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.

Grade Level: 1

Lesson Topic: Academic Development Lesson Objectives: Understanding the role of being a successful learner; Understanding the tools/skills needed to be a successful learner

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M: 2 LS: 3 SMS: 2 SS: 1,3

Start/End: November 17, 2016

Process Data (Number of students affected): Number of 1st grade students participating in the lesson: 20 Number of Lessons in the Unit: 3 Length of each lesson: 40 minutes

Perception Data (Surveys or assessments used): Student
Perception Data:

Pre-Assessment
Question:
Name a school tool you use in the classroom to help you be a successful learner.

Post- Assessment
Exit Ticket:
“School Tool Activity Sheet”
The activity sheet asked students to correctly identify the tools they use in the classroom to help them be successful learners.

100% of the students completed the exit ticket assessments.

Teacher
Perception Data:

K-8th grade teachers completed an anonymous post-unit survey on the Academic Development Unit

The teacher perception data reported favorable results from the Academic Development Unit. 100% of the teachers surveyed believed that the Academic Unit helped their students understand more about how they can be successful learners; helped their students understand the relationship between academic learning and college/career-readiness skills and helped their students understand how academic learning applies to the world of work, life at home, and as partners in the community.

Outcome Data (Achievement, attendance, and/or behavior data): Outcome Data: Achievement: 1st grade report cards were analyzed through looking at student growth between 1st and 2nd marking periods in specific target areas for achievement and skills for learning. 1st marking period grades (Before the Academic Development Unit) were compared to 2nd marking period grades (After Academic Development Unit). Indicators Used: I. Achievement: 1. Reading comprehension 2. Math problem solving strategies II. Skills for Learning 1. Works independently without disturbing others 2. Makes good use of time 100% of the first grade students either remained the same or increased their achievement in the 4 indicators of academic success: reading comprehension, math problem solving, working independently and making good use of time.

Implications: The goal of this lesson was to assist students in developing their metacognition and thinking about their own learning and contributors to successful academic careers. Student Perception Data Perception data gathered from the students indicated that each student increased their metacognition regarding their own learning as demonstrated by their ability to recognize the tools they use on a daily basis to be a successful learner. Teacher Perception Data Perception data gathered from the teachers indicated that there is value in continuing the academic development unit in future years. Outcome Data: Achievement Outcome data gathered demonstrated a positive link between the academic development unit and student achievement as indicated through report card analysis. Discussion: 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: Future Outcome Data Considerations: • Compare 1st marking period data to 4th marking period data with periodic follow up lessons to reinforce lesson objectives. Future Perception Data Considerations: • Teacher survey/tally to report on student preparedness for class following the lesson on the use of important school tools. There are many variables contributing to the positive or negative outcome data results aside from the School Counseling Core Curriculum. As educators and support personnel, we must caution against using any one indicator as being the sole factor of either improvement or decline in a particular area of outcome data (achievement, behavior, or attendance). It is also important to note that Estell Manor School District is a small school district with under 180 students and only one classroom per grade-level. Therefore, when students are surveyed, they represent a sample of students without a comparison group. When teachers are surveyed, their responses are included among all K-8 teachers to allow for anonymity. Finally, in looking at any outcome data (achievement, attendance or behavior), there is a limited sample size to analyze and often outliers can skew data analysis.

Attachments

Grade Level: 7

Lesson Topic: Career Development Lesson Objectives: Identify the skill areas that employers seek in their workers; complete career research using an on-line system to understand the details of this career; create a resume specific to this career

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M: 5 LS: 5,7 SMS: 3 SS: 1

Start/End: January 5th & 6th 2017

Process Data (Number of students affected): Number of 7th grade students participating in the lesson: 24 Number of Lessons in the Unit: 5 Length of each lesson: 40 minutes

Perception Data (Surveys or assessments used): Student
Perception Data:

Pre-Assessment
Question:
What is a resume?

Post- Assessment
Exit Ticket:
Each student selected a career to research and completed a Career Data Sheet & a Resume based on the career they selected.

100% of the students completed the exit ticket assessments with achievement 85% or greater.

Teacher
Perception Data:

K-8th grade teachers completed an anonymous post-unit survey on the Career Development Unit

The teacher perception data reported favorable results from the Career Development Unit. 100% of the teachers surveyed believed that the Career Development Unit helped their students increase knowledge & exploration of interests and skills; knowledge of linking interests to careers; knowledge of career exploration;
and knowledge of goal setting.

Outcome Data (Achievement, attendance, and/or behavior data): Outcome Data: Attendance Attendance patterns following the Career Development Unit were studied. Student attendance data was charted for two months prior to the unit (November & December) and compared to student attendance data for the two months following the completion of the unit (January & February). A core component of this unit is helping the students understand how school skills become career skills. This unit/lesson highlights how maintaining regular school attendance is an indicator of habits they will form that will carry over to the workplace environment. (Examples: getting to school on time is an indicator of showing up for work on time; being present in school everyday is an indicator of being present in the workplace everyday) There was a 58% decrease or no change in number of days absent from school per student following the unit.

Implications: Student Perception Data: Students did increase their knowledge and skills as demonstrated by their completed resume and career research. Teacher Perception Data: Perception data from instructional staff members demonstrates that there is value in the career development unit. Outcome Data: Attendance The outcome data demonstrated a small increase in school attendance for the 7th graders following this unit. 58% of students demonstrated a decrease or no change in the number of days absent from school following the lesson. Further steps should be taken to improve this area. Through discussions with administration and the school nurse following this unit, it was discovered that solid procedures for attendance were not in place for Estell Manor School District. (ie. letters at 5, 10-, 15- day markers; I&RS referrals for chronically absent students, etc.) This results report combined with a closing-the-gap results report from this year, was the impetus to establish a summer committee to examine the school district’s attendance policy and make recommendations for formal procedures following absences (ie. letters generated from the office for benchmark days absent; I&RS Referrals and action plans for chronically absent students and weekly attendance check-ins with the school counselor). There are many variables contributing to the positive or negative outcome data results aside from the School Counseling Core Curriculum. As educators and support personnel, we must caution against using any one indicator as being the sole factor of either improvement or decline in a particular area of outcome data (achievement, behavior, or attendance). It is also important to note that Estell Manor School District is a small school district with under 180 students and only one classroom per grade-level. Therefore, when students are surveyed, they represent a sample of students without a comparison group. When teachers are surveyed, their responses are included among all K-8 teachers to allow for anonymity. Finally, in looking at any outcome data (achievement, attendance or behavior), there is a limited sample size to analyze and often outliers can skew data analysis.

Attachments

Grade Level: 8

Lesson Topic: Week of Respect Lesson Objectives: Learning Objective(s): Students will work together to accomplish a difficult task without quitting or giving up when someone gets frustrated. Students will work in a cooperative group where respectful behaviors are paramount. Students will discuss the relationship of teambuilding to respect within the classroom. Students will chart specific examples of respect in their school careers (Respect of Self, Respect of Others, Respect for Property, Respect for our School & Community) The charts created by the class will hang in their homerooms for the remainder of the year and be utilized as a reference for future school counseling and/or instructional lessons.

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M: 3 LS: 1 SMS: 2 SS: 6,7

Start/End: Week of Respect October 3-7 8th Grade Lesson: October 3, 2017

Process Data (Number of students affected): Number of 8th grade students participating in the lesson: 15 Number of Lessons in the Unit: 1 Length of lesson: 40 minutes

Perception Data (Surveys or assessments used): Student Perception Data:

Pre-Assessment:
What is the process of “Deign Thinking”?
How does “Design Thinking” relate to being an empathetic and respectful learner?

Post- Assessment:
Lesson Exit Ticket:
1. Completed Design Thinking Group Project
2. Individual Worksheet of Respectful Behaviors

100% of the students completed both exit tickets.

Student Perception End-of-the Year Data:

End-of-the-Year Bullying Questionnaire
1. (Graph 3c):
Percentage of girls and boys who have been bullied “2-3 times a month or more” 2015-16 results compared to 2016-17 results.

There was a 3-point decrease in students reporting that they were bullied 2-3 times per month.

2. School Specific Questions:
A. The t-shirt slogan and t-shirt design contest in October is a meaningful part of our school's bullying prevention program.
B. The monthly programs where we wear our t-shirts is a meaningful experience.

59% of the students polled “strongly agree” or “agree” that the t-shirt slogan and design contest and the monthly programs are a meaningful experience in our school-wide bullying prevention program.

Outcome Data (Achievement, attendance, and/or behavior data): Outcome Data: Behavior Review of office disciplinary referrals for 8th grade Review of HIB (Harassment, Intimidation & Bullying) referrals for 8th grade There were 3 discipline referral for 8th grade this year that resulted in one office referral, one in-school-suspension and one out-of-school suspension. There were no HIB referrals for 8th grade this year.

Implications: Student Perception Data: There was an increase in student’s knowledge and skills as demonstrated in 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.. It is important to note that the Olweus Bullying Questionnaire requires more than 15 students to take the Bullying Questionnaire in order for a grade-specific results report to be generated. Since Estell Manor school’s 8th grade class was so small during their 7th & 8th grade year, their class was combined with another class in the results report. (In 7th grade, they were combined with 8th grade and in 8th grade, they were combined with 7th grade.) Therefore, their results are not based solely on the current 8th grade responses. One implication garnered from this information would be the need for the school district to complete their own HIB (Harassment, Intimidation & Bullying) Questionnaire that would provide better grade-specific data. Teacher Perception Data: Teacher perception data was not gathered for this lesson. Perception data analysis from a teacher’s point of view would yield good information for using this lesson plan for future years. Possible insight gained would include: long-term effectiveness of the knowledge gained and also the behavior impacted as a result of this lesson. Outcome Data: Behavior There was an increase in office referrals, in-school-suspensions and out-of-school suspensions for this grade level at the end of the year. There were no HIB referrals for this grade level for the 2015-16 or the 2016-17 school year. One implication for further study would include follow-up lessons on this topic and not making this a stand-alone lesson. There are many variables contributing to the positive or negative outcome data results aside from the School Counseling Core Curriculum. As educators and support personnel, we must caution against using any one indicator as being the sole factor of either improvement or decline in a particular area of outcome data (achievement, behavior, or attendance). It is also important to note that Estell Manor School District is a small school district with under 180 students and only one classroom per grade-level. Therefore, when students are surveyed, they represent a sample of students without a comparison group. When teachers are surveyed, their responses are included among all K-8 teachers to allow for anonymity. Finally, in looking at any outcome data (achievement, attendance or behavior), there is a limited sample size to analyze and often outliers can skew data analysis.

Attachments