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J. Nelson Kelly Elementary (2016)

Grand Forks, ND

Behavioral Issues

School Counseling Core Curriculum Results Report

Since this is the largest component of the school counseling program that reaches the most students, in many ways it has the most impact on making a difference and helping students reach their maximum potential. Over the past twelve years, I have been diligently working on character education, bullying and respectful behavior in our school. It is duly noted when we plan and deliver intentional classroom instruction on specific issues, we see a positive impact and a decrease in negative behavior. This is evident by reviewing our longitudinal data collected since the 2004-2005 school year. Although we are encouraged by our results over the past several years, I am keenly aware that without our continual efforts we would not be able to sustain the same positive outcomes.

Effectiveness of Core Curriculum & Lessons and Implications for Next Year:
In evaluating the overall effectiveness of our core curriculum we can look at our end of the year outcome data. By the end of the 2015-2016 year, the physical aggression office referrals decreased by 36.8%. (Our goal was 30%.) The disrespect/defiance/disruption office referrals decreased by 27%. (Our goal was 20%.) This measures a significant change in the behavior of our students.

The three lessons highlighted in this application are a reflection of lessons in the Olweus Bullying Prevention Program and the Second Step Curriculum. All three lessons are directly linked to our vision, mission, goals and mindsets and behavior standards.

#1. Bullying Circle Lesson. We have made a systemic change in programming for our bullying behavior over the past four years. To maintain the progress we’ve made, I teach the Bullying Circle Lesson to all students in second through fifth grade. It’s a great way to teach skills and reinforce concepts from one year to the next. This is a very interactive lesson and it’s structured for all students to participate. The posttest data reveals 95%-100% of the students believe their knowledge and skills increased as a result of this lesson. The students report they can identify bullying roles and can demonstrate ways to handle a bullying situation.

Next Year: * It’s nice to see what’s working, but I’d like to dig a little deeper next year. Students may understand their role and can demonstrate skills for handling bullying, but how often are they using these skills. The majority of the students stand behind the “Defender Chair” in the activity, but I don’t have the data to know how many are actually “defending” in real life. I’d like to explore this further next year. * On the pretest, the third grade students scored the lowest across the board on knowledge and skills. Through class discussions it was clear that the majority of the students were experiencing many conflicts and weren’t hopeful it would improve. This data reinforces the need to continue with conflict resolution skills, and teach them the difference between conflict and bullying.


#2. Emotional Management (Second Step Curriculum) This was the first formal instruction our students have had on the emotional management concepts. Data revealed a big change in their perception of attitude, knowledge and skills from the pretest to the posttest. By the end of the lesson 95% to 100% of the fourth grade students believed they could manage their emotions, knew how strong emotions affect their bodies, and could demonstrate the calming down steps and belly breathing. Based on the students’ high energy and participation, along with their positive perception results, I believe this was a very effective lesson.

#3. Problem Solving Skills (Second Step Curriculum) Although teachers practice problem solving skills with students all of the time, this was a fairly new concept for them to use it as a coping skill. The pretest reveals our students already believe they are responsible for their own actions and can think of safe and respectful solutions. But the posttest data showed that 95% of the students increased their knowledge and skills about the problem solving steps and how to use them.

Next Year on Second Step Curriculum: * The Summative Knowledge Assessment that was given to students revealed that all of students scored the lowest on the topics of “assertive skills” and “empathy”. These topics will be a priority in our development of lessons next year. Although many of the topics in this curriculum would be considered coping skills, I didn’t use this language with students. Next year I would like to further develop and gather data on this topic.


Grade Level: 2,3,4,5

Lesson Topic: Olweus Bullying Circle

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/Emotional & Career | B-SS 8 and B-SS 9

Start/End: November 2015 - March 2016 (November = Fifth Grade, January = Third Grade, February = Fourth Grade, and March = Second Grade)

Process Data (Number of students affected): 292 Students PLEASE REFER TO THE SC CURRICULUM RESULTS REPORT FOR A BETTER VIEW OF ALL INFORMATION.

Perception Data (Surveys or assessments used): Bullying Pre/Post Test (Grades 2-5)

ATTITUDE/BELIEFS:
1.) Believe they can do something about bullying.
Pre/Post Test Results:
Gr. 2 - 69% to 100%
Gr. 3 - 42% to 100%
Gr. 4 - 92% to 100%
Gr. 5 - 94% to 100%

2.) Learning what to do will help me in school.
Pre/Post Test Results:
2nd - 94% to 98%
3rd - 96% to 98%
4th - 96% to 99%
5th - 98% to 99%

KNOWLEDGE/SKILLS
3.) Know the definition and
4.) Know expectations.
Majority (91 -98%)of all students already know definition and expectations.

5.) Can identify the different roles.
Pre/Post Test Results:
Gr. 2 - 4% to 100%
Gr. 3 - 27% to 100%
Gr. 4 - 64% to 100%
Gr. 5 - 76% to 100%

6.) Can identify the role I play in a bullying situation.
Pre/Post Test Results:
Gr. 2 - 26% to 100%
Gr. 3 - 52% to 100%
Gr. 4 - 86% to 100%
Gr. 5 - 91% to 100%

7.) Can demonstrate with a statement to stand up.
Pre/Post Test Results:
Gr. 2 - 84% -100%
Gr. 3 - 54% to 100%
Gr. 4 - 84% to 100%
Gr. 5 - 89% to 100%

8.) Can describe what to do to stand up.
Pre/Post Test Results:
Gr. 2 - 88% to 100%
Gr. 3 - 58% to 100%
Gr. 4 - 88% to 100%
Gr. 5 - 92% 100%

Outcome Data (Achievement, attendance, and/or behavior data): * As of June 1, 2016 we had 24 physical aggression reports and decreased our number of reports by 36% from last year. (Our goal was 30%) * As of June 1, 2016 we had a total of 53 (disrespect, defiance, disruption) reports and decreased our number of office referrals by 27% from last year. (Our goal was 20%)

Implications: 1.) Intentional instruction on this topic is beneficial. The data reveals that over time our students learn and retain the knowledge and skills needed to help others and themselves in a bullying situation. Also, the older students believe they can do something about bullying in our school because they are having positive experiences with using their skills and the adult support to do so. 2.) The third grade students scored lower on believing they could do something about bullying, identifying their role, and being able to demonstrate or describe what to do to stand up. Further discussions with them revealed they were having more conflict than bullying at their grade level and they were not feeling very positive. This data reinforces the need to continue with our conflict resolution lessons. We will also continue to discuss the difference between a conflict and bullying. 3.) To sustain the progress we have made in this area, we will continue presenting this lesson to our students. The feedback that we've received from our older students is that they learn something new every time they participate in this lesson.

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Grade Level: Fourth

Lesson Topic: Emotional Management - Managing Strong Emotions

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/Emotional & Career | B-SMS 7

Start/End: March 7-11, 2016

Process Data (Number of students affected): 79 out of 82 fourth grade students were present for this lesson. REFER TO THE SC CURRICULUM RESULTS REPORT FOR A BETTER VIEW OF ALL INFORMATION.

Perception Data (Surveys or assessments used): Pre/Post Test Given!
ATTITUDE/BELIEFS:
1.) Believe strong emotions can affect my actions.
Pre/Post Test Results
• 95% to 100%

2.) Believe I can manage my emotions. Pre/Post Test Results
• 77% to 100%

KNOWLEDGE/SKILLS
3.) Know how strong emotions affect my body.
Pre/Post Test Results
• 28% to 95%

4.) Can name calming down steps.
Pre/Post Test Results
• 4% - 100%

5.) Can demonstrate how to use calming down steps
Pre/Post Test Results
• 5% to 100%

6.) Can demonstrate how to belly breathe
Pre/Post Test Results
• 22% to 100%


Outcome Data (Achievement, attendance, and/or behavior data): As of June 1, 2016 we had 24 physical aggression reports and decreased our number of reports by 36% from last year. (Our goal was 30%) As of June 1, 2016 we had a total of 53 (disrespect, defiance, disruption) reports and decreased our number of office referrals by 27% from last year. (Our goal was 20%)

Implications: 1.) This was the first year we presented core curriculum instruction on emotional management. The data reveals that with intentional instruction on this topic, the students were able to positively change their attitude about believing they could manage their emotions, and learning the knowledge and skills of how to do it. 2. Similar lessons were presented to all of the other grade levels, and we believe this has impacted the decrease of physical aggression, disrespect, defiance and disruption in our school.

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Grade Level: Fourth

Lesson Topic: Problem Solving

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Academic, Social/Emotional & Career | B-L 9 and B-SMS 1

Start/End: March 28-April 1, 2016

Process Data (Number of students affected): 78 out of 82 fourth grade students were present for this lesson. REFER TO THE SC CURRICULUM RESULTS REPORT FOR A BETTER VIEW OF ALL INFORMATION.

Perception Data (Surveys or assessments used): Pre/Post Test Given!

ATTITUDE/BELIEFS:
Pre/Post Test Results:
1.) Believe I'm responsible for my actions.
• 92% to 96%

2.) Think I can state a problem without blaming anyone.
• 29% to 94%

3.) Believe I can think of safe & respectful solutions
• 93% to 95%

KNOWLEDGE/SKILLS
4.) Can name problem solving steps
• 28% to 94%

5.) Can Identify consequences to my solutions.
• 56% to 95%

6.) Can demonstrate how to use problem solving steps
• 43% to 90%

Outcome Data (Achievement, attendance, and/or behavior data): * As of June 1, 2016 we had 24 physical aggression reports and decreased our number of reports by 36% from last year. (Our goal was 30%) * As of June 1, 2016 we had a total of 53 (disrespect, defiance, disruption) reports and decreased our number of office referrals by 27% from last year. (Our goal was 20%)

Implications: 1.) On the pre/post tests 92%-96% of the fourth grade students believe they are responsible for their own actions, and believe they can think of safe and respectful solutions to a problem. Before any instruction our fourth graders have a positive outlook and want to do the right thing. Again our data is showing that we are making gains in the areas of respect, defiance and disruption. 2.) Intentional instruction paired with positive attitudes does make a difference. Longitudinal data, along with learning theory, support continuing lessons on these topics. Our data is definitely linked to our program goals, and lessons like this one contribute to the overall decrease of physical aggression and disrespectful behavior in our school.

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