Peaceful Solutions (September 2017)
Based on our behavior referral data, 5th grade annually has the second highest referrals and we wanted to use this lesson in hopes that it will be reduced. The lesson was delivered to all 5th grade classes (135 students). Pre/Post perception data showed increases to all questions. “I believe that it is important to report verbal or physical incidents to an adult” showed an increase of 3.54 to 4.47. “I know 3 adults I can see to report incidents” showed an increase of 3.01 to 4.71. “I know how to help a student that was harmed verbally or physically” showed an increase of 2.82 to 4.40. “I know how to resolve conflicts in a peaceful manner” showed an increase of 3.06 to 4.55. Outcome data showed that there were 20 behavior referrals compared to 21 the year before. But when it is broken down by quarters, it showed that there were 2 referrals in 1st semester and 18 in 2nd semester referrals. Based on data, we are looking at deciding if we should deliver this lesson later in the year (2nd semester) or have a follow up lesson to remind them of behavior expectations.

Goals to Improve Attendance (November 2017)
Improving our attendance was one of our top priorities and we implemented this lesson to our upper grade classes (400 students in grades 3-5). Pre/Post perception data showed increases to all questions. “I believe that coming to school will help me be successful” showed an increase of 3.68 to 4.24. “I believe that setting goals can help improve my attendance” showed an increase of 3.08 to 3.88. “I know what I’m doing well and what I need to work on to improve” showed an increase of 2.88 to 4.25. “I have a plan to improve my attendance” showed an increase of 2.77 to 4.21. Outcome data showed that the number of students in grades 3-5 with 15 or more absences decreased from 99 (16-17) to 74 (17-18); a 25% decrease! It seemed that having more awareness of our attendance and creating goals to improve had a positive effect on our students. We’ll continue to find ways to improve our student attendance rate.

Caring Coupons (February 2018)
Reducing the number of behavior referrals in the classroom was another priority and we decided to deliver this lesson to our 3 grade classes (102 students), which annually has the highest amount of behavior referrals amongst grade levels. Pre/Post perception data showed increases to all questions. “Doing caring acts to my classmates can help us get along” showed an increase of 3.73 to 4.52. “I know what kind of caring acts my classmates like” showed an increase of 2.99 to 4.31. “I know what kind of caring acts my teacher likes” showed an increase of 3.04 to 4.95. “I know how to use caring coupons to show I care” showed an increase of 2.42 to 4.48. Outcome data showed the number of classroom referrals decreased from 50 referrals (16-17) to 23 referrals (17-18); a decrease of 46%! But in looking closer, 13 of the 23 classroom referrals (56% of total classroom referrals) took place in 3rd grade. Based on perception data, it seemed the students showed they gained knowledge and skills about showing caring acts towards students and adults. Although we made great strides school wide, we will look into alternative lessons that may produce more positive results or collaborate with teachers about lessons that could address improving classroom behaviors.


Based on the results of the lessons presented, decisions and/or recommendations need to be made. We will be reflecting on the lessons we implemented to determine if the lessons has a positive effect on data regardless of how the students liked the lesson. Even if students had “fun” with the lesson, if it does not show positive steps towards improving outcome data then it has to be relooked or replaced. We will also be discussing the times we implement lessons and keep in mind that April and May is our statewide assessment for grades 3-5 and that we may need to decide on doing our lessons earlier so that it won’t get cancelled. Anti-bullying or conflict resolution lessons may be more suited to be delivered during the second semester when behavior referrals occur more frequently.

Grade Level: 5

Lesson Topic: Peaceful Solutions

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social Emotional: B-SS 9, B-SS5

Start/End: Sept. 5-15

Process Data (Number of students affected): 135 students in grade 5

Perception Data (Surveys or assessments used): 1) "I believe that it is important to report verbal or physical incidents to an adult" moved from 44% reporting unsure or disagree to 95% reporting agree or strongly agree.

2) "I know three adults I can see to report incidents" moved from 76% reporting unsure or disagree to 100% reporting agree or strongly agree.

3) "I know how to help a student that was harmed verbally or physically" moved from 77% reporting unsure or disagree to 89% reporting agree or strongly agree.

4) "I know how to resolve conflicts in a peaceful manner" moved from 56% reporting unsure or disagree to 90% reporting agree or strongly agree.

Outcome Data (Achievement, attendance, and/or behavior data): There were 20 behavior referrals for 5th grade during the 17-18 school year compared to 21 when the students were in 4th grade. The breakdown of referrals by quarter were: 1st qtr- 2, 2nd qtr- 0, 3rd qtr- 8, 4th qtr- 10.

Implications: Based on the data, although it was great that the lesson done in September helped to keep the referrals low in 1st and 2nd qtr, but was not sustained in 3rd and 4th qtr. Due to our guidance curriculum covering pillars traits, we did not have a follow up lesson to remind students about dealing with situations peacefully. In the future, we will be looking at our guidance curriculum to find a balance between character education and expanding with other lessons that may be needed depending on the time of year.

Attachments

Grade Level: 3-5

Lesson Topic: Goals to Improve Attendance

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Academic, Career, Social/ Emotional: B-SMS 5, B-SMS1

Start/End: Nov. 6-16

Process Data (Number of students affected): 400 students in grades 3-5. 150 students were random sampled (2 classes in grades 3-5)

Perception Data (Surveys or assessments used): 1) "I believe that coming to school will help me be successful" moved from 40% reporting unsure or disagree to 90% reporting agree or strongly agree.

2) "I believe that setting goals can help improve my attendance" moved from 68% reporting unsure or disagree to 71% reporting agree or strongly agree.

3) "I know what I'm doing well and what I need to work on to improve" moved from 77% reporting unsure or disagree to 82% reporting agree or strongly agree.

4) "I have a plan to improve my attendance" moved from 73% reporting unsure or disagree to 83% reporting agree or strongly agree.

Outcome Data (Achievement, attendance, and/or behavior data): The number of students in grades 3-5 with 15 or more absences decreased from 99 students (2016-17) to 74 students (2017-18). A 25% decrease!

Implications: Improving our student attendance was one of our top priorities this past school year. This guidance lesson helped the students realize that setting goals to improve attendance can not only be effective, but fun as well. In the future, we will continue to focus on attendance and build on what we have implemented with other types of interventions (incentives, community outreach, support services for families etc.)

Attachments

Grade Level: 3

Lesson Topic: Caring Coupons

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social/ Emotional: B-SS 2, B- SS 1, B-SMS 1

Start/End: February 2018

Process Data (Number of students affected): 102 students in grade 3.

Perception Data (Surveys or assessments used): 1) "I believe that doing caring acts to my classmates can help us get along" moved from 66% reporting agree to 94% reporting agree or strongly agree.

2) "I know what kind of caring acts my classmates like" moved from 92% reporting unsure or disagree to 100% reporting agree or strongly agree.

3) "I know what kind of caring acts my teacher likes" moved from 77% reporting unsure or disagree to 100% reporting agree or strongly agree.

4) "I know how to use caring coupons to show I care" moved from 95% reporting unsure or disagree to 96% reporting agree or strongly agree.

Outcome Data (Achievement, attendance, and/or behavior data): The number of classroom referrals have decreased from 50 referrals (16-17) to 23 referrals (17-18), a decrease of 46%! Although great news, in looking closer, 3rd grade had 13 of the 23 classroom referrals (56% of all classroom referrals).

Implications: In this situation our perception data showed that the students gained knowledge and skill through the pre and post test. But the outcome data was not reflective of that. Typically, 3rd grade has the highest or 2nd highest number of referrals. Therefore we will continue to find ways to support the behaviors of our 3rd graders in and out of the classroom setting.

Attachments