The School Counseling Core Curriculum Action Plan is analyzed through various sources of data. Data supporting selected interventions determine if the school counseling program goals were achieved. Goal One focused on increasing the school’s Average Daily Attendance (ADA) from 96.00 to 96.50. To meet this goal, the Student Success Skills (SSS) evidence-based classroom guidance program was implemented as this program teaches students key cognitive, social and self-management skills. SSS was delivered to all grade levels: Ready to Learn (RTL; K-2), Ready for Success (RFS; 3-4) and Student Success Skills (SSS; 5). The school counselors analyzed not only ADA data, but also pretest/posttest and student needs assessment data.
Lesson Plan Summary
The three sample lessons (see attached) provided were chosen from RTL, RFS and SSS. Each lesson focuses on foundational skills for students to improve their relationships by creating a positive classroom environment, thus making the climate/culture of the building a better place to learn. Topics covered in the lesson plans vary by grade level. Some of the topics taught included listening, paying attention, goal setting, Kaizen, healthy optimism, and creating a caring/encouraging classroom. All 300 students in grades K-5 received these lessons which were delivered during scheduled guidance lessons which met for 45 minutes once a week from 8/24/15-9/30/15. Additional monthly booster lessons were also delivered (K-5) January through May.
Perception Data
All students completed the 2015-2016 Student Needs Assessment (see attached) at the beginning of the school year. An area of concern noted was that only 61% of students enjoyed coming to school. The statistic concerned counselors, teachers, and administration as attending and coming to school willing and ready to learn can affect student achievement and behavior. It was hypothesized the skills learned through the SSS curriculum would benefit students by improving their social skills and creating a safe, caring learning community.
Students also took a Pre-Test/Post-Test (see attached) that aligned with their grade level curriculum to further assess the impact of the program. On each of the Post-Tests an additional question was added to measure enjoyment of coming to school. With the addition of this question, counselors were provided with feedback (in numbers) about how the curriculum impacted students’ perceptions and their behavior, as evidenced by attendance rates.
Outcomes
Data historically suggested that Miles’ Average Daily Attendance (ADA) rate between 2009-2015 ranged from 96.00% to 96.58%. A goal of raising the ADA during the 2015-2016 school year to 96.50% was set since this was the highest ADA in the district during 2014-2015. Miles finished the 14-15 school year with an ADA of 96.36%, a drop of .04% to 96.32% in 2015-16 (the year of implementation). However, 96.32% was still the highest ADA achieved in the district. Collectively, 61% of students (K-5) at the beginning of the 2015-2016 school year indicated they enjoyed coming to school, yet after implementation of the program this percentage rose to 87% (all details can be found in the Core Curriculum Results Report (CCRR)).
Implications and Evolution
Overall, almost every student in grade K-5 reported increasing their knowledge and use of skills taught as reported in the Pre-Test/Post-Test results (See Tables 1, 2, and 3 in the CCRR). Though the ADA did not increase to 96.50% as hoped, Miles was able to sustain a high ADA while two out of the three other elementary schools in the district saw a significant decrease.
For this upcoming year, the counselors will continue to focus on teaching the SSS curriculum and add other evidence-based counseling curriculums to aide in improving attendance and achievement. Additional interventions at the Tier Two and Tier Three levels will also be coordinated for the few students responsible for a majority of the attendance concerns.
Support from all stakeholders is needed to positively impact attendance. Further evolution of maintaining a positive and encouraging culture school-wide will remain a focus in the 2016-17 school year with teachers being trained in all evidence-based counseling curriculums. By infusing these programs into the regular school day, all students are provided with continual practice and reinforcement of non-cognitive/social-emotional learning skills. The counselors will continue to be active in classroom lesson facilitation, working collaboratively with teachers to address student, class, grade level, and whole-school needs. Classroom contact provides the counselor with first-hand knowledge and observation of certain problem behaviors. Counselors will also communicate with parents and conduct home visits for students with attendance concerns. The counselors can then be proactive in providing consultation to teachers and parents as well as offer supplemental services to students.

Grade Level: K-2

Lesson Topic: Ready To Learn (RTL) classroom guidance curriclum - 5 lessons

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M:2, M:3, M:5, M:6 & B:LS1-4, 6, 8, B:SM1-2, 4-7, B:SS1-4, 6

Start/End: 8/24/15-9/30/15

Process Data (Number of students affected): K= 49 1st= 64 2nd= 56 Total =169 The RTL program was taught to all students in grades K-2.

Perception Data (Surveys or assessments used): Each student filled out a pre/post-test to determine what they knew before and what they knew after regarding the four skills of paying attention (Q1), listening and understanding (Q2), asking questions (Q3), and not giving up (Q4). The pre-tests took place on 8/24/15, prior to the first lesson. The post-tests took place 9/30/15 after the final lesson. In the posttest, an additional question (Q5) was added to follow-up on the percentage of students who indicated that they enjoyed coming to school on the 2015-2016 Needs Assessment. The percentages below (see Table 1, and Figure 1 below the CCRR), are of what students reported knowing before the lessons and what students knew after the lessons (Q1-Q4). These questions, 1-4, corresponded to the 4 skills taught in RTL including: (1) paying attention, (2) listening and understanding, (3) asking effective questions, and (4) encouraging self and others. As the results show, students increased in their knowledge of the skills taught in RTL from before exposure to the program and after it was completed. Additionally, Q5 indicates the percentage of students who reported they enjoyed coming to school before and after RTL was implemented.

Outcome Data (Achievement, attendance, and/or behavior data): Data historically suggested that Mile’s Average Daily Attendance (ADA) rate from 2009-2015 ranged from 96.00% to 96.58% (see Figure 2 below the CCRR). A goal of raising the ADA during the 2015-2016 school year to 96.50% was set since this was the highest ADA in the district during 2014-15. Miles finished the 14-15 school year with an ADA of 96.36%, which dropped .04% drop to 96.32% in 2015-16 (the year of implementation). However, 96.32% was still the highest ADA in the district (See Figure 3 below the CCRR). Collectively, 61% of students (K-5) at the beginning of the 2015-2016 school year indicated they enjoyed coming to school, yet after implementation of the program this percentage rose to 87% (See Figure 4 below the CCRR).

Implications: Both perceptual and outcome data indicated that students in these grade levels improved over time. The perceptual data results suggested that students’ knowledge of the four RTL skills improved from pre knowledge of paying attention, listening and understanding, asking questions, and not giving up to the post knowledge of these skills. This is also supported by the outcome data which indicated that collectively students K-5 enjoyed coming to school more after RTL was implemented. The counselors and classroom teachers will continue to deliver and reinforce RTL with fidelity and will do so at the beginning of each school year. RTL implementation is crucially important in the primary grades as setting students up for success and teaching and reinforcing foundational learning skills in a repeated, encouraging fashion carries over into later learning and translates into students liking school.

Attachments

Grade Level: 3-4

Lesson Topic: Ready for Success (RFS) classroom guidance program - 5 lessons

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): RFS- M:1, M:2, M:3, M:5, M:6 & B:LS 1-4, 6, 7, 8 B:SM:1-8 B:SS 1-4, 6

Start/End: 8/24/15-9/30/15

Process Data (Number of students affected): 3rd= 63 4th= 50 Total= 113 The RFS program was taught to all students in grades 3-4.

Perception Data (Surveys or assessments used): Each student filled out a pre/post-test to determine what they knew before and what they knew after regarding the five skills of listening with their eyes (Q1), using behaviors to increase their likelihood for success (Q2), Kaizen (Q3), listening and learning (Q4), and listening with their ears (Q5). The pre-tests took place on 8/24/15, prior to the first lesson. The post-tests took place 9/30/15 after the final lesson. In the posttest, an additional question (Q6) was added to follow-up on the percentage of students who indicated that they enjoyed coming to school on the 2015-2016 Needs Assessment. The percentages below (see Table 2, and Figure 5 below the CCRR), are of what students reported knowing before the lessons and what students knew after the lessons (Q1-Q5). Additionally, Q6 indicates the percentage of students who reported that they enjoyed coming to school before and after RFS was implemented. The perception data results from pre to posttest indicate that students increased in their self-reported knowledge of the skills and concepts taught in RFS from before the first lesson and then after the program was completed. The results of Q6 also shows that students reported “enjoying coming to school” more after the program was implemented.

Outcome Data (Achievement, attendance, and/or behavior data): Data historically suggested that Mile’s Average Daily Attendance (ADA) rate from 2009-2015 ranged from 96.00% to 96.58% (see Figure 2 below the CCRR). A goal of raising the ADA during the 2015-2016 school year to 96.50% was set since this was the highest ADA in the district during 2014-15. Miles finished the 14-15 school year with an ADA of 96.36%, which dropped .04% drop to 96.32% in 2015-16 (the year of implementation). However, 96.32% was still the highest ADA in the district (See Figure 3 below the CCRR). Collectively, 61% of students (K-5) at the beginning of the 2015-2016 school year indicated they enjoyed coming to school, yet after implementation of the program this percentage rose to 87% (See Figure 4 below the CCRR).

Implications: Both perceptual and outcome data indicated that this group of students improved over time. The perceptual data suggests that students’ knowledge of the five skills improved from pre knowledge of listening with their eyes, behaviors increasing their likelihood for success, Kaizen, listening and learning, and listening with their ears to the post knowledge of these skills. This is also supported by the outcome data which indicated that collectively students K-5 enjoyed coming to school more after RFS was implemented. The counselors and classroom teachers will continue to deliver and reinforce RFS with fidelity and will do so at the beginning of each school year. Building on RTL concepts with RFS, students in the middle grades get more practice and reinforcement on learning, social, and self-management skills which translates into their achievement and behavior, as evidenced in enjoying and attending school more.

Attachments

Grade Level: 5

Lesson Topic: Student Success Skills (SSS) classroom guidance program - 5 lessons

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): SSS- M:1, M:2, M:3, M:4, M:5, M:6 B: LS 1-8 B: SM 1-8 B: SS 1-4, 6,7

Start/End: 8/24/15-9/30/15

Process Data (Number of students affected): 50 The SSS program was taught to all students in grade 5.

Perception Data (Surveys or assessments used): Each student filled out a pre/post-test to determine what they knew before and what they knew after regarding the 10 skills of Listening with Their Eyes (Q1), Looking good and Feeling good (Q2), Behaviors increasing their likelihood for success (Q3), Improving memory during tests (Q4), Staying calm during a test (Q5), Kaizen (Q6), Being Optimistic (Q7), Positive Self-Talk (Q8), Improving Grades and Listening (Q9), Listening with their ears (Q10). The pre-tests took place on 8/24/15, prior to the first lesson. The post-tests took place on 9/30/15 after the final lesson. In the posttest, an additional question (Q11) was added to follow-up on the percentage of students who indicated that they enjoyed coming to school on the 2015-2016 Needs Assessment. The percentages below (see Table 3, and Figure 6 below the CCRR) are of what students reported knowing before the lessons and what students reported knowing after (Q1-Q10). Additionally, Q11 indicates the percentage of students who reported that they enjoyed coming to school before and after SSS was implemented.

Outcome Data (Achievement, attendance, and/or behavior data): Data historically suggested that Mile’s Average Daily Attendance (ADA) rate from 2009-2015 ranged from 96.00% to 96.58% (see Figure 2 below the CCRR). A goal of raising the ADA during the 2015-2016 school year to 96.50% was set since this was the highest ADA in the district during 2014-15. Miles finished the 14-15 school year with an ADA of 96.36%, which dropped .04% drop to 96.32 in 2015-16 (the year of implementation). However, 96.32% was still the highest ADA in the district (See Figure 3 below the CCRR). Collectively, 61% of students (K-5) at the beginning of the 2015-2016 school year indicated they enjoyed coming to school, yet after implementation of the program this percentage rose to 87% (See Figure 4 below the CCRR).

Implications: Both perceptual and outcome data indicated that this group of students improved over time. The perceptual data suggests that students’ knowledge of the five skills improved from pre knowledge of Listening with their eyes, Looking good & feeling good, Behaviors increasing their likelihood for success, Improving memory during tests, Staying calm during a test, Kaizen, Being Optimistic, Positive Self-Talk, Improving Grades & Listening, and Listening with their ears to the post knowledge of these skills. This is also supported by the outcome data which indicated that collectively students K-5 enjoyed coming to school more after SSS was implemented. The counselors and classroom teachers will continue to deliver and reinforce SSS with fidelity and will do so at the beginning of each school year. SSS uses common language, expectations, and reinforcement of skills that are critical to students’ success in school. Starting the school year off on the right foot allows students in the other grades to like school and put their full effort in to each day.

Attachments