Lesson one, a fifth grade lesson entitled Goal Setting and Resilience was specifically designed to support program goal one. I began by collecting perception data based on the students’ knowledge of resilience. I used a large bouncy ball to engage students and reinforced the idea of “bouncing back” from adversity. The students drew upon past experiences to support ways they could become more resilient. We also discussed the importance of setting goals to achieve success. The beginning of third quarter was an ideal time to implement this lesson because it allowed the students to reflect on their report card progress and select goals based on their third quarter grades. It was helpful to clarify the FCPS report card grading system and share the Cherry Run Elementary rubric that the teachers use to grade students in the Life, Work and Citizenship Skills category to support students in identifying a specific plan to achieve their goal.

To evaluate the impact of this lesson, I collected and compared the students’ second and third quarter grades. Over half of the students improved the grade that was related to their goal and nearly nine out of ten students were able to define three ways to be more resilient. For the students who did not meet their goal, the follow up lesson provided a great opportunity to discuss how to be resilient and revise their goal setting plan. Next year, I plan to have students use the online Naviance tool in sixth grade to document their goals and work with teachers to make it an ongoing project.

I implemented lesson two using an evidenced-based curriculum called Second Step for second grade students. The lesson supported the school counseling program goal two, which was determined using the school’s behavior data, as well as goal three, which was tied to the Compassion in Action initiative. This lesson also supported the school counseling vision statement to encourage students to become compassionate global citizens. To enhance the impact of this lesson, I strategically taught this lesson on the Monday of Compassion in Action Week. The pre and post perception data collected indicated that this lesson improved the students’ understanding of compassion and how to identify compassionate acts. The students responded well to the large colorful pictures on the Lesson Card and had fun singing The Empathy Song. I decided to look at the Life, Work and Citizenship Skills grade for Respectful and Contributing Participant in School for the outcome data because it was the most relevant report card grade to compassion. The students had great success: 57% of students improved their grade. Because of the importance of this lesson and other Second Step lessons, I plan to work with the second grade team to see if we can devote more time to them next year. Tying them into the daily Morning Meeting, would be an ideal way to spend more time supporting the Second Step curriculum.

I developed lesson three to aid goal three of the school counseling program. Entitled DARE to be a Powerful Bystander, the lesson was inspired by our Powerful Bystander Week, which was implemented in April. Using Erin Frankel’s book DARE! which is part of a three part series of books, I taught this lesson to the third grade students to encourage them to be powerful bystanders. By the end of the lesson, the number of students who could list three ways to be a powerful bystander increased from 51% to 90%. The outcome data indicated that the number of official bystander reports increased 100% during the 4th quarter. The students enjoyed the book so much I went back on another day to read the other two books to them. Next year, I will break this into three lessons, using each book to teach a different ASCA behaviors and allowing more time for the students to create skits identifying the roles of the bystander, victim, and bully. I would also add more to the survey to determine students’ knowledge, attitudes, and skills related to being a powerful bystander.

I believe all three of these lessons are directly linked and support the desired outcome of the school counseling program. I am happy with the outcomes and plan to use the lessons again. I also plan to limit the number of ASCA M&B that are linked to each lesson to provide a more specific focus for instruction. I will also use the appropriate standards to design measurements to collect attitudes, skills, and knowledge for perception data.

Grade Level: 5

Lesson Topic: Resilience and Goal Setting

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/ Emotional Academic ASCA M 2 B-LS 1,4,7 B-SMS 4,5,6,7 B-SS 3

Start/End: 2/18/16 to 2/19/16

Process Data (Number of students affected): I took attendance for the 73, fifth grade students that were in there for the lesson and listed the lesson on my annual calendar.

Perception Data (Surveys or assessments used): Pre and Post student perception data was collected on students’ ability define resilience.

Definition of resilience:
Pre: 34%
Post: 66%
(92% increase in knowledge of resilience)

88% of students were able to list 3 ways to become more resilient following the lesson.

Outcome Data (Achievement, attendance, and/or behavior data): Students set goals based on their second quarter report card grades. Second and third quarter grades were compared based on each individual goal. 51% of the students raised their grade and met their third quarter report card goal.

Implications: This lesson was very successful in helping students develop knowledge of resilience and the skills to become more resilient. It also enabled them to evaluate their report card grades and identify appropriate goals to support their own academic achievement. Next year, I plan to implement this lesson in two parts, one on resilience and one on goal setting. I also plan to add a Likert 4 point scale item that says “I feel resilience is important to school success.” One major implication to note is that fifth grade had two long term substitute teachers that that gave report card grades for third quarter.

Attachments

Grade Level: 2

Lesson Topic: Compassion

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/ Emotional ASCA: M 3 B-SS 2, 4, 5

Start/End: 11/16/15

Process Data (Number of students affected): I took attendance for the 87, second grade students that were there for the lesson and listed the lesson on my annual calendar

Perception Data (Surveys or assessments used): Pre and Post perception data was collected to show if students could define compassion and identify a picture of compassion.

Definition of compassion:
Pre: 76%
Post: 98%
(29% increase in knowledge)

Identifying compassion:
Pre: 91%
Post: 100%
(9% increase in skill)

Outcome Data (Achievement, attendance, and/or behavior data): First and second quarter report card grades for being a respectful and contributing participant in school were compared. 57% of the students raised their report card grade for being a respectful and contributing participant in school.

Implications: This lesson was successful in the students overall knowledge and skills for identifying compassion. I believe there would have been more effective outcome data if the report card specifically addressed compassion rather than being a respectful participant in school. Next year, I will work with the teachers to see how we can reserve more time for this lesson.

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Grade Level: 3

Lesson Topic: DARE to be a Powerful Bystander

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/ Emotional ASCA: M 3 B-LS 9 B-SS 2,4,6

Start/End: 4/5/16

Process Data (Number of students affected): I took attendance for the 51, third grade students that were there for the lesson and listed the lesson on my annual calendar.

Perception Data (Surveys or assessments used): The perception data was collected by administering a pre- and post-test that asked students to list three ways they can be a powerful bystander.

Students that could list 3 ways to be a powerful bystander:

Pre: 51%
Post: 90%
(77% increase in knowledge)

Third and fourth quarter behavior data in the form of official bystander reports were compared.

The bystander reports in third grade went from 0 during third quarter to 1 in fourth quarter. (100% increase in official bystander reports)

Outcome Data (Achievement, attendance, and/or behavior data): Third and fourth quarter behavior data in the form of official bystander reports were compared. The bystander reports in third grade went from 0 during third quarter to 1 in fourth quarter. (100% increase in official bystander reports)

Implications: I would continue to measure their knowledge of identifying three ways to be a powerful bystander. However, I would also add more to the survey to determine students’ knowledge, attitudes, and skills related to being a powerful bystander. The students were very excited to share their skits with their paper bag puppets and we were rushed for time. In the future, I will break this into three lessons and use each book to teach a different ASCA behavior. This would also allow students to have more time to create skits identifying the roles of the bystander, victim, and bully.

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