REVISED SECTION
Selma Herndon Core Curriculum was selected by reviewing attendance, suspension, Standardized Test for the Assessment of Reading (STAR), and California Assessment of Student Performance and Progress (CAASPP) data. Lessons were selected by targeting ASCA Mindsets and Behaviors in order to identify student achievement from educational standards and efforts. We followed our vision and mission statement by providing social-emotional, academic, career lessons so students can be critical thinkers, collaborators, and have success in their future endeavors. The following 3 lessons were chosen as a representation of the social-emotional, academic, and career domains.
The first lesson, Working Well as a Student, was delivered to 5 second grade classrooms for 40 minutes each, totaling 103 students. The lesson was about learning how to effectively work at home and their classroom in order to be successful students. The perception data revealed that 73% of students are able to identify a test-taking strategy, a 23% increase over the pre-test. 90% of students are able to identify one way they can work well with their assignment at home, an 11% increase over the pre-test. The outcome data shows a 23.5% decrease in our students with 5 or more unexcused absences from the previous school year. The outcome data also showed a 24% increase of 2nd-grade students able to read at grade level compared to the 2016-2017 school year. As I reflected on our data, I will continue this lesson, but improve the content more effectively by using various teaching strategies that can meet all students’ learning style. I consider asking additional questions that can align to ASCA Mindsets and Behavior M-2 by rating themselves how confident they feel on the ability to succeed. I will implement a follow-up lesson that emphasizes on attendance and how it affects their success as students. Adding an additional lesson or service specifically on the impact of attendance can support our outcome goal.
The second lesson, My Future is Bright with College in Sight, was delivered to 5 third grade classrooms for 45 minutes each, totaling 92 students. The lesson provided college information to students to start planning for their future and persevere to achieve short-term and long-term goals (B-SMS 5). The post-test was administered and we learned that 76% of the students were able to identify the meaning of tuition, a 16% increase over the pre-test. 59% of the students were able to identify the meaning of a major, a 36% increase over the pre-test. Our outcome data showed a 3% increase of students reading at grade level and a decrease in CAASPP scores. Although there was a slight growth in the pre/post test questions, the lesson was not as effective due to the perception data. Our pre/post-test could have provided developmental appropriate questions to measure the student’s knowledge, such as question 2 defining the term “Major". For the following school year, I will modify the lesson to emphasize how important coming to school can help them have a higher chance of attending college. I will ask clearer questions based on quality content needed. For example, adding questions to the pre/post test can support our mindset and behavior standard B-SMS 5 by measuring perseverance to achieve long-and short-term goals. The delivery of the content can also improve by providing different teaching strategies that can support all students’ learning styles.
The third lesson, Recognize, Report, Refuse, was delivered to 4 fifth grade classrooms for 60 minutes each, totaling 95 students. The lesson provided support to students in feeling welcome at their school environment (M 3), demonstrate advocacy skills and ability to assert self, when necessary (B-SS 8), and helping others. I would consider this lesson effective due to our perception data due to our data revealing that 87% of students were able to identify a bullying situation, a 16% increase over the pre-test. 92% of students were able to identify when a scenario does not show a bullying situation, a 59% increase over the pre-test. Our outcome data shows a 57% decrease in suspension rate and a 23.5% decrease in attendance rate of 5 or more unexcused absences. Analyzing the perception and outcome data showed us that our questions are valid. I will continue to provide the content of this lesson for the following school year. Due to the success of the lesson, I would like to expand it to other grade levels with questions that bring reliability that target the planning tool. For example. I will provide questions that measure the ability to show empathy (B-SS 4).