In an effort to evaluate the effectiveness of our core curriculum lessons, we collected and analyzed data for each lesson. The three lessons we provided were delivered effectively- we saw every student across each grade level and teams in a timely manner. Any students who were absent received lessons during small group. For each lesson, we used a pre and post-test model to collect data. We each based the questions on our surveys to reflect the learning goals of the lessons as well as the mindsets and behaviors we intended on teaching around. For example, on our Human Trafficking pre and post-test, we ask if students know three ways to keep themselves safe from human traffickers which aligns with the B-SS “Demonstrate advocacy skills and ability to assert self when necessary” standard of which was centered in our lesson.

Outcome data for each lesson was varied due to the lessons varied content. For the “What is Bullying? What Does It Look Like?” lesson, the outcome data was disciplinary data pulled from our online system. We looked at quarter 1 versus quarter 2 to hone in more specifically to the time period in which the lesson was taught. For the Human Trafficking lesson, we collected data for the district to be able to evaluate the effectiveness of this initiative. We track our referrals for this specific lesson using a survey, attached, that enables us to assess the safety of our students. Any student who responds that they are not safe or that they need to speak with an adult is seen that day, often within the hour. We deliver this lesson in both 7th and 8th grade and across both grades.

Conducting classroom core curriculum lessons is often challenging to plan around. Our school has improved in respect to being more preventative than responsive, but we are still spending a lot of time in responsive services. That being said, working as a team has been invaluable to our success in implementing in-class lessons. When a counselor is conducting a grade-level lesson, the other two counselors are “on call” for any responsive services during that time. We have also been strategic in blocking out time to do these lessons. We have found that we are more consistent in the delivery of our lessons when we are in the classrooms all day rather than sporadically.

Year to year we continue to get better at implementing our core curriculum lessons and we believe we can get better at a few things. The first being our survey questions. We want to continue to improve upon aligning with the mindsets and behaviors. Asking more specific and intentional questions will help us have even better data to guide us. We also want to increase the amount of core curriculum lessons, as they are preventative in nature, which will hopefully decrease the amount of responsive and crisis services we provide. Growth in this area for us is a focus and we continue to improve, largely guided by data collected from previous lessons as well as qualitative data collected by talking with administration and our Advisory Council.

Grade Level: 6th

Lesson Topic: What is Bullying? What Does It Look Like?

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social/ emotional Domain, M3, B-SMS 7. B-SS 4

Start/End: Nov 27- Dec.1 2017

Process Data (Number of students affected): All of 6th Grade- 353 Students

Perception Data (Surveys or assessments used): Perception data was collected via pre and post test sheets given to every student. The pretest was printed on one side and the post test on the other. Students chose either true or false for each question on this survey.

1) I have been bullied before.
Pre: 82%
Post: 54%

2) I can name 3 types of bullying.
Pre: 15%
Post: 100%

75% increase in knowledge

3) Bullying can be a way for me to stick up for myself.
Pre: 76%
Post: 5%

71% increase in knowledge

4) Bullying can be something that only happens once.
Pre: 20%
Post: 1%

19% increase in understanding

Outcome Data (Achievement, attendance, and/or behavior data): Revised- Outcome data analyzed before and after this lesson showed a decrease in discipline referrals due to bullying in the 6th grade from quarter 1 (before) to quarter 2 (after). There were 18 quarter 1 discipline referrals related to bullying in 6th grade. In quarter 2, that number dropped to 10 referrals.

Implications: We chose to address bullying to the entire 6th grade because, looking at data from the previous year, that was the grade level with the most bullying discipline referrals. We chose to do this during the beginning of November as it is right after bullying prevention month and there is a school-wide initiative already in place to support bullying prevention in October. By implementing this lesson in November we hope to reinforce the bullying prevention knowledge our students retain. As indicated by our perception data, students’ knowledge increased substantially after the lessons were given. Outcome data analyzed before and after this lesson showed a 16% decrease in discipline referrals due to bullying in the 6th grade. Ms. Keith visited classes and saw every 6th grade student that was in attendance on those days. She let the teachers sign up for a time slot for her to come in to their classrooms. In the future, giving these lessons in bigger blocks, such as doing all science classes for team A on Monday, all science classes for team B Tuesday, all science classes for team C Wednesday would make planning much easier rather than scheduling around teacher requests. We feel that based on both qualitative and quantitative data collected after this lesson it was a success. We will continue implementing it with two changes. Delivering this lesson in October, during bullying prevention month, would better align with our school and district’s initiative. We also want to be more specific and intentional with the questions asked on our surveys to ensure we are teasing out knowledge gained more accurately.

Attachments

Grade Level: 7th

Lesson Topic: Human Trafficking

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social Emotional Domain, M1, B-LS 1, B-SS 8.

Start/End: March 5-9 2018

Process Data (Number of students affected): All of 7th Grade- 367 Students

Perception Data (Surveys or assessments used): Perception data was collected via pre and posttest sheets given to every student. The pretest was printed on one side and the post test on the other. Students chose either yes or no for each question on this survey.

1) I understand what human trafficking is.
Pre: 9%
Post 100%

91% increase in knowledge

2) I understand how social media plays a role in human trafficking.
Pre: 5%
Post: 97%

92% increase in knowledge

3) I have a trusted adult I can talk to if I am concerned about myself or a friend.
Pre: 86%
Post: 100%

4) I can name 3 ways to keep myself safe from human traffickers.
Pre: 3%
Post: 100%

97% increase in knowledge.

Outcome Data (Achievement, attendance, and/or behavior data): Revised- Outcome data for the human trafficking lesson was collected by looking at referrals to student services because of this lesson. Increase in attendance due to student safety. Unexcused absences decreased by 5.1% after this lesson was implemented (57 to 39 out of 367 students who received the lesson.)

Implications: The Human Trafficking curriculum is a district- mandate lessons that student services is required to teach. We teach these lessons using the three counselors as well as our school social worker. Bringing in a larger team of people to teach these lessons allows us to teach using two adults per classroom and to be able to go through the assessments in a timely manner. We go through science and social studies classes all day so we knock out all three teams in three days. The lesson is about 45 minutes long which allows us to follow up with any students who answered the survey questions in a concerning way before the next class period. This way of delivering the lessons has proven very effective. The data we collect helps the district and state get a better handle on how many students are affected by human trafficking in our area. On the school level, the perception data helps us uncover other topics we need to address in the core curriculum – such as how to stay safe on the internet as well as how to identify dangerous social situations. The conversations we have during this lesson always brings up other gaps in students’ knowledge which helps us make more informed decisions going forward. As our district is a large supporter of the ASCA National Model, the lessons we receive to teach are already aligned with the mindsets and behaviors

Attachments

Grade Level: 8th

Lesson Topic: High School on the Horizon

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Academic and Career Domain. M4, B-LS 8,& 10

Start/End: April 2-4, 2018

Process Data (Number of students affected): All of 8th grade- 322 students

Perception Data (Surveys or assessments used): Perception data was collected via pre and posttest sheets given to every student. The pretest was printed on one side and the post test on the other. Students chose either true or false for each question on this survey.

1) I understand high school graduation requirements
Pre: 56%
Post: 100%

44% increase in knowledge

2) I understand how to register for high school and who I can ask for help.
Pre: 2%
Post: 100%

98% increase in knowledge

3) I have an idea what classes I would like to take in high school.
Pre: 34%
Post: 92%

58% increase in knowledge.

4) I feel prepared for a successful high school career.
Pre: 15%
Post: 96%

81% increase in knowledge.

Outcome Data (Achievement, attendance, and/or behavior data): Revised- Increase in attendance due to future goals. Unexcused absences decreased by 6.8% after this lesson was implemented (42 to 20 out of 322 students who received the lesson.)

Implications: Delivering the lessons through the science classes enabled Ms. Street to see every student in the span of 3 days. The downside to this is that for those 3 days she is in the classroom almost the whole time. The other counselors support by helping out with any responsive services needed while Ms. Street was in the classroom. In the future, the lesson needs to be broken up into two parts with the high school requirements and information in one lesson and registration in it’s own lesson. As self-registering is new in our district, the need for teaching students how to navigate the software will decrease. The data collected from this lesson could be supported by working with the High School to see how well prepared our students were, which is something we plan do to for the upcoming year. The mindsets and behaviors addressed in this lesson align with the need for us to prepare our students for high school. We have found through quantitative and qualitative observations that students in their spring semester of 8th

Attachments