Comprehensive School Counseling Program

La Quinta High School

Brittany, Anwen, Amanda, and Hannah

Pt. 1 Data Based School Summary

ACSA School Data Summary

School Name: __La Quinta High__________________________School Year:_2022-2023_

District: ___________________Garden Grove Unified School District_________________

Understand your school’s data story by reviewing the school improvement plan, school data
reports and other data resources

1. Identify who in the building can help you obtain the data. Who is your data expert;
who can help you interpret the data?

-Principal/ school administrator

-Records clerk
- School Counselor

2. Review your school improvement plan (SIP) and identify your school’s goals. List SIP
goals relevant to the school counseling program (achievement, attendance, discipline).
List key school goals below

Taken from GGUSD LCAP:

https://www.ggusd.us/district/local-control-and-accountability-plan
- Goal 1A: [academic content] will demonstrate continued growth in all content
areas, with an emphasis on critical thinking and problem-solving.
- Goal 1B: [academic english] will demonstrate continued growth towards
mastery of Academic English and being designated English Language proficient.
- 1C: [scholarly habits] will demonstrate continued growth in scholarly habits that
allow them to control and monitor their own learning for improved academic
outcomes
- 2A: [motivation] will demonstrate continued growth in their attitude towards
learning
- 2B: [socioemotional well-being] will demonstrate continued growth in their
attitudes towards themselves and others
- 2C: [climate] classrooms, schools and the district will demonstrate continued
growth in maintaining a positive and safe learning climate for all stakeholders
- 3A: [college and career readiness] district-wide data that are predictive of
success after high school will improve annually
- 3B: [college and career success] college and career entrance and completion
rates will improve annually

3. Review available school data reports (achievement, attendance and discipline) for
previous years to identify trends. Describe any trends below:
Trend for At-Risk and Long-Term English Learners:
2019-2020→
2020-2021→

2021- 2022 →
 The images above depict an increasing trend of students categorized as “LTEL 6+
years”. This category focuses on students who have been enrolled in US school for 6+
years and remain at the same level of English proficiency or have regressed to lower
levels.
- 2019-2020:
- 9th grade: 23
- 10th grade: 41
- 11th grade: 23
- 12th grade: 34
- 2020-2021:
- 9th grade: 55
- 10th grade: 57
- 11th grade: 42
- 12th grade: 37
- 2021-2022:
- 9th grade: 57
- 10th grade: 58
- 11th grade: 61
- 12th grade: 46
- **NOTICE** major increase change from school year 2019-2020 to school year
2020-2021 which could possibly be due to school derailment from COVID and
this trend continued to increase once schools were reopened
The images above also depict a slightly less strong positive association between years and
English proficiency with “At-risk 4-5 years” indicating these students are ‘at-risk’ of becoming
long-term english language learners after being in U.S. schools for 4-5 years:
- 2019-2020:
- 9th grade: 4
- 10th grade: 4
- 11th grade: 12
- 12th grade: 10
- 2020-2021:
- 9th grade: 14
- 10th grade: 15
 - 11th grade: 11
- 12th grade: 15
- 2021-2022:
- 9th grade: 13
- 10th grade: 12
- 11th grade: 8
- 12th grade: 9
The main increase here happened again between school years of 2019-2020 and 2020-2021,
possibly due to the school closures during the height of the pandemic, but seemed to decrease
once schools reopened in 2021-2022.
Even though the At-Risk students seemed to improve in their English proficiency in 2021-2022,
the Long-Term English Language learners continuously increased.

4. Review data from other resources (e.g., student behavior surveys, climate surveys,
school engagement surveys, etc.) from the previous 2–3 years, and identify areas of
strength and concern. Healthy Kids Survey (If available)

According to the Healthy Kids Survey:

https://calschls.org/reports-data/public-dashboards/secondary-student/

- School engagement survey trends : [measured school connectedness]

- Grade 9: 62% of 2959 teens in 2017 to 58% of 766 teens in 2021
- Grade 11: 59% of 2944 teens in 2017 to 57% of 560 teens in 2021
- Social emotional health survey trends: [measured chronic sadness and
hopelessness]
- Grade 9: 29% of 2891 teens in 2017 to 43% of 1829 teens in 2021
- Grade 11: 33% of 2881 teens in 2017 to 48% of teens in 1934 in 2021

5. How does your school’s data compare with data from other schools, including:

a) District averages
- LQ HS Graduation Rate (93.3%) > GGUSD Graduation Rate (93.1%)

b) State averages
- LQ HS Graduation Rate (93.3%) > Statewide Graduation Rate (86.8%)

2021 Graduation Rates:

6. Identify and prioritize data points you will address through your school counseling
program. Tip - use student numbers not percentages – if available, collect data on
(achievement, attendance, discipline)

Specific Data Priorities

Examples:
· 26 students leaving first grade reading below expectations
· 38 first-time ninth-graders failing Algebra 1
· Seventh-grade students with four or more absences in the first four weeks of
school
· 12 11th grades students suspended three or more days from school for
noncompliance first quarter

1. 222 Long-Term English Language Learner students (english proficiency

is stable or decreasing)
a. Highest data point (mode) → 11th graders = 61 students
i. (all-time high)
b. We will be using the data point ⇒ 57 9th graders who are
Long-Term English Language Learners

2. 87.9 % of hispanic students graduated compared to 94.4% of the

overall population (closing the gap goal)

3. 786 of 1829 (43%) ninth-grade students indicated feelings of

chronic sadness and hopelessness
Data Websites:

Use CA Dashboard, SARC online or/and DataQuest to review your school's data on student
population, demographics, achievement, attendance, and discipline.

Additional Search Engines:

● Per Pupil Spending - https://nces.ed.gov/EDFin/search/search_intro.asp

● OCR Discipline Data - https://ocrdata.ed.gov/search/school
Part 2: Needs Assessment

Survey link:
https://docs.google.com/forms/d/1qaXj7XlQYHxHzmjKEr2ifachAtFmA
NtHQntlqAI3Mqs/edit
Part 3: Mission/Vision Statement & Annual Student Outcome
Goal

Mission Statement: The mission of the La Quinta High School Counseling Program is to
promote the academic, college/career and socioemotional success of all students by creating a
safe and positive learning environment. Our school counselors will foster supports that address
specific student needs. Our school counselors believe that all students are capable of reaching
their full potential. We use evidence-based practices that have been proven to enhance student
performance and ease their transition from high school to their respective future paths. We also
recognize that we must become advocates for our students by providing access and additional
support, as we aim to bridge the equity gaps that unjustly hinder student success. In doing so, we
hope to create a school climate that is both inclusive and respectful of individual differences. We
aim to develop well-rounded lifelong learners who are productive, ethical, and global citizens.

Vision Statement: All students from La Quinta High School are lifelong learners who have
graduated from our school, college or career ready. They have the skills and knowledge to
promote wellness within themselves and their communities. They enhance their community by
sharing their broadened worldview, diverse perspectives, and expansive knowledge.
 Annual Student Outcome Goal Plan (#1)
(Must be related to Opportunity Gap: Tier 2)

School La Quinta HS School Year 22-23

Identify and describe outcome data (achievement, attendance or discipline) that serves as basis
for goal:From school data summary
Achievement: Closing the Gap
During the 2021-2022 school year, 68 out of 77 hispanic students (87.9%) graduated
from La Quinta High compared to 480 out of 509 of the overall population (94.4%).

Create a goal statement that focuses on a specific subset of students for whom intentional
strategies/interventions will be delivered and assessed.

By 06/2023 , Hispanic students

End Date Describe Targeted Students
(Criteria for inclusion in interventions with multiple descriptors)

Will increase graduation rates

Decrease/Increase Describe specific outcome to be changed (achievement, attendance or
discipline)

by 10.3% from 68 students in 2021-2022 to 75 students in 2022-2023

Percent change Baseline data (Numbers only) Target data (Numbers only)

Supplemental Data: (Complete if data is available - Healthy Kids Survey Ect)

Analyze data related to the goal from supplemental data surveys such as school climate surveys.
Talk with stakeholders (parents, teachers, students, administrators, etc.), to gain insight about
possible factors contributing to identified problems or issues. Summarize insights/comments
from the groups below.
Systemic Focus
Identify school or system policies, procedures or practices that create or maintain
inequities relevant to this goal.
Need for culturally sustaining practices.
List 1–2 strategies that could influence systemic change related to this goal.
Representation of diverse populations in the curriculum
Schoolwide activities that celebrate/honor/highlight diverse cultures that are present at LQ

ASCA Student Standards Targeted Student Learning Objectives

Identify 1 Mindset and 1 Behavior standard from For the selected mindsets or behavior
the ASCA Student Standards most relevant for standards, write or select 1–2 learning
this targeted group and goal: objectives students will learn.

M&B Mindsets & Behaviors Standards Learning Objective(s)

#
M 4 Self-confidence in ability to succeed
B-LS 7 Long- and short-term academic, career
and social/emotional goals
Student(s) will: demonstrate confidence in
their inherent ability to achieve through
goal-setting
Student(s) will: identify a role model who fully
believes in and supports their success
Student(s) will: describe detailed plans for the
near or distant future
Student(s) will: demonstrate forming a SMART
goal

Pre-/Post-Assessment:
Convert the student learning objectives to a Likert-scale measure and/or brief answer
assessment.
1 2 3 4
Rarely Sometimes Most of the time Almost all the time

Statement Scale
I know someone I can go to for support in reaching my goals 1 2 3 4

I think I will achieve the goals I make for myself in high school and in life 1 2 3 4
I understand and can make a SMART goal for myself 1 2 3 4

I have a detailed vision for my future 1 2 3 4

Brief answer question: A school goal I have for myself is…

Activities/Strategies/Interventions by School Counselors

Describe Direct Student Services (minimum of Describe Indirect Student Services (minimum of
two) two)

1. Small Groups 1. Community collaboration

2. Individual academic student planning 2. Parent collaboration

Annual Student Outcome Goal Plan (#2)

School La Quinta HS School Year 22-23

Identify and describe outcome data (achievement, attendance or discipline) that serves as basis
for goal: From school data summary
In the span of three years, chronic sadness and hopelessness reported by ninth grade
students increased by about 14%.
- 838 of 2,891(29%) of ninth grade students indicated feeling chronic sadness and
hopelessness in 2017
- 786 of 1829 (43%) ninth-grade students indicated feelings of chronic sadness and
hopelessness in 2021

Create a goal statement that focuses on a specific subset of students for whom intentional
strategies/interventions will be delivered and assessed.
By 06/2023 , ninth-grade students
End Date Describe Targeted Students
(Criteria for inclusion in interventions with multiple descriptors)

Will report decreased feelings of chronic sadness and hopelessness

Decrease/Increase Describe specific outcome to be changed (achievement, attendance or
discipline)

by 20% from 786 students to 366 students

Percent change Baseline data (Numbers only) Target data (Numbers only)

Supplemental Data: (Complete If data is available - Healthy Kids Survey Ect)

Analyze data related to the goal from supplemental data surveys such as school climate surveys.
Talk with stakeholders (parents, teachers, students, administrators, etc.), to gain insight about
possible factors contributing to identified problems or issues. Summarize insights/comments
from the groups below.

Systemic Focus
Identify school or system policies, procedures or practices that create or maintain
inequities relevant to this goal.
Need for mental health interventions
List 1–2 strategies that could influence systemic change related to this goal.
1. Promoting mental health awareness
2. Normalize seeking mental health services

ASCA Student Standards Targeted Student Learning Objectives

Identify 1 Mindset and 1 Behavior standard from For the selected mindsets or behavior
the ASCA Student Standards most relevant for standards, write or select 1–2 learning
this targeted group and goal: objectives students will learn.
M&B# Mindsets & Behaviors Standards Learning Objective(s)
M 1. Student(s) will: engage in mindfulness practices
Belief in development of whole self, including to promote healthy development
a healthy balance of mental, social/emotional Student(s) will: demonstrate persistence
and physical well-being
through self-confidence and self-efficacy
B-SMS 7. Student(s) will: identify effective coping skills
Effective coping skills when they are stressed or overwhelmed.
Student(s) will: feel comfortable asking for help
and know who/where to ask

Pre-/Post-Assessment:
Convert the student learning objectives to a Likert-scale measure and/or brief answer
assessment.
1 2 3 4
Rarely Sometimes Most of the time Almost all the time

Statement Scale
I feel capable of balancing my own social, emotional, and physical 1 2 3 4
well-being.
I believe that I can keep going even when things get hard and I want to give 1 2 3 4
up.

I know how to feel better when I am feeling stressed or overwhelmed. 1 2 3 4

I have someone to talk to when I am in a tough situation. 1 2 3 4

Brief answer question (optional): How are you feeling after taking this survey?

Activities/Strategies/Interventions by School Counselors

Describe Direct Student Services (minimum of Describe Indirect Student Services (minimum of
two) two)

1. Classroom Lesson 1. Mental Health Spirit Week

2. Universal Screening 2. Mental Health Awareness Month
Part 4: School-Wide Action Plan

Classroom and Group Mindsets & Behaviors Action Plan

The ASCA Student Standards: Mindsets & Behaviors for Student Success guide the planning and delivery of all student activities
and interventions. The classroom and group Mindsets & Behaviors action plan provides 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, while the
annual calendar presents the schedule of all classroom and group activities.

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

School Name Date Created Most Recent Revision Date

La Quinta High School 11/7/2022

Based on your school’s data: List potential classroom lessons by grade level and primary corresponding
mindset or behavior.

● 9th grade: Developing Coping Skills

○ Whole Student Wellbeing Lesson
○ B-SMS 7. Effective coping skills
● 10th grade: Fostering Peer Relationships
○ B-SS.2 Positive, respectful and supportive relationships with other students who are
similar to and different from them
● 11th grade: Social Emotional Learning
○ B-LS 7. Long- and short-term academic, career and social/emotional goals
● 12th grade: Cultural Humility
○ B-SS 7. Leadership and teamwork skills to work effectively in diverse groups

Based on school data: List small groups that the counseling team can run to address student need
(closing the gap etc) include primary corresponding mindset or behavior

● Social-Emotional Skills Small Group

○ Empathy
○ Collaborating
○ Positive Regard for others
○ Coping Skills
○ B-SS.2 Positive, respectful and supportive relationships with other students who are
similar to and different from them
 ● College/Career workshops
○ Financial Aid
○ Application processes
○ Interview skills
○ B-LS 7. Long- and short-term academic, career and social/emotional goals

● Academic Improvement Intervention

○ Study skills workshop
○ After-school collaboration
○ test anxiety workshop
○ B-LS 7. Long- and short-term academic, career and social/emotional goals

● Growth Mindset Small Group for Closing the Gap goals

○ M 4. Self-confidence in ability to succeed

Based on school data: List school wide activities the counseling team can provide (Mental Health
Awareness week, Career week et.) including primary corresponding mindset or behavior

● Career Fair
○ B-SMS 5. Perseverance to achieve long- and short-term goals
● School Spirit Week
○ M.2. Sense of acceptance, respect, support and inclusion for self and others in the school
environment
● Mental Health Awareness week
○ M 1. Belief in development of whole self, including a healthy balance of mental, social-
emotional and physical well-being

Mindset Standards

Mindset Activity/Focus or Purpose Participants (grade Class/LG SG

level ect)

M 1. Belief in development of whole self, Mental Health Awareness All students LG

including a healthy balance of mental, social/
emotional and physical well-being

M 2. Sense of acceptance, respect, support School Spirit Week All students LG

and inclusion for self and others in the school
environment

M 3. Positive attitude toward work and

learning

M 4. Self-confidence in ability to succeed Growth Mindset CTG Small Group Closing the gap - hispanic SG
students at risk of not
graduating
M 5. Belief in using abilities to their fullest to
achieve high-quality results and outcomes
M 6. Understanding that postsecondary
education and life-long learning are necessary
for long-term success

Behavior Standards

Learning Strategies Activity/Focus or Purpose Participants Class/LG SG

B-LS 1. Critical-thinking skills to make informed

decisions

B-LS 2. Creative approach to learning, tasks and Cognitive Restructuring – seeing Closing the gap – SG
problem solving challenges as opportunities students at risk of not
(part of Growth Mindset CTG graduating
Small group)

B-LS 3. Time-management, organizational and

study skills

B-LS 4. Self-motivation and self-direction to ‘Internal Validation’ Lesson Closing the Gap – SG
learning (Growth Mindset CTG Small students at risk of not
group) graduating

B-LS 5. Media and technology skills to enhance

learning

B-LS 6. High-quality standards for tasks and

activities

B-LS 7. Long- and short-term academic, career Social-Emotional Learning (low 11 grade class
and social/emotional goals data on meaningful
participation)

B-LS 8. Engagement in challenging coursework

B-LS 9. Decision-making informed by gathering

evidence, getting others’ perspectives and
recognizing personal bias

B-LS 10. Participation in enrichment and

extracurricular activities

Self-Management Skills Activity/Focus or Purpose Participants Class/LG SG

B-SMS 1. Responsibility for self and actions

B-SMS 2. Self-discipline and self-control

B-SMS 3. Independent work

B-SMS 4. Delayed gratification for long-term

rewards

B-SMS 5. Perseverance to achieve long- and Career Fair All students LG

short-term goals

B-SMS 6. Ability to identify and overcome

barriers

B-SMS 7. Effective coping skills Whole Student Wellbeing 9th grade Class
Lesson
B-SMS 8. Balance of school, home and
community activities

B-SMS 9. Personal safety skills

B-SMS 10. Ability to manage transitions and

adapt to change

Social Skills Activity/Focus or Purpose Participants Class/LG SG

B-SS 1. Effective oral and written communication

skills and listening skills

B-SS 2. Positive, respectful and supportive Fostering Peer Relationships 10th grade Class
relationships with other students who are similar
to and different from them

B-SS 3. Positive relationships with adults that Purpose - accessibility/visibility all students LG
support success of resources
Activity – Mentor Program ; TA
positions; student of the
month! (or something similar) ;

B-SS 4. Empathy SocioEmotional Learning 11th grade Class

Activity - role playing ;
restorative practices in
response to incident

B-SS 5. Ethical decision-making and social

responsibility

B-SS 6. Effective collaboration and cooperation

skills

B-SS 7. Leadership and teamwork skills to work Cultural humility 12 grade class
effectively in diverse groups

B-SS 8. Advocacy skills for self and others and

ability to assert self, when necessary

B-SS 9. Social maturity and behaviors appropriate

to the situation and environment

B-SS 10. Cultural awareness, sensitivity and Focus - culturally sustaining all students LG
responsiveness practices
Activity - psychoeducation of
equality vs. equity
 Part 5: Closing-the-Gap Action Plan and Results Report

School Name La Quinta High School

Annual Student By June 2023, hispanic students will increase graduation rates by 10.3% from 68
Outcome Goal students in 2021-2022 to 75 students in 2022-2023
ASCA Student Standards (1 mindset 1 behavior)
1. Self-confidence in ability to succeed
2. Long- and short-term academic, career and social/emotional goals
Mindsets & Behaviors Pre-/Post-Assessment Statements
1. I know someone I can go to for support in reaching my goals
2. I think I will achieve the goals I make for myself in high school and in life
3. I understand and can make a SMART goal for myself
4. I have a detailed vision for my future
Interventions That Support Achieving the Annual Student Outcome Goal
Describe Direct Student Services (minimum of two) Describe Indirect Student Services (minimum of two)

1. Tier 2 small group intervention on growth 1. Parent presentation on graduation

mindset requirements
2. Student workshop on goal setting 2. Collaborating with the district in the
allocation of funds that focus on students'
3. Check in Check out
primary needs and supplemental
resources

Systemic Focus
Identify school or system policies, procedures or practices that create or maintain inequities
relevant to this goal.

Think - is this an issue occurring nationally, state wide or only at your school?

Need for culturally sustaining practices is a nationwide need. Some schools

are working to make this a priority, and La Quinta should make this a priority
as well.

List 1–2 strategies that could influence systemic change related to this goal.

What needs to change to help address this opportunity gap at your school?

● Advocate for representation of diverse populations in the curriculum

 ● Schoolwide activities that celebrate/honor/highlight diverse cultures that are present at
LQ
● Implicit bias training for staff

These strategies combined could help with school engagement and connectedness which could
have a positive effect on graduation rates.

Results Section (will be completed post-implementation)

●
CTG Small Group Proposal Form

School: La Quinta High School

School Counselor Names: Winnie Buu, Amanda Geriak, Hannah Miller, Brittany Corbo
Small Group Title/Topic: Growth Mindset
Student Population: (5-12) Hispanic students being at risk of not meeting high school
graduation requirements.

CTG Student Mindsets and Behaviors

1 ASCA Mindset Standard:
● M4 Self-Confidence in Ability to Succeed
2 ASCA Behavior Standards:
● B-LS. 2. Creative approaches to learning, tasks, and problem-solving
● B-LS 4. Self-motivation and self-direction to learning

Topics Covered by Week Group Objectives addressed by

Week (must connect to identified
Mindsets and Behaviors)

Week 1 Topic: Intro to Cognitive Students will utilize alternative

Restructuring - See challenges as perspectives when approaching
opportunities challenging coursework
(B-LS.2.)

Week 2 Topic: Reflect on past experiences Students will demonstrate

of mistakes / ‘failures’ self-confidence in their ability to
succeed despite past failures.
(M.4.)

Week 3 Topic: develop sense of internal Students will direct their goals
validation and stop seeking external based on intrinsic motivations.
validation (B-LS.4.)

Week 4 Topic: focus on rewarding actions Students will reinforce and

not traits prioritize actions that contribute
to better forms of learning and
problem-solving.
(B-LS.2.)

Week 5 Topic: identify opportunities to Students will identify a minimum

celebrate success of others of three peers that they give
affirmations to.
(M4)
Week 6 Topic: Applying Cognitive Students will revisit past failures
Restructuring - start using the word from Week 2 and formulate “yet”
“yet” more often statements.
(M.4.)
Ex: “I can’t do this
assignment…YET”
Part 6 Classroom Guidance Action Plan

Lesson Plan
School all La Quinta High School
Counselors:
Lesson Plan Title: How to Cope

□ Single Classroom Lesson

□ Unit of Classroom Lessons: Lesson __1___ of __1___
□ Small-Group Session Lessons: Lesson _____ of _____
Target Audience: 9th grade

Evidence Base:
⬜ Best Practice
⬜
⬜ Action Research
(commonly used and believed to be of high quality)
(individual investigates own practice to improve content/delivery)

⬜ Evidence-Based
Research-Informed (a review of research provides foundation for content/delivery)
(highest level of evidence, results published in peer-reviewed journal)

ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write or
targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
B-SMS 7 Effective coping skills Student(s) will:
M1 Belief in development of whole self, including a - engage in mindfulness practices to
healthy balance of mental, social/ emotional and
physical well-being promote healthy development
- demonstrate persistence through
self-confidence and self-efficacy
- identify effective coping skills when they
are stressed or overwhelmed
- feel comfortable asking for help and
know who/where to ask

Materials:
 ● Internet
○ research on how to cope and benefits of coping
■ unhealthy coping vs. healthy coping
● Slides Presentation
○ Projector access
● ‘Coping Anywhere!’ worksheet (Figure 1. 1)
● “Alternatives to Self-Harm” Sheet (Figure 1.2)
● Support Map Worksheet
● Breathing exercise video / script (can be found on YouTube)
● Muscle Progression video / script (can be found on YouTube)
● Guided Meditation video / script (can be found on YouTube)

(Figure 1.1) (Figure 1.2)

Describe how you will:
Introduce Lesson ● Introduce self and topic for the day.
Topic/Focus: ○ What is coping?
○ What is healthy coping? Why is it helpful?
● Administer pre-test

Communicate the Discuss the agenda for the day:

Lesson Objective: ● Discuss the importance of maintaining positive mental health
● Learn about coping skills
● Identify personal ways of coping
● Learn about demonstrating persistence
● Learn about different resources for when you are feeling
stressed/overwhelmed
● Identify various forms of social support
● Coping skills worksheet
● Engage in mindfulness practices

Teach Content: 1. Brief overview of mental health

2. What are positive coping skills vs. negative coping skills?
3. Why are coping skills important?
4. Discuss resources/social supports
5. Discuss mindfulness
Practice Content: Students will complete:
- Coping skills worksheet and be encouraged to participate in
discussions throughout the lesson.
- Support Map and pair share
- Practice mindfulness through either Breathing/Muscle
Progression/Guided Meditation (based on time available
- Discuss feelings after videos
Summarize/Close: Discuss findings from the lesson
Provide resources for further mindfulness practice at-home
- Breathing exercise video/script links
- Muscle Progression video/script links
- Guided Meditation video/script links
Administer post-survey

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number ~30 students per class.
of students:
Planned length of 1 hour
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment aligned with the selected
ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are:
1. I feel capable of balancing my own social, emotional, and physical well-being.
2. I believe that I can keep going even when things get hard and I want to give up.
3. I know how to feel better when I am feeling stressed or overwhelmed.
4. I have someone to talk to when I am in a tough situation.
Outcome Data Plan: (choose one and describe specific data point to compare)
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict first quarter
with second quarter

Attendance: School counselor will compare number of absences and tardies last year to
this year.
OR
School counselor will compare number of mental health referrals last year to this year.

Follow-Up Plans
Explain your plan for students who missed the lesson.

Students who missed the lesson will get pulled at a later date for a make-up session.
Any students missing the make-up session will be sent a pre-recorded lesson and will be asked
to come in to complete the survey.

Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of
student standards (M&B)/student learning objectives.

Students with low scores will be put on a list for potential tier 2 interventions.