Section  IV

Highlighted Activities for each Service Component

Student Outcome Data Visualization

Data received in the BOY and MOY from student, staff, and parent surveys showed students were struggling in a wide range of areas for their grade levels. Teachers were asked to refer students that struggled with these within their grade level. 

There were 60 students that received information packets from the teacher referrals. Of those, 21 students participated within individual counseling and 39 within small groups. These groups ranged from personal accountability to grief support. (Graph A below)

Of the individual partipants, the Anxiety Support counseling student showed true growth within coping skills and even better, learned self advocacy. The student's homeroom teacher even nominated the student as being a leader in her own success by showing self advocacy. The 5th grade student was asked to share knowledge of coping skills during the pre-session and post counseling conference. (Graph B below)

Parent & School Collaboration

In an effort to provide students the tools to support self regulation and peer conflicts, Mrs. Brown collaborated with parents from the Hanna Springs PTSO to install school wide initiatives. 

The first project was to make a sensory path that would be accessible for students requesting breaks and staff led calm down sessions. This allowed students to get their wiggles out, reset focus, and enabled student advocacy for needing a reset in their day. For an added bonus, whole classes would be caught taking a quick lap, and the teachers would engage on the sensory path as well. 

For the second project, the PTSO made and installed three Peace Paths, in the 1st/2nd grade, 3rd grade, and the 4th/5th grade hallways to support conflict resolution. When students had a falling out at recess or a disagreement during lunch, they learned to make 'I felt...' statements to the other party which allowed for conversations to happen. These student-led conversations helped students determine the root of their problems, allowing them to take the lead within the resolution. Within this initiative, teachers and administrators were asked to allow students to take the lead; promoting student advocacy and guiding students to build lifelong conflict resolution skills. 

During whole group opportunities, students engaged in guidance lessons to utilize school wide initiatives. Individuals or small groups were pulled to reteach the concepts, as needed. 

Calendar of Activities

Lesson Schedule

Classroom guidance lessons were held during the homeroom teachers preferred time frame and day of the week, that worked within their schedule. Teachers were always given the opportunity to reschedule for a different time/date in order to work within the parameters of their classroom needs. 

Small group lessons were mostly held as lunch bunches, to not take away from core curriculum. For groups that crossed grade levels, Mrs. Brown worked with homeroom teacher schedules to ensure they didnt directly conflict with core teaching blocks.