During the 2017-18 school year we placed a heavy emphasis on growth mindset. It created a solid foundation for the year and connected to our program goal of increasing the pass rate on the Standards of Learning (SOL) assessment for our Black and Hispanic students in fourth and fifth grade. In total we had 112 of our 116 fourth graders present for all three lessons which was 96.5% of all fourth-grade students. We connected the questions on the pre and post assessment (perception data) to our ASCA Mindsets and Behaviors by asking two questions on a Likert scale. These gauged the student’s beliefs and attitudes towards working through a situation that is difficult. We asked a question that would help gauge student knowledge on growth mindset as well as goal setting. In the future we would keep the same questions, but ask them prior to the lesson. This information would be helpful to have when planning the lesson since we weren’t able disseminate the data until after the first lesson. Our post-assessment results helped inform future school counseling activities by showing that there is a need for multiple lessons on growth mindset. This was the first year we taught this type of lesson in a unit and although there was an increase in student’s attitudes and beliefs, it was not significant. The outcome data was connected to the SOL assessments and there was an increase in math scores, but a decrease in reading scores. We plan to continue teaching this type of unit and will continue tracking this data.

Our Kindergarten lesson on personal space was part of a three-lesson unit on self-discipline and self-control. Each lesson had its own perception data but the same shared the same outcome data. 110 of our 115 Kindergarten students were present for this lesson which was 95.6% of all Kindergarten students. The data was directly tied to the ASCA Social/Emotional Mindsets and Behaviors of self-discipline and self-control. After examining the data, it is evident that the students did learn about personal space and that the lesson was effective because 100% of the students were able to demonstrate personal space using the hula hoops and 91.81% were able to demonstrate their knowledge of personal space with the personal space drawing assessment. It would be more impactful if we had collected pre-data to show the increase as a result of our lesson. When examining the outcome data, it was evident that this lesson may have been timelier earlier in the year. One of our school counseling goals was to reduce the percentage of Kindergarten students receiving a Behavior Notification each quarter by 20%. When examining the outcome data we found that 24 behavior notifications were received during the 3rd quarter when this lesson was taught. During the 4th quarter 14 behavior notifications were issued which is a decrease of 41.6%. Next year we plan to move this lesson to the first quarter to coincide with the teaching of our school rules and to establish a foundation for behavior with which to build on throughout the year. We will monitor the data to see if this helps level out or decrease the Behavior Notifications received during the 2018-19 school year.

The fifth-grade lesson was part of a unit on skills for learning. This lesson was first and focused on strategies for reducing worry/anxiety. This was connected to our school counseling program goal of increasing the pass rate on the SOL assessments for our Black and Hispanic students. 118 of our 121 fifth graders were present for the lesson which is 97.5% of all fifth graders. The data was directly linked to the ASCA Academic and Social/Emotional Mindsets and Behavior of coping skills when faced with a problem. The perception data shows that students did increase their knowledge of strategies they can use to calm down when feeling nervous/anxious during a test. What was not measured, but would be very useful in determining the effectiveness of this lesson was whether the students put these strategies to use during a test. Next year we plan to gather data on this a month after teaching the lesson. When examining the outcome data there was an increase in the pass rate of Black students on both the reading and math SOL and an increase on the math and no change on the reading for our Hispanic students. This is a positive change and helped reinforce the need for this type of lesson for fifth-grade students.

Grade Level: 4th Grade

Lesson Topic: Developing Growth Mindsets for Personal and Academic Success

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Academic and Social/Emotional M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes M 6. Positive attitude toward work and learning

Start/End: September 13, 2017 to September 19, 2017

Process Data (Number of students affected): 112 4th grade students in 5 classes.

Perception Data (Surveys or assessments used): REVISED
4 question pre/post assessment for growth mindset unit. Pre-test given during this lesson and post assessment given during third and final lesson in this unit.

1.If there is something I can’t do or can’t do well, I believe that I can get better if I keep trying.

Likert Scale 1-5: Strongly Disagree (1), Disagree (2), Neutral (3), Agree (4), Strongly Agree (5).

Pre-Assessment:
Strongly Disagree: 0 students
Disagree: 2 students
Neutral: 12 students
Agree: 69 students
Strongly Agree: 29 students

Post-Assessment:
Strongly Disagree: 0 students
Disagree: 0 students
Neutral: 7 students
Agree: 69 students
Strongly Agree: 36 students

The number of students who believe they can ALWAYS get better if they keep trying increased by 7 students or 24%.

2.I try to think positively after I’ve made a mistake. Likert Scale 1-5: Strongly Disagree (1), Disagree (2), Neutral (3), Agree (4), Strongly Agree (5).

Pre-Assessment:
Strongly Disagree: 9 students
Disagree: 16 students
Neutral: 16 students
Agree: 29 students
Strongly Agree: 42 students

Post-Assessment:
Strongly Disagree: 0 students
Disagree: 13 students
Neutral: 21 students
Agree: 33 students
Strongly Agree: 45 students

The number of students who STRONGLY AGREE that they try to think positively after they have made a mistake increased by 7%.

The number of students who STRONGLY DISAGREE decreased by 100%.

Knowledge:
3.Which of the following sentences might be said by someone with a growth mindset (bubble gum brain)?
a. Math is too hard. I will never be able to understand it.
b. Math is not easy for me yet, but if I keep working at it, I know I will get better.
c. I do ok at math so I really don’t need to study for my test.
d. I don’t know

Pre: (37.9% of 4th grade students answered this question correctly)

Post: (93.3% of 4th grade students answered this question correctly)

146.1% increase in knowledge

4.I can come up with at least one goal of something I would like to learn or get better at (circle answer). If yes, write it on the back of this paper.
YES NO

Pre: 68.9% of 4th grade students selected YES and were able to write a goal of something they would like to get better at.

Post: 96.7% of 4th grade students selected YES and were able to write a goal of something they would like to get better at.

40.3 % increase in skill

Outcome Data (Achievement, attendance, and/or behavior data): The 2017-18 reading and math SOL (Standards of Learning) reading and math scores as compared to the 2016-17 scores. By the end of the 2017-18 school year, the percentage of students in grades 4-5 identified as Black or Hispanic who pass the Virginia Standards of Learning assessment in reading and math will increase by 10%. 2016-17 Reading SOL: Black students in 4th grade (83% passed) Hispanic students in 4th grade (80% passed) Math SOL: Black students in 4th grade (83% passed) Hispanic students in 4th grade (60% passed) 2017-18 Reading SOL: Black students in 4th grade (82% passed) 1% decrease Hispanic students (72% passed) 10% decrease Math SOL: Black students (87% passed) 4% increase Hispanic students (83% passed) 23% increase

Implications: REVISED The perception data indicates that there was only a very slight change in attitude and belief from the pre-assessment to the post-assessment. There was about five weeks between the time the students completed the pre-assessment and then the post-assessment. It may be beneficial to teach a booster lesson during the third or fourth quarter and then survey the students on questions one and two again to see if there is an increase in attitude/belief over time. We will continue to teach growth mindset lessons each year and compare data from year to year with the hope that attitude and beliefs will continue to increase in students who have previously had lessons on growth mindset. There was a large increase in student knowledge as a result of this lesson with identification of a growth mindset increasing 146.1%. In future lessons we will continue to include a question on knowledge to ensure that students are continuing to understand the concept of growth mindset. The outcome data for this lesson was connected to one of our school goals which was an increase in the SOL scores of our Black and Hispanic students in reading and math. There was an increase in student scores on the math SOL and a decrease in scores on the reading SOL. Based on the data, we will continue to teach lessons on growth mindset because there was an increase in both student belief that they can improve if they keep trying and in thinking positive after they have made a mistake. There was also a 146% increase in student knowledge of growth mindset as a result of this lesson. This was the first year we focused heavily on growth mindset and feel that as the students continue to learn more and implement growth mindsets into their everyday classwork, there will be a positive effect on student test scores. There was a positive response from staff members who began to incorporate growth mindset into their daily interactions with students when they became frustrated or were having difficulty with concepts. Because we taught growth mindset as a unit school-wide at the beginning of the school year, we were able to reinforce it the entire school year. We will continue to teach growth mindset at the beginning of the year because it sets a solid foundation for the rest of the school year. It may be beneficial to introduce growth mindset to parents in the form of a parent workshop or simply communication in the weekly school newsletter or via social media. Having the home/school connection may help in reinforcing these concepts.

Attachments

Grade Level: Kindergarten

Lesson Topic: Personal Space/Self-Management

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social/Emotional B-SMS 2: Demonstrate self-discipline and self-control.

Start/End: February 15, 2018 to February 22, 2018

Process Data (Number of students affected): 110 Kindergarten students in 5 classes

Perception Data (Surveys or assessments used): Skills Assessment: Students will demonstrate the proper distance of personal space when interacting with a classmate, first using the hula hoops and then without.

100 % of the students participating in the classroom lesson on personal space were able to demonstrate the proper amount of distance they should give their classmates when interacting with a classmate at the end of the lesson.

Knowledge: Students will draw a picture illustrating the proper distance of personal space when with a stranger, friend and family member.

At the end of the lesson, 91.81% (101 out of 110 students) were able to demonstrate their knowledge of personal space when drawing a picture of the proper amount of personal space to give a stranger, a classmate and a family member.

Outcome Data (Achievement, attendance, and/or behavior data): The 2017-18 reading and math SOL (Standards of Learning) reading and math scores as compared to the 2016-17 scores. By the end of the 2017-18 school year, the percentage of students in grades 4-5 identified as Black or Hispanic who pass the Virginia Standards of Learning assessment in reading and math will increase by 10%. 2016-17 Reading SOL: Black students in 4th grade (83% passed) Hispanic students in 4th grade (80% passed) Math SOL: Black students in 4th grade (83% passed) Hispanic students in 4th grade (60% passed) 2017-18 Reading SOL: Black students in 4th grade (82% passed) 1% decrease Hispanic students (72% passed) 10% decrease Math SOL: Black students (87% passed) 4% increase Hispanic students (83% passed) 23% increase

Implications: REVISED Outcome data collected from the PBIS Behavior Notification Forms indicates that while lessons on self-management may be timely during the third quarter of the school year, it may have been more beneficial to teach a lesson that is more specifically aimed at the reasons why students are receiving behavior notification forms. Rather than look at the number of behavior notifications received, we should examine the exact reasons why students received the behavior notifications and plan the lessons around them. The data showed that while the students had an increase in knowledge and skills, this did not translate in a decrease in behavior notifications during the third quarter of the school year when the lesson took place. There was a decrease in behavior notifications during the fourth quarter which was positive. As a result we will continue to teach this type of lesson to students, but it may be beneficial to meet with the Kindergarten team on a more regular basis to find out what lessons they think would be helpful at certain points in the school year. This will also help in forming a connection with them and create more of a team approach. Additionally, our school will be using a system call SWIS during the 2018-19 school year to help track behavior incidents and narrow down behavior and location. We plan to take this data and use it to plan our classroom lessons on self-management. In the future we will take pre-test data on this lesson so we can show not only that the students have an increase in skill and knowledge as a result of this lesson, but by showing how much their skills and knowledge have increased.

Attachments

Grade Level: 5th Grade

Lesson Topic: Don't Stress the Test: Coping Strategies for Handling Test Taking Anxiety

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Academic & Social/Emotional B-SMS 7: Demonstrate effective coping skills when faced with a problem.

Start/End: December 18, 2017 to January 2, 2018

Process Data (Number of students affected): 118 5th Grade students in 5 classes

Perception Data (Surveys or assessments used): REVISED
A 2 question pre/post assessment completed during this lesson and during the third and final lesson of this unit.

Attitudes:
When taking a test, I feel nervous…

(1)Never, (2) Rarely,
(3) Sometimes, (4) Often (5) Always

Pre-Assessment:
Never: 2 students
Rarely: 4 students
Sometimes: 82 students
Often: 22 students
Always: 8 students

Post-Assessment:
Never: 4 students
Rarely: 10 students
Sometimes: 75 students
Often: 25 students
Always: 4 students

The number of students who ALWAYS feel nervous when taking a test decreased by 50%.

The number of students who OFTEN feel nervous when taking a test decreased by 14%.

Please list below strategies you use to calm down when feeling nervous/anxious during a test.

Pre-Assessment
25 out of the 118 students were able to list a strategy they can use to calm down when feeling nervous/anxious during a test.
(21.18% of students)

Post-Assessment
110 out of the 118 students were able to list a strategy they can use to calm down when feeling nervous/anxious during a test. (93.22% of students)

The students who were able to list a strategy they can use to calm down when feeling nervous/anxious increased by 72.12%

Outcome Data (Achievement, attendance, and/or behavior data): The 2017-18 reading and math SOL (Standards of Learning) reading and math scores as compared to the 2016-17 scores. By the end of the 2017-18 school year, the percentage of students in grades 4-5 identified as Black or Hispanic who pass the Virginia Standards of Learning assessment in reading and math will increase by 10%. 2016-17 Reading SOL: Black students (71% passed) Hispanic students (79% passed) Math SOL: Black students (71% passed) Hispanic students (74% passed) 2017-18 Reading SOL: Black students in 5th grade (75% passed) 6% increase. Hispanic students (79% passed) 0% change. Math SOL: Black students in 5th grade (83% passed) 17% increase. Hispanic students in 5th grade (72% passed) 3% decrease.

Implications: REVISED Perception data shows that at the end of the lesson there was a 50% decrease in the percent of students that ALWAYS feel nervous during a test and a 14% decrease in students who OFTEN feel nervous during a test.. It may be helpful explore what happens when they get nervous/anxious. Do they forget answers? Do they have trouble focusing? By gathering this information, we can ensure that our lesson is meeting the needs of the students. There was a significant increase in the percent of students who were able to list a strategy they can use to calm down when feeling anxious/nervous during a test (72.12% increase). It may be helpful to then collect data several weeks after the lesson to see how many students are using the strategies learned during a test. The outcome data shows that the only SOL test that saw a decrease in scores was the math SOL for our Hispanic students. During the 2018-19 school year it will be beneficial to continue reinforcing these concepts in 5th grade classroom lessons. Lessons related to test taking strategies are always well received by teachers and parents at Glenkirk. The data shows that this lesson aided in decreasing the number of students who are ALWAYS and OFTEN nervous when taking a test and increasing student knowledge of strategies that they can use to calm down when feeling nervous/anxious. Therefore we will continue to include this in our classroom lesson rotation.

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