An analysis of the core curriculum results report demonstrated the effectiveness of the school counseling program and classroom activities, and informed me of improvements that need to be made for the following school year. A disaggregation of data detailed the effectiveness of the use of the Common-Sense Media (CSM) Digital-Citizenship curriculum. Perception data showed growth when comparing the percent of students that perceived they were being good digital citizens from 67%(pre) to 81%(post) overall. This growth in understanding by students led to the decrease in the number of infractions leading to indoor suspension from 111 infractions in 2015-2016 to 24 infractions in 2016-2017.

The lessons from the CSM-Digital-Citizenship curriculum are designed to empower students to think critically, behave safely, and participate responsibly in the digital world. The curriculum can do this because it helps students realize that their ability to create a caring, supportive and encouraging classroom community is linked to their ability to balance their mental, physical, and emotional well- being with both being necessary to achieve academic success. This foundation closely embodies the ideals articulated in our school counseling vision and mission while supporting student achievement of identified program goals and selected Mindsets & Behaviors. Additionally, aligning the lessons to the Values Matter Miami Initiative and dividing the lessons among the grade-levels provided the opportunity to build on concepts and ensured me that I was delivering equitable support to every student.

The sixth-grade, “Digital Life 101” lesson focused on the importance of media connecting us in more social interactive ways than ever before, how important it is to carry out online relationships responsibly, and how using words and actions can help create a classroom atmosphere of encouragement and support for success. When comparing pre-and post-perception data results, I saw a growth in students that could identify the different uses of digital media from 50%(pre) to 58%(post), and a growth in students that could describe digital media as an interactive tool from 63%(pre) to 70%(post). However, the number of students that could describe digital media by using the term 24/7 stayed the same at 86%(pre/post). These findings illustrate that a comprehensive school-wide approach to delivering the lessons offered an opportunity to insert into students’ daily activities meaningful and sustained ways to positively effect outcomes not only academically but social/emotionally as well.

The seventh-grade, “Cyberbullying: Be Upstanding” lesson objective is understanding the differences between being a passive bystander versus a brave upstander in cyberbullying situations. Perception data results were encouraging because the core curriculum action plan was developed for the digital-citizenship lessons to build upon concepts, attitudes, and skills from one grade to another. Growth was shown among students when comparing pre/post data. For example, an average of 81%(pre) compared to an average of 86%(post) of students knew what it meant to be brave and stand-up for others. As more lessons were delivered and evidenced by the outcome data, we saw a school-wide shift in students’ mindsets and behaviors. For instance, it became common practice to witness Student A step in and intervene and accompany Student B to the office to show support as he/she reported the mean and hurtful comments posted online by one of his/her peers.

The eighth-grade lesson “Safe Online Talk” allows students to acknowledge the benefits of safe online talk and messaging, and consider scenarios in which they may encounter inappropriate behavior on the Internet. Perception data results were encouraging when comparing the average of students who believed that it was unacceptable to flirt and answer personal questions online from 76%(pre) to 84%(post). My findings led me to confirm that a comprehensive school-wide approach to teaching students’ strategies for recognizing and responding to risky online interaction is essential in shifting students’ mindsets and behaviors as they prepare to enter the competitive higher level of secondary education. However, in the future the answers to the questions used to collect perception and outcome data for this lesson need to be kept short and unambiguous.

In review, the delivery of the lessons using Nearpod engaged students and provided opportunities for students to collaborate and share ideas on digital-citizenship. What’s more, the implementation of this curriculum was key in creating and fostering a caring and safe school culture. In the future, I will continue using the CSM Digital-Citizenship curriculum for all grade-levels with an understanding that educating staff, parents and community stakeholders will further impact the school culture, and allow us to become a CSM Digital-Citizenship Certified School.

Grade Level: 6

Lesson Topic: Digital Life 101

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/Emotional; M1, B-SMS 1, B-SS 5

Start/End: March 6-10, 2017

Process Data (Number of students affected): 186 6th grade students

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

Perception data was gathered from the Common Sense Media Digital Citizenship Curriculum.

Pre-test and Post-test was administered before and after the lesson on Nearpod.

Students responded to the questions below via their digital devices. Student responses were tallied electronically.

The results were analyzed and illustrated on the data chart attached.

Pre and Post Test student results were as follows:


1. Playing a card game online involves the use of digital media? (TRUE/FALSE)

Pre Test:
50% of students out of the 186 (93 students of the 186) answered TRUE.

50% of students out of the 186 (93 students of the 186) answered FALSE.

Post Test:
58% of students out of the 186 (108 students of the 186) answered TRUE.

42% of students out of the 186 (78 students of the 186) answered FALSE.

2. People use the term “24/7” to describe digital media because this type of media is available 24 hours a day, 7 days a week? (TRUE/FALSE)

Pre Test:
86% of students out of the 186 (160 students of the 186) answered TRUE.

14% of students out of the 186 (26 students of the 186) answered FALSE.

Post Test:
86% of students out of the 186 (160 students of the 186) answered TRUE.

14% of students out of the 186 (26 students of the 186) answered FALSE.

3. Digital media is described as interactive because it means that people can make friends on the Internet and communication is two-ways? (TRUE/FALSE)

Pre Test:
63% of students out of the 186 (117 students of the 186) answered TRUE.

37% of students out of the 186 (69 students of the 186) answered FALSE.

Post Test:
70% of students out of the 186 (130 students of the 186) answered TRUE.

30% of students out of the 186 (56 students of the 186) answered FALSE.

Outcome Data (Achievement, attendance, and/or behavior data): As a result of the outcome data, it is inappropriate to state that this lesson alone impacted the decreased number of indoor suspensions referrals for the school year however, data pertaining to the misuse of digital media in the classroom referrals was collected by the counselor and documented in the District’s Data Student Information System. Student referral data on the misuse of digital media in the classroom was compared throughout the school year (1st nine weeks, 2nd nine weeks, 3rd nine weeks, and 4th nine weeks). A final analysis of the data collected through June, showed a decrease in the misuse of digital media in the classroom behavior. During the first nine weeks, there were 39 referrals written by teachers for the misuse of digital media in the classroom. During the second nine weeks, there were 22 referrals written by teachers for the misuse of digital media in the classroom. During the third and fourth nine weeks, there were 18 referrals written by teacher for the misuse of digital media in the classroom.

Implications: The perception and outcome data indicated the Common Sense Digital Citizenship Curriculum, a researched-based curriculum, had a positive impact on grade 6 students by empowering them with strategies to deal with the social nature of digital media and to act responsibly when carrying out relationships over digital media. The curriculum utilized supported the Mindsets and Behaviors and the lessons targeted the social/emotional domain. Addressing this domain helped promote students’ own conduct and communication behaviors by applying social responsibility and ethical decision-making principles. The lessons were developmentally appropriate in that they were specifically designed for middle school students. Furthermore, the process, perception and outcome data confirmed that I achieved my desired results and program goals. My findings illustrate that a comprehensive approach to combining the Digital Citizenship Curriculum and the District’s Values Matter Miami Campaign offered an opportunity to insert into students’ daily activities meaningful and sustained ways to positively effect student outcomes not only academically but social emotionally as well. The digital citizenships lessons also offered my students the greatest benefit in their classrooms where the use of digital devices has become a common instructional tool. Interestingly, I also realized that the Digital Citizenship Curriculum wasn’t meant only for students alone. As I planned with teachers, I observed the need for them to also understand the importance of the digital citizenship lessons and make sure to continuously remind students of the strategies learned in those lessons. As the lessons were delivered and evidenced by the outcome data we saw a school-wide shift in students’ mindsets and behaviors on acting responsibly when carrying out classroom assignments over digital media used in the classroom and at home. Moving forward, next year I will continue the implementation of the Common Sense Digital Citizenship Curriculum and to boost motivation in recognizing the importance of being a good digital citizen, I will begin a rewards incentive program for students to receive badges for their hard work and achievements. In collaboration with the teachers and the PTSA, we will set the threshold for the badges and work with community partners to donate additional prices. Furthermore, to enhance the implementation plan of a digital citizenship school-wide curriculum, I have initiated a collaborationwith administration, staff, parents, and community stakeholders to incorporate the following initiatives: • to host a school-wide student produced Public Service Announcement competition to increase the awareness of digital citizenship and media literacy; • to create a school-wide movement of becoming a Common Sense Media Digital Citizen Certified School by fulfilling the requirements to apply for the certification that includes activities such as writing a digital citizenship school-wide vision statement, creating a digital citizenship implementation plan, etc. • to collaborate with the PTSA in implementing the Connecting Families Program offered by Common Sense Media.

Attachments

Grade Level: 7

Lesson Topic: Cyberbullying: Be Upstanding

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/Emotional; M1, B-SS 4, B-SS 9

Start/End: October 24-27, 2016

Process Data (Number of students affected): 243 7th grade students

Perception Data (Surveys or assessments used): Perception data was gathered from the Common Sense Media Digital Citizenship Curriculum.

Pre-test and Post-test was administered before and after the lesson on Nearpod.

Students responded to the questions below via their digital devices. Student responses were tallied electronically.

The results were analyzed and illustrated on the data chart attached.

Pre and Post Test student results were as follows:

1. An Upstander is someone who takes action and stands up for someone who is being cyberbullied. (TRUE/FALSE)

Pre Test:
90% of students out of the 243 (218 students of the 243) answered TRUE.

10% of students out of the 243 (25 students of the 243) answered FALSE.

Post Test:
93% of students out of the 243(226 students of the 243) answered TRUE.

7% of students out of the 243 (17 students of the 243) answered FALSE.

2. Lali tells Gloria that she keeps receiving mean messages on her cell phone. “That must make you feel awful,” Gloria says. “Do you want to talk about it?” Gloria is showing Lali empathy. (TRUE/FALSE)

Pre Test:
88% of students out of the 243 (214 students of the 243) answered TRUE.

12% of students out of the 243 (29 students of the 243) answered FALSE.

Post Test:
89% of students out of the 243(216 students of the 243) answered TRUE.

11% of students out of the 243 (27 students of the 243) answered FALSE.


3. Alina notices that a classmate keeps posting rude comments about her friend Mike on a blog. I believe Alina can become an upstander by asking her classmate to delete the posts and show Mike support. (TRUE/FALSE)

Pre Test:
67% of students out of the 243 (163 students of the 243) answered TRUE.

33% of students out of the 243 (80 students of the 243) answered FALSE.

Post Test:
78% of students out of the 243(190 students of the 243) answered TRUE.

22% of students out of the 243 (53 students of the 243) answered FALSE.

Outcome Data (Achievement, attendance, and/or behavior data): As a result of the outcome data, it is inappropriate to state that this lesson alone impacted the decreased number of indoor suspensions referrals however, data pertaining to cyberbullying referrals was collected by the counselor and documented in the District’s Data Student Information System. Student referral data on cyberbullying was compared throughout the school year (1st nine weeks, 2nd nine weeks, 3rd nine weeks, and 4th nine weeks). A final analysis of the data collected through June, showed a decrease of cyberbullying behavior. During the first nine weeks, there were 9 allegations of cyberbullying. After they were investigated, 4 were founded and documented as Cyberbullying in the Miami-Dade County Public Schools reporting system. During the second nine weeks, there were 13 allegations of Cyberbullying but 5 were founded and documented. During the third and fourth nine weeks, there were allegations of Cyberbullying but none were founded after investigation.

Implications: The perception and outcome data indicated the Common Sense Digital Citizenship Curriculum, an evidenced-based curriculum, had a positive impact on grade 7 students by empowering them with the understanding of being an upstander not a bystander. It was vitally important to closely monitor the perception data for these lessons throughout the school year to reassure that students continuously reflected on the importance of being brave and standing up for other others offline and online. The curriculum utilized supported the Mindsets and Behaviors and the lessons targeted the social/emotional domain. Addressing this domain helped promote students’ understanding of being an upstander as opposed to a bystander, understanding how showing empathy for those who have been victims of Cyberbullying supported the recovery of the damage done by Cyberbullying, and provided students with opportunities to generate multiple solutions for helping others when Cyberbullying occurs. The lessons were developmentally appropriate in that they were specifically designed for middle school students. Furthermore, the process, perception and outcome data confirmed that I achieved my desired results and program goals. Digging deeper into the perception and outcome data results, my findings led me to confirm that a comprehensive school-wide approach to educating, recognizing, and acting to prevent Cyberbullying was essential in shifting students’, and teachers’ mindsets and behaviors and promoting a safe school culture. Implementing the Digital Citizenship Curriculum partnered by the District’s Values Matter Miami Campaign offered an opportunity to insert into students’ daily activities meaningful and sustained ways to positively effect student outcomes not only academically but social emotionally as well. As I planned and collaborated with teachers and staff to deliver the lessons, I observed the need for teachers themselves to also understand the importance of being an Upstander not a Bystander. It was eye-opening to teachers and staff that each one of them could recall a time when they believed they were taking action yet they were simply being a bystander to the infraction. As the lessons were delivered and evidenced by the outcome data we saw a school-wide shift in students’ mindsets and behaviors. For example, it became common practice to witness Student A step in and intervene and accompany Student B to the office to show support as he/she reported the mean and hurtful comments posted online by one of his/her peers. I also realized that by delivering these lessons as close to the opening of the school year brought to the forefront potential issues before they could arise. The awareness of the students, teachers, and administration to be upstanders positively impacted the school culture by creating a safe environment for students. Moving forward, it is imperative to note that our perception and outcome data indicated that students learned to recognize and respond to internal, external – negative and positive pressures regarding Cyberbullying. Therefore, I will continue the implementation of the Common Sense Digital Citizenship Curriculum and to boost motivation in recognizing the importance of being a good digital citizen, I will begin a rewards incentive program for students to receive badges for their hard work and achievements. In collaboration with the teachers and the PTSA, we will set the threshold for the badges and work with community partners to donate additional prices. Furthermore, I have initiated a collaboration with administration, staff, parents, and students to review and update school-wide guidelines to protect students from Cyberbullying. Also, for the 2017-2018 school I am working towards the implementation of a school-wide mentoring program with the support of District staff, I will create the movement of becoming a Common Sense Media Digital Citizenship Certified School, provide additional small group counseling for Upstanders, and parent workshops with the support of the PTSA’s implementation of the Common Sense Media’s Connecting Families program.

Attachments

Grade Level: 8

Lesson Topic: Safe Online Talk

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Social/Emotional M1, B-SS 4, B-SS 9

Start/End: September 25-29, 2016

Process Data (Number of students affected): 289 8th grade students

Perception Data (Surveys or assessments used): Perception data was gathered from the Common Sense Media Digital Citizenship Curriculum.

Pre-test and Post-test was administered before and after the lesson on Nearpod.

Students responded to the questions below via their digital devices. Student responses were tallied electronically.

The results were analyzed and illustrated on the data chart attached.

Pre and Post Test student results were as follows:

1. Marcus, a 7th grader, is chatting with Joel, a friend he knows only through an online virtual world. Joel asks Marcus if he wants to meet in person sometime. Is it okay for Marcus to agree to meet Joel in person by himself? (TRUE/FALSE)

Pre Test:
84% of students out of the 289 (245 students of the 289) answered TRUE.

16% of students out of the 289 (44 students of the 289) answered FALSE.

Post Test:
13% of students out of the 289 (38 students of the 289) answered TRUE.

87% of students out of the 289 (251 students of the 289) answered FALSE.



2. Alice is friends with someone who she only knows through an online chat room. Alice knows that when she makes an online-only friend, she needs to be careful. Alice’s online friend asks the following questions: What bands do you like?; Will you promise to keep our friendship secret?; Isn’t it cool that we like the same TV shows? I believe that Alice shouldn’t answer any questions. (TRUE/FALSE)

Pre Test:
89% of students out of the 289 (257 students of the 289) answered TRUE.

11% of students out of the 289 (32 students of the 289) answered FALSE.

Post Test:
97% of students out of the 289 (280 students of the 289) answered TRUE.

3% of students out of the 289 (9 students of the 289) answered FALSE.


3. Flirting with somebody you meet online is safe, if you are in control of the situation. (TRUE/FALSE)

Pre Test:
55% of students out of the 289 (159 students of the 289) answered TRUE.

45% of students out of the 289 (130 students of the 289) answered FALSE.

Post Test:
69% of students out of the 289 (199 students of the 289) answered TRUE.

31% of students out of the 289 (90 students of the 289) answered FALSE.

Outcome Data (Achievement, attendance, and/or behavior data): As a result of the outcome data, it is inappropriate to state that this lesson alone impacted the decreased number of indoor suspensions referrals however, data pertaining to inappropriate social media messaging and posting referrals was collected by the counselor and documented in the District’s Data Student Information System. Student referral data on inappropriate social media messaging and posting was compared throughout the school year (1st nine weeks, 2nd nine weeks, 3rd nine weeks, and 4th nine weeks). A final analysis of the data collected through June, showed a decrease on inappropriate social media messaging and posting in the classroom. During the first nine weeks, there were 3 referrals written by teacher on inappropriate social media messaging and posting in the classroom. During the second nine weeks, there were 1 referrals written by teacher on inappropriate social media messaging and posting in the classroom. During the third and fourth nine weeks, there were no referrals written by teacher on inappropriate social media messaging and posting in the classroom.

Implications: The perception and outcome data indicated the Common Sense Digital Citizenship Curriculum, an evidenced-based curriculum, had a positive impact on grade 8 students by empowering them with the understanding of the importance of their digital footprint. It was vitally important to closely monitor the perception data for these lessons throughout the school year to reassure that students could understand rules for safe online messaging, and feel empowered to deal with uncomfortable situations when communicating online. Especially since these students were getting ready to make the transition to high school. The curriculum utilized supported the Mindsets and Behaviors and the lessons targeted the social/emotional domain. Addressing this domain helped promote students’ understanding that they have a digital footprint and that information from it can be searched, copied and passed on, and seen by a large, invisible audience, that it can be persistent, and in some cases, harmful. The lessons were developmentally appropriate in that they were specifically designed for middle school students. Furthermore, the process, perception and outcome data confirmed that I achieved my desired results and program goals. My findings led me to confirm that a comprehensive school-wide approach to educating students that safe online talk, filling out a form, sending an email to a friend, posting a photo, and pretty much everything one does online – even the simple act of visiting a website or using a search engine – leaves a trail. This understanding was essential in shifting students’, mindsets and behaviors as they prepared to enter the competitive higher level of secondary education. Therefore, implementing the Digital Citizenship Curriculum offered an opportunity to insert into students’ daily activities meaningful and sustained ways to positively effect student outcomes not only academically but social emotionally as well. As I planned and collaborated with teachers and staff to deliver the lessons, we created a think tank of important messages that our students needed to understand about safe online talk such as “The Golden Rule” - Treat others as you would like to be treated. Simply put, if you don’t have something nice to say, don’t say anything at all. Remember, you can’t truly delete when you SEND. As the lessons were delivered and evidenced by the outcome data we saw a school-wide shift in students’ mindsets and behaviors. Classroom discussions continued throughout the school year that empowered students to deal with uncomfortable situations when communicating online and impactful positive decisions regarding their digital footprint. I also realized that by delivering these lessons as close to the opening of the school year brought awareness to the students on the importance of safe online messaging and their digital footprint. Moreover, it created opportunity for dialogue on goal setting and transitioninginterventions to prepare students for high school. Moving forward, it is imperative to note that our perception and outcome data indicated that students learned to recognize and respond to internal, external – negative and positive online talk that would have a lasting effective on their digital footprint. In addition to continuing the implementation of the Common Sense Media Digital Citizenship Curriculum next school year, I will promote the movement of becoming a Common Sense Media Digital Citizenship Certified School. Additionally, to boost motivation in recognizing the importance of their digital footprint, I will begin a rewards incentive program for students to receive badges for their hard work and achievements. In collaboration with the teachers and the PTSA, we will set the threshold for the badges and work with community partners to donate additional prices. I will also address the individual, familial and community risk factors as well as teach parents on negative and positive online talk that would have a lasting effective on their child’s digital footprint with the support of the PTSA’s implementation of the Common Sense Media’s Connecting Families program. Lastly, I have initiated a collaboration with the feeder pattern high schools to streamline the articulation and transition of my students and educate students and parents on high school graduation requirements, diploma pathways offered by the District, and how a student’s digital footprint can affect college/university admissions.

Attachments