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Zebulon GT Magnet Middle School (2018)

Zebulon, NC

School Counseling Core Curriculum Results Report

REVISED SECTION

The Zebulon GT Magnet Middle School Counseling Department follows the recommended Domains, Mindsets and Behaviors standards developed by ASCA, while also adhering to the North Carolina Professional School Counseling Standards. Our lessons are student focused – keeping in mind we are preparing our students for life in the 21st Century.

The lessons were presented to 6th, 7th, and 8th grade classes during the fall and spring semesters. The curriculum results are based on activities completed by the school counselors and teachers. Sixth grade lessons covered bullying and study skills/organization. Seventh grade lessons covered bullying. Eighth grade lessons covered bullying and high school preparation.

In response to our district policy of every school addressing bullying, the bullying lessons were completed with the entire student body during our anti-bullying month which is held in October. The counselors prepared weekly bullying lessons which were presented by all core teachers. The lessons were presented through one of the core (math, science, language arts, and social studies) classes weekly. The students were given copies of: county policies and procedures, state laws, tip cards, and website information which were followed by class discussion along with a question /answer period. Students also viewed videos. Counselors gave all students an opportunity to sign the banner pledging to refrain from bullying behavior and to report any bullying activity at the school. Students who signed the banner were given some type of prize such as a pencil, bracelet, or bookmark. 95% of the students participated. All students participated in a pre/post bullying survey. Surveys took place quarter 1 before the lessons and then again during quarter 2 after each student had participated in 4 bully prevention lessons. Although our data showed 75% of the students had not reported being bullied, we still feel it is important to continue these lessons due to the massive increase in student suicides as a result of bullying. We want our students to believe in themselves and make appropriate decisions related to well-being. Data showed bullying incidents decreased between 2015-16 and 2016-17 school years.More than half of the student body do not perceive bullying to be a problem at our school. More than 75% of all students reported they had not been bullied at school Q1. This increased to 85% when asked Q2, after 4 bully prevention lessons were presented to each grade level.
Although the results yielded students had a decrease in the number of discipline referrals for bullying behavior, we feel this number could be even lower if bully prevention lessons are presented earlier in the year.


High School 101 spans various topics to prepare 8th grade students for their transition to the high school level. School Counselors covered academic and behavioral expectations during the lesson. Students were given a copy of high school courses and they mapped out 4 year plans with assistance from the Counselors. The students were made aware that the plans are ever changing and schedule changes can be made as needed each school year based on interests and future career goals. Students also made decisions for 9th grade classes and over the span of two weeks were called to the computer lab to make selections online. The results showed the majority of our students were prepared for high school and understand the transition between middle and high school, however more time needs to be spent in helping students understand the correlation between high school academic performance and college readiness.

When survey data showed over 40 6th grade students self-identified as needing assistance with study skills and organization, School Counselors planned a two day lesson to cover the topic. It was presented to the entire 6th grade class through Social Studies the first day and Science classes the second day. Students were given a pretest to measure their prior knowledge and a posttest to measure any knowledge acquired. The two day lesson consisted of a power point presentation, hand outs and a video showing organizational techniques for keeping a planner. Students engaged in class and small group discussions and were given the opportunity to practice skills with their own agendas. If a student did not have access to an agenda, a copy of a calendar was provided to them. When looking at the results from all lessons, we feel study skills should remain a yearly presentation for all 6th graders. Through these lessons, it is our hope that the students will have the ability to be more self motivated and self directed in their learning.

Grade Level: 6,7,8

Lesson Topic: Bully Prevention

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social/Emotional M 3 Sense of belonging in the school environment B-SS 5 Demonstrate ethical decision making and social responsibility B-SS 9 Demonstrate social maturity and behaviors appropriate to the situation and environment

Start/End: Oct 3-7, 2016

Process Data (Number of students affected): 571

Perception Data (Surveys or assessments used): When asked Q1, 69% of 6th grade students, 52% of 7th grade students and 55% of 8th grade students do not believe bullying is a problem at our school.
When asked again after 4 bullying prevention lessons were presented, those numbers increased for 7th and 8th, 56% and 67% respectively. 6th grade decreased slightly to 56%.

When students were asked if they had been bullied during Q1, 78% of 6th graders, 76% of 7th graders and 80% of 8th graders said "NO". These percentages increased after bully prevention lessons. When students were asked Q2 the results were: 86% of 6th grade, 89% of 7th grade and 85% of 8th grade students reported they had not been bullied at school.

Outcome Data (Achievement, attendance, and/or behavior data): 2015-16 school year there were 15 documented referrals for bullying. 2016-17 the documented referrals for bullying decreased to 10.

Implications: REVISED Our data shows the bully prevention lesson had a positive impact on student behavior as shown in the outcome data results. The lesson not only had a positive impact on student behavior, but perception data shows an increase in the percentage of students stating they had not been bullied after the lessons were delivered (between quarter 1 and quarter 2). We concluded this was from an increase in students understanding the definition of bullying vs. conflict. It would be helpful to do a condensed bully prevention lesson for each grade level within the first weeks of school in addition to the mandated lessons our county requires during the month of October. Booster lessons during quarter 3 may also be helpful. An additional survey at the end of quarter 3 could be compared to see if additional lessons improve the delivery. Mindsets and behavior standards guide the lesson and assessments as we provide students with skills necessary to make appropriate behavior choices in a variety of situations and environments. An improvement in the score shows the targeted mindsets and behaviors were appropriate to the skills set we wished to equip our students with.

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Grade Level: 8

Lesson Topic: High School 101

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Academic M 4 Understanding that postsecondary education and life-long learning are necessary for long-term career success B-LS 1 Demonstrate critical thinking skills to make informed decisions B-LS 9 Gather evidence and consider multiple perspectives to make informed decisions B-SMS 10 Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities

Start/End: March 2,3, 2017

Process Data (Number of students affected): 181

Perception Data (Surveys or assessments used): 89% of 8th grade students feel prepared for high school after classroom lessons were completed.

75% of 8th grade students know how many credits are needed for high school graduation.

87% of 8th grade students can explain the definition of block scheduling.

83% of 8th grade students can name at least 3 9th grade electives of interest.

Outcome Data (Achievement, attendance, and/or behavior data): 100% of 8th grade students promoted to high school

Implications: REVISED We are pleased with the outcome data of all 8th grade students being promoted to high school. During the lesson, future career aspirations were discussed and high school courses selected based on graduation requirements and career interests, which is the overall theme of our targeted mindsets and behaviors. The perception data results showed the majority of our students were prepared for high school and understand the transition between middle and high school. In the future more time needs to be spent in helping students understand the correlation between high school academic performance and college readiness. We plan to add this to the High School 101 lessons next school year.

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Grade Level: 6

Lesson Topic: Study Skills/Organization

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Academic Mindset 2 – Self-Confidence in ability to succeed *Behavior: Learning Strategies 3- Use time management, organizational and study skills * Behavior- Self Management Skills 1 – Demonstrate ability to assume responsibility

Start/End: Sept. 15,16, 2016

Process Data (Number of students affected): 198

Perception Data (Surveys or assessments used): When comparing pre/post test on study skills knowledge:

56% of 6th grade students improved scores on pre/post test

27% of 6th grade student scores remained the same on pre/post test

17% of 6th grade students had a decrease in scores on pre/post test

Outcome Data (Achievement, attendance, and/or behavior data): Based on final report card data, only 5 out of 198 students did not meet promotion standards. 193 (97%) met promotion standards. After retention committee review and administrative decisions, 100% of 6th grade students were promoted to the next grade level.

Implications: REVISED Perception data indicates 6th grade students improved scores on pre/post test on study skill knowledge. The outcome data implies that 97% of the students were able to apply the knowledge of study skills and organization to meet promotion standards. We will continue to present study skills lessons to all 6th grade students during quarter 1 each school year. Through these lessons, it is our hope that the students will have the ability to be more self directed in their learning and become more self confident in their ability to succeed.

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