The Core Curriculum report focused on the results of delivering 3 lessons for Common Sense Media Digital Citizenship evidence based district curriculum. The effectiveness of the lessons delivered to students co-facilitated model with the Social studies teachers is evident in the data obtained. For the 6th grade lesson "Crossing the Line" delivered to 385 students according to the pretest only 38 percent of 6th grade students were able to distinguish between teasing and bullying as compared to 90 percent post-test. In naming three kinds of bullying, there was a greater understanding from 61 percent pretest to 100 percent post-test. For the 7th grade "Be Upstanding" lessons imparted to 390 students, the perception data was determined using a 4 point Likert scale. Students reported an increase of knowledge in defining a passive bystander vs. a brave upstander from 2.7 pretest to 4 posttest. In naming 3 ways to be upstanding the data also demonstrated growth in knowledge from 1.7 pretest to 3.8 posttest. The greatest growth was seen in skill question generating multiple solutions to helping others from 1.0 pretest to 4.0 posttest. For the 8th grade group, the lessons on "Online Relationships" shared with 371 students, the perception data shows a positive trend of increased understanding of online relationship responsibilities from 18 percent pretest to 87 percent posttest. The question of naming three ways to use digital media responsibly showed an increase of knowledge from 11 percent to 83 percent. Improving students' attitude towards avoiding risky forms of communication showed a positive trend of 39 percent pretest to 92 percent posttest. The projected outcome for these three lessons was to reduce the number of students receiving disciplinary referrals resulting in 2 or more suspensions. After the lessons, the data showed more conflict/bullying incidents were reported for counselor intervention. While discouraging, this was attributed to students' knowledge of who to go to advocate role in making the school a safer place or live to the guiding behavior of making ethical decision making and social responsibility (B-SS 5)
The results obtained by teaching these developmentally precise lessons set a path for future counseling activities. Teaching differences between conflict and bullying to 6th grade students entering middle school was best showcased by John's story. Maria brought her friend John, a sensitive 6th grader, who reported that "he was tired" of everyone making fun of his last name since elementary and after this lesson he wanted "peace". The counseling team created class posters showing the differences between BULLYING and CONFLICT and what to do about it. Unlike the 6th grade students who brought a friend to the counselor to report a problem, after the upstanding lesson 7th grade students approached counselors directly when witnessing a bullying situation while asking for privacy in reporting. A vivid case was the two girls who awaited Ms. Ortega at the parking gate to make sure their friend was "ok" since he had posted comments of hurting himself due to cyberbullying. The positive results of the 7th grade lesson guided the counselors to teach the Upstanding lesson to all students and include it in the Bullying prevention program on October 2017. As for the 8th grade lesson on relationships, the behavioral outcomes were hard to measure since few students were ready to admit engaging in risky online relationships. The counseling team decided to shift the focus on the importance of one's profile online as linked to college/career readiness .
Delivering lessons in collaboration with Social Studies teachers had an unprecedented benefit of establishing alliances between teachers and students when reporting and preventing bullying/cyberbullying. The content of lessons was developmentally appropriated yet as counseling team we modified the upcoming year 8th grade curriculum to explore "Who am I online" in line with Magnet Schools applications. The fall timing for the Bullying prevention lessons was respected because data indicates that October reports the first instances of bullying incidents and springtime class presentations are limited due to testing.
The counseling team will continue to deliver classroom lessons per grade level on Crossing the Line and Who Am I Online. The Be Upstanding lesson will be part of our October Responsibility Homeroom presentations and schoolwide assemblies. In addition, the counseling team added a Bullying prevention section in all students' agendas this year. Learning to balance life (M 1) in a safe environment in collaboration with all stakeholders is more than a program vision at Curry. It is a right!

Grade Level: 6

Lesson Topic: Crossing the Line

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/Emotional- Mindset M 1, Behavior B-SS 5

Start/End: Aug/Sept 2016

Process Data (Number of students affected): All 6th grade 398 Students 386 students present Social Studies classes 70 to 85 minute lessons each class period

Perception Data (Surveys or assessments used): A pre- and post- test was administered before and after the lesson. Students answered the following three yes/no perception questions:

Pre/post Test Results

1. I can distinguish good-natured teasing from bullying/cyberbullying.

Pre: 38%
Post: 90%
52% average increase in skill

2. I can name at least three forms of bullying/cyberbullying.
Pre: 61%
Post: 100%

39% increase in knowledge

3. I know how to offer solutions to students who are being bullied.
Pre: 43%
Post: 98%
55 % increase in skill

Outcome Data (Achievement, attendance, and/or behavior data): Outcome Data In 2016-2017 the number of disciplinary referrals from 6th grade students for “instigating behavior” and “confrontation with another student” decreased from: _18__referrals in T1 to _10__referrals in T2

Implications: The process data collected provided evidence that the lesson was delivered to all sixth grade students through Social Studies class during one block period. All 398 students were scheduled for presentation, yet exit tickets account to 386 students participating. The perception data results support the use of this “Crossing the Line” evidence-based lesson, age appropriate intervention designed to teach appropriate social skills to middle school students. As shown in our graph (attached) the students reported an increase in knowledge and skills immediately following lesson delivery, indicating a positive impact on students’ knowledge and skills. Yet tallying the exit tickets was time consuming. Delivering “Crossing the Line” lesson, there is slight behavior improvement from Term 1 referrals to Term 2 referrals for instigation (mean, teasing name-calling/confrontation/ fighting) behavior. A further study of the Discipline Log indicates that the same group of students are engaging in the disruptive behavior. This finding results in additional small group interventions for these students as well as an intensive reward and monitoring system. After the lesson delivery, there was an increase of students coming forward to report others who were instigating conflict and entering in verbal confrontation. This proactive approach on the part of 6th grade students resulted in a decrease of fights in the second semester. It reinforces B-SS 5 ethical decision making and social responsibility to report a problem before getting in trouble. The decisions made by the counseling team upon reviewing the data are: 1. We will conduct a schoolwide needs assessment to determine the extent of the school’s bullying problem. 2. We will include the bullying prevention and intervention guidelines in all students’ agenda 3. We conduct a proactive Decision Making small group intervention within the first month of school for all those students who received referrals resulting in 2 or more suspensions the previous year. 4. We will involve teachers and parents in bullying prevention and intervention training 5. We will post BULLYING VS CONFLICT posters in every class.

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Grade Level: 7

Lesson Topic: Be Upstanding

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/Emotional- Mindset M 1, Behavior B-SS 5

Start/End: October 2016

Process Data (Number of students affected): All 7th grade 406 Students Social Studies classes 70 to 85 minute lessons each class period

Perception Data (Surveys or assessments used): Pre and post-test lesson- perception questions were asked and answers were recorded.

Entrance and Exit
Ticket: Students answered the following perception questions using a 4-point Likert Scale (Not at all to Absolutely)

Pre/Post Test Results
1. I know the difference between a passive bystander versus a brave upstander in bullying situations.

Pre: 2.7
Post: 3.7
1.0 average increase in knowledge

2. I can name at least three ways bystanders can become upstanders.
Pre: 1.7
Post: 3.8
2.1 average increase in knowledge

3. I can generate multiple solutions for helping others when bullying/cyberbullying occurs.
Pre: 1
Post: 4
3 point average increase in skill

Outcome Data (Achievement, attendance, and/or behavior data): In 2016-2017 the number of disciplinary referrals from 7th grade students for instigating behavior and “confrontation with another student” decreased from: _13_referrals in Term 1 To _7__referrals in Term 2

Implications: The process data was collected and provided evidence that the lesson was delivered to all seventh grade students through Social Studies class during one block period. All 406 students were scheduled for presentation, yet exit tickets account to 390 students participating. The perception data results support the use of this “Be Upstanding ” evidence-based lesson, age appropriate intervention designed to teach appropriate social skills to middle school students. As shown in our graph (attached) the students reported an increase in knowledge and skills immediately following lesson delivery, indicating a positive impact on students’ knowledge and skills. Using a different method of pre/post data collection will be revisited due to speed in tallying the data. An analysis of our outcome data led us to conclude that the “Be Upstanding” lesson was successful in that student behavior improved, as evidenced by a decrease in behavior referrals for instigative (mean, teasing name-calling)from Term 1 to Term 2 in 2016-2017. A further study of the Discipline Log indicates that there was a marked drop in the amount of students engaging in instigative/confrontational behavior yet there were two incidents of fighting engaging 5 students in one fight and 3 in the other thus impacting positive results negatively. This finding results in additional small group interventions for these students as well as an intensive reward and monitoring system. A key piece in the data results is in the description of incidents in the Discipline Log. After the lesson delivery, there was an increase of students coming forward to report others who were instigating conflict and entering in verbal confrontation. This proactive approach on the part of 7th grade students resulted in a decrease of fights in the second semester. It reinforces B-SS 5 ethical decision making and social responsibility to report a problem before getting in trouble. And it showcases the goal of the lesson-Be Upstanding! The decisions made by the counseling team upon reviewing the data are: 1. We will conduct a schoolwide needs assessment to determine the extent of the school’s bullying problem. 2. We will include the bullying prevention and intervention guidelines in all students’ agenda 3. We conduct a proactive Decision Making small group intervention within the first month of school for all those students who received 2 or more referrals the previous year. 4. We will involve teachers and parents in bullying prevention and intervention training 5. We will incorporate BE UPSTANDING as a school wide large group lesson during October Bullying prevention month.

Attachments

Grade Level: 8

Lesson Topic: Online Relationships

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/Emotional- Mindset M 1, Behavior B-SS 5

Start/End: Dec. 2016

Process Data (Number of students affected): All 8th grade 385 Students Social Studies classes 70 to 85 minute lessons each class period

Perception Data (Surveys or assessments used): Administered pre and post lesson evaluation to students. Students answered the following agree/disagree questions. Responses to the following questions were collected.

1. I understand the risks and responsibilities when I share online in a relationship.
Pre: 18%
Post: 87%
69% average increase in skill


2. I can name three ways to use digital/online technologies responsibly in relationships.
Pre: 11%
Post: 83%
72 % increase in knowledge


3. I am capable of building positive online relationships while avoiding risky forms of communicating.
Pre: 39%
Post: 92%
53% change in attitude

Outcome Data (Achievement, attendance, and/or behavior data): Outcome Data In 2016-2017 the number of disciplinary referrals from 8th grade students for inappropriate technology use/instigating behavior and “confrontation with another student” decreased from: _9_referrals Term 1 To _4__students Term 2

Implications: The process data collected provided evidence that the lesson was delivered to all eighth grade students through Social Studies class during one block period. All 385 students were scheduled for presentation, yet exit tickets account to 371 students participating. The perception data results support the use of this “Online Relationships” evidence-based lesson, age appropriate intervention designed to teach appropriate social skills to middle school students. As shown in our graph (attached) the students reported an increase in knowledge and skills immediately following lesson delivery, indicating a positive impact on students’ knowledge and skills. Pre/post data on exit tickets is cumbersome to tabulate and a new method should be employed. An analysis of our outcome data led us to conclude that the “Online Relationships” lesson was successful in that student behavior improved, as evidenced by a decrease in behavior referrals for inappropriate technology use/instigative/cyberbullying behavior-mean, teasing name-calling) from Term 1 to Term 2 in 2016-2017. A key piece in the data results is in the description of incidents in the Discipline Log. After the lesson delivery, there was an increase of students coming forward to report others who were instigating conflict and entering in verbal confrontation or cyberbullying. After the initial intervention, as indicated by the Discipline Log there was a drastic drop in the amount of students engaging in instigative/confrontational/ cyberbullying behavior after lessons were delivered. This proactive approach on the part of 8th grade students reinforces B-SS 5 ethical decision making and social responsibility to report a problem before getting in trouble. The decisions made by the counseling team upon reviewing the data are: 1. We will conduct a schoolwide needs assessment to determine the extent of the school’s bullying problem. 2. We will include the bullying prevention and intervention guidelines in all students’ agenda 3. We conduct a proactive Decision Making small group intervention within the first month of school for all those students who received 2 or more referrals the previous year. 4. We will involve teachers and parents in bullying prevention and intervention training 5. We will continue the use of the Online Relationship lesson in a small group setting and change the 8th grade core curriculum lesson to Who Am I Online? to align with college/career readiness

Attachments