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George P. Mullen Elementary (2018)

Manassas, VA

School Counseling Core Curriculum Results Report

The school counseling department delivered quality core curriculum to our students based on Mindsets and Behaviors directly linked to our program’s vision, mission and every goal. For the purpose of our school counseling core curriculum lesson plans and results report we are presenting some of the lessons based on our goal of students reporting feeling of safety from bullying. We targeted that heavily because we were disturbed that only 77% of our students felt safe from bullying.

While analyzing our process data for the three lessons we note that we did meet our goals in a decrease of informal referrals and an increase is students reporting feelings of safety from bullying. We were realistic with our expectations as the data showed that we decreased informal referrals by 12% (our goal was 10%) and we increased students’ feelings of safety from bullying from 77% to 85%. However, we were disappointed that we didn’t make a greater impact. When we drilled down our perception data we recognize the need for greater character development within our school population. Within the Bystander Power and Recognize, Report, and Refuse lessons we had students who still reported difficulty in feeling empowered against bullying. We regret not having a greater emphasis on self-concept and self-worth alongside the bullying lessons. This year the counselor advisory council wanted to focus our goals on the school feeling safe, next year we plan on taking a more holistic approach where we also focus on individual empowerment.
Recognizing Bullying was provided to 125 third grade students. This was the first time using the Second Step Bullying Prevention Unit. Our perception data came from a pre and post-test that we created based on the learning objectives. Coming into the lesson the students had prior knowledge to the word “bullying” based on school wide interventions and teacher education. However, administration, teachers and counselors have noticed that when students are being redirected for “bullying behaviors” that the behaviors were did not fit the definition of bullying. Although we had anecdotal evidence that students did not know the definition, we did not have tangible proof until this lesson. Our perception data showed a clear trend in students not having knowledge of the specific definition of bullying. There were 62% of students who reported that they can identify bullying behaviors in the pre-test, however only 54% knew what one-sided meant, and 30% felt as though bullying had to happen more than once. This discrepancy showed us that students didn’t know the true definition of bullying. After the lesson we had an increase of knowledge in every question. We had 100% of students with the ability to identify bullying behaviors, 92% with an understanding of one-sided behaviors, 100% of students feeling like they should report bullying, and 90% of students realizing that bullying behaviors are repeated.

Bystander Power was delivered to 123 fourth grade students. This lesson was part of the Second Step Bullying Unit. Our perception data came from a pre and post-test that was self-created based on the learning objectives. Analyzing the data was confusing to us because we went into it thinking that more of our students had retained the Olweus lessons from the previous years. The student’s pre-test showed that they had limited knowledge on what exactly a bystander was by only 58% identifying they knew what one was. The most concerning answer was the last one, only 20% of students felt as though they feel like they could stop bullying, and even after the lesson only 64% answered in the affirmative. We would have like that answer to be higher, but also understand that our students have been taught to seek help from a trusted adult. In the future we will rewrite that question to take away the specificity by asking students if they feel like they could “help stop bullying”. Based on the post-test answers the lesson was definitely a success with at least 20% of students gaining knowledge of each question.

Recognize, Report, Refuse was a Second Step lesson given to 124 5th grade students. The lesson proved to be successful based on the perception data. This lesson had the best feedback from the students who enjoyed the role play of refusing the bullying. Based on the lack of confidence throughout all grade levels in advocating for themselves regarding reporting and refusing we definitely plan on adding more role play practice.

Grade Level: 3

Lesson Topic: Recognizing Bullying

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/ Emotional Mindsets: 1,3 Behaviors: LS-1 SM-1,7,8 SS-1,2,3,4,5,8,9

Start/End: October 2016/October 2016

Process Data (Number of students affected): 125

Perception Data (Surveys or assessments used): Pre and Post Tests was given to 125 3rd graders.
Percentage of students who answered “YES”

1. I can identify bullying behaviors.

Pre-62% Post–100%

2. I know what one-sided means.

Pre-54% Post–92%

3. If I recognize bullying I should tell an adult.

Pre–72% Post–100%

4.For something to be called bullying it has to happen more than one time.
Pre–30% Post–89%

Outcome Data (Achievement, attendance, and/or behavior data): As of June 2017 we had a decrease of behavioral referrals from 196 to 174. This was a 12% decrease. * We began the school year with 39% of our total behavioral referrals given by the first quarter. This was due to 8 identified students with bullying behaviors (see Closing the Gap) who between them received a total of 55 referrals. By the end of the school year they decreased receiving referrals by 85%. As of June 2017 we had an increase from 77.2% to 84.7% of students reporting that they feel safe from bullying.

Implications: * Throughout the years our educational community has had difficulty helping our students to understand the difference in conflict and bullying. This is evident in our pre/post test results. Especially question #5 where only 30% of students responded “yes” to a requirement of bullying being repeated behaviors. After the lesson we had 89% of students report having a greater understanding of recognizing bullying being repeated. This information is important because teachers, counselors, and administrators report having to clarify with students that are reporting bullying if the behaviors are a conflict instead. Often times what is a conflict, or rough and tumble play students report as bullying. *We had over 30% of students learning what one-sided is. This is important in ensuring that student’s understand the imbalance of power in a bullying situation, * Based on the data we see that students learned more about recognizing bullying and the ability to recognize bullying is the first step to our students being able to be proactive in keeping themselves and their classmates safe. *Although we met our goal, we felt as though we should have made greater gains. We will incorporate more conflict resolution lessons into our next year’s curriculum with the hopes that will empower our students.

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Grade Level: 4

Lesson Topic: Bystander Power

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/ Emotional Mindsets: 1,2,3 Behaviors: LS-1 SM-1,7 SS-1,2,4,5,8,9

Start/End: October 2016/October 2016

Process Data (Number of students affected): 123

Perception Data (Surveys or assessments used): Pre and Post Tests were given to 123 4th graders.
Percentage of students who answered “YES”

1. I know what a bystander is.

Pre-58% Post–100%

2.I can recognize bullying.

Pre-80% Post–100%

3. If I see bullying I know how to stop it.

Pre–73% Post–94%

4.I can identify ways to stop bullying.

Pre–84% Post–100%

5. I feel like I can stop bullying when I see it.

Pre-20% Post-64%

Outcome Data (Achievement, attendance, and/or behavior data): As of June 2017 we had a decrease of referrals from 196 to 174. This was a 12% decrease. * We began the school year with 39% of our total referrals given by the first quarter. This was due to 8 identified students with bullying behaviors (see Closing the Gap) who between them received a total of 55 referrals. As of June 2017 we had an increase from 77.2% to 84.7% of students reporting that they feel safe from bullying.

Implications: * The purpose of our bystander lessons was to empower students to step in when/if they see bullying happen. According to the data our 4th grade students showed an increase in recognizing what a bystander is (42%) and an ability to stop bullying. However, our lesson wasn’t as successful in students reporting that they feel like they could stop bullying. This indicates to us that our student’s feelings of empowerment or self-confidence may be lacking. We are going to do more research in drilling down the data to determine why they do not feel like they can stop it. Once that is identified we will apply interventions accordingly.

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Grade Level: 5

Lesson Topic: Recognize,Report,Refuse Bullying

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/ Emotional Mindsets: 1,2,3 Behaviors: LS-1,9 SM-1,2,7,8 SS-1,3,4-6,8,9

Start/End: October 2016/October 2016

Process Data (Number of students affected): 124

Perception Data (Surveys or assessments used): Pre and Post Tests was given to 124 5th graders.
Percentage of students who answered “YES”

1. I can name some examples of bullying.

Pre-98% Post-100%

2.I know the difference between bullying and conflict.

Pre-72% Post–100%

3. If I see bullying I know how to stop it.

Pre–88% Post–100%

4.I feel
comfortable refusing bullying.

Pre–63% Post –83%

5. I feel comfortable reporting bullying.

Pre -70% Post-88%

Outcome Data (Achievement, attendance, and/or behavior data): As of June 2017 we had a decrease of behavioral referrals from 196 to 174. This was a 12% decrease. * We began the school year with 39% of our total behavioral referrals given by the first quarter. This was due to 8 identified students with bullying behaviors (see Closing the Gap) who between them received a total of 55 referrals. By the end of the school year they decreased receiving referrals by 85%. As of June 2017 we had an increase from 77.2% to 84.7% of students reporting that they feel safe from bullying.

Implications: * According to the data we have 100% of our fifth grade students being able to name examples of bullying. This shows us that previous lessons have stuck with the students. *Before the lesson our 5th grade students reported not knowing the difference between bullying and conflict. This is similar to our data from 3rd grade. However, this lesson allowed 100% of the students to know the difference. Based on student feedback this lesson was successful because the students had more of an action-based role play that they enjoyed. We were concerned about only 88% of students feeling comfortable reporting bullying and 83% feeling comfortable refusing bullying although 100% of students reported knowing how to stop it. After attending class meetings we learned that students are afraid to report and refuse bullying because there is a fear of retaliation. Although we felt as though we have safe guards in place by reminding students of anonymity through counselor boxes and other ways we can be discreet we obviously have not done enough. *Although we met our goal, we felt as though we should have made greater gains. We will incorporate more lessons and interventions into our next year’s curriculum focused on self-confidence and self-advocacy with the hopes that will empower our students. We don’t want our students to have feelings of helplessness.

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