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