REVISED SECTION
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.

Grade Level: 2-3

Lesson Topic: College and Career

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M.4 Understanding postsecondary education and life-long learning are necessary for long-term career success

Start/End: November 14, 2016

Process Data (Number of students affected): Six classroom lessons (3 second and 3 third grade), 80-2nd grade and 76-3rd grade scholars 156 total scholars

Perception Data (Surveys or assessments used): Pre-survey indicates 1. 95% 2. 93% 3. 100% 4. 85% 5. 98% 6. 100%

Post-survey indicates 1. 100% 2. 96% 3. 100% 4. 100% 5. 100% 6. 100%

Question 1: Have you heard of college shows a 5% increase
Question 2: Do you want to go to college shows a 4% increase
Question 3: Do you look forward to graduating high school remains the same
Question 4: Do you want to graduate college shows a 15% increase
Question 5: Is attendance in school important shows a 2% increase
Question 6: Is school important remains the same

Outcome Data (Achievement, attendance, and/or behavior data): N/A

Implications: Perception data reveals that the majority of scholars are college and career ready. Although there was a slight increased during the post survey, the pre-survey shows that scholars have heard of college, want to go to college, look forward to graduating from high school, wants to graduate from college, view school as important and thinks that attendance in school is important. The pre survey revealed that out of the 85% of scholars who want to go to college, 10% though that college was hard. A number of scholars want to work right after high school to help family with bills After the lesson, all scholars wanted to go to college and the scholars who want to work after high school have considered working an going to college at the same time. I definitely need to continue to expose scholars to colleges and careers, as the lessons and activities (ie. Career Day and inviting guest speakers throughout the school year) seem to work.

Attachments

Grade Level: 5

Lesson Topic: Transitioning to Middle School

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): BSS.8 Demonstrate advocacy skills and ability to assert self, when necessary

Start/End: May 22-30, 2017

Process Data (Number of students affected): 3 fifth grade classroom, 80 scholars

Perception Data (Surveys or assessments used): Pre-survey indicates: 1. 32 2. 25 3. 22
Post-survey indicates: 1. 76 2. 2 3. 1

Question 1: Are you happy about going to middle school indicates a 33% increase.
Question 2:Are you unsure about going to middle school indicates a 10% decrease
Question 3: Are you experiencing high levels of anxiety about going to middle school decreased by 3%

Outcome Data (Achievement, attendance, and/or behavior data): Increase in GPA in core courses comparing mid year and end of year grades. 83% of 5th grade scholars increased their GPA, whereas 17% did not.

Implications: Based on perception data anxiety levels are heightened by scholars anticipating their transition to middle school. For instance, anxiety levels increased when scholars were able to see their report grades for the first 3 quarters on their feeder forms and when they realized the number of teachers they would soon have. It appears that once they reviewed their grades in sequence by quarter on the feeder, scholars were motivated to improve their grades and GPAs. In addition, I am happy to report that the perception data also validates that anxiety can be decreased once scholars are exposed to transition lessons and activities. Two scholars were still unsure about going to middle school; however, only 1 scholar out of 80 still had anxiety after the lesson. This particular scholars did not attend Transition Night which offered information about his feeder school and a chance to ask questions. I will need to introduce scholars to middle school with transition activities and lessons earlier in the school year to ease anxiety levels. Setting up meet and greets with the counselor of the feeder school should happen throughout the year. Because fewer that 23% of 5th grade parents and scholars attended Transition Night, I need to collaborate more with our parent engagement officer next year, and reach out to parents via Class dojo, as I'm finding most parents like to communicate this way.

Attachments

Grade Level: K, 1, 2

Lesson Topic: Empathy Peacemakers Communication

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): BSS.4 Demonstrate Empathy

Start/End: February 6-17

Process Data (Number of students affected): 3 first grade classes, 3 second grade classes,3 Kindergarten classes; 222 total scholars

Perception Data (Surveys or assessments used): Pre-survey Statement 1: I do not know if I show empathy on a daily basis reveals that 55% show empathy and post-survey Statement 2: I will start showing empathy reveals 92% will be more empathetic in the future

Outcome Data (Achievement, attendance, and/or behavior data): decrease in behavioral referrals this school year by 23%

Implications: Perception data supports that primary scholars want to be more empathetic. While there was an increase in scholar who will begin showing more empathy. I am concerned about the 8% who were adamant about hitting back. Unfortunately, these are scholars who have had more than one referral to the office for behavior. As a matter of fact 3 of the scholars were in my Hot Tamales self-control group. Of the 3 scholars, 1 has been suspended 4 times and currently has an IEP. Outcome data reveals a decrease in behavioral referrals in the primary grades. Challenges are those parents encouraging scholars to hit back, instead of encouraging scholars to tell an adult if someone is being mean. Also, primary scholars, especially kindergarten, should be exposed to techniques to enhance their abilities to speak up for themselves. Next year, "I" statements will be a good strategy to use.

Attachments