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.

Grade Level: 7/8

Lesson Topic: 7/8 Achievement Lesson: SMART Goals--“Famous Failures

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 2, B-SMS 4

Start/End: October 3, 10, 2016

Process Data (Number of students affected): Gr.7-29 Gr.8-35

Perception Data (Surveys or assessments used): Pre/Post Test:
Following the 7th/8th grade SMART goal lesson, 93% of the students showed growth in being able to remember 1 or more components of a SMART goal. This was the most significant growth out of all the questions where only 3 students in the pre-test could identify any components of a SMART goal.

67% of 7th and 8th grade students demonstrated growth in being able to identify which part of the SMART goal components meant realistic with the rest of the students identifying the realistic part in the pre-test.

Question 3 demonstrated growth in that 59% of 7th and 8th graders reported feeling neutrual and or not confident to make a SMART goal on their own. After the SMART goal lesson 67% reported being confident and or very confident they could create their own SMART goal.

63% of 7th and 8th graders demonstrated growth after the SMART lesson in reporting the correct area to put their SMART goals in Family Connection under My Planner.

Outcome Data (Achievement, attendance, and/or behavior data): Achievement: End-of-the-year-Grades: 87% of the students who received a D or F in a core class, improved at least one letter grade in at least one core class. 63% of students improved at least one letter grade in more than one core classes, with 37% staying the same in one or more core classes. 0% or our identified reading deficit 8th grade students dropped a letter grade in a core class from June 2016-June 2017. Student H improved at least one letter grade in all three classes he received a D or F in June 2016.

Implications: As a result of the 7th/8th grade SMART goal lesson, most students increased their knowledge of the components of a SMART goal. Only 3 students on the pre-test knew one or more components of a SMART goal, there was a 93% growth after the lesson with 46 students identifying one or more components of a SMART goal. This implies that our students have been making goals that are missing the components of being S-specific, M-measurable, A-attainable, R-realistic, and T-timely, which is what makes a goal understandable and relevant. Last year, there were some small group lessons for 7th graders about what a SMART goal is and how to make one so it was somewhat surprising that most of the 8th graders reported not knowing what the components of a SMART goal are. Most 7th and 8th grade students also reported feeling unsure about making a goal and where to put the goal once they made it. After the lesson, 63% of our 7th and 8th graders demonstrated growth in reporting more confidence in making a goal and knowing where to put the goal which indicates they were engaged in the lesson and were able to retain information. The next lesson, “Progress Monitoring for Achievement” will also reinforce this knowledge by differentiating that goals are put into Family Connection and grades are checked in Student SIS.(grade check data base). Even after the lesson, 40% of our 7th and 8th graders are still reporting low confidence in making a goal and what that goal would look like. Staff at Burke School need to commit to using consistent language when talking about making goals and need to reiterate the components of a SMART goal and how to measure accomplishing goals.

Attachments

Grade Level: 7/8

Lesson Topic: 7/8 Achievement Lesson: Progress Monitoring for Achievement-Quarter 1.

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 5, B-SMS 5

Start/End: Nov. 14,21 2016

Process Data (Number of students affected): Gr. 7-32 Gr.8-36 A brief survey was sent out to homeroom teachers to determine if the Achievement lesson: Progress Monitoring for Achievement was presented to their homeroom class. 100% of the homeroom teachers gave the whole lesson successful to their homeroom class.

Perception Data (Surveys or assessments used): Teacher Survey-Grade Check:
Before the lesson, the percentage of 7th and 8th graders who could check their own grades on the county-wide grade check page (FCPS Student SIS) was about 30%. 70% of 7th and 8th graders at Burke thought Student SIS could be found on their black board accounts.

7th and 8th grade homeroom teachers indicated that a week after the lesson was given 66.7% of students at Burke were able to remember the key word search “Student SIS FCPS,” and 72.6% of Burke students were able to check their grades on their own.

Outcome Data (Achievement, attendance, and/or behavior data): Achievement: End-of-the-year-Grades: 87% of the students who received a D or F in a core class, improved at least one letter grade in at least one core class. 63% of students improved at least one letter grade in one or more core classes, with 37% staying the same in one or more core classes. 0% or our identified reading deficit 8th grade students dropped a letter grade in a core class from June 2016-June 2017. Student H improved at least one letter grade in all three classes he received a D or F in June 2016.

Implications: As a result of the 7th and 8th grade Achievement Lesson: Progress Monitoring for Achievement, students increased their knowledge of how to check their own grades and monitor their progress towards their SMART goals and or track their grades. Before the lesson, most students were indicating that they did not know how to check their own grades, that their parents were not checking their grades, and that they never see their report cards. This was concerning information since a large part of student’s academic success depends on each student taking responsibility in checking their own grades each quarter to see where they need to improve. The lesson included a simple key word search so students can easily find the link to check their grades. A week after the lesson, homeroom teachers observed that 66.7% of the Burke student body could remember the key word search and 72.6% of the Burke student body could independently check their own grades. I am encouraged to see that staff, clinicians, and behavioral specialists are encouraging the trend where student’s check their own grades periodically throughout the year, but especially right before the close of each quarter. Teachers are reporting that student’s interest in their grades is increasing and requests to talk to their teachers about their grades is increasing as well. It was suggested in advisory council that possibly creating a QR code for parents and students for the grade check site would make it easier for parents and students to check their grades more often.

Attachments

Grade Level: 7/8

Lesson Topic: 7/8 Bullying and Harassment Prevention Lesson: “Taking Time to Think”

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): B-SMS 7, B-SS 5

Start/End: Dec 12, 2016

Process Data (Number of students affected): Gr. 7-32 Gr. 8-36

Perception Data (Surveys or assessments used): Pre/Post Test:
Following the 7th/8th grade bullying prevention lesson student’s knowledge of the components of the “THINK” model for managing behavior and conflict went up by 90% with only 3 students being able to identify one or more components of the “THINK” model in the pre-test.

Questions 2, 4 and 5 showed less growth, most 7th and 8th grade students stayed the same same

55% of students could identify a bullying behavior on the pre and post-test.There was a 37% growth rate of students being able to identify a bullying behavior after the lesson

50% of our 7th and 8th grade students reported on the pre and post-test that they believed they would stop bullying behavior if they saw it. There was a 42% growth rate of students reporting they would stop bullying behavior after seeing the lesson.

51% of our students reported on the pre and post-test that they sometimes and or usually are effective with solving conflict, with a 40% growth rate of students reporting they believe they can be effective with conflict on the post-test.


Other than question 1, question 3 show cased the most growth with 51% of students showcased they can identify what a “bystander” is after they saw the lesson where as 29% on the pre-test reported not knowing what it means to be a “bystander.”

Outcome Data (Achievement, attendance, and/or behavior data): Behavioral Referrals: As previously stated throughout the RAMP narratives, Burke School is a special education center where students are placed into our school at any time of the year, and can mainstream back to their base schools when ready at various times of the year. Three students out of the 10 students identified on Tier II for behavioral referrals 1st semester needed to be prorated since they were not present the whole school year. All three students reduced their behavioral referrals by 15 % or more over a 7 month period. The rest of the 7 students identified on Tier II for behavioral referrals 1st semester were present at Burke School the whole school year. Two students reduced their behavioral referrals by 15% or more, one student reduced their behavioral referrals by almost 10 %, and four students increased their behavioral referrals 2nd semester significantly by an average of 50%. Ultimately, 50% of students identified on Tier II for behavioral referrals 1st semester (10 students) reduced their referrals by 15% or more 2nd semester.

Implications: As a result of the 7th/8th grade bullying prevention lesson, “Taking Time to Think,” 7th and 8th grade students increased their knowledge of the different components of the “THINK” model for managing behavior and emotions showing a 90% growth with 94% of our students being able to identify at least one or more components of the “THINK” model. Only 3 students reported knowing what one or more components of the “THINK” model were on the pre-test which was surprising since current 8th graders were introduced to the “THINK” model last year and many teachers created posters and signs to hang up in their classrooms to remind students of what the “THINK” model means. I think more follow-up lessons and common language used by staff will help students utilize and remember the “THINK” model more effectively. 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. Because Burke School supports a unique population with many students diagnosed with emotional disabilities, there can be an assumption from staff that Burke School students engage in bullying behavior and are not aware of what they are doing. The pre and post-test indicates that most students at Burke School can identify what a bullying behavior is, believe they would stop bullying behavior if they saw it and feel confident that they can solve conflict. I was encouraged to see that while there was still growth in questions 2, 4, and 5, at least half or more of our students retained the same confidence and knowledge of bullying behavior and conflict resolution before and after the lesson. Not as many students reported on the pre-test that they knew what being a “bystander” meant. 27% reported not knowing what it meant to be a bystander. By the end of the lesson, 51% of the students showed growth in their confidence of understanding what a “bystander” means, while 45% knew what being a “bystander” meant before and after the lesson. It is encouraging that Burke 7th and 8th grade students are reporting more knowledge and confidence about bullying and conflict resolution than previously thought. Since most of our 8th graders could not remember the components of the “THINK” model from last year’s lesson, more school-wide interventions need to focus on incorporating the components of the “THINK” model into the initiatives. Staff also need to model the components of considering is it T-true, it is H-helpful, would I want that said or done about me, is it N-necessary and is it K-kind before we say and do anything.

Attachments