We analyzed our core curriculum results report to determine if our goal to decrease peer mistreatment referrals through our efforts. We chose to highlight our Bullying lessons because the lessons aligned with our goals, ASCA Mindsets and Behaviors, and were developmentally appropriate for students. Although each grade level received different lessons, it allowed counselors to continue to build rapport, provide equal support and create a safe school environment. Each lesson had a pre and post survey that students completed, to measure student knowledge during the course of our lessons. When analyzing the data we saw significant growth in knowledge and perception as well as valuable feedback from our students, staff and other important stakeholders in the Stone Hill community.

In 6th grade, all students received the Bullying lesson, which focused on awareness, reporting, and being a responsible student. Our perception data showed an increase of knowledge on all major components of this lesson, so it is evident that the Bullying presentation made an impact on our sixth graders. Upon completion of our lesson, the data indicated 85% of our students understood the definition of bullying and 82% knew how they or a bystander could help a bullying victim. It is important to note that the short answer questions were calculated by the amount of correct responses not just if the entire answer was correct.

All 7th graders were presented the Sexual Harassment Lesson. While this lesson did a refresher of the main bullying topics, we concentrated on the definitions, types, and effects of sexual harassment. This lesson proved to be impactful and all students showed an increase in knowledge. After reviewing the data, it was evident that our 7th graders already had previous knowledge about sexual harassment. At the end of the lesson, 99% of our students understood the definition of sexual harassment and the effects and consequences of sexual harassment.

Finally, 8th graders received the Cyberbullying lesson. We presented material on specific types of cyberbullying, responses, and the lasting impacts people can feel. This lesson had the most significant growth in knowledge from all three lessons. Similarly, with sexual harassment lessons, our 8th graders had a solid understanding of what cyberbullying consists of. There were other areas where there was significant growth. At the beginning of the lesson only 75% of students understood what a situation in where a bully creates a fake identity to harass someone anonymously is called masquerading and only 40% knew what sharing something private about someone online was called outing. However post perception data showed that 97% (22% increase growth overall) of students understood what masquerading was and 87% (47% increase growth overall) understood what outing was.

Our Core Curriculum program goal stated that by June 2017 the number of referrals related to peer mistreatment will decrease by at least 10% from 79 in the 2015-2016 to 71 in the 2016-2017 school year. As shown in our Core Curriculum Results Report, we were successful in accomplishing our goal. Referrals related to peer mistreatment decreased by 29% from the 2015-2016 school year (79 in total) to the 2016-2017 school year (56 in total). Our lessons had a significant impact on student knowledge but also how students were treating others. Although we did present a school wide lesson on acceptance and tolerance, it is important to note that there was a rise in peer mistreatment referrals in the springtime. In the future, we should consider going into classrooms more often to present on these topics to continuously remind students how to be responsible, respectful, and caring citizens not only in our school, but at home as well.

At the end of the year, our counseling department discussed how our perception and outcome data will be our driving force when planning for the following school year. Next year, during the 2017-2018 school year, we will be implementing our Advisory program. This will be incredibly helpful for counselors and other staff members to reinforce positive behavior as well as open up the lines of communication for students and staff to discuss these topics and be of support. Our hope is that other staff members will assist us in identifying students who may need extra support in different areas. We will continue to educate our students through school wide efforts, parents through our parent coffee program and conferences, and our community stakeholders with our Advisory Council. We will continue to collaborate with administrators and staff members on anti-bullying matter to promote a safe, comfortable and positive school environment.

Grade Level: 6th Graded

Lesson Topic: Bullying

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/Emotional Mindsets: M1 Behaviors: Self-Management Skills: B-SMS7, B-SMS9 Social Skills: B-SS2, B-SS3, B-SS4 Virginia Standards: MP1, MP2, MP4

Start/End: October 14th-28th 2016

Process Data (Number of students affected): All 6th graders 6th graders were presented this lesson during their English class for 60 minutes

Perception Data (Surveys or assessments used): Perception Data was gathered through the pre and post assessments that all students filled out at the beginning and end of the lesson. Questions consisted of Multiple Choice and Fill in the Blank.

The results were analyzed and are depicted on the graph is attached. Based on the data we can tell that there was an increase in student’s knowledge from when the pre-test was administered to when the post-test was administered.

Below are the pre/post assessment questions and the percentage at which our 6th grade students answered them correctly

Q1. Which is NOT a part of the definition of bullying:
PRE: 65%
POST: 85%
(20% increase in knowledge)

Q2:Which of the following is NOT a consequence of bullying?
PRE: 85%
POST: 90%
(5% increase in knowledge)

Q3: A bystander could help a victim by:
PRE: 79%
POST: 82%
(3% increase in knowledge)

Q4: How confident do you feel in stopping a bully from bullying someone else?
PRE: 86%
POST: 92%
(6% increase in knowledge)

Q5: I can name at least 4 types of bullying. They are:
PRE: 35%
POST: 42%
(7% increase in knowledge)

Q6: There are usually 4 people involved in bullying situations. Name these 4 people:
PRE: 50%
POST: 85%
(35% increase in knowledge)

Q7:I feel confident that I know what to do if I am bullied (Hint: 3R’s)
PRE: 10%
POST:56%
(46% increase in knowledge)

Q8: It is important to have a couple adults we can name that we feel comfortable talking to in difficult situations. Name 2 trusted adults you can talk to if you are being bullied or witness a bullying situation
PRE: 97%
POST: 100%
(3% increase in knowledge)

Outcome Data (Achievement, attendance, and/or behavior data): Outcome data was collected through PBIS data and discipline referrals related to peer mistreatment throughout the school year from our school administrators. Our baseline data was collected through referrals related to peer mistreatment from the 2015-2016 school year. During the course of the school year, there were 297 violations in total. The highest amount of violations took place in February and March. The referrals that we were specifically targeting were associated with peer mistreatment. There were 56 referrals related to peer mistreatment in total compared to 79 referrals from the previous school year (15-16), which resulted in a 29% decrease Attached is a graph that shows the breakdown of violations related to peer mistreatment per month from the 2015-2016 and 2016-2017 school year.

Implications: Our perception data shows growth in our student’s knowledge. We were confident that our students truly understand the learning objectives and the material that we presented. However, our outcome data does not support our program goal with showing a 10% decrease in the amount of referrals associated with peer mistreatment. Our presentations were aligned with the mindsets and behaviors to ensure that we providing our students with valuable information that would help them build a positive, safe and comfortable school environment and productive students. These lessons are presented each year to their respective grades. Based on the month-by-month violations, it is evident that we should be going in more regularly to remind students of appropriate behaviors, consequences of their actions and who to report it too. We believe that if we were present in the classrooms teaching these lessons, or similar ones it will remind students they should be acting in a responsible manner towards peers and staff members. If counselors went in again to the classroom, we would have more opportunities to gather more perception data. This would allow us to choose different questions to ask that would be more in line with our learning objectives with the lessons. Typically our Bullying lessons are completed during the month of October, “Anti-Bullying” month, but it is imperative that we start introducing this and other similar topics from the start of the school year. Counselors do introduction lessons in September, and it might be helpful to go over appropriate and respectful behaviors in our school. We work very closely with our grade level deans and other administrators to ensure that all our contributing to a positive and safe school climate. At the beginning of the year, we make sure that our goals align not only for the school counseling department but for the entire school as well. Twice a year, we also plan to share the data that we receive from our bullying lessons with our Advisory Councilor members. Our Advisory Council is comprised of our school’s stakeholders (principal, assistant principal, school board members, parents, community members, teachers and students). It is important for them to understand what programs we are offering our students and where we are seeing successes, challenges and what we can improve upon the following year.

Attachments

Grade Level: 7th Grade

Lesson Topic: Sexual Harassment

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/Emotional Mindsets: M1 Behaviors: Self-Management Skills B-SMS7 Social Skills: B-SS3, B-SS4. B-SS9 Virginia Standards: MP1, MP2, MP4

Start/End: October 17th-21st 2016

Process Data (Number of students affected): All 7th graders 7th graders were presented this lesson during their English class for 60 minutes

Perception Data (Surveys or assessments used): Perception Data was gathered through the pre and post assessments that all students filled out at the beginning and end of the lesson. Questions consisted of True/False and Multiple Choice.

The results were analyzed and are depicted on the graph is attached. Based on the data we can tell that there was an increase in student’s knowledge from when the pre-test was administered to when the post-test was administered.

Below are the pre/post assessment questions and the percentage at which our 7th grade students answered them correctly

Q1. I know the definition of Sexual Harassment:
PRE: 73%
POST: 99%
(26% increase in knowledge)

Q2. Sexual Harassment is a crime and is illegal:
PRE: 89%
POST: 98%
(9% increase in knowledge)

Q3. Only girls are sexually harassed:
PRE: 98%
POST: 99%
(1% increase in knowledge)

Q4. Jokes of sexual nature can be considered verbal harassment:
PRE: 94%
POST: 98%
(4% increase in knowledge)

Q5. Making obscene gestures could be considered sexual harassment:
PRE: 94%
POST: 95%
(1% increase in knowledge)

Q6. Flirting could be considered sexual harassment if it makes the person uncomfortable and the attention is unwanted:
PRE: 91%
POST: 95%
(4% increase in knowledge)

Q7. The effects of sexual harassment could include:
PRE: 98%
POST: 99%
(1% increase in knowledge)

Q8: If you witness sexual harassment, you can:
PRE: 80%
POST: 85%
(5% increase in knowledge)

Q9: I can name two adults in the building I would trust to speak with about a bullying situation.
PRE: 96%
POST: 99%
(3% increase in knowledge)

Outcome Data (Achievement, attendance, and/or behavior data): Outcome data was collected through PBIS data and discipline referrals related to peer mistreatment throughout the school year from our school administrators. Our baseline data was collected through referrals related to peer mistreatment from the 2015-2016 school year. During the course of the school year, there were 297 violations in total. The highest amount of violations took place in February and March. The referrals that we were specifically targeting were associated with peer mistreatment. There were 56 referrals related to peer mistreatment in total compared to 79 referrals from the previous school year (15-16), which resulted in a 29% decrease Attached is a graph that shows the breakdown of violations related to peer mistreatment per month from the 2015-2016 and 2016-2017 school year.

Implications: Our perception data shows growth in our student’s knowledge. We were confident that our students truly understand the learning objectives and the material that we presented. However, our outcome data does not support our program goal with showing a 10% decrease in the amount of referrals associated with peer mistreatment. Our presentations were aligned with the mindsets and behaviors to ensure that we providing our students with valuable information that would help them build a positive, safe and comfortable school environment and productive students. These lessons are presented each year to their respective grades. Based on the month-by-month violations, it is evident that we should be going in more regularly to remind students of appropriate behaviors, consequences of their actions and who to report it too. We believe that if we were present in the classrooms teaching these lessons, or similar ones it will remind students they should be acting in a responsible manner towards peers and staff members. If counselors went in again to the classroom, we would have more opportunities to gather more perception data. This would allow us to choose different questions to ask that would be more in line with our learning objectives with the lessons. Typically our Bullying lessons are completed during the month of October, “Anti-Bullying” month, but it is imperative that we start introducing this and other similar topics from the start of the school year. Counselors do introduction lessons in September, and it might be helpful to go over appropriate and respectful behaviors in our school. We work very closely with our grade level deans and other administrators to ensure that all our contributing to a positive and safe school climate. At the beginning of the year, we make sure that our goals align not only for the school counseling department but for the entire school as well. Twice a year, we also plan to share the data that we receive from our bullying lessons with our Advisory Councilor members. Our Advisory Council is comprised of our school’s stakeholders (principal, assistant principal, school board members, parents, community members, teachers and students). It is important for them to understand what programs we are offering our students and where we are seeing successes, challenges and what we can improve upon the following year.

Attachments

Grade Level: 8th Grade

Lesson Topic: Cyberbullying

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/Emotional Mindsets: M1 Behaviors: Social Skills B-SS2, B-SS4, B-SS5, B-SS9 Virginia Standards: MP1, MP2, MP4

Start/End: October 12th-18th 2016

Process Data (Number of students affected): All 8th graders 8th graders were presented this lesson during their Resource block for 60 minutes

Perception Data (Surveys or assessments used): Perception Data was gathered through the pre and post assessments that all students filled out at the beginning and end of the lesson. Questions consisted of True/False and Multiple Choice.

The results were analyzed and are depicted on the graph is attached and based on the data we can tell that there was an increase in student’s knowledge from when the pre-test was administered to when the post-test was administered.

Below are the pre/post assessment questions and the percentage at which our 8th grade students answered them correctly

Q1. I can name at least two adults in the building that I can go to if I need help:
PRE: 95%
POST: 98%
(3% increase in knowledge)

Q2. What can you do to protect your digital reputation:
PRE: 95%
POST: 97%
(2% increase in knowledge)

Q3. The definition of bullying is:
PRE: 97%
POST: 98%
(1% increase in knowledge)

Q4. Cyberbullying can include:
PRE: 94%
POST: 95%
(1% increase in knowledge)

Q5. A situation where a bully creates a fake identity to harass someone anonymously is called:
PRE: 75%
POST: 97%
(22% increase in knowledge)

Q6. Sharing something private and personal about another person online is called:
PRE: 40%
POST: 87%
(47% increase in knowledge)

Q7. Only boys engage in cyberbullying:
PRE: 99%
POST: 100%
(1% increase in knowledge)

Q8. What are some of the things that can happen to students who are being bullied:
PRE: 98%
POST: 99%
(1% increase in knowledge)

Q9: How should you respond if someone is cyberbullying you:
PRE: 88%
POST: 96%
(8% increase in knowledge)

Outcome Data (Achievement, attendance, and/or behavior data): Outcome data was collected through PBIS data and discipline referrals related to peer mistreatment throughout the school year from our school administrators. Our baseline data was collected through referrals related to peer mistreatment from the 2015-2016 school year. During the course of the school year, there were 297 violations in total. The highest amount of violations took place in February and March. The referrals that we were specifically targeting were associated with peer mistreatment. There were 56 referrals related to peer mistreatment in total compared to 79 referrals from the previous school year (15-16), which resulted in a 29% decrease Attached is a graph that shows the breakdown of violations related to peer mistreatment per month from the 2015-2016 and 2016-2017 school year.

Implications: Our perception data shows growth in our student’s knowledge. We were confident that our students truly understand the learning objectives and the material that we presented. However, our outcome data does not support our program goal with showing a 10% decrease in the amount of referrals associated with peer mistreatment. Our presentations were aligned with the mindsets and behaviors to ensure that we providing our students with valuable information that would help them build a positive, safe and comfortable school environment and productive students. These lessons are presented each year to their respective grades. Based on the month-by-month violations, it is evident that we should be going in more regularly to remind students of appropriate behaviors, consequences of their actions and who to report it too. We believe that if we were present in the classrooms teaching these lessons, or similar ones it will remind students they should be acting in a responsible manner towards peers and staff members. If counselors went in again to the classroom, we would have more opportunities to gather more perception data. This would allow us to choose different questions to ask that would be more in line with our learning objectives with the lessons. Typically our Bullying lessons are completed during the month of October, “Anti-Bullying” month, but it is imperative that we start introducing this and other similar topics from the start of the school year. Counselors do introduction lessons in September, and it might be helpful to go over appropriate and respectful behaviors in our school. We work very closely with our grade level deans and other administrators to ensure that all our contributing to a positive and safe school climate. At the beginning of the year, we make sure that our goals align not only for the school counseling department but for the entire school as well. Twice a year, we also plan to share the data that we receive from our bullying lessons with our Advisory Councilor members. Our Advisory Council is comprised of our school’s stakeholders (principal, assistant principal, school board members, parents, community members, teachers and students). It is important for them to understand what programs we are offering our students and where we are seeing successes, challenges and what we can improve upon the following year.

Attachments