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Nanakuli Elementary (2016)

Waianae, HI

Academic Achievement
Attendance
PBIS/MTSS

School Counseling Core Curriculum Results Report

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.

Grade Level: 2nd Grade

Lesson Topic: understanding and identifying feelings

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Behavior Social Skills: Use effective oral and written communication skills and listening skills, create positive and supportive relationships with other students, demonstrate empathy, demonstrate social maturity and behaviors appropriate to the situation and environment

Start/End: 10/27/2015

Process Data (Number of students affected): 57 Students from Three Classes

Perception Data (Surveys or assessments used): Observation by teacher and counselor to track (tally/count) student responses related to lesson
65.5% of the students were able to recognize and identify feelings before the lesson.

Outcome Data (Achievement, attendance, and/or behavior data): 1) 86.2% of the students were able to identify and recognize feelings after the lesson 2) 47% reduction in office referrals in term of physical contact from 2014-15 to 2015-16 3) English Language Arts increased from 18% meeting proficiency in 2014-2015 to 27% meeting proficiency in 2015-2016. 4) SBA Mathematics increased from 29% meeting proficiency in 2014-2015 to 37% meeting proficiency in 2015-2016.

Implications: The students had a difficult time to understand the concept of "empathy". More cultural relevant concepts introduced might be help student to relate to the lesson, such as Aloha spirit of Hawaiian. The plan for evaluating the outcome data was hard to follow up because it was still depend on the teachers' perception . The academic data, behavior data and the data of understanding the lesson were used as measurement tools. The lesson plan was submitted as original. However, the counselor followed up with the classroom teachers regularly to monitor the students social/emotional/behavior status.

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Grade Level: 3nd Grade

Lesson Topic: Increase the ability to pay attention and listen to a scenario

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Mindset Standard: Positive attitude toward work and learning Behavior Learning Strategy: Use time management, organizational and study skills, gather evidence and consider multiple perspectives to make informed decisions Behavior Social Skills: Use effective oral and written communication skills and listening skills, create positive and supportive relationships with other students, and demonstrate empathy, demonstrate social maturity and behaviors appropriate to the situation and environment, demonstrate ethical decision making and social responsibility

Start/End: 11/20/15

Process Data (Number of students affected): 68 students from three classes.

Perception Data (Surveys or assessments used): Observation by teacher and counselor to track (tally/count) student responses related to lesson.
51.5% students were able to pay attention and listen to the scenarios before lesson.

Outcome Data (Achievement, attendance, and/or behavior data): 1) 85.3% of the students were able to pay attention and listen to the scenarios after the lesson. 2) 47% reduction in office referrals in term of physical contact from 2014-15 to 2015-16 3) English Language Arts increased from 18% meeting proficiency in 2014-2015 to 27% meeting proficiency in 2015-2016. 4) SBA Mathematics increased from 29% meeting proficiency in 2014-2015 to 37% meeting proficiency in 2015-2016.

Implications: A lot of modifications were made to relate to the students' real life. Differences among Native Hawaiians and other ethnic groups were introduced. Students were very engaged. Same implication from Lesson #1 : The plan for evaluating the outcome data was hard to follow up because it was still depend on the teachers' perception . The academic data, behavior data and the data of understanding the lesson were used as measurement tools. The lesson plan was submitted as original. However, the counselor followed up with the classroom teachers regularly to monitor the students social/emotional/behavior status.

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Grade Level: Grade 4

Lesson Topic: Building positive and supportive relationships by understanding others may have another perspective.

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Behavior Social Skills: Demonstrate empathy, create positive and supportive relationships with other students, and demonstrate social maturity and behaviors appropriate to the situation and environment, Use effective oral and written communication skills and listening skills Behavior: Learning Strategies: Gather evidence and consider multiple perspectives to make informed decisions

Start/End: 10/15/2015

Process Data (Number of students affected): 58 students from two classes

Perception Data (Surveys or assessments used): Observation by teacher and counselor to track (tally/count) student responses related to lesson.
70.2% of the students show that they can respect and build supporting relationships increased was 70.2% in the pre-lesson assessment.

Outcome Data (Achievement, attendance, and/or behavior data): 1) 96.5% students demonstrated the ability to respect and build supporting relationships. 2) 47% reduction in office referrals in term of physical contact from 2014-15 to 2015-16 3) English Language Arts increased from 18% meeting proficiency in 2014-2015 to 27% meeting proficiency in 2015-2016. 4) SBA Mathematics increased from 29% meeting proficiency in 2014-2015 to 37% meeting proficiency in 2015-2016.

Implications: The concept of empathy was very abstract for them to understand. Sharing their own experiences and feeling helped them understand. The counselor and the adults also participated to share, which made the lesson more lively. Same implications from lesson 1 & 2: The plan for evaluating the outcome data was hard to follow up because it was still depend on the teachers' perception . The academic data, behavior data and the data of understanding the lesson were used as measurement tools. The lesson plan was submitted as original. However, the counselor followed up with the classroom teachers regularly to monitor the students social/emotional/behavior status.

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