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South Effingham Middle School ()

Guyton , GA

School Counseling Core Curriculum Results Report

REVISED SECTION

Developing & implementing a core curriculum report aided us in viewing the effectiveness of the counseling program, lessons delivered, & areas of growth for the 18-19 school year. We analyzed the data to determine if the delivery of the Why Try lessons administered were effective for students. Core Curriculum lessons and other interventions were utilized in decreasing academic failures, truant students, & behavior referrals from the 16-17 school year to the 17-18 school year.

Lessons from the Why Try curriculum are designed to help dropout prevention, violence prevention, truancy reduction, & increase academic success; which targets social/emotional, career, & academic domains. The curriculum aligns with our vision & mission statements, while also supporting our beliefs, mindsets/behaviors, & identified goals in making productive individuals in a global society. Utilizing the needs assessment & dividing the lessons by grade levels helped to provide students with the opportunity of learning from various domains.

The eighth grade, “Defense Mechanisms/Removing Labels” lesson focused on students working with diverse populations, defense mechanisms, & stereotypes. Perception data results showed a 184% change increase for understanding what a defense mechanism was; 153% change increase for students understanding the four steps in controlling their defense mechanisms, 200% change increase in students understanding that when they use a positive defense mechanism, they cause no harm to themselves or others; & 53% decrease in having more than 3 negative labels for themselves. Eighth grade students perceived that removing labels & utilizing defense mechanisms in a positive manner can aid in improving in the areas of social/emotional development.

The seventh grade, “Motivation Formula/Social Skills” lesson objectives are to help students to challenge their anger & challenges into something positive, recognize their support system, understand the basics of self-motivation. When comparing pre & post perception data results, we noticed 34% change increase in how students can change their negative thinking to positive thinking; 37% increase on how many students had at least three people that they could seek for support; 3% increase in understanding that when one makes negative choices, that they hurt themselves & others; 65% increase in understanding that making negative choices can lead to less opportunities & freedom; 62% increase in understanding that motivation begins with the challenge; & 62% increase in students understanding that if channeled, challenges & anger can be inverted to positive motivation & healing. Seventh grade students perceived that changing their outlook on how they viewed themselves & others could lead to them thinking in a more positive manner academically & social/emotionally.

The sixth grade lesson on “Reality Ride” objectives were to help students to understand that positive outcomes can occur when you have a positive attitude towards work & learning, how to develop short & long term goals, how to seek help from adults that support their success, & how to take responsibility for the consequences for their decisions. When comparing pre & post perception data results, there was a 61.08% change increase in what students thought the definition of reality was, 106.70% change increase in students believing that studying can help them to achieve good grades; 8.14% change increase in feeling that studying is essential to making good grades; 77.42% change increase for viewing their future as positive & full of potential; & 30.25% change increase in students identifying ways to keep themselves motivated when things are tough. A 3.68% change decrease was calculated for students feeling as though a goal was a waste of time, results based upon strongly disagree & disagree. By the end of the lesson, 333 had a goal for the 17-18 school year & 323 students knew the environment in which they spent the majority of their time.

Future plans include more details on all of the lessons plans, calculating the approximate number of students expected for each lesson, understanding more details about the student's perception for lessons, & review outcome data on a monthly basis to determine if the lesson was effective for the duration of the school year. Mindsets & Behaviors will be reviewed to determine if they’re appropriate for the lesson, based upon new data. Results from the lesson has helped us to recognize that the more lessons we due earlier in the year, may be linked to more students passing, less discipline referrals, & less truant students at the end of the year. Hands on teaching strategies, digital media, & more partner work will be implemented into future lessons to aid in engagement. Our attendance goal was mentioned in our first lesson of the year entitled intro to the school counselor/bullying and in individual counseling sessions with at risk truant students.

Grade Level: 8th

Lesson Topic: Defense Mechanism/Removing Labels

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Academic/Career/Social/Emotional Development , M1, B-SMS 7, B-SS 1, B-SS 4, B-SS 7

Start/End: Nov. 11, 2017 - Nov. 28th 2017

Process Data (Number of students affected): 327

Perception Data (Surveys or assessments used): Pre/Post Test

Pretest & Posttest Results
Q1: 115 to 327 (184% Change Increase)
Q2: 128 to 324 (153% Change Increase)
Q3: 108 to 324 (200% Change Increase)
Q4: 146 to 68 (53% Change Decrease)

Questions:
1. Is a defense mechanism an unconscious process, as denial that protects an individual from unacceptable or painful ideas or impulses?
2. Do you know the four steps to control your D.M.?
3. When you are helping, not hurting yourself and others, does it show a positive mechanism has been used?
4. Do you have more than three negative labels?

Outcome Data (Achievement, attendance, and/or behavior data): The number of students that were in ISS/OSS were 27 in 8th grade (122 overall for 6th -8th). At the end of the second semester there was a total of 83 students in ISS/OSS for 8th grade (218 total overall). An increase of 56 students.

Implications: Although the perception data indicates growth in understanding defense mechanisms and labels for 8th grade, the outcome data implies that the 8th grade students were unable to initiate a change in their behaviors to result in an reduction in the total of students in ISS for 8th grade. However, the goal school wide was decreased with a total of 268 students receiving ISS/OSS in the 16-17 school year to 218 students in ISS/OSS for the 17-18 school year ( 18.35% change decrease). The data revealed that the majority of the referrals were made in the fall semester by reoccurring students. Small group interventions or individual counseling (Tier 2) were put into place for 6 8th grade students identified with two or more referrals in the fall semester. A total of 13 referrals by 6 students incurred by the 8th grade students in semester 1 compared to 3 referrals by 3 students in semester 2 following intervention. The outcome data implies that classroom, individual, and small group interventions is effective to reduce the number of students in ISS/OSS. Thus, SMALL group will begin at the nine weeks mark in the first semester. Changes for the 18-19 school year: The school counselors will continue the defense mechanism for the 18-19 school year; however, the lesson will be taught school wide to decrease the number of students in ISS/OSS. The lesson will be taught in the first nine weeks and retaught in spring in collaboration with another lesson. More strategies will be utilized such as more partner activities and hands on activities. In order to collect data more accurately, the school counselors will continue to use google forms/classroom, but will add more open ended questions in order to understand more about what the adolescents are currently facing. The ASCA mindsets utilized for this lesson will continue to be used for next school year. However, based upon the data from infinite campus, the ASCA M&B will be reviewed accordingly.

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Grade Level: 7th

Lesson Topic: 7th Grade Motivation Formula/Social Skills

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Academic & Social/Emotional Development, M2, B-LS4, B-SMS-2

Start/End: Oct. 13-Oct. 25th

Process Data (Number of students affected): 386

Perception Data (Surveys or assessments used): Pretest & Posttest Results
Q1: 280 to 374 (34% Change Increase)
Q2: 279 to 381 (37% Change Increase)
Q3: 351 to 363 (3% Change Increase)
Q4: 212 to 350 (65% Change Increase)
Q5: 219 to 354 (62% Change Increase)
Q6: 211 to 341 (62% Change Increase)


1. I know how to change my negative thinking to positive thinking.
2. I know at least three people I can go to for support.
3. I know when I make negative choices I hurt myself and others.
4. Making negative choices can lead to less opportunities and freedom.
5. Motivation begins with the challenge.
6. If channeled, challenges and anger can be inverted into positive motivation and healing.

Outcome Data (Achievement, attendance, and/or behavior data): The number of students in 7th grade that failed the first nine weeks was 38. Out of the identified students failing in the first nine weeks, only 18 students had a failing grade for the second nine weeks. A total of 20 students improved their failing grade in the first nine weeks in 7th grade to a C or higher. Overall, there were 29 minority students failing a grade in the first nine weeks. After the second nine weeks, only 21 minority students were failing one or more subjects.

Implications: The perception data indicates growth in motivation and social skills for 7th grade students. 7th grade students that were failing more than one course was able to improve their grades by 52.63% decrease. For the first semester, overall there was a total of 92 students failing one or more subjects. Out of those 92 students, 78 students were promoted to the next grade level for a 84.78% change decrease. Eleven students were required to attend summer school; however, only 10 students passed summer school. Four students were retained for the 17-18 school year. Individual counseling, Tier 2 & 3 interventions, Math connections, Read 180, and small group counseling were utilized to assist students academically. Changes for the 18-19 school year: The school counselors will continue to utilize the motivation formula/labels lesson for the 18-19 school year; however, the lesson will be taught school wide to help students to become more motivated in each grade level. The lesson will be taught in the first nine weeks and retaught in spring in collaboration with another lesson. More strategies will be utilized such as more partner activities and hands on activities. Also, tying the lesson into something that the student can immediately enjoy the benefits from may be an option to help with motivation. With the implementation of PBIS and the reward system, this may motivate students not only to achieve good behavior, but academic success. In order to collect data more accurately, the school counselors will continue to use google forms/classroom, but will add more open ended questions in order to understand more about what the challenges that may be hindering adolescents from excelling academically. For instance, we have English Language Learners that sometimes have a hard time adapting to our curriculum.. Therefore, possibly advocating for an in house ELL person, as well as meeting with students even more to discuss their academic grades may help to decrease the number of minority students facing similar challenges. The ASCA mindsets utilized for this lesson will continue to be used for next school year. However, based upon the data from infinite campus, the ASCA M&B will be reviewed accordingly.

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Grade Level: 6th

Lesson Topic: Reality Ride/Goal Setting

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Academic- M6, B-SMS5, B-SS3

Start/End: Sept 18, 2017 - Sept. 28, 2017

Process Data (Number of students affected): 339

Perception Data (Surveys or assessments used): Pretest & Post Test
Q1: 61.08% change increase
Q2:106.70% change increase
Q3: A 3.68% change decrease
Q4: 8.14% change increase
Q5: 77.42% change increase
Q6: 30.25% change increase
Q7: 92.48% change increase
Q8: 107.05% change increase


1. Reality means the quality or state of being real
2. Studying can help me to achieve good grades.
3. Making a goal is something that is a waste of time
4. I feel that studying is essential to making good grades.
5. I see my future as positive and full of potential
6. I know how to keep myself motivated when things are tough
7. Do you have a goal for this school year
8. Do you know the three main environments where you spend most of your time

Outcome Data (Achievement, attendance, and/or behavior data): The number of students in 6th grade that had a failing grade the first nine weeks was 63. Out of the identified students failing at least one subject, only 28 students had a failing grade for the second nine weeks. A total of 35 students improved their failing grade in the first nine weeks in 6th grade to a C or higher. Overall, there were 29 minority students (11 6th graders) failing a grade in the first nine weeks school wide. After the second nine weeks, only 21 minority students (Five 6th graders) were failing one or more subjects.

Implications: The perception data indicates growth in understanding more about goals and study skills. 6th grade students that were failing more than one course was able to improve their grades by 66.17% decrease. For the first semester, overall there was a total of 92 students failing one or more subjects. Out of those 92 students, 78 students were promoted to the next grade level for a 84.78% change decrease. Eleven students were required to attend summer school; however, only 10 students passed summer school. Four students were retained for the 17-18 school year. Individual counseling, Tier 2 & 3 interventions, Math connections, Read 180, and small group counseling were utilized to assist students academically. No students of a minority were retained for the 17-18 school year. Changes for the 18-19 school year: The school counselors will continue to utilize the reality ride/goal setting lesson for the 18-19 school year; however, the lesson will be taught school wide in order to help all students to set goals for the year. (In conjunction with advisement). The lesson will be taught in the first semester. At the end of the school year, students will review their goal for the year via google classroom to review if they achieved their goal. New strategies will include more hands on instruction, as well as more student lead instruction to boost more engagement. The collection of data will continue to be electronic through google classroom/forms. Before gathering perception data, we will review various ways to collect this data in order to align more precisely with the lesson. More questions will be geared toward factual items from the lesson. Keeping up with the failure list twice a nine weeks will also be a great tool to utilize. The ASCA mindsets utilized for this lesson will continue to be used for next school year. However, based upon the data from infinite campus, the ASCA M&B will be reviewed accordingly.

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