The SCCC is the Tier 1 component of the CSCP. The SCCC has the largest impact on students because it reaches all students in K-8th grade. It is the component that serves as the foundation for providing academic, career and social/emotional curriculum for all students. Curricula are posted on the school counselor’s Web page and are evaluated through process, perception and outcome data. The lessons highlighted in the SCCC Results Report serve as an example of how data is collected to help determine lesson effectiveness and to make decision on the future programming.
1st Grade: Academic Development Lesson
This lesson was designed to address the mindset of helping students have self-confidence in their ability to succeed with an emphasis on the learning strategies of time-management, organizational and study skills.
Student perception data demonstrated an increase in metacognition. 100% of the students completed the exit ticket assessments with 100% accuracy. All students were able to recognize all of the tools they use to be successful learners. Teacher perception data reported that the Academic Unit helped their students understand more about how they can be successful learners. Perception data gathered from the teachers indicated that there is value in continuing the Academic Development Unit in future years.
Outcome data demonstrated a positive link between the Academic Development Unit and student achievement as indicated through report card analysis: achievement scores in reading comprehension and math problem solving strategies and skills for learning scores in works independently without disturbing others and makes good use of time.
Even though this lesson contributed to the success from 1st to 2nd marking periods, it would be beneficial to increase the outcome data analysis and perception data for future years. For example: compare achievement from 1st – 4th marking periods and/or have the 1st grade teacher monitor students’ preparedness for class following the lesson.
7th Grade: Career Development Lesson
This lesson was designed to address the mindset of helping students have a belief in using their abilities to their fullest to achieve high-quality results and outcomes with an emphasis on completing career research and creating a resume specific to this career.
Student perception data demonstrated an increase in knowledge and skills for all students. Upon completion of the lesson, all students could define and tell the purpose of a resume and all students completed a basic resume for a career of their choice. Teacher perception data noted that the unit highlights of “linking high school to college to career for life” was a strong component of the program. The teacher survey suggested that lessons also include a financial literacy component where students could develop an understanding of how to prepare for the cost of college.
Attendance outcome data before the Career Development Unit was compared to attendance after the Career Development Unit. The outcome data analysis demonstrated a 58% decrease or no change in number of days absent from school per student following the unit. During this analysis, it was discovered that formal procedures for addressing school absences were not in place for the district. Therefore, a summer committee was established to examine the school district’s attendance policy and make recommendations for formal procedures following absences.
8th Grade: Week of Respect Lesson
This lesson was designed in order to integrate New Jersey DOE’s Anti-Bullying Bill of Rights legislation and district initiatives of the superintendent. It included a design-thinking teambuilding activity with education on respectful behaviors in the school setting. It was designed to address the mindset of helping students have a sense of belonging in the school environment.
Student perception data demonstrated an increase in student’s knowledge and skills as demonstrated by their ability to work in a randomly assigned group to complete a design-thinking project. It is also noted that there was a 3-point decrease in students reporting that they were bullied 2-3 times per month when comparing 2015-16 data with 2016-17 data. Outcome data analysis indicated an increase in office behavior referrals at the end of the year. There were no HIB referrals for this grade level for this school year.
One implication garnered from this analysis would be the need for the school to design their own bullying survey that would provide additional data to align with New Jersey requirements. Gathering teacher perception data would also yield meaningful information such as long-term effectiveness of this lesson plan. A further consideration for this lesson would be to include follow-up lessons on this topic and not making this a stand-alone lesson.