*Note: data for the fifth grade lesson was included as it was part of the program goal. The lesson plan was not included in section eight as the RAMP application requests only three lesson plans.*
Outcome data is emphasized in measuring the effectiveness of this intervention, as it is the “data that does not lie.” You’ll see in the attached graphs that the program goal was achieved. “Needs Improvement” grades were decreased by 23% overall, and this data was shared with key stakeholders. The lessons were effective in increasing student ability to focus and listen in class and will therefore remain part of the regular curriculum at R.D. Wilson.

Students in second and third grade thoroughly enjoyed the lessons and these are the grade levels in which the biggest changes occurred with Active Listening scores. These will remain as they are in terms of content, time of year, and mode of delivery. The third grade lesson especially enveloped nicely into the academic skills series which includes organization, homework strategies, and tackling big projects. The students in second grade loved the use of puppets (as they always do) and the superhero theme. Next year, as the second grade students move into third, I may carry this superhero theme into the third grade academic skills curriculum. This would make it more interesting and also trigger memories of skills taught in their Super Focus Powers lesson.

Only 87% of students in fourth grade and 45% of students in fifth grade indicated that they planned to use the learned strategies. This may indicate more of a motivational issue than a skill deficit. The fourth grade lesson will be moved to immediately follow the Got Grit? lesson series. With this change, Active Listening grades will have to be compared in academic quarters two and three. The lesson delivery will be altered only slightly, to remind students that they have the grit and mindset to take control of their academic experience. The distraction destroyers will further help them achieve this. The fifth grade lesson will also be moved to better match the content to other lessons. Because it focuses on positive thinking (academically but also in general), it may fit better with social-emotional lessons. Therefore, it will be paired with the fifth grade lesson: Cross the Line. If that does not yield results, it could also follow the You’re Hired lesson series on attaining a job. Oral communication (including listening) is, after all, one of the top skills employers look for.

With these adjustments, the lessons should continue to help the students attain the targeted Mindsets and Behaviors. In a world where electronic communication reigns supreme, I want to make sure my students are still strong in their ability to listen and communicate in person (B-SS 1). It’s also important that they are motivated (B-LS 4) and able to work independently (B-SMS 3). Of course, none of this can happen unless they believe in themselves and utilize their strengths to be the best possible version of themselves (M 5).

Perception data will also be adjusted next year to include a pre-post measurement. Starting with the 2018-2019 school year, my lesson time slot will increase from 30min to 50min. While time constraints previously limited my method of pre-post assessment for individual lessons, I will have more flexibility this year. I will still use a paper survey for grade 2 and a hand-raising method for grades 3-5, but I will ask the following pre-post questions:
Second grade: (smiley face scale)
I know what it means to “focus.”
I know some tricks for paying attention in class.
I believe I have super student powers.
Third grade: Raise your hand if…
You know what it means to “focus.”
You know which body parts are important for staying focused.
You know what to do if you become unfocused on class.
Fourth grade: “Raise your hand if…”
You know what a “distraction” is.
You know tricks to ignore distractions.
(post only) You are going to work hard to focus and pay attention.
Fifth grade: “Raise your hand if…”
You know how to challenge your own thoughts.
You think positive thinking is a powerful tool.
(post only) You plan to use the power of your mind.

The more detailed perception data and new placement in the curriculum (for fourth and fifth grade) will allow me to further assess and adjust these lessons next year as well.

Grade Level: 2

Lesson Topic: Super Focus Powers (Active Listening)

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 5, B-LS 4, B-SMS 3, B-SMS 6, B-SS 1

Start/End: Nov 2017

Process Data (Number of students affected): 39 (plus 4 students who had the make-up lesson)

Perception Data (Surveys or assessments used): On a scale of 1-3, where 1 is sad face, 2 is neutral, and 3 is happy face:

“I liked the Super Focus Power lesson today”
Avg: 2.97

“I am going to use my superhero skills to help me focus”
Avg: 2.97

“I will remind my friends to use their superhero powers”
Avg: 2.9

Outcome Data (Achievement, attendance, and/or behavior data): Active Listening grades measured in the first and second academic quarter Grade 2 Q1 Q2 N grades 1 0 I grades 7 3 S grades 35 40 N= Needs Improvement I = Improving S = Satisfactory

Implications: The student survey indicates that almost all students enjoyed the lesson. They also planned to use the strategies learned and furthermore help their peers when they appear off-task. The outcome data demonstrates that the few students who did struggle with Active Listening improved. “Needs Improvement” grades decreased from 1 to 0 and “Improving” grades decreased from 7 to 3. This lesson was effective as-is and will remain the same in the curriculum. The perception tool will be updated.

Attachments

Grade Level: 3

Lesson Topic: Focus Body Check (Active Listening)

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 5, B-LS 4, B-LS 6, B-SMS 3, B-SS 1

Start/End: Nov 2017

Process Data (Number of students affected): 43

Perception Data (Surveys or assessments used): When orally asked:

“Did you like today’s lesson?”
100% raised their hand for yes

“Are you going to work hard to focus better in class?
95% raised their hand for yes

Outcome Data (Achievement, attendance, and/or behavior data): Active Listening grades measured in the first and second academic quarter Grade 3 Q1 Q2 N grades 8 5 I grades 0 3 S grades 34 34 N= Needs Improvement I = Improving S = Satisfactory *One student’s data was not included as they enrolled right at the time of the lesson (no baseline data)

Implications: The perception data indicates that all students enjoyed the lesson and the vast majority (95%) planned to use the learned skills. This was evident in student pre and post Active Listening grades as well. Three students improved their grade from “Needs Improvement” to “Improving.” This lesson helped to achieve the targeted Mindsets and Behaviors. It was effective in increasing student skill, as indicated by the Active Listening grades. This lesson will remain in the curriculum as-is. The perception tool will be updated.

Attachments

Grade Level: 4

Lesson Topic: Distraction Destroyers (Active Listening)

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 5, B-LS 4, B-SMS 3, B-SMS 6, B-SS 1

Start/End: Nov 2017

Process Data (Number of students affected): 52

Perception Data (Surveys or assessments used): When orally asked:

“Did you enjoy today’s lesson?”
100% raised their hand for yes

“Do you plan on using the strategies learned?
87% raised their hand for yes

Outcome Data (Achievement, attendance, and/or behavior data): Active Listening grades measured in the first and second academic quarter Grade 4 Q1 Q2 N grades 7 7 I grades 1 1 S grades 42 42 N= Needs Improvement I = Improving S = Satisfactory *Two students’ data was not included as they enrolled at the middle/end of the first academic quarter.

Implications: The student survey indicated that all students enjoyed the lesson, but only 87% planned to use the distraction destroyer strategies. This reflected in their Active Listening grades, which showed no change after receiving the lesson. It’s probable that the 13% of students who did not plan on using the strategies were of the seven students who received “Needs Improvement.” Motivation may be more of a factor than the actual skills. Therefore, the lesson may be better placed near the “Got Grit” lesson series on perseverance. A higher outcome may be achieved with this pairing of skills and motivation. The perception tool will also be updated.

Attachments