# 9 Core Curriculum Results Report Makaha Elementary
The core curriculum results report is based on three guidance lessons taught in grade 2 and 6 during quarter 1, 2, and 3 of SY 2016-17. The lessons incorporated ASCA mindsets and behaviors targeting academic, social-emotional & career domains. The mindsets and behaviors selected for grade 2 focus on self-direction, self-discipline and self-control, and social skills to create positive relationships with others. Grade 6 is more global, aimed at the development of the whole self, including self-confidence; using abilities to the fullest; and identifying goals for the future connecting to lifelong learning for career success. Student perception data correlates with the attitudes, knowledge, and skills essential for all students to become respectful, successful productive citizens, who can contribute confidently to our global society.
Overall Effectiveness of the Lessons
1. Post- Perception data: We selected lessons for grades 2 and 6 because our school data shows that traditionally, behavioral needs increase at these grade levels. Because of this we have cultivated collaborative relationships with these teachers that supported implementation. Being Respectful data showed from 87% to 92% of students correctly on the 3 questions asked. Learning targets for this lesson were met indicating students gained new knowledge. Data for Problem Solving also shows improvement in knowledge, skills and attitudes. Interestingly, while 90% of students stated they believe that hurting others’ bodies and feelings is not ok, (representing a modest 7% increase), outcome data suggests perhaps it was improved skills that have had more impact on behavior this year. Data results for Learning Styles, in grade 6 indicate favorable ratings on all 7 questions. Results for question 1 indicate students may not have understood what was being asked with 45% of students stating they should (always) know exactly what they want to be when they grow up, contradicting the concept that it is not necessary to know this exactly and their careers are likely to change throughout their life. Students met the learning targets for this lesson resulting in 95% (response indicators combined) of students stating they were able to use the information learned about themselves to identify a career pathway.
2. Process Data: Upon review of the pre and post data we noticed a difference between the total students taking the pre-survey and the post-survey for lesson 1. This leads us to question the implications of our data collection methods. An additional consideration is that Monday morning lesson delivery is being impacted by student attendance.
3. Outcome Data: We used school attendance data and our school-wide discipline incident data as outcome data for our three lessons, targeting improved attendance and decreased disciplinary referrals. Upon review, our daily average attendance rates have not shown much improvement as SY 2015/16 was 91.8% and this SY 2016/17, had 91.7%. We remained above the complex average of 89.49%. In student disciplinary data, however, there was a decrease in discipline reports school-wide by 54%. In SY 2015/16 there were 667 reported discipline incidents school-wide and in SY 2016/17, 302. This is potential evidence of students applying what they are learning from the school wide Second Step Curriculum. Additional data collection may confirm this evidence.
4. How these results will be used for improvement: After reviewing the data we realized that we need to improve our methods of data collection to control for pre and post participant response. We also need to be more specific with survey design and the types of questions asked. Questions should be based on what we want students to believe, know, and be able to demonstrate and perhaps limited to yes or no or a 3 point scale to help eliminate potential confusion. In regards to curriculum delivery we realized that students need more practice time to master skills. We would like to see Second Step follow-up activities implemented to provide daily practice increasing opportunities for skill attainment and generalization across settings. We also want to determine if there are excessive absences on Mondays indicating students are not receiving the core curriculum instruction which we will need to adjust for. Lastly, even though perception data indicated improvement for the Learning Styles lesson, in the future, we could start the lessons differently by having students explore career options first to increase their knowledge base or schema, and then have them complete the RIASEC to see if they match to any of the areas they may have explored.