highlighted small group action plan · paper 7 students modified summative assessment from second...

HIGHLIGHTED SMALL GROUP ACTION PLAN

School Name: J.W. Alvey Elementary School Group Name: Social Club (Social Skill Building Group)

Goal: Strengthen social skills, increase emotion management, and increase knowledge of problem-solving and communication to positively impact learning and (peer) social interaction

By June of 2016, K-5th Grade students will decrease their discipline referral number by 10% (from 74 in 2014-2015 to 66/67 in 2015-2016).*10% decrease is about 7.5 discipline referrals Target Group: 1st Grade students referred for targeted support

Data to Identify Students: 1st quarter conduct report card scores

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)

Outline of Group Sessions to

be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End

Pam Freybler M 6 (social-

emotional);

B:LS.1,9

(social-

emotional);

B:SM.1,2,7

(social-

emotional);

B:SS.2,4,5,6,9

(social-

emotional)

1. Introduction; Identifying

Feelings

2. Showing Care and Concern

3. Strong Feelings

4. Solving Problems

5. Fair Ways to Play

6. Review and Closure

Second Step 1st

Grade Curriculum

Kit; Computer and

Smart Board;

Home Link

handouts;

crayons/pencils;

paper

5 students Modified Summative

Assessment from

Second Step used as

pre and posttest

(KNOWLEDGE)

Comparison of 1st

quarter and 4th

quarter conduct

report cards scores

(TEACHER RATING)

Group members will

demonstrate a 10%

increase in social skill

knowledge.

Group members will

demonstrate a 10%

increase in conduct

report card scores.

Behavior data from

discipline referrals

Group members will

decrease their

discipline referral

number by 10%.

2/23/16 to

4/12/16

Group References Second Step Grade 1 Classroom Kit. Committee for Children, 2011.




By June of 2016, K-5th Grade students will decrease their discipline referral number by 10% (from 74 in 2014-2015 to 66/67 in 2015-2016).*10% decrease is about 7.5 discipline referrals Target Group: 2nd Grade students referred for targeted support


School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End

Anne Henry M 6 (social-

emotional);

B:LS.1,9

(social-

emotional);

B:SM.1,2,3,7

(social-

emotional);

B:SS.2,4,5,6,8,9

(social-

emotional)

1. Introduction; Identifying

Feelings

2. Respecting Different

Preferences

3. Showing Compassion

4. Emotion Management and

Managing Anger

5. Solving Problems Part 1 and 2

6. Playground Skills and Fairness;

Review and Closure

Second Step 2nd

Grade Curriculum

Kit; Computer and

Smart Board;

Home Link

handouts;

crayons/pencils;

paper


Assessment from

Second Step used as

pre and posttest

(KNOWLEDGE)

Comparison of 1st

quarter and 4th

quarter conduct

report cards scores

(TEACHER RATING)

Group members will

demonstrate a 10%


knowledge.

Group members will

demonstrate a 10%

increase in conduct

report card scores.

Behavior data from


Group members will

decrease their

discipline referral

number by 10%.

2/11/16 to

3/31/16





By June of 2016, K-5th Grade students will decrease their discipline referral number by 10% (from 74 in 2014-2015 to 66/67 in 2015-2016).*10% decrease is about 7.5 discipline referrals Target Group: 3rd Grade students referred for targeted support


School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End


emotional);

B:LS.1,9

(social-

emotional);

B:SM.1,2,5,7

(social-

emotional);

B:SS.2,4,5,6,8,9

(social-

emotional)

1. Introduction; Identifying Others’

Feelings

2. Understanding Perspectives and

Accepting Differences

3. Making Friends

4. Handling Accusations

5. Managing Disappointment,

Anger, and Hurt Feelings

6. Solving Problems Part 1 and 2;

Review and Closure

Second Step 3rd

Grade Curriculum

Kit; Computer and

Smart Board;

Home Link

handouts;

crayons/pencils;

paper


Assessment from

Second Step used as

pre and posttest

(KNOWLEDGE)

Comparison of 1st

quarter and 4th

quarter conduct

report cards scores

(TEACHER RATING)

Group members will

demonstrate a 10%


knowledge.

Group members will

demonstrate a 10%

increase in conduct

report card scores.

Behavior data from


Group members will

decrease their

discipline referral

number by 10%.

2/9/16 to

3/29/16





By June of 2016, K-5th Grade students will decrease their discipline referral number by 10% (from 74 in 2014-2015 to 66/67 in 2015-2016).*10% decrease is about 7.5 discipline referrals Target Group: 4th Grade students referred for targeted support


School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End


emotional);

B:LS.1,4,7,9

(social-

emotional);

B:SM.1,2,5,6,7

(social-

emotional);

B:SS.1-6,8-9

(social-

emotional)

1. Introduction; Empathy and

Respect; Respecting Similarities

and Differences

2. Conversations and Compliments

3. Joining In

4. Calming Down Anger and

Avoiding Jumping to Conclusions

5. Handling Put Downs

6. Solving Problems and Making a

Plan; Review and Closure

Second Step 4th

Grade Curriculum

Kit; Computer and

Smart Board;

Home Link

handouts;

crayons/pencils;

paper


Assessment from

Second Step used as

pre and posttest

(KNOWLEDGE)

Comparison of 1st

quarter and 4th

quarter conduct

report cards scores

(TEACHER RATING)

Group members will

demonstrate a 10%


knowledge.

Group members will

demonstrate a 10%

increase in conduct

report card scores.

Behavior data from


Group members will

decrease their

discipline referral

number by 10%.

2/10/16 to

3/30/16





By June of 2016, K-5th Grade students will decrease their discipline referral number by 10% (from 74 in 2014-2015 to 66/67 in 2015-2016).*10% decrease is about 7.5 discipline referrals Target Group: 5th Grade students referred for targeted support


School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End


emotional);

B:LS.1,4,7,9

(social-

emotional);

B:SM.1,2,5,6,7

(social-

emotional);

B:SS.1-6,8-9

(social-

emotional)

1. Introduction; Empathy and

Respect; Taking Others’

Perspectives

2. Disagreeing Respectfully

3. Calming Down and Managing

Frustration

4. Handling Put Downs and

Resisting Revenge

5. Solving Problems and Making a

Plan

6. Dealing with Gossip

7. Dealing with Peer Pressure;

Review and Closure

Second Step 5th

Grade Curriculum

Kit; Computer and

Smart Board;

Home Link

handouts;

crayons/pencils;

paper


Assessment from

Second Step used as

pre and posttest

(KNOWLEDGE)

Comparison of 1st

quarter and 4th

quarter conduct

report cards scores

(TEACHER RATING)

Group members will

demonstrate a 10%


knowledge.

Group members will

demonstrate a 10%

increase in conduct

report card scores.

Behavior data from


Group members will

decrease their

discipline referral

number by 10%.

2/11/16 to

4/1/16


SMALL GROUP ACTION PLAN

School Name: J.W. Alvey Elementary School Group Name: Stress Busters (Fears and Worries Coping Skill Building Group)

Goal: Increase emotion management skills to positively impact learning By June of 2016, K-5th Grade students will increase their average daily attendance rate by 0.5 (from 96.3% in 2014-2015 to 96.8% in 2015-2016). K-5th Grade students will also decrease the percentage of chronically absent students (10+ days) by 10% (from 18.4% in 2014-2015 to 16.6% in 2015-2016). Target Group: 1st Grade students referred for targeted support

Data to Identify Students: Family referrals, staff referrals

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End


emotional);

B:SM.2,6,7

(social-

emotional)

1. Introduction; Stress in Your

Body

2. Stop Signal; Deep Breathing

3. Positive Self-Talk

4. Stress craft; Review and

Closure

Website videos;

counselor created

scenarios and

materials; beads;

pipe cleaners

3 students Student pre and post

tests (ATTITUDE and

KNOWLEDGE)

Family pre and post

tests (ATTITUDE)

Attendance data from

SMS

10/29/15 to

12/3/15

Group References www.youtube.com/watch?v=gYS6-0KhiQc (Breathing Butterfly video) www.gonoodle.com/channels/think-about-it/find-peace?source=search (Find Peace video)

http://www.youtube.com/watch?v=gYS6-0KhiQc

http://www.gonoodle.com/channels/think-about-it/find-peace?source=search


School Name: J.W. Alvey Elementary School

Group Name: Stress Busters (Fears and Worries Coping Skill Building Group)

Goal: Increase emotion management skills to positively impact learning By June of 2016, K-5th Grade students will increase their average daily attendance rate by 0.5 (from 96.3% in 2014-2015 to 96.8% in 2015-2016). K-5th Grade students will also decrease the percentage of chronically absent students (10+ days) by 10% (from 18.4% in 2014-2015 to 16.6% in 2015-2016). Target Group: 2nd Grade students referred for targeted support Data to Identify Students: Family referrals, staff referrals

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End


emotional);

B:SM.2,6,7

(social-

emotional)

Introduction; Stress in Your Body

2. Stop Signal; Deep Breathing

3. Positive Self-Talk

4. Stress craft; Review and

Closure

Website videos;

counselor created

scenarios and

materials; beads;

pipe cleaners


tests (ATTITUDE and

KNOWLEDGE)

Family pre and post

tests (ATTITUDE)


SMS

10/29/15 to

12/1/15

Group References www.youtube.com/watch?v=gYS6-0KhiQc (Breathing Butterfly video) www.gonoodle.com/channels/think-about-it/find-peace?source=search (Find Peace video)

http://www.youtube.com/watch?v=gYS6-0KhiQc

http://www.gonoodle.com/channels/think-about-it/find-peace?source=search



Group Name: Stress Busters (Fears and Worries Coping Skill Building Group) Goal: Increase emotion management skills to positively impact learning

By June of 2016, K-5th Grade students will increase their average daily attendance rate by 0.5 (from 96.3% in 2014-2015 to 96.8% in 2015-2016). K-5th Grade students will also decrease the percentage of chronically absent students (10+ days) by 10% (from 18.4% in 2014-2015 to 16.6% in 2015-2016). Target Group: 3rd/4th Grade students referred for targeted support Data to Identify Students: Family referrals, staff referrals

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End


emotional);

B:SM.2,6,7

(social-

emotional)

1. Introduction; How The Body

Feels When Stressed

2. Escape Plans and Stress

Relievers to Avoid

3. Tools for Fixing Stress Messes

4. Worry Bottles; Review and

Closure

Stress Can Really

Get On Your

Nerves book;

crayons/pencils;

paper; plastic

water bottles,

glitter, glue,

beads, food

coloring


tests (ATTITUDE and

KNOWLEDGE)

Family pre and post

tests (ATTITUDE)


SMS

10/23/15 to

11/20/15

Group References Stress Can Really Get On Your Nerves. Trevor Romain and Elizabeth Verdick. Free Spirit Publishing, 2005.



Group Name: Stress Busters (Fears and Worries Coping Skill Building Group)

Goal: Increase emotion management skills to positively impact learning By June of 2016, K-5th Grade students will increase their average daily attendance rate by 0.5 (from 96.3% in 2014-2015 to 96.8% in 2015-2016). K-5th Grade students will also decrease the percentage of chronically absent students (10+ days) by 10% (from 18.4% in 2014-2015 to 16.6% in 2015-2016). Target Group: 5th Grade students referred for targeted support Data to Identify Students: Family referrals, staff referrals

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End


emotional);

B:SM.2,6,7

(social-

emotional)

1. Introduction; What is Stress?

2. Calming Down Steps (Second

Step)

3. Self-Talk Scenarios


Calm Down music

video; Second

Step video

scenarios


tests (ATTITUDE and

KNOWLEDGE)

Family pre and post

tests (ATTITUDE)


SMS

12/3/15 to

1/5/16



School Name: J.W. Alvey Elementary School Group Name: Challengers (Special Needs Sibling Support Group)

Goal: Increase emotion management skills and empathy to positively impact (sibling) social interaction By June of 2016, K-5th Grade students will decrease their discipline referral number by 10% (from 74 in 2014-2015 to 66/67 in 2015-2016).*10% decrease is about 7.5 discipline referrals Target Group: 1st-4th Grade students referred for targeted support Data to Identify Students: Family referrals, staff referrals

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End

Anne Henry B:SM.6-7

(social-

emotional);

B:SS.2-4

(social-

emotional)

1. Introduction; My Family

2. What It’s Like to Love Someone

With Special Needs

3. Stories and Tips from Special

Brothers and Sisters

4. Finding Supports

5. Family Pride; Art work

6. Review and Closure; Celebration

with Brothers and Sisters

Special Brothers

and Sisters book;

paper;

crayons/pencils;

fingerpaints


tests (ATTITUDE and

KNOWLEDGE)

Family pre and post

tests (ATTITUDE)

Behavior data from


10/20/15 to

11/17/15

Group References Special Brothers and Sisters: Stories and Tips for Siblings of Children with Special Needs, Disability, or Serious Illness by Annette Hames and Monica McCaffrey, Jessica Kingsley Publishers, 2005.


School Name: J.W. Alvey Elementary School Group Name: Operation Kid Connect (Military Family Support Group)

Goal: Increase emotion management skills to positively impact learning and (peer) social interaction A) By June of 2016, K-5th Grade students will increase their average daily attendance rate by 0.5 (from 96.3% in 2014-2015 to 96.8% in 2015-2016). K-5th

Grade students will also decrease the percentage of chronically absent students (10+ days) by 10% (from 18.4% in 2014-2015 to 16.6% in 2015-2016).

B) By June of 2016, K-5th Grade students will decrease their discipline referral number by 10% (from 74 in 2014-2015 to 66/67 in 2015-2016).*10% decrease is about 7.5 discipline referrals

Target Group: 1st-3rd Grade students referred for targeted support Data to Identify Students: Family referrals, staff referrals

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End


emotional);

B:SM.6-7

(social-

emotional);

B:SS.2-3

(social-

emotional)

1. Introduction; My Military Family

2. Making Friends

3. Deployment and Moving

4. Finding Supports

5. Military Pride


Working With

Military Children

curriculum;

counselor-created

handouts;

crayons/pencils;

paper


tests (ATTITUDE and

KNOWLEDGE)

Family pre and post

tests (ATTITUDE)


SMS

Behavior data from


10/30/15 to

11/20/15

Group References Working With Military Children: A Primer For School Personnel. Virginia Joint Military Family Services Board, 2003.


School Name: J.W. Alvey Elementary School Group Name: Operation Kid Connect (Military Family Support Group)




Target Group: 4th-5th Grade students referred for targeted support Data to Identify Students: Family referrals, staff referrals

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End


emotional);

B:SM.6-7

(social-

emotional);

B:SS.2-3

(social-

emotional)

1. Introduction; My Military Family

2. What It’s Like to Love Someone

in the Military

3. Deployment and Moving

4. Finding Supports

5. Military Pride


Working With

Military Children

curriculum;

counselor-created

handouts;

crayons/pencils;

paper


tests (ATTITUDE and

KNOWLEDGE)

Family pre and post

tests (ATTITUDE)


SMS

Behavior data from


10/19/15 to

11/23/15

Group References Working With Military Children: A Primer For School Personnel. Virginia Joint Military Family Services Board, 2003.


School Name: J.W. Alvey Elementary School Group Name: Amazing Rays (Chronic Health Condition Support Group)

Goal: Increase emotion management skills to positively impact learning and (peer) social interaction By June of 2016, K-5th Grade students will increase their average daily attendance rate by 0.5 (from 96.3% in 2014-2015 to 96.8% in 2015-2016). K-5th Grade students will also decrease the percentage of chronically absent students (10+ days) by 10% (from 18.4% in 2014-2015 to 16.6% in 2015-2016). Target Group: 2nd-5th Grade students referred for targeted support


School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End


emotional);

B:SM.6-7

(social-

emotional);

B:SS.2,3,8

(social-

emotional)

1. Introduction; My Story.

2. Exploring Our Conditions

(Special Kids in School Series)

3. Dealing With Our Challenges;

Art work

4. I Am More Than My Chronic

Condition


Special Kids in

School Series

books;

crayons/pencils;

paper; scissors;


tests (ATTITUDE and

KNOWLEDGE)

Family pre and post

tests (ATTITUDE)


SMS

10/21/15 to

11/24/15

Group References Expressive Arts Interventions for School Counselors. Suzanne Degges-White and Bonnie R. Colon, Springer Publishing Company, 2014. Taking Diabetes to School. Kim Gosselin and Moss Freedman, JayJo Books, 2004. Taking Food Allergies to School. Ellen Weiner and Moss Freedman, JayJo Books, 1999. Taking Seizure Disorders to School. Kim Gosselin and Moss Freedman, JayJo Books, 2001.


School Name: J.W. Alvey Elementary School Group Name: Study Club (Study Skill Building Group)

Goal: Strengthen work habits and increase knowledge of listening techniques to positively impact learning By June of 2016, small group participants will increase their work habits report card scores by 25% (related to our academic program goal of improving reading achievement). Target Group: 1st Grade students referred for targeted support Data to Identify Students: 1st quarter work habits report card scores

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End

Anne Henry M 2

(academic);

B:LS.4

(academic);

B.SM.3,6

(academic);

B.SS.1,3,8

(academic)

1. Introduction; Listening to Learn

2. Focusing Attention

3. Following Directions

4. Self-Talk for Learning

5. Being Assertive

6. Managing Worry (about school

work)


Second Step 1st

Grade Curriculum

Kit; Computer and

Smart Board;

Home Link

handouts;

crayons/pencils;

paper


Assessment from

Second Step used as

pre and posttest

(KNOWLEDGE)

Comparison of 1st

quarter and 4th

quarter work habits

report cards scores

(TEACHER RATING)

Academic report card

scores

12/7/15 to

2/29/16




Goal: Strengthen work habits and increase knowledge of listening techniques to positively impact learning By June of 2016, small group participants will increase their work habits report card scores by 25% (related to our academic program goal of improving reading achievement). Target Group: 2nd Grade students referred for targeted support Data to Identify Students: 1st quarter work habits report card scores

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End

Anne Henry M 2

(academic);

B:LS.4,7

(academic);

B.SM.3,6

(academic);

B.SS.1,3,8

(academic)

1. Introduction; Being Respectful

2. Focusing Attention and

Listening

3. Using Self-Talk

4. Being Assertive

5. Finishing Tasks

6. Managing Anxious Feelings

(about school work)


Second Step 2nd

Grade Curriculum

Kit; Computer and

Smart Board;

Home Link

handouts;

crayons/pencils;

paper


Assessment from

Second Step used as

pre and posttest

(KNOWLEDGE)

Comparison of 1st

quarter and 4th

quarter work habits

report cards scores

(TEACHER RATING)


scores

12/8/15 to

3/1/16




Goal: Strengthen work habits and increase knowledge of study techniques to positively impact learning By June of 2016, small group participants will increase their work habits report card scores by 25% (related to our academic program goal of improving reading achievement). Target Group: 3rd Grade students referred for targeted support Data to Identify Students: 1st quarter work habits report card scores

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End

Anne Henry M 6

(academic);

B:LS.3,4,7

(academic);

B:SM.3,5,6

(academic);

B:SS.8

(academic)

1. Introduction and Goal Setting

2. Annie’s Plan; Writing Goals in

Agenda

3. Writing Reminders; Maintaining

a Folder or Agenda

4. Paying Attention; Visual and

Auditory Attention Skills Games

5. Organizational Methods; Map of

Backpack, Desk, Cubby

6. Homework Strategies

7. Study and Test-Taking Methods


Annie’s Plan book;

agendas; mini

handouts

(counselor-

created) to staple

into agendas;

Legos;

crayons/pencils;

paper


tests (ATTITUDE)

Comparison of 1st

quarter and 4th

quarter work habits

report cards scores

(TEACHER RATING)


scores

12/8/15 to

3/1/16

Group References Annie’s Plan: Taking Charge of Schoolwork and Homework. Jeanne R. Kraus, Magination Press, 2006. How to Do Homework Without Throwing Up. Trevor Romain and Elizabeth Verdick, Free Spirit Publishing, 2005. “Organize, Focus, Get It Done.” www.kidshealth.org Reviewed by D’Arcy Lyness, PhD, 2014. “Six Steps to Smarter Studying.” www.kidshealth.org Reviewed by Mary L. Gavin, MD, 2013.

http://www.kidshealth.org/




Goal: Strengthen work habits and increase knowledge of study techniques to positively impact learning By June of 2016, small group participants will increase their work habits report card scores by 25% (related to our academic program goal of improving reading achievement). Target Group: 4th Grade students referred for targeted support Data to Identify Students: 1st quarter work habits report card scores

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End

Anne Henry M 6

(academic);

B:LS.3,4,7

(academic);

B:SM.3,5,6

(academic);

B:SS.8

(academic)

1. Introduction and Goal Setting

2. Annie’s Plan; Writing Goals in

Agenda

3. Writing Reminders; Maintaining

a Folder or Agenda

4. Paying Attention; Visual and

Auditory Attention Skills Games

5. Organizational Methods; Map of

Backpack, Desk, Cubby

6. Homework Strategies

7. Study and Test-Taking Methods



agendas; mini

handouts

(counselor-

created) to staple

into agendas;

Legos;

crayons/pencils;

paper

14 students (2 groups)

Student pre and post

tests (ATTITUDE)

Comparison of 1st

quarter and 4th

quarter work habits

report cards scores

(TEACHER RATING)


scores

12/10/15 to

3/4/16

Group References Annie’s Plan: Taking Charge of Schoolwork and Homework. Jeanne R. Kraus, Magination Press, 2006. How to Do Homework Without Throwing Up. Trevor Romain and Elizabeth Verdick, Free Spirit Publishing, 2005. “Organize, Focus, Get It Done.” www.kidshealth.org Reviewed by D’Arcy Lyness, PhD, 2014. “Six Steps to Smarter Studying.” www.kidshealth.org Reviewed by Mary L. Gavin, MD, 2013.





Goal: Strengthen work habits and increase knowledge of study techniques to positively impact learning A) By June of 2016, 5th Grade Hispanic students (Gap Group #3) will increase their scores on the reading SOL tests by 5% (from a 75% passing rate in

2014-2015 to a 79% passing rate in 2015-2016. B) By June of 2016, small group participants will increase their work habits report cards scores by 25%.

Target Group: 5th Grade students referred for targeted support Data to Identify Students: 1st quarter work habits report card scores, special group membership consideration for Hispanic students

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End

Pam Freybler M 6

(academic);

B:LS.3,4,7

(academic);

B:SM.3,5,6

(academic);

B:SS.8

(academic)

1. Introduction; Ready to Learn Study Skills 2. Organization 3. Time Management 4. Agenda Usage 5. Test-Taking Skills 6. Tips for Testing 7. Review and Closure

On Your Way to

School Success

workbook;

handouts

(counselor-

created);

certificates;

crayons/pencils;

paper

15 students (2 groups)


tests (ATTITUDE)

Comparison of 1st

quarter and 4th

quarter work habits

report cards scores

(TEACHER RATING)


scores

Gap Group #3

reading SOL test

scores

2/23/16 to

4/26/16

Anne Henry M 6

(academic);

B:LS.3,4,7

(academic);

B:SM.3,5,6

(academic);

B:SS.8

(academic)

1. Introduction and Goal Setting 2. Annie’s Plan; Writing Goals in Agenda 3. Writing Reminders; Maintaining a Folder or Agenda 4. Paying Attention; Visual and Auditory Attention Skills Games 5. Organizational Methods; Map of Backpack, Desk, Cubby 6. Homework Strategies 7. Study and Test-Taking Methods 8. Review and Closure


agendas; mini

handouts

(counselor-

created) to staple

into agendas;

Legos;

crayons/pencils;

paper

4 students

(Special Education lunch group)


tests (ATTITUDE)

Comparison of 1st

quarter and 4th

quarter work habits

report cards scores

(TEACHER RATING)


scores

Gap Group #3

reading SOL test

scores

12/10/15 to

3/10/16

Group References Annie’s Plan: Taking Charge of Schoolwork and Homework. Jeanne R. Kraus, Magination Press, 2006. How to Do Homework Without Throwing Up. Trevor Romain and Elizabeth Verdick, Free Spirit Publishing, 2005. Large Group Guidance Activities: A K-12 Sourcebook. Joe Wittmer and Diane W. Thompson. Educational Media Corp, 2006. On Your Way to School Success. Woodburn Press, 2014. “Organize, Focus, Get It Done.” www.kidshealth.org Reviewed by D’Arcy Lyness, PhD, 2014. “Six Steps to Smarter Studying.” www.kidshealth.org Reviewed by Mary L. Gavin, MD, 2013.




School Name: J.W. Alvey Elementary School Group Name: Secret Agents (Service Learning Group)

Goal: Increase social responsibility to positively impact learning and (peer and adult) social interaction A) By June of 2016, K-5th Grade students will increase their average daily attendance rate by 0.5 (from 96.3% in 2014-2015 to 96.8% in 2015-2016). K-5th Grade students will also decrease the percentage of chronically absent students (10+ days) by 10% (from 18.4% in 2014-2015 to 16.6% in 2015-2016). B) By June of 2016, K-5th Grade students will decrease their discipline referral number by 10% (from 74 in 2014-2015 to 66/67 in 2015-2016).*10% decrease is about 7.5 discipline referrals

Target Group: 5th Grade students with limited prior leadership experience Data to Identify Students: Self-referrals (applications), rosters of other Alvey leadership organizations

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End


emotional);

B:LS.4,7

(social-

emotional);

B:SM.3-5

(social-

emotional);

B:SS.2,3,5

(social-

emotional)

1. Introduction; Operation Code Name 2. Operation Kind Mind (giving compliments) 3. Operation Good Word (thanking people for their service) 4. Operation Clean Machine (cleaning school and community) 5. Operation Swift Gift (making service coupons for loved ones) 6. Operation Apple Drop (heroes and inspiration) 7. Operation Amazing Media (examples of service and kindness in community/world); 8. Agent Revelation; Review and Closure

Application

handouts; secret

agent journals

(counselor-

created);

crayons/pencils;

magazines,

Go!Animate

software for

secret agent

advertisement and

revelation video;

morning

announcement

equipment


tests (ATTITUDE)


SMS

Behavior data from


4/29/16 to

6/17/16

Group References Idea for group and 5 missions from Julie Chamberlain, Professional School Counselor at Tyler Elementary, PWCS, 2011. Secret Agents. Marco Products (out of print)



Group Name: Changing Families (Separation and Divorce Support Group)

Goal: Increase emotion management skills to positively impact learning and (peer) social interaction A) By June of 2016, K-5th Grade students will increase their average daily attendance rate by 0.5 (from 96.3% in 2014-2015 to 96.8% in 2015-2016). K-5th Grade students will also decrease the percentage of chronically absent students (10+ days) by 10% (from 18.4% in 2014-2015 to 16.6% in 2015-2016). B) By June of 2016, K-5th Grade students will decrease their discipline referral number by 10% (from 74 in 2014-2015 to 66/67 in 2015-2016).*10% decrease is about 7.5 discipline referrals

Target Group: 1st Grade students referred for targeted support


School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End


emotional);

B:SM.6-7

(social-

emotional);

B:SS.2-3

(social-

emotional)

1. Introduction; Emily’s Blue

Period

2. Changes in My Family

3. Handling My Feelings

4. Collage of My Home; Review

and Closure

Emily’s Blue

Period book;

counselor-created

handouts;

crayons/pencils;

paper


tests (ATTITUDE and

KNOWLEDGE)

Family pre and post

tests (ATTITUDE)


SMS

Behavior data from


5/24/16 to

6/16/16

Group References Emily’s Blue Period. Cathleen Daly. Roaring Brook Press, 2014.







Target Group: 3rd Grade students referred for targeted support Data to Identify Students: Family referrals, staff referrals

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End


emotional);

B:SM.6-7

(social-

emotional);

B:SS.2-3

(social-

emotional)


Period

2. My Family Puzzle

3. How to Handle My Feelings


and Closure

Emily’s Blue

Period book;

counselor-created

handouts;

crayons/pencils;

paper


tests (ATTITUDE and

KNOWLEDGE)

Family pre and post

tests (ATTITUDE)


SMS

Behavior data from


5/26/16 to

6/16/16








Target Group: 4th-5th Grade students referred for targeted support Data to Identify Students: Family referrals, staff referrals

School

Counselor(s)

ASCA

Domain &

Standard

(Mindsets &

Behaviors)


be Delivered

Resources

Needed

Process Data

(Projected

number of

students

affected)

Perception Data

(Type of surveys

to be used)

Outcome Data

(Achievement,

attendance and/or

behavior data to be

collected)

Project

Start/End


emotional);

B:SM.6-7

(social-

emotional);

B:SS.2-3

(social-

emotional)


Period

2. My Family Puzzle

3. Handling My Feelings; Wishes


and Closure

Emily’s Blue

Period book;

counselor-created

handouts;

crayons/pencils;

paper


tests (ATTITUDE and

KNOWLEDGE)

Family pre and post

tests (ATTITUDE)


SMS

Behavior data from


5/26/16 to

6/16/16


highlighted small group action plan · paper 7 students modified summative assessment from second...

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