REVISED SECTION
Delivering and analyzing core curriculum activities designed to address student needs is one way to ensure the alignment of services with the mission and vision as well as supporting the continued growth of the comprehensive counseling program at Woodland. With this focus in mind the lessons selected focus on two of the program goals for this school year as a way to measure their effectiveness and inform next steps.
Lesson 1: emotions management. This lesson supports the goal of reducing 2nd grade behavior referrals. Spring data showed that these students had the highest number of referrals (38). Those referrals were predominately for hands on behavior. Data combined with conversations with staff clarified that our students needed to learn skills to calm down and make positive choices to handle conflicts. This lesson teaches students the hand brain model and what happens to the brain when feeling get big. We learn the first two strategies for calming down. As we practice those steps we use our hand brain to show how the feelings part of the brain begins to get tucked back in and wrapped with our thinking brain. This lesson and the whole series of lessons proved to be very effective in reducing referrals. While we only had detailed data from spring trimester last year, we can see a reduction. When comparing spring trimester data there was a reduction from 38 incidents last spring (pre) to 9 this spring (post)representing a 76% reduction. Our total discipline referrals for this group this year was 27, 11 fewer than in the spring 2016 trimester alone. While the program goal was focused on second grade, we saw reductions across all grade levels. Total referrals for all grades in the spring 2016 were 168 compared to 60 for spring 2017. We will continue to move towards schoolwide implementation of Second Step adding 5thamd 6th grade to the calendar. Since most of the referrals occur on the playground we found it important to train the recess staff and provide visual reminders for students of the steps and positive choices to solve problems. Based on the effectiveness of these strategies I will plan a refresher training for recess staff.
Goal 2- Increasing 5th grade academic achievement was supported through the two lessons highlighted here as well as small group support as part of our closing the gap plan.
The 5th grade cohort was identified as having the lowest performance on the Smarter Balanced Assessment as 3rd graders and they have been a focus as they have progressed. I delivered a unit focused on growth mindset coupled with small group sessions in existing intervention groups. Observations by teachers were that as a group these students did not have skills to persist with a task once it became difficult. They did not get frustrated but would answer with a question mark or sit doing no work. Pretest data supports that with only 12 students (pre) and 13(post) stating that they get easily frustrated. The first lesson focused on teaching students how their brain works and the role that neurons play in the learning process. Emerging research states that students who understand how their brains work, in particular that neuron connections happen when they struggle with a concept and keep trying, have better academic outcomes. This particular lesson was effective with an increase in students reporting they understood how their brain works (21 students pre, 59 students post an increase of 37%)
The second lesson focused on strategies to develop persistence and determination. Students were introduced to the concept of the dip. Students reflected on emotions management strategies and asking for help strategies - 100% of students were able to complete the worksheet with at least two strategies they could utilize. Moving forward, I realized that the pretest does not address this, I will plan to modify the pretest to measure this portion of the unit. This unit proved to be effective with 80% meeting standard on the SBA up from 57% last year. This is a 23% increase and our goal was 15%. Sharing progress towards this goal with staff has resulted in school wide interest in a focus on growth mindset. Professional development will be focused on this and I will deliver this unit as core curriculum for grades 3-6 in the upcoming year. This group of students will need continued support to maintain their progress so their classroom lessons have been moved to the fall to ensure continued focus on growth mindset.

Grade Level: 5th

Lesson Topic: Growth mindset - Brain basics

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M:2 LS: 4,8 SM: 1,5

Start/End: 03/17-04/17

Process Data (Number of students affected): 102

Perception Data (Surveys or assessments used): Mindset pre test-
Question 2- I am smart 83%pre 89% post.
Question 3- Its ok if I make mistakes 78% pre 88% post. Question 5- I know how my brain works 21% pre59% post.


7words or less exit ticket – 89% of 5th grade students were able, in 7 words or less, to explain how neurons grow with practice and fixing errors and that neural connections are what make us smart

Outcome Data (Achievement, attendance, and/or behavior data): SBA scores for this cohort as 4th grade students – 57% met standard. SBA scores for current year as 5th grade students – 80% met standard. This represents a 23% increase (goal was 15%)

Implications: 1. Intentional instruction related to the topics of mindset, goal setting, managing frustration and developing persistence had an impact on student growth academically. Two years of instruction designed to support the academic instruction of the 4th and 5th grade team has resulted in a 36.8% increase in the number of students meeting standard over two years by this identified grade band of students. 2. As a result of prior instruction, students entered this year with a strong identity of being smart (question 2) 3. Continued instruction developed students understanding of how their brain works during the learning process(question 5) 4. The Title 1 and Resource staff reported that they used the language from this lesson frequently when students were experiencing challenges with a concept and that students responded by continuing to work at the task. 5. Given the importance of this topic and a common theme of many Title 1 and Sped students lacking an understanding of what happens in your brain when you learn, particulary when you struggle – we are going to explore some lessons delivered to all students receiving pull out supports in this area.

Attachments

Grade Level: 5th

Lesson Topic: Growth mindset - determination

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M:2, 5,6 LS: 4,8 SM:5,6,7

Start/End: 03/17-04/17

Process Data (Number of students affected): 102

Perception Data (Surveys or assessments used): Mindset pre test-
Question 3- Its ok if I make mistakes 88% pre 78% post.

Question 4- I know how to calm down when the work is frustrating 71% pre 85% post.

Question 6- If I mess up I get immediately frustrated
13% pre12% post.

Question 7- If I practice I will finally get it 96% pre 95% post

The dip worksheet – 100% of students were able to identify one area of math that had them in the dip or that they predicted would put them in the dip. 100% of 5th grader were able to identify at least 2 strategies they could use to climb out of the dip and achieve success with that skill area

Outcome Data (Achievement, attendance, and/or behavior data): SBA scores for this cohort as 4th grade students – 57% met standard. SBA scores for current year as 5th grade students – 80% met standard. This represents a 23% increase (goal was 15%)

Implications: 1. Intentional instruction related to the topics of mindset, goal setting, managing frustration and developing persistence had an impact on student growth academically. Two years of instruction designed to support the academic instruction of the 4th and 5th grade team has resulted in a 36.8% increase in the number of students meeting standard over two years by this identified grade band of students. 2. As a result of prior instruction, students entered this year understanding that persistence pays off question 7). 3. Continued instruction developed students growth in using positive strategies to manage academic frustration (question 4). This was a core strategy needed as this grade band of students often quit without applying relaxation or self talk strategies when faced with an academic challenge. 4. This grade band will need ongoing support to maintain their progress. Team planning time is already allocated to develop supports for the upcoming year. 5. The annual calendar will be adjusted so that lessons in 6th grade occur at the start of the year. This will allow the 6th grade team to learn the skills and strategies that their students have been developing and will serve as a transition into career and college readiness lessons designed to engage and inspire students to continue to develop positive skills and attitudes towards learning.

Attachments

Grade Level: 2

Lesson Topic: Emotions managment

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M: 2,5, 6 SM:2, 6,7 SS: 9

Start/End: 10/16-12/16

Process Data (Number of students affected): 104

Perception Data (Surveys or assessments used): Second Step pre/post
Question1 – select the calm down steps pre 77%, post 87%
Question 2- Write one calm down strategy pre 16%, post 26%, Question 3- I know the problem solving steps- pre 65%, post 92%, Question 4- select all the problem solving steps pre 68%, post 82%, Question 5- identify a way that two students can solve their problem pre 62%, 72% post

Outcome Data (Achievement, attendance, and/or behavior data): Spring trimester data – as first graders, this cohort had 38 discipline referrals Comparing pre/post Spring trimester only results Pre 38 incidents, post 9 incidents this represents a 76% reduction – goal was 20% As 2nd graders, these students had a total of 27 incidents all year Comparing spring results with total referrals for the year there were 29% fewer reports – goal was 20%

Implications: 1.Insturction related to emotions management and positive problem solving is beneficial and effective. Data comparing Spring 2016 and spring 2017 shows a 76% reduction of referrals for second graders. When looking at the full year, there were 11 fewer incidents than in the previous years spring trimester alone. 2Many students could already identify the calm down steps based on prior years instruction ad . there was a significant increase in the number of second grade students who believed they knew the problem solving steps and could correctly select them. 3. Teachers reported that as a result of staying in the room during instruction they were able to coach their students through the calm down and problem solving steps. 4. The impact of Second step instruction can be seen across the grade levels with referrals down at every grade level. 5. To continue to support effective implementation, grade level teachers need to increase their role, moving more into the primary role of instruction. Next year kindergarten and first grade teams will deliver the majority second step lessons

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