The WMMS Counseling Department selected three core curriculum lessons to evaluate the effectiveness of the classroom activities provided through the core curriculum. The lessons chosen were based on their relation to our program goals, their relation to the three ASCA domains (academic, career, and personal/social), and their developmental appropriateness. Because our vision statement aspires to prepare students to be college and career ready world-class citizens, it was important that all domains be covered in the lessons selected.

6th grade did a lesson about Respect and Empathy to promote anti-bullying during October. Perception data indicates that students’ perception of the importance of empathy and respect increased as a result of the lesson. There were fewer 6th grade ALC referrals in the fall semester than in the spring. This data and student self-reports of empathy suggest that the lesson about empathy may have helped students to think about others’ feelings and to be respectful toward one another, which might have contributed to the lower numbers of ALC.

6th grade also did a lesson about Behavior and Expectations, which taught students about the WMMS CAT Matrix (which outlines teacher expectation for student behavior). Perception data indicates that the lesson was successful in teaching the expectations because all students were able to complete a drawing/writing activity demonstrating their knowledge of the expectations and 90% of students were able to act out an expectation on the first try. There were more ALC referrals in the spring semester than in the fall semester, which could indicate that this lesson was not as successful and the counselors had hoped it would be in reducing ALC referrals. However, it is typical to see behavior referrals increase over the course of a school year, so perhaps this lesson was successful in keeping the number of ALC referrals in the spring (62) close to the number of ALC referrals in the fall (55), even though there were more referrals in the spring. This lesson addresses important aspects of our students’ development into responsible citizens, and should be continued in the future.

The Eighth Grade lesson, "8th Grade, Now What," was delivered to 8th grade students and covered the importance of the mindsets and behaviors demonstrate self-discipline and self-control, demonstrate effective coping skills when faced with a problem, and demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities. The purpose of the lesson was to help prepare students to increase responsibility before they transition to high school, along with having a growth mindset. Perception data results showed that student’s feelings about the importance of goal setting increased from 63.8% to 75.6%. The outcome data for ALC referrals decreased from the previous year for 8th grade from 83 students to 66 students, and 75.6% of students met at least one of their goals that they set at the beginning of the year. The data showed that a great deal of students felt setting goals was important when it comes to their academic career.

The school counselors take into consideration the outcome data to help drive future core curriculum lessons for students in the future. A discussion occurs amongst the Counselors and use the feedback to incorporate changes to future lessons. The Counselor's belief is to make sure they provide students lessons based on their current need and their developmental level. The Counselor’s want to make sure for the future, they provide close to an equal number of lessons across all grade levels. Focusing on the needs of our students will help impact the entire school culture and community because once their needs are met, they will be able to focus academically. Counselor’s will incorporate whole school surveys to get a better understanding of needs school wide versus grade level.

Grade Level: 6th

Lesson Topic: Respect and Empathy

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Behavior: Demonstrate Empathy; Behavior: Create positive and supportive relationships with other students

Start/End: October 27-October 28, 2016

Process Data (Number of students affected): 259 6th graders

Perception Data (Surveys or assessments used): Students completed a pre- and post-survey on their thoughts about their behavior and others' feelings. The average response to the question "How important to you are other people's feelings?" on a scale of 1-5 (with 1 being Not Important and 5 being Very Important) increased from 4.17 on the pre survey to 4.53 on the post survey, which is an 8.9% increase. The average response to the question “How much do you think your words and actions affect other people’s feelings?” on a scale of 1-4 (with 1 being Not At All and 4 being A Lot) increased from 3.22 on the pre survey to 3.52 on the post survey, which is a 9.1% increase. The average response to the statement “I think it is important to be positive and kind to other people” on a scale of 1-5 (with 1 being Strongly Disagree and 5 being Strongly Agree) increased from 4.46 on the pre survey to 4.66 on the post survey, which is a 4.5% increase.

Outcome Data (Achievement, attendance, and/or behavior data): In the fall semester, there were 55 6th grade referrals to ALC. In the spring semester, there were 62 6th grade referrals to ALC.

Implications: There were fewer 6th grade ALC referrals in the fall semester. This data and student self-reports of empathy suggest that the lesson about empathy may have helped students to think about others’ feelings and to be respectful toward one another. In the future, it would be helpful to know from students if the lesson caused them to refrain from disrespecting another student or if it helped any students to form new or better relationships with peers. This lesson targeted the ASCA Mindsets and Behaviors indicated and seems to have been effective, although it would be helpful to know if students felt like the lesson enabled them to form better relationships with their peers. In the future, this lesson seems to be an important topic that can be helpful in reducing ALC referrals and is one that should be continued. Perhaps an extension to the lesson could be provided by classroom teachers (in collaboration with the counselors) in the weeks and months after the lesson as reminders of the importance of empathy and respect.

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Grade Level: 6th

Lesson Topic: Behavior and Expectations (PBIS--Positive Behavior Intervention and Support)

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Positive attitude toward work and learning. Demonstrate self-discipline and self control. Demonstrate maturity and behaviors appropriate to the situation and environment.

Start/End: 2-8-17 to 2-15-17

Process Data (Number of students affected): 279 6th graders

Perception Data (Surveys or assessments used): Students were asked to demonstrate their knowledge of the expectations and apply it to a real life situation. They were asked to step out into the hall and talk to each other and then directed to enter the room quietly and find their seats. In each class except 1, 90% of the students were able to demonstrate this, and the other 10% were asked to go back to the classroom door and try again, and the second time they tried they all successfully completed the task. One class was unable to demonstrate this skill because their behavior in the hallway was extremely disruptive and they were not able to continue with the activity. Also, 100% of students were able to draw a picture of an expectation (and in the case of the class that did not get to complete the activity, 100% of those students completed a writing activity describing how they did not meet the expectations and how they would act differently in the future).

Outcome Data (Achievement, attendance, and/or behavior data): In the fall semester, there were 55 6th grade referrals to ALC. In the spring semester, there were 62 6th grade referrals to ALC.

Implications: REVISED SECTION: ALC referrals increased from Fall to Spring. However, our historical data shows that Spring ALC referrals are typically higher than fall ALC referrals. This lesson was successful in keeping the number of ALC referrals in the Spring (62) close to the number of ALC referrals in the Fall (55). Although 90% of students were able to demonstrate their knowledge of the school expectations through core instruction, the data does seem to show that some students need more assistance in knowing how to apply the expectations to real life situations and practice at using them. This lesson could be improved by presenting variations of it throughout the year as reminders of the school expectations. In the future, it would be helpful for the counselors to know how much the students have already learned about the behavior expectations and to know from teachers how they have taught the expectations to students. It would also be helpful to survey students to know if they think the expectations are helpful in creating a positive school climate and how much the CAT matrix influences their decision-making on a daily basis. This lesson targeted the identified Mindsets and Behaviors, although it would be helpful to provide the students with more opportunities to practice the expectations and to apply them to real life situations. This lesson addresses important aspects of our students’ development into responsible citizens, and should be continued in the future. It would be helpful to collaborate with teachers and assist them in teaching the behavior expectations in order to increase the amount of time in the classroom spent on learning behavior expectations (particularly at times of the year when behavior incidents spike, such as before and after school breaks). At the school-wide level, this lesson could be reinforced by a system positive reinforcement (rewards) for appropriate behavior.

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Grade Level: 8

Lesson Topic: 8th Grade... Now What?

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): 1. Demonstrate self-discipline and self-control 2. Demonstrate effective coping skills when faced with a problem 3. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities

Start/End: Oct 2016/Jun 2017

Process Data (Number of students affected): 314- 8th grade students

Perception Data (Surveys or assessments used): Students knowledge of the importance of goal setting was tested. 63.8% of students felt that goal setting was important to their academic career.

Students feeling like goal setting being important to their academic career increased to 75.6% when this was measured again at the end of the year.

88.1% of students where able to meet at least one of their goals.

Goal Setting Sheet (Sheet will be reviewed in the Spring to see if students stuck yo their goal during the GraduationPlans Lesson).

Goal Importance Survey. Survey used for end of year results. (Counselor will enter in google Doc).

Outcome Data (Achievement, attendance, and/or behavior data): The outcome data for ALC referrals decreased from the previous year for 8th grade from 83 students to 66 students, and 88.1% of students met at least one of their goals that they set at the beginning of the year.

Implications: REVISED SECTION: Although there was an increase in 8th grade students feeling that goal setting in their academic career is important, it would have been nice to see a higher increase. The purpose of the lesson was to help prepare students to increase responsibility before they transition to high school, along with having a growth mindset. Perception data results showed that student’s feelings about the importance of goal setting increased from 63.8% to 75.6%. We were able to see a decrease in ALC referrals, showing that students were more mindful of their actions which in turn helped eliminate the result of in school suspension. The lesson did have a positive impact on students. This lesson was developmentally appropriate and provided students with information and skills that would be easy to execute. Introducing the concept of growth mindset was a great way for 8th graders to start the school year, and help prepare them for the transition to high school the following year. For future lessons, conducting a mid-year check in for students to track their progress of meeting their goal would be helpful and a reminder for them to stay focused on accomplishing their goal.

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