As a counseling department we reviewed and analyzed our core curriculum lessons in order to determine effectiveness, areas for improvement, and how to better collect perception and outcome data. The process data that we collected and analyzed provided evidence of student participation in the lessons and helped to inform us on future counseling lessons and activities. Our process data revealed that every sixth, seventh and eighth grade student received counseling lessons for a total of nine times throughout the year, given during 50 minute class periods. After an examination of our pre- and post-test perception data, we determined that students showed a significant increase in what they felt they knew and could do, demonstrating an increased understanding of topics such as their brains and the positive impact of mindfulness, empathy and perspective taking, the benefits of expressing gratitude, and college and career readiness. For instance, the perception data for the sixth grade lesson on the brain and flight, fight, freeze responses, shows that students had a 75% increase in understanding the role their developing brains/pre frontal cortex plays in decision making. Perception data for the seventh grade lesson on 7 Habits of Highly Effective Teens shows an increase from an increase of 90% on the general understanding of healthy habits that teens can develop.
When considering how the data will inform the core curriculum that will be taught in the future, we realized that we need to consider the developmental levels of our students. Upon review of the data, we recognized that lessons around empathy for 7th and 8th grade students need to have more depth because students have been receiving lessons on empathy and anti-bullying since elementary. Middle school students are ready to extend beyond basic definitions of bullying and how to be an Up-Stander. For this reason we extended our lessons around empathy to also include perspective taking, compassion, and gratitude. When discussing how to improve delivery of content in our core curriculum, the counseling team realized we need vertically align the curriculum across grade level. We feel it is important that as students progress through middle school they are gaining new skills, knowledge, and attitudes each year, which means different lessons around social/emotional, career, and academics for each grade level. We have since come together as a counseling department to determine which domains need to be taught at each grade level considering developmental needs, what concerns have surfaced through our school wide survey, and common themes at each grade level.
A review of the our core curriculum results facilitated a reflection with the school counseling department, teachers, and administrators to determine which content to continue teaching in subsequent years. Teaching students to build positive and healthy relationships, as well as recognize and report bullying behavior proved effective, however, we realized through documented individual counseling data that there was one major gap in understanding, which was students understanding the differences in being mean vs. rude vs. bullying. In following years we plan to do more direct education through our core curriculum on how these three things differ. Another concern that arose while looking at our data results is that our chronically absentee attendance rates fell over the course of the year, but the number of students receiving D's and F's increased over the year. We struggled to find the why behind this. We were able to meet with teachers to get perspective on what is taking place in the classroom and with coursework. Teachers believe that coursework became more rigorous throughout the year. Also, after surveying students we discovered that students are struggling to find relevancy in the work they are doing in the classroom. This was insightful information, as we now know that these are two areas we can support students in going forward.
Grade Level: 6
Lesson Topic: Navigating Middle School: WEB Leader Panel
Process Data (Number of students affected): 254 6th grade students
Perception Data (Surveys or assessments used): Students completed a Google Form answering questions about: fears for middle school, hopes
for middle school, adults they feel connected to, peers they fill connected to, questions they have about middle
that they hope to have answered by 8th grade leadership students.
Common Fears:
- Being late to class
- Lockers
- Making mistakes
- Getting good grades
- People being mean
- Having friends
- Drama
- Homework
- Getting bullied
Common Hopes:
- Get good grades
- Make friends
- Feel comfortable
- That people are nice to me
- Fit in
- Have fun
- Try new things
- Build a positive reputation
- Be in a club or play on a sports team.
Common questions about middle school:
- What do I do if someone is being mean to me?
- How can I stay motivated?
- How do you get to classes on time?
- How do I solve friend problems?
- How I balance homework and outside activities?
- How do I manage my stress?
- Is it hard to get your homework done on time?
- How do you handle drama?
- How do you stay organized?
Students identified both adults and peers that they are connected to in the survey. All students identified at least one peer and one staff member that they feel connected to (M3). Also, students asked questions and had questions answered by 8th grade students regarding how they get involved with school sports, clubs, and how they can handle friendships and fit in (M3).
Some questions students asked and had answered were in regard to staying motivated, how to be organized, how to get all their homework done. Students were asked to respond to thumbs up/sideways/down questions regarding their attitude and motivation towards school (M6). They did a pair share on how effective the lesson was and on what they learned about how to be successful in school (M6, B-LS4)
On the Pre/Post Counseling Survey, more students strongly agreed to the statement, "I am good at making friends": 39.7% up to 44.9% (M3). 92% said they feel connected to other students at PCMS on the post survey. This questions was not asked on the pre-survey. (M3)
Outcome Data (Achievement, attendance, and/or behavior data): Attendance:
From September - Mid November, 13.91% (106 students, 22 of which were 6th graders), were considered chronically absent (attend less than 90% of school days). From Mid November - February, 22.15% (167 students, 42 of which were 6th graders) of students were chronically absent. From February to Mid April 22.49% (168 students, 43 of which were 6th graders) of students were chronically absent. And from Mid April - June, 23.16% (173 students, 44 of which were 6th graders) of students were chronically absent.
Academic Achievement Data:
In first semester, 22 6th grade students received at least 1 D or F. In second semester, 29 6th grade students received at least 1 D or F. 2 of the 22 from first semester did not receive a D or F in second semester. The remainder of the students who received a D or F in first semester, received a D or F in semester 2 as well. Two students who received multiple Ds and Fs in first semester did not receive multiple in second semester.
Implications: Overall, the flow of this lesson went smoothly. 6th grade students were able to confidentially share hopes and concerns, and ask questions to their 8th grade mentors regarding middle school. 8th grade mentors were able to attend the lessons to act as the panel to field questions and provide insight to being successful in middle school. All 6th graders were able to participate in the lesson and complete the Google Form.
The timing of the lesson felt short. There was a 55 minute class period allotted to provide this lesson. After watching the videos and completing the survey, the panel was only able to field questions for about 20 minutes. The information provided to the 6th grade students from the leaders was extremely valuable. There was not enough time for students to have all of their questions answered.
If this lesson were to be done again, I would find a way to structure the classroom to allow for smaller groups. This could be a pair of 8th grade leaders set up at each table of 6th grade students to provide more targeted insight to questions specific students had. It felt that some students were able to engage in the large group setting, while others would have benefited from a smaller group setting to feel more comfortable asking follow up questions and engaging with the 8th grade leaders more.
In order to accommodate time, I would try to get into the classroom ahead of time, show the videos, and have the 6th grade students take the survey. I could then prepare the 8th grade students with questions prior to the lesson so they could be more prepared to answer, rather than trying to prepare an answer on command. Also, this would give the majority of the time for 6th grade students to engage with 8th grade students regarding their questions and concerns.
Pre/Post Counseling Survey: According to our school-wide counseling survey, students made gains in the Mindsets and Behaviors that this lesson targeted. Students seem to feeling like they can make friends and feel connected to other students.
The information that was received from the Middle School Success Survey for this lesson was valuable. It gave insight into what our 6th grade students were thinking and feeling in the first month or so of their middle school experience. Also, it gave us information about what common themes existed. This allowed for us as a school to be more targeted in the types of interventions and supports we would provide based on what our students felt they needed. I felt the content of the survey was good, but I would have liked to have more information regarding how to students felt after the lesson. In completing this lesson again, I would do a follow up or post survey to see what insight students felt they received, if this lesson reduced their stress or anxiety about school, and what questions they still had.
In the future, I would a follow up a month or so later to gather more perception data on how students were feeling with their adjustment to middle school. I would likely do more targeted activities and collect data on M3 and M6 and add in B-SS 2 and 3 to make sure students were developing positive connections with both adults and peers to support their learning at school.
Outcome data: The number of students chronically absent was the lowest it was all year for the time period immediately following the lesson. However, 6th grade students began to miss more school as we moved further away from the lesson. Additionally, student achievement, in terms of Ds and Fs received, was less during first semester (when the lesson was given) than second semester. It is hard to determine the impact the lesson had on the outcome data that was collected. In order to see a clearer connection, I would want to gather more specific data on the reasons why students were missing school. Was it due to vacation or sports? Or were 6th graders missing for other reasons that could be related to the content of the lesson; such as anxiety or feeling disconnected from school. Secondly, I would want to gather more frequent progress grade reports to see the change in grades over the course of the semester, instead of just completed semester grades. I would also want to look deeper at whether students were getting Ds and Fs due to incomplete or missing work, not meeting teacher expectations, or if they were having difficulty with tests and quizzes.
In the future, there would need to be follow up to support students in the areas of the targeted Mindsets and Behaviors. This lesson intended to focus on a sense of belonging, a positive attitude towards learning, and self-motivation to learning. While this lesson may have planted the seed to support these things, more work around supporting belonging and a positive attitude towards school could be done. The following lesson that 6th grade students got was regarding mindfulness and the brain. A deeper connection between the first and second lesson would be more powerful. Also, I could have provided follow up mini-lessons for teachers to provide in the inter-workings of their class to reinforce this lesson and the Mindsets and Behaviors attached to it.
I believe that this lesson was valuable to 6th grade students and should be continued. And, I would make changes, as described above, to extend it and reinforce it. It would likely need more than one lesson in the classroom to provide a more positive impact on outcome data results.
Process Data (Number of students affected): 254 6th Grade students received the lesson.
Perception Data (Surveys or assessments used): Students wrote journal entries and synthesized their entry to one word that demonstrated their understanding of empathy (B-SS 1). It also served as a commitment to being more empathetic to their peers.
Students participated in pair shares after watching videos to discuss their thoughts on empathy and how they have been and can be empathetic to their peers (B-SS 1, B-SS 2).
Words/Phrases that were written onto the rocks that symbolized their understanding of empathy and to make a commitment to their peers to demonstrate empathy (B-SS 4):
- Attention
- Love
- Listen
- Change
- Nice
- Kindness
- Positive
- Peace
- Understand
- Trust
- Happiness
- Caring
- Dig Deeper
- Brave
- Aware
Results from the Pre/Post Counseling Survey pertinent to he Behavior standards selected for this lesson:
"I am good at making friends" - Strongly Agree: Pre: 39.7%
Post: 44.9%
(B-SS 2).
"I feel comfortable expressing my thoughts and feelings"- Strongly Agree :
Pre: 16.1%
Post: 27.3%
(B-SS 1)
"I can easily communicate with teachers" - Strongly Agree:
Pre: 28.1%
Post: 30.9%
(B-SS 1)
"I feel comfortable standing up for my peers" - Strongly Agree:
Pre: 43.9%
Post: 45.8%
(B-SS 2)
"I know how to resolve conflicts" - Strongly Agree:
Pre: 20.8%
Post: 25.5%
(B-SS 2)
"I respect differences in others" - Strongly Agree:
Pre: 61.8%
Post: 67%
(B-SS 2, B-SS 4)
Outcome Data (Achievement, attendance, and/or behavior data): Behavior:
Counselors collected data throughout the year on the topics of individual counseling sessions. In reference to the topics of hate speech or bullying, students receiving individual counseling sessions were students who felt they were the victims of hate speech or bullying and were seeking support from a counselor. If necessary, counselors would pass information along to administrators if discipline was required.
In the month of September, there were three individual counseling sessions recorded regarding hate speech/bullying. In the month of October, three individual counseling sessions were recorded regarding hate speech/bullying with 6th grade students. In the month of November, twelve individual counseling sessions were recorded regarding hate speech/bullying. None of which were sessions with 6th grade students. In December, there were 19 individual counseling sessions recorded regarding hate speech and bullying, only 2 of which were with 6th grade students. 2 were recorded in January, 0 in February, 3 in March, 3 in April, 3 in May, and 0 in June with 6th grade students.
During the time period of September - Mid November, there was one office referral made regarding a major behavior violation having to do with hate speech, bullying, harassment, intimidation, and fighting. However, in the periods that ensued for the remainder of the school year, 11 office referrals were written for 6th grade students for major violations regarding bullying, harassment, intimidation, and fighting. These 11 were out of 39 total for the school (28%).
Attendance:
From September - Mid November, 13.91% (106 students, 22 of which were 6th graders), were considered chronically absent (attend less than 90% of school days). From Mid November - February, 22.15% (167 students, 42 of which were 6th graders) of students were chronically absent. From February to Mid April 22.49% (168 students, 43 of which were 6th graders) of students were chronically absent. And from Mid April - June, 23.16% (173 students, 44 of which were 6th graders) of students were chronically absent.
Implications: Overall, this lesson felt effective. The message on empathy felt clear and gave students much to think and reflect upon. Some of the content may have been a little too advanced for where 6th grade students are developmentally. For example, Brene Brown's video on empathy vs sympathy included topics such as miscarriage or divorce which are not necessarily accessible for 6th graders. While I did preface this to them, it was likely out of reach. Also, the idea of being a global citizen in general may have been too big. However, the idea of being a positive member of their classroom community and school community were accessible to them. I would spend more time talking about what it means to be part of a classroom and school community in the future. The timing on this lesson felt rushed. There was too much to fit into a 55 minute lesson. The journaling and synthesizing felt like it needed more time. I would have also liked to include more time for collaboration and pair sharing in this part of the lesson. While were able to complete the activity, it felt that it could have used a more robust discussion. The two questions that were asked for students to journal on were a little confusing as well. I would tighten those questions up to hit more at the Mindsets and Behaviors that I was going for. I would scaffold that process more to begin with defining empathy, how empathy supports change in the development of positive relationships and culture, and what we can do specifically to support the development of positive culture and relationships. This could include time for students to dyad and share moments where they have felt empathy for others and discuss what they would do to support that person. I would also take more time to support in the process of synthesizing their journals and work to ensure the word they chose was representative of what they learned and was symbolic of what empathy means. Lastly, I would want to take more time to reinforce the metaphor of "throwing the rock in the pond" and how that related to them making a promise to each other to build a positive school and classroom culture.
When initially developing this lesson, I felt that not doing a pre and post survey, and instead doing journaling and rock activity, would be more impactful. Many of the students came into middle school having received lessons on empathy, so I was hoping to gather more information from them about how they could act on their knowledge, instead of trying determine what knowledge they had. Therefore, there isn’t any specific pre/post data. Throughout the lesson, students were sharing their thoughts and opinions with the class and with each other. Their responses were high level, going above a simple answer of what it means to be empathetic. They talked about how they see and hear hate speech and how it has a negative impact on students at school. Some shared that people they are friends with, and in some cases themselves, stay home from school because they don’t feel comfortable or are scared to come to school. Some also shared valuable ideas about what they can all do to support each other and spread positivity. The rock creation activity was fun and gave insight into what students were thinking about how to be more empathetic. In some cases, it wasn’t clear about a student’s thought process and what message the word they chose actually was trying to convey. I would want to look at doing something more with their journal entries to review their thought processes. I would also try to gather the same information, with the same impact as the activity, in the form of pre/post data. In doing the lesson again, I would ask similar questions prior to the instruction, and review their answers post lesson to measure the impact the lesson had on the Mindsets and Behaviors that were being targeted.
Based on the school-wide counseling survey, it appears that students made progress as a whole in the areas of developing positive relationships with students (B-SS 2) and in their ability to use effective oral and written communication skills (B-SS 1) as evidenced by their responses. Students felt they could express themselves, stand up for their peers, communicate with teachers, and resolve conflicts. Because this lesson was about empathy, I would want clearer information about how students are demonstrating empathy on the survey. We had one question that asked about respecting differences in others, that increased. While this is connected to having empathy, the questions should be more clear and directed at empathy.
Outcome Data: The outcome data on behavior showed that there were only 2 reports of hate speech, bullying, and/or harassment in the month of December and 2 in the month of January (the month in which the lesson was given and the month that followed) in which 6th grade students were the “perpetrators”. There were 0 reports made in February. This suggests that 6th grade students were working on being positive and supportive of each other. In the following months, more reports were made to the counseling office, suggesting that students were needing a reminder about being kind and supportive of each other. There were 11 office referrals made by teachers for 6th grade students that had to do with violations related to hate speech, harassment, or physical altercations. This is was about 28% of all referrals made regarding hate speech, harassment, or physical altercations. While these numbers are low, there are still too many. I would like to do more follow up with students regarding empathy to reinforce the need to be kind throughout the year, as the message seemed to dissipate as the students moved further away from the lesson.
With attendance, I would want to look deeper into the reasoning as to why students are not attending. Also, I would want to talk with students who are not attending for reasons related to hate speech and bullying and see how we could work with the rest of our students to create more impactful lessons and create a space at school that is comfortable for all students. Diving deeper into the data would provide a more in depth look at the connection between the lesson and the impact it is having on the data. Looking at the data as a whole, it appears that the lesson did not have an impact on attendance rates as they progressively got worse throughout the year following this lesson.
I would, without a doubt, continue this lesson, with adjustments. I would spend more time on this topic throughout the year and complete multiple follow up lessons. With the engagement I received from students and the conversations that were had, it was such a valuable discussion to have. I would seek more time from teachers to expand the lesson. I would likely switch the order in which lessons were given. I would switch the active listening and social media use/misuse lessons to follow this lesson directly and tie this information into them.
Lesson Topic: Seven Habits of Highly Effective Teens
Lesson was Presented in Which Class/Subject:
ASCA Domain, Mindsets & Behaviors Standard(s): M 1, B-SMS 8
Start/End: 5/24/18, 5/31/18
Process Data (Number of students affected): 224 7th Grade Students
Perception Data (Surveys or assessments used): Students will first discuss in small groups and then share out to the class about their current daily habits, examples of positive habits and examples of habits that don’t serve them in a positive way. The counselor will observe and listen to responses to gauge what types of habits students are engaging in.
Responses that were heard:
-"I spend too much time on my phone"
-"I hit the snooze button too many times"
-"I bite my nails when I get anxious"
-"I practice being kind"
-"I do my homework as soon as I get home'
-"I do something active each day"
Results from the Pre/Post Counseling Survey pertinent to he Behavior standards selected for this lesson:
"I often feel anxious or stressed" - Strongly Disagree:
Pre: 13.9%
Post: 14.5%
(M1, B-SMS 8)
"Being unique is important to me" - Strongly Agree:
Pre: 45.2%
Post: 49.2%
(M1)
"I feel good about myself" - Strongly Agree
Pre: 43.7%
Post: 45.2%
(M1)
Outcome Data (Achievement, attendance, and/or behavior data): Academic Achievement Data:
In 1st Semester, 7th grade students recorded 45 Ds and Fs. 4 students had multiple Ds and Fs. In semester 2, 7th grades students recorded 44 Ds and Fs. 4 students had multiple Ds and Fs. 11 students who received Ds or Fs in first semester, did not have a D or F during second semester. However, 11 students received a D or F in second semester that did not receive a D or F in first semester.
Implications: The “7 Habits of Highly Effective Teens” lesson was adapted from the book, written by Sean Covey. This lesson was chosen because is supported our Mindset and Behavior goal to help students have a healthy balance of mental, social/emotional and physical well-being. The lesson was successfully delivered through a 7th grade Science class, over the course of two class periods. Each lesson was successfully delivered and, as evidenced by student presentations, had a favorable outcome. I plan to extend this lesson in subsequent years to go more in depth with each habit.
Perception data told us that students showed a significant increase in knowledge and skills, demonstrating increased awareness of habits to develop that would help them in areas of being proactive, goal setting, positive relationship building, and taking accountability. I chose to not give a pre and post survey, but rather gathered perception data through the presentations that students gave. In the future, I will have students take a pre and post survey in order to determine specific knowledge they gained from the lesson. Examples of questions I would like to ask in the future are “I can explain what it means to be proactive”, “list two benefits to being proactive”, and “I recognize the value of goals setting”.
There were questions on the school-wide counseling survey that gave insight into the Mindset and Behavior standards that were targeted in this lesson. A smaller percentage of students reported feeling anxious or stressed. A larger percentage of students reported that being unique is important and that they feel good about themselves. These suggest that students are feeling positive about themselves (M1) and that they are able to reduce stress through balance in their lives (B-SMS 8). On the survey in the future, I would want to ask a more direct question about balance, as a large number of our students juggle multiple activities both in and outside of school and this data would help us to determine if this was an area that we would want to target more.
It is undetermined if this lesson had direct connections to our academic achievement data based solely on the D and F grade report. I believe that in the future, we would get a clearer idea if this lesson helped students to achieve at a higher academic rate if we collect academic progress data within two week of the lesson and again one month after the lesson. After meeting with teachers to discuss the academic achievement data, we also determined it would be beneficial to periodically survey students to discover to which degree they are considering the 7 habits in relation to their academic success.
