COMPREHENSIVE SCHOOL COUNSELING PROGRAM

SHORECLIFFS
MIDDLE SCHOOL
IN ACCORDANCE WITH THE ASCA NATIONAL MODEL, THE SCHOOL
COUNSELING TEAM HAS DEVELOPED A COMPREHENSIVE SCHOOL
COUNSELING PROGRAM. THIS PROGAM ADDRESSES SUSPENSION
RATES FOR ALL STUDENTS AT SHORECLIFFS MIDDLE SCHOOL.

LAURA ANG | RACHEL HAN | CHARISSA SCHUBERT

Attallah College of Educational Studies

Chapman University
2020
 TABLE OF CONTENTS
Summary and Demographics............................................................................3
Introduction.............................................................................................................3
Academic Achievement..................................................................................3
Attendance..............................................................................................................4
Discipline...................................................................................................................5
Summary..................................................................................................................6
Needs Assessment....................................................................................................7
Vision and Mission Statement............................................................................11
Vision Statement..................................................................................................11
Mission Statement...............................................................................................11
Program Goals and Objectives........................................................................12
Academic...............................................................................................................13
Social/Emotional................................................................................................14
College and Career..........................................................................................15
Classroom & Group: Mindsets & Behaviors Action Plan..................16
Sample Lesson Plans......................................................................................17
"Closing the Gap" Action Plan...........................................................................21
Lesson Plan Overview.....................................................................................22
Sample Lessons 1- 7.......................................................................................23
Classroom Guidance Action Plan.................................................................30
Sample Lesson Plan........................................................................................31
Evaluation Instrument..........................................................................................33
References..................................................................................................................35
 SHORECLIFFS MIDDLE SCHOOL
Summary & Demographics

INTRODUCTION
Shorecliffs Middle School is
located in San Clemente, CA
within the Capistrano Unified
School District. The grades
served at this school are sixth,
seventh, and eighth. The
population of this school is
incredibly diverse. There were
929 students enrolled in the
2019-2020 school year from a
multitude of ethnicities and
groups. The California School Dashboard (CAD) revealed that 35.1% of the
student body are socioeconomically disadvantaged, 8.4% are considered
English Learners, 8.1% are homeless, and 10.5% have disabilities (California
School Dashboard, 2019). Additionally, though the student population is
comprised of various ethnicities, the majority of the students identify as White
(65.1%) with the second largest group identifying as Hispanic (26%) (CAD, 2019).

ACADEMIC ACHIEVEMENT
Achievement is assessed by analyzing academic performance on either the
Smarter Balanced Summative Assessment or the California Alternate
Assessment. Overall, the students at Shorecliffs Middle School have performed
above state standards on both English Language Arts (ELA) and Mathematics.
However, data shows that certain groups of the student population tend to fall
behind in comparison to their peers. In the ELA portion of the assessment, the

3
English Learners, Hispanic, Homeless, Socioeconomically Disadvantaged, and
Students with Disabilities groups fell at a range of 11.8-69.5 points below state
standard (CAD, 2019). In the Mathematics portion of the assessment, the same
groups of students performed lower than their peers. Their performance on the
Mathematics assessment ranged from 36.6-116 points below state standard
(CAD, 2019). Furthermore, though the data shows that 47.1% of English Learners
were making progress towards English Language proficiency, 25.4% of the group
decreased at least one ELPI level during the school year (CAD, 2019).

English Language Arts

Mathematics

ATTENDANCE
Attendance is monitored by observing the percentage of students “who are
absent 10% or more of the instructional days they were enrolled” (CAD, 2019).
This portion of the assessment revealed that 11.4% of the student body were
chronically absent which reflected a 1.2% increase from the previous year (CAD,
2019). Within this group of chronically absent students, data shows that
particular groups are more frequently absent than others. Those who tend to
4
have more absences include Chronic Absenteeism
Socioeconomically Chronically
Absent
Chronically
Absent
11.5%
Chronically
Absent

Disadvantaged, Two or more

16.5% 11.4%

races, White, Students with

Disabilities, Hispanic, and
Homeless students (CAD,
2019). Most of these student
83.5% 88.5% 88.6%

groups have either SOCIOECONOMIC TWO OR MORE RACES WHITE

maintained or decreased the

DISADVANTAGE

amount of absences aside Chronically

Chronically
Absent
Chronically
Absent
Absent

from Socioeconomically
11% 15.5%
15.5%

Disadvantaged and White

students.

84.5% 89% 84.5%

STUDENTS WITH
HISPANIC HOMELESS
DISABILITIES

DISCIPLINE
Discipline reflects the
Suspension Rates by Student Group
“percentage of students
who have been
suspended at least once Student Body
in a given school year” White
(CAD, 2019). The data
Two or More Races
from the California
Socioeconomic Disadvantage
School Dashboard
reveals that 5.6% of the English Learners

student body was Hispanic

suspended at least once Homeless

(2019). This reflects an Students with Disabilities
increase of 1.5% from 0% 5% 10% 15%

5
the 2018-2019 school year. The disciplinary data reveals that Hispanic, Homeless,
Students with Disabilities, English Learners, Two or more races , and
Socioeconomically Disadvantaged students had lower performance levels than
others (CAD, 2019). The percentages of the students who were suspended at
least once from these groups range from 7.7%-14.9% (CAD, 2019).

DATA SUMMARY

Through analyzing the data from Shorecliffs Middle School, it can be seen that
certain groups of students tend to perform lower than the general student
population. These groups include Socioeconomically Disadvantaged, Homeless,
Hispanic, Students with Disabilities, and English Learners. The assessment should
lead to the creation of a more comprehensive school program that provides
better equitable support and lessons. By disaggregating more data, identifying
student and family needs, creating new disciplinary plans, and providing proper
resources a comprehensive school program can be developed.

6
 Needs Assessment
SHORECLIFFS MIDDLE SCHOOL NEEDS ASSESSMENT

This assessment is for Shorecliffs Middle School students. Please answer

to the best of your ability. Your responses will remain completely
confidential. This survey will help us improve and promote student
success at school. Thank you for helping us better meet your needs.

What grade are you currently in?

6th grade

7th grade

8th grade

I identify my ethnicity as: (select all that apply - optional)

Asian White

African American Prefer not to say

Hispanic/Latino Other:

Native American

Pacific Islander

Two or more races

7
 ACADEMIC
I need help being more organized. Strongly Neither agree Strongly
Agree nor disagree Disagree
agree disagree

I need help on my test-taking Strongly Neither agree Strongly

Agree nor disagree Disagree
strategies. agree disagree

I need help choosing the right Strongly Neither agree Strongly

Agree Disagree
classes for next year. agree nor disagree disagree

I feel like I can communicate with Strongly Neither agree Strongly

Agree nor disagree Disagree
my teachers. agree disagree

I need help finding transportation Strongly Neither agree Strongly

Agree nor disagree Disagree
to school. agree disagree

I feel like the school is providing me Strongly Neither agree Strongly

Agree nor disagree Disagree
with proper resources to succeed. agree disagree

I need extra support in my Strongly Neither agree Strongly

Agree Disagree
academics. agree nor disagree disagree

I need help completing my homework Strongly Neither agree Strongly

on time in one or more class(es). Agree nor disagree Disagree
agree disagree

I feel anxious or stressed before Strongly Neither agree Strongly

taking tests. Agree nor disagree Disagree
agree disagree

An academic goal of mine is: (optional)

COLLEGE & CAREER

I need help selecting a career path. Strongly Neither agree Strongly
Agree nor disagree Disagree
agree disagree

I know what classes to take in high Strongly Neither agree Strongly

Agree nor disagree Disagree
school. agree disagree

I know which adult I can speak with to learn

Strongly Neither agree Strongly
more about college and career options after Agree Disagree
agree nor disagree disagree
high school.
8
I want to know more about Strongly Neither agree Strongly
Agree Disagree
different career opportunities. agree nor disagree disagree

I am involved in at least one school Strongly Neither agree Strongly

Agree nor disagree Disagree
activity outside of class. agree disagree

Name a college or career you want to learn more about: (optional)

SOCIAL/EMOTIONAL
I find it difficult to make friends at Strongly Neither agree Strongly
Agree nor disagree Disagree
school. agree disagree

I struggle with peer pressure. Strongly Neither agree Strongly

Agree nor disagree Disagree
agree disagree

I need help with being bullied or Strongly Neither agree Strongly

Agree Disagree
being teased. agree nor disagree disagree

I need help dealing with stress and Strongly Neither agree Strongly
Agree nor disagree Disagree
anxiety. agree disagree

I know who to talk to when I want to Strongly Neither agree Strongly

be heard and listened to at school. Agree nor disagree Disagree
agree disagree

I feel like my teachers and other Strongly Neither agree Strongly

Agree nor disagree Disagree
school staff members care about me. agree disagree

I enjoy my social life at school. Strongly Neither agree Strongly

Agree nor disagree Disagree
agree disagree

I enjoy my classes at school. Strongly Neither agree Strongly

Agree nor disagree Disagree
agree disagree

I know which adult at school I can talk Strongly Neither agree Strongly
to if I feel sad or depressed. Agree nor disagree Disagree
agree disagree

I know which adult at school I can talk Strongly Neither agree Strongly
to if I have negative thoughts. Agree nor disagree Disagree
agree disagree

9
A personal goal of mine is: (optional)

OTHER CONCERNS

Please list any other concerns or needs that you would like
the school to help you with that were not mentioned above.
(optional)

10
Vision Statement & Mission Statement

Vision Statement
Through the provision of ethical and equitable practices, students from
Shorecliffs Middle School will have the skills to become lifelong learners,
maintain wellness, and succeed in careers that contribute to their
community. Through practicing empathy, embracing diversity, and the
realization of self-worth, each student will be a socially, emotionally, and
academically engaged learner that supports one another. By providing
each student with the resources they need to succeed, each individual has
the ability to create lifelong goals, learn adaptable skills, and build upon
their strengths to go into the real world and thrive.

Mission Statement
The mission of Shorecliffs Middle School comprehensive school counseling
program is to support and advocate for the whole student. Through the
implementation of evidence-based practices we aim to address the
academic, career, and social-emotional needs of all students. The
counseling team will help our students celebrate individuality and cultural
diversity. We aim to provide a safe and supportive learning environment.
Through advocating and collaborating with students, parents, teachers,
administrators, and community members, we will ensure equitable
practices that will promote the successes and wellbeing of all students.

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 Program Goals - Objectives
Our objectives are based on the three domains—academic, career, and
social/emotional. These domains help guide our goals. Our goals are determined
by data, in alignment with our mission to implement evidence-based practices.

Academic:
The counseling team will support students achieve academic goals and
success by implementing lesson plans about test taking strategies,
study skills, and future planning.

Social-Emotional:
The counseling team will provide students with social-emotional support
by encouraging and creating opportunities to interact with peers and
adults in groups like clubs, athletics, class-wide discussions, and
counseling.

Career:
The counseling team will provide students with the skills and resources
to promote professionalism and attendance. Classroom lessons about
the importance of life-long learning and attendance in regards to future
careers and post-secondary education will be implemented. Students
who are shown to be chronically absent will be able to participate in
small-group counseling sessions to improve attendance.

To ensure these goals are met, we will be conducting surveys throughout the implementation
process and analyzing data to maintain effectiveness. These surveys will be in the format of online
voluntary pre/post tests. The data on these surveys will ask students, parents, and other
stakeholders of the effectiveness of counseling programs and lesson plans. The results will allow
the counseling team to ensure they are providing equitable and effective programs, and will be
adjusted according to the results. Each of these goals align with the mission of the counseling
program and work to ensure equitable practices that will promote the successes and wellbeing of
the whole student.
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Academic Objective:
The counseling team will support students achieve academic goals and success by
implementing lesson plans about test taking strategies, study skills, and future planning.

Goal:
By October 2021, all students identified with 2 or more Ds or Fs in Math, Science, Social
Studies, or English will be reduced by 25%.

Rationale:
Lesson plans addressing test-taking strategies, study skills, and future planning will
provide all students with tools and resources to achieve academic goals. Group and
individual counseling for students with 2 or more Ds or Fs will address achievement
gaps and ensure the practice of equitable education.

The CAASPP Test results in ELA and Mathematics for all students show that 62% of the
student body met or exceeded the state standard in ELA and 58% in Mathematics for
the 2018-2019 school year.

Shorecliffs Middle School results fell below the total percentage of students who met or
exceeded the state standards within the Capistrano Unified School District. The data
shows that 70% of district students met state standards in ELA and 59% in Mathematics
in the 2018-2019 school year.

Data revealed that English Learners, Hispanic, Homeless, Socioeconomically

Disadvantaged, and Students with Disabilities fell at a range of 11.8-69.5 points below
state standards in both ELA and Mathematics. This may reflect the lack of financial
support, resources, and proper communication for these groups of students.

Interventions & Strategies to address this goal:

The counseling team will provide core lesson plans to all
students regarding study skills like time management
strategies, future planning, and test-taking strategies in
classroom settings. Group and individual counseling sessions
for students identified with 2 or more Ds and Fs will be
provided to improve academic achievement and address
achievement gaps.
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Social-Emotional Objective:
The counseling team will provide students with social-emotional support by
encouraging opportunities to interact with peers and adults in groups like clubs,
athletics, class-wide discussions, and counseling.

Goal:
By October 2021, all students will decrease the numbers of suspensions and expulsions
related to behavioral incidents involving disruptive behaviors, instigative behaviors, and
confrontations with other students by 2% from 5.6% to 3.6%

Rationale:
Providing students with opportunities to interact with peers and adults will promote the
development of positive behavioral strategies and interpersonal relationships, thus
reducing suspensions related to behavioral conflicts.
The data from the California School Dashboard reveals that 5.6% of the student body
was suspended at least once. The SARC also shows a 0.3% rate of expulsion in the
2018-2019 school year.

The data reflects an increase of 1.5% from the 2017-2018 school year. The school also
has higher rates of suspension and expulsion than both district and state. The district’s
rate of suspension is 2.1% and the state is 3.5%

The disciplinary data reveals that Hispanic, Homeless, Students with Disabilities,
English Learners, Two or more races , and Socioeconomically Disadvantaged
students had lower performance levels than others. This again may show that the
proper resources and services are not being provided to these student groups.
These groups may need additional support like emotional, financial, and
communication.

Interventions & Strategies to address this goal:

The counselor can identify students with behavior referrals and high
numbers of suspensions. After doing so, the counselor can conduct
group counseling sessions to identify individual needs to decrease the
incidents that led to their suspensions. These group counseling sessions
can provide students with proper social emotional support the students
may need to succeed.

14
Career Objective:
The counseling team will provide students with the skills and resources to promote
professionalism and attendance. Classroom lessons about the importance of life-long
learning and attendance in regards to future careers and post-secondary education will
be implemented. Students who are shown to be chronically absent will be able to
participate in small-group counseling sessions to improve attendance.

Goal:
By October 2021, all students will decrease the percentage of chronically absent
students by 2% from 11.4% to 9.4%

Rationale:
Emphasizing the importance of professionalism and attendance will promote students'
intrinsic motivation to attend and be involved In school.

The assessment revealed that 11.4% of the student body were chronically absent which
reflected a 1.2% increase from the previous year.

The school shows a high number of students at Shorecliffs Middle School are
chronically absent. This rate needs to decrease to make sure that students are receiving
their education and are not missing out on instructional time due to absences. The
district’s chronic absenteeism rate is 7.4% which is 4% lower than the school’s rate.

Those who tend to have more absences include Socioeconomically Disadvantaged,

Two or more races, White, Students with Disabilities, Hispanic, and Homeless
students. However, most of these student groups have either maintained or
decreased the amount of absences aside from Socioeconomically Disadvantaged and
White students. Again, the data may reflect that the proper support is not being given
to those who need it. These students may have issues regarding transportation
and/or familial support.

Interventions & Strategies to address this goal:

Possible interventions and strategies to address this goal include
classroom lessons regarding attendance and the importance of
education, parent education, school-wide presentations on absenteeism
and its impact, and group/individual counseling to students with high
absenteeism rates.
15
 Classroom & Group:
Mindsets & Behaviors Action Plan
At Shorecliffs Middle School, we have created an ASCA (American School Counselor Association)
Mindsets and Behaviors Action Plan to help guide school personnel in the planning and delivery of
important student activities and necessary interventions.

This plan provides an overview of ways to address specific goals through the use of classroom, large
group, and small group activities. These goals are from the ASCA Mindsets and Behaviors, which come
from research-based standards that help students achieve academic, social/emotional, and career
development and success.

Student Mindsets:
This category addresses each student’s sense of belonging, self-confidence, overall well-being, attitudes
toward academic work, and understanding the importance of learning for all future career options.

Behavior Learning Strategies:

This category addresses the student’s ability to be creative, organized, and to identify personal
academic goals.

Behavior Self-Management Skills:

This category focuses on the student's ability to be responsible, have self-control, and demonstrate healthy
coping skills.

Behavior Social Skills:

This category aims to create positive social skills, communication, social responsibility, empathy, and
self-advocacy.

The ASCA Mindsets and Behaviors Action Plan is a useful guide to use when looking at different
problems or struggles students might be having. Each activity can be used to cover multiple
mindset and behavior standards. These activities are to be applied with the goal of helping all
students reach their academic potential, their personal goals, and a healthy social/personal life.

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 Student Mindsets:
Mindsets
M 1. Belief in development of whole
self, including a healthy balance of
mental, social/ emotional and physical
well-being
M 2. Self-confidence in ability to
succeed
M 3. Sense of belonging in the school
environment
M 4. Understanding that
postsecondary education and lifelong
learning are necessary for long-term
career success
M 5. Belief in using abilities to their
fullest to achieve high-quality results
and outcomes
M 6. Positive attitude toward work and
learning
Activity Participants Class/LG SG
Students will be taught self-care Counselor, teachers, and students
methods, meditation strategies, as well x
as wellness and mindfulness activities
in classroom lessons.
Counselors will develop a strength Counselor, teachers, and students
based curriculum to guide students in x
identifying strengths in the classroom.
Follow up lessons can include goal
formulation and setting realistic
personal goals.
Students can form relationships with Counselor, teachers, and students
peers and adults through participating x
in restorative circles in the classroom.
Students will learn to be more
introspective and gain a greater sense
of belongingness in the school.
Counselors will organize college and Counselor, teachers, and students x
career days. Information about
different
colleges/universities/vocational schools
as well as career pathways will be
given. Counselors will also teach
students about the financial aid
process.
Students will set achievable personal Counselor, teachers, and students x
goals for their academic, social-
emotional, and career development in
classroom lessons. Follow up lessons
can track and monitor progress
through self-assessments.
Counselors and teachers will Counselor, teachers, and students x
collaborate to find what interests their
students. By conducting surveys and
polls, classroom lessons that the
students are passionate about can be
developed.
17
 Behavior Learning Strategies:
Behavior Learning
Strategies
B-LS 1. Demonstrate critical-thinking
skills to make informed decisions
B-LS 2. Demonstrate creativity
B-LS 3. Use time-management,
organizational and study skills
B-LS 4. Apply self-motivation and self-
direction to learning
B-LS 5. Apply media and technology
skills
B-LS 6. Set high standards of quality
B-LS 7. Identify long- and short-term
academic, career and social/emotional
goals
B-LS 8. Actively engage in challenging
coursework
B-LS 9. Gather evidence and consider
multiple perspectives to make
informed decisions
B-LS 10. Participate in enrichment and
extracurricular activities
Activity Participants Class/LG SG
Teachers and counselors will conduct Counselor, teachers, and students
x
Informed Decision Making activities to
small groups to collaborate and
brainstorm on.
Teachers will assign students to work Teachers and students x
on creative projects.
Counselors and/or teachers will Counselor, teachers, and students
provide planners to students and x
teach them to organize by classes,
assignments, and times.
Counselors will talk to students about Counselors and students x
their personal goals and motivations
that can be applied to their learning.
Teachers will assign students to create Teachers and students x
art, assignments, or presentations by
use of technology and media.
Counselors and/or teachers will help Counselor, teachers, and students x
students create a journal of goals to
reach. Once students reach a set goal,
they can raise their goals to higher
standards.
Counselors will create a goal chart in Counselors and students x
each domain for each student and
have the students discover their own
goals.
Teachers will talk with students to find Teachers and students x
what interests or concerns they have in
challenging coursework to help all
students participate actively.
Counselors and teachers will have Counselor, teachers, and students x
students work in groups on
assignments to make sure they are
aware of differing perspectives.
Counselor, teachers, and students x
Counselors and/or teachers will get to
know the interests and motivations of
each individual student and provide
them with extracurricular/enrichment
activities that may suit them.
18
 Behavior Self-Management Skills:
Behavior
Self-Management
Skills
B-SMS 1. Demonstrate ability to
assume responsibility
B-SMS 2. Demonstrate self-discipline
and self-control
B-SMS 3. Demonstrate ability to work
independently
B-SMS 4. Demonstrate ability to delay
immediate gratification for long-term
rewards
B-SMS 5. Demonstrate perseverance
to achieve long- and short-term goals
B-SMS 6. Demonstrate ability to
overcome barriers to learning
B-SMS 7. Demonstrate effective coping Counselors will hold large group
skills when faced with a problem
B-SMS 8. Demonstrate the ability to
balance school, home and community
activities
B-SMS 9. Demonstrate personal safety
skills
B-SMS 10. Demonstrate ability to
manage transitions and ability to adapt
to changing situations and
responsibilities
Activity Participants Class/LG SG
Counselors will create a type of chore Counselor, teachers, and students x
chart related to school activities and
have a weekly deadline and check-in
meeting.
Students will set goals for themselves Counselors, teachers, and students x
and share them in the group.
Counselors will create a lesson plan on
self-discipline and self-control
Teachers will assign independent work Counselor, teachers, and students x
and work time for students to practice
this skill
Teachers and counselors will set up a Counselors, teachers, and students x
goal and achievement chart with long-
term rewards
Students, teachers, and counselors will Counselors, teachers, and students x x
conduct individual meetings to discuss
goal (long and short-term) and create
an accountability chart.They will also
conduct a restorative circle to discuss
and keep each other motivated
Students will be given tasks that push Counselor, teachers, and students x x
them slightly out of their achievement
level to encourage growth. Circles will
be held to discus, collaborate, and
motivate each other
Counselors, teachers, and students
x x
workshops to teach students skills for
effective coping before a problem is
introduced. Individual counseling
sessions will be provided when a
student is mid-problem and in need of
help
x
Counselors will conduct a planning Counselors and students x
seminar with one-on-one meetings to
teach students how to prioritize work
and schedule their time.
Counselors will create drills and Counselor, teachers, and students x x
exercises to allow students to practice
safety skills and conduct a circle to
reflect on the exercise and it’s everyday
life application.
Counselors will create a school-based Counselor, teachers, and students x
obstacle course where students will
have to complete a task to move onto
the next. Counselors will then conduct
a circle to relate it to everyday life.
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 Behavior Social Skills:
Behavior
Social Skills
B-SS 1. Use effective oral and written
communication skills and listening
skills
B-SS 2. Create positive and supportive
relationships with other students
B-SS 3. Create relationships with adults Counselors will coordinate an
that support success
B-SS 4. Demonstrate empathy
B-SS 5. Demonstrate ethical decision-
making and social responsibility
B-SS 6. Use effective collaboration and
cooperation skills
B-SS 7. Use leadership and teamwork
skills to work effectively in diverse
teams
B-SS 8. Demonstrate advocacy skills
and ability to assert self, when
necessary
B-SS 9. Demonstrate social maturity
and behaviors appropriate to the
situation and environment
Activity Participants Class/LG SG
Counselors or teachers will conduct Counselor, teachers, and students x x
restorative circles to give students an
opportunity to communicate orally
with their peers and listen to others. At
the end of the circle time, the students
will write a reflection on their time to
practice their written communication
skills.
Students will be placed into small Counselors, teachers, and students x
group to complete activities together,
i.e. community service projects,
restorative circles, etc. to create
outside-of-class relationships with each
other
Counselors, teachers, outside mentors, x x
mentor/career event in which adults in and students
different occupations will speak with
students and create small groups with
students interested in that occupation
to build a mentorships relationship
with an adult.
Counselors will conduct restorative Counselors, teachers, and students x
circles to encourage students to
practice empathy and build meaningful
relationships.
Counselors will create anti-bullying Counselors, teachers, and students x
programs, and establish specific
guidelines for unacceptable language
and behavior.
Counselors will develop restorative Counselor and small group of students x
justice practices and peer mediation to
help students resolve conflicts, reflect,
and create solutions.
Teachers and counselors will have Teachers, counselors, and students. x
students work in assigned groups to
learn new perspectives while working
collaboratively.
Counselors will develop workshops to Counselors and students x
help students find their voice in self-
advocacy.
Counselors and/or teachers will Counselor, teachers, and students x
engage their students in SEL activities
and restorative circles to help develop
skills in social maturity and appropriate
behaviors.
20
 "Closing the Gap" Action Plan
We have created an ASCA (American School Counselor Association) Lesson Plan to develop
positive interpersonal relationships. This lesson plan consists of seven sessions with different
learning objectives to assist students in obtaining and enhancing their skills in developing and
maintaining interpersonal relationships. This lesson plan was created to address the 5.6%
suspension rate in the 2018-2019 school year. Students who have been suspended related to
behavioral conflicts involving disruptive behaviors, instigative behaviors and confrontations
with other students will participate in these lesson plans focusing on three mindsets and
behaviors. The first of these mindsets and behaviors is the ability to demonstrate effective
coping skills when faced with a problem; the second, the ability to demonstrate ethical
decision-making and social responsibility; and the third, the ability to demonstrate empathy.

This lesson plan focuses on the practice of restorative circles in which students can learn
from their peers and their supervisors in open and honest conversations and activities. Within
these seven sessions, students will learn techniques to increase their skill in communication,
empathy, effective coping, and responsibility, just to name a few. They will also be asked to
share openly about their experiences and level of skill achievement. This will allow the students
to recognize that they are not alone in their experiences and learn from each other.

These lessons and activities are to be applied with the goal of helping all students reach their
academic potential, their personal goals, and a healthy social/personal life. The goal of this
lesson plan is to reduce the number of behavioral referrals and suspensions by getting to the
route of the problem, encouraging the students in their journey, and equipping them with the
tools they need to succeed.

Goal:
Behavior-Suspension Rates - By November 2021, the schools suspension rates for the
targeted groups will decrease from 5.6% to 3.6%.

Target Group:
Students with behavioral referrals and suspensions Involving disruptive behaviors,
Instigative behaviors, and confrontations with other students. Hispanic, homeless, and
students with disabilities are those with the highest rates of suspensions.

Data:
The California School Dashboard reveals that 5.6% of the student body was suspended
at least once. This reflects an Increase of 1.5% from the 2017-2018 school year.

21
 Lesson Plan: Strategies to Develop
Positive Interpersonal Relationships
Overview:
Direct Student Services:
1. Seven week small group counseling program using restorative circles
2. Provide self-assessment tools to monitor and track students moods/behaviors
3. Reward students who do good deeds and model empathy (look at self-assessment
tools)
Indirect Student Services:
1. Counselor speaks with families
2. Counselor collaborates with teachers
3. Counselor contacts administration dealing with the disciplinary issues

Mindsets & Behaviors:

1. B-SMS 7. Demonstrate effective coping skills when faced with a problem
2. B-SS 5. Demonstrate ethical decision-making and social responsibility
3. B-SS 4. Demonstrate empathy

Mindsets & Behaviors Survey Items:

1. I struggle with peer pressure.
2. I need help with being bullied or being teased.
3. I feel like the school is providing me with proper resources to succeed.
4. I know who to talk to when I want to be heard and listened to at school.

These items will be given on a scale of 1-5 (strongly disagree to strongly agree)

Data Collection Plan:

Counselor will keep notes from small group sessions and also use data from the
students’ self-assessments and other stakeholders whom the counselor collaborated
with. After implementing the program and conducting each lesson plan, the counselor
will use pre/post tests to monitor progress amongst the students.

Anticipated number of students: 10 students per group (~5 groups)

Planned length of each lesson: 1 hour
Pre/post-assessments

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Lesson 1:
Learning Objective(s)/Competency:
Students will:
Learn about communication skills
Participante In restorative circles to practice communication skills.
Materials: Talking piece, notebook, & pencils Evidence Base: Best Practice

Procedure:
Introduce:
Counselors will discuss confidentiality and informed consent. Then, the counselor will
introduce themselves and allow each student to introduce themselves while they hold
the talking piece.
Communicate Lesson Objective:
The lesson objective is to teach students about effective and proper communication
strategies.
Teach Content:
Before sharing, students will fill out a pre-test to monitor progress and attitudes. The
counselor will lead a discussion with the students by using the talking piece. By
discussing how the talking piece works, the counselors will allow students to take turns
to participate in the discussion. After sharing, students will fill out a post-test to see
what impact the restorative circle had.
Practice Content:
Students will write detailed accounts in their notebook about two conversations they
had. One of the conversations must have occurred before the restorative circle and one
that has occurred after.
Summarize:
Counselors will emphasize how important it is to use proper communication strategies.
Close:
Counselors will close by reminding students to self-monitor progress and actions and
discuss when the next session will be.

Data Collection Plan:

Outcome Data: We want to reduce the number of behavioral referrals and suspensions
by encouraging students to use proper communication strategies.

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Lesson 2:
Learning Objective(s)/Competency:
Students will:
Learn effective coping skills to deal with problems.
Participate in restorative circles to learn proper coping skills. Students will discuss
the ways in which individuals deal with problems. They will then take notes and
self-monitor situations they use coping skills between sessions.

Materials: Talking piece, notebook, & pencils Evidence Base: Best Practice

Procedure:
Introduce:
Counselors will discuss confidentiality and informed consent. Then, the counselor will
introduce themselves and allow each student to introduce themselves while they hold
the talking piece.
Communicate Lesson Objective:
The lesson objective will be discussed before teaching. The objective is to teach
students coping skills and how to properly deal with problems.
Teach Content:
Before sharing, students will fill out a pre-test to monitor progress and attitudes.
Students will share coping strategies they use one by one while holding the talking
piece. The counselors will also share proper ways to deal with problems and coping
skills they use also. After sharing, students will fill out a post-test to see what impact the
restorative circle had.
Practice Content:
In order to practice this content, students will be required to take notes on effective
coping strategies and to monitor the ways in which they use these between sessions.
Summarize:
Counselors will review the coping strategies discussed, emphasizing the importance of
using proper coping skills and ways to deal with problems.
Close:
Counselors will close by reminding students to self-monitor progress and actions and
discuss when the next session will be.

Data Collection Plan:

Outcome Data: We want to reduce the number of behavioral referrals and suspensions
by encouraging students to use proper coping techniques and problem solving
strategies.

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Lesson 3:
Learning Objective(s)/Competency:
Students will:
Learn what to do when faced with an ethical dilemma.
Participate in restorative circles and discuss how they make informed decisions
while keeping other perspectives in mind. Students will take notes and advice
from one another. They will also keep a log of situations where they needed to
make a decision, applied new strategies, and the outcomes to share in future
groups.
Materials: Talking piece, notebook, & pencils Evidence Base: Best Practice

Procedure:
Introduce:
The counselors will introduce themselves while choosing a check-in topic.Then they will
ask each student to introduce themselves and check-in.
Communicate Lesson Objective:
The counselors will introduce the topic of ethical dilemmas and the importance of
understanding how to make informed and ethical decisions by using a relatable
example. Then the counselors will tell the students that they are there to develop their
ability to navigate through ethical dilemmas.
Teach Content:
Students will each share an example of an ethical dilemma they have encountered and
how they made decisions that lead to a positive outcome.
Practice Content:
Students will be asked to write nuggets of wisdom they hear from their peers and to
apply it to future ethical dilemmas.
Summarize:
The counselors will review and emphasize the nuggets of wisdom they heard from the
students.
Close:
The counselors will remind the students to look over their nuggets of wisdom and to
apply it to their real-life situations.

Data Collection Plan:

Outcome Data: We want to reduce the amount of poor decision making amongst
students that leads to disciplinary action.

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Lesson 4:
Learning Objective(s)/Competency:
Students will:
Learn about responsibility and the impact each individual can make.
Participate in restorative circles to discuss individual responsibilities, and how
actions can affect others.
Materials: Talking piece, notebook, & pencils Evidence Base: Action Research

Procedure:
Introduce:
Counselors will introduce themselves, and allow students to introduce themselves with
the talking piece.
Communicate Lesson Objective:
The lesson objective is to teach students about responsibility, and how their actions can
affect others.
Teach Content:
Before sharing, students will fill out a pre-test to monitor progress and attitudes.
Students will share three things they are responsible for, discuss an action they did, and
how it affected somebody one by one while holding the talking piece. The counselors
will then share their own responsibilities and actions. After sharing, students will fill out
a post-test to see what impact the restorative circle had.
Practice Content:
Students will practice by journaling and reflecting about their own responsibilities and
past actions in their notebook. They will write about 2 incidents and how their actions
affected somebody else before the next section.
Summarize:
Counselors will emphasize how important it is to take responsibility for our actions and
to be aware of how it affects others.
Close:
Counselors will close by reminding students to self-monitor progress and actions and
discuss when the next session will be.

Data Collection Plan:

Outcome Data: We want to reduce the number of behavioral referrals and suspensions
by encouraging students to take responsibility for their actions and to think how it
affects others.

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Lesson 5:
Learning Objective(s)/Competency:
Students will:
Learn about empathy and how to be more empathetic.
Participate in a restorative circle to discuss what empathy is and what it looks
like. Students will be encouraged to talk about their feelings, struggles, or joys
and find ways they can each relate to one another.
Materials: Talking piece, notebook, & pencils Evidence Base: Best Practice

Procedure:
Introduce:
The counselors will introduce themselves while choosing a check-in topic.Then they will
ask each student to introduce themselves and check-in.
Communicate Lesson Objective:
The counselors will introduce the topic of empathy and why it is important in social
relationships.
Teach Content:
The counselors will lead groups in a restorative circle where each student will discuss
what they believe empathy means, why it is important, and share information about
their own feelings. Students will also be encouraged to speak up when they relate to
another student.
Practice Content:
Students will be asked to continue identifying their empathy and relation to peers in
real-life situations.
Summarize:
The counselors will summarize why empathy is so important by using the students
commonalities as examples.
Close:
Counselors will remind students to keep finding ways to relate to their peers in healthy
ways and to be a listening ear or a helping voice to friends.

Data Collection Plan:

Outcome Data: We want to find common ground among students and build empathy to
reduce behaviors that lead to disciplinary action.

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Lesson 6:
Learning Objective(s)/Competency:
Students will:
Learn about methods on how to maintain self-discipline and self-control.
Participate in a restorative circle to describe their current skills in self-discipline
and self-control and then discuss techniques and ways to practice and improve.
Materials: Talking piece, notebook, & pencils Evidence Base: Best Practice

Procedure:
Introduce:
The counselors will introduce themselves while choosing a check-in topic. Then they will
ask each student to introduce themselves and check-in.
Communicate Lesson Objective:
The counselors will introduce the topic of self-discipline and self-control and why it is an
important skill to develop.
Teach Content:
The counselors will lead groups in a restorative circle where each student will discuss
what they believe self-discipline and self-control means, why it is important, what it
looks like, and share information about a time they were successful and a time they
lacked self-discipline and self-control. Students will also be encouraged to speak up
when they relate to another student.
Practice Content:
Students will be asked to give themselves a task that practices self-discipline and self-
control in their next week and come ready to share the next session.
Summarize:
The counselor will summarize self-discipline and self-control, what it looks like and why
it is important to get better at.
Close:
Counselors will thank students for their openness in sharing and remind them to
continue trying. Practice makes progress.

Data Collection Plan:

Outcome Data: We want students to practice their skills in self-discipline and self-control,
share similar experiences, and increase behaviors of self-discipline and self-control.

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Lesson 7:
Learning Objective(s)/Competency:
Students will:
Learn social skills and how to properly interact with adults and peers.
Participate in a restorative circle with peers, teachers, and counselors and
discuss the importance of social skills when interacting with peers and adults.
Materials: Talking piece, notebook, & pencils Evidence Base: Action Research

Procedure:
Introduce:
The counselors will introduce themselves while choosing a check-in topic. Then they will
ask each student to introduce themselves and check-in.
Communicate Lesson Objective:
The counselors will introduce the topic of social skills with peers and adults and why it is
an important skill to develop.
Teach Content:
The counselors will lead groups in a restorative circle where each student will discuss
what they believe social skills with adults and peers, why it is important, what it looks
like, and share information about a time they had a good social interaction with a peer
or adult. They will be encouraged to examine why this interaction was good and reflect
on the skills they learned from it. Students will also be encouraged to speak up when
they relate to another student.
Practice Content:
Students will break out into small groups with conversation topics to practice their
newly learned social skills in listening and communicating well.
Summarize:
The counselor will summarize social skills with peers and adults, what it looks like and
why it is important to get better at.
Close:
Counselors will thank students for their openness in sharing and remind them to
continue trying. Practice makes progress.

Data Collection Plan:

Outcome Data: We want students to learn new social skills with peers and adults and
practice them in safe space to increase comfort when socializing with peers and adults
and aid their interactions.

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 Classroom Guidance Action Plan

At Shorecliffs Middle School, we have created an ASCA (American School Counselor Association)
Lesson Plan teaching study skills to address students with low academic performance; students in
seventh grade receiving consistent D and F grades in the classroom. This particular lesson fits within
our overall goal of providing students with high suspension rates and behavioral referrals with
opportunities to foster more positive attitudes towards school. Evidence suggests that teaching
studying skills will allow students to enhance their knowledge of school activities and find new ways of
learning that will engage their interests. This aligns with our mission by providing students with tools to
enhance their academic performance.

In this lesson, students will learn to strengthen their skills in the areas of time-management,
organization, and study techniques. The students will learn to be actively engaged in their coursework
and practice a positive attitude towards their schoolwork and learning in general. In addition, students
will attend and engage in a workshop that focuses on creating positive mindsets and stronger learning
and studying skills. For this lesson, the students will simply need paper and pencils, as the counselor
or leader of the lesson will provide handouts relevant to the lesson.

To begin, a group of about 15-25 students will gather in a safe and open space for about 40
minutes with their materials. The counselor or leader of the lesson will introduce themselves and allow
the students to do so as well. The counselor will then lead a discussion on the importance of study
and organizational skills, asking the students for input and insight. Once the group has a good
understanding of the importance of the lesson, the counselor will explain that the objective of the time
here is to teach different skills and techniques to help students think more positively about learning,
help them learn effective studying skills, and to become more actively engaged in learning. Once the
objective is clear, the lesson will begin with a pre-test to monitor the current state of the students’ skill
levels and attitudes towards learning. The lesson will be taught via presentation with information and
techniques to better reach the goal. Then worksheets will be passed out and students will have a
chance to create their own schedule or planner using the tools they just learned. Once every student
has had a chance to complete this work, the counselor will review the topics learned, pass out the
post-test, and conclude the lesson with reminders for the students.

The goal of this lesson is to increase academic achievement in students with low attendance and
high rates of behavioral referrals. This will be done by attempting to remove barriers from effective
and active learning by promoting study and organizational skills while encouraging a positive attitude
towards learning.

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 Classroom Guidance Action Plan
Sample Lesson Plan
Shorecliffs Middle School - Study Skills
Target Audience:
Students with low academic performance, receiving D and F grades.
Mindsets and Behaviors:
B-LS 3. Use time-management, organizational and study skills
B-LS 8. Actively engage in challenging coursework
M 6. Positive attitude toward work and learning
Learning Objectives/Competency:
Students Will: Learn study skills such as time management, organization, engagement,
and positivity
Students Will: Attend and engage in a workshop that focuses on positive mindsets
and study/learning skills.
Materials:
Paper
Pencil
Handouts provided by counselor/teacher
Optional: Planners
Optional: computers/laptops/tablets
Evidence Base: Evidence-Based

Procedure:
Introduction:
Counselor and/or teacher will briefly introduce themselves and discuss the importance
of study/organizational skills and positive mindsets for learning.
Communicate Lesson Objective:
The lesson objective will be discussed before teaching. The objective is to teach
students different skills and techniques to help them think more positively about
learning, to learn effective study/organizational skills, and to become more actively
engaged in their learning.

31
Teach Content:
Before the workshop begins, students will take a pre-test to monitor study skills
progress and attitudes toward learning/coursework. The counselor and/or teacher will
lead the workshop with a PowerPoint presentation with information and techniques
about time-management, organization, studying tips, positive-mindsets, and how to stay
engaged in learning.
Practice Content:
Students will take notes and practice on worksheets provided by the counselor/teacher.
They will have the option to write out a schedule on paper, in a planner, or a device
calendar. They will also write about how they have felt when taking a test they didn’t
study for versus a test they did study for.
Summarize:
Counselor and/or teacher will review the new skills and techniques learned in the
workshop. They will also emphasize the importance of remembering to think of the
positive reasons for learning that is unique to each student.
Close:
Counselor and/or teacher will close by reminding students to self-monitor
progress/actions, continue to schedule/plan, to remember personal learning goals, and
discuss when the next session will be.

Participation Data
Anticipated Number of Students: 15-24 students

Planned Length of Lessons: 45 Minutes

Minsets and Behaviors Data

Pre-Test administered before the first lesson
Post-Test administered after the lesson (if stand-alone) or after the last lesson of the
unit/group session

Outcome Data
Achievement:
Our goal is to increase academic achievement by removing barriers to effective/active
learning and promote study/organizational skills while promoting positivity toward
learning.

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 Evaluation Instrument
This survey intends to measure the ways in which students cope with problems (B-SMS
7), deal with ethical dilemmas (B-SS 5), demonstrate social responsibility (B-SS 5), and
practice empathy (B-SS 4). The pre-survey is designed to measure how students
demonstrate these selected Mindsets and Behaviors before participating in lesson
plans that address students with high suspension rates and behavioral referrals. The
post-survey will be used to monitor students’ progress and skill attainment, and the
effectiveness of the lessons. The results from the surveys will allow counselors to
analyze how to best address the needs of the targeted students and design effective
curriculums.
Suspension Rates Pre-Survey
Student Instructions: Please fill out the following survey based on how much you
agree or disagree with the following questions. (Pre and post surveys will be used to
measure differences in scores of attitudes, beliefs, and lessons learned from the
beginning and end of the programs.)

I understand how to communicate with my Strongly Neither agree Strongly

peers or adults in a respectful manner. agree Agree nor disagree Disagree disagree

I know how to cope and deal with my Strongly Neither agree Strongly
problems. Agree nor disagree Disagree
agree disagree

i understand that my words and actions Neither agree Strongly

Strongly
affect others. Agree nor disagree Disagree
agree disagree

I am responsible for my own actions. Strongly Neither agree Strongly

Agree nor disagree Disagree
agree disagree

I feel like I belong and am important to Strongly Neither agree Strongly

my community. Agree nor disagree Disagree
agree disagree

I understand how to control my feelings Strongly Neither agree Strongly

when I am feeling upset or angry. Agree nor disagree Disagree
agree disagree

I am confident in my knowledge of the Neither agree Strongly

Strongly
topics of self-control and respect. Agree nor disagree Disagree
agree disagree

I have goals to work on my personal

Strongly Neither agree Strongly
development (mental, social/emotional, Agree Disagree
agree nor disagree disagree
physical, academic, etc.)

I know where to go for help if I need Strongly Neither agree Strongly

someone to talk to. Agree nor disagree Disagree
agree disagree
33
 Suspension Rates Post-Survey
Student Instructions: Please fill out the following survey based on how much you
agree or disagree with the following questions. (Pre and post surveys will be used to
measure differences in scores of attitudes, beliefs, and lessons learned from the
beginning and end of the programs.)

I understand how to communicate with my Strongly Neither agree Strongly

peers or adults in a respectful manner. Agree nor disagree Disagree
agree disagree

I know how to cope and deal with my Strongly Neither agree Strongly
problems. Agree nor disagree Disagree
agree disagree

i understand that my words and actions Neither agree Strongly

Strongly
affect others. Agree nor disagree Disagree
agree disagree

I am responsible for my own actions. Strongly Neither agree Strongly

Agree nor disagree Disagree
agree disagree

I feel like I belong and am important to Strongly Neither agree Strongly

my community. Agree nor disagree Disagree
agree disagree

I understand how to control my feelings Strongly Neither agree Strongly

when I am feeling upset or angry. Agree nor disagree Disagree
agree disagree

I am confident in my knowledge of the Neither agree Strongly

Strongly
topics of self-control and respect. Agree nor disagree Disagree
agree disagree

I have goals to work on my personal

Strongly Neither agree Strongly
development (mental, social/emotional, Agree Disagree
agree nor disagree disagree
physical, academic, etc.)

I know where to go for help if I need Strongly Neither agree Strongly

someone to talk to. Agree nor disagree Disagree
agree disagree

I am satisfied with the group activities that

Strongly Neither agree Strongly
are focusing on understanding problem Agree nor disagree Disagree
agree disagree
solving, decision-making, responsibiity, and
empathy.
I am satisfied with the information I Strongly Neither agree Strongly
learned in this group activity. Agree nor disagree Disagree
agree disagree

34
 REFERENCES
Shorecliffs Middle. (2019). Retrieved from
https://caschooldashboard.org/reports/30664646097406/2019

American School Counselor Association. (2014). ASCA mindsets & behaviors for student
success: K-12 college- and career-readiness standards for every student. Alexandria,
VA: Author.

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