REVISED

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.

Grade Level: 3

Lesson Topic: Introducing Emotion Management

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social Emotional Domain: B-SS 9 and M2

Start/End: 1/12/18-1/12/18

Process Data (Number of students affected): 62

Perception Data (Surveys or assessments used): 1. You NEED to clean your desk and it's very messy what should you do? *
89% answered correctly
2. Having empathy means *
46% knew the meaning
3. Focusing attention on your body *
32% knew the answer
4. Someone cut in front of you in the lunch line and you are very mad now, what should you do? *
100% knew what they should do
5. Which one is a problem solving STEP *
71% could name 1

Outcome Data (Achievement, attendance, and/or behavior data): End of the year behavior data, specifically for suspensions, showed that the suspension rate for 3rd graders decreased by 100%, from 2 in the 16/17 school year to 0 for the 17/18 year.

Implications: 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 student's 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.

Attachments

Grade Level: 4

Lesson Topic: Problem Solving Lesson 2

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): B-SMS 2, B-SS 6, B-SS 9, B-LS 1

Start/End: 2/28/18

Process Data (Number of students affected): 88

Perception Data (Surveys or assessments used): 1. What is one way to show you are listening with attention *
60% knew the answer
2. Taking others perspectives means *
34% of students knew definition
When you have strong feelings it's hard to *
84% of student knew the answer
Following STEP helps you *
84% knew what it helps do.
Which one is part of STEP *
96% could name 1

Outcome Data (Achievement, attendance, and/or behavior data): End of the year behavior data, specifically for suspensions, showed that the suspension rate for 4th graders did not change, and was 2 for the 17/18 year and 2 for the 16/17 year. One positive to this was that no special education students were in that number of 2 students suspended for the 17/18 year,

Implications: REVISED SECTION 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. 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.

Attachments

Grade Level: 5

Lesson Topic: Problem Solving Lesson 2

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): B-SMS 2, B-SS 6, B-SS 9, B-LS 1

Start/End: 2/28/18

Process Data (Number of students affected): 79

Perception Data (Surveys or assessments used): 1.Taking others perspectives means? *
63% knew what it meant.
2. When you disagree respectfully you will *
90% knew what could happen.
3. When you calm down you will *
100% knew what calming down does
4. Following STEPS helps you *
89% knew what following STEP helped with
5. Which one is a problem solving STEP *
90% could identify the correct problem solving step

Outcome Data (Achievement, attendance, and/or behavior data): End of the year behavior data, specifically for suspensions, showed that the suspension rate for 5th graders decreased from 10 suspension during the 16/17 school year to 4 during the 17/18 school year.

Implications: 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.

Attachments