Closing the Gap Small Groups

North Lawndale College Prep continues to support Students in Temporary Living Situations(STLS) each year. The sophomore class at NLCP struggles with their attendance and academic achievement rates, specifically the students who identify as STLS. NLCP seeks to improve these rates, however the NLCP staff recognize that STLS students may need additional support, resource, and encouragement for improvement. Within the class of 2016 (current sophomores), 15 students identify as STLS and their average GPA is 1.92, making it .46 less than the total average sophomore GPA. In addition to academics, the sophomore STLS students have a 12.1% lower attendance rate than the sophomore class as a whole. The counselors and teachers of the sophomore class believe that these STLS students would benefit greatly from small group counseling groups that would allow the student to vent frustrations, discuss community resource, and share means of support. The Closing the Gap groups intends on delivering STLS students extra positive support and feelings of connectedness that will positively impact their academic performance and attendance rate at NLCP. The goals of the Closing the Gap groups are: At least 85% of STLS sophomores will pass all of their classes by the end of the semester. At least a 0.5 increase in STLS student GPAs. Increase STLS sophomore student attendance by at least 5.6% by the end of the semester. Description of Group: Sophomore counselor will be the group facilitator 15 members, representative of the STLS demographic makeup of NLCP Closed Group Students will be recruited through data reports (2) 4 small group sessions consisting of 7 or 8 sophomore STLS students each Plan for Evaluation: Process data: 100% of the STLS sophomore class (15 students) participated in the Closing the Gap small group sessions. Perception data: The current progress report/ report cards and end of semester reports will indicate an increase in academic achievement and attendance rates. In addition to students reports, there will be a pre and post group questionnaire to measure the connectedness and support the students feel they have received from the group. Outcome data: The number of STLS students will have an increased .5 GPA by the end of the school year. These students will also increase their attendance rate by 5.6% making their overall attendance rate jump from 72.4% to 78% by the end of the semester.

Small Group Session Plan #1

School Counselor: Brea Adams Date: March 11th Activity: Managing and Responding to Life Changing Circumstances 45 mins - 20 mins share (What is frustrating when dealing with temporary living situations offer suggestions- by create a list on what to do when you are frustrated.) Grade(s):10th Grade ASCA Student Standards (Domain/Standard/Competencies): Personal/Social Development Standard C: Students will understand safety and survival skills. PS:C1 Acquire Personal Safety Skills PS:C1.10 Learn techniques for managing stress and conflict PS:C1.11 Learn coping skills for managing life events Group Objective(s): Session 1 will start with introducing students to each other, the group facilitator and the group process. Students will also name the group. The focus of the session will be students discussing the feelings they have about their current living situations and how they manage their emotions. By the end of the group students will have learned at least one new technique for managing stress. Materials: Post-It Easel Pad and marker Pre-Survey Progressive Muscle Relaxation script Relation Techniques handout Procedure: Icebreaker Activity: Students will each be given three M&Ms Depending on the color M&M they have, they will have to answer a question about themselves. For instance, you have to answer the question how many siblings do you have if you get an Orange M&M. This activity allows students to get to know some basic information about their group members. Discussion: This group discussion will begin with a review of the group expectations, such as keeping all group information confidential, respecting others and the purpose of the group. From there group members will decide on a name for the group. Following these formalities, the counselor will begin a discussion by asking students to share some of their thoughts or frustrations about their living situations. Students will be asked to share specific emotions and how they manage their emotions either positively or negatively. Following this discussion, the counselor will explain that we do not always have control over our

circumstances, but we do have control on how we manage and respond to them. She will introduce the Progressive Muscle Relaxation and walk students through the exercise. The counselor will explain that there are other techniques that can be used to manage stress. THe counselor will pass out the Relaxation Techniques handout. If time permits, students will share if they have ever used any of the techniques to relieve stress. Closing activity: Students will be asked to write down two stress relieving techniques they will use over the next week when they are feeling stressed, anxious, or frustrated.

Small Group Session Plan #2

School Counselor: Brea Adams Grade(s): 10th Grade ASCA Student Standards (Domain/Standard/Competencies): Academic Development Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the lifespan A:A1 Improve Academic Self-concept A:A1.5 Identify attitudes and behaviors that lead to successful learning Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. A:B2 Plan to Achieve Goals A:B2.6 Understand the relationship between classroom performance and success in school Group Objective(s): The Closing the Gap small group 2 will work with the students to explore academic barriers that can inhibit students from reaching their full academic potential. This group will see the relationship between attendance and school importance through activity and reflection. Materials: Post-It Easel Pad and Marker Jenga Game Procedure: Ice Breaker Activity: Students and counselor will reflect on the last session by discussing their week and share positive strides they have made after last session. Next, the students will play a game of jenga. Discussion: The group will begin by reflecting on the Jenga Game. The counselor will ask questions on how they were able to draw a comparison between the game and attendance affecting academic performance. The counselor will explain that this game can compare jenga pieces to days at school. It demonstrates that you can miss a few concepts/days (jenga pieces) at Date: March 18th Activity: Managing School/ Academic Responsibilities

school to get by, but there comes a point where you have missed so much (jenga pieces) that it is too hard to keep up and get by academically. Next, the counselor will introducing the topic of academics, its importance, and how staying committed to your school work can affect one's future. The group will then discuss common conflicts that STLS students face when attempting to finish all academic tasks. The transcriber will record responses on the Post-It pad. Examples might include: accessing a computer, finding a quiet place to study, affording books or supplies, etc. Students will then discuss ways that they and their STLS peers can often respond to the barriers listed and the effectiveness of those responses. The counselor will then provide students with examples of appropriate actions that could be taken in each situation. For example, the counselor could discuss resources the school and community can provide. Students should end this discussion with a take away that there are ways to access the academic support you need given the circumstances that come with being an STLS student. Closing Activity: Each student will be assigned to try something that they have learned during the group session and to apply it to their current academic barrier(s). The students will come to the next session (March 21st) prepared to discuss their experience.

Small Group Session Plan #3

School Counselor: Brea Adams Grade(s): 10th Grade ASCA Student Standards (Domain/Standard/Competencies): Personal/Social Development Standard C: Students will understand safety and survival skills. PS:C1 Acquire Personal Safety Skills PS:C1.6 Identify resource people in the school and community, and know how to seek their help Learning Objective(s): The Closing the Gap group 3 will focus on identifying school and personal resources that can assist STLS students in finding extra means of support. Materials: Bicycle Wheel Activity Document Pens or Pencils (for each student) Rules or Straight Edge (for each student Procedure: Ice Breaker: This group session will start off by discussing the response to academic barriers that they applied during the past weeks session. Students will share their experiences and evaluate the effectiveness of the responses they have made. Next, the counselor will introduce the bicycle Date: March 21st Activity: Identifying and Creating Social Support

wheel activity. Bicycle Wheel Activity: The counselor will explain how it can be difficult to fit support and wellness in ones life. The counselor will then distribute the bicycle wheel activity document to each students. The counselor will explain that a bicycle wheel consists of a hub from which many spokes extend. The spokes of the wheel represent its support meaning the more spokes that the wheel has, the more support the bicycle has. Next the counselor will encourage the students to draw spokes on their wheels. Each spoke should represent a support person or system they believe is useful to them. Discussion: Students will share their wheels and explain each spoke that they have created. By sharing their wheels, other students can gather ideas on expanding their support system. It is important during this discussion for students to recognize that given their circumstances they have a great deal of support and spokes on their wheel. This lesson will have no homework or assignment for the following week. Have a safe and happy spring break to all students!

Small Group Session Plan #4

School Counselor: Brea Adams Grade(s): 10th Grade ASCA Student Standards (Domain/Standard/Competencies): Academic Development Standard C: Students will understand the relationship of academics to the world of work to life at home and in the community. A:C1 Relate School to Life Experiences A:C1.2 Seek co-curricular and community experiences to enhance the school experience Learning Objective(s): Session 4 will focus on reflecting on the skills that have been acquired throughout the group process and setting goals for the application of those skills. Students will learn about community resources that they or their families can take advantage of. Materials: Post-It Easel and marker List of Community Agencies and Organizations Procedure: Session Opener: (Instead of doing an ice breaker, the group will have a closing ritual). Students will share how they used the support systems they identified in the previous session during the Date: April 8th Activity: Community Resources (using the community mapping resources for students)

week to help them with problems, obstacles, or just as a safe space. Discussion: Students will discuss the resources they need to assist them at this time. Students will list their areas of need and how they have been able to get those needs met or any obstacles they have had in getting needs met. The counselor will explain that many communities provide some of the resources that students may need. She will explain that similar to the individuals students listed as supports in the previous session, there are also community organizations (based on the community mapping sites) that can be of assistance. The counselor will provide students with the NLCP Community Resources list and they will discuss what resources the sites and agencies can be provide. Students will identify at least one organization they will either visit or contact in the coming week. Closing activity: The counselor will explain that the group is ending and will ask the students to share what they have gained from the group. She will also ask them to share any concerns they may have as the group ends. Students will be asked to write one goal that plan to accomplish using what they learned from the groups sessions. Students will complete the post-survey. To close the session the counselor will celebrate the students growth and provide celebratory snacks.

Small Group Follow-up Session:

In two weeks, the counselor will check-in with each student individually, to assess their progress on their goal and how they are doing with their in maintaining their attendance and academics.