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10/25/2011

© Developmental Resources Inc. May be reproduced by attendees of “Impactful Guidance” Webinar. 1

Presented by: Anthony Pearson, Ed.S., LPC

Professional School Counselor, Cobb County School District

Developmental Resources Proudly Presents

Please Ask Questions Via Chat!

• Paid nice people

• Searching for depth

• Hallway wanderers

• Searching for purpose

• Sub-administrators

• Searching for greatest usefulness

• Purposeful

• We have direction in our actions.

• Impactful

• We make a difference in our actions.

• Evident

• We can show what has changed because of our actions.

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When we measure outcomes it…

• Gives us a sense of progress

• Gives us a sense of direction

• Gives us a way to differentiate

• Correct answers on designed assessments

• Changes in behavior

• Changes in academic performance

• Pre-test as morning work

• Post-tests on a later date

• Looking at grades, attendance, behavior reports

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Let’s briefly talk about the David Effect B – A / A = % growth

Example 1: A student who makes a 50 on one test, then makes a 100 onthe next test did not improve by 50%. His score increased 50 points, but heimproved by 100%.B= his second testA = his first test

100 (his second test) – 50 (his first test) = 5050 ÷ 50 = 1

The 1 stands for 100% growth

Example 2: A student makes a 68 on her first test. She makes a 92 on hersecond test.

92 – 68 = 2424 ÷ 68 = .35

The .35 stands for 35% growth

Homework small groups are an easy and effective way toimprove academics.

Thus, increasing a student’s rate of homework completionwill be beneficial to their academic performance.

• Gather evidence.

• Ask your teachers to give you the names of the five or six students who are not completing their homework.

• Use their homework performance as a results-based pre-test.

• Form group.

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• Small group activities

• The Domino Effect (GwGM activity 3.4 see handout)

• Create a homework plan

• Daily check-ins

• Weekly goal settings

Homework Action Plan

I will know what homework I have to do by (name the way)___________.

After school, I will do my homework in (name the location) ____________.

If that place is not a good place to do homework, I will do my homework in (name anotherlocation)_____________.

When I am done with my homework, I will place my homework (name theplace/object)_____________.

I will know I am done with my homework by (how will you check off or cross out yourassignments?)_______________.

This is my action plan for homework assignment completion _________________________.

Group: Week:

Name: My Goal:

Monday Tuesday Wednesday Thursday Friday My Results Did I reach my Goal?

Bob 13 2 3 4 2 4 15YES!!!!

Susan 16 1 3 4 3 2 13 no

Homework Goal Setting Chart

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Student 1 Student 2 Student 3 Student 4 Student 5

Homework Completion Percentages

Positive Professionals is a behavior andacademic small group targeted at studentswho are struggling with social skills andacademic performance.

Thus, if students see the cause andeffect relationship with their behaviorand effort, they will respond morepositively to an academic setting.

• Gather evidence

• Candidates for this group have a higher amount of behavior/discipline referrals when compared to the student body.

• Students are underperforming academically in the classroom.

• Form group

• Positive Professionals is not a 6-week group! These students may be in the small group for half or even a whole semester.

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• Small group activities

• Tying ties! Dressing professionally!

• Stacking Up Your Potential (GwGM activity 1.4 see handout)

• Freedom through rules

Student 1 Student 2 Student 3 Student 4

Date 8/20 11/22 8/20 11/22 8/20 11/22 8/20 11/22

Math B (3.0) B (3.0) B (3.0) C (2.0) C (2.0) C (2.0) D (1.0) B (3.0)

English B (3.0) B (3.0) B (3.0) D (1.0) B (3.0) C (2.0) F (0.0) B (3.0)

Social Studies C (2.0) A (4.0) B (3.0) B (3.0) B (3.0) A (4.0) F (0.0) D (1.0)

Spelling A (4.0) B (3.0) F (0.0) C (2.0) A (4.0) A (4.0) D (1.0) B (3.0)

ConductNeeds Imp.

(0)Needs Imp.

(0)Satisfactory

(1)Satisfactory

(1)Needs Imp.

(0)Outstanding

(2)Needs Imp.

(0)Needs Imp.

(0)

G.P.A. 3 3.25 2.25 2 3 3 0.5 2.5

Individual Grade Change: Increase 8% Decrease of 10% No Change Increase 380%

Pre G.P.A. Avg.

Post G.P.A. Avg.

Group GPA Change 2.187 2.68

When students struggle to perform on tests, often teachersask, “Did you study?” And the students respond, “Yes…Ithink?”

Some students have not learned the basic skills of studyingand are not performing at their best ability.

Thus, when students have a method of studying, they will dobetter on their academic performance.

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• Gather evidence

• Look at students’ test averages; talk to the teachers about what they see when students prepare for a test.

• If doing a Study Habits Unit, collect classroom averages for previous tests. This will be used as your pre-test information.

• Deliver the Study Habits Unit over the course of several lessons.

• Guidance Lesson Activities

• Study Habits PowerPoint

• Organized Place, Organized Mind PowerPoint

• Study Hall Session

• Study Habits PowerPoint

• Animal Rummy Cards Rote Activity

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Water (Pre) Force and Motion (Post)

Science Test Grades (4th grade)

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Pre: Change on the Plains Post: Cattle Ranchers

Social Studies Test Grades (5th Grade)

Ecological Perspective is recognizing the notion thateverything is connected and in essence, everything effectseverything else. When students understand thatchallenges are interrelated, they will hopefully overcomethose events with their resources.

Thus, students will know who can help them and what to seekto help them overcome challenges.

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• Gather evidence

• What is the frequency of visits to the school counseling office?

• How often are students asking teachers for help?

• Delivery of guidance lesson

• Can students identify resources?

• Has frequency of resource use increased following the lesson?

• Ecological Perspective Guidance Lesson

• Activity and Rubric

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Conner Rachel Lange

Ecological Perspective Rubric (high score of 4)

What we can see is that Ms. Conner’s and Ms. Lange’s class do not have the same level of resource identification as Ms. Rachel’s class. How can I use this information?

10/25/2011


• When you are producing data for your administrators, they are seeing your specific role in the building.

• When you gather data, you are creating leverage to do what you are trained to do.

• When you gather data, you create an argument that your time with kids is valuable and your efforts should be directly related to them.

• When you show yourself as a change-agent, others will see you as a change-agent.

Presented by: Anthony Pearson, Ed.S., LPC

Professional School Counselor,

Cobb County School District• e-mail: [email protected]• Office Phone: 770.819.2587

Developmental Resources Proudly Presents

Please Ask Questions Via Chat!

Images are property of Microsoft Corporation http://office.microsoft.com/en-us/images/

Available byAnthony Pearson, Ed.S., LPC

Homework Action Plan

I will know what homework I have to do by (name the way) _____________________.

After school, I will do my homework in (name the location) ______________________.

If that place is not a good place to do homework, I will do my homework in (name

another location) _______________________________________________

I will know I am done with my homework by (how will you check off or cross out your

assignments?) ____________________________________________________

This is my action plan for homework assignment completion:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Group: Week: Name:

My Goal: Monday Tuesday Wednesday Thursday Friday My Results Did I reach my Goal?

Group: Week: Name:

My Goal: Monday Tuesday Wednesday Thursday Friday My Results Did I reach my Goal?

T h e D o m i n o E f f e c t

O v e r v i e w

Students will learn that the decisions they make may directly impact their consequences.

A S C A S t a n d a r d s

l CD.A1.4: Learn how to make decisionsl CD.A1.7: Understand the importance of planningl PS.A1.6: Distinguish between appropriate and inappropriate behaviorl PS.B1.2: Understand consequences of decisions and choices

M a t e r i a l s

Dominos (or any type of material that can be set up for a “chain reaction”)Domino Effect FormDecision and Consequence Assessment

Approximate Time: 30 Minutes

P r o c e d u r e s

1. Explain to the students that making decisions and receiving consequences are very similarto cause and effect. When we make a decision, that is just like a cause—and when wereceive a consequence, that is just like an effect.a. Ask the students to think of some other cause-and-effect relationships. If students

don’t know, indicate:l Eating a lot of food and becoming stuffedl Running a lot and getting tired

2. In the front of the class, set up a line of dominos. Pick up the first domino and ask,“How isthis domino, the one at the front of the line, like a decision?”a. After taking appropriate answers, state,“When one decision is made, there are a chain

of events that occur that are called consequences.”

© YouthLight, Inc. 129

G u i d a n c e W i t h G o o d M e a s u r e

3.4

b. Give the first domino a decision and then follow the chain of consequences. For example:l This first domino represents a student who stayed up too late watching a movie. . .l Which made him late for school. . .l Which caused him to miss his breakfast. . .l Which made him hungry. . .l Which made it very difficult to concentrate. . .l Which caused him to miss some very easy questions on a quiz he had to take.

c. Push the dominos down, ask,“How can one decision affect the whole day?”

3. Distribute the Domino Effect Form to each student.a. Each student will use the form to tell different stories of a decision that was made.b. They can choose to make a story where an appropriate or inappropriate decision was

made.c. Afterward, have the students share their Domino Stories. Some discussion questions:

l What did you notice happening in the stories with appropriate decisions? l What did you notice about the stories with inappropriate decisions? l How can one decision affect the whole day?l If you see that you have made an inappropriate decision, what needs to happen

to make the day better?l How can you tell which decisions will be appropriate and which ones will be

inappropriate?d. Say,“When you are about to make a decision, think about the domino effect that will

occur once your decision is made. When you consider what the consequences arebefore you make your decision, you will have a much better chance of making anappropriate choice.”

4. Distribute the Decision and Consequence Assessment.

D a t a

Quantitative: 90% of the students will be able to identify how consequences are related totheir decisions.

Answers for the Decision and Consequence Assessment:1. B2. A3. B4. D5. C

Total points for assessment: 5

130 © YouthLight Inc.


O p t i o n a l L e s s o n E x t e n s i o n s

(adding five to ten minutes to a lesson)

1. Multi-colored Dominos—Where one color indicates a decision and another color indi-cates a consequence. While setting up the initial Domino Effect story, place the decisioncolored dominos into the line; this may indicate that even though an initial decision wasmade, other decisions can still affect the outcomes.

2. Act It Out—Have the students work in groups to act out a Domino Effect Story. Have eachgroup tell the story in two different versions—one with inappropriate decisions and theother with appropriate decisions

3. Additional Reading—Read, If You Give a Mouse a Cookie by Laura Joffe Numeroff to dis-cuss how chain of events occur.



Name: _________________________________ Date: _________________

D e c i s i o n a n d C o n s e q u e n c eA s s e s s m e n t

1. Phillip works all week on a project and gets an “A” on it. What was the decision?a. He wanted to have fun and play all weekb. He wanted to work all week on it to do a good jobc. He wanted to do a little bit of work and then play with his friendsd. He did not make any decision and got the “A” because he was luckye. All of the above

2. Jennifer works all day in her front yard cleaning up leaves. When she finishes, herfather gives her ten dollars. What was the consequence of this event?a. She earned ten dollarsb. The girl works all day in the front yardc. The front yard has a bunch of leaves on the groundd. The girl jumped in the leavese. All of the above

3. When making a decision, when should you think about the result?a. After the decision has been madeb. Before the decision has been madec. You should never think about the resultd. When your family tells you what to doe. All of the above

4. Why is it important to think about the results of a decision?a. Because some decisions may lead to bad resultsb. Because it can help you pick the best decision to makec. Because you can figure out what will be best for youd. All of the abovee. None of the above

5. Predict the most likely outcome: All day during school, Billy paid little attention tothe teacher and goofed off during math.a. Billy might get a prize from his teacher the next dayb. Billy might make an “A+” on his math testc. Billy might get a call home to his familyd. Billy might get ten dollars from his mom and dad for his behaviore. None of the above



Reproducible3.4

Name: _________________________________ Date: _________________

D o m i n o E f f e c t F o r mDirections: Write your decision and the effects of the decision, then illustrate the decision and

the consequence!

You have a test tomorrow, tell what happens!

Decision! Consequence!

Illustrate your DECISION Illustrate your CONSEQUENCE

You have a lot of homework, tell what happens!

Decision! Consequence!

Illustrate your DECISION Illustrate your CONSEQUENCE



Reproducible3.4

SS tt aa cc kk ii nn gg UU pp YY oo uu rrPP oo tt ee nn tt ii aa ll

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Students will learn the importance of building an academic foundation for career and social success.

AA SS CC AA SS tt aa nn dd aa rr dd ss

l AD.C1.2: Understand the relationship between learning and workl AD.C1.4: Demonstrate an understanding of the value of life-long learning as essential to

seeking, obtaining, and maintaining life goalsl AD.C1.5: Understand that school success is the preparation to make the transition from

student to community memberl AD.C1.6: Understand how school success and academic achievement enhance future

career and vocational activities

MM aa tt ee rr ii aa ll ss

Stacking Materials (dominos, wooden blocks, or even books)Building Success Assessment

Approximate Time: 30 minutes

PP rr oo cc ee dd uu rr ee ss

1. Place the students in groups of four or five.

2. Ask the students,“How would you build the sturdiest, strongest building?”Take appropri-ate responses (use strong material, have things measured out, etc.).

3. Explain—”When people build, one of the most important aspects is a strong foundation.This is the bottom part of the building upon which everything else is stacked.” Other com-ments that can be made for part of the conversation:



1.4

a. “The better the foundation, the higher the building can go.”b. “When we build, our foundations let us add more and more.”

4. Distribute sets of blocks (dominos, books, etc) to each table.

5. Ask the students to work together to build two different buildings in their groups: onebuilding that does not have a strong foundation and one that does.a. Which building is more likely to fall down?b. Which building will be able to endure bad weather?

6. Discuss with the students,“If a foundation for a building is made from strong and durablematerials, what “materials” (or skills) would be needed for students to have a foundationthat can lead to success?”a. Students might say: friends, good grades, love, attention, family support—take all

appropriate answers.

7. Discuss further,“So if a building with a strong foundation can build a lot of floors, what cana person with a strong foundation build up?”a. Possible answers (or prompts): passing to the next grade, passing tests, getting good

jobs, etc.b. Create a building representing student success:

l Build a strong foundation (“This student’s foundation is of someone who studieshard, does all his homework, and tries to get along with others.”)

l Then on top of the foundation, stack more blocks (“This block representsStatewide Testing. This next block represents going to the next grade.”)

8. Now, have the students work in their groups to tell a story with their structure—let the students decide what kind of success they want to stack on top of the foundation.This mightbe passing to the next grade, going to college, becoming a successful professional, etc.

9. When the students are done with their buildings,have each table share the “story”of their building.

10.Conclude by distributing the Building Success Assessment.

DD aa tt aaQuantitative: 90% of the students will be able to identify the importance of the building andusefulness of a strong foundation.

Answers for the Building Success Assessment:

1. B2. D3. A4. E5. Completed “building” with appropriate foundation and goals (2 points)

Total points for assessment: 7



OO pp tt ii oo nn aa ll LL ee ss ss oo nn EE xx tt ee nn ss ii oo nn ss

(adding five to ten minutes to a lesson)

1. Create some “stressors” to affect the students’ buildings—ask the students what are somethings that might try to knock down a group’s building.a. Try to lightly knock over one of the buildings by indicating the stress/conflict.

l Say,“Now comes along peer pressure. What will happen to someone with a strongfoundation? What will happen to a person who does not have it?”

2. Take volunteers and have them be classroom examples—one student will have a strongfoundation and one student will not have a strong foundation.

3. Ask students to think of historical figures that have strong foundations—What characteristics did they have that would show their ability to become successful?



Name: _________________________________ Date: _________________

BB uu ii ll dd ii nn gg SS uu cc cc ee ss ssAA ss ss ee ss ss mm ee nn tt

1. What is a strong student foundation?a. The basement of a buildingb. Skills that help you reach your goalsc. Kids who pressure you to dress in a certain wayd. Passing the statewide testse. None of the above

2. What is NOT an example of a foundation?a. Working well with othersb. Good behaviorc. Listening and following directionsd. Eating your lunch quicklye. All of the above

3. Which sentence could a person with a strong foundation say?a. “I know that doing my homework every night teaches me responsibility for other

tasks”b. “As long as I can be part of a group of friends, I’ll be successful with whatever I do”c. “What I do now has no effect on what I do later on in life”d. “If I focus and try really hard right now, I still don’t think that will help me when I get

older”e. All of the above relate to a successful foundation

4. Why is it important to have a successful foundation?a. Your foundation helps you with what decisions you will makeb. Your foundation helps you succeed in schoolc. Your foundation can help you reach your goalsd. Your foundation can give you a sense of what is right and wronge. All of the above



Reproducible1.4

5. Using six of the words from the word bank, show how a student would have a strongfoundation and reach their goals!



Using time Making Giving up Fighting Cheatingwisely good grades

Passing Tests Making Doing Finishing Oversleepingstraight “A’s” homework projects

School success Getting the job Behaving Listening Always I want well in class arguing

Having Making good Teasing Lying Entering school pride friendships students College

Reproducible1.4

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