Closing-the-Gap Action Plan/Results Report

School Name Discovery Elementary

Annual Behavior Goal: By June 2018 the number of physical aggression/contact,
Student defiance/disrespect, and disruption in grades K, 1, 2 will decrease by 20%
Outcome Goal (from 79 reports at the end of 16-17 school year to 63 reports by the end
of the 17-18 school year). SWISS Data
ASCA Student Standards (Limit of two standards)
1. M 1. Belief in development of whole self, including a healthy balance of mental,
social/emotional and physical well-being
2. B-SMS 7. Effective coping skills
3. B-SMS 2. Self-discipline and self-control
4. B-SMS 1. Responsibility for self and actions
Mindsets & Behaviors Pre-/Post-Assessment Statements
1. Students will be able to consider options before acting
2. Follow directions the first time given
3. Delay gratification
4. Control body and movements
5. Use effective coping skills

Interventions That Support Achieving the Annual Student Outcome Goal

Describe Direct Student Services (minimum of
two)
1. Small group instruction
2. Classroom incentive plan and class
meetings
3. Individual behavior plans and mentors
4. Extra classroom instruction for Kinder
classrooms
Systemic Focus
Identify school or system policies, procedures or practices that create or maintain
inequities relevant to this goal.
Boys are 10x more likely at Discovery to receive a below the line report than
girls.
Describe Indirect Student Services (minimum
of two)
1. Connecting families to basic needs
resources
2. Connecting families to counseling
services
3. Attend bi-weekly RTI progress
monitoring meeting
4. Participating in school conferences and
meetings regarding students
5. Classroom observations
6. Conducting teacher meetings to define
behavior interventions and progress
7. Professional development for teachers
on calm down corners and providing calm
down resources in identified classrooms

Updated, June 2021

 Closing-the-Gap Action Plan/Results Report
List 1–2 strategies that could influence systemic change related to this goal.
1. Mentors for boys to discuss other options besides physical violence
2. Movement breaks during the day for increased energy
3. Strategies for dealing with opposition PD for teachers
Baseline Data Results Data
Participation Data Plan Participation Results Data
Anticipated Actual
30 students 40 students
Mindsets & Behaviors Pre-Assessment Mindsets & Behaviors Post-Assessment
Results Results
Pre-Assessment Data Post-Assessment Data
(calculate the average student response for each item) (calculate the average student response for each
Likert scale 1-4 (1 not at all, 4 all the time) item) Likert scale 1-4 (1 not at all, 4 all the time)

1. I follow directions the first time they
are given (2)
2. I know, understand, and follow
classroom rules (2)
3. It is easy for me to take turns (3)
4. I am in control of my body and
movements (2)
5. I can wait my turn (3)
6. I know when I should keep a thought
to myself (1)
7. It is easy for me to think about my
options before I act (1)
8. I can wait for something that I really
want (3)
9. I can calm myself down when I get
upset (1)
Teacher Pre - percentage of time it happens
during the day
1. Student follows directions the first
time they are given (20%)
2. Student knows, understand, and
follows classroom rules (20%)
3. It is easy for the student to take turns
(30%)
4. The student is in control of their
body and movements (10%)
5. The student can wait their turn (30%)
6. The student is able to filter
inappropriate thoughts/statements
(20%)
1. I follow directions the first time they
are given (3)
2. I know, understand, and follow
classroom rules (3)
3. It is easy for me to take turns (4)
4. I am in control of my body and
movements (3)
5. I can wait my turn (4)
6. I know when I should keep a
thought to myself (3)
7. It is easy for me to think about my
options before I act (3)
8. I can wait for something that I
really want (3)
9. I can calm myself down when I get
upset (3)
Teacher Post
1. Student follows directions the first
time they are given (60%)
2. Student knows, understand, and
follows classroom rules (60%)
3. It is easy for the student to take
turns (60%)
4. The student is in control of their
body and movements (50%)
5. The student can wait their turn
(75%)
6. The student is able to filter
inappropriate thoughts/statements
(75%)
7. The student is able to consider
options before acting (60%)
Updated, June 2021
 Closing-the-Gap Action Plan/Results Report
7. The student is able to consider 8. The student is able to wait for
options before acting (20%) something they really want (60%)
8. The student is able to wait for 9. The student is able to calm them
something they really want (30%) self down when they get upset
9. The student is able to calm them self (60%)
down when they get upset (20%)

Outcome Data Plan Outcome Data Results

Baseline Data: total number of below the line Final Data: End of the year BTL’s for
reports for the identified group of individuals identified group of students = 27 BTL’s
= 35 BTL’s Post test data: 62% average
Baseline data pre: 22% average
Percent Change: 22%
Pre/post survey percent change: 181%
increase
Reflection
● How did the interventions facilitate the attainment of identified ASCA Student
Standards? Individual behavior plans and mentors to consistently monitor progress
and reinforce acquisition of skills. Parent resources, getting students evaluated as
needed and putting 2 students on 504 plans. Teacher training greatly increased
teachers ability to address problem behaviors and calm down centers were used.

● How could the interventions be improved (e.g., consider timing, number and type of
services, student access and identified barriers)? There was much overtime put into
the reduction of these behaviors. That would not be sustainable for the school
counselor. The interventions need to be streamlined and MTSS systems set up for
filtering students through the process. Parent follow up needs to be closely
monitored.

Updated, June 2021