I kept data sheets for each of the core curriculum lessons that were delivered throughout the school year. Of the lessons, the three that were chosen for detailed analysis were the 7th/8th grade SMART GOALs lesson, the 7th/8th grade Progress Monitoring for Achievement lesson, and the 7th/8th grade “Taking Time to Think”-anti-bullying lesson. All three of these lessons were aligned with the two school counseling department goals for the year, and outcome data for these lessons was collected through end of the year grades, and behavioral referrals. The process data collected for all the large group lessons was promising with on average 95% of our population participating in all lessons. Making sure the lessons were delivered at the beginning of the day during our 1st period SEL time helped insure that most of our students would be exposed to the lesson.
The perception data analysis of the 7th/8th grade SMART GOAL lesson was enlightening because it was difficult to quantify and qualify the information from the pre and post-test. Since there was an acronym question asking what the letters in a SMART goal mean, and then also a confidence level question, it was difficult to create a graph since some of the questions were measuring different things. In the end I settled on focusing on attainment of knowledge. The results were promising following the 7th/8th grade SMART goal lesson, 93% of the students showed significant growth in being able to remember one or more components of a SMART goal. The other three questions demonstrated growth after the lesson as well with 59-67 % students identifying what it means to be realistic, where to put their goals in Family Connection, and reporting their confidence in making a goal. It was surprising that 28-37% of our students’ already demonstrated attainment of knowledge on the pre-test for questions two through four.
The “Progress Monitoring for Achievement” lesson was the easiest lesson to collect perception data since it simply required the homeroom teacher to observe students checking their own grades. The data was easy to show case with 72% of our student population able to check grades on their own after the lesson. In order for this number to increase, teachers will do survey completions for student grade checks every quarter next year. Three quarters of the way through the school year I worried about my outcome data since traditionally, the end of the school year is the most difficult time for our students mentally, emotionally, and physically. The results were promising with 87% of our reading deficit students who received a D or F in a core class in 2016 improved at least one letter grade in at least one core class, 0% dropped a letter grade in any core class from 2016-2017.
The bullying prevention lesson, “Taking Time to THINK” exhibited the same difficulties as the SMART goal lesson in quantifying and qualifying my perception data. There was also an acronym question asking students to identify the components of the THINK model, and rating scale questions for questions 3-5. The results were still promising with 94% of our students being able to identify at least one or more components of the “THINK” model after the lesson. More notably, for questions 2,4, and 5, more students reported knowledge of bullying behavior and confidence in conflict resolution on the pre-test. This suggests that Burke 7th and 8th grade students are more aware of what constitutes bullying behavior and how to manage conflict than previously thought. The outcome data had mixed results. Some student’s behavior referrals needed to be prorated for either coming into the school year late, or leaving early. All of the prorated students showed a significant reduction in their behavioral referrals over a seven-month period. Four students showed a significant increase in behavior referrals which showcased the trend previously mentioned that Burke students tend to struggle behaviorally at the end of the year due to difficult transitions and an increase in state mandated testing and finals. I will be creating more behavioral intervention lessons for the end of the year.
One of the main realizations I made is that in the future I will be creating pre and post-test questions that are either measuring knowledge, growth, or even confidence. Whatever it is, I will pick a focus and make sure all the questions stick to that focus.