Closing-the-Gap Action Plan/Results Report

School Name Lowell Elementary School

Annual Student By May 2022, Hispanic male kindergarten grade students with office
Outcome Goal discipline referrals for safety related rough house will decrease the number
of office referrals for safety related rough house by 50% from 12 to 6 by the
end of May 2022.
ASCA Student Standards (Limit of two standards)
1. M 4. Self-confidence in ability to succeed
2. B-LS 4. Self-motivation and self-direction for learning

Mindsets & Behaviors Pre-/Post-Assessment Statements

1. I believe listening and asking for help is important. (M 4.)
A.) Yes B.) Maybe C.) No
2. I believe listening and following directions is important. (B-LS 4.)
A.) Yes B.) Maybe C.) No
3. I can follow the listening rules. (M 4.)
A.) Yes B.) Maybe C.) No
4. I know what asking for help looks like. (B-LS 4.)
A.) Yes B.) Maybe C.) No
5. I know how to follow directions. (B-LS 4.)
A.) Yes B.) Maybe C.) No

Interventions That Support Achieving the Annual Student Outcome Goal

Describe Direct Student Services (minimum of Describe Indirect Student Services (minimum
two) of two)
1. Classroom Instruction: Size of the 1. Collaboration with Teachers and
Problem, Listening, Asking for Help, Families
Following Instructions, Asking What You 2. Student Support Team conferences
Want & Need, Kindness, We Care: Our
Feelings Are Important (School-wide:
"Link Against Bullying, "Spreading
Warmth & Kindness")
2. Small Group Counseling: Social Skills &
Friendship Skills
3. Targeted student group monitored in
Check-In/Check Out (CICO)

Systemic Focus
Updated, June 2021
 Closing-the-Gap Action Plan/Results Report
Identify school or system policies, procedures or practices that create or maintain inequities
relevant to this goal.
There is inconsistent structure in some classrooms in regards to classroom management and
setting PBIS behavior expectations. Also, not all classrooms practice daily behavior
expectations and daily reinforcers.

List 1–2 strategies that could influence systemic change related to this goal.
1. Promote a positive and safe school climate through development of 4th and 5th grade
student leaders/peer mentors.
2. Promote staff trainings and understanding of functions of behaviors through positive
behavior intervention of supports (PBIS) and classroom management strategies.

Baseline Data Results Data

Participation Data Plan Participation Results Data
8 Hispanic male kindergarten students had 3 or Actual 8 Hispanic male kindergarten students
more office discipline referrals for safety related received multiple supports
rough house
● 8 students received classroom ● 8 students received classroom
instruction lesson on self advocating instruction lesson on self advocating
needs, social skills, identifying feelings needs, social skills, identifying feelings
and kindness and kindness
● 8 students invited to receive small ● 8 students participated in small group
group counseling counseling (8 in one group, 3 in
● 6 students to be monitored in a CICO second group) (6 sessions, 30 minutes
(Check-in-Check-out) each)
● 4 students monitored using a CICO
(Check-in-Check-out)

Mindsets & Behaviors Post-Assessment

Mindsets & Behaviors Pre-Assessment Results
Pre-Assessment Data
(calculate the average student response for
each item)
Students who selected “Yes” on
pre-assessment:
1. I believe listening and asking for help is
important: 87% (77.4)
2. I believe listening and following
directions is important: 87%
(77.4)
Results
Post-Assessment Data
(calculate the average student response for
each item)
Students who selected “Yes” on
post-assessment:
1. I believe listening and asking for help
is important: 100% (89)
2. I believe listening and following
directions is important: 100% (89)
3. I can follow the listening rules: 100%
Updated, June 2021
 Closing-the-Gap Action Plan/Results Report
3. I can follow the listening rules: 88.5% (89 Students)
(78.7) 4. I know what asking for help looks like:
4. I know what asking for help looks like: 96.8% (86.15)
89.4% (79.5)

Outcome Data Plan Outcome Data Results

Baseline Data: Final Data:
Safety related rough house office discipline Safety related rough house office discipline
referrals for hispanic kindergarten was at 12. referrals for hispanic kindergarten was at 6.

*Data reflects the number of safety related Percent Change:

rough house discipline referrals during fall 2021
school-year. 50% Decrease in safety related house office
discipline referrals

*Data reflects the number of safety related

rough house discipline referrals during fall
2021 school-year.

Reflection
● How did the interventions facilitate the attainment of identified ASCA Student Standards?
● How could the interventions be improved (e.g., consider timing, number and type of
services, student access and identified barriers)?

In analysis, the data suggests that closing-the-gap activities were successful as the
goal was met. Hispanic kindergarten students who participated in the school counseling
program to improve their behavior showed a decrease of 50% in safety-related house
office discipline referrals. Through the provided services, we helped students achieve
the ASCA mindset and behavior M 4: self-confidence in ability to succeed.. This ranged
from direct services, including Tier 1 classroom instruction, and small groups to target
their social-emotional needs. Participation in these interventions encouraged
self-advocacy, which helped teach students how to ask for support when they need it. In
addition, we spearheaded indirect services such as 1x/month school-wide activities
incorporating topics on anti-bullying and kindness, which aligned with our school PBIS
(Positive Behavioral Intervention and Supports) standards. By providing these activities,
we were able to meet the ASCA standard of B-LS 4: Self-motivation and self-direction for
learning. These activities helped to promote respect, acceptance, and inclusion for all
students, which helped the students gain self-motivation and self-direction for learning.

Updated, June 2021

 Closing-the-Gap Action Plan/Results Report
We also participated in a myriad of parent conferences and student support team
conferences to support our students' BIP (Behavior Intervention Plan).

The data collected indicates that developing a targeted multi-tiered system of

supports to focus on an outcome was successful. This information will drive our future
practice by building stronger, intentional support in collaboration with our stakeholders.
Providing data-driven interventions and services will continue to be the counseling
department's focus to help target future goals. With that, we must consider various
implications and factors that may contribute to our program results and outcome. For
example, in the following school year, we plan to implement interventions and services
right at the beginning of the school year as opposed to a few months after. By reviewing
our data, identifying barriers, and making the necessary improvements, we will be
better equipped with effective school-wide systems that can be accessed by all students.
Targeted group interventions had to be rescheduled due to students being absent or
refusing to attend the group. The interventions can be improved by counselors
consulting with teachers on what time of the day works best to meet with students.
Also, we will acknowledge the rescheduling group if there is a conflict on the scheduled
day. In continuing to focus on our data-driven goals, we are very excited and energized
to work to leverage the power of the school counseling program to improve outcomes
for the school

Updated, June 2021