The CCRR component has been revised as recommended by reviewers.
Implications are clearly defined and I have added future counseling activities with a rationale for the recommendation. The line of questioning for lessons 1 and 3 for the the pre/post test has also been revised to show growth in content areas.
The school counseling core curriculum connects with my vision statement in that all scholars are achieving their fullest potential; and echoes my mission statement in enhancing every scholar’s social, academic, and career development in order to be fruitful members in society. The ASCA Mindsets and Behaviors steered my instruction. In order to support just how classroom counseling reinforces the achievement of every scholar, three lesson plans were selected from the counseling core curriculum.
The first lesson ensures scholars are achieving their full potential by being college and career ready. Eighty second graders and seventy-six third grade scholars were the targeted group. Pre-survey showed that 95% were familiar with college, 93 % wanted to attend college, 100% will graduate from high school, 85% will graduated college, 98 % viewed attendance as important, and 100% view school as important. Scholars had an understanding that post-secondary education and lifelong learning are necessary for long term career success. Post survey results reveal 100% were familiar with college, 96% wanted to attend college, 100% will graduate high school and college, 100% viewed school attendance and school as important. Based on perception data 4% of scholars will work after high school and these scholars reported, “mom needs help” and therefore I must work instead of going to college. My future goal will ensure these scholars are career ready by continuing to host College and Career Week and Career Day annually, introduce career inventories, and visit local colleges to increase career awareness. I will also work with parents to help them understand the importance of post-secondary education and the financial aid opportunities.
The second lesson highlighted transition. The goal was to decrease anxiety levels about going into the next grade level. The Mindset and Behavior Standard (MB) highlighted was to enhance our scholars’ self-confidence and demonstrate advocacy skills and the ability to assert self. Fifth grade scholars anxiety was assessed. Pre survey results showed that 32 scholars were happy about going to middle school, 25 were unsure, and 22 experienced anxiety. Procedural concerns consisted of being late to class. Social/emotional concerns consisted of being popular and being bullied. Academic concerns included getting good grades and having several teachers. Scholars discussed concerns in a small groups and role played scenarios. Melwood ES alumni held an open forum about what to expect in middle school. Transition Night was held for parents. Post survey yielded confidant scholars. Seventy-six scholars were ready for middle school, two were unsure, and 1 scholar was still nervous due to the unknown. Scholars viewing their grades for 3 quarters on feeder forms increased anxiety. Over half of scholars wanted honors classes; however, only 10% were eligible. Moreover, fewer that 20% of 5th grade parents attended Transition Night. I will expose 5th grade scholars to self-reflection activities, set up visits to feeder schools, use an anxiety rating scale, and work with our parent engagement officer to involve parents in helping our scholars transition.
The last lesson centered around the MB’s creating positive relationships with other students and creating empathy. Previous data supports that scholars continue to 95% bully-free, with only having 4 referrals founded unsubstantiated last year. However, there was an increase of scholar having lack of empathy and being mean to one another. There were 102 peer mediation requests last school year. Surprisingly, 67% were from our primary scholars, as intermediate requests were largely due to joning (ie. your mama jokes). Pre survey revealed that 45% of primary scholars showed empathy. We discussed how to understand feelings. Post survey discloses 92% showed empathy. Implications included parents encouraging scholars to hit back and primary scholars abilities to advocate for themselves. Outcome data includes a decrease in behavioral referrals this school year by 23%. Future activities include lessons on conflict resolution, informal observations, and looking at office referral data.
Reviewing the results data from the lesson taught this year I was able to evaluate the impact of the core curriculum. Moving forward, with a 20% increase of our scholars social skills grades, a decrease in behavioral referrals and an increase in our scholars perception about being college and career ready, I am pleased with the results will continue to advocate for scholars.