School Name: North Lawndale College Preparatory High School
Group Name: TBD
Goals:
Target Group:


To increase student intervention in peer conflicts and disruptive classroom behavior by providing students with appropriate leadership and conflict resolution skills.
To facilitate the creation of a student led project for continuing leadership.
NLCP Sophomores
Data to Identify Students: Counselor and teacher recommendations and student interviews.
School
Counselor(s)
ASCA Domain, Standard and
Student Competency
Brea
Adams
PS:A1.1
PS:A1.2
PS:A2.1
PS:C1.4
PS:B1.8
PS:B1.6
PS:B1.3
PS:B1.4
PS:A2.6
PS:C1.10
PS:C1.6
PS:C1.5
PS:B1.5
PS:B1.12
Outline of Group Sessions to be
Delivered
Pre-Group Meeting: Review of group expectations, group agreements and confidentiality agreement.
Parent consent forms will be distributed and Leadership
Traits Questionnaire and
Conceptualizing Leadership
Questionnaire will be given as an assignment. Name of group will also be decided.
Group 1: This session will focus on rights and responsibilities in school and how to advocate for oneself when speaking with disruptive peers. This group will explore the qualities of an ideal classroom. Students will also share reflections from the leadership questionnaires.
Resources
Needed
Leadership
Traits
Questionnaire
Conflict Styles
Questionnaire
Core Values
Questionnaire
These questionnaires can be found at: http://www.s
agepub.com/n orthouseintro
2e/study/reso urces.htm
Post-It Poster
Tablet
Process Data
(Projected number of students affected)
5% percent of the sophomore class (6-8 students) will participate in the Student
Leadership
Groups.
Perception Data
(Type of surveys to be used)
The Leadership
Traits questionnaire will be completed before and after the group and should represent an increase in leadership skills as self-reported by students and observed by staff. Anecdotal reports from teachers should include increased peer intervention in the classroom.
Outcome Data
(Achievement, attendance and/or behavior data to be collected)
The number of write-ups will decrease by
20% and the number of sophomore incidences (i.e. fights and arguments) will decrease be cause students will intervene before teachers or staff become involved and complete a formal writeup.
Project
Start/Project End
April 15 th
2014- May
27 th 2014

Group 2: This session will explore common problems with peers in the building and how to more effectively deal with conflict between peers whether one is involved or not.
Group 3: This session will focus on identifying adult allies and appropriate times for reaching out for adult support.
Group 4: This session will serve as a reflection on the skills that have been acquired throughout the group process. This session will also serve as a time to set goals about how those skills will be used in the future.
Group 5: This group will meet several weeks after the termination of the group to check in and see how students are applying what they learned and to discuss difficulties and successes since the termination of the group.
Writing
Marker