S.O.A.R.I.N.G.

Data Accountability
Bethany Bealko & Leah Skrypek
Standards:
West Virginia Student Success Standards
ELI.SS.2.2.3. use expected workplace dispositions, skills and
behaviors in the school and community (e.g., attendance, punctuality,
communication, relationships, attitudes, perseverance, collaboration,
critical thinking and leadership.)
ELI.SS.3.2.1. set goals, develop a plan and follow it through to
completion.
Objective:
1. After participating in a 6-8 week organizational group, students will show
improvements in organizing lockers/desks/belongings.
2. Students will set a goal during week 2 and make progress toward their goal by the
final week of group.
3. Students will work together to help one another come up with organizational
strategies that will work.
Assessments:
Student Pre/Posttests
Area/space observations by counselors Counselors ranked students organization
on a scale from 1 to 5, with 5 being most organized.
Teacher Pre/Posttests
Parent Pre/Posttests
Student reflections on goals
Results:
Based on counselor observations, each student improved his/her organization of
school area (desk, locker, cubby, etc.) over the 6-8 week period.
Data from student pre/posttest are inconclusive. Students reported very similar
answers in their posttest as their pretests. However, comments were more in-depth
on the posttests. Student reflected on their time in the group and the progress they
made. Based on this, we can make a guess that students did, in fact, make
progress.
Teacher and parent pretests were not all successfully turned back in. Because of
this, we could not include these in our number data. However, we were able to see
if students perceptions of themselves are the same or different from adults around
them. In most cases, students underestimated their organizational skills. In the
future, we would find a way to be sure to get these back.
Students reported working toward their goals each week. Some weeks were better
than others, but students did stay focused. In the future, we would have students
show evidence of this.

S.O.A.R.I.N.G. Data Accountability

Bethany Bealko & Leah Skrypek

5th Grade Organization Observations

5

4
3

1
Student 1

Student 2

Student 3

Observation 1

Student 4

Observation 2

4th Grade Organization Observations

5

4
3

4
3

3
2
1

Student 1

Student 2

Student 3

Student 4

Observation 1

Student 5

Observation 2

Student 6

Student 7

S.O.A.R.I.N.G. Data Accountability

Bethany Bealko & Leah Skrypek

5th Grade Pretest

3

3
2

2
111

Always/almost always

22

11

Sometimes

Never thoughtabout it

5th Grade Posttest

33

2
1111

2
1

111

Always/almost always

Sometimes

Almost never

Never thoughtabout it

S.O.A.R.I.N.G. Data Accountability

Bethany Bealko & Leah Skrypek

4th Grade Pretest

5

4
1 11

4 4
3

111

33
1

Always/almost always

Sometimes

Almost never

Never thoughtabout it

4th Grade Posttest

6
3

4
11

1 1 1 1

3
1

4
2 2

44
1

Always/almost always

Sometimes

Almost never

Never thoughtabout it

Impact:
1. Overall, students improved organizational skills through participation in the group.
2. 5th graders reported feeling more prepared to go to middle school after participating
in the group.

S.O.A.R.I.N.G. Data Accountability

Bethany Bealko & Leah Skrypek
3. 4th graders reported wanting to be involved with the group again in the next school
year.
4. Students were more detailed in posttest than pretests. They seemed eager to share
their knowledge of themselves.
Networking:
Share results with supervising counselors, principals, and teachers.
In addition to staying connected to teachers, other counselors, and administration
throughout this group, we also sent home weekly memos to parents to keep them
updated on the group. These memos shared ideas on how organization can be
reinforced at home.
Guide:

Edit group content for an even more fulfilling experience for students in future
groups.
Find a more effective way to get pre/posttests back from teachers and parents.
Require students to show evidence for their goals.