The SMART goal-setting academic lesson targeted seventh grade. The lesson was included in the Core- Curriculum Action Plan to improve students’ confidence in their ability to succeed (MS2). The team asked perception questions including knowledge of how to write a SMART goal, demonstrating their skill by writing a SMART goal, and an attitude question to gauge belief in ability to write a SMART goal. Perception data showed increases for all questions: knowledge (12 to 165), skill (1 to 147), and attitude (13 to 152). Collection of perception data was sufficient to make informed future decisions. Based on these results, lessons were effective in meeting learning objectives and achieving MS2; so therefore, we decided not to make any major content changes. Outcome data indicated a 2.6% increase in Second Quarter final grades when compared to the first Quarter Final grades for three standard curriculum science classes. Due to finals, the counselor was unable to deliver the lesson to the Advanced Curriculum (AC) science classes until the beginning of third quarter. Outcome data for the (AC) students showed no change in final grades from third quarter as compared to second quarter. To address this lack of growth for (AC) students, we will make a slight content change to focus more on growth mindset. Based on the overall results, we will continue to offer the intervention for seventh grade. We will alter the timing to the beginning of second quarter as opposed to the end. Prior to the end of first quarter, students will have their formative and summative grades, which will help students, set realistic academic goals to improve their confidence in their ability to succeed.

The Win/Win mindset social/emotional lesson targeted seventh grade. This lesson was included in the Core-Curriculum Action Plan, as an intervention to reduce discipline referrals related to conflict as one of our program goals and (MS3). We incorporated three perception questions including knowledge of a Win/Win Mindset, use of one bystander skill, and an attitude question to gauge belief in ability to improve school climate (MS3). Perception data showed increases for all three questions: knowledge had a significant increase (24 -228), there was a 57% increase in the use of a bystander skill, and there was a 62% increase in attitude. We do not recommend changing perception questions because they accurately measured student growth. Based on perception data results, the lessons were effective in meeting learning objectives and (MS3). Outcome data showed a 25% decrease in the number of discipline referrals related to conflict. Based on the perception and outcome results, we will continue to offer the intervention for seventh grade. We will divide Win/Win and anti-bullying content into two lessons. We realized that teaching both concepts in one lesson was too much information to present effectively in one hour. By separating the lessons, students’ retention of key concepts should improve and counselors can add Lose/Win, Lose/Lose, and Win/Lose mindset to lesson content. Additionally, two lessons gives more time for role-playing, which provides students an opportunity to demonstrate bystander skills. Lastly, to reduce missed instruction time due to suspensions related to conflict, the delivery of the lessons will occur during first semester instead of second.

The Getting Ready for High School career lesson targeted eighth grade. The lesson was included in the Core-Curriculum Action Plan as an intervention to address (MS2), (MS4), and (MS6) and to meet Georgia Bridge Bill requirements. We used three questions in the data analysis including knowledge of high school credits, demonstrating students’ skill by writing a career goal and an attitude question to gauge career interests. Upon reflection of the attitude question, we realized that it did not adequately measure students’ belief. Perception data showed a 95% increase in student’s knowledge of graduation requirements, 100% of students demonstrated their skill by writing a career goal, and there was a 70% increase in students’ ability to choose three careers. Based on perception results, the lessons were effective in achieving mindsets and learning objectives. However, we realized that more time is necessary for career research and recommends dividing lesson content into multiple lessons beginning in seventh grade. Outcome data showed a promotion rate of 99%, which indicates students’ motivation to move on to high school. Based on the results and that this lesson is required by Georgia law, it will continue to be delivered to assist students in setting future goals and to keep them on track for graduation

Grade Level: 7

Lesson Topic: Goal -Setting

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Academic MS 2 BLS 4 BLS 7

Start/End: Nov.4 Nov. 30 three of the four science sections Standard curr. Jan. 10 Advanced Curriculum

Process Data (Number of students affected): 443

Perception Data (Surveys or assessments used): Knowledge: There was a substantial increase (12 to 165) in participants’ knowledge of know how to write a SMART goal.
Skill: prior to the intervention only one student was able to write a SMART goal. At the end of the lesson, 147 students of the survey group, wrote a SMART Goal
Attitude: There was a significant increase (13 to 152) in students’ belief in their ability to write a SMART goal

Outcome Data (Achievement, attendance, and/or behavior data): Overall, there was a 2.6% increase in the 2nd Quarter final grade average as compared to the 1st Quarter final grade average for the three standard curriculum science classes. The advanced curriculum science classes showed no change in the final grades from 2nd Qtr. To 3rd Qtr.

Implications: Based on the results, we will continue with the intervention for 7th grade. The lesson will be taught at the beginning of 2nd Qtr. Prior to the end of 1st Qtr., students will have their formative and summative grades and will set realistic 2nd semester goals for both grade types. Secondly, to address the lack of growth for the accelerated students, we will focus more on growth and challenging themselves to improve grades. When the lessons were delivered, the school counselor observed the AC students seemed satisfied with their grades and didn’t see the need to set academic goals.

Attachments

Grade Level: 7

Lesson Topic: Win/Win Mindset

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): S/E MS 3 BS SS 2

Start/End: March 12 March 21, 2018

Process Data (Number of students affected): 443

Perception Data (Surveys or assessments used): Knowledge: There was a substantial increase (24 to 228) in participants’ knowledge of what is a Win/Win Mindset.
Skill: There was a 57% increase in the use of one bystander strategy
Attitude: There was a 62% increase in students’ belief in their ability to improve the school climate.

Outcome Data (Achievement, attendance, and/or behavior data): 7th Grade Discipline referrals related to conflict was used to measure the effectiveness of the lesson. Overall there was a 25% decrease in the number of discipline referrals related to conflict from two months prior to the intervention to two months after the intervention.

Implications: Based on the results, we will continue with the intervention for 7th grade. For future lessons, the Win/Win mindset and anti-bullying will be taught as separate lessons. We realized that combining the two concepts was too much information to present effectively in one hour. By separating the lessons, more time will be allocated for each topic and there will be more time for role-playing activities, which would allow students to demonstrate the skills. Additionally, we plan to teach all four of the different mindsets: Win/Win, Lose/Win, Lose/Lose, and Win/Lose. Lastly, to reduce missed instruction time due to suspensions related to conflict, the lessons will be delivered during 1st semester.

Attachments

Grade Level: 8th

Lesson Topic: Getting Ready for High School

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Car. M2 M4 M6 B-LS 5 B- LS 7

Start/End: Jan 2018 - March 2018

Process Data (Number of students affected): 445 Students

Perception Data (Surveys or assessments used): Pre/Post Test
100% of 8th Grade Students Completed Career Cruising and Individual
Graduation Plans for College and Career Readiness Performance Indicator (CCRPI)
Pre-Test Data indicated:
Sample Knowledge Question
“How many credits are needed to graduate from a Georgia high school”?

10% of students knew the correct number of credits needed for high school graduation.
Post-test Data indicated -95% of students knew the correct number of credits needed for high school graduation.


Sample Attitude Question
Pre-Test Question
What career do you want to move toward when you complete high school?

Pre-Test Data indicated:
30% of students responded that they are not sure of their career choices.

Post –Test Data indicated:
99% of students were able to choose a career beyond high school.

Sample Skill Question
“I have written down my short, long term goals for the second semester”

Pre-Test Data indicated:
0% of students wrote a short, long- term goal for the second semester in middle school.

Post- Test Data indicated:
99% of students wrote a short, long- term goal for the second semester of middle school.

Outcome Data (Achievement, attendance, and/or behavior data): Achievement Data indicated: Overall promotion rate of 8th grade students entering high school was 99.0%

Implications: Based on perception data, the 8th grade counselor concluded that 95% of students were able to recall their personal learning style, the number of high school credits needed for graduation, and were able to identify what cluster their career would fall under after all core curriculum lessons were taught. In understanding this information, 8th grade students gained knowledge about courses offered in high school, the number of credits needed for high school graduation and a wealth of information on possible careers and college choices. In teaching the lessons for 8th grade, counselor realized that more time should be spend on researching careers and understanding the purpose of the IGP. To allow more time for career research, counselor will collaboratively work with ELA teachers in the 7th grade on a lesson that will give students the foundation needed for choosing career clusters and completing the IGP. This lesson should help 8th grade students have a deeper understanding of their IGP and the three saved career choices. In conclusion, perception data indicated that 95% of students acquired the knowledge, skills, and positive attitude toward high school / college and career choices. Based on the results and that this lesson is required by Georgia law, it will continue to be delivered to assist students in setting future goals and to keep them on track for graduation.

Attachments