Both the Dakota Prairie mission and vision statements focus on “all learners.” Because school counseling core curriculum is the largest component on the school counseling program, it could be considered the most impactful. Core Curriculum is important in making a difference and helping all learners reach their full potential as well as make a positive impact on their ability to become lifelong learners, successful future employees, and significant contributors to society.

Each of the three lessons highlighted in this application were selected from the curriculum to be a reflection of how our core curriculum instruction reinforces the achievement of every learner. Each lesson is directly linked to our goals and mindset and behavior standards. For all of my lessons, I used an online tool called “Plickers” to gather data. Plicker is an image similar to a QR code on a piece of paper that can be scanned by a smart device. This app recognizes the learners responses depending on which they hold the plicker image. The learners enjoyed this method, and I was able to quickly and easily collect data!

Lesson 1-Introduction to the Zones of Regulation

Based on our goals and needs statement, we adopted “The Zones of Regulation” curriculum. A pre/posttest was given to all 1st grade learners. Posttest results showed that after these lessons knowledge and skill increased in each area of recognition (blue zone, green zone, yellow zone, and red zone); and 86%-90% of students felt they had learned strategies to help calm down or alert when appropriate.
This lesson included variety of teaching methods including, short videos using technology and movement around the room which helped students stayed engaged.

Lesson 2-Kelso’s Choices

All 2nd grade learners participate in this lesson after coming back from Christmas break. In my experience this is the time that friends start to get “annoyed” with each other and seem to have an increase in small problems within friend groups. This lesson is designed to give learners the skills and tools they need to be their own problem solvers. Post test results showed that after the lesson, 96-100% of learners felt that they were smart enough and strong enough to solve their own small problems. After the lesson, - 70-100% of learners could distinguish a small problem from a big problem and 79-96% of learners could identify at least two ways to solve their own problem before going to an adult.
I feel this was a very effective lesson but included discussion where learners were more stationary. I would like to include more movement into this lesson when I teach it in the future.

Lesson 3- Rude, Mean, or Bullying

The lesson that I chose to focus on for 3rd graders was revised from the book “8 Ways to End Bullying” by Signe Whitson. I heard Signe speak at the ASCA conference in the summer of 2016 and I knew that I needed to add her materials to my core curriculum. Many of my learners get into the habit of fighting with friends and then using the term “bullying” Even though my core curriculum includes lessons on the proper definition of bullying, I wanted to make sure that all my 3rd grade learners could put a name to behaviors that are not bullying but just rude and mean. I also wanted them to have the confidence to handle a situation on their own using appropriate actions depending on the situation. Post test data revealed that 83-100% of learners felt confident handing a situation where a classmate was being rude; 70-100% knew what to do if a classmate was being mean; and 87-100% of learners felt they knew what to do if a classmate was being a bully. After the lesson, post test data showed that 69-83% of students could correctly identity a situation as rude; 67-80% could identify a situation as mean; and 64-80% could identify a situation as bullying.

Next year when I give the pretest and the posttest I will eliminate a few of the questions. It took quite a bit of time to go over each situation. The pretest was taken from "The 8 Ways to End Bullying" activity book and included three rude situations; two mean; and five bullying situation. When I put together my data, I took an average for learners’ answers in each category.

Grade Level: 1

Lesson Topic: Self Regulation

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social/ Emotional; B SMS 2; B SMS 7

Start/End: 9/4/2017- 11/10/2017

Process Data (Number of students affected): 110

Perception Data (Surveys or assessments used): Zones of Regulation Pre/Post Test was given to all 1st grade students

Pre/Post Test Results

Attitudes/Beliefs:
I know at least one way to calm myself down.
Pre/Post Test Results
1-Lamp: 52%-86%
1-Boeve: 41%-91%
1-Hadley: 36%-86%
1-Moser: 50%-95%
1-Stadler: 67%-90%

I know at least one way to alert myself.
Pre/Post Test Results:
1-Lamp: 46%-91%
1-Boeve: 32%-95%
1-Hadley: 41%-82%
1-Moser: 50%-86%
1-Stadler: 38%-90%

Knowledge and Skills:
Can identify a feeling in the blue zone
Pre/Post Test Results:

1-Lamp: 41%-82%
1-Boeve:18%-91%
1-Hadley:50%-64%
1-Moser:1%-50%
1-Stadler:43%-67%


Can identify a feeling in the yellow zone
Pre/Post Test Results:

1-Lamp:18%-91%
1-Boeve:32%-100%
1-Hadley:36%-86%
1-Moser:.5%-86%
1-Stadler:1%-86%


Can identify a feeling in the green zone
Pre/Post Test Results:

1-Lamp: 18%-82%
1-Boeve: 55%-100%
1-Hadley: 55%-73%
1-Moser: 23%-82%
1-Stadler:64%-76%


Can identify a feeling in the red zone
Pre/Post Test Results:

1-Lamp: 64%-82%
1-Boeve: 77%-100%
1-Hadley: 59%-73%
1-Moser: 64%-82%
1-Stadler: 76%-76%

Outcome Data (Achievement, attendance, and/or behavior data): As of June 1st 2017 Dakota Prairie Elementary had 80 office referrals. My goal was to decrease this number to 64 (by 20 %) As of June 2018, Dakota Prairie Elementary only had 15 office referrals.

Implications: 1. Based on teacher and student feedback, intentional instruction on this topic is beneficial. The data reveled that over time learners were able to understand and retain knowledge and skills. They were not only able identify their feelings but also identify a tool they could use to calm themselves down if they are upset, nervous, or excited (red or yellow zone). They also could identify ways they can be good learners even if they are feeling sad or tired (blue zone) 2. Data showed that students could most easily identify the red zone and can use more work identifying the yellow zone. After administering the pre-posttest a few learners pointed out that the picture could be interpreted as different emotions which would warrant different zones- for instance the picture that is “frustrated” could look “tired”. Next year I will group a couple pictures together to avoid any confusion. 3. This is a lesson that I will continue to use for 1st grade Core Curriculum. Based on the success of this lesson, I will expand the lessons and continue to teach the “Zones” in more detail for higher grade levels moving forward.

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Grade Level: 2

Lesson Topic: Kelso's Choices

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social/ Emotional; M2; B LS 1

Start/End: 1/16/2018- 2/2/2018

Process Data (Number of students affected): 120

Perception Data (Surveys or assessments used): Kelso’s Choices Pre/Post Test was given to all 2nd grade students

Pre/Post Test Results

Attitudes/Beliefs:
I am smart enough and strong enough to solve a small problem on my own.
Pre/Post Test Results:

Caylor: 65%-96%
Ness: 67%-100%
Lefebvre: 38%-100%
Rounds: 67%-100%
Lau: 71%-96%

Knowledge and Skills:
If someone cuts in front of me in line, that is a __________problem.
Pre/Post Test Results:

Caylor: 65%-100%
Ness: 71%-92%
Lefebvre: 63%-92%
Rounds: 63%-100%
Lau: 75%-100%

Someone is playing with matches. I should____. Pre/Post Test Results:

Caylor: 35%-70%
Ness: 42%-83%
Lefebvre: 67%-92%
Rounds: 46%-92%
Lau: 13%-96%



If I have a small problem, I should try ____of Kelso’s Choices before asking an adult for help?
Pre/Post Test Results:

Caylor: 58%-79%
Ness: 63%-83%
Lefebvre: 46%-96%
Rounds: 75%-92%
Lau: 58%-88%

Outcome Data (Achievement, attendance, and/or behavior data): As of June 1st 2017 Dakota Prairie Elementary had 80 office referrals. My goal was to decrease this number to 64 (by 20 %) As of June 2018, Dakota Prairie Elementary only had 15 office referrals.

Implications: 1. Kelso’s Choice has been a core curriculum staple since I started at Dakota Prairie Elementary. Perception data showed that after these lessons, 2nd grade learners felt more confident in their ability to solve their own small problem. 2. This year the lesson was supplemented with a teacher/ Parent letter. Some teachers even hung the Kelso’s Choice Wheel in their Classrooms! 3. Similar lessons were taught in 3rd grade, and we believe this has impacted the decrease of physical aggression reports in our school. Based on the data, this lesson will continue to be a part of our core curriculum.

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Grade Level: 3

Lesson Topic: Rude, Mean, or Bullying

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social/ Emotional; B SS 5; B SS 8

Start/End: 12/4/2017-12/15/2017

Process Data (Number of students affected): 94

Perception Data (Surveys or assessments used): Rude/Mean/Bullying Pre/Post Test was given to all 3rd grade students

Pre/Post Test Results

Attitude and Beliefs:
I know what to do if a classmate is acting rudely. Pre/Post test results

Hove: 63%-83%
Dekraai: 70%-100%
Herman: 70%-100%
Johnson: 71%-100%

I know what do if a classmate is being mean.
Pre/Post test results

Hove: 63%-92%
Dekraai: 70%-90%
Herman: 61%-70%
Johnson: 71%-100%

I know what to if a classmate is being a bully.
Pre/Post test results

Hove: 58%-92%
Dekraai: 66%-87%
Herman: 70%-96%
Johnson: 70%-96%


Knowledge and Skills:
Can correctly identify a situation as rude:
Pre/Post test results

Hove: 44%-69%
Dekraai: 28-72%
Herman: 36%-77%
Johnson: 32%-83%

Can correctly identify a situation as mean:
Pre/Post test results

Hove: 42%-67%
Dekraai: 35%-76%
Herman: 59%-80%
Johnson: 21%-75%


Can correctly identify a situation as bullying:
Pre/Post test results

Hove: 50%-64%
Dekraai: 46%-81%
Herman: 51%-79%
Johnson: 53%-80%

Outcome Data (Achievement, attendance, and/or behavior data): As of June 1st 2017 Dakota Prairie Elementary had 80 office referrals. My goal was to decrease this number to 64 (by 20 %) As of June 2018, Dakota Prairie Elementary only had 15 office referrals.

Implications: 1. This is the first year that this lesson has been taught at Dakota Prairie. Many times bullying is reported, it is not actually bullying, but rude or mean behaviors. Pre intervention many 3rd grade students had difficulty identifying a behavior as rude (28-44%.) Data shows that this lesson was effective in helping learners identify situations as rude, mean, or bullying. 2. In the future, I would like to present this information to parents as well. We strive to have a school where everyone feels safe, supported, and heard. According to Sidne Whitson, author of “The 8 Keys to End Bullying,” Conflict is a part of life, however, some conflicts go beyond “kids will be kids. We all struggle with the question, to intervene or not,” but the bottom line is that young people need skills for handling bullying and they need an adults support and guidance to handle it well.” By including parents in these lessons and discussions we are supporting and guiding our learners to become their own effective problem solvers.

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