“Academic Success Skills,” supports the Academic Program Goal, and targets the Mindsets and Behaviors about positive attitude, time-management, organizational and study skills, responsibility, self-discipline and self-control, and cooperative skills. The following data was collected:
• Process - 109 of 115 fourth graders participated, (five absent, one opted-out.)
• Perception - 4.03% increase in the Academic Perception Survey (see Fourth.Grade.Academic.Perception.Survey.results.)
• Outcome - 87.27% passed their 4th grade Reading SOL, does not meet the goal of 90%
Using this data helped to immediately deliver more effective lessons because the counselor noted the three weakest areas from the survey, then decided what content/strategies should be addressed in subsequent lessons. For example, “Believing in self” and “not giving up when faced with challenges” were addressed in the “Habit 1” and “Habit 2” lessons.
Although the pass rate improved, the outcome data indicated that our goal was not met like we had hoped. After consulting with the School Counseling Advisory Council (SCAC), we concluded that an attitude shift across stakeholders was needed (i.e. “Believing in self” and “Not giving up” from survey results) to better target the Mindsets and Behaviors impacting SOL pass rates, and could be achieved by teaching “growth mindset” next year.
Because of this data, school counselors were better equipped to plan future school counseling activities, such as teaching lessons to students, providing parent workshops, and leading an ongoing Professional Learning Community all on the topic of growth mindset. The data also helped the counselor decide to continue this lesson at the beginning of the year, with the same allocated time, using the same survey, which was an accurate way to ask quality questions.
“Habit 5” represents the Social/Emotional Program Goal. The following data was collected:
• Process - 86 of 90 second graders participated (one in-school suspended, 3 absent.)
• Perception - 7.7% increase in knowledge, (see Second.Grade.Perception.Data)
• Outcome - informal behavior referrals decreased from 63 (2015-2016) to 36 (2016-2017), meeting that goal (for second graders.)
The perception data for this lesson was flawed because the baseline was informally collected. Students were asked to give examples of kindness behaviors at the beginning of class and we believe repetition and shyness could have played a role in student response rates. The post-assessment was an individual/written response; therefore, the lesson impact was not clearly conveyed.
The outcome data indicated that the goal (regarding second grade) had been met. However, there are multiple factors that may have also contributed to goal attainment. Of the eleven students who received informal referrals in 2015-2016, only 5 remained by the end of 2016-2017. Maturation, classroom dynamic, and teacher relationships could also greatly impact student behaviors.
The majority of subsequent lessons focused on social skills and getting along, which continued to target the Mindsets and Behaviors of demonstrating self-discipline and self-control, using effective oral/written communication skills/listening skills, and demonstrating empathy. We believe this data does show that this curriculum was impactful on the outcome data.
In future activities, we will collect data more accurately by asking better questions using a written pre-/post-assessment using a more developmentally appropriate instrument (three-point scale smiley face.) Also, we will increase lesson length to allow ample time for data collection and will continue the same Social Skills topics so we can discover if there is truly a positive impact on the Social/Emotional goal.
“Flirting Not Hurting” was selected because it too impacted the Social/Emotional Goal and the specific Mindsets and Behaviors relating to sense of self, responsibility, critical thinking, safety and coping skills, etc. The following data was collected:
• Process - 130 of 136 seventh grade students
• Perception - 91.4% pre-test, 99.6% post-test
• Outcome - Zero referrals were written for sexual harassment
The Perception data shows that this lesson had a positive impact on students’ knowledge with the average post-test score of 99.6%, and the lowest score being 80%. These results indicate that the students understand how their words and actions can cross the boundaries into sexual harassment. The outcome data indicates zero sexual harassment referrals were written for seventh graders after the lesson; however, the collection plan was invalid due to the lack of consideration of the baseline data from the previous year.
In moving forward, the counselors will present this county mandated program/content with some improvements in outcome data collection. We will compare specific sexual harassment referral information from each year to measure their changes in behavior. We will continue using the pre-/post-test which we believe portrays a valid view of change in knowledge/skill.