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.

Grade Level: 1

Lesson Topic: Social Responsibility Unit (3 lessons)

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): SS9, SM2, SM7, SS2, SS8 SM5

Start/End: 9/17-11/17

Process Data (Number of students affected): All 1st Grade classes- 130 students total

Perception Data (Surveys or assessments used): Perception data gathered from pre and post assessments show that students increased their knowledge, skills, and attitudes in a positive format regarding all items assessed. The greatest increase occurred in the domain of knowing and using the decision making model with an increase of 2.6% yes response to at 74.6% yes response.

Outcome Data (Achievement, attendance, and/or behavior data): Outcome data: In the time period of August-December of this cohort’s kindergarten year (2016-2017) there were 27 behavior referrals resulting in office discipline. During the same time frame in their first grade year (2017-2018) there were 25 behavior referrals resulting in office discipline. Yielding a -7.4% change. The 1st grade students discipline referrals from the fall semester of the 2017-2018 school year (35 referrals) to the spring semester (40 referrals). This yields at positive 14.2% change from the first semester to the second semester. This is an undesirable increase in the number of referrals by first grade students.

Implications: The implications from this perception and outcome data lead us to decide to continue to use these lessons. However, based on perception data, we will consider expanding on lesson topics regarding consequences and empathy so that students can have a greater and broader understanding of how this applies. We will look into adding review lessons during the second semester as the gains seen via perception data and cohort comparison data did not continue throughout the entirety of the school year. Finally, we will look into ways to teach the teachers what we teach the kids so that they can utilize the same language used in core counseling lessons in their classrooms to help promote the continued use and utilization of the skills taught.

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Grade Level: 3

Lesson Topic: Empathy and Decision Making (3 lessons)

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): SS2, SS9 SS8 SS4 LS9, Sm1

Start/End: 9/17-11/17

Process Data (Number of students affected): All 3rd Grade classes- 135 students

Perception Data (Surveys or assessments used): Perception data gathered from pre and post assessments show that students increased their knowledge, skills, and attitudes in a positive format regarding all items assessed. The greatest increase occurred in the domain of being an up-stander with an increase from 2% yes responses to 70% yes responses.

Outcome Data (Achievement, attendance, and/or behavior data): Outcome data: In the time period of August-December of this cohort’s 2nd grade data (2016-2017) there were 19 behavior referrals resulting in office discipline. During the same time frame in their third grade year (2017-2018) there were 13 behavior referrals resulting in office discipline. Yielding a -31.5% change. Comparing the first semester of the 2017-2018 school year (13 referrals) to the second semester 15 referrals) this yields a positive 15.3% change. This is an undesirable direction with the increase in referrals from the first to the second semester (after the lessons were all taught)

Implications: The implications of this data leads us to believe we should continue to use these lessons. However, we will consider expanding on lesson topics regarding conflict resolution and empathy. Additionally, we will look into adding review lessons during the second semester as the gains seen via perception data and cohort comparison data did not continue throughout the entirety of the school year.

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Grade Level: 4

Lesson Topic: Conflict Resolution and Decision Making (2 lessons)

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): LS9, Sm1, SS9, LS9

Start/End: 12/17-1/18

Process Data (Number of students affected): All 4th Grade classes- 138 students

Perception Data (Surveys or assessments used): Perception data gathered from pre and post assessments show that students increased their knowledge, skills, and attitudes in the areas of considering other people’s view, and considering consequences. However, there was a lack of growth found in the areas of using i-messages, knowing multiple conflict resolution strategies. using the decision making model. These areas showed little or no growth from the pre to the post survey. For instance, regarding knowing conflict resolution strategies 27.1% of students felt they knew this in the pre assessment, but only 18.9% were at the post assessment.

Outcome Data (Achievement, attendance, and/or behavior data): The student discipline referral data from first semester of 2017-2018 shows that there were 21 discipline events. In the second semester, there were 19 discipline events this represents a yield of -9.5% change. A favorable outcome for discipline.

Implications: Additional lessons in the areas of using I-messages, conflict resolution strategies, and decision making models need to be conducted. In this year’s decision making lesson, I taught an expanded version of the model (a seven step, instead of a four step process). This change in methodology could be a major contributing factor as to why little to no growth was shown in this area. In addition, I will look at the specific students who answered a “1” to the asked questions to look at further tier 2 style interventions with these students who might require further assistance in developing these skills. However, lessons of these general topics will continue to be taught at the same time frame as they did yield positive behavioral outcomes.

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