School Counseling Curriculum Results Report Narrative
The core curriculum results report were based on guidance lessons taught during the school year was taken from the Second Step Curriculum, which focused on skills for social and academic success in early learning through grade 6. The program is designed to teach children how to understand and manage their emotions, control their reactions, be aware of others feelings, problem solve, and make responsible decisions. In grade 6, lessons also included Bullying Prevention and Substance Abuse Prevention. These lessons were implemented through a collaborative approach with the counseling department and the faculty members. The curriculum addressed more than one of the ASCA Student Standards in the academic, career, or personal/social domain. Since the ASCA vision and mission for our students state they would become respectful, responsible, and productive citizens, who can overcome challenges in their everyday life by applying the skills they learned in their guidance lessons, the students of Nanakuli Elementary School will be college-career ready, life-long learners, productive and contributing members of our global society and community. These lessons, delivered with ASCA student standards and competencies, illustrate how our school’s vision and mission closely aligns to the ASCA vision and mission. We believe all students can achieve academic success and be college, career, and global citizenship ready.
In Grade 2, the lesson focused on the students understanding and identifying feelings. The perceptions data for this lesson measured the studentsʻ ability to name the variety of feelings and distinguish between comfortable and uncomfortable feelings. The data showed an increase in perception data in pre-lesson to post-lesson assessment. For instance, 65.5% of the students were able to recognize and identify feelings in the per-lesson assessment. In the post-assessment, 86.2% of the students were able to identify and recognize feelings.
Grade 3 lesson focused on the studentsʻ ability to pay attention and listen to a scenario. In this lesson, the perception data measured the appreciation for anotherʻs concern to a given scenario. The pre-lesson data showed that 51.5% students were able to pay attention and listen to the scenarios. However, in the post-lesson, 85.3% of the students were successfully measured. The demonstration in this lesson allowed students to develop a sense of concern for others.
In Grade 4, the lesson focused on students building positive and supportive relationships by understanding others may have another perspective. The perception data for this lesson measured the students’ ability to be supportive with others with different opinions. The student’s ability to respect and build supporting relationships increased from 70.2% in the pre-lesson to 96.5% in the post-lesson.
To monitor the effectiveness of this component, two sets of data was used. 1) The learning outcomes measured right after each lesson; and 2) The number of Chapter 19: Class D referrals for physical contact. In 2013-2014, there were 38 referrals for physical contact. In 2014-2015, the number of Chapter 19: Class D referrals for physical contact reduced down to 20 based on data from the school’s Electron Comprehensive Student Support System (eCSSS) database. This is a 47% reduction in office referrals. We attribute this reduction in office referrals to implementing the Tier 1 strategies for behavior and emotional management in addition to teaching the school-wide, Tier 1 behavior expectations in all areas at our school.
Reviewing the data for attendance was disheartening. The data showed that we did not meet out goals. Therefore, to address this concern next year, the school will continue to address and have an emphasis on improving attendance.
For next year, we want to also focus on improving our academics. During the same time periods, the school-wide assessments in academics improved significantly in English Language Arts and Mathematics. Our Smarter Balance Assessment (SBA) results for English Language Arts increased from 18% meeting proficiency in 2014-2015 to 27% meeting proficiency in 2015-2016. Our SBA Mathematics increased from 29% meeting proficiency in 2014-2015 to 37% meeting proficiency in 2015-2016. Additionally, the Hawaii State Strive HI results also showed significant growth in Math and English Language Arts achievement scores and growth. Where Nanakuli Elementary School is pleased with the positive increase in test scores, we are not totally satisfied and do have room for improvement in order to meet the state standards for ELA and Math proficiencies. We contribute the improvement of our students’ academic achievement to a strong Tier 1 foundation, which is consist of Second Step SEL curriculum and School-wide PBIS.