3

February 27

To April 3

Group 1 6th grade: 3 students 7th grade: 5 students 8th grade: 2 students Total Students: 10 Group 2 6th grade: 4 students 7th grade: 4 students 8th grade: 1 students

Perception Data Pre and post evaluations consisting of five yes/no questions. Type of Survey: Entrance and exit ticket: Students will answer the three following yes/no perception questions: 1. I know how to be organized. 2. I know how to set goals for improving my organizational skills. 3. I understand my organizational strengths and weaknesses. 4. I can explain how my organizational skills will

Outcome Data: Achievement: Comparison Group 1 Target Group Students will be identified who earn a final academic grade of D or F on their June 2016 report card. Outcome Data Achievement: Students’ academic grades will be compared from June 2016 to the first semester report card (January 2017)

Lisette Dobson

School

Counselor

Session Six: Transitioning Between Class and Home Session Seven: Taking Organized Notes Session Eight: Inspection Process and Boot Camp Graduation

Materials Session 2: Copies of Schedule Memory Game Timer School-issued daily planner Copies of How to Use Your Daily Planner Smart Board Copies of teacher homework plan Materials Session 3: 10 tennis balls Copies of time/energy questionnaire Copies of How to Break Down Large Assignments Materials Session 4: Two bins filled with identical

Total Students: 9 Group 3 6th grade: 4 students 7th grade: 3 students 8th grade: 3 students Total Students: 10

impact my academic achievement. 5. I know how to take organized notes.

Group 2: Target Group Students will be identified who earn a final academic grade of D or F on their first quarter Interim Progress Report and/or first quarter report card. Outcome Data Achievement: Students academic grades will be compared from first quarter to third quarter. Group 3: Target Group: Students will be identified who earn a final academic grade of D or F on their second quarter Report Card or their third quarter Interim Progress Report. Outcome Data Outcome Data Achivement: Student grades will be compared from second

school supplies Two lists of School Supplies Physical examples of good and bad binders and book bag Trash bags Materials Session 5: Two large sheets of paper Colored markers Post-It Notes Copies of Workspace Graphic Organizer Copies of Tips for Creating a Positive Workspace Tips for Creating a Home Filing System and Supply Bin

quarter to fourth quarter. Data to be Collected: Academic Daily Progress Reports Weekly gradebook Check Weekly agenda check Interim Progress Report and/or Report Card

Example of a Home Filing System and Supply Bin Materials Session 6: Stop watch Copies of What is your Time Worth worksheet Index Cards Copies of Student Schedules Copies of building maps Highlighters of various colors Materials Session 7: Copies of note-taking inventory Copies of Note-Taking Strategies Handout Large sheet of paper/markers

Copies of Cornell Notes Outline Copies of one page from a textbook 20 colored index cards Highlighters Materials Session 8: Copies of Inspection Rubric Supplies for graduation (certificates, banner, etc.)





Projected Start/End







6th 7th 8th

Children in Change: Children of Divorce and Separation Session One: Getting Started Understanding of Feelings of Family Members Session Two: What Do I Call My New Family? Session Three: New Place to Live Session Four: Ideas about Divorce Session Five: Expressing My Feelings Session Six: Everyone Has Problems Session Seven:

Domain: Social/ Emotional Development Mindset: M 1

Behavior: Self-Management Skills

B- SMS 7

Curriculum Adapted from Divorce Group as outlined in Skills for Living: Group Counseling Activities for Young Adolescents- Vol.2 by Rosemarie Smead Materials Session 1: Construction paper in assorted colors Marker pens in assorted colors Sample Hand Name Tag Chart Paper Materials Session 1: Drawing Paper

Group 1

September 22 To

November 10

Group 2

February 1

To March 22

Group 1 6th grade: 1 students 7th grade: 3 students 8th grade: 2 students Total Students: 6 Group 2 6th grade: 2 students 7th grade: 3 students 8th grade: 3 students Total Students: 8

Perception Data Pre and post (small group sessions) Rating Scale. Type of Survey: Likert Scale: Students will circle the number best indicating their beliefs (1 to 4- Strongly Agree to Strongly Disagree) regarding the three statements : 1. I can think of at least three ways to express my feelings. 2. I am capable of adapting to changing situations. 3. I know how to be resilient. 4. I understand that my family members may feel differently about the divorce situation.

Target Group: Students will be identified based on a needs assessment distributed to students, teachers and parents Outcome Data Behavior: Comparison of the number of discipline referrals for students who participated in the small group counseling sessions -from the first quarter to the third quarter. Data to be Collected: Academic/ Behavioral Daily Progress Reports Weekly gradebook check

Suzanne Perlman TRUST/ School Counselor

Feeling Good About Myself Session Eight: Saying Goodbye

Materials Session 2: Marking pens in assorted colors Materials Session 3: Marking pens in assorted colors Materials Session 4: Divorce Ideas Scale Materials Session 5: Feelings Chart Materials Session 6: Several items of adult clothing (shoes, hats, gloves, purses) Several items belonging to students (sweaters, jackets, notebooks, etc.) Role Play Situations List

Interim Progress Report and/or Report Card

Materials Session 7: Chart Paper Full-length mirror Materials Session 8: Construction paper in assorted colors Stickers Markers in assorted colors





Projected Start/End







6th 7th 8th

Girls Empowerment/Self-Esteem Group Session One: Power Play-Promoting Self-Esteem and Core Values Session Two: Say What? Managing Difficult Emotions Session Three: Who am I Anyway? Respect and Leadership Session Four: What’s Your Story? Fostering Empathy

Domain: Social/ Emotional Development

Behavior: Social Skills B- SS 5 B- SS 8

Curriculum Girls Unlimited Where No Girl Stands Alone Six Life Changing Lessons for Middle School Girls Materials Lesson One Feeling and Emotions Activity Sheet Power Statements Handout Power Roles Chart Activity Sheet

Group 1

November 15 To

December 20

Group 2

March 1 To

April 5

Group 1 6th grade: 5 students 7th grade: 3students 8th grade: 3 students Total Students: 11 Group 2 6th grade: 3 students 7th grade: 4 students 8th grade: 3 students

Pre- and Post (sessions) evaluation consisting of: *Reflective Journaling at the end of the last small group counseling session. *Pre and post- evaluations consisting of four true-or-false questions. Poll students and record the number of true/false responses for each question. 1. I have the ability to succeed in school, home and community. (true/false) 2. If I understand my own emotions, I am better able to develop coping skills. (true/false)

Outcome Data Behavior: Comparison of behavioral referrals for “instigative behaviors” (teasing, name-calling fighting etc.) of students who participated in the small group counseling session. Number of referrals from the first nine weeks to the fourth nine weeks will compared.

Target Group 6th, 7th and 8th grade female students who

Suzie Perlman TRUST/ School Counselor

Session Five: Sisterhood. We are Family. Society’s Expectations and Assumptions About Women Session Six: Circles of Conflict. Good Decision Making Skills and Practice Concepts Learned

Flipchart Markers Materials Lesson Two Feelings and Emotions Activity Sheet Tube(s) of toothpaste Roll of paper towels Plastic spoons Pitcher of water Large, clear plastic cup Important Facts and Figures about Social Media Handout Materials Lesson Three Feelings and Emotions Handout Transparent name tags with photos of

Total Students: 10

3. I have the power to manage my powerful emotions. (true/false)

were identified based on behavior, attendance or achievement (Early Warning Report) Students who were identified based on high academic and/or behavior performance Data to be Collected: Behavioral Referrals Weekly Behavioral Progress Reports from teachers

babies in them Flipchart paper Materials Lesson Four Feelings and Emotions Activity Sheet Cross the Line Statements Cot-out heart with the word Feelings in the Center Masking tape Materials Lesson Five Small pieces of paper Outline of a Woman Handout Daily Affirmations Activity Sheet Ball of yarn Materials Lesson Six

Role Play Scenarios Ball of yarn





Projected Start/End







6th 7th 8th

Coping with Grief Session 1: Getting To Know You Introduction/ Confidentiality and Forming Relationships in the Group Session 2: How Did You Hear? Acknowledging Loss Session 3: What if I am Angry? Session 4: Being Sad Hurts Sometimes Session 5: Remembering My Loved One Session 6:

Domain: Social/ Emotional Development Mindset: M 1


B- SMS 7

Adapted from Coping with Grief and Loss as outlined in Skills for Living: Group Counseling Activities for Young Adolescents- Vol.2 by Rosemarie Smead

January to February

6th grade: 1 students 7th grade: 2 students 8th grade: 1 students Total Students: 4

Entrance and Exit Ticket- Pre- and post evaluation consisting of three yes/no questions: 1. I know at least three ways to express my feelings effectively. (yes/no) 2. I can identify at least four ways to cope when I feel angry or sad. (yes/no) 3. I understand the grieving process. (yes/no)

Target Group Students were identified based on student self-referrals, counselor teacher, administrator and /or parent feedback from a needs assessment. Outcome Data Attendance and Achievement: Track student grades and attendance to compare pre- and post- small-group counseling sessions. Interim Progress Reports and Report

Suzie Perlman

TRUST/ School

Counselor

Stories of Strength and Reflection





Projected Start/End







6th

7th

Academic

Achievement

/College and

Career

Readiness Group

Session 1

Creating a

SMART Goal/

Develop a

Roadmap

Session 2

Educational

Planning for

Middle/High

School

Session 3

How to Succeed

in Life

Session 4

School and

Workplace

Skills

Session 5

I Am Ready to

Work

Domain: Academic Development Mindset: M 4


B –SMS 5

Florida Shines/ My Career Shines- Online Education and Career Planning Tool Florida Department of Education-College and Career Planning Resource Materials Lesson One Activity Sheets: •My SMART PLAN for Success •My S.M.A.R.T. Goal

6th /7th Grade Small Group 1 September 13

To October 18

6th /7th Grade Small Group 2

October 25

To November 29

6th/7th Small Group 3

January 11

To February 15

Group 1 6th grade: 3 students 7th grade: 5 students Total Students: 8 Group 2 6th grade: 4 students 7th grade: 4 students Total Students: 8 Group 3 6th grade: 3 students 7th grade:

Entrance and Exit Ticket. Pre and post session evaluations consisting of five yes/no questions. Questions: 1. I understand the requirements for promotion to the next grade level. (yes/no) 2. I know how to write my goals in SMART goal format. (yes/no) 3. I can identify at least four success traits. (yes/no) 4. I can explain how to explore careers online. (yes/no) 5. I can explain at least three ways to track my academic progress. (yes/no)

Target Group Students who earned a “D” or “F” on their June 2016 report card will be targeted for small groups in September. Students earning “D”s of “F’s on their Interim Progress Reports and/ or Report Cards will be identified for small group responsive services. Outcome Data Achievement Decrease in number of students with “D”s and/or “F”s

Lisette Dobson School Counselor 6th and 7th Grade Small- Group Sessions

•Roadmap to My Future Butcher paper Drawing materials Materials Lesson Two Copy of the middle and high school requirements for promotion worksheet My Education Planning Activity Sheet Copy of the Miami-Dade County Public Schools Student Progression Plan Pens Laptops Materials Lesson Three Six Steps to Success Activity Sheet Success Traits Writing

6 students Total Students: 9 Total number of students affected 23

6. I can identify the 21st Century Skills needed to be successful in school and work. (yes/no)

on their report card. Grade Comparison- Compare grades before and after small-group sessions. Data to be Collected: Weekly agenda check Interim Progress Report Report Card

Exercise and Role Play Materials Lesson Four 21st Century Skills handout Handouts for poster creation Laptops (one for each student) Smart Board Poster paper Markers Online Resources “Workplace Skills” Video Materials Lesson Five Laptops (one for each student) Smart Board Following Directions activity sheet

Tips for a Winning Job Application handout

action plan small group herbert a. ammons middle school · power statements handout power roles...

Documents