The school counseling curriculum correlates with the Kersey Creek Elementary school counseling vision statement so that the needs of all students are addressed through the curriculum. The school counseling curriculum also coincides with the Kersey Creek Elementary school counseling mission to provide a developmentally, comprehensive program that meet the academic, career, and social/emotional needs of the students through innovative and varied programming. The ASCA Mindsets and Behaviors for Student Success are focal points in instruction and measured to determine the growth of all students with diverse needs, interests, and abilities. Three lesson plans were selected from the curriculum to demonstrate how guidance instruction reinforces the achievement of every student.

The first lesson focuses on memory strategies as well as the executive functioning skill of utilizing working memory. Students were given a pre-test to create a baseline from which to show progress. The students were given a series of digits to memorize for fifteen seconds, and then they had to copy the digits from memory. Afterwards, the concept of memory and memory techniques were taught. Once the lesson concluded, the students were given the same assessment again. The perception data reveals that on the memory strategies pre-test, 26% of students obtained a perfect score of ‘5’, and on the post-test, 60% of students obtained a perfect score of ‘5’. This is a 131% change. The outcome data indicates that knowledge and skills obtained from this lesson as well as additional lessons in all academic units contribute to the 11% increase of the Gap Group 1 pass rate on the 2016 Virginia Standards of Learning reading assessment.

The second lesson plan is an example of several career lessons in the fourth grade career unit. The career unit centers on lifelong learning, career clusters, work readiness skills, multiple intelligences, interests and abilities. A primary objective is to establish that the children have the job title of student, and the skills learned during their education are career skills including attending school. The students were given a pre-test prior to instruction of the unit and given a post-test at the end of instruction. ‘4’ was a perfect score on these assessments. Perception data indicates that on the career pre-test, 0% students received a score of ‘3’, and 2% of students received a score of ‘4’. However, improvement was apparent on the post-test with 45% of students scoring ‘3’ and 40% of students scoring ‘4’. The percent change of students receiving a score of ‘4’ is a 1,900% change The outcome data exceeded the expectations of the school counselors and revealed that all students, who had 10 or more absences during the first semester of the 2015-2015 school year, individually decreased their absences from 64% to 84% during the second semester. The implication can be made that increased student awareness of the significance of attending school correlates with improvement in school attendance.

Finally, the third lesson pertains to conflict resolution and bullying prevention. This lesson is an excerpt from the fifth grade social/emotional unit. The students were given a pre-test prior to the unit being taught. At the completion of the unit, the students were given a post-test. The unit includes topics such as the “I Message” technique, compromise, types of conflicts, and strategies to handle a bullying situation. Perception data on the social / emotional assessment signifies that on the pre-test, 5% of students obtained a perfect score of ‘4’, and on the post-test, 68% of students received a perfect score of ‘4’. This is a 1,260% change. Outcome data indicates that 19 students were referred to the office for aggressive and disruptive behavior during the 2015-16 school year, which is a 14% decrease in comparison to the 2014-2015 school year with 22 student referrals. The implication can be made that when students are capable of independently handling social conflicts and bullying, the number of students who present aggressive and disruptive behavior decreases. Data provides evidence of the effectiveness of the Kersey Creek Elementary school counseling curriculum to support the Kersey Creek Elementary school counseling goals as well as the Kersey Creek Elementary school wide goals. Based on these results the school counselors will continue to teach the lessons and obtain more data in subsequent school years to determine if there is a positive trend towards student success.

Grade Level: Fourth

Lesson Topic: Academic: Memory Strategies

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): MS: 3, 5, 6 BLS: 3, 4 BSM: 1, 3 BSS: 1

Start/End: September 2015

Process Data (Number of students affected): 114 Students

Perception Data (Surveys or assessments used): Pre-test results indicate the following score percentages: 1: 1%, 2: 9%, 3: 21%, 4: 43%, and 5: 26%.

Post-test results indicate the following score percentage: 1: 0%, 2: 9%, 3: 10%, 4: 27%, and 5: 60%.

There is substantial increase in the percentage of students who received a perfect score of '5' on the post-test.

Outcome Data (Achievement, attendance, and/or behavior data): During the 2014-2015 school year, students in Gap Group 1 received a pass rate percentage of 61% on the Standards of Learning reading assessment. The pass rate percentage for Gap Group 1 in the school year 2015-2016 was 71%, which is an increase of 10%. However, with the consideration of the R10 factor, the pass rate for the year 2015-2016 was 72%.

Implications: Based on the perception data, it is evident that students increased their ability to memorize information utilizing memory strategies. Understanding and application of these strategies can benefit academic achievemnt. Academic achievement can be demonstrated by passing scores on the Standards of Learning assessments as demonstrated by Gap Group 1.

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Grade Level: Fourth

Lesson Topic: Career: Life Long Learners

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): MS: 4, 6 BLS: 2 BSM: 3

Start/End: April 2016

Process Data (Number of students affected): 114 Students

Perception Data (Surveys or assessments used): Pre-test results indicate that the percentages of scores are as follows: 0: 14%, 1: 68%, 2: 16%, 3: 0%, and 4: 2%.

Post-test results indicate that the percentages of scores are as follows: 0: 0%, 1: 0%, 2: 15%, 3: 45%, and 4: 40%.

There was a substantial increase in the percentage of students who received scores of '3' and '4' on the post-test.

Outcome Data (Achievement, attendance, and/or behavior data): Students who had 10 or more absences during the first semester of 2015- 2016 school year decreased the percentage of absences during the second semester from 64% to 86%.

Implications: Based on the perception data, it is apparent that students became more aware of their future goals and envisioned themselves as life long learners. Outcome data revealed that students who understand that the skills they are presently learning such as attending school are directly coorelated with work readiness skills. They perceive attending school as important.

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Grade Level: Fifth

Lesson Topic: Social / Emotional : Opinions and Conflict

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): MS: 1, 3 BLS: 1 BSM: 1, 2, 3, 10 BSS: 1, 2, 4, 5, 6, 8, 9

Start/End: December 2015

Process Data (Number of students affected): 122 Students

Perception Data (Surveys or assessments used): The pre-test results indicate the following percentages of scores: 0: 26%, 1: 26%, 2: 29%, 3: 17%, and 4: 5%.

The post-test results indicate the following percentages of scores: 0: 1%, 1: 3%, 2: 1%, 3: 21%, and 4: 68%.

There is a substantial increase in the percentage of students who received a score of '4' on the post-test.

Outcome Data (Achievement, attendance, and/or behavior data): During the 2015 - 2016 school year, the number of students referred for aggressive and disruptive behavior decreased by 14% compared to the 2014-2015 school year.

Implications: Based on the perception data, students could identify the difference between conflicts and bullying situations. Student who can apply coping skills during bullying situations can navigate negative social events. Thus, there is a decrease in student referrals to the office for aggressive and disruptive behavior.

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