Ninth Grade Retention Group: Female Edition

Erika Johnson, M.A. & Facilitator #2 Town High School 2012-2013

Updated: 4/28/2013

Table of Contents Group Purpose... Description of Population.. Meeting Site and Group Size Timeframe of Group Selection Criteria... Recruitment Screening Procedures. Expectations of Facilitators and Participants. Group Preparation/Pre-group Meeting.. Group Structure and Format.. Evaluation Procedures.. Plans for Follow-Up.. Ethical, Legal, and Professional Concerns Facilitator Qualifications... Post-Group Outcomes....... Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H Appendix I Appendix J 1 1 1 1 2 2 2 3 3 4 9 9 9 9 10 15 17 19 20 22 24 25 28 32 36

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Group Purpose The purpose of the group would be to help young adults enhance their academic performance in order to proceed to the next grade. High school can be a very challenging period in a teenagers life due to multiple variables such as the prevalence of bullying, expectations from peers and social groups, pressure from life outside of school, as well as challenges within their family dynamics. The group would provide a safe environment for the students to express their concerns and receive support. Through group discussion the goal would be for student to become aware of the challenges they face and find a sense of collectiveness from others experiencing similar obstacles. Exercises and activities would be utilized in the sessions in order to teach students how to combat negative thoughts and acknowledge their strengths. Through the use of goal setting and plan implementation students will discover their need of belonging, power, self-confidence, responsibility and fun. The end result would hopefully allow students to improve their overall wellbeing and achieve academic success. Kayler and Sherman (2009) found that psychoeducational groups can be effective for improving study skills for an at-risk ninth grade population. The inclusion of both cognitive and metacognitive skills enhances student learning, and attitudes towards achievement and success. Additionally, participating in groups allows s tudents to develop and maintain connections to others while exploring factors that influence achievement (Kayler & Sherman, 2009, p. 434). Based on these findings the group aims to include cognitive and behavioral components to each session to aid skill development. Through their participation, students will make connections to other students who are similar to them and face similar challenges.

Description of Population Teenage girls who are repeating the 9th grade for the 2nd or 3rd time will be the population of the group. A group of 17 girls have been identified to meet these criteria as well as continue to struggle academically by failing one or more classes according to the first term progress reported issued on October 4, 2012. Each students scho ol counselor participated in this process by providing background information and stating the appropriateness of the identified students participating in the group. It will be a homogenous group consisting of only the female gender due to the research suggesting that children excel when information and approaches are tailored toward their gender preferences and differences. Female students from various social classes, race and cultural background will be participating in the group. These factors will be taken into consideration in planning culturally appropriate activities and interventions to best serve the populations. Meeting Site and Group Size The site of the meetings will be held in a safe quiet room in the school building. This will depend on what venue is available in the school but the room must be private and provide a quiet atmosphere to promote safety and security. The group will consist of no more than 10-12 girls in order to provide an adequate environment where each member will feel fulfilled. The group will be co-lead by Erika Johnson, the school psychology intern, and Facilitator #2, the school counselor intern, and Timeframe of Group The facilitators will screen participants beginning October 29th ending November 4th. Participants will then be selected for best fit and informed of the selection. At this point information and consent forms will be sent home with a return date of November 14th. A pre-group meeting will be held the week of November 19th. Any changes that need to be made will occur following this meeting. The first session of the group will then begin the week

Updated: 4/28/2013

of November 26th and run through the week of January 28th, except during winter break. See calendar attached (Appendix A). Due to the high demands placed on teachers and students to cover an extensive amount of information over the school year the group meeting time will be scattered throughout the schedule as not to have the participants repeatedly pulled out of the same class. The facilitators are conscious of the importance of class attendance for the targeted group of girls participating in this group and will be flexible and accommodate any issues that arise. The teachers will be informed prior to the meeting time and students will be responsible for collecting the work they missed. The meeting time will last the same length as a class time consisting of 45 minutes. The span of the entire group will be determined once the group and issues have been established. It will run a minimum of 8 weeks, but if proven to be beneficial the facilitators are open to extend it further. Selection Criteria The group will consist of 10-12 females who struggle with academic success, making it a homogenous group. The group will consist of females who are currently repeating the 9th grade and are not already receiving support on a team. There will be a combination of girls who have passing grades according to the first term progress reports and those who are failing. Ages will vary from 15-17 years old. There will be no cost to be involved and participation is voluntary. Due to the ages of the population being served parental permission must be required for the students to be members of the group (Appendix B). Recruitment Through the help and suggestions of school faculty such as the freshmen school counselors, and the progress reports student will be identified who meet the stated criteria and would be recommended to participate in the group. Also, the schools mental health staff would recommend any student they feel would be a good fit for the group work. Once notified the group facilitator would approach the recommended students, provide a brief summary of the group and inquire if they would be interested. Each student would be screened by the facilitators for their level of appropriateness before the start of the group. No student would be forced to be a member and it would be a strict voluntary basis. Screening Procedures Students will be screened on an individual basis with one facilitator. Screening sessions will aim to introduce the groups purpose; review the timeline and participant expectations; introduce the facilitators qualifications; interview the student (Appendix C); allow students to ask questions and interview the facilitator; and express their interest/disinterest in joining this group. Students will be interviewed individually to gain a sense if this group is right for them and if they are will to be active participants. Interview questions are attached to this document (Appendix B). Provide opportunity for the student to ask facilitators questions about their qualifications and the group. It is just as much about finding a student who is right for the group, as it is for the student to find a group that is right for them. Expectations of Facilitators and Participants The group leaders are expected to be competent professionals by being trained in group counseling and capable of working with the selected age group. The group leaders should also be skilled in various counseling theories. The group leaders are expected to be culturally competent by facilitating the group without prejudice and discrimination toward diverse ethnic groups. If a topic is brought up the counselors do not feel competent to address they are expected to seek out support from other professionals in the field and make appropriate arrangements in order to address the topic. The facilitators are also responsible for acknowledging when a group member needs more support than is being offered in the group and be able to provide the support as necessary.

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Most importantly the group leaders are required to abide by the school policies and procedures as well as the ethical codes and standards of the counseling and psychology profession. The participants are expected to participate in the group process by attending group regularly as scheduled, unless there is an outstanding circumstance (e.g., absent, test). The members are not obligated to share if they do not feel comfortable, and should feel at ease with this process. The participants are expected to uphold their word in not breaking confidentiality and sharing other members information with outside individuals. The members are also encouraged to show respect and courtesy to the group members. The group members are expected to seek out one or both of the leaders for support if they are experiencing something they do not wish to share with the whole group. Group Preparation/ Pre-Group Meeting Participants will be brought together for an initial session/pre-group meeting. This meeting will serve as an opportunity to re-introduce the group to the girls who have decided to join. Facilitators will introduce themselves and provide some background information and their qualifications. The participants will then provide what the group is to be about, from their perspective, and identify the common link that brings them together (i.e., 9th grade repeaters). Details regarding meeting frequency (weekly) and time (one forty-five minute class period, will vary). If students are taken out of lunch period they will be permitted to bring lunch from the cafeteria/home. Students will be informed that if they have a test or important assignment, or other reason they need to be present in class, they should inform the facilitators in advance so their schedule can be accommodated or excused. This responsibility will help them to develop self-advocacy skills, as well as time management and prioritizing skills. Following a discussion of the group layout, participants will be informed of the voluntary nature of the group. They will choose to join the group formally after the pre-meeting. Participants will also be informed of the importance of discussing hesitations/apprehensions with the facilitator (and group, where appropriate) prior to un-enrolling at any point during the group process. The group membership will be closed, meaning there is not an opportunity to rejoin the group once a decision to leave has been made. As part of the discussion of the group process and decisions to join, participants will receive a Common Myths handout (Appendix D) containing potential misperceptions of the group process. Facilitators will answer any lingering questions. Facilitators will provide participants with information regarding the content of the group. Each week will focus on a different topic or task, as determined by the needs and desires of the group. It is important to stress that the group is meant to benefit participants, not the facilitators. In addition, facilitators will explain their role in the group process as one to guide discussions in a non-judgmental manner, and maximize participation and progress. Facilitators will make adjustments based on group need. Based on the population the group is focusing on, the facilitators have decided to reward group attendance. Participants will work towards a group attendance goal. If all participants are present for two sessions in a row, they will receive a reward on the third meeting time. The reward will be determined based on input from the participants. Potential rewards include breakfast/food, hot chocolate, free time, or grab bag. Attendance will be one expectation of the participants. In addition to attendance, the participants will identify and develop group norms to be held by member. Facilitators will ensure the following are included in some capacity: no interrupting, no disrespect, and confidentiality. Facilitators will review the importance of confidentiality for all group members. They will then describe the limits of confidentiality as a facilitator of the group (harm to self or other, someone harming you). Participants will then identify how they must abide by confidentiality. A verbal commitment from all participants will be stated and the participants will be asked to sign the group norms, which will be brought to each session.

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Once the formalities of the group have been discussed, participants will engage in an icebreaker activity. The Skittles Game is an icebreaker that allows people to get to know each other. Each person grabs some Skittles and shares facts about himself or herself based on the number of Skittles they take. As a closing to the group, participants will be asked to complete a group survey (Appendix D). The survey aims to identify the areas of focus each participant would like to work on/accomplish. The participants will also share what they hope to learn and gain from the group. Group Structure and Format Session 1: Relationships Warm-Up: Check-In - Explain the weekly check-in/check-out procedures and its purpose. Students will then be asked to complete a check in before group starts and check-out at the end. Outstanding Business: - Review the pre-group meeting and rules that were created, especially for those who were not present. Rules will be reviewed and further suggestions will be added. Everyone will be asked if they continue to agree to the rules developed. Confidentiality should be reviewed again and committed to by new members. - Teacher reports The purpose of the reports will be explained as an opportunity for teachers to provide feedback regarding student behaviors in their classes, such as participation, following directions, and work completion. A request was made during the pre-group meeting that teachers not be informed about participation in the group. As such an opportunity to express feelings about the reports will be provided and heard. Session Goal(s) - To provide an opportunity to continue to get to know one another and begin to develop a sense of community within the group. - Participants will be asked to express why they feel or do not feel it is important to get to know one another and feel comfortable. Activity 1: Surprising Fact - Each participant and facilitator will receive a slip of paper to privately write one surprising or little known fact about themselves. The paper will be folded up and placed in a bowl. The slips of paper will be saved for the second activity. - At the Activity 2 have each student choose one slip from the bowl to read. Have participants try to guess who submitted each fact. If the participants cannot guess, the individual will identify themselves. Activity: Interview (approx. 10 minutes) - Pair students up in dyads and have them interview each other and have at least 2 facts about the other person. - Have group come together to introduce their partners to the group, sharing information gained during interview. Allow time after each person to let the group ask any additional questions. Wrap-Up - Why is it important to know and understand the people in this group? - How can this same concept be applied to classrooms or a school community? - Do we know each other better than we did at the beginning? - Check-Out

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Session 2: Perspective-Taking Warm-Up: Check-In Outstanding Business: - Teacher reports The purpose of the reports will be explained as an opportunity for teachers to provide feedback regarding student behaviors in their classes, such as participation, following directions, and work completion. A request was made during the pre-group meeting that teachers not be informed about participation in the group. As such an opportunity to express feelings about the reports will be provided and heard. - Participants earned their attendance goal of two sessions! As a result they are receiving hot chocolate as a reward. Remind participants of the importance of attending group. Session Goal(s) - To improve their understanding of taking anothers perspective, especially as it impacts their ability to function within a classroom setting - To begin, participants will be asked to define what it means to take anothers perspective, and why it is or is not important Perspective-Taking: to understand how another person thinks and feels; how they perceive a situation and what they think/feel about it Activity 1: Old Woman, Young Woman - Participants will be presented with an illusion that has two images (old and young woman; see Appendix H) Why did some people see one image, while others saw a different image? Is there a right or wrong answer? Did your feelings change for those who saw an image different than you? How? What did it feel like to discover the other aspect of the picture? Activity 2: Seeing Both Sides (adapted from School Connect Lesson 1.5) (allow 10 minutes) - Use the worksheet (Appendix G) to see different perspectives of an situation/issue you had with a teacher or another person involving school/academics - Ask participants, if comfortable, to share. - What actions were taken during this situation? What was the outcome (positive, negative)? What could have been done differently (group brainstorm)? - What are some of the negative effects of not seeing the other persons perspective? What impact could this have on your school experience? Activity 3: You vs. I Statements (if time; if not, use session 3) - How does it feel when someone starts a sentence with You did.? What are you ready for? - Read sample you statements and ask how it feels to hear. Then, read I statements and ask if they have different feelings. - What kind of statements do you, as a student, hear most often? - What kinds of responses do you have to you statements? I statements? - Which is more effective when dealing with perspective clashes? I statements are more effective in helping other people to hear what you are saying because they do not feel as attacked and therefore do not get defensive. This allows them to listen instead of thinking how they are going to argue their points. They may even start thinking about how they might help you. Is it possible to say something using the "I" form, but still sounds blaming? Example?

Updated: 4/28/2013

I statements are harder to make than "you" statements because they require analyzing one's own feelings and sharing those feelings with others. Practice using I statements (Appendix G)

Wrap-Up - Why is it important to understand the perspectives of others? - How are you going to apply this to school this week? - Check-Out

Session 3: Goal Setting Warm-Up: Check-In Session Goal(s) - Participants will understand SMART goals and why it is important to set goals. - Participants will pick an academic area of focus and write their own SMART goals and identify a means to track their performance. Introduction to SMART Goals (Appendix I) - Facilitators will ask participants about goals they have set for themselves. What worked? What didnt work? - Facilitators will then introduce the idea of SMART goals (Specific, measurable, action-oriented, realistic, timely). - What types of academic goals do you have for this year? What obstacles have gotten in your way in the past or currently? - Participants will identify an area of goal focus. Activity 1: SMART Goals Flow Chart (Appendix I) - Share a sample with the group (e.g., paying attention in class). - Provide participants with time to complete this worksheet, providing support where necessary to ensure SMART goals. - Ask participants to share their flow charts and/or identified goal. - How will you know youve accomplished it? How can you track or monitor your progress? *Share example of progress monitoring sample goal.* - Review the pre-/post-assessments teachers are completing. It is important to know if the group was helpful and worthwhile for you as well as from your teachers perspectives. - Assist students in developing a means to monitor themselves. Homework: Work on goal and track progress. - Ask participants to work towards their goal during the week and track their progress using the method identified. - Ensure participants that they can come to facilitators for assistance in tracking goals and that this is supposed to be a low pressure activity. Wrap-Up: Check-Out

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Session 4: High School/Post-Secondary Fact Check Warm-Up: Check-In - How did you do monitoring your goal? Was it hard or easy to monitor? Did anyone see improvements? Session Goal(s) - Participants will become aware of the requirements for high school and post-secondary education, as well as statistics related to completion of high school - Participants will assess their personal readiness for post-secondary (PREP survey; see Appendix J). Activity 1: High School Quiz - Participants will complete a quiz (Appendix H) designed to assess what they know about the requirements at HHS and post-secondary education (college, vocational training). - The group will discuss some of the misconceptions that exist in this schools culture and the greater adolescent culture. - What steps can you take to avoid being a statistic? How can you take measures in the next week? Activity 2: PREP survey - Participants will complete a survey that assesses their readiness in the areas of: Expectations & Self-Efficacy: belief in yourself and your ability to be successful in college Effort & Persistence: how much effort or hard work you are willing to put into your school work, and how much you persist in the face of challenges Self-Regulated Learning: strategies you use to manage your own learning (setting goals, manage your time, using study strategies) - Completing this survey will identify their strengths and weakness, as well as provide indication for skill building support - Identify any discrepancies between survey and academic performance Are a students grades low and their effort high? Why such a discrepancy? How can they improve? Wrap-Up

Session 5: Mindfulness and Test Anxiety Warm-Up: Check-In Session Goal(s) - Participants will become aware of the feelings of anxiety, especially those associated with testing, and learn strategies to alleviate before, during, and after an exam. Activity 1: Reducing Test Anxiety - Participants will describe anxiety from their perspective which will be supplemented by cofacilitators. Participants will also note when anxiety can be helpful and when it can hinder. - Brainstorm ways to alleviate anxiety when preparing for a test, during a test, and after the test (Appendix J). Activity 2: Mindfulness and Positive Visualization - Participants will listen to a pre-recorded script incorporating positive visualization and relaxation. Participants imagine a place they find calm in and are taken deeper into relaxation with deep breathing. They are also told to remember this place and these feelings to use during times of increased anxiety.

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Wrap-Up: Check-Out

Session 6: Planning for next year Warm-Up: Check-In Session Goal(s) - Participants will complete course selection worksheets in an effort to promote goal setting, future planning, and decision-making. Activity 1: Course Selection - Participants will be asked to complete their course selection sheets for the following school year (2013-14). Participants will assess their credit standing, understand what they need to take for graduation, and choose courses based on interest and career path. - What courses are available to you that will prepare you for life after high school? - Participants will have an opportunity to collaborate in the decision-making process and help each other select courses based on their own experiences (favorite course, teacher, etc). Wrap-up: Check-Out

Session 7: Termination Warm-Up: Check-In Session Goal(s) - Participants will reflect on their participation in group, lessons they learned, connections they made, and resources available to them as they continue. Activity 1: Credit Review - Participants will review where they are according to credits earned, current grade level status, and what they need to do to continue on with their class. Activity 2: Compliment Cards - Participants will each take a piece of paper and write their name on it. Each person will get a chance to write one thing they learned from another person or a quality they have on the respective cards. - When the cards get back to their own, participants will look over what has been written. Is there anything you are surprised to read? Activity 3: Group Feedback - Participants will complete an anonymous feedback survey regarding their participation in the group (Appendix K). They will also have an opportunity to vocalize what they learned, what they hope for the rest of the year, and resources that are available to them as they move forward (including the co-facilitators and each other). Wrap-Up: Check-Out

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Evaluation Procedures Participants will be evaluated using a variety of measures. First, teachers will be asked to complete a pre-group and post-group behavior rating form (adapted from Columbia Public Schools; Missouri Comprehensive Guidance Program; Appendix E). This form aims to gather data on participant academic development, personal/social development, and career development, as well as any addition concerns the teacher has. Behaviors will be rated on a Likert Scale (1 Strongly Disagree to 4 Strongly Agree). Rating scales for pre-group data will be distributed after the initial group meeting to ensure teachers are completing forms for students who have made a commitment to participate. Post-group ratings will be distributed following the final session of the group, which is originally scheduled for the week of January 28, 2012. However, there is potential that this may change due to inclement weather and make-up sessions. School record data will also be recorded, which includes attendance, discipline referrals, and academic grades. Pre-group record data will be collected based on Term 1 and post-group data will include information from Term 2. Participants will be asked to complete weekly check-ins which will serve as formative assessment data according to their personal goals. This will inform the facilitators of adjustments that need to be made to help participants meet their individual goals, as well as track student improvement on a weekly basis. Plans for Follow-Up The facilitators plan to run the group through the end of the second marking period. Upon termination participants will have developed a skill set to help them become more successful within the school environment. Participants will be encouraged to utilize the resources available to them, including other group members and the facilitators. Once the group concludes there will not be any formal meetings, but participants are invited to check-in regarding their progress and challenges they face. Ethical, Legal, and Professional Concerns One concern that can present itself in this group is members not revealing certain topics for fear their parents may find out. Legally, parents do have the right to receive information about the topics discussed in group. However, it is the counselors responsibility to express the value of trust in these groups to the guardians and maintain the confidentiality unless a student is in danger of harming themselves or others. It is also important for the leaders to express confidentiality in order for the members to feel safe in sharing certain information. Another issue is the appropriate screening of members. Although confidentiality is pressed, there is no guarantee it will be maintained. Therefore, it is the responsibility of the facilitator to screen each member and avoid putting young girls together who may just want to seek revenge on a peer and share their story with outsiders. Facilitator Qualifications Erika Johnson is a third year school psychology graduate student at MSPP in Boston and intern at Town High. She has worked in elementary and middle school settings prior to joining HHS. She has worked with student individually and in small groups. Additionally, she has also worked with children aged 5-12 on the Autism Spectrum in a camp setting. Facilitator #2 is fulfilling her graduation requirements for her Masters program in school counseling by interning full-time at Town High as a school counselor. Jessica has worked with young adults ranging in ages from 11-18 for 5 years in various therapeutic settings, as well as facilitated successful groups in the past. Both facilitators are supervised by employees at Town High and will meet with them on a weekly basis to discuss any issues or concerns related to the field of study.

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Post-Group Outcomes Timeline Though the group was originally scheduled to occur between November 26 and February 1, there were external factors that impacting the groups ability to meet, including participant absences and inclement weather. The group officially ran between November 29, 2012 (pre-group meeting) and February 7, 2013, with a total of eight sessions (including pre-group meeting in count). Sessions were scheduled in rotating periods in an effort to avoid taking students from the same period more than once. Teachers were asked to complete the pre-group rating scales during the week of November 26, 2012 and the post-group scales the week of February 24, 2013. Baseline At the beginning of the group seven students were chosen to participate. Prior to the group starting one participant chose to decline the offer to participate. After the second session another student refused to attend the group. A third student had sporadic attendance both in school and the group. The facilitators determined that her participation was no longer beneficial and would take away from her academics. In the end four participants completed the group from start to finish. Baseline data included pre-group student behavior rating scales and marking period one grades (following page). Eighty-one percent of teachers completed pre-group student ratings. One of the challenges when working with group data is the phenomenon of regression to the mean. Each student had different challenges, some of which were other students strengths. When calculating averages teacher ratings generally balanced each other out. Pre-group academic performance (marking period 1) fell within the B to C range. As wi th the teacher ratings there was some influence of the regression to the mean as students have different strengths and weakness. The baseline and outcome data should be interpreted with this understanding.

Average Participant Teacher Ratings

5.0 4.0 3.0 2.0 1.0 0.0

Pre-

Academic Performance Across Participants

100 80 Numerical Grade 60 40 20 0 English Math Science History Language Electives 73.75 73.75 77.5 89.5 73.67 81.37 Pre-group

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Evaluation Student outcome data was collected following the termination of the group, including teacher behavior ratings and academic performance during the second marking period. Teachers who responded to pre-group surveys were asked to complete the post-group survey. Seventy-seven percent of teachers responded. As with baseline data, student performance was affected by the regression to the mean phenomenon. Individual student gains were noted in teacher comments following termination. One teacher noted that it seemed the student was more comfortable in the school and cared more about the class. Overall, teachers indicated that students were more consistent in their use of positive classroom behavior. There was a slight decline in teacher ratings in the areas of Career Development (Awareness of the World of Work, Self-Appraisal, Decision Making, Goal Setting). In order to determine whether the change in ratings across assessment areas were significant, a two-tailed t-test was conducted. A significant difference was found for students a ccepting responsibility for their own misbehavior (t(6)=0.07, p<0.10)). Though this difference was slight and the other areas were not significantly affected, students expressed the importance of this group to them. Students felt they had bonded with each other and the facilitators and had adults to help serve as advocates for them.

Average Participant Teacher Ratings

5.0 4.0 3.0 2.0 1.0 0.0

Pre-Group Post-Group

In regards to their academics, seventy-five percent of participating students earned credits during the first semester (terms 1 & 2) to become 10th grade students. The remaining student was missing half a credit, which would be earned by the end of the year. Below is a graph representing academic performance across participants (i.e., average of grades). This information should be interpreted with caution as the averages may be skewed based on student performance in one direction (positive or negative). The data presented below indicates that student grades were variable during the second marking period; some areas improved, other stayed the same, and some decreased. Further analysis indicates that student grades were affected by work completion (classwork and homework) and poor academic performance. Students academic performance could be a result of two issues, which may or may not be present at the same time. First, students may not understand the material resulting in a failing grade on a test, quiz, or homework assignment. Second, students may not be motivated to complete work or prepare for class, resulting in poor homework/classwork performance and test/quiz performance. By not completing homework/classwork or preparing for class (e.g., not reading the required book for English) students would be unable to receive passing grades on assignments. Unfortunately, the mentality for some students in general, and at least one student in this group, was to do the minimum to get a passing grade to earn credit. While this system may work for them as they receive credit for their courses, it does not prepare them for life after high school in either post-secondary education or employment.

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Academic Performance Across Participants

100 80 Numerical Grade 60 40 20 0 79.67 73.75 73.75 66.5 77.5 62.12 89.589.25 73.6773.3 81.37 75.25

Pre-group PostGroup

English

Math

Science

History

Language

Electives

Since the termination of the group students have completed a third marking period and their performance is displayed in the graph below. Student grades either remained the same or declined following the termination of the group. Again, these grades should be interpreted with caution due to the influence of extreme student performance in either direction (positive or negative).

Academic Performance Across Participants

100 80
79.67 77.75 73.75 73.75 66.5 77.5 61.75 62.12 61

Pre-group
89.589.25 82.25 73.6773.3 73

Post-Group
81.37 75.25 67

Follow-Up

Numerical Grade

60 40 20 0

English

Math

Science

History

Language

Electives

It is important to note that following the termination of the group participants have sought out the facilitators independently. Students have come with a variety of questions and concerns, including academic support, obtaining employment, teacher-student relations, and family obstacles affecting their academics. Students have made a connection in the school-building and have identified an available resource to help support them. Though the academic performance data does not indicate gains, students did making promising changes in their behavior according to teacher reports. Additional support may need to be provided to support students in the academic challenges they face, such as a review of their course schedule (i.e., class level) and requiring students attend office hours, math, and writing lab. Receiving weekly feedback on their performance and attainment of credits was motivating for these students. Unfortunately, this support was put in place in a reactive manner. The participants had already been retained in the ninth grade. In the future it would be beneficial to address student concerns (academic and behavioral) through a group format, in addition to supplemental academic interventions. Students benefited from meeting with other students who were in a similar position, discussing their challenges, and serving as a support network within the general school population.

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Future Directions While participation in this group does not reflect a drastic improvement in school behavior or academic performance, students and facilitators viewed it as a positive experience for all. Students were excited to come to the group on a weekly basis and requested academic check-ins to assess their academic standing. Students came prepared to group to ask questions and participated willingly in all activities. This group was run for eight sessions. It would have been beneficial to continue the group for additional time or schedule additional followup sessions to ensure maintenance of skills. Within the group students discussed the importance of taking responsibility for their own academic performance and identifying resources available within the school. It may have been beneficial to have these resources come to them (e.g., representative come to speak with group or bring students to math lab for one session of group) in order to introduce what was available and how to access it. Students may have found additional value in participating in the transition groups on Fridays in the Career Center with the Transition Coordinator. Through their participation, students would have begun to make connections between their current performance and attitudes and how it affects their future, which addresses the lagging motivation and class preparation. Students may also benefit from utilizing the Student Support Center offered through the Freshman Academy (alternative to ISS and additional academic support for at-risk students).

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References
Beland, K. & Douglass, J. (2009). Standing in the other persons shoes (Lesson 1.5). School-Connect: Optimizing the high school experience. Bethesda, MD: School-Connect. Kayler, H. & Sherman, J. (2009). At-risk ninth-grade students: A psychoeducational group approach to increase study skills and grade point averages. Professional School Counseling, 12(6), p. 434-439. Missouri Center for Career Education (April 2009). Student Behavior Rating Form. Responsive Services: Small Group Counseling Module. Retrieved from http://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf Ramp It Up to Readiness (n.d.). Personal Readiness Evaluation for Post-Secondary (PREP). Retrieved from http://www.rampuptoreadiness.org/tools/prep Walz, L., Nelson, M., & Scaletta, K. (2000). You and I Statements. Lessons for understanding: A junior and high school curriculum on perspective-taking (p. 141). Retrieved from http://www.eric.ed.gov/PDFS/ED434425.pdf

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Appendix A: Projected Timeline of Group

Monday Tuesday Wednesday
NOV 1

Thursday
2

Friday Interview
9

Interview
5

Interview
12 No School 19

6 No School 13

Send out consent forms

14 Return consent forms 21 Day 15 16

20

22 No School

23 No School

Pre-group meeting this week

26

27

28

29

30

Session 1 this week

DEC 3 4 5 6 Day 7

Session 2 this week

10 11 12 13 14

Session 3 this week

17 18 19 20 21 Day

Session 4 this week 24 25 26 NO SCHOOL 31 No School 7 JAN 1 No School 8 2 3 4 27 28

9 Session 5 this week

10 Day

11

14

15

16 Session 6 this week

17

18

21 No School

22

23

24

25

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Session 7 this week Monday 28 29 Tuesday 30 Session 8 this week Wednesday 31 Thursday FEB 1 Friday

Updated: 4/28/2013

Appendix B: Group Information Sheet and Consent Form Town Public Schools Town High School 1000 Main Street Town, Connecticut 00000

November 2, 2012 Dear Parent/Guardian, We are writing this letter to inform you of an opportunity for your child to participate in group counseling. The group that is forming is focused on working with female students who were retained in ninth grade for the 20122013 school year. The purpose of this small group is to complement and enhance your childs learning by improving their perceptions, attitudes, and behaviors. Through group discussion and activities the goal would be for students to tackle challenges in their life while being supported and accepted from others experiencing the similar obstacles. The group would take place once a week over a 6-8 week period, depending on the students needs. Most groups occur during the school day, we will work with teachers to schedule groups at times that minimize the loss of instructional time. In order for your child to participate, I need your written permission. Please review the form below, and sign and date the permission form if you allow your child to participate. The group sessions will be co-facilitated by Erika Johnson, School Psychology Intern, and Facilitator #2, School Counseling Intern. Erika Johnson is a third year graduate student in the School Psychology program at the Massachusetts School of Professional Psychology in Boston, MA, and has already earned her Masters degree in this program. She is being closely supervised by Judy Campbell, School Psychologist. Facilitator #2 is a third year student in the School Counseling program at Graduate Program in Town, CT. She is being closely supervised by Guidance Counselor. The internships they are completing are an advanced part of their respective training programs. If you would like further information, feel free to reach Erika and Facilitator #2 at their contacts below. Please do not hesitate to call if you have any questions or concerns. Thank you! Erika Johnson, M.A. Third Year School Psychology Intern Massachusetts School of Professional Psychology Facilitator #2 School Counseling Intern Graduate Program

Judith Campbell, M.S., C.A.S. School Psychologist Town Public Schools

Supervisor Guidance Counselor Town Public Schools

Updated: 4/28/2013

Town Public Schools Town High School 1000 Main Street Town, Connecticut 00000 I, ________________________(Parent or Guardian), agree to allow ______________________________ (Student Name) to receive small group counseling services from Erika Johnson, School Psychology Intern, and Facilitator, School Counseling Intern, at Town High School. This will include a minimum of eight sessions (45 minutes each) during the academic school year 2012-2013. I understand that Ms. Johnson and Ms. Facilitator #2 have a legal obligation to protect the safety of all students in the group. For this reason, I will be informed if my child reports being in a dangerous or abusive situation. I understand that I may revoke this consent at any time by signing and dating a written notice to that effect. Parent/Guardian Print Name: _________________________________________

Signature: ___________________________________________ Date: ______________ Parent/Guardian Information Please indicate how you would prefer to be contacted:

Please indicate a good time to reach you:

Emergency Contact Name:

Relationship:

Phone:

Home

Work

Cell

(circle)

Please indicate anything that will be helpful to know regarding working with your child:

Updated: 4/28/2013

Appendix C: Interview Questions

1. What did you struggle with the most last year?

2.

What do you plan to do differently this year?

3.

What is (are) your goal(s) for this year?

4.

What do you see as your largest obstacle in achieving your goal(s)?

5.

What do you do well in school/classes?

6.

What do you wish you had more support with?

7.

Tell me about the friends and the people you hang out with most. Are they older, younger, same age? What do you typically do together?

8.

What do you do in your free time? What hobbies or interests do you have?

9.

Is this group something you are interested in joining? What would you like to gain from being a part of this group?

Updated: 4/28/2013

Appendix D: Initial Group/Pre-Group Materials

Common Myths About Group Counseling

(DePaul University Counseling Services; Iowa State University; American University Counseling Center)

Myth #1: "I will have to tell all my deepest thoughts, feelings, and secrets to the group." Reality: You control what, how much, and when you share with the group. We actually encourage you not to share until you are ready. Most people find that when they feel safe enough to share what is troubling them, a group can be very helpful. Myth #2: "It is so hard for me to talk to people I dont know; I'll never be able to share in a group." Reality: Most people are anxious about being in and sharing with a group. But within a session or two, most people find that they want to talk in the group, even the most private and shy people. Myth #3: When so many people with so many problems get together in one room, it will all be too overwhelming. Reality: Coming into a group setting can understandably feel overwhelming, when ones own life circumstances may seem unmanageable. However, many group members have described hearing about the experiences of other members as extremely helpful. Focusing on the life experiences of others helps them to feel less alone in their own struggles, as well as helps them to understand their own difficulties from a different perspective. Many find a sense of relief in knowing that others struggle with similar issues or emotions. Myth #4: "Sharing time with others will take away from the benefits I might receive." Reality: Group can be actually more efficient than individual counseling. First, you can benefit from the group even during sessions when you say little but listen carefully to others. You will find that you have much in common with other group members, and as they work on a concern, you can learn more about yourself. Second, other members will bring up concerns that might strike a chord with you, but that you might not have been aware of and would not have thought to talk about. Myth #5: "I will be put on the hot seat by the leaders and by other group members." Reality: One of the primary tasks of the group leaders is to create and maintain a safe environment for personal exploration. Leaders do not verbally attack, nor allow other members to attack group members. Sometimes it is helpful to receive feedback that may be uncomfortable to hear. Any necessary feedback is provided in a respectful, caring way that communicates truthfully and compassionately. Myth #6: Group will only be helpful when I am talking. Reality: Many past group members say that one part of group that was very helpful was listening to how others experienced and solved their problems. Sharing is certainly one way to receive help. However, listening to and supporting others is also a powerful way to help ourselves. Myth #7: If I don't like the other people in the group, it will be a waste of my time. Reality: We usually choose to talk about things that are troubling us to a close friend or a family member, because we like and trust them and know they like and trust us. For this reason, many people expect that the group members should become their close friends. It just seems odd to talk about personal things to "strangers" with whom we don't have that foundation of security and with whom we may not have a lot in common. But groups can work well together and be very helpful even when the group members might not otherwise chose one another as friends. In fact, sometimes talking to others who are different from ourselves, our family, and our friends, can be particularly helpful in bringing new perspectives to our situation. Myth #8: A group will just blab my personal issues all over campus. Reality: Confidentiality is an essential component to group therapy. The leaders are very dedicated to ensuring the confidentiality of the group -- even the fact that you are in the group is considered confidential information. However, it is important for group members to commit to confidentiality as well.
Sources: http://www.psychology.iastate.edu/~nwade/groupmyths.htm; http://www.american.edu/ocl/counseling/Group-Therapy-Common-Myths-andMisperceptions.cfm; http://studentaffairs.depaul.edu/ucs/pdfs/Flyer_-_Group_Myths.pdf

Updated: 4/28/2013

Group Survey
1. What are some goals/issues that you would hope to accomplish/work on as a result of attending this group? (Circle all that apply) Self-esteem Relationships Family problems Trust Motivation to learn and be in school Organization Future goals Feeling accepted and connected to the school Relationships with teachers Homework help/tips Study tips Ability to express yourself appropriately Staying focused in the classroom Motivation to do well academically Making better decisions Other: ______________________________________ 2. If there is a class you wish not to be pulled out of, please write it below and we will try our best to not have you miss it. __________________________________________________________________________________________ ______________________________________________________ 2. When I complete this group, I hope that I have learned: __________________________________________________________________________________________ ______________________________________________________ 3. As of today, I am interested in coming to this group. (circle one) Strongly Agree Agree Not Sure Disagree Strongly Agree

4. What would you like to earn as a group for regularly coming to our meetings? (Circle all that apply) Arts & Crafts Breakfast Dessert party Movie, Music (circle one) Grab Bag Hot Chocolate Free time Other:________________________ Any other comments or suggestions: _________________________________________________________________________________

Updated: 4/28/2013

Appendix E: Student Behavior Rating FormTeacher

Survey/Rating Scale Memo to Teacher(s) Group Counseling Memo: CONFIDENTIAL

Date: __________________________ Re: ____________________________
(Student Name)

Grade: ______

To: ________________________
(Teacher)

This memo is to inform you about a group counseling opportunity being provided to one of your students. The group has been formed for female students repeating ninth grade for the second or more time. In order to gain more information regarding student strengths and concerns, we are requesting that you complete a brief rating form about student behavior as we greatly value your input. Teacher input will help us to formulate appropriate topics specific to your student, as well as track the effectiveness of the group based on the behavior ratings. It is our hope that you will be able to provide pre-group and post-group ratings. In order to obtain accurate pregroup ratings it will be important to complete this form by December 7, 2012. Forms can be returned to A313 or placed in Erika Johnsons mailbox in the teachers room (across from the main office). The attached forms will be disbursed at the termination of the group after eight sessions. Please do not hesitate to contact either of us at the contact information listed below if you have any questions or concerns. Thank you in advance for your time and input. Erika Johnson, M.A. Third Year School Psychology Intern Massachusetts School of Professional Psychology Facilitator #2 School Counseling Intern Graduate Program

Jessica Tryanow School Counseling Intern Southern Connecticut State University JTryanow@hamden.org Career Center (2nd Floor)

Jessica Tryanow School Counseling Intern Southern Connecticut State University JTryanow@hamden.org Career Center (2nd Floor)

Updated: 4/28/2013

Student Behavior Rating FormTeacher Report

(Adapted from Columbia Public Schools; Missouri Comprehensive Guidance Program)

Student: _______________________ Grade:________ Teacher: _____________________ Date (pre): _____________ Date (post):____________ Please rate the following in terms of concern :
Strongly Disagree 1 Disagree 2 Agree 4 Strongly Agree 5 Pre-Group 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Post-Group 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4

Student Work Habits/Personal Goals Observed Academic Development Follows Directions Listens Attentively Stays on-task Compliance with teacher requests Follows rules Manages personal and school property (organized) Works neatly and carefully Participates in discussion and activities Completes and returns homework Personal and Social Development Cooperates with others Shows respect for others Allows others to work undisturbed Accepts responsibility for own misbehavior (e.g., provoking fights, bullying, fighting, defiant, anger, stealing) Please indicate: _________________________________________ ______________________________________________________ Emotional issues (e.g., perfectionism anxiety, anger, depression, suicide, aggression, withdrawn, low self-esteem) Please indicate: _________________________________________ ______________________________________________________ Career Development Awareness of World of Work Self-Appraisal Decision Making Goal Setting Additional Concerns

External Issues (e.g., divorce, death, abuse, socio-economic, incarceration, deployment)

1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4

1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4

School Record Data (Completed by Facilitator according to TEMS) Attendance (number of days absent) Attendance (number of days tardy) Discipline (number of referrals) Grades (Term 1/pre-group) (Term 2/post-group)

Pre-Group

Post-Group

Updated: 4/28/2013

Appendix F: Sample Goal Attainment Scale

Name: ___________________________

Date:________________________

Thinking back on your class participation across all of your classes this past week, please rate yourself below.
Rating Almost Always
(More than Expected)

Class Participation Prepared for class by doing homework and/or readings Ask questions when appropriate Actively and voluntarily participate in class discussions

+2 +1 0 -1

Often (Expected) Sometimes (Baseline) Never (Less than Expected)

Is there a class you feel you did an exceptional job participating? ______________________________ Is there a class you feel you need to improve in? ___________________________________________

Thinking back on the past week, please rate your overall feeling of school connectedness below.
Rating Almost Always
(More than Expected)

School Connectedness

+2 Sense of belonging Adult and/or peer support Know where to go if I have a problem +1 0 -1

Often (Expected) Sometimes (Baseline) Never (Less than Expected)

If you wish, feel free to provide more details of how or why you felt, or didnt feel, connected this week. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Updated: 4/28/2013

Appendix G: Perspective-Taking Materials

Updated: 4/28/2013

Seeing Both Sides

(School Connect Lesson 1.5) Write about a time you and a teacher (or other person involved in your academics) had a very different perspective than you about an issue, situation, or event. 1. What was the issue, situation, or event?

2. First, write about it from your perspective: What were you thinking and feeling about it?

3. Why do you think you had this perspective?

4. Now, write about it as though you were the other person: What was he/she thinking and feeling?

5. Why do you think he/she had this perspective?

6. How does reflecting on both perspectives affect your own perspective?

Updated: 4/28/2013

You v. I Statements
(Lessons for Understanding: A Junior High and High School Curriculum on Perspective-Taking)

"You" statements: Tell someone what they did or didnt do, and why it was right or wrong You always.. You dont. You are so. "I" statements: Make the speaker take responsibility for their own thoughts and feelings, without assumption of how the other person feels I am..because I feel. I want. I feel..when Change these you statements to I statements: You are always disruptive in class.

You always single me out.

You should have planned better.

Why did you grade me so unfairly?

You always give me detention. You never punish anyone else who does the same thing.

Updated: 4/28/2013

Appendix H: Readiness and Investment in Academics

High School Graduation Quiz

Developed by: Facilitator #2

Put T or F in front of each statement.

Town High School Promotion 1. ___Promotion from grade 10 to 11 requires that students earn a minimum of 10 credits. 2. ___Promotion from grade 11 to 12 requires that students earn a minimum of 16 credits. 3. ___A minimum of 23 credits are required for graduation. 4. ___Four units of English are required for graduation. 5. ___Individual students can decide on the number of units of math that is needed. 6. ___At least one credit in Algebra is required for graduation.
7.

___Three units of social studies are required for graduation, which includes US History and World History/Geography/Studies

8. ___There is not a health/PE requirement. 9. ___Two units of science are required for graduation. 10. ___In order to participate in any sport in high school, students must be passing all of their subjects for the semester immediately prior to the semester of participation. 11. ___Each year more than 500,000 students drop out of school and do not earn a high school diploma. Trade Schools and 2 Year Colleges 1. ___The Georgetown Center projects that 14 million jobs will be opening with nearly half going to people with Associates Degree or occupational certification. 2. ___Openings for registered nurses and health technologists positions that are typically require an Associates degree (2 years) are expected to grow by more than 1 million by 2018. 3. ___Young adults aged 25-30 who have earned at least an Associates degree are significantly more likely to be employed than those who have a high school diploma or less. 4. ___Only 30% of African Americans and fewer than 20% of Latinos in their mid-twenties have an Associates degree or higher. 5. ___Women account for than 57% of college students and men account for 43%. 6. ___Community colleges offer programs that lead to well-paying, fulfilling jobs in the healthcare, technology, or other fields. 7. ___Many people do not take advantage of these opportunities due to lack of information or negative stigmas associated with this path. 8. ___Most of the jobs of the future will require a two-year or four-year degree and training, while only 15% of jobs will require a four-year college diploma.

Updated: 4/28/2013

9. ___Twenty-seven percent of people with an occupational license or certificate credentials (not an Associates) earn more than the average person with a Bachelors degree (4 year).

Four Year Colleges 1. ___There are 50 colleges/universities in the state of Connecticut. 2. ___Individual universities may require other courses in addition to the minimum Town High School graduation requirements. 3. ___Prospective students should refer to each individual university catalog/website and/or contact the admissions office of the schools they plan to apply to find out particular requirements. 4. ___All community colleges in CT have partnership with the 4 state schools and others that grant students guaranteed admission after the successful completion of 2 years with a 2.0+ GPA. 5. ___As you select high school courses, it is not necessary to consider your career and post-secondary goals. 6. ___To meet the minimum CT state schools admission requirements in math, you must take a minimum of four units of math in Algebra I, Algebra II, Geometry, and a fourth year algebra intensive course, such as trigonometry or statistics. 7. ___To meet minimum CT state school requirements in science, you should take life science, physical science, and two laboratory sciences. 8. ___To meet minimum CT state school requirements in English, it is recommended students complete at least 3 units of English. 9. ___Foreign language is optional and is not required for college admissions. 10. ___The average income of a college graduate over their lifetime is $1,000,000 more than a person with a high school diploma. 11. ___The US has the highest college drop out rate in the world.

Updated: 4/28/2013

Personal Readiness Evaluation for Postsecondary (PREP)

(http://www.rampuptoreadiness.org/tools/prep)

Name:

Date:

Note: In this survey, the word college refers to all educational opportunities available to students after high school, including four-year, two-year, community, and technical college. Determine whether you strongly disagree, disagree, agree, or strongly agree with the following statements and fill in the appropriate response. 1. I will achieve my academic goals. 2. I can do my schoolwork well if I try hard. 3. Working hard in school now will help me in my future. 4. I plan to get more education after I graduate from high school. 5. I plan to earn a college degree. 6. I can imagine myself as a successful college student. 7. I will get into college. 8. If I work hard, I will succeed in college. 9. I will finish college even if there are obstacles in my way. 10. Getting a college degree will help me achieve my future goals. 11. I am hopeful about my future. Determine whether you do the following never, rarely, sometimes, or often and fill in the appropriate response. 12. I try to do my best in my classes. 13. I put my schoolwork before other activities. 14. Even when my schoolwork is boring, I keep working until I finish it. 15. I turn in my schoolwork on time. Determine whether you do the following never, rarely, sometimes, or often and fill in the appropriate response. 16. When I work on an assignment, I focus on getting it done correctly. 17. I make sure I understand an assignment when I work on it. 18. When I come to a difficult question in my schoolwork, I try to answer it. 19. I use feedback from my teachers to improve my assignments. 20. I follow through on commitments that I make. 21. I make sure I finish what I start. 22. I work hard to achieve the goals I set for myself. 23. If I fail at something, I try again. 24. I use a planner/assignment book/agenda to keep track of my assignments. 25. I plan things out before I begin my schoolwork. 26. I make an outline before I write a paper, even if it is not required. 27. While I study I ask myself questions to make sure I understand what I'm studying. 28. When I do an assignment, I try to connect it to my life somehow. 29. I try to connect class reading to something interesting. 30. While reading for class, I stop once in a while to review what I've read. 31. I combine information from class and from the book when I study for a test. 32. When I get stuck on a question, I talk through it with someone. 33. After I solve a problem, I make sure the solution worked. 34. I check over my completed schoolwork to make sure it's correct. Strongly disagree Never Never Strongly Agree Often Often

Disagree Rarely Rarely

Agree Sometimes Sometimes

Updated: 4/28/2013

PREP Profile
Name: Date: Scoring Instructions: Count the number of each type of response you gave on the PREP and record it in the chart below. Then, color in the boxes according to the directions for each response.

Expectations and Self-Efficacy (Items 1-11)

# of Strongly Disagree ______ For Strongly Disagree, do not color any boxes below. # of Disagree ______ Color 1 box for every Disagree response # of Agree ______ Color 2 boxes for every Agree response # of Strongly Agree ______ Color 3 boxes for every Strongly Agree response

Developing Readiness

Meeting Readiness Standards

Effort and Persistence (Items 12-23)

# of Never ______ For Never, do not color any boxes below. # of Rarely ______ Color 1 box for every Rarely response # of Sometimes ______ Color 2 boxes for every Sometimes response # of Often ______ Color 3 boxes for every Often response

Developing Readiness

Meeting Readiness Standards

Self-Regulated Learning (Items 24-34)

# of Never ______ For Never, do not color any boxes below. # of Rarely ______ Color 1 box for every Rarely response # of Sometimes ______ Color 2 boxes for every Sometimes response # of Often ______ Color 3 boxes for every Often response

Developing Readiness Reflection Which area(s) of personal readiness is your strength?

Meeting Readiness Standards

Which area(s) of personal readiness do you need to improve?

What are some specific skills/habits/beliefs that you need to work on developing to move toward meeting readiness standards?

Updated: 4/28/2013

Appendix I: Goal Setting

SMART Goals
Specific: what you want to accomplish in as much detail as possible Measurable: how youll know youve done it when it happens. Its the
means to evaluate your performance

Action: what are you doing to do to achieve this goal? Realistic: something I am willing and able to work towards Timely: whats your timeframe? Deadlines = urgency

Sample SMART Goal: I will spend 1 hour each weeknight focusing on geometry by reviewing my notes, completing my homework, reading the text, and/or studying for a test.

Updated: 4/28/2013

Updated: 4/28/2013

Sample Goals and Data Collection

SMART Goal: I will come prepared to Science 80% of the time by reading the textbook and doing my homework. Monday Tuesday Wednesday January 14-18 January 21-25 NO SCHOOL Thursday Friday

SMART Goal: I will ask at least question in Science class daily. Monday Tuesday January 14-18 January 21-25 NO SCHOOL

Wednesday

Thursday

Friday

SMART Goal: I will sit away from distractions by sitting near my Science teacher. I will get distracted no more than 5 times each class. Monday January 14-18 January 21-25 | | | | | | (6) NO SCHOOL Tuesday | | | (3) | | | | | (5) Wednesday | | | | | (5) 0 Thursday | | (2) | | | | | (5) Friday | | | (3) | | (2)

Come Prepared to Class

81% 80% 79% 78% 77% 76% 75% 74% 73% 72% Week 1 Week 2 Week 3 7 6 5 4 3 2 1 0
1/14/2013 1/15/2013 1/16/2013 1/17/2013 1/18/2013 1/19/2013

Distractions

Actual Distractions Expected

Actual Performance Expected Performance

1/20/2013

1/21/2013

1/22/2013

1/23/2013

1/24/2013

Updated: 4/28/2013

1/25/2013

SMART Goal Tracking Sheet Goal: Monday Tuesday Wednesday Thursday Friday

Updated: 4/28/2013

Appendix J: Reducing Test Anxiety

Reducing Test Anxiety

Preparing for a Test Block distractions, like cell phones, social media, television, etc. Set studying goals. Continuous review material. Avoid cramming! Practice! Practice! Practice! Use review sections at the end of chapters to guide your studying. Understand material in your own words. Take breaks as necessary. Reward yourself for a job well done! During the Test Arrive on-time. Skim through the exam to pace yourself appropriately. Write important information, formulas, keywords to help jog your memory. Ask questions if youre confused. Get clarification. Counter negative self-talk. - Im nervous, but I can handle it. - Im having some trouble with some questions but Im doing well on ot hers. - Its okay to make a mistake because thats how you learn. - This feeling will pass if I allow it to. - I have taken tests before, I can do it now. If you get overwhelmed, stop and breathe. Try square breathing (breathe in 4 seconds, hold 4 seconds, out 4 seconds, wait 4 seconds), blow out birthday candles (imagine you blow out each candle one by one), etc. Beware! Your first choice is usually right! Dont change an answer unless you are positive. After the Test Remember: learning is a process, not an outcome. Reflect on the studying and test-taking process. What worked? What didnt? What should I do differently next time? Prepare for the next time. After each exam is a fresh start. Stay on track by getting ahead and preparing. Alleviate the Stress! Exercise. Get a good nights sleep. Eat a wholesome breakfast (no Poptarts or sugary cereal!) Positive Visualization (see back) Progressive Relaxation (see back)

Updated: 4/28/2013

Positive Visualization On the night before your exam (right before you go to sleep works well), find a quiet place to relax. Close your eyes. Pull your eyes to the top part of your head, roll up and back, then take two slow, deep breaths. Do this a couple more times to get you more relaxed. Now, visualize yourself in the classroom taking the test. See yourself receiving the test, then calmly, confidently taking the exam. You see many of the questions you had formulated while you pretended you were the professor. You are organized and alert. You are enjoying taking the test because you want to demonstrate just how much you know about the material. Create this movie in your head. You are in command and in control. Repeat the positive visualization again in the morning, right before you get out of bed. When test time comes you will have already seen yourself confidently taking the test. Refer to this personal movie anytime during the test. This positive visualization will help you realize what you are capable of achieving. Progressive Relaxation Exercises Progressive relaxation exercises can help offset excess energy that usually comes from anxiety or nervousness. You can do progressive relaxation before and during any part of your test. Before the test, sit outside if you can, in a relatively quiet place. If possible, close your eyes. Starting with your feet, tense the foot muscles for 5-8 seconds. Release, then take a deep breath or two. Tense the calf muscles for 5-8 seconds. Release. Repeat with the different muscle groups: upper legs, abdomen, arms/hands, shoulders, and face/jaw. Then tense your whole body and release. You can repeat this exercise in class before the exam and anytime during the test. This is a simple way to rid your body of excess energy so that you can keep your energy at an optimal performance level. If you wish, you can do isometric hand presses which are easy and offer a quick, concentrated way of releasing excess tension.

Updated: 4/28/2013