The data results from the core curriculum perception and outcome data will help develop my school counseling practice, goals, and pre and post test questions as well as be a guide for what lessons should be taught the next school year.
I am glad that I chose the lessons I did as I feel like I was able to align my school counseling program goals to the lessons chosen and teach to the mindsets and behavior standards selected. The first 2 years of my counseling program were similar to this year in that I also did school wide core curriculum in all classes and grades, but this year was mor intentional and data driven off prior year school and 16/17 core curriculum data. I will continue to align my lessons to ASCA Mindsets and Behaviors as well as administering pre and post tests and am finding positive results from using the Second Step Curriculum for my lessons.
One area in which I feel I could improve would be the wording of some of my questions, for example on Lesson 3 I asked, “Taking Others Perspectives Means” and I gave 3 options to choose from. After reading the questions I can see how some students would choose the incorrect answer of “Calming Down” as that is a skill we had learned and practiced in the lesson. In the future I will consult with other counselors on my district team as well as seek to attend trainings on developing better survey instruments.
Other implications that I reflected on for each of the 3 lessons highlighted include;
Lesson 1: Perception data showed that there were some increases in knowledge after the lesson, but in some areas the percent of change was not as high as was desired, this left me wondering what more I could teach the following year to make sure students are learning the skills that will help them when managing feelings in their bodies, as well as understanding what empathy is. It's always been a goal of the school, and district to reduce suspensions and this year one of my goals involved reducing suspensions for special education students-I never anticipated that no students would be suspended in this grade level and was also pleased to see that no special education students in this grade were suspended.
Lesson 2: After looking at the perception data results, I decided that teaching students more lessons in the area of taking perspectives and empathy would be needed for the following year, for this group of students. The 34% percentage was too low and not what I expected to see. What was interesting about the perception data for this lesson was that for Question 1, the percent of students who could identify one way to show they are listening with attention, actually DECREASED by 11%. After reviewing the survey instrument, I realized that the multiple choice questions for this survey could have confused the students in their wording, or perhaps the students became confused with the choices as they all related back to a concept we HAD learned during the core curriculum lessons, but were not specifically, "listening with attention skills". In the future I plan on rewriting the survey questions and answer choices in order to avoid any confusion for students.
I was happy to see that the students learned about the problem solving steps enough that 90% could identify the correct one in a set of multiple choice options. I had really expected that the percentage for correct responses to the question on taking perspectives would be higher so I reflected on how important teaching perspective taking and empathy is for this grade level, as this is the grade that also had the most suspensions of all grades.
Lesson 3: I was happy to see that the students learned about the problem solving steps enough that 90% could identify the correct one in a set of multiple choice options. I had really expected that the percentage for correct responses to the question on taking perspectives would be higher so I reflected on how important teaching perspective taking and empathy is for this grade level, as this is the grade that also had the most suspensions of all grades.