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Gunston Middle School (2018)

Arlington , VA

School Counseling Core Curriculum Results Report

Goal 1:
The eighth grade core curriculum bullying lesson correlates with program goal #1. The lesson was initially facilitated during October, National Bullying Prevention Awareness Month, to reinforce student knowledge and to proactively address student misconceptions. The lesson teaches age-appropriate skills that students can use to prevent bullying and is intended to reduce the number of discipline infractions related to bullying behaviors by 30%, from 102 incidents during SY 2016-17 to 71 incidents or less.

Results from pre/post-survey data reflect growth in the students’ knowledge and indicate an understanding of how they can work to prevent bullying. Following this lesson, the amount of students who can identify three different types of bullying increased from 73.9% to 97.4%. The percentage of students who feel comfortable using assertive skills to stop bullying increased from 65.2% to 84.3%. As a result of this lesson, students who know two ways to prevent cyberbullying increased from 66.9% to 92.8%.

Final data, analyzed near the end of the SY 2017-18, reflects a 33.33% decrease in the number of discipline referrals submitted for students in all grades (from 102 to 68 referrals). This data indicates that program goal #1 has been met. Future plans include providing students with increased access to bullying/cyberbullying prevention resources and providing a follow-up lesson on bullying prevention to reinforce concepts for students who exhibit bullying behaviors. A school-based mentor program will be implemented for students who repeatedly exhibit bullying behavior.

Goal 2:
The SOARing to SUCCESS program was the core curriculum lesson for all sixth-graders. The lesson focused on academic and test-taking skills with the intended outcome of increasing the Reading SOL pass rate by 40%. This goal is achieved by passing the exam with a minimum score of 400 points or by increasing a score by 50 points.

Results from pre/post-survey perception data reflected that more than 50% of students expressed confidence in their success in middle school. More than 80% of the students could identify resources available to help them succeed. There was a 49% increase in the number of students who felt confident that the program would support their success in middle school. Data showed a 7% increase in students who express confidence in study skills and a 12% increase in those who express confidence in test-taking skills.

Outcome data indicates that the goal was met with 48% passing the 2017-2018 Reading SOL. Furthermore, within the 86 students, there was a 19% increase in students who improved their SOL scores by 50 points or more during SY 2016 - 2017. Students who participated in the Reading with Confidence group account for 8% of the passing scores.

Perception data results indicate that the lesson was practical in preparing students for middle school. Additional lessons should be given throughout the school year that specifically address reading test-taking skills. In addition, growth mindset activities should be given to students who have never passed the exam.

Goal 3:
The classroom guidance video lesson to support Goal #3 was transmitted simultaneously to all 7th graders. This lesson was designed to help students understand the impact of frequent tardiness, to change perception of the importance of getting to school on time, and to provide students with skills and strategies to help reduce tardiness. The goal of this lesson was to reduce the percentage of students who arrive late to school.

Results from the pre/post-surveys indicate an overall increase in student knowledge, skills and attitudes related to attendance. There was a 59% increase in knowledge of consequences for arriving to school late and a 103% increase in students’ ability to identify strategies to help them arrive to school on time. Questions 1-3 regarding student attitude towards attendance were also favorable.

Outcome data results however, indicated an increase in students with 18 or more unexcused tardies from 46 (SY 2016-17) to 63 (SY 2017-18).

Though this goal was not met, perception data indicates the lesson was effective, and we gained valuable insight on how to better address this issue moving forward. Next year, we will conduct a school survey at the beginning of the year to identify outside factors that hinder attendance. Pre/post questions will be simplified to obtain more concise results and interventions will specifically target the most prevalent factors. We will also conduct small group counseling for chronically late students earlier in the year and encourage parent participation through workshops to reinforce the same message.

Grade Level: 8

Lesson Topic: Bullying Prevention

Lesson was Presented in Which Class/Subject:

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

Start/End: Oct 11 to Nov 3, 2017

Process Data (Number of students affected): 331 students (8th Grade)

Perception Data (Surveys or assessments used): Pre- and post- lesson perception data was collected using a Google Form.

Q1. I can name two ways to help someone who is being bullied
-Pre: 90.1 %
-Post: 94.1%
4.4% Increase in knowledge

Q2. I can identify three different types of bullying
-Pre: 73.5 %
-Post: 97.4 %
32.5% Increase in knowledge

Q3. I feel comfortable using assertive skills to stop bullying
-Pre: 65.2 %
-Post: 84.3 %
29.3 Increase in skills

Q4. I know two ways to prevent cyber bullying
-Pre: 66.9 %
-Post: 92.8 %
38.7 Increase in knowledge

Q5. I believe that is important to be an upstander to bullying
-Pre: 80.1 %
-Post: 90.2 %
12.6% Increase in attitude/belief

Outcome Data (Achievement, attendance, and/or behavior data): Despite 8th grade students sharing that they have received the bullying lesson every year since elementary school, we can see that there has been an increase in their knowledge, attitude and skills after the lesson. In the SY 2017-18 the number of discipline infractions related to bullying behaviors decreased school wide from 102 incidents to 68 from 2016-17) indicating that we have achieved this goal for the year. (incident reports were generated thru our school database)

Implications: The lesson delivered has helped our students through the year, as evidenced by the results. It would be important to continue delivering this lesson at the beginning of the school year, preventing any possible discipline issues related to bullying in a proactive way. In the future, a quarterly review of the school data related to referral reports will give us a better opportunity to provide the appropriate support to students. Even though the lesson was successfully delivered thru the PE classes, it would be more beneficial to students to have smaller classes. Also, continue working with grade level administrators and provide 1-1 counseling to students who received a detention due to a bullying behavior. One of the difficulties was to provide this lesson to students whose primary language is not English (ESOL), especially for the ones who have been in the country less than one year, in which case, individual lessons would be recommended.

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Grade Level: 6

Lesson Topic: Soaring To Success In Middle School

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 2; B-LS 3

Start/End: Nov 16-17, 2017

Process Data (Number of students affected): 300 6th graders

Perception Data (Surveys or assessments used): Pre- and post perception data was collected using a Google Form. Students who did not have their Ipad took the survey on paper.

Q1. Understand the role of the school counselor in middle school.
-Pre: 92.7%
-Post: 96.5%
4.30% increase in knowledge

Q2. Believe that the SOARing to SUCCESS program will help them in middle school.
-Pre: 42.2%
-Post: 83.0%
96.7% increase in attitude/belief

Q3. Felt confident in their study skills.
-Pre: 68.1%
-Post: 75%
10.1% increase in attitude/belief

Q4. Believe that it is important to take action and be responsible in middle school.
-Pre: 92.3%
-Post: 95.5%
3.5% increase in attitude/belief

Q5. Can identify resources in middle school to be successful.
-Pre: 80.5%
-Post: 91%
13% increase in skills

Q6. Feel confident in their test taking skills.
-Pre: 57.2%
-Post: 69.6%
21.7% increase in attitude/belief

Outcome Data (Achievement, attendance, and/or behavior data): Reading SOL results indicated that there were 86 students who did not pass their Reading SOL during the 2016 - 2017 SY. Results for the 2017 - 2018 SY indicated that the Reading goal was met. There was a 48% increase (41 more students) passed the Reading SOL during the 2017 - 2018 SY. Results also indicated that there was a 19% increase in SOL scores (16 students) during the 2017 - 2018 SY in comparison to those students who did not pass the Reading SOL during 2016 - 2017 SY

Implications: Pre-and-post data results from the 6th grade participants in the SOARing to Success lesson indicated an overall increase in students’ attitudes, knowledge, and skills in relation to using their resources to be successful in middle school; improving their study skills; and being more prepared for tests, particularly SOL exams. While this lesson was helpful in preparing students for middle school and offering tips to improve study and test-taking skills, it would have been beneficial to have quarterly lessons to focus more on reading comprehension test-taking skills that directly related to improving Reading SOL scores. During the 2017 - 2018 SY, there were nine out of 86 students whose scores decreased from 2016 - 2017 SY. It would be helpful to determine if the decrease was caused by either lower performance or test anxiety. There should continue to be collaboration between school counselors and the Reading Specialist to create Tier 1 and Tier 2 activities to support and prepare students for the Reading SOL.

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Grade Level: 7

Lesson Topic: Attendance/School Tardiness

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): B-SMS 1; B-SMS 2

Start/End: Jan 16-17, 2018

Process Data (Number of students affected): 332 students (7th grade)

Perception Data (Surveys or assessments used): Students took an online 5 question Pre & Post survey through google forms (those who did not have their Ipad took the survey on paper)

Each question response was in the form of a likert scale:

1= Strongly disagree
2= Disagree/No
3= Agree/Yes
4= Strongly disagree

Question 1: My school success depends on regularly arriving to school on time

Strongly Disagree
-Pre-Test: 34
-Post-Test: 23
*32% decrease in a negative attitude/belief
Disagree
-Pre: 103
-Post: 82
*20% decrease in a negative attitude/belief
Agree
-Pre: 148
-Post: 174
-*18% increase in attitude/belief
Strongly Agree
-Pre: 47
-Post:53
*13% increase in attitude/belief

*Question #2: Arriving to Gunston on time is important to me

Strongly Disagree
-Pre: 21
-Post: 14
*33% decrease in a negative attitude/belief
Disagree
-Pre: 134
-Post: 98
*27% decrease in a negative attitude/belief
Agree
-Pre: 138
-Post: 159
*15% increase in attitude/belief
Strongly Agree
-Pre: 39
-Post: 61
*56%increase in attitude/belief

*Question #3: Getting to Gunston on time is within my control

Strongly Disagree
-Pre: 29
-Post: 22
*24% decrease in a negative attitude/belief
Disagree
-Pre: 175
-Post: 171
*2% decrease in negative attitude/belief
Agree
-Pre: 106
-Post: 112
*6% increase in attitude/belief
Strongly Agree
-Pre: 22
-Post: 27
*23% increase in attitude/belief
*Question #4: I know the consequences for arriving late to school

Disagree/No
-Pre: 170
-Post: 74
Agree/Yes
-Pre: 162
-Post 258
*59% increase in attitude/belief

*Question #5: I can name 3 strategies to help me get to school on time

Disagree/No
-Pre: 202
-Post: 68

Agree/Yes
-Pre: 130
-Post: 264
*103% increase in skill

Outcome Data (Achievement, attendance, and/or behavior data): Synergy (school database) records indicated there were 46 students from SY 2016-17 in grades 7 & 8 that had 18 or more unexcused tardies to school. Synergy reports for SY 2017-18 indicated there were 63 students in grades 7 & 8 that had 18 or more unexcused tardies These attendance-based outcome data results indicate we did not reach this program goal for the year.

Implications: *Pre and Post data results from the 7th grade class indicated an overall increase in student attitude, knowledge, and skills in relation to attendance and realizing the importance of arriving to school on time. The Synergy attendance report comparisons from 2016-17 to 2017-18 indicated a rise in the number of 7th & 8th graders who had 18 or more unexcused tardies. So while we were successful in increasing student perceptions related to attendance, we were not able to achieve this program goal for the year. *Implications & Recommendations for Improvement:: -change the type of pre/post questions and format--the likert scale options made for too many choices and therefore made data harder to analyze and quantify -develop pre/post questions that address more of student knowledge & skills -the google form format for the pre/post test worked well; easy to see who was missing; easy to chart results *video format allowed for all students to view lesson at the same time/day--less pressure on counselor/teacher *will continue to deliver lesson to whole grade levels due to the importance of school attendance especially due to our modified block schedule (core classes are the first class of the day) *in the future it will be beneficial to give a school-wide survey early in the year to students to access their initial thoughts on attendance and to identify a relevant list of external factors that impede attendance so we can tailor lessons better to address those specific needs -run small groups with chronically tardy/absent students earlier in the year -infuse more collaboration with grade level administrators to further enhance message about attendance importance -conduct parent workshop about how families can be allies and partners with us to help students arrive to school on time; also relay more information to them about the attendance policy and procedures so they are aware of the impact that attendance has on overall success

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