Sample Action Plans - WhyTry

1 Sample Action plan Site:_____ Circle Intervention Level: Tier 1 Universal Tier 2 Secondary Tier 3 Tertiary Identify your Target Population: _____. Target Group selection criteria and Data that drove this decision: Describe how you will select your group that will receive WhyTry . Examples such as attendance, discipline and GPA data, entering probation or a mental health program and incoming assessment criteria (such as BASC 2, CSR-R or BESS scales: _____. _____. Identify Impact on Targeted Group: Such as decreasing failure rate, lower externalized symptoms on depression scales, pre/post test data: _____. Target Group (some Aligned Standard or Competency, or Curriculum and Projected Start/ How Lesson Will Evaluation Implementati examples below, List program goals (example: State or National Materials Projected End many Be Methods on Contact your target Group Standards, ASCA competency, Grant Receive Presented in How Will the Person Below Goals, RtI Outcomes, PBIS Goals, etc) Interve Which Results be ntion?))

2 Setting? Measured? -examples: If possible, list competency to be gained by Small your population: 6 WhyTry Secondary Pre-Post test, Group, Who will See for alignment of lesson Curriculum Set; Mid term 10/1-12/1 293 individual Implement Plans to Sample student competencies 200 Journals; GPA, analogy meetings, WhyTry ? Training recall, classroom 8 setting, etc. WhyTry Secondary Increase Curriculum Set; completion of 35 Journals, Hands Homework, 1st Semester 35. On Kit: Hands On GPA, After School Program Training and attendance 9-12 Facilitator Training Increase 25 WhyTry Positive Elementary Sets; 450 school All Year, create journals; Training 450 climate-less schedule and Advanced bullying and Training harassment K-5 Classrooms reporting, etc Adapted from the ASCA National Model (we highly recommend this as a best practice to monitor your program ). 1. Tier 2 Action plan Middle School Intentional Guidance Action plan Target Group: Students at risk of low academic achievement Target Group selection is based upon the following data: Selected based on performance in remedial math and reading classes and willingness to participate in the intervention class Counselor American School ASCA Student Type of Service Project Projected Evaluation Intended Effect on Counselor Competency to be Delivered ed Start Number of Method Academics, Behavior Association (ASCA) in What and Students (How will you or Attendance?)

3 Domain/Standard Manner? End Impacted measure results?). Counselor Academic Stan. Academic Why Try 2/05 12 Perception Results data A:, B,C Competencies: Curriculum: 3/30 data: - Increased GPA. Career Standard A A1 -Reality Ride - self report -Decreased disruptive Personal/Social Career Competencies - Motivation by students on behavior in classes- Standard A, B, C Formula a Decreased incidents of -Labels Questionaire suspension and/or - Defense Results Data referrals-Increased Mechanisms -Compare attendance - increased Personal/Social -Climbing Out GPA/F's- time in class- less CompetenciesA1- - Jumping Compare beh. suspension/purple Acquire self- Hurdles Reports bench knowledge all - Desire, Time, - Compare componentsA2- Effort Attend. Acquire -Plugged in Interpersonal skills, -Over the Wall all componentsB1 - Daily classes 50. Self-knowledge min. each application 2. Tier 2 Results Report Counselor Target Group Curriculum and Type of Service Start Date Process Data: Perception Data: Results Data: Implications Materials delivered in what (Number of (Pre and Post Test or (How did the student (So what does the.)))

4 Manner? End Date students Activity or Student change as a result of data tell you?). impacted) Data)* the lesson?)*. Attendance Counselor 6th, 7th, 8th grade Why Try Daily meetings Feb. 5 to 10 students PRE- - individual student students at risk Curriculum Mar. 30 50% had increased data revealed that 50 minutes for 1 th attend (4-16 more days) kids who started for academic -4 - 6 gr. boys 60% of students believed quarter th - 4 - 7 gr. boys with attendance failure due to th program would help problems increased -1 - 7 gr. Girl 40% remained the low th them before starting. their attendance, -1 - 8 gr. boy same/didn't have performance attendance issues to while those who and/or POST- started with begin with disruptive behaviors resulting 80% identified they in suspensions, behavior in 10% 1 student had learned more than they decreased their remedial decreased att. thought they would. number of classes Grades suspensions Students who stated they practiced skills: -Students who had - at home 40% 70% increased GPA lower level behavior - in school - 60% (range.

5 02 points) problems in classes - w/ friends - 40% that disrupted 30% decreased GPA (.33 learning were able to 80% believe the skills will points) improve or maintain help in the future. their GPA's Behavior: 80% believe they now Suspensions - Most students had have the skills to be confidence that they successful 60% same no could/would use the suspension skills after the 90% said they will use before/during or after completion of the the skills program 30% Improved behavior 1 student responded (Suspensions decreased). negatively to all items 10% - 1 student had a suspension during the program but none after participating. 3. School: Bethel High School Date Submitted: April 15, 2009. Our SIP (School Improvement plan ) this year is focused on High Expectations and Student Engagement . Our and Counseling Achievement Goals for All Students included: Decreasing failure rates, increasing graduation rates, increasing attendance rates, and increasing college-bound testing (AP Testing, SAT and ACT testing).

6 Our building is 10th-12th, however we collaborate with the junior high counselors to service the 9th graders at the junior highs as well. Target Guidance ASCA Curriculum Projected Projected Presented Evaluation Implementation grade Topic/ Model and/or materials Start/ number how? Methods Contact Person level Program Projected of End students A:A1. A:A2. 10th Intervention A:A3 Offered to 10 group *Pre/post survey 2 counselors: graders program for A:B1 WHY TRY April 22- over 60, sessions *Student self- failing 2 unmotivated, A:B2 Curriculum approx. (45 mins. eval. Alison Von Stein or more struggling A:C1 May 6, 10-20 each) *Teacher eval. classes students PS:A1 Grade Check 2009 students *Student Pamela Boyle PS:A2 Forms Questionnaire PS:B1 *Grade checks PS:C1. 4. Closing the Gap Action plan Year 2009-2010. Target Group: 6th and 7th Grade Students at Olympic Middle School in Shelton, WA. Target Group selection is based upon the following criteria: Students with more than 4 TRY referrals from September '09 to December '09.

7 Data that drove this decision: TRY Referrals, Discipline Referrals and Grade Point Average (GPA) Data Projected Intended Number Evaluation Effects on of Method How will Academics, Students you measure Project Behaviors ASCA Type of Activity to Affected results? start/. or Domain/ be Delivered in Resources (Process (Perception and Project Counselor Attendance ASCA Student Competency Standard What Manner? Needed data) results data) end S. Adams Decreased Academic Two Grade-Level Why Try Two Perception Data: T. Madden TRY Referrals. Academic Classes (1 sixth Curriculum Groups: 12/09. , , , - A, B, C & 1 seventh) -Pre-Survey results Decreased , Utilizing the Why Try Classroom 15-20 Sixth -Post-Survey To Discipline , Career Curriculum Grade results Referrals - A, C Music Students 2/10. -Reality Ride Results Data: Increased Career Personal/Social -Motivation Formula $200 to 15-20. GPA , , , -Labels purchase Seventh -TRY Referrals , , , -A, B, C -Jumping Hurdles supplies for Grade -Discipline -Defense snacks & Students Referrals Personal/Social Mechanisms experiential -GPA.

8 , , , -Climbing Out activities -Attendance -Lifting Weights , , , -Seeing Over the Wall , , , , , , 5. Action plan Voyager Middle School in South Everett. Nancy E. Beck, Counselor April 30, 2009. Target Group: 6th grade students based on failing grades and/or teacher recommendation. The Behavior and Emotional Screening System (BESS) is said to provide a reliable, valid, and systematic tool to assess behavioral and emotional strengths and weaknesses in children and adolescents. I added a few of my own questions and look forward to comparing pre and post surveys. I will also monitor the students' progress by tracking grades, attendance, office referrals, and suspensions. Type of service to be delivered and in what manner? The service will be doing the entire Why Try curriculum including the creative poems/music etc. Our trimesters are approximately 12 weeks long. Two groups of 28 students, meeting every other day, allows for much reinforcement, self reflection and creative thought provoking activities.

9 The counselors plan to each spend and hour and a half a week as adjunct instructors to our trained Why Try classroom teacher. 6 groups of 28 students through this curriculum every year. Evaluation method/Intended effects We will use pre and post tests, grade in the Voyages class, changes showing up on the risk and protective surveys, and actual trimester grades and attendance. The Behavior and Emotional Screening System (BESS) is said to provide a reliable, valid, and systematic tool to assess behavioral and emotional strengths and weaknesses in children and adolescents. 6.