Comprehensive School

Counseling Program
2020-2021

Springfield Middle School

Lupe Espinoza | Chayanne Ramirez | Rebecca Wu

School Data
The following data is drawn from Edward Harris Jr. Middle School; however, for confidentiality
reasons–Springfield Middle School will be used. Springfield Middle School is based in a
metropolitan statistical area as one of the fastest-growing cities in the U.S with a population of
174,775 as of 2019. The population consists of mainly White (45.72%), Asian (28.35%),
Hispanic or Latino (18.0%), Black or African American (11.5%), and two or more races
(8.51%). According to the CA school dashboard (2019), our population contained 1,140 7th-8th
grade students. 37.4% were Asians, 23.9% Hispanic, 14.7% African American and the rest
consisted of Filipino, White, Pacific Islander, American Indian, and two or more races. 71.4% of
these students are socioeconomically disadvantaged, 13.1% English learners and the rest were
students with disabilities, foster youth, and homeless.

Achievement
According to the data, the trend from the last three years - students have slightly improved in
English language arts but unfortunately declined in math. Note that there is no data for groups
with less than 11 students: American Indian, Foster Youth, and Homeless.
In English Language Arts, students who are socioeconomically disadvantaged, Pacific Islanders,
and two or more races have increased tremendously from previous years by a 20-40 point
difference. While students with disabilities had improved from 2017; however, declined in 2019.
In math, Pacific Islanders increased drastically with an improvement of 34 points, while Filipino
and African American students declined around 10 to 20 points. The biggest decline was
students with disabilities, dropping 40 points from the previous year. This data shows academic
gaps within specific subgroups where our program will have to address.
Attendance

Between 2018 and 2019, there was

an increase in 27 students and a
declined 1.5% of chronic
absenteeism. Between 2017 and
2018, there were 2 less students and
a declined 1% of chronic
absenteeism. Between 2017 and
2019, African American students
moved from the red category to the
yellow category and back to the red
category which had a rate of 15.2%
chronic absenteeism. In addition,
students with two or more races had
a decrease rate of 4.3% in chronic
absenteeism from 2017 through 2019. Students with disabilities have improved in attendance
(declined 5.9%) recorded from 2017 through 2019. Hispanic, White, English learners, Filipino,
Pacific Islander, Socioeconomically disadvantaged, and Asian students experienced higher rates
of chronic absenteeism in 2018 compared to rates recorded in 2017 and 2019. Overall, chronic
absenteeism has improved in the school. Student populations have moved from category to
category, which could be explained by interventions and programs implemented in the school.
This information is vital in the implementation of a CSCP because this information guides the
vision and progress of the program. The data will drive our CSCP because data from every
category is needed to explain trends and gaps that have occurred throughout 2017-2019.

Discipline

The suspension rate has decreased over

the last few years. Between 2017
(12.4%) and 2019 (8.4%), there was a
4% decrease in suspension rate. The
subgroups that have the lowest
performance levels are students with
disabilities (14.1%), English Learners
(14.1%), and Asian students (5.5%).
These subgroups are in the red and
orange performance level. Students with
disabilities have decreased their
suspension rate from 22.5% in 2017 to 14.1% in 2019, but remain at the lowest performance
level. English Learners had an 8.4% suspension rate in 2017 and increased to 14.1% in 2019.
Asian students remained in the orange performance level from 2017 (5%) to 2019 (5.5%).
African American, White, and two or more races students have improved over the years.
Compared to the other subgroups, Filipino students have the lowest suspension rate (1.5%). Even
though the suspension rate has decreased steadily, some subgroups continue to struggle with
discipline.
 ​School Data Summary
Create your school’s data story by reviewing the school improvement plan, school data reports,
other data resources (e.g., student behavior surveys, climate surveys, school engagement
surveys, etc.).

1. Identify who in the building can help you. Who is your data expert; who can help you
interpret the data?
● School nurses, school psychologists, school social workers, school administrators
such as attendance clerks or front office admin, teachers, counselors, and the
principal/vice principal, can all aid in reviewing and collecting school data.
● Our data expert will be the Student Information Systems (SIS) which stores all of the
school data. Our data interpreters are trained professionals in the district who focus
on interpreting and evaluating data between years on an ongoing basis.
2. Identify the school improvement plan goals.
▪ In which areas can the school counseling program support the work?
● Academic
▪ Referrals for before and after school tutoring
▪ Teacher office hours (tutoring slots)
● Social/Emotional
▪ Individual Counseling
▪ Conflict Management
▪ Individual Student Planning
▪ Risk/Crisis Assessments
▪ Special Programs
▪ Classroom Lessons
● College & Career:
▪ Create more workshops
▪ Parent/Student Info Sessions
▪ Career Fair
▪ Weekly College Day Outfit

▪ List those goals:

● Academic – decrease chronic absenteeism by 3% by end of the school year.
● Social/Emotional – Suspensions will decrease by 3% by the end of the academic
school year.
● College & Career – increase academic achievement by 8% by the end of the
school year.
3. Review available school data reports for previous years to identify trends.
▪ What is working well according to your school data reports?
● Achievement
o Asian students
▪ English Language Arts – 33.7 points above standard and has either
increased or maintained their performance
▪ Math – 15.3 points above standard and has either increased or
maintained their performance
o Pacific Islander
▪ English Language Arts – Increased by 39.1 points from the
previous year and is 26 points above standard
▪ Math – Increased by 35.1 points than the previous year
o Filipino
▪ English Language Arts – 26.7 points above standard and has
maintained at that level
● Attendance
o Compared to the previous year, chronic absenteeism increased by 3.5%
for African American students.
● Discipline
o Filipino decreased by 2.7% in discipline from the previous year

▪ Highlight possible areas of need according to your school data reports.

● Achievement
English Language Arts
o Student with Disabilities – 105.4 points below standard
Math
o Hispanic – declined 3.8 points from last year and is 71.8 points below
standard and continues to decline
o African American – declined 18 points from the previous year and is 98.2
points below standard
o Student with Disabilities – declined 27.6 points from the previous year
and is 170.3 points below standard
● Attendance
o African American students – increased by 3.5% at a 15.20% of
absenteeism
o Students from two or more races – increased by 1.3% and has 10.50%
absenteeism
o Students with disabilities – decline by 4.2% but still has 16.90%
absenteeism
o Hispanic students – declined by 3.4% but still has a 10.30% absenteeism
o White students – declined by 4.6% but still has a 14.10% absenteeism
 ● Discipline
o Students with disabilities – increased by 1.2% from last year with a
14.10% suspension rate
o English Learners – increased by 5.5% from last year with a 14.10%
suspension rate
o Asian – increased by 1.9% from last year with a suspension rate of 5.50%

4. Compare your school’s data with district and state data or other comparable data
points. ​(Edward Harris, Jr. Middle vs Elk Grove Unified School District)
Achievement
English Language Arts
● State: above standard
● District: 36.64% met standard, 14.12% exceeded standard
Math
● State: below standard
● District: 20.84% met standard; 21.31% exceeded standard
Attendance
● School:​ ​7.7% chronically absent | Declined 1.5%
● State: 10.1% chronically absent | Increased 1.1%
● District: 10.4% chronically absent | Increased 0.5%
Discipline
● School (8.4%, 2019)
● State (3.4%, 2019) - above state suspension rate
● District (8.8%, 2019) - just below the district suspension rate

5. Identify what else you need to know.

● What specific interventions/programs/preventions did or didn’t work for each
category?
● Out of all the English Learner students – how many of them have help at home? Do
they need translators? Etc.
● How many students don’t have resources to be able to complete work?
● How many absences were caused by suspensions/expulsions?
● How many absences are due to skipping one class or more?
● How many absences are excused?
● Are there any absences caused by students being tardy and not making it to class on
time for attendance?
● Out of the suspensions, how many were excused? Do students get work when they
are suspended? Are they home/at-school suspensions?
● What were the causes of these suspensions? Behavior? Academic?
6. Identify and prioritize data points you will address through your school counseling
program.
Data defines the who, what and why of school counselors’ work with students.
How Addressed Through the School
Data Points Counseling Program
Students with disabilities (discipline) Individual student academic planning and goal
setting; classroom lessons; short-term
counseling
English Learners (discipline) Individual student academic planning and goal
setting; classroom lessons; short-term
counseling
Asian (discipline) Individual student academic planning and goal
setting; classroom lessons; short-term
counseling
Student with Disabilities (ELA) Interpreting achievement tests; consulting
with teachers to provide accommodations

Hispanic (Math) Teacher Check-ins; student check-ins; giving

resources on after school programs, math club
or peer study

African American (Math) Teacher Check-ins; student check-ins; giving

resources on after school programs, math club
or peer study

Filipino (Math) Teacher Check-ins; student check-ins; giving

resources on after school programs, math club
or peer study

Student with Disabilities (Math) Teacher-Check-ins; student check-ins;

accommodations (e.g. Translators, etc.)

African American Students (Attendance) Collaboration with families/teachers/

administrators/ community for student
success

Two or more races (Attendance) Collaboration with families/teachers/

administrators/ community for student
success
Filipino (discipline) Individual student academic planning and goal
setting; classroom lessons; short-term
counseling

Two or More Races (ELA) Look at interventions/ programs that are in

place and continue to adjust to student’s
needs

Pacific Islander (ELA + Math) Look at interventions/ programs that are in

place and continue to adjust to student’s
needs

Socioeconomically Disadvantaged (ELA) Provided resources–free after-school

programs; accommodations (e.g. day/night
school)

English Learners (attendance) Collaboration with families/teachers/

administrators/ community for student
success

Asian students (attendance) Collaboration with families/teachers/

administrators/ community for student
success

Pacific Islander students (attendance) Collaboration with families/teachers/

administrators/ community for student
success

Socioeconomically Disadvantaged Collaboration with families/teachers/

students (attendance) administrators/ community for student
success
Needs Assessment
The following needs assessment can be found at ​https://forms.gle/fxqSm9m4JFKK4cXh9
Mission Statement and Objectives 
Vision Statement​: All our students will possess practical skills that will help equip them in life, 
succeed academically, have opportunities for post-secondary education and lastly, be 
socially/emotionally developed for the future​ by obtaining the ability to enhance listening and 
social skills, learn to empathize with others and find social supports through healthy peer 
relationships.  
Mission Statement:​ The counseling department will strive to create a safe and caring 
environment that celebrates diversity for all students. We seek to collaborate with students’ 
communities by hosting monthly community meetings, events, and workshops to help their 
overall growth as lifelong learners, where students can discover their greatest potential​ by 
identifying and nourishing their strengths​ and achieving college and career readiness. 
 
 
Objectives 
1. Academic: Chronic Absenteeism – By June 2020, students who’ve missed 10% or 
greater of the total number of school days, will decrease the cumulative number of 
absences by 3%​.  
2. Career: Academic – By June 2020, all students will have an 8% increase in 
mathematics and English language arts. 
3. Social and Emotional: Suspension – By June 2020, student suspension rates will 
decrease by 3%.

Summary
The mission of our comprehensive school counseling program (CSCP) is to ensure all
students have the opportunity to grow as lifelong learners through collaboration in a safe and
caring environment that feeds into their potential and college and career readiness. On a broad
spectrum, our end goal is to make sure all students find success within their academics, career,
and social/emotional learning.
Academically, the CSCP is focused on chronic absenteeism. The goal is to lower the
percentage of chronic absenteeism. Frequent check-ins ranging from bi-weekly to monthly
check-ins will allow counselors to examine the progress of their students specifically with
attendance. Chronic absenteeism is important to improve because it detracts from learning and it
is an early warning sign of academic risk. Our mission is to help students continue growing as
lifelong learners; therefore, our goal to decrease chronic absenteeism is vital to making our
CSCP effective.
In the career aspect, the CSCP is focused on academics. The goal is to increase academic
achievement for all students. Constant monitoring of student progress reports will allow
counselors to ensure that students know their academic standing and provide support where
needed. Progress reports will indicate what areas students are struggling with, such as
assignments or tests. Academic achievement is essential in secondary and post-secondary
education. Not all students will follow the same educational path, but they will acquire skills and
interests that will lead to future success through academic achievement. This objective coincides
with our mission statement because in following our goal, our students will discover their
potential and achieve college and career readiness.
Furthermore, the CSCP has a focus on suspensions in the area of social and emotional
learning. In this component, students will ​demonstrate self-discipline, self-control, and create
positive and supportive relationships with other students. The goal is to create activities that
educate students on the code of conduct thereby reducing suspension and detention, teaching
civility, conflict resolution, and tolerance that promote safety. Student progress will be examined
through individual counseling, small group counseling, and pre/post tests. This component aligns
with our mission statement with regards to offering students a safe and caring environment that
will allow them to maximize their overall growth within the social/emotional realm.

Academic
Specific Students who’ve missed 10% or greater of the total number of school days,
will decrease the cumulative number of absences by 3%​.

Measurable Each student should have their baseline based on their current attendance
history. Based on this baseline, counselors and students can have frequent
check-ins. These check-ins could be at the end of the week to see how
students are doing and even bi-weekly to monthly check-ins. During these
check-ins, counselors would work with students to create a chart or table that
visually shows when students have attended classes or missed class.

Attainable There are 756 students who are 10% or more who are chronically absent.
School counselor(s) would only be able to do bi-weekly check-ins with each
student. In addition, school counselors will reach out to the student’s
community (e.g., family, teachers, etc.) to give students additional support.

Relevant Chronic absenteeism is relevant because attendance impacts a student’s

academics. The more school a student misses, the more they’ll fall behind
and negatively impact their future.

Time-bound The end date for this goal is the end of one whole school year.

College and Career

Specific The goal is to increase academic achievement (English Language Arts &
Mathematics) by 8% by the end of the school year to prepare them for
secondary and post-secondary education.
Measurable Students will be provided progress reports every week to monitor their grades
and ensure they know their academic standing. We will compare the previous
year to the current year to see if students made any progress. It can also be
measured through testing, like MAP testing, to check performance level and
mastery skills. A test will be administered at the beginning and end of the
school year.

Attainable Students will be provided with the necessary resources, tools, and support
from teachers, staff, parents/guardians, etc. to accomplish this goal. Their
knowledge and skills will assist them along the way.

Relevant Students will significantly benefit since they struggle with achievement in
English Language Arts (46.56% have not met standard) and Mathematics
(68.78% have not met standard). Academic achievement is relevant to
college and career because it will provide an opportunity for higher
education. Failing classes will deprive students of various options in higher
education or life opportunities.

Time-bound The time frame is from the beginning and until the end of the school year.
Students will have the entire school year to accomplish this goal.
 Template for Developing a School
Counseling Program Goal
in SMART-Goal Format
June 2020 students
By ,
End Date Targeted Group

decrease the amount of suspensions on their files

will
Increase/decrease something related to achievement, attendance or behavior

3% 8.5% 5.5%
percent
by from to
Measure of change Baseline data Target data

https://www.ed-data.org/school/Sacramento/Elk-Grove-Unified/Edward-Harris,-Jr_Dot_-Middle
Data Source:

Identify outcome data (achievement, attendance or behavior) supporting need for this goal:
As the rate of suspensions decrease, so does the amount of absences. In addition, the less
suspensions that are given out, the more students feel welcomed in their school. In order for
students to succeed academically and social/emotionally, students need a safe and caring
environment that encourages them to grow.

Identify supporting contextual (perception) data (from relevant stakeholders) to further understand this goal:
The more suspensions a student receives, the more likely they are to go to jail or prison.
Therefore, suspensions do not teach students to behave, but rather questions their character.
Suspensions will only add more to a student's list of problems. Schools should be focused on
understanding and acknowledging the misbehavior before disciplining students. The discipline
system further negatively affects a student's learning environment.
Identify any possible systemic issues (policies, procedures, school- or districtwide) related to this goal:
There discipline system in the school could be reviewed and changed. Suspensions should be a
last resort when students are being disciplined. There's a possibility that suspension referrals are
being sent to the office by the same teacher. Perhaps students are repeating the same behavior to
get out of doing classwork or staying away from something they cannot cope with.

Identify school programs/activities currently employed to address this goal:

Problem solving or behavior contracts, community service, behavior monitoring, and mentoring
programs can be used as alternatives to suspensions. In addition, skill modules related to the
topic of students' behavior can increase awareness and knowledge of the topic. Also, alternative
programming can be implemented if students need extra support.

Identify possible school counselor interventions/strategies to address this goal:

School counselors could increase the usage of restorative justice interventions, and Positive
Behavioral Interventions and Supports (PBIS) to address the high rates of suspensions among
Black or African American students. Furthermore, counselors could implement individual and
small group counseling for students in lieu of suspensions. School counselors can additionally
implement pre and post tests to analyze discipline data.
 Classroom and Group
Mindsets & Behaviors Action Plan
The ASCA Mindsets & Behaviors guide the planning and delivery of all student activities and interventions. The purpose of the
classroom and group Mindsets & Behaviors action plan is to provide an overview of the delivery of direct services in large group
(LG), classroom (Class) and small group (SG) settings. This plan presents the topics addressed, and the annual calendar presents
schedule of all classroom and groups activities.

Use the classroom and group Mindsets & Behaviors action plan to identify all ASCA Mindsets & Behaviors addressed through
classroom and group activities. While some activities address multiple ASCA Mindsets & Behaviors, list the activity with the
primary mindset or behavior addressed by the activity. It is not necessary to repeat activities with all ASCA Mindsets &
Behaviors addressed through that activity.

School Name: Springfield Middle School

Mindsets Activity Participants Class/LG SG

M 1. Belief in development of whole self,
including a healthy balance of mental, social/
emotional and physical well-being
Body Mapping 7​th​ and 8​th​ grade
Students will creatively fill in a X
life-sized artwork created by tracing
around their body. Students will fill
their maps with symbols, images,
and colors to depict their emotions.

M 2. Self-confidence in ability to succeed
Discussing Worth Vs. 7​th​ and 8​th​ grade
Performance X
Students will each receive a
disposable cup and will each write
their names on the cups. The cups
represent the students’ worth. They
will hide their cups under a desk or
cabinet while taking a test. After the
test, students will see that the cups
are completely undamaged and
untouched which is meant to show
students that their self-worth is not
destroyed by a test.

M 3. Sense of belonging in the school Create a graffiti wall 7​th​ and 8​th​ grade
environment Students will have a section of a wall X
in school that they can add to

M 4. Understanding that postsecondary Career Day 7​th​ and 8​th​ grade

education and lifelong learning are necessary for X
long-term career success

M 5. Belief in using abilities to their fullest to
achieve high-quality results and outcomes
Strengths Test and how they 7​th​ and 8​th​ grade
use them day to day X
Students will take a strengths test
and review their top 5 strengths. The
students will discuss how they use
their top strengths in their daily
lives.

M 6. Positive attitude toward work and learning Correcting Negative Thinking 7​th​ and 8​th​ grade
X
 Use of ANTs (Automatic Negative
Thoughts) Students will use gelatin
molds that are shaped like brains.
Within the brain molds, there will be
toy ants that represent negative
thoughts and students will need to
figure out a way to “destroy the
ants”

Behavior Learning Strategies Activity Participants Class/LG SG

B-LS 1. Demonstrate critical-thinking skills to The Worst-Case Scenario 7​th​ and 8​th​ grade
make informed decisions Students will work on worst-case X
scenarios together to brainstorm
ideas on how to solve them.

B-LS 2. Demonstrate creativity Make a collage of their future 7​th​ and 8​th​ grade
Students will gather magazines to X
use to make collages of their
futures.

B-LS 3. Use time-management, organizational Workshop 7​th​ and 8​th​ grade

and study skills X

B-LS 4. Apply self-motivation and self-direction to Progress Reports 7​th​ and 8​th​ grade
learning X

B-LS 5. Apply media and technology skills
Create a TikTok on their favorite 7​th​ and 8​th​ grade
thing X
Students will use the social media
platform, TikTok, to make a video on
their favorite thing (holiday, food,
snack

B-LS 6. Set high standards of quality Workshop on quantity vs quality 7​th​ and 8​th​ grade
X

B-LS 7. Identify long- and short-term academic, Journaling 7​th​ and 8​th​ grade
career and social/emotional goals X

B-LS 8. Actively engage in challenging coursework Taking a college prep course 7​th​ and 8​th​ grade
Students will take a college prep X
course that will offer them tools to
prepare for college.

B-LS 9. Gather evidence and consider multiple
perspectives to make informed decisions
Students identify and choose a 7​th​ and 8​th​ grade
problem within school X
Students will identify an issue at
school and offer their different
perspectives on how the issue can be
solved.

B-LS 10. Participate in enrichment and Volunteer service event 7​th​ and 8​th​ grade
extracurricular activities X

Behavior Self-Management Skills Activity Participants Class/LG SG

B-SMS 1. Demonstrate ability to assume Assign classroom jobs 7​th​ and 8​th​ grade 𝖷
responsibility
B-SMS 2. Demonstrate self-discipline and
self-control
Role Play / Jenga 7​th​ and 8​th​ grade 𝖷
Role play scenarios where
self-control is used or play Jenga
to assess how self-disciplined
and self-controlled they are

B-SMS 3. Demonstrate ability to work Working quietly for 15 min 7​th​ and 8​th​ grade 𝖷 𝖷
independently

B-SMS 4. Demonstrate ability to delay immediate Point Reward System 7​th​ and 8​th​ grade 𝖷
gratification for long-term rewards (Read # of books)

B-SMS 5. Demonstrate perseverance to achieve Set up a goals/ to-do list 7​th​ and 8​th​ grade 𝖷
long- and short-term goals

B-SMS 6. Demonstrate ability to overcome Progress Reports 7​th​ and 8​th​ grade 𝖷
barriers to learning (bi-weekly)

B-SMS 7. Demonstrate effective coping skills Role Play / Small Group 7​th​ and 8​th​ grade 𝖷
when faced with a problem

B-SMS 8. Demonstrate the ability to balance Time Management Logs 7​th​ and 8​th​ grade 𝖷
school, home and community activities

B-SMS 9. Demonstrate personal safety skills Safety Science Workshop 7​th​ and 8​th​ grade 𝖷

B-SMS 10. Demonstrate ability to manage Mentorship / Observation 7​th​ grade 𝖷 𝖷

transitions and ability to adapt to changing
situations and responsibilities

Behavior Social Skills Activity Participants Class/LG SG

B-SS 1. Use effective oral and written Journaling/Sharing of thoughts, 7​th​ and 8​th​ grade X
communication skills and listening skills feelings and ideas

B-SS 2. Create positive and supportive
relationships with other students
"​Can You Name More than 4?” 7​th​ and 8​th​ grade X
This game gives young people
an opportunity to develop
team-building skills and to
discuss sensitive topics in a safe
setting.

B-SS 3. Create relationships with adults that Career Day 7​th​ and 8​th​ grade X
support success

B-SS 4. Demonstrate empathy Circle Time 7​th​ and 8​th​ grade X

students form a circle, where
they are given the opportunity
to speak and listen to others

B-SS 5. Demonstrate ethical decision-making and Rules and Expectations 7​th​ and 8​th​ grade X
social responsibility Assembly/Role Play
role plays in which school rules
are broken and discuss
consequences
B-SS 6. Use effective collaboration and Group presentations/Projects 7​th​ and 8​th​ grade X
cooperation skills

B-SS 7. Use leadership and teamwork skills to
work effectively in diverse teams
Team Building Exercise/The 7​th​ and 8​th​ grade X
Kuman Knot
student hold hands and tangle
themselves; they must work
together to untangle themselv​es

B-SS 8. Demonstrate advocacy skills and ability to Bullying Prevention/Discussion 7​th​ and 8​th​ grade X
assert self, when necessary of Scenarios

B-SS 9. Demonstrate social maturity and Rules and Expectations 7​th​ and 8​th​ grade X
behaviors appropriate to the situation and Assembly/Observation - give
environment students opportunities to
contribute
 Summary

The ASCA (2014) mindset standards are focused on the beliefs students have in their

ability to succeed academically. Our goal is to reach all seventh and eighth graders who are still

developing academically, socially, and emotionally. These six mindsets are meant to teach

students the importance of believing in themselves to succeed in their academics. The plan is to

implement the activities for every mentality in order to teach the importance of self-confidence

and how that plays an essential role in academic success - as we want all of our students to

improve their academic progress.

In addition, the ASCA (2014) behavior learning strategies are related to student success.

This set of standards allows students to gain the necessary skills to continue learning and making

progress in their education. We plan to use these learning strategies to ensure students can

demonstrate critical thinking and learning to make informed decisions independently.

In reviewing the ASCA (2014) behavioral self-management skills activities, our focus is

generally on helping students develop grit to focus on a goal despite distractions or temptations.

We hope to equip our students to prioritize higher pursuits over lower pleasures through small

group and large group activities.

The ASCA (2014) behavior social skills focus on acceptable behaviors that improve

social interactions. We hope students develop positive relationships with peers and adults

through small and large group activities and interventions. Good communication, consideration

of others’ feelings, and expressing personal needs are essential components of social skills. We

want to ensure students develop these skills to equip them in their educational and professional

careers as life-long learners.

 ​Lesson Plan
Lesson Plan Improving Academic Performance (lesson title)
for

School Counselor: Lupe Espinoza, Chayanne Ramirez, Rebecca Wu

Target Audience: 7​th​/8​th​ Graders
Mindsets & 1. M2. Self-confidence in ability to succeed 
Behaviors:
(limit of three) 2. B-LS 3. Use time-management, organizational and study skills  
3. B-SMS 6. Demonstrate ability to overcome barriers to learning
Lesson 6 Of 6

Learning Objective(s)/Competency
Students will: become aware of how their level of self-confidence affects their lives.

Students will: list and reflect on their own strengths and weaknesses.

Materials:
● Presentation
● “Strengths and Weaknesses” Worksheet 
● Sticky notes and butcher paper 
● Pen/pencil

Evidence Base:
X Best Practice
⬜ Action Research
⬜ Research-Informed
⬜ Evidence-Based
Procedure: Describe how you will:
Introduce: (10 mins.)
Self-confidence is trusting yourself and knowing that you can do anything
you put your mind to. Before we go into our presentation, I would like
for you all to take one sticky note and write down what you believe is
self-confidence. There is no right or wrong answer. After you are done,
please post your sticky note on the butcher paper that is on the wall.
Communicate (2 mins.)
Lesson Objective: Today we will focus on two objectives. First, we will analyze how our
levels of self-esteem affect our lives. Second, we will list and reflect our
strengths and weaknesses.
Teach Content: A brief presentation will be provided to students. (10 mins)
Practice Content: (10 minutes)
Flip over the interactive worksheet that is on your desk. List your
strengths and weaknesses on the worksheet. After you are done, we will
brainstorm together on how we can use our strengths and weaknesses
to improve our self-confidence.

Summarize: (3 minutes)
Today we learned about self-confidence and how it impacts our lives.
When reflecting on our strengths and weaknesses, know that we can
always turn our weaknesses into strengths.
Close: (10 minutes)
After today, I hope you all get the chance to reflect on your strengths
and weaknesses that impact your self-confidence. Let’s take the last 10
minutes to have a discussion of what we learned today.
Data Collection Plan – ​For multiple lessons in a unit, this section only need be completed once
Participation Data:
Anticipated number 30-40 (in class)
of students:
Planned length of 45 minutes
lesson(s):
Mindsets & Behaviors Data:
▪ Pre-test administered before first lesson
▪ Post-test administered after lesson (if standalone) or after last lesson of unit/group session
▪ Pre-/post-assessment attached
Outcome Data: (choose one)
X Achievement (describe):
Academic performance is increased by 8% (English Language Arts & Math).

⬜ Attendance (describe)

⬜ Discipline (describe):
Learning Objective(s)/Competency
Students will: Learn how acts of kindness can boost their peers’ self-confidence.

Students will: Learn how to use positive affirmations correctly. 

Materials:
● 100 Acts of Kindness Handout 
● Notebook
● Pen/pencil 
● Agendas
● Sticky notes 

Evidence Base:
X Best Practice
⬜ Action Research
⬜ Research-Informed
⬜ Evidence-Based
Procedure: Describe how you will:
Introduce: (5 minutes)
Self-confidence is an important topic to teach because it is the trust
students have to know that they can do what they set their mind to.
Self-confidence is useful in our day-to-day lives. To succeed in school, we
need to believe in ourselves to know that we can do anything.
Communicate (2 minutes)
Lesson Objective: ● Today we will focus on two objectives. First, we will learn about
acts of kindness and how they benefit others. Second, we will
learn how to use words of affirmation correctly.
Teach Content: (10 minutes) 
● Students will read through the handout that lists 100 acts of
kindness. Students will read about acts of kindness and how they
relate to self-confidence.
● Students will also learn about positive words of affirmation and
the effect they have on others. 
Practice Content: (20 minutes)
● Students will take the time to circle any acts of kindness they
have acted upon within the last month.
● Students will also write words of affirmation to a peer
anonymously. Students will then put their folded response into a
jar that will be reviewed and said out loud towards the end of the
lesson. 
Summarize: (3 minutes)
● Re-iterate the main points of the lesson.
Close: (5 minutes)
● Students’ questions will be answered and the words of
affirmation will be read out loud if they are appropriate.
Data Collection Plan – ​For multiple lessons in a unit, this section only need be completed once
Participation Data:
Anticipated number 35-40 [in class]
of students:
Planned length of 45 minutes
lesson(s):
Mindsets & Behaviors Data:
▪ Pre-test administered before first lesson
▪ Post-test administered after lesson (if standalone) or after last lesson of unit/group session
▪ Pre-/post-assessment attached
Outcome Data: (choose one)
X Achievement (describe):
Academic performance is increased by 8% (English Language Arts & Math).

⬜ Attendance (describe)

⬜ Discipline (describe):

 
Learning Objective(s)/Competency
Students will: Learn how to prioritize and balance their commitments. 
Students will: Brainstorm and discuss strategies for time management. 
Materials:
Notebook/Paper 
Pencil/Pen 
Evidence Base:
X Best Practice
⬜ Action Research
⬜ Research-Informed
⬜ Evidence-Based
Procedure: Describe how you will:
Introduce: Time-management poses great challenges for students. As they are
getting older, they have a greater number of responsibilities that can
hinder their academics. The development of organizational skills, allows
students to use their more effectively and create a balance in their
school and personal life.
Communicate 1. Students will develop planning and organizational skills.
Lesson Objective: 2. Asses personal strengths and limitations in achieving their goals.
Teach Content:
Warm Up (5 min) 
● Students will individually brainstorm what they currently use
for time management strategies.
Video and Reflection (20 min) 
● Students will watch a video and take notes of strategies they
hear. (TEDTalk video, “How to Gain Control of Your Free Time”)
● ​Answer reflection questions. 
● 1. Where do I tend to spend most of my time in my schedule:
on my school work, extracurricular activities, other? 
● 2. How could I better plan my schedule so that I have ample
time to do my work? 
● 3.What is your most common cause of procrastination and
why? 

Practice Content: Group Discussion (15 min) 

● Find out how much time students are spending with
school-related work.
● ​If students do not have enough time, discuss prioritization. 
● If students have too much free time, discuss what they can do
during that time. 
Summarize: Re-emphasize the main points of time-management/organization. 
Close: Answer student questions. 
Data Collection Plan – ​For multiple lessons in a unit, this section only need be completed once
Participation Data:
Anticipated number About 30-40 students; Classroom Setting
of students:
Planned length of 45-55 minutes
lesson(s):
Mindsets & Behaviors Data:
▪ Pre-test administered before first lesson
▪ Post-test administered after lesson (if standalone) or after last lesson of unit/group session
▪ Pre-/post-assessment attached
Outcome Data: (choose one)
X Achievement (describe):
Academic performance is increased by 8% (English Language Arts & Math)

⬜ Attendance (describe)

⬜ Discipline (describe):

 
Learning Objective(s)/Competency
Students will: Demonstrate organizational and study skills that will help them in their
educational experience.
Students will: Learn how to manage their time effectively.
Materials:
“How Well Are You Managing Your Time” Worksheet 
Notebook/Paper 
Pencil/Pen 
Evidence Base:
X Best Practice
⬜ Action Research
⬜ Research-Informed
⬜ Evidence-Based
Procedure: Describe how you will:
Introduce: Being able to manage your time well, having a place to study and
knowing how to study are essential skills in succeeding secondary and
post-secondary education. 
Communicate 1. Students will develop a study plan and identify how to study and
Lesson Objective: better prepare for tests.
Teach Content: Warm-Up (5 min) 
● Students will complete the “How Well Are You Managing Your
Time” worksheet
Group Discussion (20 min) 
● Discuss study tips: when and where to study; how to get
organized; tips of effective studying.
Practice Content: Reflection (15 min) 
● Students will take a few minutes to think about the question and
write. “Based on what we have covered and what you have
learned, are there any changes to the way you schedule your
time for school-work, extracurricular activities, other?
Summarize: Re-emphasize the main points of time-management/study skills.
Close: Answer student questions.
Data Collection Plan – ​For multiple lessons in a unit, this section only need be completed once
Participation Data:
Anticipated number About 30-40 students; Classroom Setting
of students:
Planned length of 45-55 Minutes
lesson(s):
Mindsets & Behaviors Data:
▪ Pre-test administered before first lesson
▪ Post-test administered after lesson (if standalone) or after last lesson of unit/group session
▪ Pre-/post-assessment attached
Outcome Data: (choose one)
X Achievement (describe):
Academic performance is increased by 8% (English Language Arts & Math)

⬜ Attendance (describe)

⬜ Discipline (describe):

 
Learning Objective(s)/Competency
Students will: Learn to believe in themselves

Students will: Learn to use enabling language

Materials:
Journal
Pen/ Pencil
Worksheet of negative to positive phrases
Evidence Base:
X​ Best Practice
⬜ Action Research
⬜ Research-Informed
⬜ Evidence-Based
Procedure: Describe how you will:
Introduce: This lesson is to teach students to change their mindsets from a negative
perspective to a positive perspective. Through this, we hope students
can be an advocate for themselves.

Communicate Students will journal down negative thoughts they often have with
Lesson Objective: themselves that prevent that from overcoming barriers. Then rephrase
their negative thoughts into positive ones. If they’re stuck, students can
use the worksheet of negative/positive phrases.

Teach Content: Intro to lesson (5min)

- Leave room for questions
Practice Content: Journal Negative Thoughts à Positive Thoughts (15 min)
Group Share (5-10 min)
- Students will share common negative thoughts they have and
how they modified those thoughts into positive thoughts
- If students struggle to rephrase a negative thought, have other
students help them out

Summarize: Emphasize how important it is for them to be their own advocate.

Students are not alone in having these barriers and having a positive
mindset can help boost their confidence.

Close: A statement in how we as staff believe in them.

Data Collection Plan – ​For multiple lessons in a unit, this section only need be completed once
Participation Data:
Anticipated number 30 students
of students:
Planned length of 35-40 minutes
lesson(s):
Mindsets & Behaviors Data:
▪ Pre-test administered before first lesson
▪ Post-test administered after lesson (if standalone) or after last lesson of unit/group session
▪ Pre-/post-assessment attached
Outcome Data: (choose one)
​ ​ Achievement ​(describe):
X
Increased in performance level by 8% in English Language Arts and Math

⬜ Attendance (describe)

⬜ Discipline (describe):

 
Learning Objective(s)/Competency
Students will: Learn to identify their barriers

Students will: Learn to seek resources

Materials:
Journal
Pen/ Paper
Resource Handout
Evidence Base:
⬜ Best Practice
⬜ Action Research
X​ Research-Informed
⬜ Evidence-Based
Procedure: Describe how you will:
Introduce: This activity is to help students identify their barriers and to teach them
how to seek help/ resources.

Communicate Students will reflect and journal their barriers that are preventing them
Lesson Objective: from learning. Then think of possible solutions of how to overcome those
barriers. In the end, students are equipped with knowing how to identify
their barriers and how to use resources to overcome those barriers.

Teach Content: Reflect and Journal (15 min)

- Students will reflect and journal their barriers
- Jot down possible solutions to overcome those barriers
 Discussion (10 min)
- Have a couple of students share their barriers and solutions
- Have other classmates share alternative solutions
- Affirm / suggest other solutions

Practice Content: Partner Share (15 min)

- Students will partner with 1-2 other classmates and share their
barriers and how to overcome them

Summarize: Overall, this activity is to have students feel better equipped to

overcome current and future barriers.

Close: Affirm students with what they shared and their creativity with solutions.
Give a handout of resources on how to overcome certain barriers
- Reaching out to school counselor, teachers, staff, etc.
- After-school tutoring clubs
- Seek help from peers
- Online resources for schoolwork
- School Transportation

Data Collection Plan – ​For multiple lessons in a unit, this section only need be completed once
Participation Data:
Anticipated number 30 students
of students:
Planned length of 40 minutes
lesson(s):
Mindsets & Behaviors Data:
▪ Pre-test administered before first lesson
▪ Post-test administered after lesson (if standalone) or after last lesson of unit/group session
▪ Pre-/post-assessment attached
Outcome Data: (choose one)
X​ Achievement​ (describe):
Increased in performance level by 8% in English Language Arts and Math

⬜ Attendance (describe)

⬜ Discipline (describe):
 
 
 
 
 
 
 Summary/Introduction of Closing the Gap Action Plan
According to Springfield Middle School data, the most significant gap we’ve identified is

in academics. In English Language Arts, students with disabilities are 105.4 points below

standard. In Mathematics, Filipino and African American students declined around 10 to 20

points from the previous year while students with disabilities dropped a drastic 40 points leaving

them at 170.3 points below standard. This year, we created a closing-the-gap action plan that

focuses on the three Mindsets & Behaviors: M2. Self-confidence in ability to succeed, B-SMS 6.

Demonstrate ability to overcome barriers to learning to bridge the academic discrepancies with

students, and B-LS 3. Use time-management, organizational and study skills. These mindsets &

behaviors are geared towards learning strategies and self-management skills that will give

students the necessary tools to succeed academically.

M2. Self-confidence in ability to succeed​. Our program created mini-lesson plans to

teach the importance of self-confidence and how that plays a vital role in academic success. We

want all of our students to improve their academic progress. In teaching self-confidence, we

create an environment where students can succeed academically as their needs are prioritized.

Academic achievement was prioritized because when students are not equipped with the

necessary tools, they fall into bad habits that affect their educational progress. By teaching

students the importance of self-confidence, students trust in themselves to succeed academically.

B-LS 3. Use time-management, organizational and study skills.​ ​To increase academic

performance, students will need to develop time-management, organizational and study skills.

We created lesson plans focusing on organizational and study skills that will help students

prioritize and balance their commitments, use their time effectively, and prepare them for tests.
Through these lesson plans and school community support, we hope students will identify

learning strategies that will personally work for their learning style.

B-SMS 6. Demonstrate ability to overcome barriers to learning​. ​We created

classroom counseling lessons that directly teach students study skills, test prep, seeking

resources, etc. We also work and consult with school staff, teachers, parents, and other

influential individuals to offer students additional support. Through these lesson plans, we hope

students will positively shift their perceptions and raise self-awareness to equip them better to

overcome their learning barriers.

 ​Lesson Plan
Lesson Plan Improving Time Management (lesson title)
for

School Counselor: Lupe Espinoza, Chayanne Ramirez, Rebecca Wu

Target Audience: 7​th​ + 8​th​ Graders
Mindsets & B-LS 3. Use time-management, organizational and study skills 
Behaviors: B-SMS 2. Demonstrate self-discipline and self-control 
(limit of three) B-SMS 8. Demonstrate the ability to balance school, home and 
community activities 
Lesson 1 Of 1

Learning Objective(s)/Competency
Students will: Learn tips on how to manage their time effectively.
Students will: Learn how to prepare for tests.
Materials:
Test-Taking Skills Assessment
Notebook/Paper
Pen/Pencil
Evidence Base:
X Best Practice
⬜ Action Research
⬜ Research-Informed
⬜ Evidence-Based
Procedure: Describe how you will:
Introduce: Explain that to do well on a test we must:
1. Know the material
2. AND know how to approach the test 
Briefly explain how time-management can improve performance.
Communicate 1. Students will develop skills that enhance planning and studying.
Lesson Objective:
Teach Content: Warm-up (15 min) 
● Students will take the Test-Taking Skills Assessment.
● Go over results with students and what they mean. 
 ● Go over some study tips 
Discussion/Group (30 min)
● Give presentation on time-management (10 min)
● Students will be put into groups; each group will be given a
scenario where they would have to develop a plan/solution; each
group will share their findings. (20 min) 
Practice Content: Reflection (5 min)
● Students will write down one thing they are going to change
about their schedule or study habits.
Summarize: Re-emphasize the main points of time-management/study skills.
Close: Answer student questions.
Data Collection Plan – ​For multiple lessons in a unit, this section only need be completed once
Participation Data:
Anticipated number About 30-40 students
of students:
Planned length of 45-55 minutes
lesson(s):
Mindsets & Behaviors Data:
▪ Pre-test administered before the first lesson
▪ Post-test administered after lesson (if standalone) or after last lesson of unit/group session
▪ Pre-/post-assessment attached
Outcome Data: (choose one)
X Achievement (describe):
Academic performance is increased by 8% (English Language Arts & Math)

⬜ Attendance (describe):

⬜ Discipline (describe):

 
 
 
 
 
 
 
 
 
 
 The academic performance of Springfield Middle School has declined over the past

years. Based on the data in California Dashboard, there was a decrease in English Language Arts

from 26% in 2015 to 23.37% in 2019. Even though there was an improvement, there are

numerous students that continue to struggle. There has been an increase in students struggling

with mathematics, from 32% in 2015 to 37.25% in 2019. Therefore, our overall goal is to

increase academic achievement by 8% at the end of the school year.

The focus of the classroom lesson plan is to increase academic performance by

improving student time-management. Students will have the opportunity to enhance their

organizational and study skills. The lesson plan consists of a test-taking skill assessment, which

will show the students how strong their test-taking skills are. The worksheet will lead to

discussing helpful study tips the students can use. There will also be a brief presentation on the

importance of time-management. After the presentation, students will be working in groups to

develop a plan for a given scenario and share out loud their findings. Lastly, the students will

reflect on what they have learned and a strategy they would like to apply.

Students will acquire self-discipline and self-control skills and the ability to balance

multiple responsibilities by understanding the importance of prioritization and organization.

Research suggests that time management positively impacts academic performance for middle

school students (Liu et al., 2009). It is about making time to study and organizing notes and

assignments that will assist the student. A pre-test and post-test show an improvement for

individual study free from distractions with an increase from 3.41 hours to 27.42 hours, and

leisure time decreased from 58.12 to 19.50 hours (Indreica et al., 2011). These skills and

knowledge will help them manage their time and learn how to prepare for tests. Each student has
their way of learning; therefore, discussing and providing different strategies will allow them to

choose one that fits their style better. Overall, time-management is a beneficial skill in

maximizing the student’s efforts, leading to overall academic success.

 Summary of Pre and Post Test
The ​pre​ and ​post-test​ are valuable tools that measure students’ growth and improvement

in learning strategies and self-management skills. The following behavior standards were used as

a basis for the pre and post-test: B-LS 3. Use time-management, organizational and study skills,

B-SMS 2. Demonstrate self-discipline and self-control and B-SMS 8. Demonstrate the ability to

balance school, home, and community activities. It is vital to assess the gaps in academic

achievement to accurately provide students with the skills and resources they need to close the

achievement gap. The pre-test measures the lack of tools students need to succeed–such as study

skills, time-management skills, and test-taking skills. Additionally, the post-test measures the

efficacy of the strategies and skills taught, including categories students need improvements in,

such as completing assignments and prioritization.

 References

Indreica, E. S., Cazan, A. M., & Truta, C. (2011). Effects of learning styles and time

management on academic achievement. ​Procedia-Social and Behavioral Sciences​, ​30​(1),

1096-1102.

Liu, O. L., Rijmen, F., MacCann, C., & Roberts, R. (2009). The assessment of time management

in middle-school students. ​Personality and individual differences​, ​47​(3), 174-179.