Revised Section
We selected three core curriculum lessons to determine the effectiveness of our program. These lessons, comprehensive in scope and developmentally appropriate for students in grades 8 and 9, were chosen due to their relationship to our core curriculum goal, ASCA mindsets and behaviors, as well as our vision and mission. Multiple data sources, including perception, process and outcome data, were used in order to not only determine the effectiveness of these lessons, but also to make decisions about future programming including improvements needed in areas such as delivery, content and data collection. Although our core curriculum goal and reported lesson plans are for 9th grade, our core curriculum is also delivered to all 8th grade students. Because our curriculum goal is focused on credits earned, we are reporting out our results for 3 exemplary lessons from the 9th grade curriculum.

Process data was collected for each lesson. On average, 425 students participated in the three lessons. All 3 lessons were delivered through 9th grade core classrooms during 55 minute sessions. We work closely with teachers who provide us the opportunity to use their classes to deliver each lesson. The support we receive from our staff is a huge factor in our success as a program. After each group session for lesson #3, we then met with each student individually for 2-7 minutes, depending on the need of each student, to review their 4 year plan and answer any specific questions or have a more individual discussion about graduation requirements, academic options and their post-secondary goal. Our process data, attendance for each lesson, revealed that 98% of ninth grade students partook in the three lessons.

Perception data was also collected for each lesson. Lesson #1 resulted in a 66% average increase in knowledge, attitudes and skills as measured by the pre/post survey administered to students. Lesson #2 also resulted in an increase of knowledge, attitude and skills with a 26% average increase. For lesson #3 we utilized the 4 year plans completed by 9th grade students as a survey tool for data collection and compared them to the plan they completed in 8th grade (2016/2017 school year) to see the growth in their knowledge and skills related to this lesson. The following conclusions were deemed from analysis of the 4 year plan: 64% of students indicated that they have a career goal for the future compared to 22%; 76% of students identified a post secondary plan compared to 65%; and 91% of students selected a sequence of courses leading towards their postsecondary and career goal compared to 22%.

School wide data was used to determine the impact the lessons had on student achievement as evidenced by outcome data. When compared to the 2016-2017 school year, the number of students deficient in credit decreased. At the end of the 2017/2018 school year, 33 (433 total) students were deficient in credit after 9th grade, decreasing from 34 (413 total) students during the 2016/2017 school year. We also analyzed behavior data by looking at office discipline referrals for this year and last. We noticed a decrease in ODRs in November and December which was directly after our lesson on healthy relationships. We feel this lesson allowed students more awareness in how to effectively communicate resulting in less conflict.

Although results show our core curriculum has made a positive impact on students and their academic achievement, we do feel our data has given us information on areas which we can also improve our program. Due to the large number of students needing to be reached, while also keeping the planning and activities individualized, we had made adjustments from the 16-17 school year to include the 2-7 minute individual meetings for the 4 year planning. We found this to be very beneficial in making sure students were given the necessary time to complete a well thought out plan aligned with graduation requirements, career interest and goals. We also believe we could utilize our career exploration program to a deeper level by incorporating some of the career exploration the students completed at Brownstown Middle School the years prior, better aligning the mindsets and behaviors from 7th to 8th grade. In continuing each lesson, we do, however, believe we should make some changes with data collection and analysis, especially in regards to perception data. We will plan to include more direct questioning, including questions regarding credits earned and knowledge of the number of credits needed to graduate, and graduation requirements.

Grade Level: 9

Lesson Topic: Healthy Relationships

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Mindset: M 1 (Domain: Social/emotional), Behavior: B-SS 1 & 2 (Domain: Social/emotional)

Start/End: November 2017

Process Data (Number of students affected): 428 students (9th grade) 9th grade Science classes 55 minute class sessions

Perception Data (Surveys or assessments used): Students completed a pre/post survey. We analyzed the responses collected and determined the following results:

I have positive, supportive relationships with other students.
Pretest: 56% of students agreed with this statement
Post-test: 61% of students agreed with this statement

I can utilize skills to communicate effectively, in both speaking and listening.
Pretest: 18% of students agreed with this statement
Post-test: 67% of students agreed with this statement

Define active listening:
Pretest: 42% of students were able to correctly define active listening
Post-test: 78% of students were correctly able to define active listening

Outcome Data (Achievement, attendance, and/or behavior data): At the end of the 2017/2018 school year, 33 (out of 433 total) students were deficient in credit after 9th grade, decreasing from 34 (out of 413 total) students during the 2016/2017 school year. The percentage of students deficient in credit for the 2017/2018 school year was 7.62%, decreasing from 7.99% from the 2016/2017 school year. Although there was only one less student deficient in credit compared to the prior school year, our enrollment was higher making our percentage of students deficient 0.37% less.

Implications: Overall, we were very pleased with the outcome from lesson #1. However, there is always room for improvement. Moving forward we will continue to utilize this lesson as we know, based on research, having healthy relationships and feeling connected in the school environment is vital to school success. We will continue to look for more efficient and effective ways to collect perception data. For example, question #1 on the the pre survey may not accurately measure if students have positive, supportive relationships as they may believe their relationships are positive and supportive but after the lesson conclude they may not actually be what they thought once learning the characteristics of such relationships. Moving forward, we will be more selective when scheduling the classroom lessons to ensure one counselor is always available to support students throughout the day, i.e. responsive services.

Attachments

Grade Level: 9

Lesson Topic: Depression/Suicidal Ideation

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Mindset: M 1 (Domain: Social/emotional), Behavior: B-SMS 7 & 8 (Domain: Social/emotional)

Start/End: December 2017

Process Data (Number of students affected): 417 students (9th grade) 9th grade History classes 55 minute class sessions

Perception Data (Surveys or assessments used): Students completed a pre/post survey. We analyzed the responses collected and determined the following results:

List 5 observable signs of depression. Pretest: 7% of students were able to correctly identify
Post-test: 57% were of students were able to correctly identify

Define the acronym ACT.
Pretest: 4% of students were able to correct define the acronym
Post-test: 53% of students were able to correctly define the acronym

I understand the importance of reporting instances of potential harm, including self-harm and suicidal ideation.
Pretest: 98% of students agreed with this statement
Post-test: 97% of students agreed with this statement

I utilize positive coping strategies when faced with a problem.
Pretest: 82% of students agreed with this statement
Post-test: 89% of students agreed with this statement

Outcome Data (Achievement, attendance, and/or behavior data): At the end of the 2017/2018 school year, 33 (out of 433 total) students were deficient in credit after 9th grade, decreasing from 34 (out of 413 total) students during the 2016/2017 school year. The percentage of students deficient in credit for the 2017/2018 school year was 7.62%, decreasing from 7.99% from the 2016/2017 school year. Although there was only one less student deficient in credit compared to the prior school year, our enrollment was higher making our percentage of students deficient 0.37% less.

Implications: In making improvements for this lesson in the future, we will look to examine another point of outcome data, such as behavior data (i.e. number of reports made of suicidal ideation prior to the lesson and after the lesson is delivered). This additional data point will help us to determine the impact of the lesson on reporting such instances and give a better picture of our level of success in meeting our goal. In reviewing our perception data, it was very important to note the results of question #3 on the pre/post survey. The change from the pre survey (98%) to post survey (97%) was -1%. In considering this negative change we determined several implications for the future. One, many students already knew the importance of making such reports; in the future we could possibly assessment this in a different way or to measure a deeper understanding in this area. Two, we administered the pre survey prior to the lesson (same session) and the post survey once all the lessons were completed (a few days after the lesson) therefore students who were present for the pre survey and lesson may have been absent the day the post survey was implemented resulting in less students completing the post survey and therefore representing a decrease in knowledge and attitude in reporting such circumstances. In the future we will work to be sure students who took the pre survey, also take the post survey to more accurately measure growth.

Attachments

Grade Level: 9

Lesson Topic: Academic Planning

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Mindset: M 4 (Domain: Academic & Career), Behavior: B-LS 7 & 8 (Domain: Academic)

Start/End: Jan 2018-Feb 2018

Process Data (Number of students affected): 430 students (9th grade) 9th grade English classes 55 minute class sessions 2-7 minute individual follow-up sessions with each student

Perception Data (Surveys or assessments used): Each year we work with students on a 5 year plan. In 8th grade many students did not complete their plan. We looked at how many students filled in the following information before our lesson and how many were able to complete each question after our lesson and individual student meetings.

Career goal
Pretest: 22% of students indicated a career goal
Post-test: 64% of students identified a career goal

Post-secondary education plan
Pretest: 65% of students marked a post-secondary goal
Post-test: 76% of students selected a post-secondary goal

Selected appropriate coursework
Pretest: 22% of students chose appropriate courses
Post-test: 91% of students chose appropriate courses

Outcome Data (Achievement, attendance, and/or behavior data): At the end of the 2017/2018 school year, 33 (out of 433 total) students were deficient in credit after 9th grade, decreasing from 34 (out of 413 total) students during the 2016/2017 school year. The percentage of students deficient in credit for the 2017/2018 school year was 7.62%, decreasing from 7.99% from the 2016/2017 school year. Although there was only one less student deficient in credit compared to the prior school year, our enrollment was higher making our percentage of students deficient 0.37% less.

Implications: Although the delivery of this lesson is very time consuming, it has been shown that both staff and students believe this process is very beneficial, therefore will plan to continue this lesson in the future. In continuing this lesson, we do, however, believe we should make some changes with data collection and analysis. We will plan to include more direct questioning in regards to perception data, including questions directly tied to credits earned and knowledge of the number of credits needed to graduate, graduation requirements, etc. We would also like to include parents more in the process. Although students are completing their freshman year of high school and becoming more independent we also believe the parents should play a role in this process to support and explore with their child. Due to the large number of students needing to be reached, while also keeping it individualized, we made adjustments from the 16-17 school year to include the 2-7 minute individual meetings. We found this to be very beneficial in making sure students were given the necessary time to complete a well thought out plan aligned with graduation requirements, career interest and goals. We encouraged students to take their plan home and discuss with parents and to bring it back with a parent signature. We found some students did not do this. We feel with could require a parent signature and provide a copy of the plan for the parent in order to promote the conversation at home. We also believe we could utilize our career exploration program to a deeper level by incorporating some of the career exploration the students completed at Brownstown Middle School (grades 6&7) the years prior. We are planning to incorporate a pre/post test in order to gather additional perception data to have a better understanding of the knowledge gained such as graduation requirements. We will also use these results to develop a small group action plan for those students who do not have a post secondary goal, to further challenge students to assess their skills, interests and compare them to careers leading to the development of a post secondary goal. We would also like to develop a plan for the future to follow-up with student who transfer into the district after the implementation of this lesson, so they too can develop a plan, and post secondary goal. With all of this being said, we plan to continue this lesson as it proved to be very beneficial for students, based on our data results. We will, however, implement these adjustments mentioned above to improve the delivery and data collection in the future.

Attachments