REWRITE
Core curriculum is the backbone of our program. Each lesson is strategically taught with a purpose and focuses on ASCA mindsets and behaviors.

Conflict resolution was a need for our school and links to our goal on attendance. One article that focused on strategies for increasing attendance in K-8th grade suggests relationship-building interventions can improve attendance and has been shown to improve attendance. 128 out of 142 third graders were present. Students expressed how problem solving choices have positively impacted them. Research says negative relationships can cause absenteeism; therefore, teaching conflict resolution can motivate students to attend school. Some may say teaching conflict resolution is a stretch to improving attendance but we know there is a direct correlation at our school and this lesson is critical. It fosters positive relationships where students feel safe and respected which is critical for attendance. Some students said when they can solve problems with peers it motivates them to come to school. One student stated teachers and friends were the number one reason she wanted to come to school and conflicts with friends make her not want to come to school. She said walking away and apologizing were skills that helped her solve conflicts on her own. Her attendance and tardies improved from the previous year from 16 absences and 12 tardies to 9 absences and 1 tardy. This shows this lesson positively impacts attendance. Before only 64% of students knew to get a grown up for big problems such as bullying. After, 89% understood when a grown up was needed to solve problems. This helps with big problems such as bullying and results in an increase in student attendance. Before the lesson students lacked strategies to solve problems. Before, 34% knew there were 9 problem solving choices. After 83% knew there were 9 problem solving choices. The outcome of 64% of selected students meeting the attendance goal supports this lesson was beneficial. Students enjoyed working in groups to solve scenarios. A wheel was visible in each room after the lesson. Teachers said they reinforced it regularly. This lesson will be used again. Next time, the assessment will include asking students about how solving conflicts and positive relationships at school motivates them to attend school.

The second lesson focused on Coping Skills. If students know and understand what coping skills are they will be more inclined to use them when feeling stressed during testing. Research shows a negative connection with poor performance on tests and stress. Learning coping skills is important for test-taking which links to our academic goal. According to Zuercher-White deep breathing can decrease anxiety during testing and high five breathing was a technique taught during this lesson. During each lesson many raised their hand when asked if they got nervous while taking a test. 117 fourth graders out of 128 were present for the lesson. 49% knew what coping skills were before the lesson and 87% understood after. 79% knew to use coping skills while stressed before the lesson and 97% after. 97% said they learned something new and would use the coping skills. This lesson will be used in the future and assisted in 68% of selected students reaching their Spring MAP reading goal. In the future, questions on the pre/post about specific coping skills taught during the lesson will be included as well as a formal question asking if they get nervous during tests instead of raising their hands. As a follow up, a counselor would visit after testing to survey them on what “copecake” skills they used on their test.

The third lesson focused on good habits. 110 out of 117 students were present. Coming to school, and coming to school on time are habits students need to practice now and in the future to be successful. This lesson allowed us to touch on career development by allowing students to brainstorm jobs and positive work habits. Before, 77% knew that habits they practice at school will be used at their grown up job. After, that percent grew to 96%. Only 70% knew what a habit was before and after, 96% of students knew the definition. Students understood the lesson which assisted in 64% of selected students having less than ten days of unexcused absences. The lesson will be continued and results shed light on future implications. Pre-assessment data was high; therefore, changing some questions to focus more on habits needed in order to have good attendance at school and in a future job would be made.

Grade Level: 3rd

Lesson Topic: Conflict Resolution

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M.3; BSS.1; BSS.2; BSS.5; BSS.8; BSS.9; BLS.9

Start/End: January

Process Data (Number of students affected): 128 out of 142 were present for this lesson

Perception Data (Surveys or assessments used): *Results indicate the following percentage changes for correct answers regarding the Pre and Post Assessments. See attachment for detailed summary report of questions.
1. 66% to 74%
2. 34% to 89%
3. 96% to 98%
4. 96% to 97%
5. 78% to 91%
6. 64% to 89%
7. 85% to 94%
8. 34% to 93%
9. 25% to 93%
10.27% to 91%

Outcome Data (Achievement, attendance, and/or behavior data): *The number of identified students in kindergarten through fifth grade with ten or more days of unexcused absences (14 students) in the previous 2015-2016 school year was reduced by 64% (9 students) for the 2016-2017 school year. (Our goal was to decrease this by 30%.) *In addition to meeting the goal 93% (13 students out of 14 students) of these students decreased their number of unexcused absences in the 2016-2017 school year from the 2015-2016.

Implications: REWRITE: 1. Alter pre and post assessments to focus more on quality questions-specifically on the 9 problem solving choices in scenario situations. 2. This lesson was a good follow up lesson to our bullying lessons and was positive to see that 96% of students understood that bullying was a big problem prior to teaching them about conflict resolution. 2. Based on the observation of students' positive attitudes during the lessons I will continue to implement the lesson when appropriate. 3. Our program also plans to continue the lesson because it covers many mindsets and behaviors that are needed year to year in our school. 3. The perception data shows that students understood the lesson. The data from this lesson focusing on peer relationships proves it helped contribute to the positive outcome of our attendance data. 4. Statements from students implicate that this lesson assisted in motivating them to come to school for various reasons. (see narrative for details)

Attachments

Grade Level: 4th

Lesson Topic: Coping Skills

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M.6; BLS.9; BSMS..7

Start/End: March

Process Data (Number of students affected): 117 out of 128 students were present for this lesson

Perception Data (Surveys or assessments used): *Results indicate the following percentage changes for correct answers regarding the Pre and Post Assessments. See attachment for detailed summary report of questions.
1. 49% to 87%
2. 91% to 97%
3. 76% to 97%

*On the post assessment 97% of students indicated that they would try some of the coping skills they learned during the lesson

*On the Post assessment 97% of students indicated that they learned at least one new thing during the lesson.

Outcome Data (Achievement, attendance, and/or behavior data): *68% (17 students) of identified students (25 students) scoring in the 26th-49th percentiles on the fall MAP reading assessment reached their targeted growth score on the 2017 spring MAP reading assessment. (Our goal was for 25% of them to reach their target growth goal.) *In addition, 44% (11 students) of these students reached grade level status on MAP reading in the spring and were not grade level status at the beginning of the year. *In addition, 32% (9 students) of these students moved from the "average" category on the Fall MAP reading assessment to the "high average" category on the spring MAP reading assessment.

Implications: REWRITE 1. Results depict lesson had positive effect on students in their knowledge of what coping skills are and when to use coping skills. There was also a positive perception in students' willingness to try the coping skills they learned in the future. 97% said they learned something new and would try using coping skills. This implicates that it assisted in the increase of MAP scores. 2. Based on the perception data I would change the second question on the post assessment. The majority of students (91%) already knew that coping skills could be good or bad before I taught the lesson. I would change this question to get their perception on good vs. bad coping skills related to school tests. 3.The next time I teach this lesson I would also include questions on the pre and post assessment about the specific coping skills I taught them during the lesson in addition to having them do the CopeCake skills worksheet. 4. Since this lesson was so positive I would make minor adjustments based on developmental level and do this lesson in all grade levels. 5.Based on the positive data in all areas it shows that students benefited from this lesson. Outcome data also shows that lessons similar to this one are what assisted in improving MAP scores. 6. In the lesson, asked students to raise their hand if they felt nervous/stressed during testing. Many students raised their hands. In the future I will formally ask this on the pre assessment.

Attachments

Grade Level: 2nd

Lesson Topic: Good Habits vs. Bad Habits

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M.4; M.5; BLS.4; BLS.7

Start/End: April/May

Process Data (Number of students affected): 110 out of 117 were present during this lesson.

Perception Data (Surveys or assessments used): *Results indicate the following percentage changes for correct answers regarding the Pre and Post Assessments. See attachment for detailed summary of questions.
1. 70% to 96%
2. 69% to 89%
3. 89% to 94%
4. 95% to 100%
5. 70% to 96%
6. 73% to 80%

*All students completed the "When I grow up" good habit worksheet assessment

Outcome Data (Achievement, attendance, and/or behavior data): *The number of identified students in kindergarten through fifth grade with ten or more days of unexcused absences (14 students) in the previous 2015-2016 school year was reduced by 64% (9 students) for the 2016-2017 school year. (Our goal was to decrease this by 30%.) * In addition, 93% (13 students) decreased their number of unexcused absences in the 2016-2017 school year from the 2015-2016.

Implications: 1. Since percentages were high on pre-assessment this depicts that many students knew a lot of the information before the lesson. I would change the quality of the questions on pre/post to focus more on what good habits are needed to have good attendance at school and in the workplace. 2. Alter the lesson to have students make a plan for morning and night regarding good habits for getting to school and getting to school on time. 3. Overall, the data shows that students learned information from this lesson. It is lessons like this one that help contribute to the positive outcome of reaching our attendance goals.

Attachments