Essential Elements DATA Report

School Name: Northside Middle School

School Counselors: Zuri Cannon
SMART Goal:
By the end of April 2019, the 6th grade students identified for “No Flex Zone” an anger management group will
have at least a 50% reduction in referrals related to suspensions, and detentions. These students will be able to
identify at least two of their triggers for anger as well as two positive options to express or cope with their
DESIGN

feelings.

Rationale:
So far for the 2018-19 school year there have been 647 incidents harassment, assault, mutual combat,
insubordination, disrespect and disruption. Of these incidents, 37% involved 6th grade students. While the
majority of incidents by 6th graders is slight it is the grade struggling the most with behavioral issues that are
influenced by feelings of anger. I also felt that as 6th grade is a transition year it would be beneficial to address
concerning behavior early.

Interventions/Strategies:
Students participated in an anger management group. Topics and activities covered are as follows:
- Establishment of group and individual goals, identification of feelings and triggers, exploring coping
strategies, exploring triggering situations through acting out scenarios, positive self-talk and affirmations,
sharing experiences and feelings with and about anger as a group.
ASK

I selected these interventions in lieu of the student responses I received in the pre-assessment that I
administered. Three of five students marked that they only sometimes know why they are angry. All of the
student indicated that when they were angry they lost control. Only one student indicated they were comfortable
talking about their anger. All five students indicated that they did not handle their anger well.

The group met for a total of 6 meetings once a week for 45 minutes from 2/22/19 – 4/23/19.
 Results: Chart/Graph:
Process Data: Initially, five 6th grade students
participated. However due to varying circumstances 2 of
the students were unable to participate until the end. DISCIPLINARY
The following data is from the original group:
Sex - 3 boys, 2 girls ACTION TAKEN
Race - 4 African American and one mixed race
Suspension Detention
(Caucasian and Filipino) student
The following data is from those who were able to 5
complete the group:
4
Sex – 2 boys, 1 girl
Race – 2 African Americans and one mixed race 3
(Caucasian and Filipino) student
2

Perception Data: 1
After the group all the students reported more
0
accountability for their feelings. Two of the three
Q1 Q2 Q3
reported a reduction in taking out their anger on other
people. Two students also reported that they now
TRACK

understand what causes them to be angry all the time.

All of the students can give two examples of their anger The graph displays the decrease in disciplinary action
triggers, two coping mechanisms and two alternatives to for the three students who were able to participate in
fighting. the group from beginning to end. There was a
significant reduction in the instances of disciplinary
Outcome Data: action for all students. There was a 100% reduction in
There was no significant change regarding grades for the instance of suspension for quarter one and two.
those who participated. However, during the two Detention declined 50% compared to quarter one and
months during group the students’ attendance improved 33% compared to quarter two.
as two of the participants missed only one day for that
quarter, while the other had perfect attendance. Since
group began, only one of the three students who
participated until the end received a suspension,
referral, or detention. While there were still instances of
conflict, these students used available resources and
coping mechanism to avoid escalating these situations.
One student received a referral for “refusing a
reasonable request” and a detention due to a tardy
sweep. Additionally, one of the students who was no
longer able to participate in the group did get suspended
for fighting about halfway through the group. She cited
self-defense as her reason for fighting, but it is
important to note that she did not take any proactive
steps to avoid the confrontation.
 Reflections:
This experience taught me a great deal about my school community as well as the counseling program specific to
my school. Groups are run infrequently by the school counselors, although the military family counselor runs
groups for students who fall under her umbrella. It is my hope that the success of my group will encourage more
groups to be run in the future. I was also confronted with a greater cultural understanding of the students and
the community as a whole in terms of what appropriate responses are to conflict. Many parents encourage their
children to use violence as needed to resolve conflict. I have had to work to normalize this cultural viewpoint, as
well as define the different appropriate responses in school. Additionally, I found that in listening to the students
in their experiences, there was a sense of helplessness. The students did not feel like there were any options
other than fighting.

Implications:
The safety and success of all of our students in the Norfolk Public School system is paramount. When students
feel like fighting is their only option, their safety is in question. Moreover, the general punishment is suspension
which can greatly impact their success. The results of this group demonstrate a need for a greater education and
ANNOUNCE

understanding of empathy, coping strategies, and positive school culture. Additionally, I would encourage a
greater empathetic approach from counselors, teachers and administrators when handling these issues. This
would create a more open space for the students to use the adults in the building as resources when they are
dealing with conflict and stress within the school setting.

Program Recommendations:
Based on the outcome of this group there a few improvements that could be made regarding running groups as
well as planning to impact the culture of the whole school. One of my main concerns was the students who were
not able to complete the group. I believe that in the future a more complete screening of the students involved
would be beneficial, especially with regards to other services they are receiving as well as their personal
commitment to growth. Additionally, I believe that every student in the school could benefit from tier one
programming to address conflict resolution, de-escalation, and promoting a better school culture in general. After
my experience leading this group, bringing students into the fold of what they want their school to be like is of the
upmost importance.

Communication Plan:
To communicate the results of this group I had meetings with the school counseling team, as well as some
member of the administration to highlight the growth I have seen within the students who participated. During
these meetings I presented the self-reported data as well as the discipline reports for the children in the group.
This was very beneficial as they were able to bring in their own insight and experiences in regarding the students’
growth which further validated the results of the group. Additionally, I sent personalized letters home with the
students, for their parents, thanking them for allowing their children to participate and also making sure to
highlight their individual student’s growth.