An analysis of our core curriculum results report was conducted to ensure that our goals were relevant and targeted in developmentally appropriate lessons that enhanced student achievement and data was disaggregated to evaluate the effectiveness of our anti-bullying/citizenship lessons in order to improve, change or make modifications in our curriculum. We selected three lessons based on a number of factors including their alignment to the ASCA Mindsets and Behaviors, our vision that every student develop a sense of respect for individual rights of others while developing their own sense of self, our program goals to reduce the number of discipline referrals and finally, input from our stakeholders who recommended that we provide bullying prevention lessons and promote anti-bullying behavior at Southwood Middle School. Selecting one lesson for all students in each grade level provided the counselors with the opportunity to deliver equitable support to every student and allowed all students the chance to learn bullying prevention strategies that support student success.

The grade six lesson focused on promoting responsible and respectful behavior in the classroom, school and community. The data shows that classroom lessons were extremely beneficial. Students learned the expectations and norms to participate appropriately in an online community; perception data shows that student perception regarding the definition of digital citizenship increased from an average of 1.2 to 3.8 on a 4 point Likert Scale.

The objective of the seventh grade lesson plan was to teach students the difference between being a passive bystander versus an upstander in bullying situations. Perception data indicated the lesson was very effective. At the end of the activity an average of 100% of students knew what it meant to be brave and how to stand-up for others; this was an overall increase of 74% when comparing pre and post perception data questions.

Eighth grade lessons were presented to teach students to learn to distinguish good-natured teasing from bullying and what they can do about it. Perception data results were quite encouraging as prior to lesson delivery only 6% of students believed that they had little understanding regarding when inappropriate behavior crosses the line to bullying and what strategies can be used to stop it. However, post-lesson data revealed that 100% of students answered “yes” to understanding the perception questions.

As detailed in our School Counseling Core Curriculum Results Report, outcome data showed a continual decrease in reports/referrals each nine weeks as anti-bullying lessons were delivered at each grade level. Providing all students with the opportunity to collaboratively discuss their knowledge and perspectives about bullying and identifying concrete solutions for handling bullying situations is an important step in fostering a safe and caring school and community.

The results regarding the effectiveness of these lessons cannot be underestimated and will drive the focus of our core curriculum lessons in the future. We believe that by expanding the curriculum across all grade levels and subjects, educating faculty/staff and engaging parents/guardians in anti-bullying efforts we will impact the entire school culture and community. Specifically, we will ensure that we are delivering a comprehensive anti-bullying program by training all teachers, administrators, and staff to model and reinforce positive behavior as well as delivering parent/guardian education about topics including online social media and encouraging them to talk to their children about bullying prevention.

Research consistently affirms that bullying is one of the most frequently reported discipline problems in middle school. Although this was the rationale we used to analyze discipline referrals as our outcome data point, next year the counselors will track grades and attendance data too. During our program planning time at the end of the year, the counselors talked about our outcome data which prompted a conversation about the correlation between bullying and student achievement. We believe that by tracking various warning signs (attendance, grades and suspensions) it will aid us in identifying students who may be victims of bullying but are too intimidated or scared to come forward. This will allow us to more quickly identify and help students to make certain that bullying stops and that every student feels safe, which are key components of our vision and mission statement.

Grade Level: 6

Lesson Topic: Digital Citizenship: How to Create a Positive Online Community

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/ Emotional- Mindset M 1 Behavior B- SS 9

Start/End: September 2015

Process Data (Number of students affected): 477 students 19 classes

Perception Data (Surveys or assessments used): Perception Data:

Perception data was gathered from entrance and exit ticket questions based on a Likert Scale.

The results were analyzed and displayed on a graph (attached).

As depicted in the graph, there was an increase in understanding for all students on all three likert scale questions.

Pre/post test results:

Perception
Questions:

1. I know the difference between an online and offline community?
Pre: 2.6 avg
Post: 3.7 avg
increase of 1.1 in understanding

2. I can think of at least three online and offline communities that I am a part of?
Pre: 2 avg
Post: 3.3 avg
increase of 1.3 in knowledge

3. I understand the definition of “Digital Citizenship”?
Pre: 1.2 avg
Post: 3.8 avg
increase of 2.6 in understanding

Outcome Data (Achievement, attendance, and/or behavior data): It is difficult to say how this lesson alone will impact discipline referral data however, data pertaining to discipline and bullying referrals was collected through the counselor or administration student information system. Data was compared from the 1st, 2nd, 3rd, and 4th nine weeks of referrals due to “bullying” to see if there was a reduction of behavior referrals due to bullying. A final analysis of the data collected through June, showed a decrease of bullying (teasing, name-calling etc.) behavior. During the first nine weeks, there were 20 allegations of bullying. After they were investigated, five were founded and documented as “bullying” in the Dade-County Public Schools reporting system. During the second nine weeks, there were ten allegations of bullying but two were founded and documented. During the third and fourth nine weeks, there were allegations of bullying but none were founded after investigation.

Implications: By monitoring student understanding (perception data) and tracking outcome data we were confident that our students fully understood what the lesson objectives meant for their learning and how the knowledge and skills they learned supported student success. The "Common Sense" evidenced-based curriculum we utilized supported our selected Mindset and Behavior and the lessons targeted the three domains: academic, career, social/emotional. Addressing these domains helped promote student independence, self-control (social/emotional), and taught students how to solve problems, ask questions and think critically (academic/career). The lessons were developmentally appropriate in that they were specifically designed for middle school students (with the exception of the sixth grade lesson which targeted fifth grade but was appropriate for our target group). Our process, perception and outcome data confirmed that we achieved our desired results and met our program goals. By providing well- planned and well- executed anti-bullying classroom guidance lessons to all students in our school showed us that a comprehensive approach to combat and prevent bullying can change student behavior and attitudes. By introducing the concept of digital and traditional etiquette at the beginning of the school year we brought potential issues to the forefront to prevent them before they arise. When planning and improving our school counseling program we will continue to decrease bullying incidents next year by delivering anti-bullying lessons to all grade levels during the first month of school. The outcome data results will drive the counselors to deliver an expanded etiquette/citizenship program next year. Our program will address the individual, familial and community risk factors as well as teach parents and teachers to identify possible victims and bullies.

Attachments

Grade Level: 8

Lesson Topic: Bullying: Crossing the Line

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/ Emotional - Mindset M 1, Behavior B- SS 9

Start/End: November 2015

Process Data (Number of students affected): 503 students 20 classes

Perception Data (Surveys or assessments used): Pre- and post-test questions were administered before and after the lesson.

Counselor tallied student yes/no responses from three pre-post activity questions.

There was significant growth in student understanding of good-natured teasing from bullying, as evidenced on the perception data graph attached.

Data indicated that 10% or less students believed or felt they knew the answers to the pre-lesson questions but 100% of students felt they understood and knew the answers to the questions after the lesson was delivered.

Pre-post test results:

Perception Questions:

1. Do you understand when teasing “crosses the line” from harmless to harmful?
Pre: 10%
Post: 100%
90% increase in understanding


2. Can you name at least five different forms of bullying/cyberbullying?
Pre: 5%
Post: 100%
95% increase in knowledge

3. Do you know the difference between teasing and bullying?
Pre: 2%
Post: 100%
98% increase in knowledge

Outcome Data (Achievement, attendance, and/or behavior data): It is difficult to say how this lesson alone will impact discipline referral data however, data pertaining to discipline and bullying referrals was collected through the counselor or administration student information system. Data was compared from the 1st, 2nd, 3rd, and 4th nine weeks of referrals due to “bullying” to see if there was a reduction of behavior referrals due to bullying. A final analysis of the data collected through June, showed a decrease of bullying (teasing, name-calling etc.) behavior. During the first nine weeks, there were 20 allegations of bullying. After they were investigated, five were founded and documented as “bullying” in the Dade County Public Schools reporting system. During the second nine weeks, there were ten allegations of bullying but two were founded and documented. During the third and fourth nine weeks, there were allegations of bullying but none were founded after investigation.

Implications: By monitoring student understanding (perception data) and tracking outcome data we were confident that our students fully understood what the lesson objectives meant for their learning and how the knowledge and skills they learned supported student success. The "Common Sense" evidenced-based curriculum we utilized supported our selected Mindset and Behavior and the lessons targeted the three domains: academic, career, social/emotional. Addressing these domains helped promote student independence, self-control (social/emotional), and taught students how to solve problems, ask questions and think critically (academic/career). The lessons were developmentally appropriate in that they were specifically designed for middle school students. Our process, perception and outcome data confirmed that we achieved our desired results and met our program goals. By providing well- planned and well- executed anti-bullying classroom guidance lessons to all students in our school showed us that a comprehensive approach to combat and prevent bullying can change student behavior and attitudes. By introducing the concept of digital and traditional etiquette at the beginning of the school year we brought potential issues to the forefront to prevent them before they arise. When planning and improving our school counseling program we will continue to decrease bullying incidents next year by delivering anti-bullying lessons to all grade levels during the first month of school. The outcome data results will drive the counselors to deliver an expanded etiquette/citizenship program next year. Our program will address the individual, familial and community risk factors as well as teach parents and teachers to identify possible victims and bullies.

Attachments

Grade Level: 7

Lesson Topic: Bullying: Be Upstanding

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/ Emotional - Mindset M 1, Behavior B- SS 9

Start/End: February 2016

Process Data (Number of students affected): 498 students 20 classes

Perception Data (Surveys or assessments used): Verbal pre- and post- lesson poll will be conducted before and after the lesson.

The number of hands raised will be tallied during lesson warm-up (pre-lesson poll) and during the lesson closing (post-lesson poll)

There was an increase in student “yes” responses for all three-perception questions.

1. Do you know what it means to be brave?
Pre: 30%
Post: 100%
70% increase in knowledge


2. Do you know what it means to be a bystander to bullying?
Pre: 40%
Post 100%
60% increase in knowledge


3. Do you know what a bystander can do to become an upstander?
Pre: 10%
Post: 100%
90% increase in knowledge

Outcome Data (Achievement, attendance, and/or behavior data): It is difficult to say how this lesson alone will impact discipline referral data however, data pertaining to discipline and bullying referrals was collected through the counselor or administration student information system. Data was compared from the 1st, 2nd, 3rd, and 4th nine weeks of referrals due to “bullying” to see if there was a reduction of behavior referrals due to bullying. A final analysis of the data collected through June, showed a decrease of bullying (teasing, name-calling etc.) behavior. During the first nine weeks, there were 20 allegations of bullying. After they were investigated, five were founded and documented as “bullying” in the Dade County Public Schools reporting system. During the second nine weeks, there were ten allegations of bullying but two were founded and documented. During the third and fourth nine weeks, there were allegations of bullying but none were founded after investigation.

Implications: By monitoring student understanding (perception data) and tracking outcome data we were confident that our students fully understood what the lesson objectives meant for their learning and how the knowledge and skills they learned supported student success. The "Common Sense" evidenced-based curriculum we utilized supported our selected Mindset and Behavior and the lessons targeted the three domains: academic, career, social/emotional. Addressing these domains helped promote student independence, self-control (social/emotional), and taught students how to solve problems, ask questions and think critically (academic/career). The lessons were developmentally appropriate in that they were specifically designed for middle school students. Our process, perception and outcome data confirmed that we achieved our desired results and met our program goals. By providing well- planned and well- executed anti-bullying classroom guidance lessons to all students in our school it showed us that a comprehensive approach to combat and prevent bullying can change student behavior and attitudes. By introducing the concept of digital and traditional etiquette at the beginning of the school year we brought potential issues to the forefront to prevent them before they arise. When planning and improving our school counseling program we will continue to decrease bullying incidents next year by delivering anti-bullying lessons to all grade levels during the first month of school. The outcome data results will drive the counselors to deliver an expanded etiquette/citizenship program next year. Our program will address the individual, familial and community risk factors as well as teach parents and teachers to identify possible victims and bullies.

Attachments