REVISED SECTION

Many 6th graders are overwhelmed with new responsibilities that come along with having multiple teachers/classes. Therefore, a “Learning Styles” lesson was developed so 6th grade students (350) could understand how to maximize their learning potential. The ASCA Mindsets and Behaviors were consulted when developing this lesson. Mindset 6A focused on positive attitude towards learning, while Behavior 3 & 4 focused on study skills and self-motivation. The perception data shows that after the post-test 98% of students could identify their learning style compared to only 49% of students on the pre-test. 78% of students could identify study strategies linked to their learning style on the pre-test, while 95% could on the post-test. After the lesson the learning styles preferences were shared with 6th grade teachers so they could tailor their lessons around student needs. Teachers can use this data for struggling students to develop individualized and differentiated instruction. The outcome data showed 67% of students increased their score in Research & Reading between Semester 1 and 2, and 55% of students increased their grade in Math from Semester 1 and 2. Data supports that when students know their learning style, it has the potential to improve classroom grades. Moving forward, the counselors will continue to do a similar lesson with all incoming 6th graders because understanding how you learn best is a life-long skill that is applicable both inside and outside of the classroom.

The “GPA” lesson was taught to our 8th grade students (350) as part of our “Are You Ready to be a High School Freshman” unit. This lesson was a result of feedback from our feeder high school counselors, as they shared that many freshman don’t understand the long-term impact of their GPA. When developing this lesson the ASCA Mindsets were utilized as a planning tool. The lesson focused on Mindset 5A belief in high-quality results and outcomes. Additionally, it focused on B-S 7 (setting long and short-term goals), B-SMS 1 (ability to assume responsibility), and B-SMS 5 (perseverance to achieve goals). The pre/post-test perception data showed that 100% of students could identify the GPA acronym and its meaning after the intervention compared to 0% on the pre-test. 100% of students agreed that they understood the importance of GPA (post-test) versus 63% of students (pre-test). An additional component of the lesson focused on helping students calculate their GPA. 25% of students on the pre-test felt confident calculating their GPA opposed to 88% on the post-test. On the pre-test no students could identify the value of quality points versus 50% of students on the post-test. Perception data showed that informing students about GPA and how to calculate it increased their knowledge and confidence surrounding GPA. Outcome data measured Semester 1 and 2 grades in Language Arts and Math to see if teaching students about GPA would increase classroom grades. Results showed that 75% of students increased their Language Arts grade and 38% of students increased in Math. Outcome data shows that when students realize the importance of GPA it has the potential to increase their classroom grades as a result. Looking ahead, students could benefit from a second GPA lesson in the spring in order to reinforce these critical concepts.

The “Get a Life! What’s in Your Future?” core curriculum lesson was a follow-up lesson to our “Career Matchmaker” lesson. This lesson focused on linking education to salary, developing a monthly budget, and making financial decisions. The ASCA Mindsets and Behaviors that were incorporated include: M-4 (understanding the necessity of postsecondary education); B-LS 1 (critical thinking skills to make an informed decision); B-SMS 8 (ability to balance school, home and community).This lesson was presented to our 7th grade students (350) through their Research & Reading classes. Perception data indicates that after the post-test students felt more comfortable creating a monthly budget (pre-test: 27% compared to post-test: 94%) and had more confidence making financial decisions (pre-test: 27% compared to post-test: 100%). Students gained a better understanding of the connection between education and salary (pre-test: 54% compared to post-test: 94%). Outcome data showed that 79% of students increased their math grade and 36% in Language Arts from Semester 1 to Semester 2. Empowering students with the benefits of education and budgeting techniques leads to more confidence when it comes to making future financial decisions. It also has the ability to challenge students to take more rigorous coursework and improve classroom grades. Future plans include an additional lesson in a 7th grade class that relates to more specific budgeting topics.

Grade Level: 8

Lesson Topic: High School Preparation: GPA

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 5; B-LS 7; B-SMS 4; B-SS 9

Start/End: October 2016

Process Data (Number of students affected): 8th Grade Students: 350

Perception Data (Surveys or assessments used): Pre and Post-test Results: 100% of students could identify meaning of GPA compared to 0% on pre-test. On pre-test 63% of students agreed GPA was important in comparison to 100% on post-test. Only 25% of students felt confident calculating a GPA compared to 88% on the post-test. On the post-test 50% of students could identify value of quality points versus 0% on pre-test.

Outcome Data (Achievement, attendance, and/or behavior data): REVISED SECTION Achievement data was used to measure the outcome of this lesson and of the sample population (35 students) 75% of students increased their Semester 2 Language Arts grade in comparison to their Semester 1 grade. Along with that, 38% of students increased their Math grade from Semester 1 to Semester 2.

Implications: The perception data indicates that post GPA lesson students were able to properly identify the GPA acronym and understand the importance of a GPA. Additionally, empowering students with the knowledge about high school leads to a higher level of confidence. Lastly, teaching students about quality points and honors/AP classes allows students to see the value and importance of taking rigorous coursework. The outcome data shows that teaching students how to calculate GPA and its meaning has the potential to increase scores in both Math & Language Arts leading to a higher GPA and greater academic success.

Attachments

Grade Level: 6

Lesson Topic: Learning Styles

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 6; B-LS 3; B-LS 4

Start/End: September 2016

Process Data (Number of students affected): 6th Grade Students: 350

Perception Data (Surveys or assessments used): Pre and Post-Test Results: 49% of students on the pre-test could identify their learning style in comparison to 98% of students on the first test. Additionally, 78% of students on the pre-test could identify study skills linked to their learning style in comparison to 95% of students after the post-test.

Outcome Data (Achievement, attendance, and/or behavior data): REVISED SECTION Achievement data was used to measure the effectiveness and outcome of the Learning Styles lesson. For the sample population (75 students), Semester 1 & Semester 2 grades in Research & Reading as well as math were tracked. For 67% of the sample population their Research & Reading scores increased by 5% points or higher between Semester 1 & Semester 2. The data also showed that 55% of students increased their math grade by 5% points or higher between Semester 1 & Semester 2.

Implications: The perception data shows that teaching students about the different learning styles and having them take a learning styles assessment increases the percentage of students who can identify their own personal learning style (pre-test: 49%; post-test: 98%). Although by a smaller percentage, students gained knowledge in the different types of study skills they could benefit from. Through a learning styles lesson students can understand how they learn best and which study strategies link best to their preferred learning style. Teaching students study skills and strategies is a life-long skill that can not only benefit them in middle and high school, but also beyond.

Attachments

Grade Level: 7

Lesson Topic: Get a Life! Future Planning

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 4; B-LS 1; B-SMS 8

Start/End: December 2016

Process Data (Number of students affected): 7th grade students: 350

Perception Data (Surveys or assessments used): REVISED SECTION

Results from the pre/post-test indicate that after the lesson 94% of students agree they feel comfortable creating a monthly budget, compared to 27% on the pre-test.
Additionally, 100% of students either agreed or strongly agreed they felt confident making financial decisions after the intervention, while only 27% of students agreed pre-intervention. Lastly, only 54% of students agreed to understanding the relationship between education & salary on the pre-test, while 94% of students either agreed or strongly agreed to understanding this relationship on the post-test.
The lesson emphasized goal setting and planning for high school success and beyond by taking on challenges. For that reason, we also measured the number of students choosing to take optional high school classes. The number of students taking high school art increased from 45 students (2016-2017 SY) to 70 students (2017-2018 SY). Additionally, the number of students opting to take high school Chinese increased from 7 students (2016-2017) to 15 students (2017-2018).

Outcome Data (Achievement, attendance, and/or behavior data): REVISED SECTION Achievement data was used to measure the outcome and effectiveness of the “Get a Life!” lesson. Semester 1 and Semester 2 grades in Math and Language Arts were monitored for the sample population (68 students). The data showed that 79% of students increased their Math grade from Semester 1 to Semester 2 while 36% of students increased their Language Arts grade from Semester 1 to Semester 2.

Implications: REVISED SECTION The perception data shows that, post-intervention, students significantly increased their comfort level in regards to creating a monthly budget as well as their confidence in making financial decisions. Both of which are key components in planning for the future. Although, the pre-test showed that a majority (54%) of students understood the relationship between education & salary, the overall percentage who understood the relationship increased to 94% after the lesson. Understanding this relationship and its impact can lead to increased motivation in students as it relates to the value of education. For that reason, we also measure the number of students who enrolled in optional high school classes and results showed that post lesson there was an increase in enrollment in these classes. The outcome data showed that teaching students about the relationship between education & salary led to an increase in academic performance. Monitoring semester 1 and semester 2 grades of the sample population showed that having students think about and plan for their future and the role academics plays in that can lead to increased grades in both math & language arts.

Attachments