REVISED

Of the three lessons I selected, Lesson #1 supports Goal #1 and Lesson #2 supports Goal #2. The content of these lessons is challenging, activities are engaging, and the students are not only learning skills and content, but are able to effectively and accurately report out on what they learned. Unfortunately, for some of my core curricular lessons, I inadvertently did not collect pre-test data in order to measure the effectiveness of the lessons. In the original submission, I omitted all of the pre-test data that was collected. In the re-submit, perception data collection information was included for the lessons in which the data was available. For 2018-2019, this was a significant learning for improved programming.

Lesson #1 Grade 1: Anti-Bullying Concepts and Strategies
The data suggests that the anti-bullying lesson may have contributed to the reduction in “disrespect to peer” office infractions from 1 in March and 2 in April to zero in May and June. The SWPBIS data is misleading; the additional students who did not earn the monthly incentive may have been due to the increase in the target percentage of greens, blues, and purples for the month and while classroom behaviors may have increased, they may not have been severe enough to report to administration. The pre and post-test results indicate an effective lesson, however, this lesson was extremely ambitious for 1st graders to complete in the 40 minutes allotted. It may be beneficial to allocate two days to this lesson with the same content. The pre-test hand signals were too confusing and the post-test, while extremely informative, took too long to administer. Using a pinch card for the pre-test and if 2 days are used to cover the content, the post-test in its current form may be sustained.

Lesson #2: Grade 5: Relationship Smarts: Behaviors, Choices, and Peer Pressure
The data would suggest that the lesson may have contributed to a reduction in office infractions. There were 5 infractions in September and 22 in October. After the relationship lesson, office infractions decreased by 82% with only 4 office infractions among 5th graders in November. That reduction held true for the December (3) and January (3) and increased again in February (12). Related to Goal #2, the data would suggest that this lesson may have also contributed to the reduction in office infractions with the group of 9 targeted 5th grade students. In September 3/5 infractions and in October 21/22 infractions were committed by these students. However, in November, this number decreased by 81% to 4/4 infractions. This reduction held for the next two months in December (2/3) and in January (2/3). The SWPBIS data is more deceiving – with an unremarkable slight increase in students who did not earn the monthly incentive, it seems that students were able to maintain positive expected behaviors within their classrooms despite the overall number of office infractions. The data supports maintaining this lesson next school year and based on student discussion during the lesson, a component of role-playing is necessary in an attempt to simulate the stress of these types of peer interactions. The lesson has a lot of content and it felt rushed; a consideration will be made to break the lesson into two parts over two days.

Lesson #3: Grade 4: Anti-Bullying Concepts and Tools
While 81% of students were able to correctly define the term bullying in the post test, the results indicate I need to spend more time on teaching the definition of bullying behavior - focusing on the imbalance of power and repeated nature (most of the errors on the workpage). 98% were able to correctly identify the characters in a bullying situation and since they can do this, future lessons may include more instruction on teaching bystanders to feel comfortable with the power they have in this role. 92% were able to correctly identify types of bullying which will help them know how to respond. 95% were able to correctly identify anti-bullying strategies in videos. This tells me that they may be more able to see how the strategies can work in real life and start to develop a personal action plan for possible strategies to use with each type of bullying behavior. Role-playing the strategies with partners helped to give students the confidence to employ strategies in the event of a bullying situation. All 7 disrespect to peer infractions/office referrals occurred between September and November. Based on this data, I will consider moving the anti-bullying lesson earlier in the school year.

Grade Level: 1

Lesson Topic: Anti-Bullying Concepts and Strategies

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social/Emotional: M1; B-SS.2; B-SS.4

Start/End: May 2018

Process Data (Number of students affected): 40 minute session 78 students

Perception Data (Surveys or assessments used): Pre and Post Test Results:
Correct identification of victim's feelings in scenario
Pre- 85%
Post - 95%

Correctly identified healthy or unhealthy relationship
Pre - 90%
Post - 98%

Correctly identified feeling of student in picture
Pre- 94%
Post - 99%

Correctly answered can we help a friend who is feeling uncomfortable
Pre- 97%
Post - 100%

Outcome Data (Achievement, attendance, and/or behavior data): Office infraction/referral data: Before the anti-bullying lesson, 6 disrespect to peer infractions occurred from September to April. After the anti-bullying lesson, 0 disrespect to peer infractions occurred in May and June. SWPBIS data - SWPBIS data- showed an increase in students missing the target percentage for the school-wide incentive to 17% in May/June. This could be due to the target percentage increasing from 85% in April to 90% in May/June. While office infractions increased substantially during this time, 10 in March and 16 in April, there were only 3 infractions in May/June. This suggests low level misbehavior occurred in May/June that did not require a report to the office, but did garner clips being moved down.

Implications: 1. While student growth was evident, the lesson was very ambitious for the amount of time allotted. Changes in amount of content is needed. 2. Pre-test using hand signals was difficult for this age group. Consider using a pinch card. 3. Although the post-test exit ticket gave important information, it took too long to administer with this age group. This further supports a change in content amount of lesson in order to maintain the post-test in it's current state. 4. Although 95% is a healthy number in the post-test data for vicitim's feelings, this was the lowest post-test percentage of all items. This suggests more work can be done on building empathy for others.

Attachments

Grade Level: 5

Lesson Topic: Relationship Smarts: Behavior, Choices, and Peer Pressure

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social/Emotional: B-SS.2; B-SS.4; B-SS.8

Start/End: November 2018

Process Data (Number of students affected): 40 minutes 64 students

Perception Data (Surveys or assessments used): Pre-Test - percentage of students with correct responses:

0% Give a scenario. Raise your hand if you can tell me what peer pressure tip you would use in this situation?

81% Raise your hand if you can tell me how the student being pressured in this situation may be feeling.

Post-Test Exit Ticket Results - percentage of students with correct responses:

Given 2 peer pressure scenarios, students will answer these questions.

What resist peer pressure tip would you use? 75%

What would you say? 88%

What would you do? 90%

How would you feel in this situation? 100%

Outcome Data (Achievement, attendance, and/or behavior data): Grade Level Office Infractions: Before the November relationship lesson: September - 5 infractions October - 22 infractions After the November relationship lesson: November - 4 infractions December - 3 infractions January - 3 infractions 9 Targeted Students: Before November Relationship Lesson: September - 3/5 infractions October - 21/22 infractions After November Relationship Lesson: November - 4/4 infractions December - 2/3 infractions January - 2/3 infractions SWPBIS Data: Before November Relationship Lesson: September - 0 did not earn October - 2 did not earn After November Relationship Lesson: November - 3 did not earn December - 1 did not earn January - 0 did not earn SWPBIS Data for 9 Targeted Students: Before November Relationship Lesson: September - all earned October -1/9 did not earn After November Relationship Lesson: November - 2/9 did not earn December - 1/9 did not earn January - all earned

Implications: 1. The perception data indicated that students had significant improvement in identifying a peer pressure tip to help in the stated scenario. Students were also able to indicate what they would say and do in the situation, as well as, how they would feel. 2. In all classes, students asked about how complicated peer pressure situations can be and how difficult it may be to do the "tip" in that stressful environment. This encouraged me to consider using role-plays in the future to simulate some of this stress. 2. This lesson requires much time management and leaves little room for the discussion and questions the kids are presenting. Because the topic is so pertinent to their lives, more time may be needed for this lesson. Consider splitting up this lesson into two parts/days. 3. The data suggests that while they do not necessarily know the name of the tip to use, they are more accurate at knowing what to say and do. Perhaps an acronym can help remember the tips in order to help with decision making in high pressure situations. 4. SWPBIS data, while helpful to providing information on what students may need intervention, it should not be the only piece of information. This is evident in the difference in the number of infractions vs. the high number of students who earned the monthly incentive. Also, of the targeted 9 student group, most earned the monthly incentives for the first half of the school year and not indicative of the number of office infractions they received.

Attachments

Grade Level: 4

Lesson Topic: Anti-Bullying Concepts and Tools

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social/Emotional: M3, B-LS.1, B-SS.4, B-SS.9

Start/End: March 2018

Process Data (Number of students affected): 40 minutes 72 students

Perception Data (Surveys or assessments used): 1. 69% of students correctly defined the term bullying in the pre-test and 81% in the post-test
Most errors were in naming one type of bullying and did not use some sort of "repeatedly term"

2. 83% of students were able to correctly identify the characters in a bullying situation in the pre-test and 98% in the post-test videos.

3. 10% of students were able to correctly identify types of bullying (physical, verbal, cyber, and relational aggression) in the pre-test and 92% of students correctly identified the types of bullying in the videos.

4. 60% of students were able to correctly identify an appropriate anti-bullying strategy in the pre-test and 95% of students were able to do so in the post-test videos scenarios.

Outcome Data (Achievement, attendance, and/or behavior data): Office infraction data: In 2016-2017, 10/14 disrespect to peer infractions occurred from March to June in 4th grade - supporting the presentation of the anti-bullying lesson in March of 2018. In 2017-2018, 7/25 infractions were coded peer disrespect. All 7 of these incidents occurred before November 2017. SWPBIS data- showed an increase in students missing the target percentage for the school-wide incentive. This could be due to the target percentage increasing from 80% to 85% in March and April to 90% in May/June. While office infractions increased substantially during this time, disrespect to peer infractions did not increase during that time. Self-Referral - 18/132 Talk Time Slips were from 4th graders and related to disrespect to peer interactions September - 0 October - 3 November - 5 December - 0 January - 1 February - 0 March - 6 April - 3 May/June - 0

Implications: 1. When teaching concepts, need to spend more time to master the definition focusing on the repeated nature and imbalance of power; consider teaching in a way that there are 3-4 main points of the definition and on exit ticket - number 1, 2, 3 and 4 to help the students remember the important points. 2. Students can accurately identify the roles students play in a bullying situation. I can provide more instruction to bystander students on how help those who bully and those who are victimized. This group is the largest group of kiddos and more time can be dedicated to helping students feel comfortable with the power they have in this role. This would ultimately help more students feel they belong in a school environment (M3). 3. New concepts taught this year were cyber bullying and relational aggression. These results showed me that they are understanding the differences between each and can notice, with social maturity, these situations. Knowing the type of bullying can help with knowing how to respond. 4. By recognizing and identifying the taught strategies that were being displayed in the videos, students will be able to see how the strategies can work in real life. They can pair up strategies/tips with certain types of bullying and begin to develop their own plan of action in the event they are faced with a similar scenario. Outcome Data: 1. I will consider moving the the anti-bullying lesson earlier in the school year. The fact that no disrespect to peer infractions or bullying infractions happened after the lesson or during the spring (which is historically the busiest time of year for peer to peer infractions), I consider this a good sign. 2. Self-Referral Data 18 out of a total 132 student self-referral school counselor Talk Time Slips involved disrespect to peer interactions. Students were reaching out to the counselor for help. The 6 self-referrals in March may be due to the attention that was placed on this topic during the lesson and the ask for help strategy reminder. It is a reminder that self-referral data is important to remember in a data-drive comprehensive school counseling program and suggests that students are comfortable in their relationship with the counselor to seek help.

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