Analysis of core curriculum at the end of the 2015-2016 school year showed that we remained aligned to our vision of providing a comprehensive school counseling program that promotes success and happiness in all endeavors including personal relationships and future educational and career choices. Our Bucket Fillers program got a big boost through our P.B.I.S. efforts and showed success in reducing discipline referrals when introduced on the bus by more than 100%. Furthermore, pre and post data indicates that building wide students successfully reduced inappropriate behaviors that resulted in referrals to the office by learning to properly cope with stressful situations. Our hopes for this program to have long term benefits was reinforced when middle school counselors told us that the bucket filler language is still used by students at their level.
Our pre and post data for the Crayons to College program supported the effectiveness of this initiative. We show an average 80% increase in student's knowledge and awareness of attributes necessary for career and college readiness from the beginning to the end of the program. Perception data proved to be the most rewarding through multiple positive comments from students and staff. Small changes made in the curriculum like making the language more developmentally appropriate for students, and increasing the number of weekly winners, proved to be beneficial to the program.
While these programs proved to be beneficial, analysis of the effect on attendance was not as favorable. While small groups were effective, we did not meet our goal of reducing chronic absenteeism for the building. We need to look at how our core curriculum can impact that. We look forward to meeting with our advisory council at the beginning of next year to discuss what can be added to our core curriculum to improve attendance building wide.

Grade Level: K-2

Lesson Topic: Bucket FIllers

Lesson was Presented in Which Class/Subject:

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

Start/End: 9/16/15-10/5/16

Process Data (Number of students affected): 1067

Perception Data (Surveys or assessments used): Perception data gathered from pre/post tests showed an increase in students' understanding of "bucket filling" and "bucket dipping" behaviors and ways to recognize, accept, respect, and appreciate individual differences (See attached survey question data).

Outcome Data (Achievement, attendance, and/or behavior data): Outcome Data suggests a 17% increase in student knowledge of Bucket Filler objectives. Furthermore, there was a 32.6% decrease of office referrals according to SWIS data.

Implications: The data indicates students successfully reduce inappropriatebehaviors that result in referrals to the office by learning to properly cope with stressful situations. Regularly checking in with students is important to ensure success.

Attachments

Grade Level: K-2

Lesson Topic: Crayons to College

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M:2, M:3, M:4, M:5, M:6 B:LS.1, B:LS.2, B:LS.4, B:LS.5, B:LS.6 B:LS.7, B:LS.8, B:LS.9 B:SM.1, B:SM.2, B:SM.3, B:SM.4, B:SM.5, B:SM.6, B:SM.10 B:SS.1, B:SS.3, B:SS.4, B:SS.6; B:SS.7, B:SS.8, B:SS.9

Start/End: 10/12/15-10/26/15

Process Data (Number of students affected): 1067

Perception Data (Surveys or assessments used): Perception data gathered from pre- and post-tests showed increased student understanding of college and careers (See attached Survey question data).

Outcome Data (Achievement, attendance, and/or behavior data): Outcome data (specifically for our Kindergarten population) showed a 80.7% increase in knowledge of attributes necessary for career and college readiness.

Implications: The data indicates that our Crayons to College program was successful in increasing student's knowledge and awareness of attributes necessary for career and college readiness.

Attachments

Grade Level: 1st grade

Lesson Topic: Personal Space Camp

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M:1, B:LS, B:SM.1, B:SM.2, B:SM.9 B:SS.1, B:SS.2, B:SS.9

Start/End: 1/18/16-1/22/16

Process Data (Number of students affected): 351

Perception Data (Surveys or assessments used): Perception Data from Personal Space Camp surveys suggests an increase of knowledge using the following (1) I know what personal space is. (2) I know my personal space. (3)I understand why personal space is important.
(4) I know how to keep personal space in the classroom, playground, and cafeteria (See attached perception data).

Outcome Data (Achievement, attendance, and/or behavior data): Outcome Data suggests a 21.1% increase in understanding of in the concept of appropriate boundaries and personal space. Due to this, office referrals involving "keeping hands to self" and inappropriate touching" saw a 42% decrease in office referrals according to SWIS.

Implications: The data indicates that this lesson increases a student's awareness about personal space and appropriate boundaries. Continue to use this lesson in first grade and expand concepts into Kindergarten curriculum for the upcoming year.

Attachments