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Dillard Drive Middle School (2018)

Raleigh, NC

School Counseling Core Curriculum Results Report

Three core curriculum lessons were selected based on the relation to our program goals, the three ASCA domains (academic, career, and social/emotional) and the Mindsets and Behaviors tool. Each year, our counseling department analyzes our curriculum results report to determine the effectiveness of the activities implemented in our classrooms. We also recognized that additional counseling interventions were necessary for the students at each grade level who did not learn and implement the skills taught during our lessons. Appropriate counseling interventions implemented of each grade level's target population are described below.

1. The sixth grade lesson "Academic Success and Goal Setting," introduced the key concepts and the definition of a SMART GOAL (Specific, Measurable, Realistic and Time Based). The counselor gave a three question survey prior to the counseling lesson to students on what they thought a SMART Goal was. This survey gave her an indication of what needed to be addressed in her counseling lesson. Students were given a pre-test on the day of the lesson which consisted of five questions. After the lesson was presented students completed a post-test of the same five questions given on the pre-test. Based on the post-test results the data did reveal a positive outcome on achievement. Perception data shows when comparing pre and post results there was 12% increase (or 69%) of students who understood what the concept of a SMART Goal was. The outcome data revealed a positive result of which 90% or 340 sixth grade students passed all core classes (i.e. Language Arts, Math, and Science). In addition, majority of students grasped the mindsets and behavior standards addressed during the lesson. Only 10% or 38 students did not pass all of their core classes. In reflection, the counselor would re-evaluate the content of her pre and post test questions because it failed to directly link the key concepts (SMART Goals) addressed in her counseling lesson.

2. The seventh grade lesson entitled "Effectively Communicating During A Conflict," introduced main concepts of conflict, roadblocks to communication, and conflict resolution. The counselor gave a three question survey prior to the counseling lesson on what conflict was. This gave her an idea of how to plan for her lesson. Students were given a pre-test on the day of the lesson which consisted of five questions. After the lesson was presented students completed a post-test of the same five questions given on the pre-test. Perception data shows when comparing pre and post test results there a 35% increase (or 72%) of students who comprehended how to resolve a conflict by using effective communication skills. The outcome data through EASI (Electronic Access To Student Information) revealed a positive result in behavior because 93% or 359 seventh grade students effectively implemented the skills and techniques from the counseling lesson. In addition the students understood the mindsets and behavior standards that were addressed in the lesson. Only 7% or 28 students received additional referrals for infractions after the lesson was taught. The data revealed to the counselor how effective her lesson was based on the post-test questions and the results therefore she would not make any changes to her lesson.

3. The eighth grade lesson "College Foundation of North Carolina (CFNC)," is an interactive website which helps with career and college planning for all age groups. Prior to the counseling lesson, the counselor gave a three question survey to students on what they thought The 6 Hollands Code of Interest were. This survey helped the counselor plan her counseling lesson. Students were given a pre-test on the day of the lesson which consisted of six questions. After the lesson was taught, students completed a post-test of the same six questions. Based on the post-test results the data revealed that there was a 37% increase (or 81%) of students who gained knowledge of careers that aligned with high school course selections. The outcome data showed a positive effect on student achievement based on 94% or 355 students registered for advanced level high school courses (i.e. Honors English, Honors Biology, Honor World History and Honors Math II). Majority of the students understood the mindsets and behavior standards addressed. Only 6% or 23 students did not register for advanced or higher level courses. The counselor felt that her lesson was effective based on the number of students registered for advanced or higher level courses, as well as the post-test results for this reason, saw no need to make any changes to her counseling

Grade Level: 6

Lesson Topic: Academic Success and goal setting

Lesson was Presented in Which Class/Subject:

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

Start/End: 11-3-16

Process Data (Number of students affected): 378

Perception Data (Surveys or assessments used): The post test indicated that 69% of students understood what the concept of a SMART Goal was.

Outcome Data (Achievement, attendance, and/or behavior data): A report from Powerschools indicated that 90% of 6th grade students were passing all core classes (Language Arts, Math, Social Studies, and Science) at the end of the first semester.

Implications: In reflection of my guidance lesson, I would like to incorporate the students writing their academic SMART Goal and putting it in a sealed envelop for them to open up after the 1st semester. To see if their grades align with their SMART Goal. In addition, I will continue to discuss with the students their academic SMART Goals that they’ve set and see if any of their goals have altered.

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Grade Level: 7

Lesson Topic: Effectively Communicating During a Conflict

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M: 1, B:SMS,2,&7 B:SS 4,5 &9

Start/End: March 30, 2017

Process Data (Number of students affected): 378 students

Perception Data (Surveys or assessments used): The post test data indicated that 72% of students comprehended how to resolve a conflict by using effective communication skills.

Outcome Data (Achievement, attendance, and/or behavior data): 93% of 7th grade students did not receive a referral for physical aggression/altercation based on Electronic Access to Student Information (EASI); 93% of students were able to effectively implement and use conflict resolution strategies to resolve and promote healthy communication styles.

Implications: Counselor will offer additional support in small groups to practice the skills taught in the classroom guidance lesson. Counselor will collaborate with stakeholders; such as teachers to evaluate the effectiveness of the lesson. Counselor will contact parent if a student conflict impedes the academic success of their son or daughter.

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Grade Level: 8th

Lesson Topic: College Foundation of North Carolina

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M:4;B-LS7

Start/End: start 1/18 end 1/18

Process Data (Number of students affected): 378

Perception Data (Surveys or assessments used): The post data indicated that 81% of students gained knowledge of careers that aligned with high school course selection.

Outcome Data (Achievement, attendance, and/or behavior data): 94% of students registered for Honors Level Academic Courses in high school based on their grades, End-of-Grade Tests (EOGS) and Teacher recommendations.

Implications: There was a positive impact on students learning what types of careers matched their abilites and interests through the Hollands Code Interest Survey. More importantly it gave students an opportunity to search colleges and universities that offered careers of interest. However, I will continue to concentrate more on the career clusters when during this lesson next time because many of the students struggled with understanding which careers feel under certain career clusters.

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