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MEASURE OF SUCCESS
School Counseling Program

Name and Address of School:


James Wood High School
161 Apple Pie Ridge Rd
Winchester, VA 22603

Name of Counselor(s) Leading the Initiative:


Valerie Den Hartog Intern
Wendy Al-Zubi School Counselor

Principal: Samuel Gross

Enrollment: 1331

School Demographics:
Male: 663
Female: 668
Caucasian/Non-Hispanic: 1161
Hispanic: 102
African-American: 45
Asian/Pacific Islander: 14
Native American: 9
Free-Reduced Lunch: 280

STEP ONE: MISSION


School Mission:

At James Wood High School, all staff work together to provide a safe, supportive
environment that enables students to be self-directed, lifelong learners. Our instruction
enables all students to meet and exceed curricular expectations, state mandates, and
individual goals. We provide diverse learning opportunities, which include intervention,
remediation, and enrichment.

The 4 Colonel C's: Critical Thinking and Problem Solving, Communication,


Collaboration, Creativity and Innovation

We exist to Cultivate Excellence, and all of our initiatives focus on active student
engagement.
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STEP TWO: ELEMENTS


Current Critical Data Element(s):
The school counselor’s along with the administrators identified the following critical data
elements:
1. The number of students reporting symptoms of anxiety
2. The lack of attendance of students with symptoms of anxiety

STEP THREE: ANALYZE


Baseline Data: Goal:

1. Average number of students reporting 1. There will be a decrease seen in the


symptoms of anxiety that are aver numbers of students being seen for
unmanageable (students reporting one anxiety and the frequency of times seen
time occurrence or chronic occurrences). per week.
Student numbers were reported from
the records of school administrators,
counselors, and nurse.

Average Number 37 or 2% of school


of Students Seen population.
per Month 2017-
2018 School Year
Average Number B – 7, G- 30
of Boys to Girls
Frequency of 9
Times Seen Per
Week

2. Attendance should increase for students


2. There were 32 identified students reporting symptoms of anxiety, who have
reporting unmanageable anxiety who participated in the intervention.
were reported by school counselors,
administrators, teachers, and nurse. Of
the students reporting symptoms of
anxiety, 32 were screened, and 9 were
selected for intervention.

Average Number 23 Days of School


of Days Absent in 3.5 Averaged
2018-2019 School 15% of School
Year. Missed
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STEP FOUR: STAKEHOLDERS-UNITE


Stakeholders Strategies
The school counselors along with the Beginning date: September 27th 2018
administrators, identified the number of Ending date: November 15th 2018
students who have reported unmanageable
anxiety, students who have a higher
frequency of chronic events of
unmanageable anxiety, and the relationship
of lower attendance. In collaboration, one
intervention identified to aid students is
psychoeducational small group, which
utilizes techniques and therapies known to
reduce anxiety, while also being inclusive
of the Colonels 4 Cs found in the School’s
Mission.

Intern and School Counselor ● Determine and reserve


location for group sessions
● Collaborate and facilitate
schedule for group sessions
● Pre-screen identified students
for small group
● Lead and Co-facilitate
psychoeducational group
● Construct, design, and
implement group curriculum
based on techniques and
therapies for anxiety and
including 4 Cs found in the
school’s Mission.
● Collaborate and maintain
communication with
additional stakeholders.
● Conduct post-evaluation
Administrators, School Counselors ● Provide information and
support to primary school
counselor and intern
concerning identified students.
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● Collaborate with primary


school counselor / intern, and
teachers to determine
acceptable dates and times for
group sessions

Teachers ● Communicate with school
counselor and intern regarding
identifying students with
symptoms of anxiety
● Maintain communication and
support regarding selected
identified students for
intervention
● Collaborate with
administration and school
counselor to determine
acceptable dates and times for
group sessions
● Release students for group
sessions
School Nurse ● Communicate with school
counselor and intern regarding
identifying students with
symptoms of anxiety
● Maintain communication and
support regarding selected
identified students for
intervention
Parents / Guardians ● Maintain an awareness and
support of intervention for
identified student selected and
concerning intervention

Students ● Agree to attend designated


group sessions
● Agree to collaboration and
adherence of group rules
● Participate in group discussion
and activities
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● Rate symptoms of anxiety and


share any pertinent
information or experiences
with group
● Provide transparent feedback
on therapies and techniques
introduced
STEP FIVE: REANALYZE, REFLECT, AND REVISE
Reanalyze baseline data:
Baseline Data:

Previous data taken was provide from the 2017-2018 school year up to the current
month of September 2018. After intervention was based on current school year from
August to November 2018
Before Intervention After Intervention
Average Number of Students 37 or 2% of school 18 or 1% of school
Seen per Month 2017-2018 population. population.
School Year
Average Number of Boys to B – 7, G- 30 B – 5, G - 13
Girls
Frequency of Times Seen Per 9 7
Week

Previous data was taken from the beginning of the 2018-2019 school year, August 15th
to September 27th. The data provided concurrently with intervention was taken from
September 27th to November 15th.
Before Intervention Concurrent with Intervention
Average Number of Days 23 Days of School 32 days of school
Absent in 2018-2019 3.5 Averaged 4
School Year. 15% of School Missed 13% of School Missed

The average number of students meeting with school counselors, administrators, and
school nurse, were reduced by about 50%.

The average frequency of students meeting with school counselors, administrators, and
school nurse, were reduced by about 22%.

The average percentage of days missed by students who were selected for group
intervention reduced from 15% before the intervention to 13% concurrently with
intervention.
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Effective Strategies

● The psychoeducational group had a determined goal to reduce overall anxiety


through therapies and techniques, and offer connection as well as growth through
the group process.
● The group meeting times were staggered in times during the day to pull time
missed from all classes equally; the sessions were 30 mins long.
● Group curriculum incorporated primarily cognitive and behavioral techniques;
and specifically focused on mindfulness, grounding techniques, breathing
techniques, meditation, progressive muscle relaxation, art and music therapy to
reduce symptoms of anxiety and promote problem solving skills.
● Group members were allotted time in beginning of group to rate anxiety and share
any pertinent information to the group.
● Pre and post-test allowed students the opportunity for feedback, and showed
growth.

Areas of Improvement

● Including yoga into one of the sessions, may be beneficial.


● Having a take-away packet, as a go-to if they needed resources on hand
● Incorporating another form of anxiety reducing skills and techniques that is open
to all students

Systemic Changes Made

● School counselors will continue to implement anxiety specific


techniques and skills
● Another group for anxiety may begin in January
● A local school counselor at the middle school will be implementing a
version of this group

STEP SIX: EDUCATE


MEASURE
Frederick County Public Schools
School Counseling Program Accountability Report Card

School: James Wood High School


Enrollment: 1331
Principal: Samuel Gross
Counselor: Wendy Al-Zubi
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Assistant Principal’s Comments: Results:

Previous data taken was provide from the


2017-2018 school year up to the current
month of September 2018. Concurrent was
based on current school year from August to
November 2018

_ Before Concurrent
Average 37 or 2% of 18 or 1% of
Number of school school
Students population. population.
School Improvement Issues: Seen per
Areas Addressed by School Improvement Month 2017-
Plan: 2018 School
Year
The number of students and the frequency Average B – 7, G- 30 B – 5, G - 13
of students being seen for symptoms of Number of
anxiety. Lower attendance rates for Boys to Girls
students with symptoms of anxiety Frequency of 9 7
Times Seen
At James Wood High School, all staff work Per Week
together to provide a safe, supportive
environment that enables students to be self- Previous data was taken from the beginning
directed, lifelong learners. Our instruction of the 2018-2019 school year, August 15th to
enables all students to meet and exceed September 27th. Concurrent was taken from
curricular expectations, state mandates, and September 27th to November 15th.
individual goals. We provide diverse learning
opportunities, which include intervention, _ Before Concurrent
remediation, and enrichment. Average 23 Days of 32 days of
Number of School school
The 4 Colonel C's: Critical Thinking and Days Absent 3.5 Averaged 4
Problem Solving, Communication, in 2018-2019 15% of 13% of
Collaboration, Creativity and Innovation School Year. School School
Missed Missed
We exist to Cultivate Excellence, and all of
our initiatives focus on active student
engagement. The average number of students meeting with
school counselors, administrators, and school
nurse, were reduced by about 50%.

The average frequency of students meeting


with school counselors, administrators, and
school nurse, were reduced by about 22%.
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The average percentage of days missed by


students who were selected for group
intervention reduced from 15% before the
intervention to 13% concurrently with
intervention.

Critical Data Element(s):

1. The number of students reporting symptoms of anxiety


2. The lack of attendance of students with symptoms of anxiety

Stakeholders:

Intern and School Counselor – Collaborated and facilitated the planning of the group.
Responsible for leading and co-facilitating the group. Designed and implemented the
curriculum based on techniques and therapies for anxiety, and also incorporated the 4
C’s found in the school’s mission. Conducted pre-screening and post-evaluations.
Determine and reserve location for group sessions

Administrators, School Counselors – Provided the information and support to primary school
counselor and intern concerning identified students with symptoms of anxiety.
Collaborated with additional stakeholders to determine acceptable dates and times for
group sessions.

Teachers – Maintained communication and support regarding students selected for group.
Collaborated with additional stakeholders to determine acceptable dates and times for
group sessions. They were responsible for the release of students for group sessions.

School Nurse – Provided communication concerning identified students with symptoms of


anxiety, and maintained communication and support regarding selected students for
intervention.

Parents / Guardians – Maintained an awareness and support of intervention for selected


students for the intervention.

Students – Agreed to attend group sessions, collaborate to create and adhere to group rules.
Students were expected to participate in group discussions and activities, as well as rate
symptoms of anxiety to share pertinent information with group. They also provided feedback
on therapies and techniques introduced during the group experience.

Human Faces Behind the Data


Anecdotal Outcomes:

The students all believed the group was beneficial to them, and added in the reduction of
their identified symptoms of anxiety. One student’s growth allowed him to move beyond
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barriers of worry and nervousness to be able to secure a job toward the end of the group
process.

Student remarks, “It helped me become confident in my abilities to control my emotions.”

Student remarks, “Less panic attacks since starting group. I’m able to open up more,
especially about my phobia of physical contact.”

Student remarks on the most beneficial aspect of group, “Mediation because it helped us
relax and keep calm.”