The First grade Social Responsibility Unit was three lessons for our 130 first graders addressing our behavior program goal. After reviewing outcome and perception data, teacher report, and observation the unit was assessed effective, with growth opportunities. Students demonstrated a 28% increase in ability to tell someone how they felt and a 72% increase in their knowledge of and ability to utilize the decision making model. There was also a 22% increase in their belief that it was important to consider consequences for themselves and others when making a decision. Students were frequently observed utilizing the “bug and wish” and “self” thinking strategies. Outcome data shows less impactful results. Comparing the first and second semester shows 35 referrals in the first semester and 40 referrals in the second, yielding a positive 14.2% change. After reflection, we will continue to use this as part of our core curriculum regarding behavior expectations. However, we will expand on lesson topics regarding consequences and include an additional focus on empathy. Due to increased referrals in the second semester, we will add review lessons throughout the year. Finally, we will give teacher strategies to utilize during “Morning Meetings” so they can utilize the same language in their classrooms to help promote the continued use of the skills taught via counseling.
The third grade unit regarding empathy and decision-making was three lessons taught to 135 students from September to November. Perception data was gathered via pre-post survey assessments. Perception and outcome data indicate that the lessons were effective, with growth areas. The perception data illustrates a large gain in student knowledge regarding conflict resolution strategies, a 46% increase. Student ability to utilize the decision making model increased by 30% and their belief that they could be an up-stander increased by 68%. The outcome data shows that in the period of August-December of this cohort’s 2nd grade year (2016-2017) there were 19 behavior referrals resulting in office discipline. During the same period in their third grade year (2017-2018) there were 13 behavior referrals resulting in office discipline. Yielding a -31.5% change. Behavioral outcome data comparing the first and second semester of the 2017-2018 school year was not as favorable, with an increase of two incidents. Due to this, these lessons will continue in the third grade setting. However, we will expand lesson topics regarding conflict resolution and empathy and will look into adding review lessons during the second semester.
The fourth grade unit regarding conflict resolution was two lessons targeting 138 students. The perception data was gathered via pre-post survey assessments given via google forms. The outcome and perception data indicate that these lessons were effective. The perception data show that students increased their knowledge, skills, and attitudes in the areas of considering other people’s view and consequences. However, there was a lack of growth found in the areas of using i-messages, knowing multiple conflict-resolution strategies and using the decision making model. These areas showed little or no growth from the pre to the post survey. For instance, 27.1% of students felt they knew resolution strategies in the pre-assessment, but only 18.9% at the post. The outcome data from first semester of 2017-2018 shows that there were 21 discipline events. In the second semester, there were 19; this represents a -9.5% change. Due to perception data, additional lessons in the areas of using I-messages, conflict-resolution, and decision-making need to be conducted. In the 2017-2018 decision-making lesson, an expanded version of the model (seven-steps instead of four-step) was used. This change likely contributed to the little growth. Returning to the previous method may remedy this lack of skill aquisition. Finally, students who answer a “1” on the post-survey will be offered further interventions following the unit in 2018-2019.
The results gathered from data collected indicated that in all 3 units, positive behavioral growth was noted in perception data. However, the trend observed was an uptick in behaviors during the second semester. Therefore, to be preventative we will add review lessons, employ the school news to redeliver school-wide reviews of skills, and combining these strategies with our Great Kindness Week in order keep students on track during the spring semester. Additionally, it may be helpful to add a way to measure time lost instructionally to handle behavioral disruptions so that we may see the impact counseling lessons have on this measure. Overall, the skills taught help our students navigate the social emotional world of school help develop the soft skills necessary for college and career.