The Nokesville School (2018)

Nokesville, VA

School Counseling Core Curriculum Results Report

“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.

Grade Level: 4

Lesson Topic: Academic Success Skills

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Academic: M6, B-LS3, B-SMS1, B-SMS2, B-SS6

Start/End: October 2016

Process Data (Number of students affected): 109 out of 115 participated (5 absent, 1 opt-out)

Perception Data (Surveys or assessments used): Pre-survey = 3.35% average
Post-survey = 3.485%

Results = Increase of 4.03%

Outcome Data (Achievement, attendance, and/or behavior data): SOL pass rate as 3rd graders = 82.69% SOL pass rate as 4th graders = 87.27% Results = Increase of 5.54%, goal not met

Implications: • Based on Perception data, subsequent lessons planned to address 3 weak areas - believing in self, not giving up when faced with challenge, knowing how to complete homework/turn in • Need to increase program activities to improve specific academic success skills like organization, study skills, listening • Plan instruction for growth mindset • More support needed for teachers and parents using growth mindset • Continue this lesson at beginning using same survey to garner feedback for which areas need most addressing in subsequent lessons. • Based on informal student feedback, “Human Rainstorm” activity was not enjoyed and prefer a different icebreaker/team building activity. Counselor will change for next year.



Grade Level: 2

Lesson Topic: Habit 5 - Seek First to Understand (Empathy & Kindness)

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social/Emotional: B-SMS2, B-SS1, B-SS4

Start/End: February 2017

Process Data (Number of students affected): 86 out of 90 participated (1-was in ISS, 3 absent)

Perception Data (Surveys or assessments used): Informal oral response- 85.7% pre-assessment, Student product - 92.3% post-assessment, 7.7% increase in knowledge

Outcome Data (Achievement, attendance, and/or behavior data): Number of informal behavioral referrals for second grade decreased from 63 (in 2015-2016) to 36 (in 2016-2017)

Implications: • Increase in knowledge was shown, but because pre-assessment was informal, must do age-appropriate pre/post written assessment next time. • lesson needs more time for pre-/post assessment • Keep index card activity for students to process info. and reflect. • Students who move in/out of school are typically those with behavior needs. More PD for teachers/mentoring needs to occur, not necessarily from counseling department. Need to advocate for teachers with leadership to provide more support.



Grade Level: 7

Lesson Topic: Flirting, Not Hurting. Sexual Harassment Lesson

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social/Emotional · M1, M2 · B-LS1 · B-SMS1, B-SMS2, B-SMS4, B-SMS7, B-SMS9, B-SMS10 · B-SS1, B-SS2, B-SS5, B-SS8, B-SS9

Start/End: February 2017

Process Data (Number of students affected): 130/136students

Perception Data (Surveys or assessments used): 126/130 students completed a pre/post assessment. The scores from the pretest to post test in 91.4% to 99.6%.

Outcome Data (Achievement, attendance, and/or behavior data): After the lesson, zero referrals were written for sexual harassment at the 7th grade level.

Implications: • Average score on post-test was 99.6%, with the lowest score being 80%. Results indicate that students have an understanding of how their words/actions can cross the boundaries into sexual harassment. • Discussions on the subject allowed for students to ask clarifying questions and understand difference between welcome, wanted, and respectful flirting and unwelcome, unwanted, one-sided hurting. • This lesson allowed for discussion on how sexual harassment can occur through texting and social media and what the consequences of sexual harassment. • Will continue to present same lesson as it is mandated by county. • Will improve analysis plan for outcome data, counselors will compare sexual harassment data from year to year for more accurate results.