RESULTS REPORT

SMALL GROUP

Grade Level Group Topic

ASCA Domain and Mindsets & Behaviors

Standard(s) Projected Start/End

Process Data (Number of

students affected)

Perception Data (Data from surveys/

assessments)

Outcome Data (Achievement, attendance

and/or behavior data) Implications

7 Cultural Diversity

Domain Social/

Emotional Developmen

t

M1

B-SMS 2 B-SS 5

October 2016

thru

February

2017

31 7th Grade Students Group 1:

5 Students Group 2:

8 Students Group 3:

8 Students

Group 4:

10 Students 8 Group

Sessions planned:

Session

length planned: 30 minutes

Overall Perception pre data gathered by verbal activity evaluation at the beginning of each session to monitor learning, understanding, and gather participants’ opinions regarding the value of the intervention or activity. Overall Perception post data gathered by verbal activity evaluation at the end of each session to monitor learning, understanding, and gather participants’ opinions regarding the value of the intervention or activity as follows:

Session 1:

Questions asked verbally and student responses calculated by counting a

From the 31 students that participated in the small groups, 31 were referred for cultural sensitivity mediation/infractions during the first nine-weeks. During the second nine-weeks 11 students were referred for cultural sensitivity mediation/infractions.

During the third nine-

weeks 4 students were referred for cultural sensitivity mediation/infractions.

During the final nine-

weeks of school 1 student was referred for cultural sensitivity mediation/infractions therefore we met and exceeded our goal.

As the data demonstrated, there was a reduction of

By building an awareness of cultural diversity and respect for each other, our perception and outcome data indicated that my goal to meet the social/emotional needs of our students to accept each other, and work together to create a safe learning environment was met.

The small group lessons were

evidenced-based and designed to support my program goals and the Mindsets and Behaviors by providing the opportunity for students to understand how different peoples’ views influence the way people respond to conflict. In addition, the group lessons encouraged student to be accepting of each other and to be responsible for their behavior. They also challenged students to believe that they could be a mentor or role model by their response to cultural diversity.

Accordingly, the outcome data

indicates that the small group

show of hands raised to each question below:

1. I was born in the

United States.

(True/False)

Pre Survey Results: (1 out of 31 students or 3% raised their hands when asked if it was TRUE)

Post Survey Results: (1 out of 31 students or 3% raised their hands when asked if it was FALSE) 2. I was born in a

country outside

the United States.

(True/False)

Pre Survey Results: (30 out of 31 students or 97% raised their hands when asked if it was TRUE) Post Survey Results: (30 out of 31 students or 97% raised their hands when asked if it was FALSE)

3. I can speak more

than one

administrative and counselor referrals for cultural sensitivity mediations and as a result the total number of indoor suspensions for all 6th-8th graders declined from 12% (111 students) in 2015-2016 to 3% (24 students) in 2016-2017.

was delivered effectively as the number of students being referred for cultural sensitivity mediation/infractions was reduced. Additionally, we also saw a reduction in indoor suspension infractions school-wide as a result of changing the students’ mindset to foster a safe school culture.

Next year, I believe these small

groups should be continued with adjustments as needed to fit the needs of our students depending on the new school year grade-level academic and social-emotional trends. These small group lessons had a definite impact on student’s understanding of what being cultural sensitive to each other means. For example, I heard English speaking students celebrating ESOL students they tried to speak and practice their English skills while in passing from one to another. This was unique because normally I would have to stop students from making fun of the ESOL students. With such a large immigrant population in our school it is going to be vital to ensure that we incorporate some of these lessons into the core curriculum lessons that every student in our school receives. By doing so, we are ensuring that all students receive a comprehensive school counseling program that meets

language.

(True/False)

Pre Survey Results: (16 out of 31 students or 52% raised their hands when asked if it was TRUE) Post Survey Results: (20 out of 31 students or 65% raised their hands when asked if it was TRUE)

Session 2: (Lesson Plan 1)

Questions asked verbally and student responses calculated by counting a show of hands raised to each question below:

1. People make fun

of other people

who are different

from them?

(True/False)

Pre Survey Results: (28 out of 31 students or 90% raised their hands when asked if it was TRUE) Post Survey Results: (13 out of 31 students or 42% raised their hands when asked if it was TRUE)

their social/emotional, career and academic needs.

As I further reflect, I see the

need to provide informational and skill building workshops for parents/guardians that complement the acceptance of cultural diversity and solve conflict. To facilitate this process, I will collaborate with community leaders to identify resources promoting cultural acceptance and positive responding to conflict so that I can provide parent outreach sessions.

2. Meeting someone

different from me

makes my life

better?

(True/False)

Pre Survey Results: (7 out of 31 students or 23% raised their hands when asked if it was TRUE) Post Survey Results: (16 out of 31 students or 52% raised their hands when asked if it was TRUE)

3. I learned

something by

talking to

someone who

was different

than me today?

(True/False)

Pre Survey Results: (13 out of 31 students or 42% raised their hands when asked if it was TRUE) Post Survey Results: (22 out of 31 students or 71% raised their hands when asked if it was TRUE)

Session 3: (Lesson Plan 2)

Questions asked verbally and student responses calculated by counting a show of hands raised to each question below:

1. I have a role

model, mentor,

and or hero in my

life in my web of

influence?

(True/False)

Pre Survey Results: (6 out of 31 students or 19% raised their hands when asked if it was TRUE) Post Survey Results: (18 out of 31 students or 58% raised their hands when asked if it was TRUE)

2. I believe that my

role model,

mentor, and or

hero has taught

me to treat others

with respect.

(True/False)

Pre Survey Results: (6 out of 31 students or 19% raised their hands

when asked if it was TRUE) Post Survey Results: (21 out of 31 students or 68% raised their hands when asked if it was TRUE)

3. I know that I can

uplift and

positively

influence

students within

my web of

influence.

(True/False)

Pre Survey Results: (8 out of 31 students or 26% raised their hands when asked if it was TRUE) Post Survey Results: (23 out of 31 students or 74% raised their hands when asked if it was TRUE)

Session 4: (Lesson Plan 3) I am about to read a series of statements to the entire group that some students experience.

If you agree with the statements, you should raise your hand and remain with your hand

raised until I ask you to put it down.

1. I believe that all

cultures have

“rules (codes)”

like acts of

courage, or

“never leave a

man/woman

behind”.

Pre Survey Results: (12 out of 31 students or 39% raised their hands when because they AGREED) Post Survey Results: (19 out of 31 students or 61% raised their hands because they AGREED) 2. My culture

(heritage)

influences how I

treat others?

Pre Survey Results: (31 out of 31 students or 100% raised their hands because they AGREED) Post Survey Results: (31 out of 31 students or 100% raised their hands because they AGREED)

Session 5: (Lesson Plan 4)

Questions asked verbally and student responses calculated by counting a show of hands raised to each question below:

1. I believe that guys

and girls can just

be friends.

(Yes/No)

Pre Survey Results: (11 out of 31 students or 35% raised their hands when asked YES) Post Survey Results: (19 out of 31 students or 61% raised their hands when asked YES) 2. I believe I am

capable of being a

caring friend.

(Yes/No)

Pre Survey Results: (17 out of 31 students or 54% raised their hands when asked YES) Post Survey Results: (27 out of 31 students or 87% raised their

hands when asked YES)

3. I can get

appropriate help

from a trusted

adult when I feel I

am in a

possessive

relationship.

(Yes/No)

Pre Survey Results: (6 out of 31 students or 19% raised their hands when asked YES) Post Survey Results: (13 out of 31 students or 42% raised their hands when asked YES)

Session 6: Questions asked verbally and student responses calculated by counting a show of hands raised to each question below: 1. I believe that conflict

creates problems

rather than solve

them. (Yes/No)

Pre Survey Results: (29 out of 31 students or 94% raised their

hands when asked YES) Post Survey Results: (11 out of 31 students or 35% raised their hands when asked YES) 2. I know a

“strategy” to use

to diffuse conflict.

(Yes/No)

Pre Survey Results: (4 out of 31 students or 13% raised their hands when asked YES) Post Survey Results: (31 out of 31 students or 100% raised their hands when asked YES)

Session 7: Questions asked verbally and student responses calculated by counting a show of hands raised to each question below:

1. I believe that

anyone can be a

leader. (Yes/No)

Pre Survey Results: (29 out of 31 students or 94% raised their

hands when asked YES) Post Survey Results: (31 out of 31 students or 100% raised their hands when asked YES) 2. I consider myself

a leader among

my peers.

(Yes/No)

Pre Survey Results: (7 out of 31 students or 23% raised their hands when asked YES) Post Survey Results: (17 out of 31 students or 55% raised their hands when asked YES)

Session 8: Questions asked verbally and student responses calculated by counting a show of hands raised to each question below:

1. I believe that a

person’s

character is

formed by his/her

struggles and

obstacles that

they have had to

confront in their

lives. (Yes/No)

Pre Survey Results: (3 out of 31 students or 10% raised their hands when asked YES) Post Survey Results: (13 out of 31 students or 42% raised their hands when asked YES) 2. I know that I can

leave a legacy by

accepting others

and being

culturally

sensitive to them.

(Yes/No)

Pre Survey Results: (1 out of 31 students or 3% raised their hands when asked YES) Post Survey Results: (9 out of 31 students or 29% raised their hands when asked YES)