New and Mighty Panthers! - Sarah Isabelle Davis

RUNNING HEAD: NEW AND MIGHTY PANTHERS STUDENT GROUP

New and Mighty Panthers!

A New Student Group Lesson Plan for Shepard Middle School

Sarah Isabelle Davis

University of North Carolina at Chapel Hill

NEW AND MIGHTY PANTHERS STUDENT GROUP 2

Abstract Sixth-grade students often have a difficult time transitioning from elementary to middle

school because they are learning to acclimate to a brand new environment (Akos, 2006;

Niesen, 2004; Duchesne, Ratelle, & Roy, 2012). Therefore, it is crucial that incoming

middle school students learn new skills in the areas of friendship, studying, and school

dynamics (rules and consequences) in order to achieve their overall student potential.

With the help of teachers and staff at Shepard Middle School, this four-session new

student plan seeks out students having difficulty with these specific transitions and offers

support within the group setting.

Keywords: middle school, transition, school counseling, new student group


Introduction

Sixth-grade students undergo a variety of challenges as they transition into middle

school, including: increased competition in the classroom, less personal interactions with

teachers, as well as emotional and physical (puberty) changes (Akos, 2006). Additionally,

more homework, bullying fears, and a decrease in self-esteem may also be of major

concerns for these students. Therefore, parents, school personnel, and students must

collaborate to make this transition as smooth as possible (Niesen, 2004).

Review of Literature (Rationale)

Due to Shepard Middle School being a magnet school, children are filtered in

from many different district elementary schools rather than just one. This means that

incoming sixth grade students at SMS are exposed to a variety of new faces and new

cultures. As a result, this group plans to hone in specifically on four common transition

challenges: making friends; learning school rules, expectations, and consequences;

identifying good study habits, and goal setting.

Adolescence serves as a key identity developmental period for students (Tanti,

Stukas, Halloran, & Foddy, 2011). Additionally, students at the middle-school level

undergo major social and emotional changes (Akos, 2006). As a result, this group seeks

to help students become aware of their own personal identity and how they can use their

personality traits and interests to make friends and communicate with others.

Secondly, research shows that the biggest concern among incoming middle school

students is finding classes, learning how to navigate the halls, and locating lockers

(NASP, 2014). After asking multiple SMS sixth-grade students what the biggest

difference was between elementary school and middle school, a majority of them said


keeping track of all of the different classes they are enrolled in. This group will allow

students the chance to learn about different faculty and personnel at SMS, how to read an

SMS map, and how they can use this knowledge to help other students who are new to

the school.

Additionally, incoming sixth-grade students often lack the proper study skills and

habits necessary to excel at the middle-school level. This could be due to different

teaching styles from elementary and middle schools, as well as different teacher

expectations. This group plans to focus on identifying good and bad study habits and how

students can be more proactive in using the good study habits in their current and future

classes.

Lastly, this group will conclude with a goal-setting session, which will serve as a

more proactive, rather than reactive, session. Overall, it is important that students have a

sense of direction and/or plan that they are working to strive for. Newman (2012) writes

that goals build leadership and “determine the roadmap for increasing student

achievement” (p. 13). As a result, this group will allow students the opportunity to

explore short-, mid-, and long-term goals, why goals are important, and what goals can

lead to.

Multicultural considerations

According to Yuen (2007), low-income students are most affected by the negative

consequences of the elementary to middle school transition. Researchers propose this is

due to the added familial financial burdens that may be affecting these students’ way of

living (not enough food on the table, risk of eviction, etc.). Ultimately, these financial

burdens serve as additional distractions when the student enters the school environment.


This is significant regarding the context of SMS, which resides in Durham, NC, a lower-

income city. Therefore, this group implementation may be vital to helping these

particular students have a more smooth middle school transition.

Logistics

In order to establish and implement an effective new student group, an in-depth

interviewing process is necessary. Due to teachers having the most student interaction,

the counselor must first meet with all sixth-grade teachers and ask for input on students

they see struggling with the middle school transition. This will be a helpful way to gather

a foundation of names as potential group members.

Once the names have been collected, the counselor will schedule individual

counseling sessions with these students to build rapport and screen whether or not these

students may be a good fit for the group. If the counselor believes that the student may

benefit the group, s/he will explain the group rules, expectations, and goals, allowing the

students to gain a better understanding of the group’s aim. This is vital because in order

to have an effective group, all members selected to participate must have similar goals

and be struggling with similar issues pertaining to the middle school transition.

If the students agree to participate, the counselor will provide them with a parent

permission form that will grant the child access into the group. The student must have

this signed before participating. Additionally, the counselor may decide to call the

students’ parents as a way to better facilitate the purpose of the group and why their child

has been selected to become a member.

Theoretical Orientation and Techniques


This new student group will teach students how to better adjust to their new

middle school environment. As a result, this plan will focus primarily on

psychoeducational techniques, in which the counselor administers skill-building exercises

with the goal of assisting the group members in developing their own thoughts and

behaviors about different transition challenges, such as with student-teacher relationships

or in friendship building (Corey, 2014).

For example, session one of this new student plan focuses on social skills. The

counselor will use psychoeducation as a way to teach group members specific skills in

making new friends. This may also include the incorporation of psychodrama, a

counseling technique in which group members take a more active approach in learning

new skills, such as through role-play or the live enactment of specific situations (Corey,

2014). Ultimately, psychoeducation and psychodrama allow students to view problems

and challenges in unique and visual ways and explore solutions based off of their own

creativity (Corey, 2014).

In addition to psychoeducation, this plan will also include a person-centered

approach as well as some strengths-based brief counseling. Ultimately, these theories

emphasize that the clients have the tools and resources to overcome problems and

concerns instead of relying on the counselor or the facilitator of the group to offer up

solutions or advice (Corey, 2014). This group will be focused heavily on identifying the

strengths of the individual group members when addressing concerns via middle school

transition.

Lastly, it is crucial that the members feel safe within the group setting. Trust is

key in the group atmosphere and is often the predictor to the group’s success (Corey,


2014). As a result, the counselor will emphasize the importance of group confidentiality

at the beginning of each session.

ASCA Student Standards (Domain/Standard/Competencies) covered in this group

plan:

• PS:A1.9 Demonstrate cooperative behavior in groups

• PS:A1.2 Identify values, attitudes and beliefs

• PS:A2.8 Learn how to make and keep friends

• PS:C1.2 Learn about the relationship between rules, laws, safety and the

protection of rights of the individual

• PS:C1.6 Identify resource people in the school and community, and know how to

seek their help

• C:A2.7 Develop a positive attitude toward work and learning

• C:B2.1 Demonstrate awareness of the education and training needed to achieve

career goals

• C:A1.6 Learn how to set goals

• A:B2.1 Establish challenging academic goals in elementary, middle/jr. high and

high school

North Carolina Essential Standards covered in this group plan:

• RED.CR.3.3 Summarize how interests, abilities, and achievement are related to

achieving personal, social, educational, and career goals.

• RED.SE.2.1 Identify ways of making and keeping friends.

• EI.C.1.2 Create new and different ways of achieving long-term goals.


• EEE.SE.2.2 Explain why it is important to follow rules in order to build

relationships.

Evaluation Plan

This group will be evaluated though process, perception, and outcome data.

Process Data

This new student group will reach 6-8 sixth-grade students at SMS who are

struggling with the middle school transition.

Perception Data

The members of this group will engage in a pre- and post-group test. The pre and

post tests will consist of the same five questions and will be presented on paper as short

answer and True/False. These questions will test the students on the knowledge they have

about the middle school transition both before and after participation in the new student

group.

Outcome Data

This new student group seeks to provide quantitative data on student knowledge

of the middle school transition and how to overcome these transitional challenges. Via

pre and post tests, data will be collected and analyzed at the beginning and end of the

group implementation.


Lesson Plan Template School Counselor: Sarah Davis ______________________ Date: October 2014 (week 1) Activity: Who am I, and Who are You? _____________________________ Grade(s): 6 Time required: 30 minutes

• Introduction / Icebreaker: 5 minutes • Activity / Discussion Time: 20 minutes • Wrap up: 5 minutes

Session One Statement of Purpose: This first session will be an introductory session in which members will get to know the other members of the group, understand group rules, and learn the importance of group trust and confidentiality. Session One Goals – Students will:

• Learn about the other members in the group, the importance of trust and confidentiality, and the group rules

• Engage in a student interests activity and discussion focusing who they are as people and as students

• Learn how to apply their own interests when interacting with classmates and friends

• Review what they have learned about themselves and receive homework in which they practice what was discussed in group

ASCA Student Standards (Domain/Standard/Competencies) Covered in Session 1:

• PS:A1.9 Demonstrate cooperative behavior in groups • PS:A1.2 Identify values, attitudes and beliefs • PS:A2.8 Learn how to make and keep friends

North Carolina Essential Standards Covered in Session 1:

• RED.SE.2.1 Identify ways of making and keeping friends. Materials:

• Pre-group evaluation test • Who am I? Worksheet • Play-doh • Chalkboard or whiteboard

Content and Process:

• Group members will receive and fill out pre-group evaluation test • Introduction: School counselor will introduce herself and explain confidentiality

and group rules


• Icebreaker: Gummy Bears – Students receive a handful of gummy bears. Counselor will call out a color and students who have that color will respond with their name and the answers according to this code:

o Red – Fun fact about you (favorites, interests, etc..) o Yellow – What you did last weekend o Green – Facts about your family o Clear – Achievement and Accomplishments

• Group Activity: Group members will receive and fill out Who am I? Worksheets. • Group discussion: By using the worksheet information, how can students make

new friends? o Discuss if students are scared of starting conversations with new people. o *If time allows: Role play – Allow students the opportunity to practice

introducing themselves, talk about their interests, and get to know other members of the group

• Wrap up: What “stuck” with you today? Post-it note activity: Members will write down on a post-it note one thing they learned today.

• Homework: Over the next week, have a conversation with at least one person you have not spoken to yet and sit with one person you do not know at lunch.

Plan for Evaluation: • Process data: 6-8 sixth-grade students of diverse backgrounds; attendance will be

recorded through a sign-in sheet • Perception data: group members will inform the group of what they learned about

each other • Outcome data: N/A


Lesson Plan Template School Counselor: Sarah Davis ______________________ Date: October 2014 (week 2) Activity: Learning My New School _________________________________ Grade(s): 6 Time required: 30 minutes

• Recap / Icebreaker: 5 minutes • Activity / Discussion Time: 20 minutes • Wrap up: 5 minutes

Session Two Statement of Purpose: This second session will allow students to explore what it means to be a student at SMS as well as understand where all of the important classrooms and support personnel are located. Session Two Goals – Students will:

• Engage in a group activity in which they will locate their classes on a school map • Participate in a group discussion about the importance of school rules and

expectations • Review what they have learned about themselves and receive homework in which

they practice what was discussed in group ASCA Student Standards (Domain/Standard/Competencies) Covered in Session 1:

• PS:C1.2 Learn about the relationship between rules, laws, safety and the protection of rights of the individual

• PS:C1.6 Identify resource people in the school and community, and know how to seek their help

North Carolina Essential Standards Covered in Session 1: • EEE.SE.2.2 Explain why it is important to follow rules in order to build

relationships.

Materials: • Ball • Map of School • List of school rules and expectations • Colored Pencils, crayons, stickers • Play-doh • Chalkboard or whiteboard


• Recap: Review confidentiality and group rules


• Icebreaker: “Toss n’ Talk”– members will pass a ball to each other. When they catch it, they state their names and give an answer to one of the questions written on the ball.

o Students will have the opportunity to share if they met a new friend over the past week

• Group Activity: Pass out maps of the school with rules on the back and a list of important staff, colored pencils, and stickers. Allow students to decorate their maps, color code classrooms based on their schedules, and read the rules

• Group discussion: group members will share their thoughts and concerns about being a new student at SMS, what they think being an SMS student means, and their favorite and least favorite parts about SMS so far.

o What expectations are easiest and hardest to follow? o What are some things you can do if you feel like you are about to break a

school rule? o *If time allows: Quiz students on different faculty personnel and whom

they can come to for what (ex: nurse, librarian, principal, counselors etc.) • Wrap up: What “stuck” with you today? Post-it note activity: Members will write

down on a post-it note one thing they learned today. • Homework: Over the next week, help one person find a classroom; introduce

yourself to one teacher or staff person you haven’t met yet.


recorded through a sign-in sheet • Perception data: group members will inform the group of one office or teacher

they learned about today and who they can contact if they need help • Outcome data: N/A


Lesson Plan Template School Counselor: Sarah Davis ______________________ Date: October 2014 (week 3) Activity: Study Skills ____________________________________________ Grade(s): 6 Time required: 30 minutes


Session Three Statement of Purpose: This third session will be primarily psychoeducational, in which the counselor will teach students study skills that are beneficial for new sixth-grade students. This session will allow students to explore their feelings about studying, about classes, as well as about future career options. Session Three Goals – Students will:

• Engage in a discussion about why they are in school, how they can apply school to their future lives, and how they feel about attending school

• Learn at least one new way to study • Review what they have learned about themselves and receive homework in which

they practice what was discussed in group ASCA Student Standards (Domain/Standard/Competencies) Covered in Session 1:

• C:A2.7 Develop a positive attitude toward work and learning • C:B2.1 Demonstrate awareness of the education and training needed to achieve

career goals North Carolina Essential Standards Covered in Session 1:

• RED.CR.3.3 Summarize how interests, abilities, and achievement are related to achieving personal, social, educational, and career goals.

• EEE. CR.3.1 Understand the relationship between educational achievement and career success

Materials: • Laptop • Study Habits Survey • Play-doh • Chalkboard or whiteboard


• Icebreaker: Watch motivational video on reading skills – http://www.youtube.com/watch?v=_pgx4IX5Mi0


• Recap: Remind students of confidentiality and group rules; Students will have the opportunity to discuss who they were able to meet over the past week

• Group Activity: Counselor Passes out Study Habits survey and allows students to fill them out

• Group Discussion: Discuss video. Why do students think they are at school? Is school necessary?

o What are the students most worried about for classes? o Is it studying, talking to teachers, tests? How can they overcome these

barriers? o Allow students the opportunity to share different ways they study for

different subjects o Allow students to share how they have overcome a difficult challenge in

the classroom in the past. o Discuss advantages and disadvantages of group studying

• Wrap up: What “stuck” with you today? Post-it note activity: Members will write down on a post-it note one thing they learned today.

• Homework: Practice one new study skill and research one career you might be interested in doing when you grow up (look it up on the internet, read a book about it, or talk to parents about it and be prepared to talk about it next time in group)


recorded through a sign-in sheet • Perception data: group members will inform the group of a new study skill they

learned • Outcome data: N/A


Lesson Plan Template School Counselor: Sarah Davis ______________________ Date: October 2014 (week 4) Activity: My Goals! _____________________________________________ Grade(s): 6 Time required: 30 minutes


Session Three Statement of Purpose: This last session will primarily focus on student goals. Students will reflect on both their strengths and their weaknesses, and use their strengths to develop three goals for the remainder of the year. Session Three Goals – Students will:

• Reflect on the last three group sessions • Participate in an activity where they write out goals for the rest of the year • Engage in a discussion about goals and why goals are important • Review what they have learned about themselves • Complete post-group evaluation test

ASCA Student Standards (Domain/Standard/Competencies) Covered in Session 1:

• C:A1.6 Learn how to set goals • A:B2.1 Establish challenging academic goals in elementary, middle/jr. high and

high school North Carolina Essential Standards Covered in Session 1:

• EI.C.1.2 Create new and different ways of achieving long-term goals.

Materials: • Laptop • My Goals! Worksheet • Post-evaluation test • Play-doh • Chalkboard or whiteboard


• Icebreaker – Watch inspirational video on VISION: http://www.youtube.com/watch?v=ZOy0YgUDwDg

• Recap: Remind students of confidentiality and group rules o Students will have the opportunity to discuss the career they researched

and their experiences in using a new study skill


• Group Activity: Goal setting – counselor will pass around My Goals! worksheet and allow students to set a short term, middle-term, and long-term goal.

o Goal examples: Short-term goal – make an A on next week’s vocab test; middle-term goal – make all A’s and B’s on the next report card; long-term goal – place into advanced 7th grade math.

o Counselor encourages students to hang the worksheets in their lockers or tape to their mirrors at home

• Group Discussion: Why are goals important? o Counselor encourages students to discuss their goals with the group o What barriers might you face in accomplishing these goals? o Have you ever accomplished these goals in the past? How can you apply

those strategies to today? • Wrap up: What “stuck” with you today? Post-it note activity: Members will write

down on a post-it note one thing they learned today. Discuss favorite and least favorite part of group; Reflect on all four sessions

o Administer post-group evaluation test o Closing questions and comments

Plan for Evaluation:

• Process data: 6-8 sixth-grade students of diverse backgrounds; attendance will be recorded through a sign-in sheet

• Perception data: group members will have formed goals and will be able to state one reason why goals are important

• Outcome data: N/A


References

Akos, P. (2006) Extracurricular Participation and the Transition to Middle School. RMLE

Online. 29(9), 1-9.

Corey, M., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.).

Belmont, Calif.: Brooks/Cole Pub.

Duchesne, S., Ratelle, C., & Roy, A. (2012) Worries About Middle School Transition

and Subsequent Adjustment: The Moderating Role of Classroom Goal Structure.

The Journal of Early Adolescence. 32(5), 681-710.

Newman, R. (2012). Goal Setting to Achieve Results. Leadership. January/February, 12-

38.

Niesen, V. (2004) Transition from Elementary to middle School: Strategies for

Educators. National Association of School Psychologists. 2004, 163-165.

Rolland, R. (2012). Synthesizing the Evidence on Classroom Goal Structures in Middle

and secondary schools Secondary Schools: A Meta-Analysis and Narrative

Review. Review of Educational Research 82(4), 396–435.

Saint Paul Public Schools. New Student Support Group SPPS Elementary School

Counseling Program. Retrieved from

http://guidance.spps.org/uploads/new_student_support_group.pdf

Tanti, C., Stukas, A., Halloran, M., & Foddy, M. (2011). Social identity change: Shifts in

social identity during adolescence. Journal of Adolescence. 34, 555–567.

Yuen, K. (2007). What Parents Think: Strategies that Facilitate a Successful Transition to

Middle School (Doctoral Dissertation). Retrieved from ERIC.


Appendix A

New Student Group Pre and Post evaluation Test 1. What is the name of two other people in this group? (without asking!!) 2. On what days are you allowed to see a school counselor? 3. Name one new study skill you have tried this year. 4. I have planned goals for my 6th grade year at Shepard. (Circle) YES NO


Appendix B

Who am I? Worksheet

1. Favorite song or singer: 2. Favorite Food: 3. Favorite class at Shepard: 4. Pets you own: 5. The thing you like most about yourself:


Appendix C

Personal Study Habits Survey

Taken from: Missouri Comprehensive Guidance Program: Linking School Success With Life Success

Name: _________________________________ Date: ___________ Directions: Read each question about your study habits and place a check mark in the appropriate box(es). You may choose more than one answer that accurately describes your habits.

What is my habit?

I never do this.

I’ve done this in the

past.

I’m doing this now.

I can do this in the

future.

I need help to do this.

I bring the materials I need to class each day. I pay attention in class. I do not disturb my neighbors. I make sure that I can see the board. I make sure that I can hear assignments. I appear interested in what the teacher is saying. I display a positive attitude about class and school. I use class time wisely, beginning work after it is assigned. I ask my teacher for help when I do not understand. I write down assignments so that I will not forget them. I take advantage of tutoring opportunities when they are offered.

I have set aside time each day to study after school. I keep materials such as pencils, pens, and paper at home to do homework.

I plan my study time in order to finish all of my assignments. I keep working until I know the answers. I try not to waste time. I do the hardest assignment first. I turn in assignments on time. When studying for tests, I plan ahead so that I do not have to cram at the last minute.

When studying for a test, I review reading material, quizzes, worksheets, and other assignments.

Modified from “The Box Model,” Missouri Comprehensive Guidance, 1998


Appendix D

My Goals! Worksheet

*Star taken from http://vector.me/search/animated-star

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New and Mighty Panthers! - Sarah Isabelle Davis