CAPSTONE PROJECT FINAL

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MIDDLESCHOOL
HMS
SCHOOL COUNSELING DEPARTMENT
LARA PAEK | CAPSTONE PROJECT
220 MOMO LANE FORKS, MD 20850

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MIDDLESCHOOL
HMS
FOUNDATION

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HMS HIRSHHORN MIDDLE SCHOOL
ADDRESS 220 Momo Lane
Forks, MD 20850
GRADES
OUR
STUDENTS
6th | 7th | 8th
Hirshhorn Middle School serves a total of 656
students. The community in which many of our
students are from is a suburban area.
SCHOOL
COUNSELORS
Number of Counselors: 3

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VISION STATEMENT
Hirshhorn Middle School’s counseling department intends to foster the growth and
development of students who are respectful, responsible, and ready to learn. Our
students will leave HMS prepared for high school and aspiring to higher education.
MISSION STATEMENT
With high expectations for student success, HMS Counselors will provide
data-driven resources and support to ensure students reach their academic,
personal, and future-career goals.
Counseling interventions will be strategic and coordinated, tailored to the
diverse needs of our students in the realms of academic, personal/social, and
career-development.We will collaborate and consult with our school community
to develop a caring school environment and culture.We look forward to
advocating for every Hirshhorn Middle School student!

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2013-2014 STUDENT POPULATION DATA

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2011-2012 STUDENT DISCIPLINE DATA

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(Quarters 1-3)

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2013-2014 STUDENT QUARTERLY DISCIPLINE DATA

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2013-2014 STUDENT QUARTERLY DISCIPLINE DATA

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2011-2013 Attendance Rate

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2011-2013 Attendance Rate

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2012-2013 MSA SCORES

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SPECIAL EDUCATION MSA SCORES
% PROFICIENT OR ADVANCED
MSA REPORT 2010-2011 2011-2012 2012-2013
Reading SPED REG SPED REG SPED REG
Grade 6 70.4 91.3 58.3 94.2 87.5 94
Grade 7 67.7 >95 70 >95 76.9 92.9
Grade 8 63.6 88 57.7 92.9 60 92
Mathematics SPED REG SPED REG SPED REG
Grade 6 63 88.4 66.7 89.4 66.7 87
Grade 7 74.2 88.2 66.7 93.3 50 79.1
Grade 8 57.6 69.6 65.4 84.7 44.8 82.7

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STUDENT NEEDS
 The 6th grade African American males make up 64% of all of the discipline
referrals in the 6th grade. However, they only make up 29% of the 6th grade
population.
 Only 30.6 of the Hispanic female population at Hirshhorn Middle School has
missed less than 5 days of school. 69.4% of Hispanic females have missed more
than 5 days of school and 6.5% of those same students have missed more than
20 days of school.They are the highest subgroup, disaggregated by ethnicity and
gender, with the lowest attendance rate.
 In the last year, 8th grade students receiving special education services has
dropped 20% in students receiving advanced or proficient MATH MSA scores.
55.2% of 8th grade special education students are only receiving a score of basic
proficiency while only 17.3% of their regular education peers are receiving a
basic proficiency score.
SMART GOALS
 By the end of the 2014-2015 school year, the number of discipline referrals
for African American males in the 6th grade will decrease by 10%
 By the end of the 2014-2015 school year, the attendance rate for Hispanic
female students will increase by 10%
 By the end of the 2014-2015 school year, 8th grade students in Special Educa-
tion will increase their Math MSA score to proficient of advanced by 10%

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ASCA COMPETENCIES
By the end of the 2014-2015 school year, the number of discipline referrals for African American
males in the 6th grade will decrease by 10% - Personal/Social Development
 PS:A1.5- Identify and express feelings
 PS:A2.2—Respect alternative points of view
 PS:A2.6—Use effective communication skills
 PS:B1.2—Understand consequences of decisions and choices
 PS: B1.6—Know how to apply conflict resolution skills
 PS: B1.8—Know when peer pressure is influencing a decision
By the end of the 2014-2015 school year, the attendance rate for Hispanic
female students will increase by 10% - Career Development
 C:B1.2—Identify personal skills, interests and abilities and relate them to current career choice
 C:B1.8—Understand how changing economic and societal needs influence employment trends and future
training
 C:B2.1—Demonstrate awareness of the education and training needed to achieve career goals
 C:C1.1—Understand the relationship between educational achievement and career success
 C:C1.2—Explain how work can help to achieve personal success and satisfaction
 C:C1.4—Understand that work is an important and satisfying means of personal expression
By the end of the 2014-2015 school year, 8th grade students in Special Education will increase their
Math MSA score to proficient of advanced by 10% - Academic Development
 A:A1.2—Display a positive interest in learning
 A:A1.5—Identify attitudes and behaviors that lead to successful learning
 A:A2.3—Use communication skills to know when and how to ask for help when needed
 A:A3.1—Take responsibility for their actions
 A:A3.2—Demonstrate the ability to work independently, as well as the ability to work cooperatively with other stu-
dents
 A: B2.5—Use problem-solving and decision-making skills to assess progress and success in school

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MIDDLESCHOOL
HMS
MANAGEMENT

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ANNUAL AGREEMENT
School Counselor: Lara Paek School Year: 2014-2015
School Counseling Mission Statement:
With high expectations for student success, HMS Counselors will provide data-driven resources and support
to ensure students reach their academic, personal, and future-career goals. Counseling interventions will be
strategic and coordinated, tailored to the diverse needs of our students in the realms of academic, personal/
social, and career-development. We will collaborate and consult with our school community to develop a
caring school environment and culture. We look forward to advocating for every Hirshhorn Middle School
student!
School Counseling Program Goals:
Use of Time: I plan to spend the following percentage of my time delivering the components of the school
counseling program. All components are required for a comprehensive school counseling program.
 By the end of the 2014-2015 school year, the number of discipline referrals for African American males
in the 6th grade will decrease by 10%
 By the end of the 2014-2015 school year, the attendance rate for Hispanic
female students will increase by 10%
 By the end of the 2014-2015 school year, 8th grade students in Special Education will increase their
Math MSA score to proficient of advanced by 10%
Planned Use Recommended
Direct Services to
Students
40%
of time delivering school coun-
seling core curriculum
Provides developmen-
tal curriculum content
in a systematic way to
all students
80%
or more
15%
of time with individual student
planning
Assists students in de-
veloping educational,
career and personal
plans
15%
of time with responsive ser-
vices
Addresses the immedi-
ate concerns of stu-
dents
Indirect Services for
Students
10%
of time providing referrals,
consultation and collaboration
Interacts with others
to provide support for
student achievement
Program Planning
and School Support
20%
of time with foundation, man-
agement and accountability and
school support
Includes planning and
evaluating the school
counseling program
and school support
activities
20%
or less

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Advisory Council: The school counseling advisory will meet on the following dates
August 10, 2014 November 12, 2014
January 29, 2015 May 11, 2015
June 15, 2015
Planning and Results Documents
Annual Calendar Closing the Gap Actions Plan
Curriculum Action Plan Results Reporting
Small Group Action Plan
Professional Development: I plan to participate in the following professional development based on
school counseling program goals and my school counselor competencies self-assessment.
Peer Mediation Brief Solution Focused Counseling
Common Core Self-harm and Mutilation
Bullying Prevention Microsoft Office
Working with LGBTQ students/ families
Professional Collaboration and Responsibilities
Group Weekly/Monthly Coordinator
School Counseling Team Meetings 1/week School Counselor
Administration/School Counseling Meetings 1/month Assistant Principal
Student Support Team Meetings 2/month School Counselor
Department Chair Meetings 1/month Department Chair
School Improvement Team Meetings 2/year Assistant Principal
District School Counseling Meetings 1/ Quarter School Counseling
Supervisor
Annual Budget Materials and Supplies: $500
Art Supplies Counseling Board Games
Poster Board/Construction Paper Counseling related books
College & Career Curriculum for students Student Incentives
School Counselor Availability/ Office Organization
The school counseling office will be open for students/parents/teachers from 8:00-4:30.
My hours will be from 8:00-4:30. Appointment only for outside these times.
ANNUAL AGREEMENT PG. 2

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Position Role
School Counseling Depart-
ment Assistant
 Operate telephone switchboard to answer, screen, or forward calls, providing
information, taking messages, or scheduling appointments.
 Greet persons entering establishment, determine nature and purpose of visit, and
direct or escort them to specific destinations.
 Transmit information or documents to students, parents, and staff
 File and maintain records
Attendance Assistant Clerk  Keep up to date attendance data
 Maintain lists of students with perfect and poor attendance
 Make counselors aware of students who have been consistently missing class
Data Manager/Registrar  Update and maintain students’ permanent records
 Work with registration, withdrawals, and other enrollment situations
 Build and maintain student schedules
Other Staff/ Volunteers  Work collaboratively with school staff to promote the school and school
counseling goals
Role and Responsibilities of Other Staff and Volunteers
Principal Signature Date
School Counselor Signature Date
ANNUAL AGREEMENT PG. 3

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ADVISORY COUNCIL
Members & Roles
Meeting Dates:
August 10, 2014 November 12, 2014
January 29, 2015 May 11, 2015
June 15, 2015
Purpose:
 Work collaboratively to ensure the quality of the school counseling program in terms of
development, maintenance, and evaluation.
 Work collaboratively to ensure that school counseling programs are consistent with the needs of the
students and the community.
Role Responsibility
Chairpersons/ Facilitator
 School Counselors
 Select council members
 Coordinate meeting arrangements
 Come up with agenda for each meeting
 Initiate and facilitate discussion during each meeting
 Provide feedback to members on the results on inter-
ventions
 Review goals and objectives during each meeting
(make sure they align with school improvement plan)
 Keep notes of each advisory meeting (minutes)
Member
 School Administrator
 School Psychologist
 Parent Teacher Association Representative
 Teachers
 Local Community Center Representative
 Provide members with resource materials, infor-
mation, references, and other additional needs
 Attend all meetings
 Help reach consensus on issues
 Maintain objectivity and concentrating on the
program’s needs
 Make recommendations from their area of expertise
 Provide support in planning, implementation, and
evaluation of interventions

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2014
August 10 Advisory Council Meeting 1
August 25 First day of school for students
August 28 Back to School Night
September 1 HOLIDAY—Labor Day No School
September 24 Professional Day No school
September 25 HOLIDAY—Rosh Hashanah No School
October 17 MSEA Conference No School
October 30 First Marking Period Ends
October 31 Professional Day No School
November 3 Community Service Day
November 4 HOLIDAY—Election Day No School
November 10 Parent Conferences Early Release
November 11 Parent Conferences Early Release
November 12 Advisory Council Meeting 2
November 26 Field Trip to UMD
November 27-28 HOLIDAY– Thanksgiving Break No School
December 24-25 HOIDAY—Chirstmas No School
December 26-January 2 WINDER BREAK No School
2015
January 16 Second Marking period ends
January 19 HOIDAY– Dr. Martin L. King, Jr. Day No School
January 20 Professional Day No School
January 29 Advisory Council Meeting 3
Start Group Counseling
February 16 HOLIDAY– President’s Day No School
February 27 Career Day
March 26 Third Marking Period Ends
March 27 Professional Day No School
April 3 HOLIDAY—Good Friday No School
April 6 HOLIDAY– Easer No School
April 7-10 SPRING BREAK No School
May 10 International Night
May 11 Advisory Council Meeting 4
May 25 HOLIDAY—Memorial Day No School
June 12 Last Day of School for Students Early Release
June 15 Advisory Council Meeting 5
2014-2015 SCHOOL CALENDAR

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MIDDLESCHOOL
HMS
DELIVERY

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SCHOOL COUNSELING DELIVERY ACTION PLAN
Classroom Guidance Lesson 1—Personal/Social
Grade Level / Class 6th / Reading Language Arts
Lesson Topic Conflict Mediation
Contact Person Lara Paek (School Counselor)
ASCA Standards and Competen-
cies
Curriculum and Materials Handouts
Writing Utensils
Projected Start/ End Date 12/1/2014-2/5/2014
Process Data 201 6th grade Students
Perception Data Pre/Post Test
Outcome Data Disciplinary Data
 Classroom Guidance
 Personal/Social
 Career
 Academic
 Small Group
 Family-School-Community Partnership Plan

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Classroom Guidance Lesson 2—Career
Grade Level / Class All Grades / Science Class
Lesson Topic Career Exploration
cies
 C:B1.2—Identify personal skills, interests and abilities and relate them to cur-
rent career choice
 C:B2.1—Demonstrate awareness of the education and training needed to
achieve career goals
 C:C1.1—Understand the relationship between educational achievement and
career success
Curriculum and Materials Computers with Internet Access
Handouts
Writing Utensils
Process Data 656 Students
Perception Data Pre & Post test
Outcome Data Promotion Rate
Classroom Guidance Lesson 3 –Academic
Grade Level / Class 8th Grade / Math Class
Lesson Topic Time Management
cies
 A:A3.2—Demonstrate the ability to work independently, as well as the ability
to work cooperatively with other students
Writing Utensils
White Board/ Black Board
Process Data 212 8th Grade Students
Perception Data Pre & Post Test
Outcome Data GPA

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Personal/Social Development Lesson Plan
CONFLICT MEDIATION—6th Grade
ASCA Student Standards
Learning Objectives:  Students will learn and apply techniques to manage
conflicts
 Students will be able to construct I-statements
 Students will be able to identify the conflict
Materials  Handouts
 Steps to resolve a conflict
 Conflict Situation Cards
 How to construct an I-Statement
 Pencils/Pens
Procedure
1. Say, “Today we are going to learn a process that you and someone else can use to resolve a conflict. In
using this process, it will be assumed that both of you agree that you want to work together and get
along.”
2. Distribute a copy of handout “Steps to Resolve a Conflict” and go over with the students step by step.
3. Ask, “Why is it important to identify the problem?” (Before you can resolve a conflict, you have to
correctly identify what the problem is so that both people can work together to find a solution.)
4. Distribute Conflict Situation Cards
5. Have the students break into four or five groups. Using “Conflict Situations” and allow them to
brainstorm what the problem is for each scenario.
6. Allow students to share with the class what they think the problem is for each scenario.
7. Say, “If you identify the wrong problem, even if you find a brilliant solution, the conflict will probably
continue.”

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Using I-statements:
8. Say, “If you truly want the other person to understand how you are feeling, an I-message accomplishes
much more than just telling them.”
9. Give each student a copy of I-statement handout.
10. Allow students to come to the front of the room and practice using I-messages with the “What is the
problem?” handout.
11. Say, “Using the I-message formula helps in finding the effective words to use in talking about a conflict
with another person.”
Finding a solution
12. Say, “There are usually several different solutions to any given problem.”
13. Break students into four or five small groups and assign one of the scenarios to each group from the con-
flict cards. Give the small groups five to ten minutes to write down one or two possible solutions to their as-
signed problem.
14. Allow students to share with the class what solutions they came up with and lead a discussion on what
they think is the most realistic solution for each problem.
Plan for Evaluation
Process Data 6th Grade Students (201)
Perception Data Pre and Post Tests
Outcome Data Discipline Referrals
Follow-up CONFLICT TIME CAPSULE
To recognize how the passage of time may affect conflicts in our lives.
This activity may be done at home or at school.
1. Handout a 3x5 note card and an envelope to each student. Ask students to write down a
brief description of a current conflict in their lives.
2. Ask them to place the note cards in the provided envelope seal it and write their names
on the outside.
3. Students may put away in a safe place in their homes or the teacher may collect the enve-
lopes and store them in a secure location.
Approximately 2-3 months later, students may look at the conflicts that they had written
down.

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CONFLICT MEDIATION—Pre & PostTest
Name:
1 = Strongly Disagree
2 = Disagree
3 = Disagree Somewhat
4 = Neutral
5 = Agree Somewhat
6 = Agree
7 = Strongly Agree
1. When I talk to people, I try to see their point of views _____
2. I blame other people when I think they did something wrong _____
3. When someone says something I’m not sure about I ask them to explain ______
Circle One:
Pre Post

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Career Development Lesson Plan
CAREER INTEREST INVENTORY –All Grades
 C:B1.2—Identify personal skills, interests and abilities and relate them to current career choice
 C:B2.1—Demonstrate awareness of the education and training needed to achieve career goals
 C:C1.1—Understand the relationship between educational achievement and career success
Learning Objectives:  Students will build self-awareness in terms of personality
 Students will acquire skills to investigate the world of work in relation to
knowledge of self
 Students will be able to link the importance of personal skills,
interests, and abilities to careers.
Materials  Computers with internet access
 Handouts
 Career Interest Inventory (3 pages)
 Career Possibilities (2 pages)
Procedure
 Have students complete the Career Interest Inventory Worksheet
 Get on the computer and go to CareerShip’s Match my Career web page: http://
mappingyourfuture.org/planyourcareer/careership/match_career.cfm
 Have students place a check in the box next to the interest area they scored the highest in and hit
search
 Distribute Career Possibilities handout
 Have the students use the website to help them complete the worksheet
 Discuss the results

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Plan for Evaluation
Process Data All Students (656)
Perception Data Pre & Post Test
Outcome Data Promotion Rates

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Interpretation of Interests
Everyone is different, so your interest scores are unique to yourself. However, it is possible to predict where you will best fit
into the world of work.
Beside each interest category write its rank for you. That is, the category with the most L's will rank #1, the category with the
least will rank # 6.
_____ (R) Realistic
People who like making things with their hands, have good motor coordination, a special manual dexterity and physical
strength, belong to this group. They prefer jobs such as mechanic, construction worker, or laboratory technician.
_____ (I) Investigative
Investigative people like to do research, try to understand phenomena, and usually prefer working alone or in a small group
rather than working with the public. They look for the following types of jobs: biologist, engineer, researcher, meteorologist,
economist, astronomist, taxidermist, dietician, television repairperson, psychiatrist, chemical technician, computer operator, or
statistician.
_____ (A) Artistic
People who fit this type of personality express themselves by their artwork. They don't like to be enclosed by rigid structure,
are often introverted and don't care much for social activities. They often have closed temperaments and let themselves be
guided by their emotions. You find this type of person among hairdressers, actors, composers, authors, poets, dance instruc-
tors, orchestra conductors, camera people, clowns, producers, stage-designers, scene-painters, photographers, translators, or
window-dressers.
_____ (S) Social
These type of people look for jobs where they can enter into relations with other people and give others help, whether it be
as a teacher, nurse, playground supervisor, orientation counselor, social worker, manpower agent, parole officer, bartender,
head waiter/ waitress, waiter/waitress, swimming instructor, complaints clerk, physiotherapeutic helper, janitor, guardian, in-
vestigator, or ambulance attendant.
_____ (E) Enterprising
Enterprising people express themselves easily and are good at convincing others to think the same way they do. They look for
positions with power and prestige, and you often find them in jobs such as real estate agent, seller, sports promoter, buyer,
hotel manager, manufacturer, bank credit manager, administrator, foreperson, head chef, or sales representative.
_____ (C) Conventional
People who fit the conventional type look for order, minute detail, and structured work. They appreciate jobs where rules and
orders are clear and where they can demonstrate their ability to carefully complete tasks they have been asked to do. You
often find them in jobs linked to the business world, such as office clerk, superintendent of inventory, distributor, computer
programmer, secretary, cashier, sewing machine operator, bookkeeper, filing clerk, telephone operator, warehouse person or
shopkeeper.

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CAREER INTEREST INVENTORY—Pre & PostTest
Name:
2 = Disagree
4 = Neutral
5 = Agree Somewhat
6 = Agree
7 = Strongly Agree
1. I know what field of work might match with my interests ________
2. I know how to find out information about different occupations _______
3. I know what classes I need to take in order to succeed in a particular career ______
Circle One:
Pre Post

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Academic Development Lesson Plan
TIME MANAGEMENT—8th Grade
 A:A3.2—Demonstrate the ability to work independently, as well as the ability to work cooperatively with
other students
Learning Objectives:  Students will be able to recognize the importance of planning
 Students will be able to prioritize personal and academic responsibilities
 Students will be able to make a time management plan
Materials  Weekly Schedule Handout
 Pencils,/pens
 White board/ Black board
Procedure
1. Introduction Discussion Questions
How do adults in your lives keep track of their commitments?
How many of you have planners that you use regularly?
Do you keep track of classroom assignments, or do you use it to keep track of other commitments as
well?”
3. Ask students to give examples of things we MUST do and things we WANT to do. Write answers on the
board
4. Pass out the weekly schedule handout. Directions:
 First of all, block out time for sleep. You should get at least 8 hours of sleep each night in order to be
properly rested for your day.
 Now, block out time for breakfast, lunch, and dinner. Do you eat three meals a day? Why is proper
nutrition important?
 When do you shower/bathe? Block out the time that you normally use.
 Block out your time on the bus or otherwise spend getting to and from school.
 Fill in your class schedule.
 Fill in regularly scheduled activities, such as team practices, after-school tutoring, piano lessons, Scout
meetings, church activities, chores that you have at home, etc.
 Put in time for homework and study.
 How much time do you have left? What are some things that you enjoy doing in your free time? Write in
those activities.

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5. Discussion questions for after completing the schedule
Did you realize how much time we spend on sleeping? Eating? Traveling to and from school?
How much time did you have left to fill extra activities?
How might keeping track of our time help your manage it better?
Why is managing our time important?
Plan for Evaluation
Process Data 8th grade Students (212)
Perception Data Pre & Post Tests
Outcome Data GPA of 8th Grade Students

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TIME MANAGEMENT—Pre & PostTest
Name:
2 = Disagree
4 = Neutral
5 = Agree Somewhat
6 = Agree
7 = Strongly Agree
1. I complete tasks last minute or usually ask for extensions ______
2. I usually know how my week will look like ______
3. I prioritize my tasks and complete the most important tasks first ______
4. Distractions often keep me from working on critical tasks _______
5. I usually make to-do lists to keep track of things I need to do _______
Circle One:
Pre Post

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Small Group—Personal/Social
Grade Level / Class 6th Grade African American Males / Lunch Group
Lesson Topic Conflict Resolution
cies
Curriculum and Materials See Individual Lesson Plans
Projected Start/ End Date Jan 29 / March 5
Process Data 12 6th Grade African American Males
Perception Data Pre & Post Data
Outcome Data Discipline Referrals
GROUP RATIONALE
The individuals in our group were selected because the data showed that there was an extremely high
percentage of African American males represented on the disciplinary referral list. In order to address
this need, we decided to offer participation of the group to African American male students whose names
were on the disciplinary referral list. We decided that conflict resolution and decision making would be
appropriate topics due to the types of discipline referrals that these students had. Many of the students
had insubordination, classroom disruption, fighting, or other interpersonal relational offenses. The reason
Ms. Paek has been chosen to lead this group is because she is the 6th grade counselor.

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SMALL GROUP—CONFLICT RESOLUTION

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Parent/Guardian Group Counseling Consent Form 2014-2015
To the Parent/Guardian(s) of _______________________,
Hirshhorn Middle School has a counseling program that is designed to address the academic, person-
al/social, and career development needs of our students.
We would greatly appreciate your cooperation in allowing us to work with your student,
_________________________, in a decision making and problem-solving group. The purpose of this
group is to promote healthy decision-making and problem-solving skills critical for every student’s personal
and social development.
There is a professional ethical obligation to keep the information shared in our counseling sessions to
be confidential, except with the following exceptions:
-If your student presents serious danger to themselves or others
-If your student reveals an abuse or neglect situation
-If subpoenaed by the court system.
We will try our best to keep all information shared in the group confidential. However, due to the
nature of the group, we cannot guarantee complete confidentiality. As a parent/guardian, you have the right
to access your students’ education records and information. When requested we can discuss any general in-
formation about the counseling process or sessions with you. Please feel free to contact us at any time!
Please fill out the attached informed consent form and return it to the counseling office.
Sincerely,
Lara Paek
Professional School Counselor
Lara_Paek@hms.org

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Parent/Guardian Group Counseling Consent Form 2013-2014
Please check one:
____I give permission for my student to receive counseling services at Hirshhorn Middle School for the
2014-2015 school year. I understand that I may withdraw my consent at any time by signing and dating
a written note requesting termination of counseling services.
____I choose to decline school counseling services for my student at this time. I understand that I may re-
quest counseling services at a later date if needed.
Date: ____________________
Student Name: _________________________________________________
Parent/Guardian Name: __________________________________________
Parent/Guardian Signature: _______________________________________
Parent/ Guardian Contact Information
Phone:________________________________
E-mail: _______________________________
I prefer to be contacted via:
___Phone ___ E-mail
Please return this form to Ms. Paek in the counseling office!

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Name:
2 = Disagree
4 = Neutral
5 = Agree Somewhat
6 = Agree
7 = Strongly Agree
I hide my emotions in a disagreement ______
I often start arguments ______
I feel upset during an argument ______
When someone says something I’m not sure about I ask for clarification ______
I practice direct communication by using “I” statements, such as,
“ I think…,” “I feel…,” “I need….” ______
When people talk to me, I try to see their point of view. ______
I try to get all the facts before I make a decision ______
When I am solving a problem, I choose the easiest solution ______
I compare each possible solution with the others to find the best one ______
If my solution is not working, I will try another solution ______
Circle One:
Pre Post
SMALL GROUP—Pre & PostTest

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Session 1 - Introduction
Objective: Students will get acclimated to the group setting and have mutual understandings of the
expectations of the group
Materials: “If” Cards, Paper, Pencil, Laptop
Activity Content
Expectations Discussion
5 Minutes
-Go over confidentiality
-Ask students what they think the purpose of the
group is and discuss what their expectations are.
-Discussion Questions (if necessary)
 What do you hope to get out of this group
experience?
 What do you think we are going to do dur-
ing group?
 What do you want to do during group?
 How do you think this group will benefit
you?
Ice Breaker- IF Cards
10 Minutes
-Place IF cards into bucket, hat, or box and take
turns answering and passing cards around
Group Rules Contract
10 Minutes
-Take laptop or paper/pencil and create a group be-
havior contract for the students to sign next week .
-Consequences to breaking rules
Closing
5 Minutes
-Talk about what they liked during this session
-Discuss the “check-in” about how many conflicts
they have at school that week

51
IF CARDS
If you HAD to give up one of your
senses (hearing, seeing, feeling,
smelling, tasting) which would it
be and why?
If you were an animal, what would
you be and why?
If I gave you $10,000, what would
you spend it on?
If you could wish one thing to
come true this year, what would it
be?
If you could have your dream job
in 10 years, what would it be?
If you had one day to live over
again, what day would you pick?
If you could buy a car right now,
what would you buy?
If you had one superpower, what
would it be?
If you could change anything
about yourself, what would you
change?
If money and time was no object,
what would you be doing right
now?
If you were sent to space for 1
month, what 3 things would you
bring with you?
If you could be any character in a
tv show/movie, who would it be
and why?
If you could talk to anyone in the
world, who would it be?
If you could star in anyone’s music
video, whose music video would
you choose?
If you could change the past, what
would you change?
If you could see the future, what
moment would you see?
If you could go to school in a for-
eign country, where would you
go?
If you could change places with
anyone in the world for one day,
who would it be?
If you could rid the world of one
thing, what would it be?
If you had to be a teacher, what
subject would you teach?
If you were a spy, what would
your spy name be?

52
Session 2 – What is conflict?
Objective: Students will be able to understand what conflict is and what causes it
Materials: index cards, markers
Activity Content
Check-in
5 Minutes
-Review Confidentiality
-Check in- did we have conflict this week?
-Share the definition of conflict
Pre-Test
3 Min
-Have students fill out pre-test
Stress Triggers
10 Minutes
-Have students brainstorm highly stressful situations that
have happened to them and write them on index cards
-Ask them to pick the most stressful situation
 why might this event be stressful?
 how have you dealt with this stressor in the past?
 what kinds of differences are there in the way that
class members feel about this stressor?
 What are possible methods of dealing with this
stressor/ appropriate responses
Why does conflict happen?
10 Minutes
Discuss conflict with adults
Discuss conflict with other students
Closing
2 Minutes
Review what we discussed in group and disclose next
week’s topic

53
Session 3 - Decision Making
Outcome: students will be able to brainstorm possible solutions for conflicts and evaluate consequences to
determine best method of action
Materials: Ball, White/Blackboard, Markers, Conflict Scenarios
Activity Content
Check-in
5 min
-Review what we talked about last week
-Reporting check-in
Ice breaker
5 min
Conflict/Anger Ball Toss
-Pass the ball around and when you get it, you have to say a conflict that
you dealt with in the past or something that makes you angry
Decision Making Activity
15 min
Consequences - challenge, choice, consequence
 Complete different scenarios (stories attached)
 Discuss some of the conflict challenges mentioned during the ice
breaker
Closing
5 min
Ask the students to summarize what we talked about today.
Inform students of problem solving lesson for next week’s group!

54
Conflict Scenarios
Scenario 1:
Your group is working on a Reading project. You are using the computer to make charts for your presenta-
tion. As a final step, you plan to use a graphics program to draw illustrations for the charts. However, anoth-
er group member also wants to do the drawings. The two of you start arguing about who should get the job
and other group members take sides. The situation becomes very tense and noisy and the project is in dan-
ger of being ruined. Your teacher
approaches the group and warns you to solve the problem--or forget the project.
Scenario 2:
You plan to go to the movies on Saturday afternoon with a friend. Your family suddenly
decides to hold a yard clean-up on Saturday, and this makes you very upset. You start to argue with your
parents, insisting that since you have done your homework and chores all week, you deserve to spend Satur-
day afternoon at the movie. Besides, your friend’s parents have agreed to pick you up from your house. You
are in danger of being grounded because you are starting to yell at your parents.
Scenario 3:
Without realizing it, you dropped (and lost) your homework on the way to school. That has put you in a bad
mood. In gym, a classmate accidently hits you in the back with a basketball. You react in anger and threaten
to beat up your classmate in the locker room. This makes the classmate angry and he or she agrees to fight.
Other classmates take sides and are talking about staying to watch the fight. During the rest of the class, you
have a chance to think about it. Your realize that you picked the fight because you were upset about your
lost homework. You didn’t like being hit by the ball, but think that maybe it isn’t worth a fight.
Scenario 4:
Two students share a locker at school. One of the students is in a rush one day and
unknowingly leaves the locker open. When the second student discovers the open locker an hour later, a
jacket, a pair of sneakers, and an iPod are missing. The second student blames the first, who denies responsi-
bility. They start to fight.

55
Session 4— Problem Solving
Objective: Students will draw on past experiences to understand and practice decision making skills on
problems they have had or are going through.
Materials: Cups, Ice cubes, Salt, String,
Activity Content
Check-in
5 min
-Reporting check-in
Problem Solving Activity
15 min
Students will attempt to fish the ice cube out of the cup using the tools
at hand and nothing else. After a few minutes, the facilitator will demon-
strate how to use the salt to melt the ice a bit, get the string stuck to
the cube, and fish it out.
Discussion
10 min
 How did you feel during this activity?
 Can you think of a time when you were so frustrated it seemed
like there was no way to solve your problem?
 Tell us about a time you solved a problem creatively
Closing
5 min
Talk about termination in 2 weeks. Discuss feelings about termination.

56
Session 5— Communication Skills
Objective: Students will be equipped with communication skills that will help them to successfully resolve
conflicts through language
Materials: Taboo Game Cards, I-Statement Worksheet
Activity Content
Check-in
5 min
-Reporting check-in
Ice Breaker
10 min
Mini Taboo. Each student will be given a card with a word on it. They
must describe what their card says without saying certain words (can
take this straight from Taboo is needed).
Discussion
5 min
- What made this activity difficult?
- What could have made it easier?
- What are some examples of the ways we communicate?
Communication Activity
15 min
Discuss what I-statements are and complete I-statement worksheet
Closing
5 min
Everyone will go around the room and state an I-statement regarding
frustrations during the taboo game

60
Session 6— Termination
Objective: Students will be able to reflect on the group processes and explore some of their reactions and
feelings they felt about their experience.
Materials: Taboo Game Cards, I-Statement Worksheet
Activity Content
Check-in
5 min
-Reporting check-in
Ice Breaker
10 min
Students will go in a round to share one thing they enjoyed, one thing
they would change, and their goal after group
Discussion
10 min
Students will reflect on previous lessons with the facilitator, going over
the big takeaways, how new skills have been used, and what students
feel they would like to work on next.
Post Test
5 min
Students will complete the post test
Closing
5 min
Take time to discuss steps after group and feelings about termination

61
School—Family—Community Partnership
Target Population HMS Hispanic Parents/ Guardians (English as a Second Language)
Vision ESL and Empowerment (Advocacy)
The ESL courses will help us to cultivate family empowerment for Latino families
who speak English as a second language by equipping them with the language tools
to obtain the knowledge, awareness, and resources necessary to advocate for
themselves and their students.
Contact Person ESL Teacher (Mr. Rivera) / Community College ESL Supervisor
Projected Start/ End Date September—October
Process Data Parents signed up to participate in the ESL Courses
Perception Data Pre and Post Test
Outcome Data Attendance rates of Hispanic female students
Distal Student Outcomes Students’ academic performance will significantly improve
Students’ attendance rates will increase and tardiness will decrease
Students will begin to be more involved in school activities, events, and programs
Needed system-focused
interventions
-Mentoring program for African American Males— Based on the disciplinary data
of the school, 6th grade is not the only group that has a high disciplinary referral
rate for African American males. For all grades, African American males make up
the majority of the referrals. Therefore, by partnering with a historically black fra-
ternity, we will begin a mentoring program.
-Outside MSA tutoring for students in special education—Based on the MSA
scores, students in the special education program did significantly worse than their
typical peers. By creating a tutoring program with their feeder high school, these
students will have the opportunity to receive extra help in math and reading con-
cepts that appear on the MSAs.
-Attendance Imitative Program for Hispanic Female Students—According to the
attendance data, Hispanic females have the highest absentee rates in the school. In
order to increase their attendance rates, we will implement a attendance reward
system with the sponsorship of a local thrift store. Depending on the students’
attendance and grades, they will receive tokens and with those tokens they will be
able to go on “shopping sprees” at the local thrift store.

62
Partnership Leadership Team (PLT)
-Principal -School Counselors -Math and Reading Department Chairs
-ESL Teacher -SPED Teacher -Community College ESL Faculty Representative
Systemic Issue
The data has revealed that our Latino students are not attending school as often as their other peers of dif-
ferent ethnicities. In order to encourage attendance, the school plans on providing an ESL class for Latino
parents so that they will feel more comfortable in school and develop a relationship with HMS. We predict
that the more involved and empowered these families feel, the more the Latino students will attend school.
Bryan & Henry (2012) Partnership Process Model
Preparing to Partner
Become familiar with the Latino cultural group served by Hirshhorn Middle School and the surrounding com-
munity.
Assessing Needs and Strengths
Conduct a needs assessment by providing needs/strengths survey to parents and staff. Connect with commu-
nity members to see what resources are available to our students.
Coming Together
Create a PLT and discuss what potential partnerships we could build. Share with potential partners how they
could help HMS students and families.
Creating Shared Vision and Plan
Create a partnership plan with local community college and have students obtaining ESL degrees the oppor-
tunity to teach ESL to adults through a practicum experience. The current ESL teacher will be willing to be
their supervisors. In partnership with the local community college, we will create a 1/3/5 year plan for where
this practicum/internship experience will head. Then, together we will create a time line for the program.
Taking Action
Delegate responsibilities to the PLT. The ESL teacher will be the contact person, for HMS and the Commu-
nity College ESL Faculty Representative will be the contact person for the college. The school counselors
and teachers will be responsible for promoting and advertising the ESL class to our school community. The
school counselors will take care of the logistical aspects of the program and the Principal will support the
program as needed.
Evaluating and Celebrating Progress
The program will be evaluated based on the pre/post tests that the parents/guardians will take. Furthermore,
it will also be evaluated based on the Latino student attendance rates as well as input from the college super-
visors, students, and ESL teacher. We will celebrate our success through the last session of the class where
parents/guardians can meet the principal and all stakeholders can come together for a celebratory party.

63
FREE PARENT ESL CLASS
Who: HMS PARENTS AND GUARDIANS
What: Free English Class for Adults
Where: Hirshhorn Middle School Library
When: Fridays 5:00pm-6:00pm
Dates: September 26, 2014— October 31, 2014
To sign up contact Mr. Rivera by September 24, 2014
(202)234-5542 or MRivera@hmhs.org

64
ESL Instruction 1: Introduction & Goals
Objectives:
1. Participants will be able to create a SMART Goal for the 6-week intervention
2. Participants will get to know each other and the teacher better
Duration: 45 min
Materials: (All materials must be provided/presented in Spanish)
· Thick Computer Paper for Name Tags
· Teacher Name Tag
· Markers/ Pens/ Pencils
· SMART Goals Worksheet
· Evaluation Form
Persons Involved: Teacher and Students
Introduction (5 Minutes) · Introduce the ESL Teacher using name tag
· Allow students to ask teacher any questions
Ice Breaker (10 Minutes) · Desk Name Tag with different sections
o My Hometown
o I can teach you _____________
o I love _______________
o I’m afraid of _______________
Activity (25 Minutes) · SMART Goals Demo (2 min)
· SMART Goals Explanation (3 min)
· Give students time to do worksheet (15 min)
· Share Goals (5 min)
Conclusion (5 Minutes) · Questions/ Comments/ Evaluation (pre-test)

66
SMART GOALS
Specific Measurable Achievable Realistic Time-Bound
Good Goal: I will talk to at least three of my child’s teachers by the end of the 6-week
ESL course.
Bad Goal: I will try to talk to my child’s teachers more.
What is your goal for this ESL class?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________________________________
What will you do to help you reach this goal?
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________

68
ESL Instruction 2: Parent/Student Rights and Responsibilities
Objectives:
1. Participants will obtain more knowledge about the parents’ rights and responsibilities in the school
2. Participants will obtain more knowledge about the students’ rights and responsibilities in the school
3. Participants will obtain more knowledge about the staffs’ rights and responsibilities in the school
Duration: 45 min
Materials:
· HMS Rights and Responsibilities Handbook (Spanish & English)
Persons Involved: Teacher and Students
Introduction (5
Minutes)
· Review the information that we covered last week in class
· Re-share goals that the parents created last week
Activity (35 Minutes)
Discussion
· Go over student rights/responsibilities, parent rights/responsibilities/ staff
rights/responsibilities (10 min)
· Discussion Questions (25 min)
o What are your thoughts about the students’ rights/
responsibilities?
Conclusion (5 Minutes) · Questions/ Comments

69
ESL Instruction 3: Educational Stakeholders and their Roles
Objectives:
1. Participants will be more familiar with the adults in their child’s school
2. Participants will gain knowledge on what role educational stakeholders do
Duration: 45 min
Materials:
· Role Video
· Scenario Cards
Persons Involved: Teacher, students, school counselor, registrar, attendance secretary, principal, vice prin-
cipal, guidance secretary, ppw, teacher, school psychologist, nurse
Introduction (5 Minutes) · Review the information that we covered last week in class
· Answer any questions parents may have
Activity (35 Minutes) · Watch pre-prepared videos of educational stakeholders around
the school describing what they do in the schools (15 min)
· Scenario Cards – discussion questions (20 min)
o How would you go about dealing with this problem?
§ Who would you go to for help?
§ What would you ask them to do for you?
o What could you personally do about this problem?

70
Scenario Cards
The school sends home a letter stating
that your child is one unexcused absence
away from having to repeat the 8th
grade.
The teacher calls home and says that your
child has gotten into a fight and is going to be
placed in in-school suspension
Your child comes home crying because he
or she is getting bullied by a group of stu-
dents.
The science teacher assigns a science project
but your child does not know how or what
she or he needs to do for it and you also are
confused about what needs to be done.
Your child was riding his bike outside and
hurt his leg. He is unable to walk without
crutches for 2 weeks and has classes in
the basement and also on the 3rd
floor of
the building.
You believe your child might have a learning
disability.
Your child turns in his/her student service
learning hours. However, they return his/
her form saying that it is ineligible.
You usually drive and pick up your student
to and from school. However, this week you
have to go into work earlier and your stu-
dent has to take the bus but you do not
know where the bus stop is.

71
ESL Instruction 4: Parent-Teacher Conference
Objectives:
4. Participants will obtain knowledge about the purpose and format of parent-teacher conferences.
5. Participants will utilize “role-plays” to practice advocating on behalf of their students with teachers/
school staff.
Duration: 45 min
Materials:
· Scenarios for role-plays (English and Spanish)
Persons Involved: Teachers
Introduction (5 Minutes) · Review the information that we covered last week in class
· Discuss the key stakeholders from last week’s session that may be
present during parent-teacher conferences.
Activity (35 Minutes)
Discussion
· Go over the purpose and general format for parent-teacher con-
ferences (10 min)
· Role-play using scenarios (15 min):
o Parents will meet in small groups of 3 with teachers. One
parent will observe, while the other parent is given a sce-
nario to act out with the teacher as if it is a real “parent-
teacher conference.” After 7 or 8 minutes, they will
switch off and the observer will now be the parent in the
conference with the teacher as the other observes. (15
min)
· Participants will discuss how they felt it went and evaluate
strengths and challenges before returning to the larger group (10
min)

72
Scenarios for Parent-Teacher Conference Role-Plays
The school sends home a letter stating
that your child has excessive absences (5
or more) within the first month of school,
and is failing his/her Math class.
Recently your son/daughter has been ex-
tremely disruptive in their English class, and
the English teacher has requested to speak
with you before taking further disciplinary
action.
You receive notice from your son/
daughter’s teacher that he/she has been
isolating themselves from their classmates,
and the teacher would like to speak with
you about their recent withdrawal.
Your son/daughter has just received their
first semester grades and they are in danger
of not graduating due to their failing Histo-
ry grade. You set up an appointment with
the History teacher to find out what is go-
ing on.
Your son/daughter has recently gotten in-
to a fight in one of their classes, and their
teacher has requested to speak with you
about the incident.
One of your child’s teachers believes that
your child may have a learning disability,
and has scheduled an appointment to meet
with you and other school staff about this.
(note that other school staff may not be
present during this role play).
Your son/daughter has been tardy to their
last period Science class more than 10
times this semester, and the teacher has
contacted you to speak to you about what
is going on.
One of your child’s teachers has noticed
that your son/daughter is doing extremely
well on tests and assignments, and wants to
speak to you about enrolling your child in a
gifted program at the school.

73
ESL Instruction 5: Available Resources
Objectives:
1. Participants will gain knowledge about resources available to them within the school.
2. Participants will gain knowledge about resources available to them within the community.
3. Participants will be able to map out and locate available resources.
Duration: 45 min
Materials:
· Hand-out of available resources within the school and community (English and Spanish)
· Map of community resources.
Persons Involved: N/a
Introduction (5 Minutes) · Review the information that we covered last
week in class
· Answer any questions parents may have
Activity (35 Minutes) · Do “brainstorm” activity with parents, and ask
them to name off all of the school and com-
munity resources that they are familiar with
and/or have utilized. (5 min)
· Presentation of school and community re-
sources map and hand-out. Give parents hand-
out, and have them label where each commu-
nity resources is on the map. (25 min)
· Discuss the services offered for each re-
source, and have parents keep map and hand-
out. (5 min)

74
Example of School and Community Resource Sheet:
 Within the School (include resources within your school offered to parents such as those listed be-
low):
o After school care Services
o Tutoring/Mentoring Services
o Transportation Services
o Information Regarding Free and Reduced Lunch
o Resources for families who are homeless
o Parent liaison contact information
 Within the Community (include resources for parents within your school community such as those
listed below):
o Casa de Maryland: Provides employment, ESOL courses, and legal services among other resources.
7978-B New Hampshire Ave. Hyattsville, MD 20783
888-669-7422
http://www.casademaryland.org/home
o Prince George’s Community College Adult Education ESOL Courses:
Provides courses for parents who want to learn English. Courses taught at locations throughout PG Coun-
ty, and offered at various times.
2121 Coral River Dr. Hyattsville, MD 20783
(301)-322-0891
Director: Jacqui Walpole
o Family Services, Inc., Healthy Families: Serves first-time Montgomery County parents with home
visits, case management, health education
962 Silver Pines Ave. Hyattsville, MD 20783
(301)-840-3232
o Community Clinics, Inc. (CCI):
Provides low-cost health care for documented and undocumented Montgomery County residents who are
not eligible for county services, do not have access to health care, or do not have health insurance.
3133 Whispering Sands Dr. Hyattsville, MD 20783
(301)-585-1250
o Child Center and Adult Services, Inc.: Outpatient mental health services. Provides Spanish-speaking ser-
vices.
6607 Willowick Ave. Hyattsville, MD 20783
(301) -978-9750

75
Map of Community Resources
Directions: Please place the community resources listed in the legend at their appropriate locations on the
map. You may use the school/community resource hand-out sheet to find specific addresses.

76
ESL Instruction 6: Termination and Meeting the Principal
Objectives:
1. Participants will be able to reflect back on what they have learned over the course of the workshops.
2. Participants will be able identify specific components of the workshops that they will utilize in the future.
3. Participants will meet the principal of the school to establish a relationship with him/her and begin put-
ting their empowerment and advocacy skills into practice.
Duration: 45 min
Materials:
· Food for meeting with Principal
· Post-test
Persons Involved: School Principal
Introduction (20 Minutes) · Have parents go in a round and share (1) something valuable they
have learned throughout their time in the workshops and (2) some-
thing specific that they can utilize in the future since the workshops
are ending.
Activity (20 Minutes) · Meeting the Principal
o Participants will all meet with the principal of the school.
Snacks and appetizers should be served, as parents mingle
with one another, facilitators, and the school Principal.
Conclusion (5 Minutes) · Concluding comments from facilitators and/or participants
· Post-test

78
MIDDLESCHOOL
HMS
ACCOUNTABILITY

79
CORE CURRICULUM RESULTS REPORT—LESSON 1
Classroom Guidance Lesson 1—Personal/Social
Grade Level / Class 6th / Reading Language Arts
Lesson Topic Conflict Mediation
Goal By the end of the 2014-2015 school year, the number of discipline referrals for
African American males in the 6th grade will decrease by 10%
cies
Writing Utensils
Start/ End Date 12/1/2014-2/5/2014
Process Data 201 6th grade Students
Perception Data 80% of the population (approximately 160 students) showed an increase in com-
munication skills and conflict mediation knowledge.
Outcome Data Disciplinary Data: There has been a 8% decrease in the disciplinary referrals of our
6th grade students. When we further disaggregate this data, we see that the 6th
grade African American males are still disproportionately represented in the data
but there has been a decrease from 68% to 60% of the 6th grade population.
Implications The data has shown that 100% of the 6th grade students showed improvement in
their knowledge of communication and conflict mediation skills. However, we sus-
pect that this classroom guidance lesson was not the only intervention that led to
this change. The small group on conflict resolution and problem solving seemed to
show similar results. In conjunction with the small group intervention, the discipli-
nary rates showed a decrease when compared to before the interventions were
delivered to our 6th grade students.

80
Classroom Guidance Lesson 2—Career
Grade Level / Class All Grades / Science Class
Lesson Topic Career Exploration
Goal By the end of the 2014-2015 school year, the attendance rate for Hispanic female
students will increase by 10%
cies
 C:B1.2—Identify personal skills, interests and abilities and relate them to cur-
rent career choice
 C:B2.1—Demonstrate awareness of the education and training needed to
achieve career goals
 C:C1.1—Understand the relationship between educational achievement and
career success
Curriculum and Materials Computers with Internet Access
Handouts
Writing Utensils
Start/ End Date 3/9/2015-3/20/2015
Process Data 600 students (50 students were not present during the time that this classroom
guidance lesson was being taught)
Perception Data 100% of our students who participated in the lesson showed an increase in personal
awareness, career research abilities, and knowledge of school-career relationships.
The biggest percent change between the pre and post test was recorded in person-
al awareness. The percent change was 15% whereas the average percent change for
the other two items were 5-7%.
Outcome Data Promotion Rate: There was little to no change in the promotion rates compared to
last year’s cohort of students. The 6th and 7th grade continues to have a 100% pro-
motion rate. The 8th grade promotion rate is 95% and has continued to be 95%.
Implications Having 100% promotion rates for our 6th and 7th students implies that the lesson
plan has been successful in maintaining the high rate. However, the 95% promotion
rate for the 8th grade students state that we are not doing enough to raise it and
am simply maintaining the past success that HMS has had. In the future, it may be
beneficial to do a career series for our 8th grade students so that we can raise their
high school promotion rates.

81
Classroom Guidance Lesson 3 –Academic
Grade Level / Class 8th Grade / Math Class
Lesson Topic Time Management
Goal By the end of the 2014-2015 school year, 8th grade students in Special Education
will increase their Math MSA score to proficient of advanced by 10%
cies
 A:A3.2—Demonstrate the ability to work independently, as well as the ability
to work cooperatively with other students
Writing Utensils
White Board/ Black Board
Start/ End Date 10/6/2014-10/10/2014
Process Data 99% (approximately 209 students) of the 8th grade students received this instruc-
tion
Perception Data We saw a positive change with 95% of our students stating that they have learned
effective time management skills. We saw a greater change in our females where
100% of them have improved. From our male population, 10 students had shown
no change or a decrease in time management skills according to the pre and post
test data.
Outcome Data GPA: The population whose GPAs we observed for the purpose of this classroom
guidance lesson are those students who had a cumulative GPA of 2.5 and lower.
We wanted to target those students by providing them with the necessary study
and time management skills for student academic success. With the 77 students
who were on this list, 50 students showed an increase in GPA and the remaining 27
students showed no difference or a decrease.
Implication By teaching our students about time management through classroom guidance, we
were successfully able to bring up 64.9% of the students grades. This shows the
importance of teaching non-content academic skills to achieve academic success.

82
SMALL GROUP RESULTS REPORT
GROUP NAME: Conflict Mediation and Problem Solving Group
GOALS: All students will understand what conflict looks like to them and understand the nature of con-
flict. All students will learn to evaluate the possible consequences of decisions. All students will be able to
think critically about their problems and make well-informed decisions.
TARGET GROUP: 6th grade African American Males with disciplinary referrals
DATA TO IDENTIFY STUDENTS: Disciplinary Referral data and teacher referrals

83
SMALL GROUP RESULTS REPORT pg. 2
Small Group—Personal/Social
Grade Level / Class 6th Grade African American Males / Lunch Group Small Group Lessons
SMART Goal By the end of the 2014-2015 school year, the number of discipline referrals for
African American males in the 6th grade will decrease by 10%
cies
Start/ End Date Jan 29 / March 5
Process Data 12 6th Grade African American Males (2 separate groups)
Perception Data Pre & Post Data: All students have seen an increase in knowledge and awareness of
conflict medication skills. However, when you disaggregate the data, not all stu-
dents made improvement in all three components (communication, problem solv-
ing, and decision making).. The overall average of both groups showed a 12% in-
crease in conflict mediation skills.
Outcome Data Discipline Referrals: Since the first meeting, two of the students have had a disci-
pline referral. However, the remaining 10 students have not been written up for
any disciplinary issues. Although these students have not been formally written up,
some of them did get in trouble during class or lunch.
Implications The data indicates that the students who are a part of group showed a decrease in
discipline referrals. This was true for the entire 6th grade class as a whole. The
group with the classroom guidance lessons has shown to be effective. We con-
clude that the culture of violence and conflict is slowly starting to see a shift.

84
SCHOOL-FAMILY– COMMUNITY PARTNERSHIP RESULTS REPORT
School—Family—Community Partnership—Personal/Social
Activity Parent/Guardian ESL Class
Partnership Local community college ESL Teacher Preparation Program
Start/End Date September 26,2014 / October 31, 2014
Process Data 15 Parents/Guardians (15 students)
Perception Data Pre-test/ Post-test: In the pre-test, the average score out of 7 for feeling welcomed
in the school was a 4.6 and the average score for the amount of empowerment the
parents/guardians felt at the school was a 3.0 out of 7. In the post-test, we saw a
dramatic change in that the average score for feeling welcomed in the school
jumped up to 6.8 and the amount of empowerment parents/guardians felt jumped
Outcome Data Attendance rates of Hispanic female students (13 of the 15 parents had Hispanic
female students). The 13 Hispanic female students have shown an increase in at-
tendance rates. The percentage of Hispanic female students absent fewer than 5
days did not rise from 30.6% and the percentage of students absent more than 20
days did not rise from 6.5%.
Implications By getting the students’ parents more involved and connected to the school, we
saw an increase in attendance rates for not only the students whose parents were
taking the class but the school as a whole. By targeting students with the lowest
attendance rates, their increased attendance has caused other students to also at-
tend. We suspect that the Hispanic female students who may be deciding not to
come to school are now coming to school due to parental factors as well as social
factors. Furthermore, when looking at the students’ grades, we see that there has
been an improvement which implies that attendance in school has raised their
grades and parents have become advocates for their students and become more
supportive in their children’s involvement in school. Seeing the results, we hope to
continue this partnership with the local community college to further increase fam-
ily engagement.

85
CLOSING THE GAP RESULTS REPORT 2013-2014
Counselors Paek, Potter, Mayble
Target Group HMS Students and Families
Standards, Competencies & Indi-
cators Addressed
 C:B1.2—Identify personal skills, interests and abilities and relate them to current ca-
reer choice
 C:B1.8—Understand how changing economic and societal needs influence employ-
ment trends and future
training
 C:B2.1—Demonstrate awareness of the education and training needed to achieve ca-
reer goals
 C:C1.1—Understand the relationship between educational achievement and career
success
 C:C1.2—Explain how work can help to achieve personal success and satisfaction
 C:C1.4—Understand that work is an important and satisfying means of personal ex-
pression
 A:A1.2—Display a positive interest in learning
 A:A2.3—Use communication skills to know when and how to ask for help when need-
ed
 A:A3.2—Demonstrate the ability to work independently, as well as the ability to work
cooperatively with other students
 A: B2.5—Use problem-solving and decision-making skills to assess progress and suc-
cess in school

86
CLOSING THE GAP RESULTS REPORT 2013-2014 pt. 2
Type of Service Delivered Individual Counseling
Group Counseling (6th grade conflict management group)
Classroom Guidance (personal/social, academic, career)
School-Family-Community Partnership
Start and End Dates August 10—June 15
Number of Students Affected 656 Students
Perception Data  Classroom guidance lesson (personal./social): 80% of the population
(approximately 160 students) showed an increase in communication skills and
conflict mediation knowledge.
 Classroom guidance lesson (career): 100% of our students who participated in
the lesson showed an increase in personal awareness, career research abilities,
and knowledge of school-career relationships. The biggest percent change be-
tween the pre and post test was recorded in personal awareness. The percent
change was 15% whereas the average percent change for the other two items
were 5-7%.
 Classroom guidance lesson (academic): We saw a positive change with 95% of
our students stating that they have learned effective time management skills.
We saw a greater change in our females where 100% of them have improved.
From our male population, 10 students had shown no change or a decrease in
time management skills according to the pre and post test data.
 Small Group: Pre & Post Data: All students have seen an increase in knowledge
and awareness of conflict medication skills. However, when you disaggregate
the data, not all students made improvement in all three components
(communication, problem solving, and decision making).. The overall average of
both groups showed a 12% increase in conflict mediation skills.
 School-Family-Community Partnership: Pre-test/ Post-test: In the pre-test, the
average score out of 7 for feeling welcomed in the school was a 4.6 and the
average score for the amount of empowerment the parents/guardians felt at
the school was a 3.0 out of 7. In the post-test, we saw a dramatic change in
that the average score for feeling welcomed in the school jumped up to 6.8
and the amount of empowerment parents/guardians felt jumped up to a 5.4.

87
Results Data  Classroom guidance lesson (personal./social): There has been a 8% decrease in
the disciplinary referrals of our 6th grade students. When we further disaggre-
gate this data, we see that the 6th grade African American males are still dis-
proportionately represented in the data but there has been a decrease from
68% to 60% of the 6th grade population.
 Classroom guidance lesson (career): There was little to no change in the pro-
motion rates compared to last year’s cohort of students. The 6th and 7th
grade continues to have a 100% promotion rate. The 8th grade promotion rate
is 95% and has continued to be 95%.
 Classroom guidance lesson (academic): The population whose GPAs we ob-
served for the purpose of this classroom guidance lesson are those students
who had a cumulative GPA of 2.5 and lower. We wanted to target those stu-
dents by providing them with the necessary study and time management skills
for student academic success. With the 77 students who were on this list, 50
students showed an increase in GPA and the remaining 27 students showed no
difference or a decrease.
 Small Group: Since the first meeting, two of the students have had a discipline
referral. However, the remaining 10 students have not been written up for any
disciplinary issues. Although these students have not been formally written up,
some of them did get in trouble during class or lunch.
 School-Family-Community Partnership: Attendance rates of Hispanic female
students (13 of the 15 parents had Hispanic female students). The 13 Hispanic
female students have shown an increase in attendance rates. The percentage of
Hispanic female students absent fewer than 5 days did not rise from 30.6% and
the percentage of students absent more than 20 days did not rise from 6.5%.

88
Implications  Classroom guidance lesson (personal./social): The data has shown that 100% of
the 6th grade students showed improvement in their knowledge of communi-
cation and conflict mediation skills. However, we suspect that this classroom
guidance lesson was not the only intervention that led to this change. The
small group on conflict resolution and problem solving seemed to show similar
results. In conjunction with the small group intervention, the disciplinary rates
showed a decrease when compared to before the interventions were delivered
to our 6th grade students.
 Classroom guidance lesson (career): Having 100% promotion rates for our 6th
and 7th students implies that the lesson plan has been successful in maintaining
the high rate. However, the 95% promotion rate for the 8th grade students
state that we are not doing enough to raise it and am simply maintaining the
past success that HMS has had. In the future, it may be beneficial to do a ca-
reer series for our 8th grade students so that we can raise their high school
promotion rates.
 Classroom guidance lesson (academic): By teaching our students about time
management through classroom guidance, we were successfully able to bring
up 64.9% of the students grades. This shows the importance of teaching non-
content academic skills to achieve academic success.
 Small Group: The data indicates that the students who are a part of group
showed a decrease in discipline referrals. This was true for the entire 6th
grade class as a whole. The group with the classroom guidance lessons has
shown to be effective. We conclude that the culture of violence and conflict is
slowly starting to see a shift.
 School-Family-Community Partnership: By getting the students’ parents more
involved and connected to the school, we saw an increase in attendance rates
for not only the students whose parents were taking the class but the school
as a whole. By targeting students with the lowest attendance rates, their in-
creased attendance has caused other students to also attend. We suspect that
the Hispanic female students who may be deciding not to come to school are
now coming to school due to parental factors as well as social factors. Further-
more, when looking at the students’ grades, we see that there has been an im-
provement which implies that attendance in school has raised their grades and
parents have become advocates for their students and become more support-
ive in their children’s involvement in school. Seeing the results, we hope to
continue this partnership with the local community college to further increase
family engagement.

89
SCHOOL COUNSELOR COMPETENCIES ASSESSMENT

92
PROGRAM EVALUATION REFLECTION
HOW DOES YOUR SCHOOL’S COMPREHENSIVE SCHOOL COUNSELING
PROGRAM USE LEADERSHIP, ADVOCACY AND COLLABORATION TO
CREATE SYSTEMIC CHANGE FOR THE BENEFIT OF STUDENTS?
The school counseling department was able to use leadership, advocacy and collaboration to
create systemic change for the benefit of the students by implementing data-driven interven-
tions based on our students’ needs. The advisory council came together and analyzed the
data to extract areas of growth and created SMART goals in which these needs are ad-
dressed. In order to reach the 3 smart goals, we’ve come up with different systemic inter-
ventions. Not only has the counseling program directly worked with Hirshhorn Middle
School students, we have worked with the community to bring about change. As shown in
our closing-the-gap report, the change has benefitted the students and allowed them to show
improvement in personal/social aspects, career aspects, and academic aspects. This change
could not have been done alone and thus the counseling program has infused collaboration
with necessary stakeholders throughout this year’s comprehensive school counseling pro-
gram.
HOW ARE RESULTS DATA LINKED TO THE ACCESS, ATTAINMENT AND
ACHIEVEMENT DATA OF THE SCHOOL?
The results data is linked to access, attainment, and achievement data of the school because
the comprehensive school counseling program interventions are intentional. We target spe-
cific groups and collect specific results data that are indicative of the access, attainment and
achievement data of Hirshhorn Middle School. For instance, we linked our promotion rates
to access data, MSA scores to achievement data, and disciplinary rates to attainment data.

95
References
American School Counselor Association (2004). ASCA National Standards for Students. Alexandria, VA:
Author.
American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling
Programs, Third Edition. Alexandria, VA: Author
American School Counselor Association (2013). Making DATA work, Third Edition. Alexandria, VA: Author
Bryan, J., & Henry, L. (2012). A model for building school–family–community partnerships: Principles and
process. Journal of Counseling & Development, 90(4), 408-420.
Girl Scouts. (n.d.). I-Statements: The key to resolving conflicts. Retrieved from Ban Bossy website: http://
girlscouts.org/banbossy/pdfs/BanBossy_Girl_Scout_Troop_Activity.pdf
West Virginia Department of Education. (n.d.). Advisor Lesson Plans. Retrieved from
http://wvde.state.wv.us/counselors/links/advisors/ms-lesson-plans.html

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