Classroom guidance at Wilder Middle School consists of structured developmental experiences presented systematically to students through classroom and group activities that address three primary areas of human development: academic, career and personal/social growth. Lessons focus on topics such as: decision making, goal setting, peer relationships, self-awareness, career awareness, the world of work, educational planning, and career planning. Highlighted, are three lessons that encompass our program goals and focuses on achievement, attendance, behavior and/or school safety. These lessons were selected in an effort to analyze the effectiveness of our classroom guidance as provided in the core curriculum. They coincide with our mission to provide students with knowledge and skills to make positive life choices.

Behavior
The sixth grade Conflict Resolution lesson took students through the desired steps to solving problems. Students completed a Solution Focused Graphic Organizer with provided and personalized scenarios to determine the best solution.
Process Data: The school counselor served 132 sixth grade students for a lesson on the Solution-Focused method on Conflict Resolution during English class.
Perception Data: Post-test results indicated that 100% of students could identify the Solution Focused Method for solving problems as opposed to 51% noted during the pre-test. Ninety-eight percent knew the importance of considering more than one resolution to a conflict as there could be different solutions while 97% of the students felt that every conflict has some type of resolution.
Outcome: The school counselor analyzed the number of student, teacher, and administrator conflict referrals pre lesson (first semester) and compared them to the reported referrals post lesson (second semester) to determine rate of change. During the second semester of 2015-2016 school year, conflict mediation decreased by 33.8%.
Implications: This lesson met the needs of our sixth grade population. We wanted to provide them with the skills to problem-solve. The school counselor will continue to meet with students reporting conflicts to determine if there has been some closure. Individual counseling, small group counseling, conferencing, and mediation will be provided to those who were not able to find resolve in an effort to avoid further escalation.

Academic
The seventh grade Organizational Skills lesson explored the importance of getting organized and small steps to do so. In two teams, students had to find specific items in a backpack (one organized and one disorganized) and process the feelings associated with both scenarios.
Process Data: The school counselor served 120 seventh grade students during English class.
Perception Data: The pre and post-tests consisted of 6 questions related to facts and best practices as it relates to being organized. In the pre-test students answered 70% of the questions correctly and 75% during the post test. From empirical data, 100% of the students acknowledged and understood the benefits of being organized with their school work. Prior to the lesson most students had difficulty understanding the impact and making the connection.
Outcome: The School Counselor calculated and compared the percentage of students turning in homework assignments from the beginning of the 3rd nine weeks (55%) until the interim period of the 4th nine weeks (80%) - a 25% improvement!
Implications: The School Counselor will periodically do surprise binder checks in the designated English classes. In addition, the school counselor will follow up with teachers on the improvement of assignments being turned in.

Career
Eighth grade students engaged in lessons that explored career clusters, participated in an interest inventory, and selected speakers of interest for the 2015-2016 Career Day.
Process Data: The school counselor provided a lesson on post-secondary options to 191 8th graders during civics and math class.
Perception Data: Students were able to identify career interests and select careers in which they would like to learn more about during Career Day. With 17 possible options, students wanted to learn more about the football player, photographer, event planner, and chef.
Outcome Data: Speakers presenting on Career Day emphasized the correlation between goal setting, grit, academic success, and the strides they have made in the world of work. Career Day was held on March 24, 2016. 100% of students met with the school counselor individually to discuss and complete the career path sheet pertaining to goals after completing high school and college.
Implications: The counselor will complete Academic and Career Plans utilizing the next year’s course listing and the students’ desired diploma by the 4th week of the last quarter. An examination of completed courses will be discussed in an effort to highlight possible pathways available during their 4 years in high school.

Grade Level: 6

Lesson Topic: Conflict Resolution

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): MS.1 BS.LS.1 BS.LS.9 BS.SMS.1 BS.SMS.2 BS.SMS.4 BS.SMS.9 BS.SMS.10 BS.SS.1 BS.SS.2 BS.SS.3 BS.SS.4 BS.SS.5 BS.SS.6 BS.SS.7 BS.SS.8 BS.SS.9

Start/End: 1/4/16-1/21/16

Process Data (Number of students affected): 132

Perception Data (Surveys or assessments used): Conflict Resolution Assessment

Post-test results indicated that 100% of students could identify the Solution Focused Method for solving problems as opposed to 51% noted during the pre-test. Ninety-eight percent knew the importance of considering more than one resolution to a conflict as there could be different solutions while 97% of the students felt that every conflict has some type of resolution.

Outcome Data (Achievement, attendance, and/or behavior data): Behavioral data collected was utilized to determine students’ ability to implement Solution Focused techniques to Conflict Resolution. The school counselor also analyzed the number of student, teacher, and administrator conflict referrals pre lesson (first semester) and post lesson (second semester) to determine the rate of change. As a result of the lesson, there was a 33% decrease in conflict referrals between semesters 1 and 2 of 2015-2016.

Implications: The school counselor will continue to meet with students reporting conflicts to determine if there has been some closure. Individual counseling, small group counseling, conferencing, and mediation will be provided to those who were not able to find resolve in an effort to avoid further escalation.

Attachments

Grade Level: 8

Lesson Topic: Career Awareness

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): MS.2, MS.4, MS.6, BS.LS.1, BS.SMS.1, BS.SMS.3, BS.SS.1, BS.SS.7

Start/End: 2/1/16-2/4/16

Process Data (Number of students affected): 191

Perception Data (Surveys or assessments used): Interest Inventory & Speaker Survey for Career Day

Students were able to identify career interest and select careers in which they would like to learn more about during Career Day. With 17 possible options, students wanted to learn more about the football player, photographer, event planner and chef.

Outcome Data (Achievement, attendance, and/or behavior data): Speakers presenting on Career Day emphasized the correlation between goal setting, grit, academic success, and the strides they have made in the world of work. Career Day was held on March 24, 2016. 100% of the students met with the school counselor individually to discuss and complete the career path sheet pertaining to their goals after completing high school and or college.

Implications: The counselor will complete Academic and Career Plans utilizing next year’s course listing and the students’ desired diploma by the 4th week of the last quarter. An examination of completed courses will be discussed in an effort to highlight possible pathways available during their 4 years of high school career.

Attachments

Grade Level: 7

Lesson Topic: Organize and Win the Prize (Organizational Skills Lesson)

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): MS.6 BS. LS. 3,4 BS. SMS. 1,2,3 BS. SS. 7

Start/End: 4/13/16-4/20/16

Process Data (Number of students affected): 90

Perception Data (Surveys or assessments used): Pre-Guess and Post-Guess

The pre and post- tests consisted of 6 questions related to facts and best practices as it relates to being organized. Students gained a keener understanding of the power in practicing organizational habits, like cleaning out binder weekly. In the pre-test students answered 70% of the questions correctly. The post-test data indicated some improvement as students answered 80% of the questions correctly. From empirical data, 100% of the students could acknowledge and understood the benefits of being organized with their school work.

Outcome Data (Achievement, attendance, and/or behavior data): The School Counselor considered the percentage of students turning in homework assignments from the beginning of the 3rd nine weeks until the interim period of the 4th nine weeks. There was a significant reduction in failing grades. In addition the number of students in jeopardy of not being promoted due to at least 1 F drastically decreased.

Implications: The School Counselor will follow up with students at the beginning of the year with reminders from this organizational skills lesson. Needed supplies will be given out, per annual supply donations at the beginning of the year. They will periodically have surprise binder checks during the 1st nine weeks to make sure they are practicing good habits with notes, handouts, agenda books, etc. Teachers will be encouraged to remind students to write down homework assignments in their agenda books so they can create that important habit.

Attachments