The school counseling lesson topics were chosen based on the data from the needs assessment survey and state- and district-mandated curricula. The core curriculum lesson topics: Managing Feelings, Career Awareness and Exploration, Study Skills and Test Taking Strategy, and Making Friends were the top three needs identified from the survey. Personal safety and character education were included in the core curriculum plan because it is a state and district requirement that we must provide to all students. The program’s mission and vision were the driving force behind the selection of lessons and activities. The ASCA Mindset and Behaviors were considered as it provides the standard for students' achievement expectation as well as the learning objective for every lesson and activity implemented.

I chose a kindergarten lesson and second-grade lesson in the career domain as they both demonstrate a rigorous curriculum with activities that are developmentally appropriate for the students' grade level. Additionally, I selected a first-grade lesson in the social-emotional domain that resulted in a positive correlation in regards to the low percentage of behavior referrals. The implication of teaching students socially appropriate behaviors as well as how to manage their feelings contributes to developing successful leaders as indicated in the school counseling vision statement and mission statement.

Furthermore, the career lessons showed a positive outcome when comparing the lesson perception data to the academic outcome data. The data proved that over 90% of the student population in each grade level earned an academic promotion to the next grade level. Exposing students to various careers expand their perception of how far they can reach to perform a desirable task. Continued exposure to careers as well as exposure to the educational requirements, such as college and technical schools give students the momentum needed to continue to matriculate to their next level.

The third lesson topic was anger management and self-control that was developed for first grade. It addresses the social-emotional counseling domain. When students can regulate and control their emotions they can make wise decisions and perform the expected behaviors to be world class leaders. Students that needed assistance received responsive services as well as referrals to support teams and outside agencies. The delivery of the core curriculum as well as with responsive services resulted in seventeen behavior referrals for that particular grade level for the entire school year. When positive support systems, interventions, and prevention systems are in place students can replace the unexpected behaviors with expected behavior choices.

The core curriculum action plan provides an overview of tier one interventions that all students receive. However, when students are in need of more support, there are tier two and tier three support systems embedded in the school counseling program to assist those in need of additional services. The results of the core curriculum action plan are in alignment with the vision and mission of the comprehensive school counseling program because it allows opportunities for community stakeholders to assist the school counselor with supporting students so that they obtain the necessary skills to meet their short-term and long-term goals.

Grade Level: 1st

Lesson Topic: Anger Management/Self Control

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M1, M5, B-SMS 2, B-SMS 9, B-SS 1, B-SS 5

Start/End: 1/20/2017

Process Data (Number of students affected): 70

Perception Data (Surveys or assessments used): 93% (65/70) of the students were able to use self-control and not touch or eat their marshmallow by the end of the lesson. 100% of the students were able to express one calm down strategy will use when they are upset or angry.

Outcome Data (Achievement, attendance, and/or behavior data): There were a total of eleven (84%) students with behavior referrals totaling 17 behavior referrals for the whole school year. Three of the eleven students had multiple referrals. The student with the most referrals was referred to an outside agency for support. That student is also being referred for evaluation for special education services and is going through the RtI process. The other two students have a 504 plan with behavior accommodations for ADHD disability. They are receiving counseling services from an outside agency.

Implications: Based on the data, there were a total of 11 (16%) students with behavior referrals. Of the eleven students, three students that received only one behavior referral received individual counseling from the school counselor. A student with multiple referrals was referred to the school-based mental health counselor for further support. The data supports that when students are taught how to self-calm and control their emotions, they can function appropriately in social settings. Additionally, when students are not making expected behavior choices, the counseling program has built-in support systems in place to readily assist students.

Attachments

Grade Level: Kindergarten

Lesson Topic: College and Career Readiness

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 5, B-LS5

Start/End: 10/13/2016

Process Data (Number of students affected): 76

Perception Data (Surveys or assessments used): 68% (52/76) of the students were able to express what career they want to do when they grow up.

100% (76) of the students were able to express a new career that they learned.

Outcome Data (Achievement, attendance, and/or behavior data): 75 out of 76 (99%) kindergarten students earned a promotion to 1st grade. The one student that did not earn a promotion was evaluated for special education services. The student is also receiving counseling from our school-based mental health therapist. Before being referred for additional services, student participated in my social skills group.

Implications: The data support the need for students to be exposed to future career aspirations as it sets in motion the will and desire to succeed.

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Grade Level: 2nd Grade

Lesson Topic: College and Career Readiness

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 5, B-LS 7

Start/End: 10/13/2016

Process Data (Number of students affected): 76

Perception Data (Surveys or assessments used): 97% (73) of the students were able to express what career they want to do when they grow up.

100% (76) of the students were able to express a new career that they learned.

Outcome Data (Achievement, attendance, and/or behavior data): 70 out of 76 (92%) second-grade students earned a promotion to 3rd grade. Three 3rd grade students were found to have a learning disability and are receiving special education services. They also were referred to an outside agency for extra support.

Implications: The data supports that when students expand their horizon and set their vision on their future, it gives them the motivation to progress to their next as they work towards their future career goals.

Attachments