Brianna Ball & Hailey Kreinbrink

Mission Statement
The mission of the school counseling program at West Middle School is to provide a
comprehensive school counseling program that follows the ASCA National Model. This model
includes the domains of personal/social, academic and career development. The school
counseling department provides the following services to meet those needs to all students:
individual counseling, group counseling, classroom guidance, outside service referrals, college
and career readiness training, academic advising, advocacy and mentorship. School counselors
consult and collaborate with teachers, administration, other counselors and community
stakeholders to ensure the success of all students.

Mission Reflection
The West Middle School counseling mission statement was created with all students as
the focus point. The mission statement was developed to affect the ASCA National Model and
our vision statement. Our team met during the month of August of the 2020/2021 school year.
The team reflected on the school and counseling department’s goals, focus, purpose and needs of
the students. Students will have access to individual counseling, group counseling, classroom
guidance, outside service referrals, college and career readiness training, academic advising,
advocacy and mentorship to reach their potential at West Middle School.
The West Middle School counseling mission statement provides the counselors with the
opportunity to focus on each individual student. Students of all races, ethnicities, socio-economic
status, and family backgrounds will have the ability to succeed. All students will have access to
this comprehensive school counseling program.
To achieve our mission statement we will provide our students with personal/social,
academic and career development services. These services will be provided to students through
the use of individual counseling, group counseling, classroom guidance lessons, outside service
referrals, college and career readiness training, academic advising, advocacy and mentorship.
The school counseling department works with teachers, community stakeholders, administration
and other counselors to maintain and build upon a comprehensive school counseling program
that follows the ASCA National Model. This school counseling program will build productive
members of society.

Vision Statement
The vision of West Middle School Counseling program is to foster an environment where
all students have the opportunity to gain additional support and resources academically, socially,
and emotionally to reach their full potential. The school counseling program will commit to
establishing a solid foundation with collaboration from the school staff and community as West
Middle School students successfully manage their lives as healthy and productive members of
the community now, and for the future.
 Vision Statement Reflection
The West Middle School Counseling vision statement was developed with all
students, staff, and community members in mind. The vision statement was created to affect the
ASCA National Model and our mission statement. Our team met during the month of August of
the 2020/2021 school year. The team reflected on the ASCA foundation of the influence of
school counselors through advocating, showing leadership, and collaborating to help students
grow in their potential in becoming productive and responsible members of the community.
The West Middle School Counseling vision statement provides the counselors with
opportunity to give each student individualized focus. All students regardless of race, ethnicity,
and socioeconomic status will have access to the same support, resources, and advocacy rights.
All students will have access to the school comprehensive school counseling program.
The West Middle School Counseling vision statement is communicated in this manner to
administrators, teachers, and stakeholders on our school website, in the school counseling office,
and through direct communication.
To achieve our vision statement, we will provide our students with academic, personal,
and social/emotional development services. These services will be provided through individual
and group counseling, advocacy, resources, classroom guidance, referral to outside resources,
and mentorship from the entire school system. Person centered theory, and strengths based
counseling were the guiding theories in how our team created the West Middle School
Counseling vision statement.

School Data Summary

Create your school’s data story by reviewing the school improvement plan, school data reports,
other data resources (e.g., student behavior surveys, climate surveys, school engagement
surveys, etc.).

1. Identify who in the building can help you. Who is your data expert; who can help you
interpret the data?
Building principal and the head of the math department
AP coordinator
Although they are not in the direct building, we can contact administrators in the
district who are specialized in interpreting data.
2. Identify the school improvement plan goals.
▪ In which areas can the school counseling program support the work?
Attendance goals. Counselors can meet with the students to work on the goal.
Here, they can discuss possible reasons as to why the student may not be attending, and
come up with possible solutions or motivation reasons in the hopes of raising the
attendance. The school counseling department may also offer certain incentives through
data tracking to see if and when students are showing up to class.
Academic goals. Counselors can provide information about advanced placement
courses and identify potential students to take these courses. Information about AP
courses will be made available and known to all though different departments of the
school. The school counseling department would give students access to additional
financial resources in order for all students to have access to AP courses and tests
regardless of financial background.
▪ List those goals:
Increase attendance rate from 60% to 80%.
Increase the amount of AP classes taken from 40% to 70%.
3. Review available school data reports for previous years to identify trends. 
For example:
Is there a subgroup that historically underperforms on standardized achievement
benchmarks?
Historically, our students that are from lower socioeconomic status households perform
lower on standardized tests than those who are from higher socioeconomic status
households.
Is there a grade level that historically has the most absences?
Historically in our district, 8th graders have had the most absences in our building.
Is there a subgroup that historically receives the majority of discipline referrals?
Historically, we have seen some trends with students who are male in our district
receiving the majority of disciple referrals.
 ▪ What is working well according to your school data reports?
● Achievement- the 4-year graduation rate in our school district was 88.1 percent
for students in the class of 2019. The 5-year graduation rate in our school district
was 90.4 perfect for students in the class of 2018.
https://reportcard.education.ohio.gov/district/gradrate/044800

▪ Highlight possible areas of need according to your school data reports.

● Attendance- we have a 60 percent attendance rate for those students identified
in the at-risk category.

4. Compare your school’s data with district and state data or other comparable data
points.

When our district’s 4 and 5 year graduation rates were compared to the state’s data on
4 and 5 year graduation rates, our district had a higher and more successful percentage
than that of the state’s. Our district’s 4 and 5 year graduation rates were also higher and
more successful when compared to the data of a similar school district’s rates.

5. Identify what else you need to know.

Programs that the school has already purchased that may be beneficial to these
students that we are not informed on. Naviance has many resources that may be fit for these
target groups. Does helping a student prepare for college and careers make attendance more
motivating? What community connections does other school staff have that will be beneficial?
Do these students have a strong support system at home?

6. Identify and prioritize data points you will address through your school counseling
program.
How Addressed Through the School
Data Points Counseling Program 
1. Attendance 1.Data driven- addressing the root of
attendance issue(s), and finding
resources or ways to support students
so that they can get to school.
2.Graduation Rates 2.Classroom guidance and resources
information made available to students
regarding how after high school success
and graduation from high school are
positively correlated.
3.Achievement on AP tests and courses 3.Classroom guidance and resources
available on the benefits of taking AP
courses. Financial resources will also be
made more readily available for those
who are in need in order to have access
to AP courses and tests.
4.Resources 4. Resources regarding various data
points, financial assistance, mental
health needs, graduation and career
options, and transportation options will
be made readily available in classrooms,
bulletin boards, school counseling
offices, and through classroom
guidance.
5.Accomodations in classroom 5. School counselors will work with
administration, students, families, and
teachers regarding accommodations
that may need to be made in the
classrooms in order for students to
have a higher chance and opportunity
to be successful.

Annual Student Outcome Goal Plan

 Academic 2020 2021
Year to

Identify outcome data (achievement, attendance or discipline) that serves as basis for goal:

Increase attendance from 60% to 80% for the academic year.

B June 2021 , at-risk students

y
End Date Targeted Group

wil increase attendance

l
(increase/decrease something related to achievement, attendance or discipline)

b outcome data from 60% t 80%

y o
Measure of change Baseline data Target data

Supplemental Data:
Check with stakeholders (parents, teachers, students, administrators, etc.), to identify possible
factors contributing to this problem/issue.

Transportation to and from school, low self-confidence, no strong positive friendships, no

connections to a teacher, conflicts with students at school, no motivation, other opportunities
or obligations happening during school hours, not getting enough sleep (too exhausted to come
to school), too overwhelmed with assignments to come to school, anxiety, depression.

Mindsets & Behavior Data:

Identify one–two ASCA Mindsets & Behaviors most relevant for this targeted group and goal:
M&B# Mindsets & Behaviors Statement
B-SMS 8 Demonstrate the ability to balance school, home and community activities
B-SMS 1 Demonstrate ability to assume responsibility

Based on the selected ASCA Mindsets & Behaviors, write one–two learning
objectives/competencies students need to learn. 
Students will be able to handle home and community activities outside of the school day.
During the school day students will be given the time and resources to work on coursework,
and also develop strong and trusting relationships with other students and staff.

Students will take responsibility for their attendance, and may face repercussions for not taking
that pride in their education, and may also receive incentives for good attendance.

Possible Activities/Strategies/Interventions by School Counselors

Weekly check-ins with the school counselor. School counselors can develop a contract with the
students. Have attendance meetings regularly to go over the progress throughout the school
year.
School counselors may meet with students who are struggling with attendance to find the
specific reason(s) why. School counselor may then work with these students to solve the
challenge(s) behind the issue (for example, schedules may be changed, additional resources
may be given out, accommodations in the classroom may be made, transportation will be made
available).

Pre-/Post-Assessment:
Convert the learning objectives/competencies to a Likert-scale measure and/or brief answer
assessment.

1 2 3 4
Rarely Sometimes Most of the time Almost All the time

Statement Scale
1    2    3    4
I am able to get myself to and from school.
1    2    3    4
I am able to balance my work/school/social life.
 1    2    3    4
I am able to communicate with my teachers when I miss school.
I have a back-up plan to get to and from school if needed. 1    2    3    4

Brief answer question:

List the possible ways you can get to and from school:

Brief answer question:

How can you effectively communicate with your teachers and counselor when you miss school?

Annual Student Outcome Goal Plan

Academic 2020 2021

Year to

Identify outcome data (achievement, attendance or discipline) that serves as basis for goal:

Increase the number of students taking advanced placement (AP) courses. (achievement)
 B June 2021 , college bound students
y
End Date Targeted Group

wil increase the amount of AP classes they take

l
(increase/decrease something related to achievement, attendance or discipline)

b outcome data from 40% t 70%

y o
Measure of change Baseline data Target data

Supplemental Data:
Check with stakeholders (parents, teachers, students, administrators, etc.), to identify possible
factors contributing to this problem/issue.

Cost of the AP exam, confidence in taking an AP course or multiple courses, having little to no
support at home, having resources available for in school and outside support, plans after High
School may not involve continuing education.

Mindsets & Behavior Data:

Identify one–two ASCA Mindsets & Behaviors most relevant for this targeted group and goal:
M&B# Mindsets & Behaviors Statement
B-LS 8 Actively engage in challenging coursework
B-LS 3 Use time-management, organizational and study skills

Based on the selected ASCA Mindsets & Behaviors, write one–two learning
objectives/competencies students need to learn. 

Students will engage in more challenging coursework to prepare them for college.
Students will be exposed to various different types of learning styles and subjects to find
coursework that is right for them.
Students will utilize time-management, organizational and study skills to excel in the advanced
placement course or courses that they take.
Students will make goals and plans they believe they will need in order to be successful in
advanced classes so that they are able to stay on track and task.

Possible Activities/Strategies/Interventions by School Counselors

Classroom guidance lessons to introduce the advanced placement program and the courses
that we offer. Meeting with college-bound and high achieving students to discuss the benefits
of the program. Distribute a needs assessment in regards to what classes would benefit the
students and aim towards the careers or goals that they would like to have in the future.
School Counselors may also set up times for teachers to talk to specific students about AP
courses to answer any questions they may have, and in the hopes to make the student feel
more prepared and confident.
School counselors will work with students to build motivation and self -confidence in group
counseling settings and in individual counseling settings as this may lead to motivation for
higher achievement.

Pre-/Post-Assessment:
Convert the learning objectives/competencies to a Likert-scale measure and/or brief answer
assessment.

1 2 3 4
Rarely Sometimes Most of the time Almost All the time

Statement Scale
I will ask for help with my coursework when needed. 1    2    3    4

I feel confident in taking an advanced placement course. 1    2    3    4

I believe that taking an advanced placement course will help to prepare me 1    2    3    4
for college or the workforce.

I feel confident in taking an advanced placement assessment at the end of 1    2    3    4

the course.

Brief answer question:

I would be interested in taking the following advanced placement courses:

Brief answer question:

What can you do to be successful in an advanced placement course?

Classroom and Group

Mindsets & Behaviors Action Plan
The ASCA Mindsets & Behaviors guide the planning and delivery of all student activities and interventions. The purpose of the
classroom and group Mindsets & Behaviors action plan is to provide an overview of the delivery of direct services in large group
(LG), classroom (Class) and small group (SG) settings. This plan presents the topics addressed, and the annual calendar presents
schedule of all classroom and groups activities.

Use the classroom and group Mindsets & Behaviors action plan to identify all ASCA Mindsets & Behaviors addressed through
classroom and group activities. While some activities address multiple ASCA Mindsets
&https://documentcloud.adobe.com/link/track?uri=urn:aaid:scds:US:01a40946-d181-4096-8551-6eaa93c9166b Behaviors, list
the activity with the primary mindset or behavior addressed by the activity. It is not necessary to repeat activities with all ASCA
Mindsets & Behaviors addressed through that activity. 
School Name:

Mindsets Activity Participants Class/LG SG

M 1. Belief in development of whole self, Monthly calendar to break 8th grade at-risk guided Study Classroom
including a healthy balance of mental, social/ down how much time you study hall students hall
emotional and physical well-being spend focusing on each
category. What time and what
activity you will be doing as
well. Also a section where
students can add items that
they want to make time for.

M 2. Self-confidence in ability to succeed

M 3. Sense of belonging in the school

environment

M 4. Understanding that postsecondary Career day. Members of the 6th grade class 6th Gym
education and lifelong learning are necessary for community will come in and set Members of community grade
long-term career success up a station for the students to that come in for the
walk around and learn about career day
the different careers and job School staff that help set
opportunities. This will be a up and assist in “Game
“Game of Life” simulation so of Life”
that it is interactive and
students can play out different
scenarios.

M 5. Belief in using abilities to their fullest to

achieve high-quality results and outcomes

M 6. Positive attitude toward work and learning Classroom lesson on study skills 8th grade self-contained 8th classroom
and time management. Study math grade
for 20min and receive a 10min Teachers and staff who
break. monitor and assist with
timing

Behavior Learning Strategies Activity Participants Class/LG SG

B-LS 1. Demonstrate critical-thinking skills to

make informed decisions

B-LS 2. Demonstrate creativity

B-LS 3. Use time-management, organizational

and study skills

B-LS 4. Apply self-motivation and self-direction to

learning

B-LS 5. Apply media and technology skills Classroom lesson/challenge 7th grade computer 7th Computer lab
during the 7th grade computer class grade
class. Students will work in Teachers who assist
teams of 3 to create a flyer for a with the assignment and
product they all made in their flyers
woodshop class. The flyer is to Also teachers who
try to sell this product that they assisted in woodshop
made. class
B-LS 6. Set high standards of quality

B-LS 7. Identify long- and short-term academic,

career and social/emotional goals

B-LS 8. Actively engage in challenging coursework Recruit students to sign up and 8th grade honors English Honors Classroom
take an AP course and exam. class English
Classroom guidance lesson on School counselors
the benefits of taking AP providing classroom
courses. guidance
AP teachers

B-LS 9. Gather evidence and consider multiple

perspectives to make informed decisions

B-LS 10. Participate in enrichment and Mandatory 7th grade volunteer 7th grade class 7th Community
extracurricular activities day. Students will go on a field Drivers for grade
trip to complete community transportation
service during the school day. Community service
destination and people
involved

Behavior Self-Management Skills Activity Participants Class/LG SG

B-SMS 1. Demonstrate ability to assume Each student in the 6th grade 6th grade honors English 6th Classroom
responsibility honors English class will have a grade
job to complete for an entire
class project. Once completed
the students will take each
section they were responsible
for and create their large group
project. The project cannot be
complete until each student
finishes the part that they are
responsible for.

B-SMS 2. Demonstrate self-discipline and self-

control

B-SMS 3. Demonstrate ability to work

independently

B-SMS 4. Demonstrate ability to delay immediate

gratification for long-term rewards

B-SMS 5. Demonstrate perseverance to achieve

long- and short-term goals

B-SMS 6. Demonstrate ability to overcome

barriers to learning

B-SMS 7. Demonstrate effective coping skills Beach ball activity. On a beach 6th grade at-risk guided Study classroom
when faced with a problem ball each section will have study hall students hall
different situations. Each Staff who create the
student will take turns throwing beach ball and
the ball to each other. Whatever situational discussions
situation your hand lands on is
the situation that you will read
aloud to the class and provide
 an example of how you would
handle the problem.

B-SMS 8. Demonstrate the ability to balance

school, home and community activities

B-SMS 9. Demonstrate personal safety skills Students will make a list of the 7th grade woodshop 7th Woodshop room
safety rules in their woodshop class grade
class. Most of these rules can be Staff that work with the
implemented throughout the students to help enforce
school day as well. the rules they created

B-SMS 10. Demonstrate ability to manage

transitions and ability to adapt to changing
situations and responsibilities

Behavior Social Skills Activity Participants Class/LG SG

B-SS 1. Use effective oral and written Students will write in their 7th grade at-risk guided Study Classroom
communication skills and listening skills journal daily. This is how they study hall hall
will communicate with their School Counselor(s)
counselor and teachers when School staff
they do not want to discuss
issues verbally. When the
student is ready they will then
talk with the counselor or
teacher.

B-SS 2. Create positive and supportive Lunch social group for 6th grade 6th grade students who 6th Classroom
relationships with other students students who are new to the are new to the district grade
district. 8th grade peer mentors 8th grade peer mentors
will be paired with a 6th grade Staff members who
student. create and monitor
program
School Counselor(s)

B-SS 3. Create relationships with adults that 8th grade career shadow week. 8th grade students 8th Community
support success Each 8th grade student will have School staff grade
a teacher in the building serve Community members
as their building mentor. This
mentor will check in with the
student twice during career
shadow week. The career
mentor from the community
will communicate with the
school mentor regarding the
students exposure to the career
field as well.

B-SS 4. Demonstrate empathy

B-SS 5. Demonstrate ethical decision-making and

social responsibility

B-SS 6. Use effective collaboration and

cooperation skills

B-SS 7. Use leadership and teamwork skills to

work effectively in diverse teams
B-SS 8. Demonstrate advocacy skills and ability to
assert self, when necessary

B-SS 9. Demonstrate social maturity and

behaviors appropriate to the situation and
environment

Annual Administrative Conference

School
Brianna Ball & Hailey Kreinbrink Year 2020/2021
Counselor

After a review of the school data, the following priorities were identified:

Increase school attendance from 60% to 80%.

Increase the number of students taking advanced placement courses from 40% to 70% in
the 8th grade.

Based on these priorities, the following goals were identified:

Annual Student Outcome Goals

1 7th grade students will be encouraged to challenge themselves by taking pre-ap
coursework. 45% of the 7th grade class will take pre-ap classes.

2 Students in grades 6th-8th will have an attendance rate of 70% after the first semester.

School Counselor Use of Time

A minimum of 80% of time is recommended for direct and indirect student services and 20%
or less in program planning and school support.
Use of Time from Previous School Year
Direct Indirect Program Planning Non-School-
 Student Services Student Services and School Support Counseling Duties

60% 30% 5% 5%
Use-of-Time Plan for Current School Year
Direct Indirect Program Planning Non-Counseling
Student Services Student Services and School Support Duties

80% 15% 2.5% 2.5%

Ratio and Caseload

The recommended ratio is one school counselor per 250 students.
One School _300_
Ratio Per Students
Counselor __
Alpha Assigned: Last names beginning with: to
Grade Level:
Caseload x Students in grades: 6,7,8
middle school
defined by:
All Students in Building
Other:

Program Implementation Plan to Address Priorities

Attach the following documents for review and discussion during the conference:
▪ Classroom and Group Mindsets & Behaviors Action Plan
▪ Closing-the-Gap Action Plan not required
▪ Annual Calendar not required

Advisory Council
The school counseling advisory council will meet to provide feedback and input on the school
counseling program.
Fall Meeting Counselors need to meet with at-risk students. Students who have not
Date: 10/20 been attending school regularly, and together will create a team and
goal(s) for these individual students to find ways and access to make it to
school. These meetings with the team will include provided resources and
interventions that could be beneficial for the student.
Spring Meeting Counselors need to provide classroom guidance lessons on advanced
Date: 3/21 placement curriculum in the English classes. Counselors need to explain
why having challenging goals is beneficial to college and career readiness.
Other staff also need to discuss the importance of gaining additional
learning experiences to students.
 Proposed 1 teacher from each department, principal, nurse, school resource officer,
Members: parents, and community members, school counselor(s)

Professional Development
I plan to participate in the following professional development based on annual student
outcome goals and my School Counselor Professional Standards & Competencies
self-assessment.
Date(s) Topic Cost
November 5th, 2020 College Admissions Specialist-ASCA training $99
November 21, 2020 Closing the Achievement Gap Specialist- ASCA training $99
January 10, 2021 School Counseling Leadership Specialist- ASCA training $99
February 20, 2021 Career Development Specialist- ASCA training $99

School and District Committees and Professional Work

Group Time Commitment School Counselor’s Role
Hedgehog Group- discussing
criteria for students to
graduate and perform to a 2 hours a month Member of the committee
higher quality (interventions
and resources)
Member of committee giving insight on
Attendance group- whole district 1 hour weekly
middle school attendance in the district
Chair of committee discussing what was
talked about in the district wide meeting- and
Attendance group- individual school 30 minutes weekly
implementing and discussion possible
solutions and interventions
Scheduling Committee- district wide 2 hours a month Member of committee
Chair of committee discussing what was
Scheduling Committee- individual talked about in the district wide meeting- and
1 hour a month
school implementing and discussion possible
solutions and interventions

Budget Materials and Supplies

Annual budget: $ 150

Materials and Access to resources, notebooks, data, writing utensils, access to

supplies needed: internet, room for meetings and committees

School Counselor Availability/Office Organization

The school counseling office will be open for students/parents/teachers
fro 7:30 a.m. 3:00 p.m.
m to

My hours will be from (if flexible scheduling is used).

to

The career center will be open from 10:00 a.m. 2:00 p.m.
to

Role and Responsibilities of Other Staff and Volunteers

School Counseling
Keep a running record of students enrolled in AP courses. Department Assistant
Keep a running record of students' attendance. Attendance Assistant/Clerk
Chart the data, show improvements/retrogression. Data Manager/Registrar
College and Career Center
Classroom lessons on work ethic. Assistant
Make others aware of ideas/resources/ information/
interventions as they deem fit. They can also volunteer for
roles. They may be asked to lead in classroom discussions
when classroom guidance is needed in the classroom. Other Staff
Set up and clean up events. Volunteers
Fundraising
Make others aware of ideas/resources/information/
interventions that they deem fit.

Brianna Ball & Hailey Kreinbrink School Counselor Signature

Jacob Howler Administrative Signature
September 9, 2020 Date Signed

Lesson Plan
Lesson Plan Anti-Bullying, classroom lesson (lesson title)
for

School Counselor: Ms. Ball & Ms. Kreinbrink

Target Audience: 7th grade students
Mindsets & Behaviors: B.1.M., B.2.D, A.1.A

(limit of three)
Lesson 1 Of 3

Learning Objective(s)/Competency
Students will: identify common signs of bullying.

Students will: identify when a peer needs help.

Materials:
computer, smartboard, name tags, writing utensils, white cardboard

Evidence Base:
⬜ Best Practice
⬜ Action Research Action Research
⬜ Research-Informed
⬜ Evidence-Based
Procedure: Describe how you will:
Introduce: Introduce ourselves and go around and let the students introduce
themselves and add in something they like to do.
We will go over rules and expectations- students will come up with the
rules and write them on the white cardboard
Ask students to define the word bully. What is bullying?

Communicate Will present lesson objectives during the presentation and through a
Lesson Objective: story the class will read together.
Teach Content: Powerpoint presentation, story

Practice Content: Students will practice intervening with a partner.

Summarize: Ask students to describe the main takeaways from the lesson. Write the
takeaways down on the board.

Close: Make a poster to hang in the homeroom with all of the takeaways
listed.

Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data: 
Anticipated number 25 students per homeroom- 4 homeroom classrooms, 100 total
of students: students
Planned length of 1 hour per classroom- 4 homeroom classrooms
lesson(s):
Mindsets & Behaviors Data: Not required
▪ Pre-test administered before first lesson
▪ Post-test administered after lesson (if standalone) or after last lesson of unit/group
session 
▪ Pre-/post-assessment attached
Outcome Data: (choose one) Not required
⬜ Achievement (describe):

⬜ Attendance (describe):
⬜ Discipline (describe):

Lesson Plan

Lesson Plan Anti-Bullying, classroom lesson (lesson title)

for

School Counselor: Ms. Ball & Ms. Kreinbrink

Target Audience: 7th grade students
Mindsets & Behaviors: A.1.E, A.3.B, A.10.A

(limit of three)
Lesson 2 Of 3

Learning Objective(s)/Competency
Students will: identify ways to communicate effectively with peers.

Students will: form positive relationships with peers and teachers.

Materials:
computer, smartboard, name tags
Evidence Base:
⬜ Best Practice
⬜ Action Research
⬜ Research-Informed Action Research
⬜ Evidence-Based
Procedure: Describe how you will:
Introduce: Go over rules and expectations
Have students start a conversation with another student that they are
not sitting next to. What worked? What did not work?

Communicate Group game

Lesson Objective:
Teach Content: Powerpoint presentation, group game

Practice Content: Group game, telephone

Summarize: Ask students to list the main takeaways on the board.

Close: As a class we will make a poster to hang next to the first one. This
poster will have all of the takeaways from this lesson on it.

Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data: 
Anticipated number 25 students per homeroom- 4 homeroom classrooms, 100 total
of students: students
Planned length of 1 hour per classroom- 4 homeroom classrooms
lesson(s):
Mindsets & Behaviors Data: Not required
▪ Pre-test administered before first lesson
▪ Post-test administered after lesson (if standalone) or after last lesson of unit/group
session 
▪ Pre-/post-assessment attached
Outcome Data: (choose one) Not required
⬜ Achievement (describe):

⬜ Attendance (describe):

⬜ Discipline (describe):

Lesson Plan

Lesson Plan Anti-Bullying, classroom lesson (lesson title)

for

School Counselor: Ms. Ball & Ms. Kreinbrink

Target Audience: 7th grade students
Mindsets & Behaviors: B. SS. 1, B-SS. 2, B.SS.3

(limit of three)
Lesson 3 Of 3

Learning Objective(s)/Competency
Students will: learn to say no effectively.

Students will: learn when to walk away from a situation.

Materials:
computer, smartboard, name tags

Evidence Base:
⬜ Best Practice
⬜ Action Research
⬜ Research-Informed Action Research
⬜ Evidence-Based
Procedure: Describe how you will:
Introduce: Go over rules and expectations
When should you say no? How do you say no and stick to it?

Communicate Pair practice

Lesson Objective:
Teach Content: Powerpoint, story

Practice Content: Group game, small group and pair practice

Summarize: Have students list the main takeaways on the board.

Close: Make a poster to go along with the previous posters with the main
takeaways to hang in the room.
Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data: 
Anticipated number 25 students per homeroom- 4 homeroom classrooms, 100 total
of students: students
Planned length of 1 hour per classroom- 4 homeroom classrooms
lesson(s):
Mindsets & Behaviors Data: Not required
▪ Pre-test administered before first lesson
▪ Post-test administered after lesson (if standalone) or after last lesson of unit/group
session 
▪ Pre-/post-assessment attached
Outcome Data: (choose one) Not required
⬜ Achievement (describe):

⬜ Attendance (describe):

⬜ Discipline (describe):
The ASCA mindsets and behaviors inform lesson content by providing the counselor with a
standard to follow. The mindsets and behaviors keep the counselor on track when creating and
implementing classroom guidance and small groups. These mindsets and behaviors are also good
for data and seeing if the goals and standards were met and successful through student surveys
and staff and parent observations.

The selection of strategies/activities used to deliver lessons was determined by the age of the
students, teacher feedback, and the results from the needs assessment that was previously taken.
The students that are participating in these activities and lessons are a very hands-on group of
students. The activities needed to involve time for the students to move around the classroom and
work in groups, pairs or with the entire class.

Lesson planning has a positive impact on students. Students need structure and the counselor
must provide structure when running classroom guidance lessons and running groups. When
students stay busy and engaged it makes the classroom atmosphere positive and welcoming. This
also makes running a classroom more successful.